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UNDERGRADUATE STUDIES 1980-81

HOW TO FIND WHAT YOU NEED

IN THIS BOOK 1980-81 Academic Calendar. . . . . . . . . . . . . . . . . . . 6

General Information about the University Useful for Prospective Students . . . . . . . . . . . . . . . . 9

Special Academic Opportunities for Undergraduates. . . . ................. .. .... 15

Degrees A warded by the University . . . . . . . . . . . . 21

Thumbnail Sketches of Colleges and Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Programs of Study Offered to Undergraduates

College of Arts and Science (including courses in the School of Medicine and Dentistry open to undergraduates) . . . . . . . . . . . . . . . . . . . . . . . . . 31

College of Engineering and Applied Science . . . 139

School of Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . 163 Graduate School of Management . . . . . . . . . . . . 169

Graduate School of Education and Human Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Sports and Recreation . . . . . . . . . . . . . . . . . . . . . . . . 179

Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Financing an Education.................. . .... 187

Academic Services and Information . . . . . . . . . . . . 199

Career and Counseling Services. . . . . . . . . . . . . . . . 207

Student Life .. ... . .. .... .... .. . . .... . ........ 213

General Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . 223

Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Index . ....... . ...... . .. . ........... . .. . . . . .. 228

Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

Campus Map... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232

J

4

OFFICIAL BULLETIN

UNIVERSITY OF ROCHESTER UNDERGRADUATE STUDIES 1980-81

COLLEGE OF ARTS AND SCIENCE COLLEGE OF ENGINEERING AND APPLIED SCIENCE

SCHOOL OF NURSING GRADUATE SCHOOL OF MANAGEMENT

GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

Otticml Bulletin, Series 75, Number 4, August 12, 1980 Published by the University of Rochester, Rochester, New York 14627,

six times a year--in April, July, August (two), September, and December. Second-cla;s postage paid at Rochester, New York 14692. USPS 403-440

This bulletin was prepared in the spring of 1980, and the information is subject to change without notice.

The University of Rochester provides equal opportunity in admissions and student aid regardless of sex, race, handicap, color, and nationa l or ethnic origin.

A SPECIAL WORD TO

PROSPECTIVE STUDENTS

w. welcome your interest in Rochester. We think it is a fine institution, unique in some ways, among the best of its kind in many others. It may be just the right college for you. One of the purposes of this bulletin is to help you reach that decision, because we want to make sure that the students who should come to Rochester are those that do come to Rochester.

This bulletin is also a rule book. It serves as a "book of understandings" between you and the University while you are an undergraduate, spelling out what you can expect from the University while you are here and what the University in turn will expect from you.

Should Rochester become your college, we look forward to welcoming you to the invigorating community of seekers after knowledge that is the University of Rochester.

5

6

ACADEMIC CALENDAR Undergraduate-River Campus Colleges and School of Nursing

1980 Fall Semester August 15 (Friday)

Last date for undergraduates to pay tuition and fees without penalty

September 3 (Wednesday) Classes begin at River Campus colleges and School of Nursing

September 23 (Tuesday) Last date for students in the College of Arts and Science to have courses deleted from current program and to declare the S IF option, except first-semester freshmen and transfer students (See December 8)

September 30 (Tuesday) Last date for students in the College of Arts and Science and the Graduate School of Education and Human Development to add courses

September 30 (Tuesday) Last date to add independent study courses

October 10 (Friday) Fall term break begins at end of day

October 15 (Wednesday) Classes resume

October 17- 23 Week for Sf F selection in the College of Engineer­ing and Applied Science

October 22 (Wednesday) Wilson Day activities

October 23 (Thursday) Last date to drop courses in the Graduate School of Education and Human Development and to make program changes in the College of Engineering and Applied Science

October 27- 31 Registration materials distributed to undergraduates

November 5 (Wednesday) Undergraduate program advising session

November 6-14 Undergraduate Program Approval Forms filed with Registrar

November 15 (Saturday) Date after which enrollment deposit is forfeited by undergraduates who do not notify the appropriate dean's office of their plans for withdrawal from the University effective at the end of the fall semester

November 26 (Wednesday) Thanksgiving recess begins at noon

December I (Monday) Classes resume

December 8 (Monday) Last date for first-semester freshmen and transfer students in their first semester in the College of Arts and Science to have courses deleted from current program or declare the Sf F option

December II (Thursday) Classes end. Last date for students in the College of Arts and Science to drop courses without penalty

December 12 (Friday) Reading period begins (optional by college offering course)

December 14 (Sunday) Reading period ends

December 15- 20 Final examinations

December 20 (Saturday) Winter recess begins at end of day

-

1981 Spring Semester

January 2 (Friday) Last date for undergraduates to pay tuition and fees without penalty

January 12 (Monday) Classes begin at River Campus colleges and School of Nursing

January 30 (Friday) Last date for students in the College of Arts and Science to have courses deleted from current program and to declare the S 1 F option, except first-semester freshmen and transfer students (See April 17)

February 6 (Friday) Last date for students in the College of Arts and Science and the Graduate School of Education and Human Development to add courses

February 6 (Friday) Last date to add independent study courses

February 23-27 Week for Sl F selection in the College of Engineer­ing and Applied Science

Academic Calendar 7

February 27 (Friday) Last date to drop courses in the Graduate School of Education and Human Development and to make program changes in the College of Engineering and Applied Science

March 7 (Saturday) Spring recess begins at end of day

March 16 (Monday) Classes resume

March 16-20 Registration materials distributed to undergraduates

March 25 (Wednesday) Undergraduate program advising session

March 26-April 3 Undergraduate Program Approval Forms filed with Registrar

April 17 (Friday) Last date for first-semester freshmen and transfer students in their first semester in the College of Arts and Science to have courses deleted from cur­rent program or declare the S IF option

April 24 (Friday) Classes end. Last date for students in the College of Arts and Science to drop courses without penalty

April 25 (Saturday) Reading period begins (optional by college offering course)

April 28 (Tuesday) Reading period ends

April 29-May 5 Final examinations

May 10 (Sunday) All-University Commencement

May 11 (Monday) "X" Period begins, River Campus colleges

June IS (Monday) Date after which enrollment deposit is forfeited by undergradua tes who do not notify the appropriate dean's office of their plans for withdrawal from the University effective the end of the spring semester

June 22 (Monday) "X" Period begins, School of Nursing

8

9

SOME NOTES ABOUT

THE UNIVERSITY

The University of Rochester is . one of the smallest of this country's distinguished uni­versities. Grounded in a tradition that goes back 130 years, it is independent, nonsectar­ian, and coeducational.

Rochester is the right place for the highly motivated student who is looking for a fine university education and success in career or professional school and who will enjoy this university's small scale and special quality of life.

Rochester undergraduates number just ovn 4,000 men and women. Their faculty is also the faculty that teaches the graduate students; there is no distinction between the two.

Because a university's business is constantly to ex­tend the limits of human understanding, its faculty members are engaged in original scholarship on many levels and in many fields. At Rochester, undergrad­uates a s well as graduate students are invited, and in fact encouraged, to participate in these investigations. The faculty-to-student ratio is high, about I to II.

There is more than one way to acquire a sound, use­ful, durable education that persists and enriches throughout one's life. At Rochester, this fact is well recognized. Students here take advantage of a wide choice in planning their degree programs, selecting a course of study best adapted to individual interests and career goals from among the diverse offerings of the University's eight schools and colleges. U ndergrad­uates have the opportunity to take graduate courses; premed students can enroll in classes at the medical school or the Eastman School of Music; future engi­neers can diversify their studies with an advanced course in Chaucer. The permutations are virtually limitless. Interdisciplinary programs (summarized on page 15) are one of Rochester's strengths.

No one says the work is easy. But Rochester stu­dents are bright and well motivated. They enjoy the challenge. And a strong advising program (page 10), beginning with prefreshman orientation and continu­ing through a career placement service for alumni, offers help where and when it is needed.

Rol:hester alumni have a fint' track record in finding placement in excellent graduatt' schools (some 50 per­cent have in recent years gone on to graduate study) and in establishing themselves in careers of thelf choice.

As one student summed it up recently, "Rochester opens doors."

Noteworthy Features of Academic Programs

Special qualities justify Rochester's reputation for sustained academic excellence. One is the caliber of the faculty. The latest ( 1971) survey by the American Council on Education gave the University's faculties the highest ranking in I~ fields in which Ph. D . degrees were awarded. The fields were divided among the humanities, the social sciences, and the natural sci­ences.

Rochester's place in American higher education may perhaps be indicated in another way: Among the 3,000 colleges and universities m this country, only ~5 private institutions are members of the prestigious Association of American Universities. The University of Rochester is among this select number.

Most students find the intellectual climate at Roch­ester bracing. Undergraduates often study with dis­tinguished senior faculty members- taking a course in freshman English with a Pulitzer Prize-winning poet, working on a research project with an engineer or bio­medical scientist in the forefront of the discipline, or perhaps studying laser fusion in the University's Labo­ratory for Laser Energetics.

Rochester is small enough to foster clos~: working relationships between students and faculty. A few classes are designed as large lecture courses on an in­troductory level. The great majority are small, enabling students to work as junior colleagues with faculty members.

10 The University

Undergraduates at Rochester spend less of their time in class than is traditional on many other cam­puses; much of their course work consists of indepen­dent study. As one senior remarked recently, "Roch­ester is one of the few schools where students can design and execute their own independent research instead of putting in their time as someone else's technician."

Freshmen can take early advantage of specialized academic offerings in Freshman Preceptorials (see pages 33-35). Limited to about 15 students, these are small seminars that deal with advanced subject matter, often from an interdepartmental approach. Frequently they are taught by a senior faculty member who may, for example, be a Guggenheim fellow or a member of the National Academy of Sciences. Students ::njoy the opportunity for easy give-and-take with their precep­tors. "It's a chance to get to know faculty members on a first-name basis," says one former freshman.

Among the many other specialized undergraduate offerings are the Washington Semester and Study Abroad programs, internships, "X" Period projects, and Rochester Plan programs for undergraduate re­search. They are summarized beginning on page 15.

Advising At Rochester, academic advising and career coun­

seling begin before the start of the freshman year and extend beyond graduation.

Entering students are invited to come to the U niver­sity for several days during the summer before they start their freshman year. During this informal get­acquainted period they take tours of the campus, meet with deans, faculty members, and fellow undergrad­uates, participate in academic and extracurricular pro­grams, attend preprofessional meetings, and make a generous sampling of on-campus entertainment: films, concerts, dances, and informal dinners. This is the time when the new students also take aptitude tests, discuss the results with faculty and staff advisers, con­sult with their advisers about appropriate course se­lection, and register for the fall term. Their parents are invited to the campus at the same time for their own orientation program.

Throughout the undergraduate years, the resources of the University- staff, faculty, and programs- pro­vide continuing services in educational and career counseling. In the words of a fourth-year Rochester student, "They really care about you here and there's a lot of help around, but you have to ask for it." That's

because the University recognizes that not all individ­uals need the same kind of help at the same time, and that Rochester students can be expected to be mature enough to ask for assistance at the times when they need it.

The Office of Counseling and Psychological Ser­vices (page 211) works with students seeking help with personal, vocational, and educational concerns. The Career Services and Placement Center (page 207) is well prepared to provide assistance with vocational preparation and placement, and its facilities and pro­grams are available to University alumni throughout their professional careers.

The Campus The 50-year-old River Campus is the University's

main campus, "home ground" for most undergradu­ates. It is located on the southern edge of the city, tucked between a bend of the Genesee River and a picturesque Victorian cemetery. Next door is one of Rochester's many city parks. A short walk away is the University's Medical Center.

The original complex of Georgian brick build ings has been expanded a number of times with new struc­tures in the same rosy brick that give the appearance of existing in contented harmony with their older neighbors.

Among the newest structures are Hutchison Hall for the biology and chemistry departments, characterized by its unusual cantilevered classrooms (1972), the four­level Psychology Building housing the Department of Psychology and the Center for Visual Science (1974), and the I.M. Pei-designed Wilson Commons, the six­level glass-and-brick student union (1976).

A renovation program, still under way, is restoring most of the earlier buildings to a comfortable a nd well­equipped state.

The University's small sca le and inviting architec­ture make a trip across the campus a pleasant stroll, or, for the more vigorous, an easy jog.

But for most students the most attractive part of the campus is not the buildings but the people that ani­mate them. "They're my kind," says one of the seniors. By that she meant friendly, independent, and inter­ested in a great many things, by no means all of them directly connected with the classroom, the laboratory, or the library.

Out-of-Class Life: On Campus "The shortest distance between two points is where

Wilson Commons is." This campus graffito, chalked up during construction of the now four-year-old stu­dent union, accurately identifies the hub of out-of­class life.

Wilson Commons can be described as the kind of place where you go to meet friends, eat lunch, watch television, see a film, view an art exhibit, give a concert, have a party, play ping-pong, take wine-tasting lessons, consume a piece of the famous mouth-watering Wilson Commons fudge, or just sit and stare into space. " Hang­ing around Wilson Commons" is a recognized and respectt:d student activity.

Inside Wilson Commons and elsewhere on the cam­pus, there is always a great deal going on. "Your social life is what you make it," say Rochester students. "There is a lot of discovering to be done. But you can always find your own niche."

Among the niches that one freshman had found by the end of her first semester last year were a volunteer job a t nearby Monroe Community Hospital, yoga classes at the University Interfaith ChapeL some lively disco dancing at the Commons, ice-skating sessions, and a mutually stimulating friendship with a campus administrator, an outgrowth of the Rochester Connec­tion program instituted last year to bring together, on a purely social basis, interested University freshmen with staff members and their families.

Other undergradua tes work on the student-run campus daily or the AM-FM radio stations, join one or more of the many performmg arts groups, partici­pate in the activities of political action and commu­nity service organizations, or join with like-minded students in a variety of special-interest groups, from the Bridge Club to the Society for Creative Anachro­nism.

In all , more than 70 campus organizations enable students to pursue a variety of individual interests, and student-sponsored events ta ke place nearly every night of the week: film series, both classic and con­temporary; concerts, recitals, and plays; a lively out­side-speakers program; and parties and informal get­togethers. (For a more detailed description of these activities, see the section on Student Life beginning on page 213.)

Special campus-wide events enliven the school year at regular intervals: Yellowjacket Day to start things off in the fall, Dandelion Day to celebrate the arrival of spring, and, to warm up the mid-winter season, an annual Winter Carnival encompassing, among other

The University II

events, a snowman-building contest, a marathon m­door softball game, and a Wilson Commons All­N ighter highlighted by karate and gymnastics dem­onstrations, a paper airplane contest, dancing, games, films, and, for the hardy, a Survivors' Breakfast.

For the action-minded, in addition to the 19 inter­collegiate sports offered, there is an extensive schedule of intramural sports, from badminton, basketball, a nd billiards to inner-tube water polo and foosball. Most students participate in the intramural program, which includes men's, women's, and coed competition. On occasion, faculty and staff members join in, too. (See Sports and Recreation, page 179 and page 216.)

There is ample opportunity for individual sports. The l1 niversity maintains a tree-lined jogging path along the Genesee River, a quarter-mile outdoor track, a banked eighth-mile indoor track, and comprehensive exercise and weight-training facilities. Two large swimming pools accommodate both serious lap­swimmers and those who just want to swim to relax. In warmer weather, students often rent canoes for leisurely afternoons on the river.

In response to the ever-growing student interest in active sports, the University has embarked on a major expansion of its athletic facilities, projected for com­pletion in the fall of 1981. This multifaceted sports complex (described on page 217) will result in an even greater range of recreational opportunities open to Rochester students.

Student Residence "The people on my hall are like my family," says

an undergraduate who looks forward to going horne to her dorm every day after classes and intensive ses­sions with her books in the library. Like most under­graduates, she chooses to live on campus, within a short walk of classrooms, labs, libraries, and athletic facilities.

Comfortable and diversified living accommodations are tailored to individual preferences. An appealing feature for many students is the presence of a number of special-interest residences. Among these special living and study centers are Medieval Studies Center, Drama Center, Music Floor, Environmental Living Center, and the Foreign Language Corridors. Here students and faculty members with mutual interests learn from each other in an informal residential at­mosphere. Committed to the ideal of intellectual com­munity, residents of these living centers sponsor films, concerts, outside speakers, readings, and plays, all

12 The University

open to the University community. (See page 217 for more on student residences.)

Out-of-Class Life: Off Campus "The Rochester area has a lot to offer, and Roches­

ter students are very mobile," says a senior who adds variety to his out-of-class time by exploring the attrac­tions of the city and the surrounding countryside. "I f you wa nt to go off campus it's easy," he adds. Many students have cars , and getting a ride from a friend is a lways a good possibility. A free shuttle bus connects the University campuses, making regula r stops at the Eastman School of Music, within easy walking dis­tance of downtown Rochester. Last year a student­administration committee instituted a "UR Special" bus that makes weekend runs to a variety of "hot spots," movie theaters, restaurants, and snack places.

Rochester is a city of medium size placed between the shore of Lake Ontario to the north and the glacier­formed hills of the Finger Lakes region to the south. No one says it is New York City, but it doesn't have to be: it has a flavor and an appeal of its own. Rochester has been rated among the East's most liva ble cities: small enough and clean enough (local industry is light and highly technical, leaving the area relatively un­spoiled) to be comfortable, and large enough and cos­mopolitan enough to afford a variety of diversions, whether your tastes run to symphony orchestras and jazz concerts, planetariums and museums, or Gra nd Prix auto racing and professional ice hockey.

For off-campus eating, the city offers a tempting array of restaurants, from elegant, expensive, and con­t inental, to tasty, cheap, and Chinese. Many of the favorite restaurants are located in the Park Avenue area, a pleasant section of the city filled with com­fortable, turn-of-the-century residences, trendy bou­tiques, hand-craft shops, art galleries, import stores, and emporia like the celebrated neighborhood phar­macy that sells everything from Famous Amos choco­late chip cookies to lifesize posters of movie stars and reproductions of nineteenth-century gadgets.

Adjacent to Park Avenue is stately, tree-lined East Avenue, once dubbed the most beautiful residential street in America and still bearing ample evidence of the reasons for its earlier celebrity. Two of the Roch­ester area's ma ny museums are located on this street, the world-famous International Museum of Photog­raphy at George Eastman House a nd the Rochester Museum and Science Center, which includes Strasen­burgh Planetarium, one of the most sophisticated

planetarium facilities in the world. Nearby is the Uni­versity's Memorial Art Gallery, which functions in a dual role as a university museum and as the city's pub­lic art museum. The Gallery possesses a distinguished collection of world a rt and shows regularly changing loan exhibitions. The area's o ther major museum, the Genesee Country Museum, a reconstructed nine­teenth-century village, is located in a pleasant farm­ing area several miles to the west of the c ity. Sched­uled to open in 1982 is the new Margaret Woodbury Strong Museum, focusing on the growth of American taste from the Victorian era through 1930, and includ­ing among its holdings of fine and decorative arts the world's largest and most definitive doll collection.

Rochester has been called "a city of music." The presence of the University's Eastman School of Music and the Rochester Philharmonic Orchestra, one of this country's fine regional orchestras, has nurtured a pro­liferation of other musica l organizations, among .them the Rochester Bach Festival and Opera Theatre of Rochester. Almost every night of the week (and on many afternoons too) there are concerts, most of .them free, presented by the accomplished a rtists who study and teach at the Eastman School. The School's beau­tiful Eastman Theatre, home of the Rochester Phil­harmonic a nd site a lso of many Eastman School con­certs, regularly plays host to distinguished guest per­formers. Recent visiting artists have included Aaron Copland, James Galway, Vladimir Horowitz, ltzhak Perlman, Jean-Pierre Rampal, Isaac Stern, a nd the New York City Ballet. J azz and popular-music concerts are a frequent feature of the local concert schedule.

Professional baseball, basketball, soccer, and ice hockey are popular specta tor sports in Rochester, with major league football and hockey just an hour's drive away in Buffalo. Automobile racing is held at Watkins Glen (a two-hour drive), site of the American Grand Prix, a nd there is horse racing a t nearby F inger Lakes Race Track and Batavia Downs.

In the city and beyond is a network of public parks for recreation of a ll kinds, including canoeing, hiking, rid ing, skiing, fishing, and swimming. Genesee Valley Park, next door to the campus, offers a thletic fields and courts, boating, ice skating, and picnicking, and has two public golf courses. About an hour's drive away a re Letchworth Park, the "Grand Canyon of the East ," and the Finger Lakes, home of the New York State wine industry and the site of a variety of recre­ational opportunities, including 17 ski areas. Niagara Falls is an hour and a half away, and Toronto, one of the continent's most exciting cities, is only about three hours from Rochester.

Many University of Rochester students find that the presence of a number of other institutions of higher learning in the Rochester area is an attractive and stimulating adjunct to off-campus life, amplifying the student-oriented entertainment available to them.

A major center for medical and social services, tht: community offers ma ny opportunities for volunteer service. Recently, several University of Rochester var­sity basketball players started an informal Saturday morning coaching clinic for youngsters who go to the elementary school in an integrated neighborhood across the river from the campus. Many students find volun­teer positions through the Community Services Coordi­nating Committee, which acts as a liaison between the University and community agencies. Students partici­pating in these programs may work in hospitals, in­cluding the University's Strong Memorial Hospital, courts, prisons, social service organizations, and edu­cational and tutorial agencies.

About the Rochester weather. Many people think

The University 13

of Rochester as the snow capital of the country. That would be a distinction, but we can't claim it. On the other hand, Rochester's location on the southern shore of Lake Ontario. which mitigates the extremes of tem­perature in both summer and winter, does indeed, on occasion, bring heavy "lake effect" snowstorms. Skiers, ice skaters, snowmobilers , ice boaters, snowshoers, sledders, tobogganers, ice fishermen , builders of snow­men, and makers of snow angels love Rochester's winters. Others learn to cope. And a respite in Toronto - where undercover links make it possible to travel through much of the heart of this exciting cosmopoli­tan city without setting foot out-of-doors- is only about a thn:e-hour drive away.

Spring and fall in Rochester, it should be added. can be very beautiful, and the city's location affords a good opportunity to enjoy them. Unlike many urban centers, Rochester is situated in a rura l setting, where the air is pure and deer and other wildlife still live within minutes of downtown.

14

I5

SPECIAL ACADEMIC OPPORTUNITIES FOR

UNDERGRADUATES I n addition to Freshman Preceptorials (described

on page 10 and in more detail on page 33), Rochester offers a number of other special pro­grams for undergraduates. Some of them are detailed below.

T he University's "X'" Period refers to the ume after spring semester ends and before fall semes­ter begins. Students are encouraged to undertake studies, depending on choice, for no credit and no tui­tion, that may last for a few days, several weeks, or most of the summer. Costs for materials and living expenses during this period are the responsibility of the student.

The College of Arts and Science Summer Semester is an opportunity for students to take courses which are usually not offered during the academic year. These courses may be suggested by students or fac­ulty and are reviewed and evaluated as if they were academic year offerings. Examples of summer semes­ter offerings include a course in Medieval Art of the Court, Monastery, Cathedral, and Countryside, and a summer dig at Bordesley Abbey, England. Each is taught by a professor from the Department of Fine Arts.

The Interdepartmental Degree Programs (pages 91 and 149) provide students with an unusual opportu­nity to construct individual programs suited to their special talents and interests. Students are currently pursuing interdepartmental concentration programs in American studies, biochemistry, biomedical ethics, biomedica l engineering, urban studies, Russian studies, film studies, environmental engineering, and com­puter science, among others. The film studies program provides the opportunity to study cinematography (the a rts and disciplines creating motion pictures) and cinematology (the arts and disciplines comprehending them). Faculty members in the Center for Special De­gree Programs (see page 45) assist undergraduates in planning and developing interdepartmental studies con­centrations in the College of Arts and Science. Students planning an interdepartmental program leading to a

bachelor of science in engineering and applied science work closely with faculty members on the Program Committee in the College of Engineering and Applied Science (see pages 149 and 150).

Undergraduate Summer Project Program. In 1976 the Rochester Plan, a multidisciplinary and intercol­legiate approach to education (see page 209), intro­duced a program designed to encourage undergraduate research experiences . Each spring, undergraduates are invited to submit proposals for investigative proj­ects, to be undertaken with the guidance of a faculty sponsor during the summer. Students participate in planned seminars and informal gatherings on campus. The program is a stimulating intellectua l experience. At the close of these projects, students are encour­aged to submit research papers for inclusion in the Journal of Undergraduate Research.

Rochester Plan Early Selection Program. As an ex­periment in the improvement of medical education, at the end of each academic year up to 16 sophomores are selected for admission to the University's School of Medicine and Dentistry, under a "2-4- 2" sequence. These students design individual programs in accord with their interests, covering four years of integrated study on the River Campus and in the medical school. For information on any aspect of the Plan, write the Health Professions Advising Office, Lattimore Hall.

Independent Study Courses permit qualified stu­dents to pursue independently areas of read ing and research not included or not treated in sufficient depth in regularly offered courses. These special tutorial courses are most often on a one-to-one basis, with the content and objectives of the course determined by faculty-student collaboration.

Interdisciplinary Courses (page 32) deal with topics which are often intercollegiate and cannot easily fit into the offerings of only one or two disciplines. Stu­dents taking these courses readily see the interrela­tionship of disciplines and the need for a broad edu-

16 Special Academic Opportunities

cational base in order to understand the issues fully. For example, Int roduction to Community Medicine is taught to undergraduates by faculty members and guest lecturers from the Medical Center. One in a series of "special topics" liberal arts courses had 12 lecturers from the Departments of Chemistry, Psycho l­ogy, Philosophy, English, and History in the College of Arts and Science and the Depa rtments of Pharma­cology and Toxicology, Neurology, and Psychiatry in the School of Medicine and Dentistry.

Practica are credit cour-ses supervised by University faculty members which usually combine field experi­ence with lectures, seminars, and oral and written re­ports. Each practicum provides d irect personal inter­action with working professiona ls in their everyday environment. Examples include the interdisciplinary Health Services Practicum, the Practicum in Geron­tology, and several courses in the Department of Psychology.

Internship experiences enable students to work in off-campus service centers, business firms, area news­papers, and government agencies. Recent examples in­clude internships with the Rochester District Attorney's office, Xerox Corporation, the Rochester Budget Bu­reau, the Legal Assistance Corporation, the Memorial Art Gallery, a radio-television station, a theatrical company, the New York State Assembly, and various agencies of the federal government in Washington, D.C. Students work under the supervision of college faculty and receive credit for their work.

The Washington Semester Program, administered by the Department of Political Science, allows se­lected students to participate directly in the work of legislators at the national level on a full-time basis. Students work as staff assistants in the offices of United States Senators or Representatives for a se­mester and receive full academic credit. Their activi­ties usually include writing speeches, attending hear­ings, researching law, taking notes at committee meetings, answering mail, and performing other assignments associated with the political process.

The Geology Internship in Marine Sciences (page 82) allows selected upper-class students majoring in geology, biology-geology, or biology to spend one se­mester at the West Indies Laboratory, St. Croix, U.S . Virgin Islands. Students in the program gain research experience in an environment where they may conduct independent research projects.

The S tudy Abroad Program provides students with an opportunity to participate in a year or a semester of study abroad during the junior year or, if appropriate, during the sophomore or senior year. Rochester stu­dents have studied at universit ies in va rious countries, including Engla nd, Germany, Israel, France, Spain, and Ja pa n, prima rily in the humanities and social sciences. Special programs for Rochester students in­clude the Hebrew University P rogram and three one­semester programs in London, each of which combines course work with a practical internship experience.

The British Politics Semester offers an internship with a Member of Parliament. Participants work as research and administrative assistants to British M .P.'s and have the opportunity to experience the workings of the British political system at close hand. They take part in every aspect of the M.P.'s work from routine office tasks to preparing press releases, from research­ing current political issues to writing speeches.

The Fine A rts Semester places students as research and administrative assistants in a London museum such as the Victoria and Albert, the National Trust, or the Commonwealth Institute. Interns become involved in every phase of museum work, helping select items to be shown, mounting exhibitions, and researching and organizing collections within the museum.

The Medical Research/ Health Care Administration Semester allows students to work in the administra­tive area of a health care facility or in a research labo­ratory of one of London's teaching hospitals, such as Charing Cross, the Royal Free, or King's College Medical SchooL Interns in this program also attend a weekly seminar which offers an academic exposure to the British health-care system through visits to facilities and lecture-discussion meetings with guest speakers.

Using All University Resources The graduate and professional schools of the Uni­

versity offer many opportunities for undergradua te students to study in advanced and specialized areas. With only a few exceptions, students who wish to elect courses in any unit of the University may count these credits toward the bachelor's degree in the College of Arts and Science.

Qualified undergraduates on the River Campus who wish to cont inue with their musical interests may take music lessons and courses at the University's Eastman

School of' Music. This work carries college credit and can be taken along with the student's regular under­graduate course work. For those desiring more intense

Special Academic Opportunities 17

involvement, the College of Arts and Science, in co­operation with the Eastman School, offers a B.A. de­gree with a concentration in music (see page 101).

18 Special Academic Opportunities

As the principal facility for teaching, research, and patient care for the medical and nursing schools, Strung 1Hemvrial Hospital welcomes undergraduate students who wish to do vo~unteer work in the hospi­tal's units. Faculty members in the School of Medicine and Dentistry allow selected undergraduates to assist in their research projects. In many instances the stu­dent's research work may qualify and be approved for college credit as an independent study course (see page 15).

Students interested in photography may enroll in courses offered by the University in cooperation with the Internativnal Museum of Photography at the George Eastman House, which contains the world's most important collection of pictures. films, and ap­paratus showing the development of the art and tech­nology of photography. The courses, held on the River Campus and at the Museum, are taught by the Muse­urn staff and are open to all undergraduates.

Students selected to partiCipate in the Joseph C. Wil.wn Scholarship Program are permitted great free­dom in planning their educational programs with the aid of faculty sponsors. Innovations pioneered by Wil­son Scholars are made available to succeeding classes of students.

Among courses offered to undergraduates on a regular basis are studies in accounting, business ad­ministration, marketing, and business law in the Graduate School of Management (see page 172) and preparatory courses for secondary school teaching in the Graduate School of Education and Human Devel­opment (see page 175).

Many other courses in the graduate and profes­sional schools are also available to the undergraduate. Help in finding courses related to one's interests may be obtained in the Office of Academic Advising, or from faculty members in the field of interest.

Preparing for a Government Career

The University offers a number of interdisciplinary programs which are designed to help prepare students for a career in government.

Students interested in international affairs may earn a certificate in International Relations (see page 91). The Department of Political Science offers undergrad­uate and graduate courses in public policy and provides the opportunity for a select number of undergraduates to be accepted into the Public Policy Analysis Pro­gram at the end of their junior year (see page 117). Students interested in more emphasis on management may wish to consider the joint degree program leading to a master's degree in public policy analysis and a master's degree in business administration.

Many internship opportunities are available to undergraduate students such as the Washington Se­mester Program (see page 16), New York State As­sembly and Senate Internship programs, and Federal Summer Internships. In addition, counselors in the Career Services a nd Placement Center can provide current information on summer jobs, descriptive ma­terials on government agencies, a Career Services and Placement Center handbook called Guide to Govern­ment Employment, and can put students in touch with alumni working in the field.

Preparing for a Business Career Many students choose to work directly after gradua­

tion and find that the Career Services and Placement Center can be most useful. The resources of the career library, the workshops held throughout the year (such as those in job search techniques, career sk ills identi­fication, interview skills, and resume writing), the panels and presentations and careers fairs, the personal advising, the alumni aid through the RACERS pro­gram- all can contribute to the student who is search­ing to make the most intelligent decision. Our active on-campus recruiting program a nd listings of current job opportunities are vita l compo nents in many stu­dents' job search.

Some students ho ping to receive a master's degree in business administ ration pursue that degree through our 3-2 Program with the Graduate School of Man­agement (see page 169). Others apply to graduate pro­grams a t other institutio ns, and request assistance

Special A cademic Opportunities 19

from the Ca reer Services and Placement Center. Knowledgeable advisers, a Career Services and Place­ment Center handbook entitled Guide to the Grad­uate Business Schvol Application Process, and plentiful information in the career library (including helpful tips from former students) a re available there.

Combining Graduate and Undergraduate Study

Students wishing to earn a doctoral degree normal­ly must spend four years of study beyond the under­graduate years. Other students desire advanced training for professional work, but not the doctorate. For undergraduates headed toward either of these academic goals, the University provides a number of interesting options. These include:

l. One- or two-year programs for the master's degree, following the award of a bachelor's degree. These are available in a lmost a ll of our areas of study.

2. A mix of graduate study in one's specialty while completing the bachelor's degree. This privilege is accorded to all students whose work in a given area is sufficiently advanced. This option does not extend the time of study at the University of Rochester.

3. A combined program of undergraduate and grad­uate study for five years, with the first three under­graduate, and the last two graduate . This 3- 2 option permits earning a bachelor's degree (awarded after four years) and a professional master's degree.

Students interested in any of these options should seek ea rly counseling from academic advisers or fac­ulty. The 3-2 option is widely used , and permits a mix of programs across colleges and schools.

T he 3- 2 programs described in this bulletin include those in business administration (page 169), public policy (page 125 ), community health (page 52), and engineering (page 141). Among other combined pro­grams which may be begun during the undergraduate years are the master of science in public policy with a specialty in pharmaceutical issues (page 126), a com­bined master of science in public policy and master of science in community health (page 52), and a com­bined master of science in community health and master of business administration (page 52).

20

21

DEGREES AWARDED

Dgrees are awarded by the University of Roch­ester in the following subjects, grl)uped by college or school of the University :

College of Arts and Science Anthropology (B.A. , M.A., Ph .D.) Astronomy (Ph.D.) Biology (B. A., M.S. , Ph.D.) Biology-Geology (B.S. , M.S.) C hemistry (B.A., B.S. , M.S ., Ph.D.) Computer Science (M .S. , Ph.D.) Economics (B.A., M.A., Ph.D.) English (B.A. , M.A. , Ph.D .) Fine Arts:

Art History (B.A.) Studio Arts (B.A.)

Foreign Languages, Literatures, and Linguistics: Chinese (B.A.) Classics Literature (B.A.), Classics (M.A.) Compa rative Literature (B.A., Ph .D.) Foreign Literature (H.A., M.A.) French (B.A.), French Language o r Literature

(M .A.) German (B.A.), German Language or Literature

(M.A.) Linguistics (B.A. , M.A., Ph.D.) Russian (B.A.) Spanish (B.A.), Spanish Language or Litera ture

(M .A.) Genera l Science (B.A.) Geology (B.A., B.S., M.S., Ph.D.) Geomechanics (B.S.) History (B.A., M.A., Ph.D.) Interdepa rtmental Studies (B.A.) Mathema tics (B.A. , M.A. , Ph.D.) Mathematics-Sta tistics (B.A. , M.A.) Microbiology (B.S.) Music (B.A.) Neuroscience (B. S.)

Philosophy (B.A., M.A. , Ph.D.) Physics (B.A., B.S., M.A, M.S ., Ph.D) Physics and Astronomy (B.A., B.S., Ph.D.) Political Science (B.A., M.A., M.S., Ph.D.) Psychology (B.A., M.A., Ph.D.l Religious Studies (B.A.) Sociology (B.A., M.A. , Ph.D.) Statistics (B.A., M.A., Ph.D.)

Certificate Programs in the College of Arts and Science (taken in conjunction with a bachelor's degree) East Asia n Studies International Relations Russian S tudies

Graduate School of Education and Human Development Education (M.S. in Ed. , Ed .D .. Ph .D.)

Certificate Program in the Graduate School of Education and Human Development (taken in con­junction with a bachelor's degree) Secondary Education in one of the following areas:

English Mathematics Modern Foreign Languages Sciences (Biology, Chemistry, Physics) Social Studies

College of Engineering and Applied Science Chemical Engineering (B.S., M.S ., Ph.D.) Electrical Engineering (B.S. , M .S., Ph. D.) Engineering and Applied Science, a n

Interdepartmental P rogra m (B.S.) Geomechanics (B.S. ) Mechanical a nd Aerospace Sciences (M.S., Ph .D .) Mechanica l Engineering (B.S.) Optics (B.S. , M.S., Ph .D .)

22 Degrees A warded

Eastman School of Music Applied Music (B.M.) Jazz Studies and Contemporary Media (M.M.) Music Composition (B.M., M.M ., Ph.D., D. M.A .) Music Education (B.M., M.A., M.M., Ph.D. , D.M.A .) Music History (B.M.) Music T heory (B.M., M.A., Ph.D.) Musicology (M.A., Ph.D.) Performance and Literature (M.M., D. M.A.)

Graduate School of Management Business Administration (M.S. , M.B.A., Ph.D.)

School of Medicine and Dentistry Anatomy (M.S., Ph.D.) Biochemistry (M.S. , Ph.D.) Biophysics (M.S., Ph.D.) Community Health (M.S.) Dental Science (M.S.) Health Sciences Education (M.S .) Medicine (M .D.) Microbiology (M.S., Ph.D.) Neuroscience (M.S., Ph.D.) Pathology (M.S. , Ph.D.) Pharmacology (M.S., Ph.D.) Physiology (M.S., Ph.D.) Radiation Biology (M.S., Ph.D.) Toxicology (M.S., Ph.D.)

School of Nursing Nursing (B.S., M.S., Ph. D.)

Clinical specialty areas of study for the M.S. include: Community Health Nursing Family Hea lth Nurse Clinician Gerontological Nursing Medical-Surgical Nursing Pediatric Nursing Psychiatric-Mental Health Nursing Women's Health Care: Ob( Gyn Nurse Clinician

University College of Liberal and Applied Studies' General Studies (B.S.) with concentrations in:

Community Services

Humanities Natural Sciences Social Sciences

General Studies (M.S.) with majors in : Humanities Materials Engineering

Adult Learning (M.S.) Community Services (M.S.) Environmental Studies (M.S.) Mathematical Methods (M.S .)

University-wide Studies 3-2 Programs B.A. or B.S. plus an M.B.A. , see page 169 B.A. or B.S. plus an M.S. in community health, see

page 52 B.A. or B.S. plus an M.S. in political science (public

policy), see page 1 17 B.S. and M.S. in a biology-geology concentration B.A. and · B.S. in an engineering concentration (for

transfer students), see page 140 B.S. and M.S. in optics, see page 15Y

Combined Master's Programs M.S. in community health a nd M.S . m political sci-

ence (public policy), see page 52 M.S. in community health and M.B.A., see page 52

Combined MasTer's and Doctoral Programs M.B.A. and Ed.D. M.B.A. and Ph.D. in education Ph.D. in education a nd M.S. in political science

(public policy)

Joint Ph. D. Degree Programs Anatomy and Neurobiology Biology and Neurobiology Biomed ica l Engineering Physiology and Neurobiology Psycho[,)gy and Neurobiology

'Work to be taken o n a part-time basis wholly or in part through courses offered in the University's Evening Session.

24

25

COLLEGES AND FACILITIES

The College of Arts and Sciences, the Grad­uate School of Education and Human De­velopment, the College of Engineering and Applied Science, the Graduate School of Management, and the University College of Lil;>eral and Applied Studies are loca ted on

the River Campus, about two miles south of down­town Rochester. The School of Medicine and Den­tistry a nd the School of Nursing are loca ted at the Univers ity Medical Center, adjacent to the River Campus (see the map on the inside back cover). T he Eastman School of Music is loca ted in the center of the city of Rochester, within wal king distance of its Prince Street Campus.

The University of Rochester gives its students the opportu nit ies they need to pursue their individual ed ucatio na l goals. Each of its colleges offers many routes leading to degrees tha t are the fo rmal recogn i­tion of the achievement of those goals. In working with stude nts to help them develop their potent ial, the fac­ulty of each college establishes the requirements for degree programs within that co llege and, in turn , judges whether students have fulfilled those req uire­ments.

River Campus Colleges The College of Arts and Science (pages 31-138),

the oldes t of the University's eight academic units, enro lls a majority of the undergradua te students on the River Campus. All undergrad uate students except those entering the Eastman School of Music take the firs t two years of wo rk in libera l a rts in the Co llege of Arts and Science. The College provides undergraduate and grad uate degree programs in the humanit ies, natural sciences, and social sciences.

The College o( Engineering and Applied Science (pages 139- 161) enrolls upper-class students and graduate students and also offers courses fo r fresh­men and sophomores that may be taken by degree candidates fro m any college. Ed ucation in a wide range of specialties is available at both undergraduate

and graduate levels, with students throughout the University encouraged to take part in the College's projects as their programs allow. Through the Inter­depa rtmental Progra m, students may elect to obtain broad general tra ining in engineering and applied science.

The Graduate School of M anagement (pages i69-173) offers graduate study in business administration for management careers in the profit and non-profit sectors. For undergraduate students who are inter­ested in such careers, it also offers a unique opportu­nity to earn an undergraduate degree and a master of business administration degree (M. B.A.) in five yea rs instead of the usual six. T his five-year course of study, the School's 3- 2 Program, consists of three years of undergraduate study in another college followed by two years in the Graduate School of Management. After successfully completing the first year in the Graduate School of Management, the student receives a bachelor's degree from the undergraduate college; a master's degree in business administration is awarded upon completion of a second year.

T he Graduate School of Education and Human De­velopment (pages 175-177) provides undergraduate and grad uate programs for the preparation of teachers in the secondary school fields of English, mathematics, modern fo reign languages, sciences, and social studies, as well as graduate programs in a number of ed uca­tional specialties. Students enrolled in the undergrad­uate programs normally receive their degrees in the Co llege of Arts and Science.

University College of Liberal and Applied S!Udies provides university-level education for those students, prima rily part-time, who have specia l needs not met by the programs of other d ivisions of the University. T o accommodate these students, most University Col­lege classes are held in the la te afternoons, evenings, or on Saturdays. All courses essential to its master's degree programs are offered during evening hours.

Summer Session classes are offe red by University College on the River Campus and by the Eastman School of Music. Undergradua tes at the University of

26 Colleges and Facilities

Rochester and those from other colleges and universi­ties may take summer instruction and transfer the credits earned to their own institutions. Courses of interest to teachers, nurses, and others who need or desire to do regular college work during the summe r are included in the River Campus summer sessions.

For information on the College of Arts and Science Summer Semester (see page 15), please seek advice from the Academic Advising Office in Lattimore Hall.

Medical Center The University's Medical Center, adjacent to the

River Campus, was among the first in the country to

house both med ical school and hospital in a single building. The School of Nursing i~ also a part of this complex.

I he resources and facilities of the River Campus and the Medical Center are within walking distance of each otrer. Students on one campus often pursue their special interests with the faculty of the other campus. River Campus students may participate in specia l studies and research projects with faculty members at the Medical Center, and undergraduates may, with the approval of the instructor and the approval of the dea n of the college in which they are enrolled, take grad­uate-level courses offered in the School of Medicine and Dentistry. The opportunities for and frequencies of interaction between the faculty members a nd the

students from the School of Medicine and Dentistry and from the River Campus colleges are mcreasmg (see the Rochester Plan).

The Sehoul of Medicine and Dentistry offers pro­grams in medical science leading to M.D. , M.S., and Ph.D. degrees. Its extensive facilitie s provide an excel­lent spectrum of patient care and research to support the educational opportunities.

The School of Nursing (pages 163-168) offers study leading to the degree of bachelor of science with a major in nursing, the degree of master of science with seven clinical specialty areas in nursing, and the de­gree of doctor of philosophy in nursing.

The School of Nursing administrative offices, class­rooms, co nference rooms. a nursing laboratory, and some faculty offices are located in Helen Wood Hall. The amphitheaters, classrooms, conference rooms, and laboratories of the Medical Center and the River Cam­pus are also used for instruction of nursing students.

Strong Mem orial Hospital, a 696-bed general hos­pital and outpatient units completed in 1975, replaced the old hosp ital and. with the I 07 psychiatric beds in a wing of the Center, provides a tota l of 803 beds. It is an integral part of the University's Medical Center and serves as the principal teaching hospital of the School of Medicine and Dentistry and the School of Nursing.

Edward G. Miner Library has more than 162,000 volumes, including important medica l periodicals in complete files and over 2,700 current periodicals.

Eastman School of Music The Eastman School of Music. located in downtown

Rochester a nd linked to the River Campus by U niver­sity-run shuttle buses, is known throughout the world as a major center for the tra ining of professional musi­cians as well as for the study and creation of music. Eastman graduates include a substantial number of today's most respected performers, composers, music schola rs, a nd music educators. The School's a lumni have distinguished themselves as first-chair players in American orchestras a nd as deans and directors of conservatories and music schools in all parts of the country. T he School offers diverse curricula leading to undergrad uate and graduate degrees. Students pur­suing a bachelor of arts degree on the River Campus with a concentration in music take over half uf their

Colleges and Facilities 27

total program at the Eastman School of Music. Other River Campus students, having met the requirements and with permission, may a lso take applied music les­sons or music courses at Eastman. (See Special Ap­proval Procedures under Academic Services and Information.)

The Eastman School's Sihley Music Library houses the largest collection of music literature and source materials at any music school in the Western Hemi­sphere. It includes autograph scores of masters of the past as well as those of many contemporary com­posers.

A."ilbuurn Hall, the Hov•ard Hanson Recital Hall. and the Eastman Theatre, one of the great theaters of the western world, have all been renovated in the past decade. They are used for local and visiting profes­sional performances as well as for Eastman School concerts and recitals.

Cut ler Union serves as a student activities center for the Eastman School. It includes an auditorium, the Howard Hanson Interfaith Chapel, a lounge, and other facilities.

South Campus The South Campus, a quarter-mile south of the

Medical Center via the Kendrick Road bridge, was opened in 1966 upon completion of the Nuclear Struc­ture Research La boratory, which is used by the De­partments of Physics and Astronomy and of Chemis­try. A new building housing the Laboratory for Laser Energetics of the College of Engineering and Applied Science and the National Laser User Facility is across the road from the Nuclear Structure Research Labora­tory. Whipple Park, a 32-building University housing complex, is located here. South Campus is linked to the River Campus, Medical Center, and Eastman School of Music by a University shuttle bus service.

Libraries The Universi ty library system is an extensive one,

housing 1.8 million volumes and 12,000 current peri­odicals. Its libraries include Rush Rhees Library and four science libraries on the River Campus, Edward G. Miner Library in the Medical Center, and Sibley Music Library at the Ea~tman School.

28 Colleges and Facilities

Rush Rhees Library is the heart of the system. It houses more than one million volumes, including col­lections in the Fine Arts Library, the Management Li­brary, the Asia Library for South Asia and East Asia study materials, and the Education Library. A major addition to Rush Rhees was completed in 1969; the expanded facilities provide study cubicles for 460 graduate student!>, seating for I ,500 undergraduates, and 65 studies for faculty and Ph. D. candidates.

Rush Rhees Library Schedule of Hours 1980-8 1

Library Hours When School Is in Session Monday-Thursday . . .. . . ... . . . ... 8 a.m.- midnight Friday . ... . ............ .. ... . .... 8 a .m.- 10 p.m. Sa turday . . .. . ....... . .. . . . . . . .. . .. 9 a.m. - 6 p.m. Sunday .......... . . . ... .. ....... I p.m.- midnight

Stacks close one-half hour before the building closes. No books will be charged out during the last 15 min­utes that the building is open.

Reserve Reading Room Extended Hours When School Is in Session

(Open for study only) Sunday-Thursday ......... .... . . . .. . 10 p.rn.- 2 a.m. Sunday also ................ · .. . ...... 9 a.m. I p.m. Friday ........................... 10 p.m.- midnight Saturday ... .. . . ........ .. ......... 5 p.m.-midnight Open 24 hours for study during final examinations.

Copies of the schedule for vacation a nd holiday library hours are available at the circulation desk.

In R ush Rhees Library the special collections a nd rare books include the following:

Nineteenth- and twentieth-century public affa irs: Papers of Willia m Henry Seward, T hurlow Weed, David J ayne Hill, Susan B. Anthony, Rev. W il­liam C. Gannett, Thomas Dewey, Marion Folsom, Kenneth Kea ting, a nd Frank Horton.

Sciences: Papers of Lewis Henry Morgan, Herman LeRoy Fairchild, Henry A. Ward, a nd Ca rl E. Akeley; extensive book collections on optics, in­strumenta tion, Charles Darwin, and nineteenth­century botany and horticulture (Ellwanger and Barry collection).

English literature and history: House of Stuart memoirs, Restoration drama, Robert Southey, and nineteenth- and twentieth-century theater manuscripts.

American literature: Washington Irving, Henry James, Ma rk Twain, William Dean Howells, Ade­laide Crapsey, Edward Everett Hale, a nd histori­cal children's books.

Regional history: Settlement and land develop­ment, Indians, early upstate printing. and manu­script records of business and industry.

Art: Guzzetta collection of Leonardo da Vinci, Claude Bragdon papers, and landscape a rchitec­ture.

Other libraries on the River Campus are: Chesrer FluyJ Carlson Lihrary (for chemistry-biology-mathe­matical sciences in Hutchison Hall), Engineering and Geulog1cal Sciences (Gavett Hall), a nd Physics-Optics­Asrronumr (Bausch & Lomb Building). A schedule of library hours may be obtained from individual library offices.

Library Affiliations and Services Five Associated Universiry Libraries includes five

western New York State university libraries: Roches­ter, Cornell, Syracuse, and the State Universities at Buffalo and Binghamton. At present, each institu tion has limited access to books from any cooperating li­brary. Member libraries now participate in the OCLC on-line computer system, which provides each library with access to catalog records of a lmost I ,400 libraries in 46 states.

Roches1er Regional Research Library Council, a cooperative library system chartered by the ew York State Department of Education, is a nonprofit regional activity of the New York State Reference a nd Research Resources Program of the New York Sta te Libra ry. Its purpose is to supply the research needs of academic ,-faculty and students, business a nd indust rial manage-ment personnel, professional persons, a nd indepen-dent schola rs with needed materials in a fi ve-county area adjacent to the City of Rochester.

The Center f or Research Libraries is a nonprofit organization operated a nd mainta ined by major aca­demic institutions for the purpose of increasing the library materia ls available to their readers fo r research. Materials ava ilable· for loan from the Center are for the study of Africa, black stud ies, East Europe, the Far East, economics, business and labor, ed ucatio n, Ger­ma ny, Latin America, litera ture and culture, medicine, political science, railroads, religion, Southeast Asia, and other topics.

The Edwa.rd G. Miner Library and the River Cam­pus libraries provide on-line bibliographic citat ion retrieva l systems via direct telephone lines a nd com­puter qommunicatio n terminals.

Computing Facilities The University Computing Center, which maintains

a library of computer programs to perform many gen­eral calculations and analyses, has a staff of analysts and programmers to assist with computing problems. Equipmt'nt includes an IBM 3032. Several on-line time-sharing systems are available. These systems can be used through over 100 terminals located through­out the campus. A micro-computer laboratory is also supported for several instructional uses. The Medical Center Computing Facility provides computing ser­vices on its DEC I 080. A powerful scientific computer facility exists at the Laboratory for Laser Energetics, where a Control Data CYBER 175-212 is dedicated to performing energy research. There are more than 20 other computers, many for student use, in various parts of the University.

Special Research Facilities The University has a broad range of specialized

facilities lor research. A 24 MeV tandem Van de Graaff accelerator is the

principal research instrument at the Nuclear Structure Research Laboratory.

Fifteen electron microscopes are available. C.E.K. Mees Observatory on Gannett Hill in the

Bristol Hills, about 40 miles from Rochester, is the highest observatory in the eastern half of the United States. It has a 24-inch Cassegrain telescope, one of the largest in the state.

Specialized laboratories and observation and con­trolled environment rooms are located in the Psychol­ogy Building.

The University is one of nine universities that oper­ate the National Radio Astronomy Observatory and the Brookhaven National Laboratory under fede ral contracts. It is a leading user and participant in the University Research Association, which manages the world's largest accelerator at Batavia, Illinois.

The Laboratory for Laser Energetics, a multidisci­plinary teaching and research unit of the College of Engineering and Applied Science, is the first of its kind at any American college or university. Students are involved in a ll of the research programs, including a project to explore the potential of high-power lasers to produce controlled thermonuclear fusion as an al­ternative energy source. The Laboratory's principal research tool is a 14-16 trillion-watt laser system. Other research programs include the development of

Colleges and Facilities 29

an X-ray laser, neutron application studies, and a basic laser physics program.

Specialized laboratories, a greenhouse, and an avi­ary are available on the River Campus in Hutchison Hall, the biology-chemistry-geological sciences building.

Other Colleges in the Rochester Area

Colf~ate Rochester (Colgate Rochester Divinity School, Bexley Hall, Crozer Theological Seminary) is an interdenominational seminary affiliated with the University of Rochester. It offers graduate programs leading to professional degrees related to the ministry. The arrangement between the two autonomous insti­tutions permits students from either to take courses at the other, with approval of faculty advisers. Faculty and students of both institutions have full library priv­ileges on each campus.

There are several other institutions of higher learn­ing in or near the city of Rochester. These include Rochester Institute of Technology, Nazareth College, Monroe Community College, SUNY at Brockport, and Roberts Wesleyan College. It is possible for students enrolled at the University of Rochester to complement their programs with courses taken at one of the area colleges. (See Special Approval Procedures under Academic Services and Information.)

Graduate Studies About a third of the students on the River Campus

are full-time graduate students working toward ad­vanced degrees and engaged in research throughout the University.

Each school or college is responsible for approval of programs recommending candidates for master's de­grees. The work for the doctor of philosophy (Ph.D.) degree is under the general control of the University Council on Graduate Studies, whose chairman is the University Dean of Graduate Studies. Each college has an associate dean to administer graduate studies.

Detailed information on the University's graduate programs can be found in the Graduate Studies Bul­letin. Application forms and bulletins may be obtained by writing to the Secretary of Graduate Admissions, Morey Hall, University of Rochester, Rochester, New York 14627.

30

31

COLLEGE OF

ARTS AND SCIENCE Administrative Officers Kenneth E. Clark, Ph.D. (Ohio State) Dean Miriam B. Rock, B.S. (Rochester\ Associate Dean Timothy Scholl, M.A. (Chicago) Dean of Admissinns

and Student Aid; Associate Dean Suzannr J. O'Brien, B.A. (Rochester) Assistant

Dean Ronald J. Paprocki, B.A. (Rochester) Director of

College Budgets and PlanninK Dana Ritienhouse, A.A.S. (R.I.T.) Secretary tu the

College

The College of Arts a nd Science offers degree pro­grams leading to the bachelor of a rts and to the bach­rlor of science The College also provides the first two years of instruction for those students who plan on degrees in the College of Engineering and Applied Science, the School of Nursing, a nd the first three yea rs for students working toward a n M.B.A. deg ree in the Graduate School of Management.

The instructiOna l program of the College permits the student to select a wide variety of a reas of study. It also requires the selection of one area of concentra­tion to which approximately one-third of the total four­year program is devoted. T he combination of exten­sive and intensive study, involving course work, labo­ratory activity, a nd independent stud y and writing, is intended to prepare young persons for careers in scholar ly or practical affa irs and for lives of service in society.

Requirements for the Degree Bachelor of Arts

The B.A. progra m is directed toward a broad, com­prehensive education, with special attention to the integration of many areas of study. Degree require­ments in the College of Arts a nd Science may be met in many ways, and there is great flexibility in a rra ng-

mg programs. The requirements for the B.A. degree are: I. Completion of eight semesters of approved course

work at the college level or the equivalent, with at least two semesters of full-time registration in the College.

2. The satisfactory completion with a n average grade of "C" or better of 32 approved courses, i.e., 128 credit hours.

3. The successful completion of a course in English in which emphasis is given to the reading and writing 0f effective prose. Any 100-level English course (ex­cept courses numbered 110-129 and 190-199) may be taken to satisfy this requirement. Entering stu­dents are advised by the Department of English in the selection of courses. Students may occasionally be exempted from this requirement at the discretion of the Department.

4. Demonstrated proficiency in one foreign language, ancient or modern, by the end of the sophomore year. Students will show proficiency only by achiev­ing a satisfactory score on a standard test authorized by the Committee on the College La nguage Require­ment.

5. Completion of at least two courses in each of the two distribution groups outside the area of concen­tration. Courses in the College are divided into three broad distribution groups as follows: Group !- Humanities: English (except 101 and 110 through 129), F ine Arts, Foreign Languages (except courses numbered 101 , 102, and 103), Literatures, Literature in Translation, Music, Philosophy (ex­cept 210, 215, 216), Religio us Studies. Group 11 - Sucial Sciences: Anthropology, Econom­ics, History, Linguistics, Political Science, Psychol­ogy (only 160- 189, 260- 289 , 360- 389), Sociology. Group lll - NaLUral Sciences: Astronomy, Biology, Chemistry, Computer Science, Geological Sciences, Mathema tics (except 140), Philosophy (only 210, 215, 216), Physics, Psychology (only 101, 120-159, 211, 220-259, 320-359), Statistics.

32 Arts and Science

6. The satisfactory completion of course work with an average grade of "C" or better in a program of con­centration. This normally includes six to eight courses within the major department and two to four courses in an allied field. No more than 20 courses may be taken in any one department. A stu­dent who plans to complete requirements for the B.A. degree must make formal application to a de­partment or an area of concentration by the end of the sophomore year. The student must file in the Col­lege Office a program of concentration approved by the appropriate faculty adviser in the department of concentration.

It is the student's responsibility for ultimately com­pleting a program in which all degree requirements are met. However, the requirements permit much more variation in programs than most students realize. For example, students are not required to complete distribution requirements during the first two years. A delay may, in fact, provide the student an opportu­nity to plan a more interesting program and to invt:s­tigate possible areas of concentration.

In the planning of a program, it is important to know that course work offered in naval science may not be counted toward the distribution requirements, nor may course work taken in the Graduate School of Management, Graduate School of Education and Hu­man Development, College of Engineering and Ap­plied Science, School of Medicine and Dentistry, a nd School of Nursing, except as authorized by the Steer­ing Committee of the Faculty Council. Although fresh­man preceptorials may be used to meet distribution requirements, some are not readily classified; courses labeled as liberal arts do not always meet distribution requirements. In cases of doubt, the student should obtain clarification from the College's Academic Ad­vising Office. Course work taken outside the College of Arts and Science is not accepted toward the degree by some departments. Students should consult the Academic Advising Office concerning credit approval.

Departments of the College discourage students from registering for the next course in a continuing science sequence, if an appropriate grade level ("C-" or above) has not been achieved in the preceding course. It has been shown that a student's success in such a sequence is directly related to performance in the preceding course. Students so advised are asked to seek assistance in their future program planning from the Academic Advising Office and from their faculty advisers.

Once having begun a program of concentration, it is possible to change to another; however, additional

course work may be required. Before deciding tc) change a selected area of concentration, students are urged to discuss plans with their advisers. If transfer to another department is advisable, the student mu~t apply officially to the new department, using the standard Concentration Approval Form available at the College's Academic Advising Office in Lattimon: Hall.

Requirements for the Degree Bachelor of Science

The requirements for the bachelor of science de­gree are the same as those for the B.A. degree, with these exceptions:

I. The number of courses which must be completed successfully varies from 32 to 36. Students should check the synopsis of requirements accompanying the ~ourse listing of those departments offering the B.S. degree.

2. Certain departments recommend specific lan­guages for their B.S. candidates. Students should check the statement accompanying course offerings for details.

3. Normally course work taken outside the College of Arts and Science will not be accepted by depart­ments offering the bachelor of science degree. Stu­dents should consult the department concerning the possibility of receiving credit for outside work.

All undergraduate students on the River Campus are enrolled in the College of Arts and Science fo r their first two years. In addition to offering the B.S. degree in several departments, the College of Arts and Science offers most of the preliminary work in programs leading to the bachelor of science degree conferred by the College of Engineering and Applied Science (majors in chemical engineering, electrical engineering, geomechanics, mechanical engineering, optics, and engineering and applied science) and the School of N ursing.

Interdisciplinary Offerings The following 1979- 80 list of libera l arts courses

reflects current interests of students and faculty. Spe­cific course content a nd offerings change from year to year. Up-to-date course listings are published in the Courst: Description Handbook and are posted in Latti­more Hall each semester.

LA 116. Introduction to Community Medicine. Analysis of current issues in the organization, financing, and evalua­tion of personal and public health car~ .

LA 219. History of Surgery. A two-credit lecture and labo­ratory seminar which combines a brief outhne of the history with surgical techniques of transplantation.

LA 260. Biological Basis of Modern Technology: Food and Agriculture. Biological, economicaL and socia l aspects of agriculture.

LA 261. Biological Basis of Modern Technology: Medicine. Biological, economical. and social aspects of medicine.

LA 272. Leadership and Management II . Personnel eval­uat ion and individual leadership roles. Essentials of military leadership, leadership techniques and principles, and military and nava l regulations.

LA 275. Interdisciplinary Topics in Human Aging. An interdisciplinary approach is used to exa mine the biologica l. psychological, and social aspects of the aging process. Sa me as EDH 275.

LA 276. P racticum in Gerontology. Field work which con­ti nues study begun in the prerequisite Liberal Arts 275.

LA 281. Defense Planning I. An examination of the ro le of the Jo int Chiefs of Staff in defense planning, with empha­sis on development of the defense budget.

LA 282. Defense P lanning II. A survey of important de­velopments in major defense programs. Pre req uisi te: LA 281.

LA 392. Health Services Practicum. Introduces students to the organization and function of community agenc ies. Selected students a re expected to spend six to seven hours per week at an agency site working on a project related to health care administration, planning, or evaluation.

LA 393. Special Topics. Multi-d isciplinary examination of a maj or problem facing society because of advances in biomedical science.

Freshman Preceptorials Preceptorials are seminars offered exclusively for

incoming freshmen. Students a re expected to ta ke a preceptorial during their freshman year.

Each course is limited to about 15 students who are selected from among those who express an interest in it. Preceptorials include directed reading, semina r dis­cussions, and critical reports. Preceptorials carry full course credit and may be applied toward distribution requirements.

The following 1979-80 courses exemplify offerings in this category. Current lists of courses alo ng with in-

Arts and Science 33

formation conce rning the application procedures are mailed to freshmen prior to orientation and registration.

Anthropology Department

191. An Inquiry into Civilization. Survey of nineteenth­and twentieth-century theories to explain the rise, develop­ment, and decline of major preindustrial civilizations in the New and Old Worlds.

193. Perceptions of the Past: Changing Perspectives in Archaeology . From "lost tribes and sunken continents" to present-day archaeology.

194. American Indian Crisis. How can anthropologists aid i11 dealing With problems currently facing native Ameri ­can communitirs'l

195. Primitives, Peasants, and t.:rbanites. Family, m­equahty, human ecology: contrasting anthropological and sociok>gical approaches to the ,tudy of these and other social phenomena.

197. Sports, Social Integration, and Conflict. The nature of sports and other competitive performing groups in se­lected cultures, including the U.S .A. Their relations to intra­group solidarity a nd intergroup conflict managem~nt.

Economics Department

192. The Economics of Population. Economic determi­nants a nd consequences of population size, growth, and quality in developed and less developed countries.

194. Economic Development and International Trade. This course considers a variety of issues connected wi th the development of Third World co untries , with a special em­phasis on international trade questions such as agricultural vs. ma nufactured expo rts; excha nge rates; foreign aid ; pro­tection of " infa nt" industries; a nd government control vs. market incentives in capital investment.

English Department

190. American Films and American Society: 1930-1945. An exa mination of the various kinds of impressions that a re conveyed of life in the U.S. fro m the Depression th rough World War II by mea ns of featu re fi lms and documentaries made during the period.

191. Utopian Literature. Utopia. that imaginary la nd of perfection a nd happiness, has haunted the human mind from the time of prehistoric myths through twentieth-century sci­ence fic tion. This course surveys the histo ry and forms of utopian thought in its major versions from the Old Testamen t to Ray Brad bury.

192. Rare Books of Modern Literature. General investiga­tion of modern rare books in relation to their value as litera ry art. How books become rare and valua ble. collecting literary

34 Arts and Science

materials on a modest budget, how lite rary reputation relates to the rare book trade, and how rarity relates to literary worth.

193. War and Literature. A review of the lives and d eeds of some of history's great captains and of the notice taken of them in literature.

Fine Arts Department

ART HISTORY

190. Art of East and West. An introduction to the great traditions of world art through comparative study of selected ma>ter works of painting and sculpture from Asia and the West.

191. Modern Art Since 1885. An mtroductio n thro ugh study of two maJor directio ns of twentieth-century a rt the forma l tradition a nd art as a n idea.

Foreign Languages, Literatures, and Linguistics

LITERATURE 11\ TRAJ\SLATlON

192. The Image of Odysseus. A detailed examinatio n of Homer's Odyssev and James Joyce's Ulysses. Also considered will be a m<Jdern seyuel to Ho mer's poem by a twentieth­century Greek poet a nd the treatment of Ulysses by Dante a nd Tennyson.

193. French Comic Tradition. A reading of selected mas­terpieces of French literature in the original taken from the narrative, theatrical, a nd cinematographic tradition. Discus­sion in French.

History Department 190. Cultural History of Ancient Greece. f he d~velop­

ment of ancient Greek drama, philosophy, a nd religion with­in the contt.'xt of the changing socia l and political framework of Greek life. fhe shift from a predominantly rural to a n urban society linked to an extensive trading empire will be traced through histo rical a nd dra matic works. T he impact of the collapse of this culture on the development of Platonic philosophy and the emergencr of Dionysian a nd F leusian mvstery relig ions.

191. Western Images of China: Travel, Literature, Fiction, and Film. T his course examines such questions as: Why have Western travelers found China so attractive? How has the Western perception of China changed over the centuries? What are the problems of mutual understanding between the two cultures'/ An explora tion of Western fa ntasies ahout China as expressed in literature a nd film.

192. Arab-Israeli Confrontation. An examina tion of Zion­ism. Arab nationa lism in genera l, and the grievances of the Palest inia ns in particula r. Readings will be chosen tha t illu­minate the in tensity a nd dive rsity of commitments on both sides.

193. The Immigrant Jew in America. A study of the social, economic, cultural, and spiritual life of the immigrant Jewish community in America. Life in Europe and the forces which made for immigration; the journey and arrival; welcome and hostility within and outside the J ewish community; eco­nomic adjustment; social ferment and experimentatio n; ac­cultuntion and creativity; religious conformity and deviation .

194. Autobiography and History. An examination of thr evolution of American society as revealed in personal docu­ments- diaries , autobiographies, and biographies from the Puritans to the present.

195. Historical Jesus and Historical Criticism. fhis course will survey the variety of historica l critical methods used in attempting to reconstruct the life of Jesus. Analysis of the· work of several a rtists and scholars and how they use (and a buse • primary material from the New Testament, rahbmic and pa tristic literature. the Qumran community a nd th~

anciert library at Nag Hammadi.

196. Chinese Rebels and Revolutionaries. A study of the social and political conditions that gave rise to the numerous revolutions that shaped Chinese history. Examines changes in the goals of the rebels and the psychological make-lJp of their leaders, the rok of religion, and the limits to the visions for change tha t the leaders embraced.

199. World Food and Famine. A study of the causes and effects of the glohal food crisis in terms of current and future supplies and reyuirements.

Liberal Arts

196. Romanian Life, Language, and Culture. A surYey of life in the contemporary Socialist Republic of Romania .

Philosophy Department

194. Plato: Philosophy and Philosophical Methods. An examination of Plato's view of philosophy, his method, and his influence on science and scientific method.

197. Life After Death. An exa mina tion of three topics: alleged empirical evidence for life after death; the Platonic a nd Pauline views; and philo~ophical problems a bout self­identity a nd disembodied existence. Same as REL 1'.17 .

Physics and Astronomy Department

PHY~lCS

193. The Physics of Music. A study of the elementary principles of physics basic to musical phenomena . T ime, freyuency, wave propagation, oscillators, harmonics, theories uf particular musical instruments.

Political Science Department

198. Issues in Democracy. This course focuses on the pos­sibilities for political democracy in the contemporary world ,

particularly its meaningfulness and the likelihood of its sur­vival under contemporary conditions.

Psychology Department

191. Writing and Cognitive Organization. This course focuses on three topics: the developmental course of writing, tracing the relation between art and writing, and writing and the audience perspective; questions of the relationship of literacy to qualitative and quantitative changes in cognitive organization; and the consequences of nonliteracy in a literate society such as our own.

192. Mental Processes. An introductory, broad-ranging look at how the human mind works.

193. Man's Plastic Brain. Exploration of theories and facts about plasticity of the brain. Study will be given to memory disorders, super memories, improving memory by biologtcal means, possible biological substrates of creativity, intelligence, genius, and idiocy.

195. Society by Simulation. The basic teaching device, SJMSOC, attempts to create a situation in which the student must actively question the nature of the social order and examine the processes of social conflict and control. Partici­pants deal with such issues as interpersonal trust, leadership, "deviant" behavior, social protest, and power relation.

196. The Evolution of Speech. Comparative studies of the primates and man concerning structure and use of the vocal tract, communication systems of primates, including facial expression and gestures, theories of evolution of human speech, and language and sign language by chimpanzees and gorillas.

197. Empathy and Film. This course explores the psy­chological bases of empathy--the ability to "put oneself in another's shoes." Different approaches are compared and contra-;ted. These concepts are used in analyzing how em­pathy is depicted in films and communicated by motion pic­ture writing, directing, filming, and editing.

Religious Studies

197. Life After Death. Same as PHL 197.

198. Gods and Buddhas. Focus on the various ways in which major traditions of Asia - Hinduism, Buddhism, Tao­ism, and Shinto- have attempted to conceptualize and drscribe ultimate reality and man's relation with "it."

With few exceptions, all College of Arts and Science departmental courses described between this page and page 137 are planned to be offered in 1980- 81. Those exceptions are usually noted . The updated course offerings are listed in the Schedule of Courses which is published in March and November of each year.

Arts and Science 35

ANTHROPOLOGY Alfred Harris, Ph.D. (Cambridge) Professor of

Anthropology Grace Harris, Ph.D. (Cambridge) Professor of

Anthropology and Chairman; Professor uf Religiuus Studies

Rene Millon, Ph.D. (Columbia) Professor of Anthropology

Walter Hinchman Sangree, Ph.D. (Chicago) Professor of Anthropology

Edward E. Calnek, Ph.D. (Chicago) Associate Professor of A nthropologv

Anthony T. Carter, Ph.D. (Cambridge) Associate Professor of A mhropologv

Christopher Day, Ph.D. (Chicago) Associale Pro{essur o/.4 nthropology

Robert S. Merrill, Ph.D. (Chicago) Associate Professor o{ A nthropologr

Fitz John Porter Poole, Ph .D. (Cornell) Assis/ant Professor o/ A nthropologr

Teaching assisltmts are useJ.for recitation sec/ions only in Anthropology 101 and 201.

The Department of Anthropology offers programs of study leading to the B.A. , M.A., and Ph.D. degrees .

Anthropology the study of man as a member of society and as a bearer of culture and la nguage from a cross-cultural, comparative perspective--makes a vital contribution to a liberal education, providing a deeper insight into the nature of the person's experi­ence as a social being. Concentrators in anthropology should be well prepared for professional study in the discipline itself, as well as for a career in a wide vari­ety of public and private social services. Training in anthropology also provides valuable breadth fur stu­dents interested in economics, history, law, linguistics, medicine, nursing, political science, psychology, re­ligious studies, or sociology.

General Course Information The Department offers courses in three major sub­

fields of anthropology: 1. Social Anthropology- the description, analysis, a nd

comparison of social and cultural systems 2. Anthropological Linguistics 3. Archaeology, Ethnohistory and Human Evolution.

36 Arts and Science

200-level courses normally permit considerable give and take between faculty and students. Students in other fields are welcomed in all 200- and 300-level courses. For undergraduates at advanced levels, cer­tain 400-level courses are open with permission of the instructor.

Requirement for Concentration in Anthropology- A total of 10 courses.

Concentrators normally are required to take Anthro­pology I 0 I and six to eight other anthropology courses. One of these additional courses may be a preceptorial (see page 33). In special circumstances a second pre­ceptorial may be substituted for Anthropology 101. If two preceptorials are counted toward the concentra­tion, they should be from different major subfields. It ts recommended that the concent.rator's program of courses above the I 00 level include the following: • At least two areal courses, including at least one in

social anthropology • At least three courses in theo ry and special prob­

lems selected from at least two of the major sub­fields of anthropology.

Concentrators also are required to take two to four courses above the 100 level from related fields, such as Afro-American studies, Asian studies, biology, com­puter science, economics, English, fine arts, foreign languages, history, linguistics, philosophy, political science, psychology, religious studies, and sociology. The courses should be chosen in consultation with the departmenta l undergraduate adviser.

The Department welcomes students who wish to undertake Interdepartmental Programs in such fields as Asia n studies, religious studies, and urban studies. Interested students should consult the departmental un­dergrad uate adviser.

Recommended Sequence for Concentration • Stage One: Anthropology 101 and j or a preceptorial • Stage Two: At least two areal courses, including at

least one in social anthropology plus such other courses as may be desired . Anthropology 209 is most useful taken early in one's concentration.

• Stage Three: At least three courses in theory and special problems chosen from at least two of the ma­jor subfields.

Courses of Instruction

Basic Courses 101. Human Nature: The Anthropological Perspective. T he evolution of man's capacity for culture. Human physical va ria­tion. Elements of human social and cultural systems. Ethical dilemmas in culture contact and field work. Current social concerns in cross-cultural perspective.

209. Anthropologists at Work. Examination of basic eth­nographies; the relationships among field work, method, and theory in social anthropology.

Areal Courses

242. The Civilizations of Aboriginal Middle America. Rise of civilization in Middle America from the earliest time to the Spa ni>h Conquest.

243. Ethnohistorical Study of Ancient Mesoamerica. So­cial, economic, political, and religious evidence from written and pictorial texts of Aztecs. Maya, and others.

246. Peoples of Africa. An examination of the varieties of social >lructure in selected areas of sub-Saharan Africa.

249. rhe Civilizations of South Asia. A comparative study of man's relations with the divine, with the land, and with other men in the Hindu, Buddhist , and Muslim cultures of India, Sri l.anka, Pakistan, and Bangladesh.

Topical Courses

201. The Development of Man, Culture, and Society. Evolution of man and development of culture from earliest P leistocene remains to the beginnings of civilization.

202. Early Civilizations of the Old World and the New. Comparative study of Nea r Eastern, Chinese, Midd le Ameri­can, and Andean civilizations.

203. The Field Experience in Social Anthropology. How anthropologists do field work and write up their findings.

211. Kinship and Marriage. Critical examina tion of a va riety of specific systems of kinship and marriage, and of different approaches to their study.

212. Ecology and Society. The ecological study of soci­eties with subsistence economies. Offered 1981-82.

213. Morality and Economics. The effects of mo ral and social relationships on the operation of economic systems in non-Western societi~s .

214. Comparative Religious Systems. Ritual , doct rine, and mythology in some nonscriptural (folk) religions of Af­rica, Oceania, and North America. Same as REL 214.

215. Comparative Political and Legal Systems. Com­parative analysis of leadership; sanction and arbitra tion of social relationships in selected societies.

216. Medical Anthropology. The study of "disease" and "illness'' in relation to society and culture. Comparative analysis of bio- and ethno-medical models.

2ni. Psychological Anthropology. Exploration of anthro­pological and psychological theory and method in studying cognition, perception, and learning processes cross-culturally, with an emphasis on non-Western societies. Offered l9R l- X2.

219. City and Country in the Third World. Character­istics of cities and rural-urban relations in Africa, South America, and Asia.

220. Personhood in Ritual and Society. Concepts of the person in various societies; the endowing of individuals wtth personhood m rituals and through religious movements. Same as RE L 220. Offered 1981 - 82.

222. Woman and Man in Cross-Cultural Perspective. An exploratiOn of relationships between cultural ideas of gender and the social-political positions of women and men in se­leckd studies in Africa, Amazonia, China, Morocco, U.S .. and elsewhere.

213. Evolutionary Background of Human Behavior. Criti­cal analysis of recent studies linking human behavior to instinctual drives.

226. Anthropological Films: Kinds and Uses. Documen­tary films of various cultures: how to understand and use such films for learning, research , or other ends.

253. Cultural Anthropology in Native North America. Ex­ploration of the data, methods, and aims used in the study of the "Indian" cultures and societies of North America.

261. Cultural and Social Change. Examinations of kinds. processes, and explanations of change. Discussion of cases and approaches.

263. Society, Culture, and ·Personality. Relationships among soci,tlization procedures, social structure, and ideo­logical and "expressive" aspects of selected cultures.

265. The Study of Complex Societies. Problems and ap­proaches in the study of nonindustrial complex societies and civilizations.

271. Language in Culture and Society. Selected topics of current interest in anthropological linguistics.

275. Time and Area Perspectives in Anthropological Lin­guistics. Analysis of historical relationships among lan­guages without written records.

281. The Family in Cross-Cultural Perspective. T he forms and functions of family and househo ld organization, kin­ship, and marriage in diverse human sociocultural systems.

282. Population and Social Structure. The impact of birth, death, and marriage upon social institutions and the manner in which human cultures respond to and regulate

Anthropology 37

these demographic factors. Applied anthropology and popu­lation polic:y. Offered 1981-82.

285. The Culture of Children. Cross-cultural studies of the ways in which children acquire culture and of the im­plications of this process for the understanding of human culture itself. Offered 1981 - 82.

Reading Courses and Special Seminars

395. Cultural Anthropology in North America. A theo­retically ,)riented exploration of the data. methods, and aims of major American cultural anthropologists.

396. Problems in Social Anthropological Analysis. Meth­od and theory in social anthropology in relation to selected current issues.

Graduate-level Courses

431. Advanced Studies in Ethnography. An examination of selected problems in the collection and analysis of ethno­graphic data and the relation of the analysis of data to the development of theory in social anthropology.

432. Advanced Studies in the Comparative Study of Early Civilizations. The study of selected early civilizations with particular reference to methodological and theoretical proh­lcms.

433. Advanced Studies in Social Anthropology. The ex­amination of theory m social anthropology and its application to various fo rms of research.

438. Anthropological Linguistics I. Theory and practice: phonological. grammatical. and semantic systems, with em­phasis on aspects relevant to social anthropology.

439. Anthropological Linguistics II. Continuation of An­thropology 438.

451. Prehispanic Middle America and Peru. Comparative study of Aztec and Inca societies. and their predecessors. Offered 1981- 82.

452. Method, Theory, and Research in Anthropology. Differing approaches to method, theory, and interpretat ion. Relationships with other fields of inquiry. Offered 198 1- 82.

ASIAN STUDIES This is a certificate program administered by the

Center for Special Degree Programs (page 45) which gives recognition for specialization in connection with a departmental concentration.

38 Arts and Science

Bruce Bueno de Mes4uita, Ph.D. (Michigan) Associate Professor of Political Science

Anthony T. Carter, Ph.D. (Cambridge) Associate Professor of Anthropology

Diran K. Dohanian, Ph.D. (Harvard) Professor of Fine Arts

Robert B. Hall, Jr., Ph.D. (Michigan) Profi•ssor of History and <Jeography and Director of the Program

Joanna Handlin, Ph.D. (California, Berkeley) Assistant Professor of History

William B. Hauser, Ph.D. (Yale) Associate Professor of History

Datta S. Kharbas, M.A. (Michigan) Head, Asia Library

Neil F. McMullin, Ph.D. (British Columbia) Assistant Proj"essor of Religious Studies

David Pollack, Ph.D. (California, Berkeley) Assistant Professor of Chinese and Japanese l .iterature

Charles J. Wivell, Ph.D. (University of Washington) Associate Professor of Chinese Literature and Associate Direc10r ol the Program

Associates in the Center *Robert Compton, Ph.D. (Stanford) Associate

Lecturer, University College ol Liberal and Applied Studies

*Henry P. French, Jr., Ed.D. (Rochester) Professor of History, Monroe Community College

*Vinjamuri Devadutt, Th.D. (Toronto) Professor Emeritus of Religious Studies

East Asian Language and Area Program The East Asian Language and Area Program at the

University of Rochester is designed to permit students concentrating in the social sciences and humanities to develop knowledge of East Asian cultures and lan­guages as a complement to their disciplinary concen­tration. A student selecting this program will , in addi­tion to fulfilling the re4uirements of the depa rtment of concentration, arrange the following special pro­gram which will be drawn from electives.

I. Two years of either Chinese or Japanese language 2. Five courses from those listed in A below.

Upon graduation the student will receive a certifi­cate in East Asian studies as well as a B.A. in the de­partment of concentration. Students planning to take work in the East Asia n Program should consult Pro­fessor Wivell or Hall.

*Part-time.

A. Offerings Acceptable in the East Asian Program

Fine Arts AH 103. Introduction to the Art of India and the Far East.

AH 190. Art of East and West (Preceptorial).

AH 222. Chinese Painting.

AH 223. Shrine and Image. (1981 - 82)

AH 224. The Arts of Japan. ( 1980-81)

AH 225. Chinese Architecture and Town Planning. ( 1981-82)

AH 227. Ukiyo-E: Popular Art of Pre-Modern Japan.

Foreign Languages, Literatures, and Linguistics

CHI 101. Elementary Chinese I.

CHI 102. Elementary Chinese II.

CHI 103. Intermediate Chinese I.

CHI 104. Intermediate Chinese II.

CHI 204. Readings in Modern Chinese I.

CHI 205. Readings in Modern Chinese II.

CHI 391. Independent Study .

JAP 101. Elementary Japanese I.

JAP 102. Elementary Japanese II.

JAP 103. Intermediate Japanese I.

JAP 104. Intermediate Japanese II.

JAP 205. Modern Japanese Prose I.

JAP 206. Modern Japanese Prose II.

JAP 391. Independent Study in Japanese Language.

LIT 250. Introduction to Japanese Literature in Translation.

LIT 251. Modern Japanese Literature. (1980-81)

History and Geography HIS 172. Chinese Civilization.

HIS 177. Traditional Japanese Culture.

HIS 196. Chinese Rebels and Revolutionaries (Prectptorial).

HIS 199. World Food and Famine (Preceptorial).

HIS 204. World Population and Resources.

HIS 271. Religion in Chinese History.

HIS 272. Modern China.

HIS 276. Japan and Pearl Harbor.

HIS 277. Modern Japan.

HIS 278. East A~ian Economics and Demography.

HIS 286. Film Images of the Pacific War.

HIS 371. The Chinese Peasant and Social ( hange.

HIS 377. Studies in Modern Japan.

HIS 3?8. L rban-Industrial Japan.

Political Science

PS< 272. International Relations Theory.

PSC 276. Causes and Consequences of War.

Religious Studies

REL 105. The Asian Search for Self.

RU. 106. From Confucius to Zen.

REL 198. {;ods and Buddhas (Preceptorial).

REL 241. Popular Buddhism: Religious Themes in Asian Literature.

REL 245. Mahayana Buddhism.

REL 247. Buddhism and Christianity.

REI. 345. Readings in Buddhist Scripture. ( 19RO- R I)

B. Allied Asian Courses AH 226. The \rts of Buddhist Asia. (I 'IHU- g I)

AH 228. Divine Lover: Erotic Themes in Indian Art. (19gl - 82)

Al'iT 249. The Structure of South Asia.

PSC 263. Politics of India.

ASTRONOMY (see page ill)

BIOCHEMISTRY fhis is an interdepartmenta l concentra tion leading

to a bachelor's degree which is supervised by a s pecial subcommi:tee working through the Center for Special Degree Programs (page 45).

Asian Studies 39

Subcommittee on Biochemistry George f. Hoch, Ph.D. (Wisconsin) Pru{essur uf

Biology and Chairman of the Department AndrewS. Kende, Ph.D. (Harvard) Pru{essvr v{

Chemistn· and Chairman o{ the Department Guido Y. Marinetti , Ph.D. (Rochester) Pru{essor o{

Biochemistn· and Acting Chairman: Chairman, Suhcummiltee on Biochemistry

Requirements for Biochemistry The core curriculum requires a total of 17 cou rses

from bio logy, chemistry. mathematics, and physics. In addition, there are three directed e lectives. This leaves a total of 12 free elect ives. Please no te:

• Chemistry- The initia l placement in 125 o r 141 is not critical, since stude nts can change sequences at the end ot the first semester. [hereafter, they must follow the chosen sequence: either 132, 133, 134 or 142, 20 I. 202. 203, 204.

• Mathematics - Mathematics I b 1-·1 62 is r eco m­mended. but students may choose 141 , 142, 143 a nd present this in place of 161 -· 162. Mathematics 163 is required.

• Physics- Physics 121 - 122 is recommended. Physics 113- 114 may also be acceptable.

A student who has not had linear algebra sho uld study in the area during the summer prior to taking C hemist ry 251. C hemistry 251 is optional and rec­ommended for students go ing o n to graduate school.

First Year CHM 141 or 125 Ml H 161 Elect ive Elect ive

Second Year CHM 133 or 20 1,203 PHY 12 1, 18 1 or 113 M I H 163 Flect ive

Third Year C H M 25 1 (optiona l) IN l) 40 I C HM 22 1 Elective

CHM 142 or 132 M 1 H 1112 ~lective

Elective

C'H M 134 or 202, 204 PHY 122, 182or 114 BIO 22 1 Elective

C H M 252 1:-;[)402 Bl 0 .\tiS (or CLJuivalent

su bstitute) Elect ive

40 Arts and Science

Fourth Year Biochemistry elective BIO 220 Elective Elective

Biochemistry elective Elective in biological sciences Elective Elective

Further information is available from the Center for Special Degree Programs, Rush Rhees 555, or from the Chairman, Subcommittee on Biochemistry, Pro­fessor Guido Marinetti, Med. 3-6706.

BIOLOGY Thomas T. Bannister, Ph. D. (Illinois) Professor of

Biology and of Radiation Biology and Biophysics Martin A. Gorovsky, Ph.D. (Chicago) Pro{essor v{

Biology George E. Hoch, Ph.D. (Wisconsin) Professor of

Biology and Chairman Jerome S. Kaye, Ph.D. (Columbia) Pru/essor of

Biology William B. Muchmore, Ph.D. (Washington Univer­

sity) Professor of Biology Uzi Nur, Ph.D. (California, Berkeley) PrujC>ssor of

Biology Richard D. O'Brien, Ph.D. (Western Ontario)

Provost and Professor of Biology Satya Prakash, Ph.D. (Washington University)

Professor of Biology Robert K. Selander, Ph.D. (California, Berkeley)

Professor of Biology Stanley M. Hattman, Ph.D. (M.I.T.) Associate

Pr()/essor of Biology Walter P. Hempfling, Ph.D. (Yale) Associate

Professor of Biology Conrad A. lstock , Ph.D. (Michigan) Associate

Professor of Biology Robert D. Simon, Ph.D. (Michigan State) Associate

Professor of Biology Robert C. Angerer, Ph.D. (Johns Hopkins)

Assistant Pr(){essor of Biology Thomas Caraco, Ph. D. (Syracuse) Assistant Professor

of Biology Karl A. Drlica, Ph.D. (California, Berkeley)

Assistant Professor of Biology David C. Hinkle, Ph.D. (California, Berkeley)

Assistant Professor of Biology Lasse Lindahl, Ph.D. (Copenhagen) Assistant

Professor of Biology

Joanna B. Olmsted, Ph.D. (Yale) Assistant Pr()fessor of Biology

William J. Wasserman, Ph.D. (Toronto) Assistant Professor of Biology

Ernst W. Caspari, Ph.D. (Gottingen) Professor Emeritus of Biology

Johannes F. Holtfreter, Ph.D. (Freiburg) Tracy H. Harris Professor Emeritus of Zoology

Graduate students, in partial fulfillment of require­ments for the Ph.D. degree, assist in the instruc­tional programs as recitation leaders and laboratory teaching fellows.

The Department of Biology offers curricula leading to the B.A., M.S., and Ph.D. degrees. It also offers jointly with the Department of Geological Sciences a program leading to a B.S. degree in biology and ge­ology (see page 81).

Of the courses listed below, some are specifically designed for nonmajors and do not carry credit toward a concentration in biology. These are the courses num­bered 100 and 135. Biology 101, while intended for both majors and nonmajors, cannot carry concentra­tion credit by Colkge regulations.

B.A. Program While most professions concerned with biology re­

quire postbaccalaureate education, the Department recognizes that many majors will find careers outside profe~sional biology. To accommodate both of these educational goals, the degree requirements are pur­posely flexible, but some recommendations are made for those wishing to pursue a career in professional biology. The requirements for the B.A. degree are as follows:

• Mathematics--141, 142, and 143 or 150 a nd 151 or 161 a nd 162 or any combination resulting in com­pletion of the course with the highest number of one of these sequences.

• Chemistry -Two years of chemistry are required. Thi> can be satisfied by CHM 125, 132, 133, and 134. For those students wishing to include a year of physical chemistry in their program, CH M 141 , 142, 20 I, 202, 203, or 204 will satisfy the degree require­ments.

• Physics- 113 and 114 or 12 1 and 122 • Biology-six four-credit courses, including genetics

(BIO 221) and biochemistry (BIO 150 or IND 401).

41

42 Arts and Science

To assure laboratory experience, the six courses must include either two lecture-laboratory courses, or one lecture-laboratory course and BlO I 05, ur one advanced laboratory course such as BlO 362 or 3n. Only one BlO 391 course may be submitted for con­centration credit.

For students contemplating a maJor in biology, the Department offers the following guiding remarks. Biology 101 provides a comprehensive introduction to the scope, concepts, and language of modern ex­perimental biology. This course is not, however, a prerequisite for most other courses. The methods and concepts of genetics and biochemistry are basic to modern biology; BlO 221 (Genetics) and BIO 150 or lND 40 I (Biochemistry) should be taken early in the educational program. Genetics and biochemistry, to­gether with the laboratory course (BlO 105), provide theoretical and practical preparation for work in the research laboratory.

The classical divisions of biology are populations, organisms, cells, and molecules. The student is ad­vised to obtain educational breadth by taking courses dealing with at least three of these divisions. Finally, some specialization is also reasonable. and this can best be achieved by taking advanced courses in the senior year. Because there is no single route to a bi­ology education, the faculty will be pleased to advise students personally concerning selection of courses.

Prospective majors are urged to begin satisfying the mathematics and chemistry requirements in the fresh­man year.

Many students will wish to explore additional areas of biology or study more deeply a particular area. Other students aspiring to graduate studies in fields such as biochemistry, physiology, or biophysics will need a stronger foundation in the physical sciences than the minimum requirements assure. Each major is urged to augment the minimum program in order to develop individual interests or improve prepara tion for graduate or professional study. Students should consult their advisers to ascertain the preparation ap­propriate to various specialties and to devise programs of study corresponding to their interests.

Honors Program in Biology Formal recognition of a bility and initiative in re­

search is recognized by award of the B.A. in biology with honors. Students who carry out independent re­search projects (BlO 391) may be recommended for honors after successful completion and defense of a

written dissertation. Research projects may be spon­sored by any faculty member in the Department of Biology. Additional information is available from the Biology Department Office.

Courses of Instruction 100. Current Biological Thought. Designed to introduce nonmajors to ideas and observations leading to our current understanding of life. Topics range from behavior to recom­binant DNA, with a focus on deveJ<,pment of experimental strategies. Three hours of lecture and one recitation a week.

101. Introduction to Modern Biology. An introduction to the scope and nomenclature of modern biology. Tnrics u.su­ally include biochemistry, genetics. cell biology, evolution, development, and organismic· biology. ·1 bree hours of lecture and one recitation a week.

105. Laboratory in Biology. Exercises and demonstration ; introducing modern biological research procedures. including those us~d in pop ulation genetics, cytogenetics. cellular dnd molecular biology, and in the field. Prereq uisite: 810 !Ill or equivalent.

122. Invertebrate Zoology. General biological survey o f the principal groups of nonvertebrate animals. Three hours of lecture and one 3-hour lab a week.

130. General Botany. Classification, morphology, physi­ology, ;nd ecology of the major plant groups. Three hours nf lecture and one 3-hour lab a week. Occasional Saturday field trips. No prerequisites.

132. Plant Physiology. Processes of growth in higher plants and a lgae. Ecological significance of species variations. Pre­requisites: o ne year of college chemistry, BIO 131, and penms­sion of instructor.

135. The Human Species. An introduction to the stru~wre and major features of modern biology in relation to man as 3

biological species. Topics include biochemical processes of urganisrrs; protein synthesis, structure, a nd function; mo­lecular genetics; evolutiona ry theory (organic and cultura l) : human pnpulation genetics; fossil and biochemical evidence of huma n ancestry; primate sociality and ecology; human ethnology; and human genetic diversity and sociobiology.

141. Embryology and Morphology of Vertebrates I. A comparat ive study of the development. form, and function of vertebrate animals. Three hours of lectu re and one 3-hour lab a week.

142. Embryology and Morphology of Vertebrates II . A continuation of Biology 141 , which is normally prerequisite. Three hours of lecture and o ne 3- hour lab a week.

150. Chemical Aspects of Biology. Basic concepts 111

comparative biochemistry. Prerequisites: CH M D2 and MTH 151 or 161 o r equivalent.

201. Introduction to Molecular Biology. 1 his course deals with the molecular mecha nisms of gene replicatio n. gene expression, and the control of gene expressio n, heavily stress­mg studies with bacteria a nd bacterial viruses. P rerequisite: BIO 22 1

203. Physical Biology. Kinetics o f growth, enLyme ac­tio n, and the na ture of light a nd its interactio n with ma tter are discussed . The course stresses thermodynamics, kinetics, and the electrical phenomena at membra ne surfaces. Cal­culus and basic physica l mechanics are reljuire<.l.

208. Physiology and Ecology of the Algae. Phytoplankton communities in lakes a nd seas. Mechanisms by which en­vironmental variables de termine phytopla nkto n populatio n ,,haracten stics. ·1 hree hours of lecture a nd o ne 3-hour la b. Pre- or corequisites: MT H 152 or 162 a nti C H M 125.

210. Cell and T issue Structure . The structure a nd func­!ion of cell organe lles, specia lized cell types, and the e le­ments of histology. Pre requisite: inorga nic chemistry.

220. Introduction to Cell Biology. The study of cell or­ganelles, with all readings from the origina l research liter­atu ~e . Prere4uisites: o rganic chemistry; genetics and , or moiecula r biology stro ngly recommended; pe rmissio n of in­structor req u ir~d for no n-bio logy maj ors.

221. Genetics. C lass ical, mo lecula r, a nd po pula tio n genet­ics. Not o pen to freshmen. P rerequisites: one bio logy course [fo r example, BIO 101); C H M 132.

222. Evolution. The fo rces governing the evolution of pla nts, animals, and man. T hree hours of lecture a week. Prerequisite: genetics.

231. Experimental Plant Physiology. A study of pla nt functions :ind processes a t ce llular and o rganism leve ls. T hree hours of lecture a nd one 3-ho ur la b a week. Pre­requisite: BIO 130.

232. Principles of Plant Development. Structure and func­tion of the cells, tissues, a nd o rgans in vascula r p la nts. Three hours of lecture a nd two 2-h o ur labs per week.

243. Molecula r Biology of Development. T he molecular mechanisms underlyi ng em bryonic development. Major emphasis is placed o n qua ntit ative and 4 ua litative changes in the synthesis of the major classes ot RN A a nd in p ro te in syr.thesis. Additio nal su bject matter includes embryonic localization phenomena , cell differentiation, abnorma lities in huma n develo pment, and regeneration.

249. To pics in Plant Genetics. Topics in the a reas of pla nt po pula tion biology a nd the origin a nd evolutio n of cultivated plants. P rerequisites: BIO 221 a nd 130 or permissio n of in­structor.

260. Animal Behavior. A su rvey of behavior emphasizing ecology a nd evolution.

Biology 43

261. Ecology. Topics include growth, regulatio n, a nd in­teraction of po pulatio ns; ecosystems; a nd ecological inter­pretat ion of natu ra l selectio n.

270. Physical Methods in Biology . S uch topics as po ly­e lectro lyte theory, sedimentat ion. viscosity, theory of image for mation (x-ray diffraction, o ptics, electro n microscopy), spectroscopy, and nucle ic acid rea ssoc ia tio n. Lectures sup­plemented by pro blem sets a nd assig ned readi ng. Not o pen to freshmen o r sophomores. Prere4uisitcs: IN D 401 (may be taken concurrently) ur Bl 0 20 I and Bl 0 ISO.

362. Ecological Analysis. Recent studies of structure a nd d ynamics of popula tion, species diversity, a nd evolutionary ecology. Lecture and field work. Prerequisites: BIO 261 , BIO 22 1, a nd some knowledge o f statistics o r calculus.

366. Laboratory in Cellular and Molecular Biology. M od­ern techniq ues used in the investiga tio n o f the interactio ns among DNA, RN A, a nd pro te ins. Restrictio n en1.ymes, se­quencing of nucleic acids, o rganelle isolation and study. T wo 4-hour labs and one 1-hour recita tio n a week. Prerequisites: BIO ISO. RIO 201 or IND 40 1. BIO 221 recommended.

378. Laboratory in Biochemical Genetics . Experiments with bacteria a nd t heir viruses invo lving fu nda menta l genetic a nd molecula r pheno mena . T wo 4-h our la bs a week. P re­req uisites: BIO 221 a nd o ne of the following: IN D 401 , BIO ISO, or BIO 20 I.

391. Independent Study. A special program of readings or research in adva nced topics in biological, bo tanica l, or too logica l a reas may be a rra nged acco rding to the needs a nd interests of individual students. Inde pendent study courses may be supervised by a ny fac ulty member in the Depa rtment o f Bio logy.

Bio logy courses with num bers of 400 and above, a ltho ugh intended primarily for graduate students, are o pen to senio rs and ad vanced juniors by permission of the instructo r.

403. Advanced Cell Biology: The Nucleus. A c riti4ue of the current state of knowledge of the compositio n o f chro­matin, the chem istry of the histones, a nd the fine st ructure a nd mo lecula r a rra ngement of elements o f chro ma tin a nd chro mosomes. P rerequisite : an int rod ucto ry course in cell bio logy.

423. Cell Motility. Selec ted topics o n t he macromolecules and mechanisms involved in cellula r motile processes. Topics include bacteria l chemotax is; muscle contraction; mitosis; flagella r mo tility; amebo id mo vement; cell surfaces, motility, a nd neoplasia .

429. Topics in Population Biology. A survey, at an ad­vanced level, of major a reas in popula tion genetics, evo lu­t iona ry ecology, a nd behavior in which research act ivity is cu rre ntly high.

44 Arts and Science

430. Organization and Function of the Eukaryotic Genome. Current knowledge of the organization, expression, and replication of the eukaryotic genome. Prerequisites: BIO 221 und either one course in biochemistry or one course in molecular biology.

444. Advanced Evolutionary Biology. Discussion of forces governing molecular evolution, adaptation, and the origin of species. Topics include: evolution of DNA and rroteins, ana lysis of gene variation in animal and plant populations, mutation, linkage, migration, chance, inbreeding, and se lec­tion. Prerequisites: one course each in genetics, ecology, and evolution, or permission of the instructor.

446. DNA Repair, Recombination, and Mutation. Critical review <lf litera ture on genetic and biochemical basis of DNA repair, recombination, and mutation in pro- and eu­karyotes. Prerequisites: genetics and biochemistry.

448. Cytogenetics. Discussion of chromosome structure and function in relation to cell biology, genetics. and evo­lution. Prerequisite: genetics.

469. Population Genetics. One-halt of the course treats the classical theoretical models. J"he remainder treats em­pirical examples and the models developed during the last decade. Prerequisites: genetics and one year of calc.u lus.

Interdepartmental Courses IND 401. General Biochemistry. Credit-S hours. A gen­eral approach to biochemistry. Chemistry of cell constituents; enzyme kinetics and mechanisms; meta ho lism- -pathways and regulation; bioenergetics; RNA, DNA, and protein synthesis; control mechanisms in the cell. Prerequisites: organic chem­istry and calculus.

IND 402. Advanced Biochemistry. Covers enzyme kinet­ICS, assembly of membrane proteins, nucleic acid chemistry, regulatory chemistry, mechanism of action hormones, and reconstituted membrane systems.

IND 403. Principles of Biological Structure and Function. Credit -4 hou rs. Covers the fundamental princ iples involved in the structure and assembly of cellular organelles as well as processes which regulate macromolecular synthesis, cell division, and differentiation in eukaryotic cells. Prerequisite: IND 401 or BCH 500.

IND 404. Molecular Genetics. Credit --4 hours. Molecular interpretations of inheritance, mutation, gene action, regu­lation, protein synthesis. recombinat ion. and related phe­nomena. Prerequisite: biochemistry or permission of in­structor.

BRAIN RESEARCH Leo G. Abood, Ph.D. (Chicago) Professor in rhe

Centerjor Brain H., search and of Biochemistry Manuel P. del Cerro, M.D. (Buen<)S Aires) Profesc;or

in The Center/or Brai11 Research, of Neurolugy. and in the Ccnterj(Jr Visual Scien,·e

Robert W. Duty, PhD. (Chtcago) Prufi!ssor in the Center jiJr Brain Research. of Physiulugy, u( Psychologr. and in the Centerfi>r Visual Science

David Goldblatt, M.D. (Western Reserve) Professor of Neurulugl' and in rhe Cenrer fur Brain Research

Robert M. H~:rndon, M.D. (Tennessee) Pro("essor m rh<' Cemer{or Brain Rec;earch and Direcror o/the Cenrer; Prufessor ul Neurolugy

Karl M Knigge, Ph.D. (Michigan) Professor of" Ana/Omy; Professor in the Center/or Brain Research

Jerome Schwartzhaum, Ph.D. (Stanford) Professor of Psy,·hulogr and in rhe Center/or Brain Resear<·h

Ludwig A. Sternberger, M.D. (American University. Beirut) Professor of Anatumy and in the Cemer j(,r Brain Research

Garth J. l h"mas, Ph. D. (Harvard) Pro/essor in the Center jor Brain Research, ol Psycholugv, and of Neurologv .

Bernard Weiss, Ph.D. (Rochester) Professor <l( Radiation Biology and Biophysics, in the Center for Brain Research, and of Psychuiugy

Carol K. Kellogg, Ph.D. (Rochester) Associa!<' Pro/essor of Psychology and in the Center for Brain Research

RichardT. Moxley Ill, M.D. (Pennsylvania) Ass01 iate Professor of Neurolo[!.y, of Pediatricc;, and in the Center .for Brain Research

John R. Sladek, Jr., Ph.D. (Chicago) Asc;ociate Pro/essor of A nawmv and in the Center for Brain Research

Don M. Gash, Ph.D. (Dartmouth) Assisrant Professor of Anatomv and in the Center for Brain Research

Wayne P. Hoss, Ph.D. (Nebraska) Assistant Professor in the Centerf(,r Brain Research

William E. O'Neill, Ph. D. (SUNY, Stony Brook) Assistant Professor in the Center fur Brain Research

David A .. Scott, Ph.D. (Saskatchewan) Visiting Assistant Professor in the Center/or Brain Research

Linda S Schwab, Ph.D. (Rochester) Associate in the Centerfor Brain Research

The Center fo r Brain Research at the School o f Medicine and Dentistry is concerned with education a t the Ph.D. level and with research in problems of the nervous svstem. Undergraduates with special per­mission may take special research or reading courses offered by the Center.

Courses of Instruction 310. Special Problems in Neuroscience. The investigation of a specia l problem involving laboratory research and li­brary use, a nd presentation of the results. Prerequisite: consent of the instructor.

391. Reading Course in Neuroscience. A special program in advanced topics may be arranged according to the needs a nd interests of individual students. Prerequisite: consent of the inst ructo r.

414. Chemical Factors Involved in Excitability. C redit-2 hours. Lectures, student reports, a nd discussions o n chem­ica l and physiochemical aspects of nerve excita t io n and conduction. Prerequisite: consent of the instructor. Offe red 1981 - 82.

423. Functional Studies of the Visual System. C red it-2 hou rs. Anatomical, electrophysio logica l, and behaviora l analyses of the visua l nervous system in an ima ls. Lectures, discussions, a nd student-prepared weekly reviews of selected releva nt topics. Prerequisite: consent of the instructor. Of­fered 1981 -82.

446. Recent D evelopments in Neuropsychology. Credit-2 hours. D iscussion, student reports, and lectures focused o n basic issues in neuropsychology. Specific topics will vary from offering to offeri ng, depending on student need and current developments in the fi eld . Prerequ isites: a course in experimental psychology a nd consent of the instructor. Of­fered 198 1-82.

CENTER FOR SPECIAL DEGREE PROGRAMS

T he Center for Special Degree Programs offers opportunities fo r students to pursue programs which a re not confined to the offerings of o ne or two t rad i­t iona l discipl ines o r departments. The academic or­ganizat ions which are maintained in the Center are individ ual committees composed of faculty members from across the University. T he Center is respo nsible for provid ing a va riety of ways, outside the depart-

Brain Research 45

mental structure, of planning and achieving one's ed­ucational goals.

The Commitlee on lmcrdepartmental lndil'idualized Concentrations reviews and approves individ ually c·onstructcd undergraduate proposals for concentra­tions leading to the B. A. degree. These have included such diverse a reas as health and society, American studies, enviro nmenta l studies, a nd o ther inte rdisci­plina ry studies.

Robert C. Angerer, Ph. D. (Johns Hopkins) Assistant Prol essor ol Biology

Thomas Bang, M.F.A. (Southern California) Associate Prolcssor ol Fine Arts

Philip Berk. Ph:D. (Pi ttsburgh) A ssociate Professor ol French Literatu,:e

Robert B. Ha ll , Jr. , P h.D. (M ichigan) Professor of History and Geography; Associate Director ol the Centerj(Jr Special Degree Programs

Harmon R. Holcomb, B.D. (Colgate Rochester) Professor of Philosophy and of Religious Studies; Director ol the Center/or Special Degrn· Programs

J. W . .J ohnson, Ph.D. (Va nderbilt) Pro/essor of English

B. R obert Kreiser, Ph.D. (C hicago) Assuciate Pro.fessor ol History

Thomas Smith, P h. D. (Chicago) Associate Professnr of Sociolog\'

David Weimer, P h.D. (Ca lifo rnia, Berkeley) Assistant Professor ol Political Science

M iro n Zuckerman, Ph.D. (Harva rd ) Associate Professor of Psycholog1·

The University-wide Comm ittee on Undergraduaie Interdisciplinary Programs monitors a nd reviews fo r­ma lized undergradua te interdisciplinary co ncentra­t ions: biochemistry, cognitive science, computer sci­ence, women's studies, a nd a forma lized track in film studies.

Da na H . Ballard, Ph. D. (Ca lifornia , Irvine) A ssiswnt Professor of Compwer Science and ol Radiology

A lice N. Benston, Ph. D . (Emory) Associate Professor ol Comparative Literature

W illiam Brand on, Ph.D. (Duke) Assiswm Professor of Pre ventive, Familv. and Rehabilitation Medicine and of Political Science

T heodore M. Brown, Ph.D. (Princeton) Mercer Brugler Distinguished Teaching Prolessor ol History and Associate Professor of Preventive, Family, and Rehabilitation Medicine

46 Arts and Science

M. Parker Givens, Ph.D. (Cornell) Professor of Optics

Grace Harris, Ph. D. (Cambridge) Pruf'essor of Anthropology and of Religious Studies

Harmon R. Holcomb, B.D. (Colgate Rochester) Professor of Philosophy and 4 Religious Swdies; Director of the Center fur Special Def(ree Programs

George A. Kimmich, Ph.D. (Pennsylvania) Associate Pro{essor of Radiation Biolog1· and Biophysics

Lawrence W. Lundgren, Ph.D. (Yale) Profi'ssor o/ Geology

Archibald M. Miller, M.F.A. (Cranbrook) Profeswr of Fine Arts

Jarold W. Ramsey, Ph .D. (Washington) Associate Professor of English

Sanford L. Segal, Ph.D. (Colorado) Professor of Mathematics

Irving L. Spar, Ph.D. (Rochester) Professor uj Radiation Biology and Biuph.l'sics

The Certificate Programs- Asian Studies, Interna­tional Relations, and Russian Studies- give recognition for specialization in connection with a departmental concentration.

The Concentration Prof(rams- General Science, Interdepartmental Studies, Neuroscience, and Re­ligious Studies- lead to bachelor's degrees a warded by the College of Arts and Science.

The Center is also concerned with University-wide interdisciplinary studies because of the growing num­ber of new collaborative deg ree programs which in­Vlllve more than one discipline and lead to more than one degree program.

The Center is located on the fifth tloor of Rush Rhee~ Library. Students seeking information and initial advice about the Certificate and Concentration PruJ?rams should consult the staff in the central office, Rush Rhees 555.

Harmon R. Holcomb, Director R obert B. Hall, Associate Director

CHEMISTRY Robert Boeckman, Ph.D . (Bra ndeis) Professor uf

Chemistry Frank P. Buff, Ph.D. (California Institute of

Technology) Professor of Chemistry

RichardS. Eisenberg, Ph.D. (Columbia) Professor of Chemistry

Marshall D. Gates, Jr., Ph.D. (Harvard) Charles Frederick Houghton Professor uf Chemistry

Thomas F. George, Ph.D. (Yale) Professor of ChNnistry

John R. Huizenga, Ph.D. (Illinois) J'racv H. Harris Professor of Chemistry and of Physics

Jack A. Kampmeier, Ph.D. (Illinois) Prufessor of Chemistry

AndrewS. Kende, Ph.D. (Harvard) Professor of Chemistry and Chairman

Robert W. Kreilick, Ph.D. (Washington University) Pru(t>5sur of Chemistry

Thomas R. Krugh, Ph.D. (Pennsylvania State) Prufe5sor of' Chemistrv

Elliott W. Montroll , Ph.D. (Pittsburgh) A /her! t:instein Professor of Physics and Chemistrv

Howard Saltsburg, Ph.D. (Boston) Professor of Chemi<·ul Engineering and Chemistry

William H. Saunders, Jr., Ph. D. (Northwestern) Professor of Chemistry

Richard H. Sc hlessinger, Ph.D. (Ohio State) Proft>ssor of Ch.:mistrr

Henry M. Sobell, M.D. (Virginia) Professor o( Radit:tiun Biolugv and Biophysics and u/ Chemistry

JohnS. Muenter, Ph.D. (Stanford) Assuciatt Prufes.,or of Chemistry

Michael Czarniecki, Ph.D. (Pennsylvania) Assistant Pf'l~/i'ssur of Chemistn·

J a mes M. Farrar, Ph.D. (Chicago) Assistant Professor ol Chemisuy

Stephen A. Godleski, Ph. D. (Princeton) Assistant Professor of Chemistry

William D. Jones II , Ph.D. (California Institute ,1f Technology) Assistant Professor o( Chemistry

George L. McLendon, Ph.D. (Texas A & M) Assistant Professor of Chemistry

David Perry, Ph .D. (Toronto) Assistant Professor of Ch.:mistrr

Mark G. Sceats, Ph.D. (Queensland) Assistant Pro{essor o{ Chemistry

Douglas H. Turner, Ph.D. (Columbia ) Assistant Professor ol Chanistrv

Ethel Louetta Frt"nch, Ph.D. (Rochester) Pro.fessor Emeritus o/ Chemistrv

Ra lph William Helmkamp, Ph.D. (Harvard) Profenor Emeritus uf Chemistry

W . Albe rt '\loyes, Jr. , D.-es-Se. (d'Etat), Sc.D. (Paris) Dis1ir;guished Senior Professor Erneritw o( Chemisln'

Approximately lU postJuctural fe /1(!)1'5, part-time in­struc/urs, anJ 35 teachinK f ellows assist the fuculo• in thl' presentation u/ the teachinK program .

The Department of Chemistry is co mmitted to the sc,a r,,h fo r new insights into problems in chemistry a nd to the presenta tion of our understa nding of chem­istry to students a t a ll stages of the educa tio nal spec­trum, from the beginner to the accomplished schola r. T hus, the Depa rtment presents programs of teaching and resea rch fo r undergraduate , graduate, a nd post­doctora l students. The size a nd a ttitudes of our Depa rt ment crea te a rich interplay a mong these pro­grams. Each progra m stimula tes a nd nourishes the others. O ur research a nd teaching goals a re comple­mentary a mbitio ns. We wa nt students to catch bo th our idea s a nd o ur enthusiasms. All faculty teach un­dergraduate students; a ll faculty a re actively involved in chemical research. A n undergraduate student gets the benefits of fac ilities a nd a community of faculty a nd students dedicated to the contempora ry ideas a nd pro blems in chemistry; the fac ulty values the challenges and the stimulat ion of p resenting the ir ideas to others a nd the co lla bo ra tion with students which leads to new understa nd ing. S tudents move easily through the spectrum of departmental activities. Undergraduates a re a n integral pa rt of the research programs of the Depa rtment; it is co mmon to find a la bora to ry with a n undergradua te, a graduate student , a postdoctora l student , a nd a faculty mem ber wo rking side by side. In a simila r fashion, some of the teaching progra ms in the Department involve faculty, post­doctoral students, g radua te st udents, a nd ad vanced undergrad uates wo rking as a tea m to present ideas a nd techniques to beginning students.

C hemistry is a rich a nd fa scina ting subject which ranges in concern from macromo lecula r biopo lymers to problems in suba tomic structure a nd o n time scales fro m eons to picoseconds. T he skills of chemists ra nge from sophist icated levels of mathema tical a bstractio n to the elega nt conception a nd executi o n involved in the synthesis of complex naturally-occurring mo le­cules. The chemist's view of the a to mic a nd rrtlllecula r st ructure of the wo rld is one of the majo r inte llectual fo rces which sha pe modern thought. The chemi !>t\ skill a nd understa nding have revo lutio nized ma ny a reas of modern society, such as agriculture, clothing and shelter, health care, a nd energy resources. T he Depa rtment hopes, ot course, to prepa re a nd stimulate students to professiona l achievement a nd accomplish­ment in chemistry. At the same time, we recognize the funda mental na ture of o ur discipline and its proper

Chemistry 47

role as the bas is a nd complement to study and accom­plishment in a host of other areas. A very large num­ber of our students will find the ir fasc ina tions and as­pira ti ons in related o r in terdisciplinary fie lds. We aim to )!ive them the insights a nd the skills in che mistry which will support their work in these a reas.

General Course Information T here a re three introductory chemistry course

sequences: (I) 125 a nd 126 fo rm a two-semeste r se­quence designed fo r students desiring only o ne yea r of chemistry; (2) 125, 132, 133. a nd 134 form a fo ur­semeste r sequence designed to provide two semesters of genera l chemistry a nd two semesters o f o rganic chemist ry fo r students inte rested in the health pro­fessio ns; a nd (3) 141 a nd 142 fo rm a two-semester sequence in genera l chemistry designed to provide the introductio n to the B.A . or B.S. degree progra ms in chemist ry. Beginning students enter Chemist ry 125 o r 14 1 according to thei r interes ts , a ptitudes, and prepa ra tion. T ha t choice is not critical, however, be­cause the subseq uent courses, 126, 132, or 142, can be entered from e ither 125 o r 141. It is pa rticula rly impo rta nt to note tha t a prospective chemistry major with inadequa te mathematical prepara tion to ente r C hemistry 141 may take Chemistry 125 in the first semester. Satisfac to ry perfo rmance in 125 may then a llow a student to enter a co ncentra tion in chemistry by taking C hemistry 142 in the seco nd semester. T hus, the im porta nt cho ice of a sequence is delayed until the student has the be nefit of so me experience with co l­lege chemistry.

T he Depa rtment offe rs undergraduate progra ms leading to both B.A. a nd B.S . degrees. In genera l, the progra ms diffe r in the choice a nd timing of courses in the j unio r and senio r yea rs; a n early choice between progra ms is no t required. Between the two p rogra ms, t he student ca n a rra nge a chemistry major which covers the funda menta ls as essentia l background fo r a specific career in so me ot he r a rea, ta ilo r-made to suit specific in te rests of the pa rticular student , o r which provides rigorous and thorough prepara tion for pro­fessio na l wo rk in chemist ry. S pecific progra ms are described he low.

B.A. Program in Chemistry I he basic co urse a nd la bo ra to ry work in chemistry

a nd a llied subjects (mathema tics and physics) a re identica l to tha t required in the B.S. program. T he B.A. progra m makes fewer specifica tio ns at t.he ad-

48 Arts and Science

vanced level and encourages a wide range of elective courses. It is pa rticularly suitable tor students with interdisciplinary scientific interests in the health pro­fessions, biology, physics, geological sciences, engi­neering, or education. B.A . students may elect ad­vanced courses in chemistry, including independent research, and can, thereby, create a preprofessional curriculum best suited to their individual interest,. The B.A. program, therefore, does n<lt preclude a professional career in chemistry.

Requirements • C hemistry 125/ 141 and 142

• C hemistry 20 I, 202, 203, and 204

• C hemistry 251 and 252

• Chemistry 221 and 222

• Mathematics 161, 162, 163, 164 (CHE 114 may be substituted for 164.)

• Physics 121-123 or 121-136. La bs 181 and 182

• Knowledge of FORTRAN computer programming is required for junior and senior level courses. This requirement may be met by taking non-credit FOR­T RAN courses offered each term by the C omputing Center.

• Germa n is recommended for the foreign language req uirement, although fulfillment of the Co llege language requirement in a ny la nguage is accepta ble fo r the B. A.

• Addit iona l courses in physics, mathemat ics, a nd other sciences such as biology, geology, etc. may be taken as part of the concentration.

A B.A. candidate who wishes to meet requ ire­ments for membership in the American Chemical Society upon graduation should take, in addition to minimum requirements, Chemistry 231 plus two addi­tiona l chemistry lecture co urses.

B.S. Program in Chemistry The B.S. program is designed for students who

anticipate professional careers in chemistry. Most B.S . graduates will continue their studies for an advanced degree. The program provides the range of knowledge, skills, a nd experience requi red for work as a profes­sional chemist or for entry into graduate studies in chemistry. The fundamental work is completed by the end of the third year, leaving the senior year free for graduate-level course work and a full year of inde­pendent research with one of the Department faculty.

The B.S. program meets all of the requirements for membership in the American Chemica l Society.

The synopsis of this curriculum follows:

First Year C hern 125/ 141 Math 16 1 Elective' Elective'

Second Year C hern 20 1.203 Math 163 Physics I 22, I 8 I Elective1.2

Third Year C hern 25 1 C hern 221 Adv. Science Course ' Elect ive'

Fourth Year C hern 395" 400-leve l C hern' Elective' Elective'

C hern 142 Math 1(12 Physics I 2 I Elect tve '

C hern 202, 204 Math 164 (o r CHE I 14) Physics 123, 182 Elective 1.2

Chern 252 C hern 222 C hern 231 4

Elective'

C hern 395 Elective' Elective' Elective'

'Group I. II or language. The College language requirement must be fulfilled in either German. Fre nch. or Russian. with German the recom mended choice.

' B.S. cand idates must sat isfy the computer prerequisites de­scribed in the B.A. progra m prior to their junior year.

·1At least one of the elect ives in the junior or senior year must be a course at the 200 level or higher in astronomy, biology. chemistry (except 251-2, 221 - 2). geologica l scie nces. mathematics, or physics.

' Chem 23 1 can be rep laced by an a pproved advanced laboratory course in another science department. Biology 220, 265 or 278 and Physics 243 a re app roved.

5Careful consultation with the faculty is necessary to choose an appropria te program. Students intending to do grad uate work in physical chemistry should make every effort to include additional wo rk in physical chemistry, ma thematics, a nd physics.

' At least eight cred it hours o f Chern 395 a re required after com­pletion of Chern 252 and 222 fo r a B.S. degree.

1 At least one fou r-credit chemistry course at the 400 level is re­q ui red .

Courses of Instruction 125. General Chemistry I. Introductory survey intended for nonmajo rs. A tomic properties and structure, gases, liquids, so lids, solutions, chemical equations, chemical equilibrium, and a n introduction to thermodynamics. Pre-

requisi tes: high school chemistry, trigonometry, and analyt­ical ge,>metry.

126. General Chemistry II. Designed for students re­quiring only one year of chemistry, treating hasic chemical principles not c,wered in Chemistry 125 or 141. These include kinet ics, 1onic equilibria. oxidation-reduction, electrochem­istry, organic chemistry, and biochemistry.

132. Bonding, Structure, and Reactivity of Organic Com­pounds. The second semester of a four-semester sequence ( 125, 132, 133, and 134) for nonmajors which is an intro­duction to o rganic chemistry. Subjects treated include chem­ical bond ing, molecular geometry, energetics of reactions, spectroscopy •and structure, hydrocarbons, alkenes, alkynes, dienes, free radicals, stereochemistry, alkyl halides, and elementary kinetics.

133. Organic Chemistry. The third semeste r of the fou r­semester sequence for nonmajors. Topics covered include the classification and reactions of common functional groups, a survey of strategy and tactics in organic synthesis, erolate chemistry, aromatic molecules and transition states, polymers, and the chemistry of common molecules of bio­logical interest.

134. Introduction to Physical, Analytical, and Inorganic Chemistry. A continua tion of the four-semester sequence for nonmajors, covering important ::!Spects of physical, analytical, a nd inorganic chemistry.

141. Advanced General Chemistry I. Advanced intro­duction to genera l chemistry for majors in chemistry, chemi­ca l engineering, and physics. Atomic properties and structure, gases. liquids, solids, so lutions, chemical equat io ns, and chemical equilibrium.

142. Advanced General Chemistry II and Qualitative Analysis. Continuation of Chemistry 14 1. Ionic equilibria , oxidation-reduction reactions, thermodynamics, kinetics, chemical bonding.

201. Organic Chemistry I. Structural theory of organic chemistry and synthetic reactions. Required for chemistry majors. Prerequisite: CH M 123 or 122.

202. Organic Chemistry II. Continuation of Chemistry 20 I.

203. Organic Chemistry Laboratory I. Credit - 2 hours. Modern laboratory techniques. Required for chemistry majors. Prerequ1site: regist ratio n in or credit for CHM 201.

204. Organic Laboratory II. C redit- 2 hours. Continuation of Chemistry 203: qualitative organic analy,is.

221. Experimental C hemistry Laboratory I. Primari ly ana lytical methods. Prerequisites: CHM 20 1, 202, 203, 204, and knowledge of computer programming.

222. Experimental Chemistry Laboratory II. Physical methods for chemical problems. Prerequisites: C H M 251 and registration in CH M 252 .

Chemistry 49

231. Advanced Experimental Laboratory. Analytical, physical, and synthetic techniques. Prerequisite: CHM 221.

251. Physical Chemistry I. Introduction to quantum mechanics and kinetic theory of gases. Problem-oriented. Prerequisites: PHY 124-6, MTH 164 or equivalent.

252. Physical Chemistry II . Thermodynamics and chem­ical eq uilibria. Prerequisite: C H M 251.

*391. Independent Study. Individual study of advanced topics a rranged by students. Prerequisite: registration in or credit for CHM 221.

*393. Senior Thesis Research. Independent research di­rected by faculty member. To be arranged during semester preceding registration. CH M 222, 231 expected. Written report requ1red.

*395. Research in Chemistry. Independent research di­rected by faculty member. To be arranged during semester preceding registration.

*412. Advanced Inorganic Chemistry I. Bonding of in­organic complexes, mainly ligand field theory; applications uf group theory; kinetics and mechanisms of inorganic reactions.

*413. Advanced Inorganic Chemistry II. Electronic struc­tures of inorganic compounds, especially metal complexes; applications of group theory; spectroscopic and physical methods. Prerequisite: CH M 412.

*433. Advanced Physical Organic Chemistry I. Quan­tum chemistry and bonding, Woodward-Hoffman rules, spec­troscopic techniques, a nd photophysical processes.

*434. Advanced Physical Organic Chemistry II. Structure and react ivity. kinetics, cata lysis, medium effects, transition state theory. kinetic isotope effects, reactive intermediates, and mechanisms.

*435. Advanced Organic Chemistry I. Concepts and methods of research. Organic structure determination by chemical a nd spectroscopic techniques.

*436. Advanced Organic Chemistry II. Major synthetic methods. Recent developments in stereoselective synthesis of polycyclic systems.

*451. Advanced Physical Chemistry I. Principles of quantum mechanics applied to simple systems, atoms, mo lecules, and spectroscopy.

*452. Advanced Physical Chemistry II. Introductory sta­tistical mecha nics, thermodynamics, and chemical kinetics.

*453. Introduction to Chemical Physics I. Mathematics for physical chemistry; vector and matrix analysis, differential

*Taken with consent of the instructor.

50 Arts and Science

equations, calculus of variations, and group theory applied to Important problems in chemical physics.

*454. Introduction to Chemical Physics II. Continuation of Chemistry 453.

*465. Nuclear Chemistry. Radioactivity; nuclear masses and thermodynamics; nuclear models and theory of reactions, fiSSIOn, decay, and interaction of nuclear radiations with matter.

COMMUNITY HEALTH Robert L. Berg, M.D. (Harvard) Albert D. kaiser

Professor of Preventive, Family, and Rt>habilitation Mt>dicinP and Chairman t~{the Department

Ernest W. Saward, M.D. (Rochester) Professor of Social Medicine (Department of Preventive, Family, and Rehabilitation Medicine) and Associate Deanfor Extramural Affairs

Theodore M. Brown, Ph.D. (Princeton) Mercer Brugler Distinguished Teachinr; Professor of History and Associate Pro{essor o/ Prn·Pntil'e, Family, and Rehabilitation Medicine

Joseph W. Gavett, Ph.D. (Cornell) Associate Professor, Graduate School of Management, and of Preventive, Family, and Rehabilitation Medicine

Stephen J. Kunitz, M.D. (Rochester), Ph.D. (Yale) Associate Professor of Preventive, Familv. and Rehabilitation Medicine and of Sociologv

Klaus J. Roghmann, Ph.D. (West Germany) Associate Professor of Sociology, of Pediatrics, and ol Preventive, Family, and Rehabilitation Medicine

Andrew A. Sorensen, Ph.D. (Yale) Associaie Professor of Preventive, Family, and Rehahilitalion Medicine and of Sociology

James G. Zimmer, M.D. (Yale) Associaie Pro{essor of Preventive, Family, and Rehabilitaiion Medicine; M.S. Program Director

William H. Barker, Jr., M.D. (Johns Hopkins) Assistant Professor o/ Preventive, Familv. and Rehabililation Medicine .

William P. Brandon, Ph.D. (Yale) Assistant Professor of Preventive, Familv, and Rehabililation Medicine and oJ Political Science

Donald Ciaglia, B.S. (Ithaca College) Associate in Preventive, Family. and Rehabilitation Medicine

*Taken with consent of the instructor.

The Department of Preventive, Family, and Re­habilitation Medicine in the School of Medicine and Dentistry offers the Master of Science in Community Health Program which is designed to train students in community and regional health care planning, in health services research and evaluation , and in the broader aspects of medical care administration, wi th emphasis on comprehensive health care delive ry. The major goal ot the program is the career develop­ment of potential leaders in the fields of community health and medical care.

It i' a two-year program with emphasis on active involvement in health care programs and their evalua­tion and on field research in medical care. Required course, include:

PM 415. Applied Epidemiology.

PM 420. Introduction to Politics and Policy in the U.S. Health Care System.

PM 425. Management of Health Services.

PM 430. Medical Sociology.

PM 440. Methods of Medical Care Research.

PM 450. Organization and Delivery of Health Care Services.

PM 460. Health Services and Epidemiology Research (The Master's Essay).

PM 494. Special Topics: Statistics I and II.

Two projects, with written reports, are required of each student. One is an analytic and evaluative stud y of a health care delivery system in which the studen t is actually involved (PM 450), and the other, the mas­ter's e,;say, is a research project in the area of hea lt h services, using descriptive and analytic epidemiologic techmques (PM 460).

In ~: ddition, students are required to take 15 c red it hours of elective course work. A wide variety of elec­tives is available in other disciplines in the University , such as economics, political science, sociology, sys­tems analysis, and business administration. The De­partment of Preventive, Family, and Rehabilitatio n Medicine offers the following electives: PM 422 , Health Policy Studies; PM 417, Population Dynamics and Health; PM 431, Sociology of the Patient; a nd PM 253, Dilemmas in Healing.

Detailed descriptions of the required courses appear m the Handbook for the Master of Science· in Com­munity Health Program and in the program brochure , both of which are available in the Department office room 4-5528 in the Medical Center, telephone numbe; 275-2831.

51

52 Arts and Science

The 3-2 Option A limited number of undergraduates may complete

the community health degree under a 3-2 option. Selected students will earn both a bachelor's degree in an undergraduate concentration and the M.S. in community health in five years. By satisfying most of the requirements for their undergraduate concentra­tion in the first three years, the fourth-year students begin course work in the master's program by follow­ing the full-time first year and summer schedule of the graduate curriculum, with possible elective sub­stitutions if work in statistics or the equivalent of PM 420 (such as PSC 239) already has been completed. In some instances students may need to use these elec­tive spaces in the fourth year to complete undergrad­uate major course requirements. At the end of the fourth year students receive the bachelor's degree. The fifth year of the program is devoted to the com­pletion of elective course requirements and a master's essay (e4uivalent to 12 credit hours). Students receive the M.S. degree from the School of Medicine and Dentistry at the end of the fifth year.

Students wishing to enter the 3-2 program in com­munity health must apply to· the program in the spring of their junior year (sixth semester). At that time stu­dents should have satisfied College English, foreign language, and distribution requirements, all or most of their concentration requirements, and have taken some special work in health-related courses. Prospective students are strongly advised to complete at least one semester of college calculus during the first three years. Work in a concentration, preferably in eco­nomics, political science, or sociology (although these are not specifically required), normally entails eight to II courses.

In meeting the health-related course expectation, applicants to the combined degree program will be allowed considerable latitude. Depending upon prior or concurrent experience in the health field a nd other individual factors, candidates may present one, two, or more courses for consideration. These may be 5e­lected from among: LA / PM 116, Introduction to Community Health; PM / PSC 239, Introduction to Politics and Policy in the U.S. Health Care System; PM / REL/ SOC 253, Dilemmas in Healing; SOC 266, Medical Sociology; HIS 279, Health, Medicine, a nd Social Reform; and LA / PM 392, Health Services Practicum.

Applicants must submit the following information: written application with essay, at least two letters of recommendation, official grade reports, and the Grad-

uate Record Examination aptitude test scores. This information should be submitted by the beginning of March. Interviews will be part of the final selection process. In some cases, successful candidates would be advised to pursue some sort of health-related em­ployment or placement/ tutorial experience during the summer after admission to the 3-2 program. Applica­tions and additional information may be obtained from the M.S. Program Director, Dr. James Zimmer, Department of Preventive, Family, and Rehabilitation Medicir.e.

Collaborative Degrees Students may be interested in combining the M.S.

in community health with other degree programs of­fered within the University in order to prepare for certain types of careers. The following collabora tive programs are now offered: a three-year curriculum leading to both an M.S. in community health and a n M.B.A. offered by the Graduate School of Manage­men:; a three-yea r curriculum leading to both a n M.S . in community health a nd a n M.S . in public policy of­fered by the College of Arts and Science; and a n M.S. in community health and a n M.D. wherein students combine master's courses as medical school electives and then take one year out from the medical school curriculum to complete the requirements for the M.S. degree. Further information may be obtained from the office of Dr. James Zimmer. Please note tha t it prob­ably would not be feasible to pursue one of these combined degree programs through the 3- 2 option; rather, students will enroll after earning the bachelor's degree.

116. Introduction to Community Medicine. Analysis o f current issues in the organization, financ ing, and evaluat ion of persona l and public health care.

239. Introduction to Politics and Policies in the U.S. Health Care System. Discussion of the principal hea lth institut ions and their behavior; selected to pics of importance for na tional health policy and local decision making a re explored. Same as PSC 239.

253. Dilemmas in Healing. Dilemmas in hea ling from the perspect'.ves of medical practitio ners , social scientists. theologians, a nd philosophers. Same as REL 253 a nd SOC 253.

392. Health Services Practicum. Int roduces students to the organimtion and functio n o f community agencies. Se­kcted students are expected to spend s ix to seven hours per week at an agency site working on a project related to health care administration, planning. or evaluation.

415. Applied Epidemiology. Emphasizes epidemiology a> an a pplied science in the study and solution of health and disease problems from the community point of view.

417. Population Dynamics and Health. Provides a topical and historical survey of the relationship between various as­pects of health and population characteristics and dynamics.

420. Introduction to Politics and Policy in the U.S. Health Care System. The sem inar is designed to provide an under­standing of the principal health institutions and their be­havior.

422. Health Policy Studies. Examines current U.S. health policies both substantively a nd as important examples of the policy process.

425. Management of Health Services. Covers a number of topics related to the ma nagemen t of a medical or health ca re service. Emphasis is placed on general characteristics of management, development and use of agency or organiza­tion measures of perfo rmance, the management of patient utilization information, service efficiency, se rvice effective­ness, mL•<kling, and planning and control.

430. Medical Sociology. Aims to help students achieve an understanding of the changes in the la rger society as they have intluenced the development of the medica l a nd other health-related occupations and professions.

431. Sociology of the Patient. Deals with the entry of the patient into the health ca re system, patients and providers, exit of the patient from the system, and prospects for modify­ing hea lth care behavior.

440. Methods of Medical Care Research. Elementary techniques of researc h. especia lly in data collection and data analysis. with emphasis on the actual organiza tion of re­search, including realistic time a llocations, project budgeting, a nd report writing.

450. The Organization and Delivery of Health Care Ser­vices. Provides students with knowledge a nd experience in eva luatmg the efficiency and effectiveness of health care delivery services.

460. Health Services and Epidemiology Research. Re­search project is designed , carried out. ana lyzed. a nd written up by the student under the supervision of a faculty member.

494. Special Topics in Preventive Medicine and Commu­nity Health. Special studies a nd investiga tive projects can be a rra nged with individua l members of the Department in the a reas of medical care resea rch , medical economics, medi­ca l socio logy, medica l administration. a nd epidemiology.

Community Health 53

COMPUTER SCIENCE Students are encouraged to pursue undergraduate

degrees with a concentration in computer science that use the educationa l resources of the entire university, including the facilities at the University of Rochester Computing Center (see page 29).

In the College of Arts and Science, it is possible to design an undergraduate concentration within the Depa rtment of Mathematics (see page 96) which offe rs a program that will prepare students for grad­ua te work in computer science or employment in­volving the use of computers and the a pplica tion of a variety of mathematical techniques. Students may pla n an interdepartmental concentration (see page 91) that is uniquely structured for using education in computer science to study a particular discipline. Some students work out a general science concen­tration (see page 79) which gives the student a broad ed ucation in a ll the na tural sciences as well as com­puter science.

In addition, computer engineering may be studied through the College of Engineering and Applied Sci­ence in the Department of Electrical Engineering or m that college's Interdepartmental Program (see pages 146 and 151).

T he Graduate School of Management offers an op­po rtunity to earn the M.B.A. degree in a 3- 2 program with a concentration in computers and information systems (see page 170).

Advanced undergraduates have unusual opportu­nities to work directly with faculty members in the Department of Computer Science (see page 54) in aca­demica lly challenging research projects where par­ticular emphasis is currently being placed on the areas of artificia l intelligence, distributed computing, pro­gramming la nguages. a nd theory of computation.

Except for the computer engineering program, the decision to follow a particular track can be postponed until the end of the freshman year while pursuing introd uctory work in mathematics and science. How­ever, students are encouraged to seek faculty advice about determining the area of study they wish to undertake.

54 Arts and Science

DEPARTMENT OF COMPUTER SCIENCE

Jerome A. Feldman, Ph.D. (Carnegie-Mellon) Professor of Computer Science and Chairman

Patrick John Hayes, Ph.D. (Edinburgh) Luce Associate Professor of Cognitive S cience, of Philosophy, of Psychology, and of Computer ,'-,"cicnce

James Low, Ph.D. (Stanford) Associate Professor of Computer Science

Joel!. Seiferas, Ph.D. (M.l.T.) Associate Professor of Computer Science

James F. Allen, Ph.D. (Toronto) Assistant Professor o/ Computer Science

Henry G. Baker, Jr., Ph.D. (M.l.T.) Assistulll Professor of Computer Science

Dana H. Ballard, Ph.D. (California , Irvine) Assistant Professor of Computer Science and of Radiology

Christopher M. Brown, Ph.D. (Chicago) Assistalll Professor of Computer Science

Peter Gacs, Ph.D. (Goethe, Frankfurt) Assistant Professor of" Computer Science and of Mathematics

Gershon Kedem, Ph.D. (Wisconsin) Assistant Professor of Computer S cience and Visit ing Sciemist, Laboratory for Laser EnerJ<etics

Gary L. Peterson, Ph.D. (Washington) Assistant Professor of Computer Science

Kenneth R. Sloan, Jr., Ph.D. (Pennsylvania) Research Associate and Instructor in Computer Science

The Department of Computer Science offers an intense research-oriented program leading to the master of science and doctor of philosophy degrees.

Courses of Instruction 100. Introduction to Computer Sciencl,. hrst program­ming course. Algorithmic formulation and solution of pro b­lems. Programming in high level languages; data structures; machine language. For students interested in taking other computer science courses. CSC 100 or E E 100 is required.

201. Computer Systems I. Integrated sequence o n digital hardware and software systems. Implementation of proc­essors, memories, and 1;0 interfaces; topics include micro­programming, addressing mechanisms, processor speed-up

tec hniq ues, and mem<HY structures. Prerequisites: EE 101 and EE 102 or equivalent. Same as EE 20 I.

202. Computer Systems II. Continuation of C om puter Science 201. Same as EE 202.

206. Non-Numerical Computing. C o mputing in situa t ions where the data is primarily symbo lic ra ther tha n nu merical. IntroductiOn to symbolic programming languages. P rereq­uisite: esc 100 or equivalent.

207. Computer Graphics. Written la nguages fo r gra ph­ics, display file compilers. Systems so ftwa re. Homogeneous coMdinate vec tor and matrix representa t ion of 2- D a nd 3- D objects and transformations. Student p rojects . Pre re4u isite: CSC 220, MT H 164, or eq uivalent.

220. Data S tructures. Introductio n: linked li sts, t rees. stacks, 4ueues, hash-coding . Sorting, searching, construc­trun of scanners, and symbo l ta bles. Prerequisite: C SC 100 or ~4ui\alent.

222. Assembly Language . Assembly language program­ming. Interrupt programming. Relocatable code. Linking load ers. Interfacing with o perating system. Pre re4 uisite: CSC 206, CSC 220, o r EE 202.

240. Introduction to Artificial Intelligence. S urvey of concepts a nd problems in art ifi cial inte lligence research. Info rmation processing models. Case studies of com puter programs, basic principles; applications.

246. Computer Analysis of Images. Ex ploration o f cur­rent research topics in the computer a nalysis o f images. To pics include image representa tio n, edge-findi ng o pe rators, region growing, shape analysis, texture , 3-D reco nst ruc tion, and the theory of polyhedral scenes. Prereq u isites: CSC 220, esc 240, MT H 164.

247. Natural Language Processing. Introducto ry survey of prob lems invo lved in constructing co m puter programs which "understand" natural language and the me thods that have been developed to overco me these p ro blems. Prere4ui­site: esc 206 or esc 220 or permissio n of the instruct or.

248. Theory of Graphs. Paths, circuits , trees. Bi partite graphs , matching problems. Unicursal graphs. Ham ilt o nian circuits, factors. Independent pa ths and sets. M a t ri x repre­sentations, realizability. Planar graphs. C olorat io n p rob­lems. O ffered alternately with Mathematics 23 ~. Prere4ui­sitc: MT H 236. Same as MTH 248.

280. Numerical Analysis. Numerica l approxima t ions to solutions of linear, transcendental, di ffe rent ial, a nd pa rtial differential equations. Prere4uisite: MTH 164 o r 166 . Same as r-.nH 280 and STT 280

281. Introduction to Theory of Computa tio n. lnt roduc­tron to mathematical logic and proof theory. Abstract ma­chines and languages. Computability, relative computa bility ,

computational ;;omplexity. Prerequisite: MTH 162 or per­mission of the i>lstructor.

282. Theory of Computation. Continuation of Computer Science 281. Prerequisite: CSC 281.

286. Theory of Machines. An abstract approach to auto­mata and machines. Automata and recognizable sets. Tran­sition matn x deterministic automata. Se<.juential machines and opcratrons on them. Infinite behavior. Linearity. Mini­nuLation. Prere<.Juisite: Ml H 236. Same as MTH 2))6.

288. Design and Analysis of Computer Algorithms. Tech­niLJu~s in the design of efficient algorithms for random ac­c-:ss machines. computational time. and space complexity. Requi res knowledge of computer programming and maturity rn handling mathematical concepts, especially discrete mathem.Jtics. Prere4uisite: CSC 220 or a 200-level mathe­matics course. Same as Ml H 2li8.

309. Topics in Computer Science. Specral topics for ad­vanced undergraduates in such areas as programming lan­,wag~s. ,ctifrcial intelligence. and theory of computation. PrcreLJursite· permissron of the instructor.

391. Independent Study in Computer Science. Special .v.>rk arranged indivrdua lly. Consent of the Department re·· quu ed.

.195. Research in Computer Science. Special problems lila) be arranged for advanced students wishing to do indi­•iduul research in computer science. Consent of the Depart­ment reljuired.

ECONOMICS Robert J. Barro, Ph .D. (H a rvard) John Munro

Profe.ls,ir of Economics Ka rl Brunner, D. Ec . (Zurich) FrNI H. Gowen

Professur in the Graduate School of Management and Professor nf Economics

S tanley Engerman, Ph.D. (Johns Hopkins) Pro{essor oll:'cunomics and History; Director ol Gradua1e SIUdies

Robert R. France, Ph.D. (Princeton) Professor ol Economics

James W . Friedman, Ph.D. (Ya le) Professor of Economics and ul Political S cimce

Eric A. Ha nushe k, Ph.D . (M.I.T.) Professor ol Political Science and Economics

Rona ld Winthrop Jones, Ph. D . (M.I.T.) Xerox Pro{essor of Economics

Computer Science 55

Lionel Wilfred McKenzie, Ph.D. (Princeton) Wilson Professor of Economics

Walter Y. Oi, Ph.D. (Chicago) Elmer B. Milliman Professor of Economics and Chairman

Edward Zabel, Ph.D. (Princeton) Professor of Economics

Halbert White, Ph.D. (M.LT.) Associate Professor or f::Cunomics

Lawrence Benveniste, Ph.D. (California, Berkeley) Assistant Professor of Economics

Harold Cline, Ph.D. (Princeton) Assistant Professor of Educalion and of Economics

Robert G. King, Ph.D. (Brown) Assistant Professor of Economics

Anthony Pellechio, Ph.D. (Harvard) Assistanl Professor of Economics

Alan Stockman, Ph.D. (Chicago) AssisLant Professor of Ecunomics

Russell Roberts, B.A. (North Carolina) /nstruclor in PoliLical Science and in f:.'conomics

William Edward Dunkman, Ph.D. (Columbia) ProfeJSor Emni!Us of Economics

W. Allen Wallis, A.B. (Minnesota) Professor Emeritus of Economics and Statistics

The Department of Economics offers a program of study leading to the B.A. degree and, at the graduate level, to the M.A. and Ph.D . degrees.

The undergraduate program emphasizes the under­standing of modern tools of economic analysis and their application to contemporary policy issues. Those completing the program should be adequately pre­pared for graduate work in economics a nd other pro­fe>sional schools.

A substantial number of students complete their concentration requirements by the end of the junior year and apply to 3-2 programs in public policy analy­sis or in the Graduate School of Management (see the separate listings in this bulletin). If accepted, they begin graduate work in their senior year and obtain an M.S . or M.B.A. degree at the end of their fifth year.

Requirements for Concentration in Economics

Courses normally completed by the end of the sophomore year (before admission to the concentra­tion) are as follows :

• One semester of calculus (Mathema tics 141, 150, 161 , or 17 I). Additional calculus (through 143, 152, I 62, 172, or beyond) is recommended.

56 Arts and Science

• One semester of probability and statistics; Statis­tics 165 (or 201) is strongly recommended. Statis­tics 211 or 212, while accepted, is weak preparation for Economics 231.

• Economics 207 and 209.

Additional courses and requirements: • Economics 231 • Five additional economics courses • A "C" average in the above economics courses • Two courses beyond the introductory level in an

allied field, subject to approval by the Director of Undergraduate Studies; the relation of these courses to one another and to the concentrator's program in economics will be considered.

• Graduation with high or highest distinction requires enrollment in the Senior Seminar as well as dis­tinguished performance in other economics courses.

Prerequisites Economics 108 is a prerequisite for Economics 207

and 209. Economics 207 is a prerequisite for Economics 215,

216, 222, 223, 225, 228, 234, 236, 237, 238, 239, 240, 249, 263, 264, 266, 267, 269, 433, 435, 471, and 481.

Economics 209 is a prerequisite for Economics 211 , 215, 229, and 235.

Mathematics 161 and 162 are prerequisites for Economics 225, 235, 266, 471 , 481, and 485.

Additional prerequisites for specific courses are given below in the individual course descriptions.

Staffing and Scheduling Graduate teaching assistants supervise recitation/

homework sections of Economics 108, 207, and 231. Approximately one course per semester is taught by a part-time graduate instructor.

Economics 108, 207, and 209 are offered every semester. The remaining courses are normally offered every year, except for the following which are nor­mally offered every other year: 215, 216, 222, 224, 225, 226, 227, 228, 234, and 266.

Courses of Instruction 108. Principles of Economics. The fundamentals of micro- and macroeconomic theory, with applications; prepa­ration for subsequent economics courses.

207. Intermediate Microeconomics. Economic equilib­rium under competition and monopoly: the distribution of wages, rent, interest, and profits.

209. l'iational Income Analysis. National income ac­counting concepts; their changes and fluctuations as ex­plained by theories of income determinat ion.

211. Money, Credit, and Banking. The institutions which generate the money supply. The influence of monetary and fiscal policy on economic stability and growth.

216. Economics from Smith to Marshall. The develop­ment of economics from Adam Smith to Alfred Marshall, including the work of Ricardo, J. S. Mill, and others.

222. Income Distribution. An analytic and empirical study of modern ideas in income distribution.

223. Labor Markets. Human resources; the determina­tion of wages, employment, hours, and labor forcel participa­tion; the effects of trade unions and government.

224. The Economics of Sports. The markets for profes­sional <•.nd amateur sports are analyzed. Impact of market organization and public policy on attendance, salaries, and profits is examined.

225. The Theory of Markets. A survey of modern devel­opments in the theory of the firm, oligopoly, monopolistic competition, and bilateral monopoly.

226. Economic Development of the North Atlantic Commu­nity. Britain since the seventeenth century; the connections between Britain and North America. Same as HIS 241.

227. American Economic Growth. American economic growth since 1800. Recent studies of national product, in­dustrial structure, and capital formation . Same as HIS 205.

228. Economics of American Negro Slavery. Profitability; efficiency as a system of economic organization; effects on income growth and distribution. Same as HIS 207.

231. Econometrics. Regression analysis applied to time series and cross-section data, simultaneous equations; analy­sis of variance. Prerequisite: STT 165, 20 I, 211 , or 212.

234. Regulation of Economic Activity. Analysis of the impact of government regulation in transportation, safety, and health on economic welfare and efficiency.

235. Theory of Economic Growth. The growth of the economy as a whole; classical, neo-classical, and Keynesian theories.

236. Economics of Health. Analysis of factors that affect supply and demand in the market for medical care: r isk, insur­ance, externalities, ethics, regulation.

237. Economics of Education. Costs and returns to in­vestment in education; public policy decisions about educa­tion; educational finance.

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58 Arts and Science

251. Industrial Organization-Theory and Evidence. An examination of the market structure, conduct, and perfor­mance of contemporary American industry. Assessment of industry concentration, market control, and associated pricing and innovative behavior is emphasized.

263. Public Finance and Fiscal Policy. Government tax and expenditure policies and their effect on resource alloca­tion and income distribution.

264. Urban and Regional Economics. Theory of locat ion and land rents. Urban problems, including housing, poverty, crime, taxes, zoning and transportation, externalities, and pollution.

266. General Equilibrium Analysis. Introduction to the rL>le of mathematics in economic theory; emphasis on gen­eral equilibrium analysis and welfare economics.

269. International Economics. Trade patterns and com­parative advantage; commercial policy and the distribution of gains from trade; balance of payments problems.

389. Senior Seminar. Supervised research on an eco­nomic problem or policy issue, culminating in papers which serve as a basis for seminars.

390. Supervised Teaching of Economics. Responsibility for one recitation section in a 100-level course. under the instructor's supervision.

391. Independent Study. By arrangement with the De­partment to permit work beyond regular course offerings.

394. Internship.

471. Modern Value Theory I. Value theory since 1870; attention to major economists, such as Ma rshall , Walras, and Hicks. Subjects are developed to their present state.

481. Introduction to Mathematical Economics. The use of modern algebra in economics; linear programming; input­output analysis.

485. Introduction to Econometrics. Application of statis­tics to economics; economic models; estimation of simul­taneous equation systems. Prerequisite: ECO 231.

ENGLISH Rowlwd L. Collins, Ph.D. (Stanford) Professor of

EnKiish and Chairman *John Dougherty, B.A. (Alfred) Professor of English George H. Ford, Ph.D. (Yale) Joseph H. Gilmore

Professor of English Richard M. Gollin, Ph.D. (Minnesota) Pru{essor

of English Anthony Hecht, M.A. (Columbia) John H. Deane

Pwfessor of Rhetoric and Poetry Howard C. Horsford, Ph.D. (Princeton) Professor

of .l:.:nglish Cyrus Hoy, Ph.D . (Virginia) John B. Trevor

Professor of English and Director of Graduate Study

Bruce Johnson, Ph.D. (Northwestern) Professor o/ English

James William Johnson, Ph.D. (Vanderbilt) Professor of Lnglish

*John Kuiper, Ph.D. (Iowa) Professor of English Russell A. Peck, Ph.D. (Indiana) Professor of

English Jame~ Rieger, Ph.D. (Harvard) Professor of English

and Dir('ctor of Undergraduate Study Joseph H. Summers, Ph.D. (Harvard) Roswell S.

Burrows Professor of English Paula Backscheider, Ph.D. (Purdue) Associate

Professor of English George Grella, Ph. D. (Kansas) Associate Professor

of English Thomas G. Hahn, Ph.D. (California, Los Angeles)

Associate Professor of English and Director of Fr~:shman English

*Margaret Perry, M.S.L.S. (Catholic) Associate Professor of English

Jarold W. Ramsey, Ph.D. (Washington) Associate Professor of English

Frank Shuffelton, Ph.D. (Stanford) Associate Prcfessor of English

Kenneth Jay Wilson, Ph.D. (Yale) Associate Professor of English

*Linda Allardt, Ph.D. (Rochester) Assistant Professor of English

Ernest Bevan, Ph.D. (Virginia) Assistant Professor of English

James Carley, Ph.D. (Toronto) Assistant Pro.fessor of English

*Part-time.

*A. Marshall Deutelbaum, Ph.D. (Rochester) Assistant Pro{essor of Em~lish

Russ Frank McDonald, Ph.D. (Pennsylvania) Assislant Professor of Eng/i:;h

Mary Nyquist, Ph.D. (Toronto) 4ssistant Professor of English

David Richman, Ph.D. (Stanford) Assistant Professor of t."nglish

D3vid Riede, Ph.D. (Virginia) Assistant Professor of English

James Spenko, Ph.D. (Chicago) Assistant Professor uf English

Beverly Voloshin, Ph.D. (California, Berkeley) Assistant Prujessur of English

Marjorie Curry Woods, Ph.D. (Toronto) Assistant ProjesscH n{ English

Wilbur Dwight Dunkel, Ph.D. (Chicago) Roswell S. Bur rom Professor Emeritus of English

Kathrine Koller, Ph.D. (Johns Hopkim) Joseph H. Gilmore Projessor Emeritus o{ English

Lisa Rauschenbusch, A.M. (Cornell) Professor Emeritus uf English

Bernard N. Schilling, Ph. D. (Yale) John B. Trevor Prujessur Emeritus of English and Comparative Literature

Part-time mstrucwrs (17 in 1979-80) and part-time assistant lecturers (II in 1979-80) are nut included in the ahove list.

The Department of English offers work leading to a concentration for the B.A. degree and, at the grad­uate level, to the M.A. and Ph.D. degrees.

The program of concentration in English is designed to give students knowledge of English and American literary works in their historical and cultural con­texts, and to develop critical abilities for reading in a variety of periods and genres.

A student preparing to concentrate in English should get in touch with the Department's Director of Undergraduate Study, usually early in the second semester of the sophomore year. Special programs are open to all prospective majors; arrangements may be m3de with the concentrator's adviser. If such a pro­gram necessitates an alteration of the requirements for the major, the student and his or her adviser should present the alternative program to the Committee on Undergraduate Study for consideration. Sophomores are encouraged to investigate such programs. All ma­jors are urged to consult their advisers regularly to maintain a coherent program which benefits their par­ticular interests.

*Part-time.

English 59

The tutorial, English 393, is open by invitation to senior English majors who wish to do independent study and who are not enrolled in a special studies program. Work done in the course may be used to­ward the degree with distinction.

General Course Information Students wishing to take any English course num­

bered 200 or higher are to have completed the College requirements of one 100-level English course (exclud­ing 110-129 and 190-199) and one additional course in literature. Courses numbered between 110 and 129 may be taken as electives, but do not ordinarily count to­ward satisfaction ol either College or departmental con­centration requirements.

Courses numbered 200-390 are customarily open to sophomores, juniors, seniors, and qualified freshmen; approval of the instructor may be required for enroll­ment in 300-level courses.

Requirements for Concentration in English

A minimum of 10 courses is required: l. Before the end of the sophomore year students

majoring in English should have taken English I 02 and one other course from the following group: English 103, 105, 106, 130, Dl, 132, 133, 141, 144, 190-199.

2. A course in Shakespeare 3. A course in American literature 4. Six courses beyond the 100 level; at least two

should be completed by the end of the junior year: a. Three courses in literature written before 1789,

and three in later literature b. One course in a major English or American

literary figure Chaucer, Milton, or others to be determined and announced annually by the Department.

5. A minimum of two courses in an allied field; courses in British and American history are highly rec­ommended.

NOTE: Since secondary school curricula often include survey courses in English literature, concentrators working for a secondary school teaching certificate may find it advantageous to take both I 05 and I 06; in their program of concentration these ca ndidates may substitute I 05 and 106. taken together, for one English course under 4a. English 115. 123, or 124 may also be substituted in some instances for one 200-level course,

60 Arts and Science

although no more than one 200-level substitution among the required six will be allowed.

Permission of the instructor is required for 113, 115, 116, 124, 12~. 360, and 361.

Courses of Instruction 101. Literature and the Language of Ideas. An introduc­tion to effective writing. Readings organized on thematic principles. Small classes, individual attention to student writing.

102. Classical and Scriptural Backgrounds of English Literature. From the ancient and medieval classics which deal with enduring problems of mankind.

103. English and American Masterpieces. I-rom the Renaissance to modern periods. Closed to juniors and seniors concentrating in English.

105. English Literature: Beowulf to Swift. An introduc­tory study of the earlier English literary tradition.

106. English Literature: Samuel Johnson to Yeats. An introductory study of the later English literary tradition.

111. Introduction to the History of Film. The development of motion pictures surveyed from 1895 to the present. Same as Al-l Ill.

112. Introduction to the Art of Film. I he primary visual, aural, and narrative structures and conventions by which mo­tion pictures create and comment upon significant human ex­perience. Same as Al-l 112.

113. Reporting and Writing the News. A laboratory course requiring typing, on fundamentals of gathering, assessing, and writing news.

115. Seminar in Writing. Practical instruction in the grammar, rhetoric, and logic of an effective prose style.

116. Creative Writing. Short story, poetry, a nd play­writing workshop; comparison of student work with the best achievements in fiction and poetry.

123. Speech. Practice in effective small-group communi­cation and the presentation of expository and persuasive speeches.

124. Forensics. Practice in formal address: argumenta­tive, ceremonia l, and expository presentations to large groups.

126. Drama and Theatre. Plays of various kinds, with scene studies and discussion of the relation of dramatic texts to suitable production.

127. Technical Theatre. Exploration of the relationship between theatrical design and the dramatic text.

128. Acting and Directing. Training in the methods by which actor and director embody the dramatic text; em­phasis on studio practice. Prerequisite: ENG 126.

129. Acting. Training in the techniques by which indi­vidual actors set forth the characters recorded in dramatic texts. Prerequisite: ENG 126.

130. Man and His Fictions. An introduction to the struc­tures and uses of fiction making, and to the problems of writing about these issues.

131. The Lyric in English. Representative major poets, illustrating poetic exploration of human experience.

132. Narrative Literature. Representative ways of dealing with experience in na rrative forms; readings drawn primarily fron w;,rks in English.

133. Dramatic Literature. World drama of many periods, illustrating the representations ol expe:-ience within theatri­cal con <entions.

134. Film Literature. The cinematic representation oi human experience as seen in distinguished motion pictures.

141. Classic American Literature. Significant achieve­ments by American writers of poetry, fiction , and other prose in the nineteenth and twentieth centuries.

142. Black American Literature: Beginnings to 1914. Foundations of black American literature and thought, from colonia l times to the death of B. T. Washington.

144. Introduction to Shakespeare. A selection of his ma­jor plays.

146. Special Topics in Literature. The study of a signifi­cant li terary group, movement, or theme chosen by the instructor. May be repeated for credit.

200. History of the English Language. English sounds, inflect ions, syntax, and vocabulary, emphasizing the struc­ture of present-day English. Same as LIN 235.

201. Old English Literature. Literature written in Eng­land before the Norman Conquest. Lat in works will be read in translation; vernacular works, in the original.

202. Beowulf. A detailed study of the Old English epic and selected analogues. Prerequisite: ENG 201.

206. Chaucer. The principal works of Chaucer, in their histurical and intellectual context. Readings In Midd le English.

207. Middle English Literature. Poetry, prose, a nd drama of the thirteenth, fourteenth, and fifteenth centuries, exclusive of Chaucer. Readings in Middle English.

209. The English Renaissance. From More to Spenser, with some attention to the continental background.

210. Shakespeare. A study of the major plays.

211. Problems in Shakespeare. Detailed study of selected works. Prerequisite: ENG 144 or 210.

212. English Literature of the Earlier Seventeenth Century. Leading poets and prose writers from Donne and Bacon to 1660.

213. Milton. The works of Milton in their historical and intellectual context.

214. Restoration and Eighteenth-Century Literature (1660-1800). A survey of the development of one or more literary modes: prose, poetry, drama, or criticism.

215. The Rise of Augustanism (1660-1750). The poetry and prose of Dryden, Swift, Pope, Addison, Steele, and Field­ing, with selected works by Rochester, Gay, Mandeville, and others.

216. The Age of Johnson (1740-1798). Literature of the latter part of the neo-classical era, particularly the writings of Dr. Johnson and his circle.

217. Romantic Literature. Major writers, other than novelists, of the early nineteenth century, with particular emphasis on poets from Blake through Keats.

118. Victorian Issues. The major intellectual controver­sies of the Victorian period as framed by the chief prose writings from Carlyle to Pater. (Offered 1980-81)

219. Victorian Poetry and Poetics. A study of the major Victorian poets from Tennyson to the early Yeats, and of the critical problems they confronted.

220. Early American Literature. From 1630 to 1830, including Bradford, Taylor, Mather, Edwards, Franklin, Freneau, Cooper, Bryant, and others.

221. The American Renaissance. From 1830 to 1865, including Emerson, Hawthorne, Poe, Thoreau, Melville, Whitman. Not open to students who have taken English 141.

222. American Realists. From 1866 to 1912, including Dickinson, Twain, Howells, H. James, H. Adams, W. James, S. Crane, Norris, Dreiser, Robinson, and Frost.

223. American Moderns. From 1913 to 1941, including Eliot, Stevens, Faulkner, Hemingway, Fitzgerald, O'Neill, W. C. Williams, and others.

224. American Contemporaries. From 1941 to the pres­ent, including Roethke, Lowell, Wilbur, Bellow, A. Miller, T. Williams, Baldwin, Nabokov. and others.

225. American Criticism and Culture. Literary, intel­lectual, and cultural history from Emerson to the present. (Offered 1981- 82)

226. Major Black American Writers. From Countee Cul-

English 61

len through James Baldwin, covering the Harlem Renais­sance through the Age of l ntegration.

227. Ethnic Literature. Studies in the literature of Ameri­can minonty groups. e.g., black, Chicano, Italian-American, Jewish, native American, or others.

228. Major American Authors. A study of major Ameri­can authors (usually four), emphasizing historical relation­ships and the evolution of literary forms.

230. The English Novel. The novel from the beginnings to the early nineteenth century. emphasizing such novelists as Defoe, Fielding, Richardson, and Austen.

231. The English Novel from Austen to Conrad. Empha­sizing such novelists as Dickens, Thackeray, Eliot, and Hardy.

232. The Twentieth-Century English Novel. The novel from 1900 to the present, emphasizing such novelists as Conrad, Joyce, and Lawrence.

233. Medieval Drama. English drama from its beginnings until 1580, including material from the mystery cycles, moralities, and early Tudor drama.

234. Elizabethan and Jacobean Drama. English Renais­sance drama through 1642, exclusive of Shakespeare.

235. Modern Drama. Great modern dramas from lhsen to I oncsco as reflectors of the main currents in modern thought and feeling.

237. Modern British and American Poetry. An introduc­tion to representative twentieth-century poetry.

238. Contemporary British Literature. A survey of British fiction, poetry, and drama from World War II to the present.

240. The Art of Motion Pictures. Same as AH 214.

241. Popular Film Genres. An intensive study of selected types of popular films in their larger cultural context.

243. Style and Linguistics. The interrelations of English structure, lexicon, and style. Close study of selected liter­ary texts. (Offered 1981 - 82)

244. Film Criticism. The major theoretical and practical problems involved in the viewing of films as visual and dramatic literature.

245. Practical Criticism. An introduction to the history, the theory, and especially the practice of criticism.

246. Problems in Literary Criticism. A thorough study of selected major issues and controversies in critical theory and practice .

248. Modern English Grammar. Credit for only one: ENG 248 or LIN 211. Systematic study of modern English through linguistic description and analysis.

62 Arts and Science

300-level Special Studies and Seminars

Courses numbered 320 to 339, of which one or two will be offered in 1980-81, are special courses limited in enrollment. The content of these courses is not spec­ified. because it will be determined from the interests of students and instructors, and will vary from time to time. Annual schedules will describe the content of a given course in a given semester and will indicate pre­requisite~ for admission, if any.

320. Studies in Medieval Literature.

321. Studies in Renaissance and Seventeenth-Century Literature.

322. Studies in Restoration and Eighteenth-Centur} Literature.

323. Studies in Nineteenth-Century Literature.

324. Studies in Twentieth-Century Literature.

325. Studies in American Literature.

329. Studies in Film.

330. Studies in Poetry and Poetics.

331. Studies in Prose.

332. Studies in Fiction.

333. Studies in Drama.

334. Studie~ in the History of Ideas.

335. Studies in a Major Literary Figure.

336. Studies in a Literary Group.

337. Studies in Literary Criticism.

338. Studies in a Literary Mode.

339. Studies in Linguistics. (Offered 1981 - 82)

The following seminars (340-353), of which one or two will be offered in 19~0-81 , are open to qualified undergraduates in the regula r program. Enrollment, by permission of the instructor, is limited to a maxi­mum of 10 students. Several of these seminars satisfy requirements for the major in E nglish; all of them aim to provide more opportunities for writing papers and for discussion than are ordinarily available in regular courses.

340. Medieval Literature.

341. Renaissance and Seventeenth-Centur} Literature.

342. Restoration and Eighteenth-Century Literature.

343. Nineteenth-Century Literature.

344. Twentieth-Centur} Literature.

345. American Literature: I.

346. American Literature: II.

347. Poetry.

348. Prose Fiction.

349. Dnma.

350. Criticism.

351. Chaucer.

352. Shakespeare.

353. Milton.

360. Advanced Creative Writing: Poetry. Seminar in poetry writing. Emphasis on individual development of style.

361. Advanced Creative Writing: f' iction. Seminar in fic­tion writing. Emphasis on individual development of style.

The Department of English also sponsors courses in individualized instruction. A student wishing to enroll in a reading course should contact an appropriate professor and, with his or her agreement, propose the course to the Department's Reading Course C o m­mittee.

391. Independent Study in English.

392. Tutorial. A major author, theme, or genre. Tutorial groups, limited to five students, meet one hour a week.

393. Tutorial Course. For selected senior English majors pursuing the degree with distinction.

394. Internship.

400-level Courses

Qualified undergraduates may enroll in advanced seminars at the 400 level, generally offered in the evening through the University College, by perm ission of the Director of Graduate Study in English and the instructor.

FILM STUDIES T his is an interdepartmental concentration, leading

Ll a bachelor's degree, which is supervised by a spe­cial subcommittee working through the Center fo r Spe•: ial Degree Programs (page 45).

Subcommittee on Film Studies Alice Benston, Ph.D. (Emory) Associate Professor

o," Comparative L.iterawre and Chairman of the

Department of Foreign Languages, Lirerawres, and Linguistics

Philip Berk, Ph. D. (Pittsburgh) Associale Prof'essor v{ French Literature

James Card, A.B. (Reserve) *Professor of Film History

Richard Gollin, Ph.D. (Minnesota) Professor of English and Direc/or of rhe Film Studies Program

William B. Hauser, Ph.D. (Yale) Assvciare Pru{essor of Hisrory and Chairman o{the Department

John Kuiper, Ph.D. (Iowa) Adjunfl Professor of Fine Arts; *Professor of English; Director and Curator of Film, lnrernational Museum of Phorography a/ George Easrman House

Archibald Miller, M.F.A. (Cranbrook) Professor of Fine Arts and Chairman of the Deparrment

John Mueller, Ph.D. (California , Los Angeles) Professor of Polirical Science

Michael Venezia, M.F.A. (Southern California) Associare Prufessor of Fine Arts

Requirements for Film Studies The film studies program offers students a n oppor­

tunity to explore motion pictures as art form and cul­tural phenomenon from a variety of departmental perspectives. Close, individual analysis of many great or significant films in the collection of the Film Studies Center in Rush Rhees Library is encouraged. Archival r~sources of the International Museum of Photog­raphy at George Eastman House are also avai lable to students.

A film studies major usually centers on either cine­matography, the arts and disciplines creating motion pictures, or cinematology, the arts and disciplines comprehending them. A major consists of at least four courses in each of three categories (at least 12 alto­gether): l. Four courses beyond an introductory course spe­

cifically studying the history and nature of motion pictures. T hese can include such courses as AH I 11 (Introduction to the History of F ilm), AH 11:! (In­troduction to the Art of Film), AH 214 (Art of Mo­tion Pictures), AH 391 (Independent Study in Art History), AH !50 and 250 (Dance History and Film), ENG 134 (Film Literature), ENG 244 (Film Criti­cism), ENG 241 (Popular F ilm Genres), ENG 391 (Independent Study), FR 134 (French Cinema), HIS 253 (The Soviet Union Through Film and Literature), and other listed film courses offered by

*Part-time.

Film SLUdies 63

the Departments of E nglish, Fine Arts, Foreign Languages, Literatures, and Linguistics, History, Political Science, Psychology, and Sociology. They can also include courses in film scoring offered at the Eastman School of Music, film making at Roch­ester Institute of Technology, and special courses offered elsewhere. These constitute the core courses of the concentratio n.

2. Four courses in une of the component arts or disci­plines supporting motion picture study. These can include art history, music, drawing and painting, photography (history and studio practice), critical theory (aesthetics, literary criticism, or art criti­cism), creative writing, drama (history, criticism, or theater production), literature, history (especial­ly contemporary social history), sociology (espe­cially mass communications), or any other coherent group of courses that a student may justify as such. This requirement provides film students with knowledge in some depth of one related subject or critical methodology, informing and bringing au­thority to their study of the core film courses.

3. Four courses each from four other component or participating arts and disciplines or from sup port­ive fields such as psychology (especially percep­tion and social psychology) or management.

An alternative plan for the major may be proposed under advisement.

Film maj o rs should also plan to include for their senior year an independent reading or research course or a n independent project calling upon the knowledge a nd discrimination acquired while completing these requirements. Further informa tion is available from the Center for Special Degree Programs, Rush Rhees 555, or from the Director of Film Studies, Professor Richard Gollin, Rush Rhees 564, or from the Film Concentrators' Adviser, Professor Philip Berk, Dewey 486.

FINE ARTS Diran K. Dohanian, Ph.D . (Harvard) Prujessor u(

Fine Arts and Chairman John Kuiper, Ph.D. (Iowa) Adjuncr Professor of

Photographic A rrs and *Professor of' English

64 Arts and Science

Archibald Miller, M.F.A. (Cranbrook) Professor of Fine Arts

Remy G. Saisselin, Ph.D. (Wisconsin) Professor of Fine Arts and French Literature

James Card, A.B. (Reserve) *Professor of Film History

Thomas Bang, M.F.A. (Southern California) Associate Professor of Fine Arts

Michael Venezia, M.F.A. (Michigan) Associate Professor of Fine Arts

David A. Walsh, Ph.D. (Minnesota) Associate Professor of Fine Arts

Bonnie Bennett, Ph.D. (Pittsburgh) Assistant Professor of Fine Arts

Judith Cox, M.F.A. (Illinois) Assistant Pro{essor of Dance

Roger Mertin, M.F.A. (SUNY, Buffalo) Assistant Professor of Photographic Arts

Grace Seiberling, Ph.D. (Yale) Assistant Professor of Fine Arts

Janet Buerger, Ph.D. (Columbia) Adjunct Assistant Professor of Fine Arts

Bruce Chambers, Ph.D. (Pennsylvania) Adjunct Assistant Professor of Fine Arts

Donald A. Rosenthal, Ph.D. (Columbia) Adjunct Assistant Professor of Fine Arts

Marianne F. Margolis, M.A.T. (Kent State) Adjunct Instructor in Photographic Arts

Herbert Reynolds, M.F.A. (Columbia) Adjunct Instructor in Photographic Arts

Jacque L. Schultz, M.A. (Wisconsin) Adjunct Instructor in Photographic Arts

Jeffrey A. Wolin, M.F.A. (Rochester Institute of Technology) Adjunct Instructor in Photographic Arts

Carl K. Hersey, Ph.D. (Harvard) Professor Emeritus of Fine Arts

Howard S. Merritt, Ph.D. (Princeton) Professor Emeritus of Fine Arts

Introductory Courses The Department of Fine Arts offers courses in the

history of the visual arts and in studio arts. This work may lead to a concentration for the B.A. degree in art history, painting, or sculpture; each program offers the basis for further professional work for those stu­dents who wish to pursue a career in the arts, and a sound training in liberal arts for students whose final degree will be the B.A.

*Part-time.

The collections of the Memorial Art Gallery and the International Museum of Photography at George Eastman House are used in support of the programs of the Department. In addition, a series of exhibitions of contemporary art is presented in the Rush Rhees Gallery on the River Campus. A visiting artist pro­gram brings noted artists to the campus throughout the year.

Fully equipped workshops for sculpture, painting, and photography are maintained by the Department in the Sage Art Center. Elective courses in dance are held in a well-designed dance studio on the River Campus.

Qualified students may wish to consider entering one of the London Semester fine arts programs spon­sored by the Department. Dne of these offers courses in art history and studio arts beyond those listed in this catalog. The second features student internship in a CJratorial department Of a London museum.

Registration in some courses is strictly limited and is by consent of the instructor. Freshmen and sopho­mores will be considered first for admission to the l 00-level courses.

Concentration in Art History Courses in art history are designed to give the stu­

dents understanding and appreciation of works of art, both in their own right and in their historical context. Students are encouraged to relate their studies in other disciplines to their work in fine arts. Those who plan to continue work in graduate school are invited to consult departmental advisers at an early date.

Requirements AH 101 and 102 are normally prerequisite to con­

centration and should be taken prior to the junior year.

: Eight further courses in the history of art chosen from four of the following fields: ancient and medi­eval, Renaissance and baroque, oriental, modern, history of photography and cinema

• Two related courses in other humanistic disciplines such as history, literature, music, philosophy, studio arts

• Work in studio arts is recommended.

Concentration in Studio Arts The studio arts program allows students to explore

their own creative ability and to prepare for further study and professional work. Students may concentrate

65

66 Arts and Science

in the area of painting or sculpture. The Department regards courses in the humanities and sciences as an integral part of the formation of an artist in today's world, and advisers will work with students to evolve a coherent program.

The introductory program acquaints the student with a range of concepts and materials encompassing historical as well as contemporary concerns in art. Upon its completion students are eligible, with fac­ulty permission, to enter upper level studio courses. During the final year, students in Advanced Studio are encouraged to choose several faculty members from diverse areas for regular consultation.

Requirements Prerequisite to concentratio n: th ree of the four 100-

level studio courses to be completed before the junior year, and at least one art history course; students should consult a studio arts adviser concerning their choice of an art history course.

Concentration:

• The fourth 100-level studio course, if not a lready taken

• Five courses in studio arts 111 at least two fields beyond the introductory level and including Ad­vanced Studio

• Four additional courses, of which at least two should be in art history, and the remainder chosen from philosophy or those offerings in psychology that deal with perception and the analysis l)f behavior.

Comprehensive Examination In studio arts, in lieu of a written examination, each

student, in the senior year, will be required to present a demonstration of work and may be given an oral examination by at least three members of the studio arts faculty.

Courses of Instruction Art History (AH)

100. An Introduction to Western Art. An exa mina t1on ol a&pects of the art of western Euro pe fro m the prehistoric pe­riod to the present. Art histo rical a na lysis and intapretation.

103. Introduction to the Art of India and the Far East. A selective survey of the art of India, China, and Japa n a nd an introduction to the methodology of the history of art.

ANC IENT

120. Art in Ancient Greece. A study of Hellenic archi-

lecture. -;culpture, a nd painted pottery fro m the geometric period to Alexander. Stylistic changes cons1dered as re­flections of change in the Greek world view.

123. Art of Rome and Her Empire. A survey of painting. sculpture. and architecture before Constantine with an em­phasis o ·1 literary sources and the prohlecns <)f provincial art and eclecticism.

BYZ:\NT!:\E. A"'D MEDI EVAL

203. Early Christian and Byzantine Art. A study o f the sources and development of art of the C hristian West to 600 A.D. and of Byzantium to 1453.

204. Early Medieval Art in Western Europe. A survey of Wt:>tern European art hefo re !000 A.D.

205. Romanesque Art and Architecture. A study o f the ''rigins and regional ma nifesta tions of Ro ma nesq ue a rt in the eleventh and twelfth centuries.

206. Gothic Art and Architecture. Gothic an is studied from it' origins in northern France to its developmen t throughout Europe .

207. English Art. A survey of the an o f the Mid dle Ages in England from the end of Roma n occu pa tio n to the Tudor period.

*209. Study in Medieval English Archaeology. T hree weeks of intensive participation in the excavation of an English monasti<.: co mplex. "X" Period program.

RENAI SSANCE AN D MODE R N

231. Early Italian Art. A survey of the development of the principal schools of Italian painting a nd sculpture from the latter ha lf of the thirteen th century to the early fifteenth.

232. Italian Renaissance Art. A study of the architecture, sculpture, painting, and art historical concepts of the period from 1400· 1550 in Italy.

233. Si~nese Art. An analysis of the short life of S ienese art ( 1250· 1400). Emphasis on reasnns for the rapid rise and decline of this important artistic center.

*235. "X" Period in Italy. A study of Ita lia n art, mainly Renaissance, through travel, lecture, and discussion at sites such as Florence, Rome, Siena , and Padua.

*238. Northern European Painting I. A study of the develo pmen! o f painting in the Nethe rlands, France. and Germany from a bout 1400 to 1600.

*239. Northern European Painting II . Baroque a nd ro­coco pa inting in the North, including Spa in. fro m about 1600 to 1800.

*To be offered in 1 98 1 -~2 or 1982- 83.

*246. American Painting. 1\ survey of the deve lopment of painting in America fro m the seventeenth century to the twentieth century.

265. The Baroque Imagination. A study of ba ro4ue and rococo art in Italy, hanre, and the Ucrmanies, with empha­sis on architectural spaces, ga rdens, religious paint ings, and the relation o f a rt to power.

266. Art and Enlightenment. Rococo and neo·class ical art, their socia l and aesthetiC significance, and the impal"l of histo rica l think ing on the arts.

334. Giotto and His Contemporaries. An examination of the o rigins, development, a nd impact ot Uiotto's style from ca. 1290 to 1350.

*338. Michelangelo. 1\ st ud y o l the artist's sculpture, painting, architecture, and writing. stressing their inter­relat ionships.

350. History of the Print. An examination of printmaking in Europe fro m 1400- IXOO.

*355. Impressionism. A study of art in France, 1860-1890, in its socia l and artistic co ntext.

367. F rom Aesthetics to Art History. A stud y of aesthetic theories and their a lteratio n and replacement by the his­torical, a rtistic, a nd social conscio usness which led to art history.

*368. Introduction to Aesthetics and Art Criticism. f he experience o f beauty, both in nature and art; classical, ro­mantic, and modern theories of art. Evolution o f t ht: practice of art criticism a lo ng with social change.

370. Literary and Artistic Experience in the Post-Cultural World. A study of European a nd America n literary and art istic experimentation in the twmtieth century. Sec Lll 370 and FR 370.

383. Art and Literature in Nineteenth-Century France. A n investigation of contacts between a rtists and writers and of thematic a nd structural similarities in thei.- works. Same as LIT 383.

399. Bourgeois Art. A study of the term "bo urgeois art" and of the a rts, especially painting, since the F rench Revo­lution.

OR IENTA L

222. Chinese Painting. Masterpieces o f C hinese painting studied in their histo ric contexts and in the ir rrlatio n t0 developing theories of a rt a nd connoisseurship .

*223. S hrine and Image. Indian religious architecture, its scu lptured imagery a nd ritual use , investigated with re­spect to the spiritual ideals collective ly expressed .

*224. T he Arts of Japan. A survey of the major arts c•f

Fine Arts 67

.Japan in their hi>torica l se4ue nce, with special emphasis upon the development of a national style.

*225. Chinese Architecture and Town Planning. fhe princ iples and evolution of urban design and the house complex studied against the background of early Chinese hist<Hy.

226. The Arts of Buddhist Asia. The d evelopment of Budd hist art is traced I rom its origins in India to its easte rn­most mamlcstations in Japan and Indonesia.

227. t:kiyo-E: Popular Art of Pre-Modern Japan. The popular art ,,( the T o kugawa period. chieOy wood-block prints, studied within the context of the social history of pre­modern J a pan .

*228. The Divine Lover: Erotic Themes in Indian Art. The myt h of Krishna. the a rchetypal lover, is ana lyzed with refe rence to the continuing traditions of sexual imagery in Indian religious art.

MODFR:-.1

211. Painting and the Cinematic Image. Study of the sources of imagerv in European films. Prerequis ites: courses in art history a nd / or lilm history, or permissio n of the m­structor.

*218. Modern Sculpture. An examina tio n of the nature of sculptural t'Xpression 1n Eun•pe and America from Dau .. mier to the present.

241. Modern Painting I. Rise of modern painting in Fumpe. especially france, from the late eighteent h century to about 1860

242. Modern Painting II . Avant-garde art movements in Europe. especially F- ra nee, from Ma net to Cu hism.

243. Modern Painting Ill. Major directions 1n twentieth­century a rt from Cubism to the present in Europe and America.

247. Problems in Contemporary Art. Invest igation of aspects <1f art since 1945, with special emphasis nn recent devrlopmcnts and thei r hi storica l background.

PHOTOG RAPHY A D C IN E MA

105. The History and Aesthetics of 19th-Century Pho­tography. Histo1ical survey o f the photograph from its prehistory to the beginning of World War I.

106. The History and Aesthetics of 20th-Century Pho­tography. Historical survey of the photograph fro m the heginning <>f the twentieth century to the present.

Ill. Introduction to the History of Film . The development of motion pictures sun·eyed from 1895 to the present. Same as FNG Il l

*To be ollcred in 198 1- 82 or l~H2-RJ .

68 ArLs and Science

112. Introduction to the Art of film. The primary visual, aural, and narrative structures and conventions by which mo­tion pictures create and comment upon significant human ex­perience. Same as ENG 112.

214. The Art of Motion Pictures. The motion picture presented and analyzed as a distinctive form of visual and dramatic art. The expressiveness and communication ot visual and other information are explored through selected examples of the moving image. Same as ENG 240.

354. Seminar in Film History. This seminar touches on many aspects of motion pictures and their production, from the overall aesthetic attitudes of the director to technical problems, problems of casting, locations, economics-the many events and decision& which go to shape the final product.

356. Seminar in Recent American Avant-Garde Film. A study of the technical, social, and aesthetic concerns of film makers working in America.

358. Studies in the History of Nineteenth-Century Pho­tography. Study of the history of photography and its relationship to the other arts: painting, graphics, literature, etc.

359. Studies in Twentieth-Century Photography. A seminar in twentieth-century photography using the library and print collection at the International Museum of Photog­raphy in programs of individual research. Prerequisite: AH 106 or permission of the instructor.

*360. Social Documentary Photography. A study of the use of photography in accomplishing social or politica l objectives.

*361. Social Documentary Cinema. A study of 10 socia l documentary films from the first half of the twentieth cen­tury illustrating the use of the film medium as propaganda.

*362. Photo-Journalism. Review of the significance and impact of photography in journalism from 1900 through World War II.

DAN CE

*250. Dance History and Film. An examination o f topics in dance history with some emphasis on the problems of filming dance.

INDEPENDENT PROJECTS

391. Independent Study in Art History. I ndepcndent study under faculty guidance of a limited field of art history.

395. Research in Art History. Individual study on a si ngle topic at an advanced leve l and under the guidance of a member of the art history faculty.

*396. Museum Internship. An introduction to museum principles and practices through practical experience at the Memorial Art Gallery and an introduction in museum theory.

400-level Courses

Quaiilicd undergraduates may enroll in course~ at the 400 level by permission of the instructor.

Studio Arts (SA)

Unless otherwise noted, studio courses are open to all qualified students. Studio courses are scheduled for two supervised periods of three hours each week; at least six hours of independent work each week are normally expected of students.

BEG!l\;!\:1'\G COURSES

In e< .ch course the processes. materials, and ideas appru­priate t.o that pa rticulat ar! are e\plored. The four begtn­ning courses are part of ti1e req uirements for concentration in studio arts. and at least three should be ta ken prior to the jur.ior year. Sections are limited to 25 students; thc:se courses are ofkred cvery semester and may be taken in any order.

101. Drawing I.

102. Painting I.

103. Sculpture I.

104. Photography I.

L: PPER LEVEL COliRSES

Prerequisites: two 100-le~el studio courses and one course in art history, of which one course may be taken concurrently with the 200-level course.

In courses num bered 200 and higher. some problems may be assigned, but students are expected to develop their own projects. Individua l a nd group d iscussions of student work, ga llery visits, presentations by guest artists, slide talks. and readings are regular features of these courses. Classes are normally limited to IS students.

201. Drawing II . A continuation of SA 101.

202. Drawing II A. A continuation of SA 10 I. May be taken in addi tio n to SA 20 I.

210. Introduction to film Making. The use of film-making eq ui pment; organization and editing of short films.

212. Painting II. Offered each semester concurrently with Painting Ill and Painting I Y.

213. Painting Ill.

214. Painting IV .

222. Sculpture II. Offered each semester concurrent ly with Sculpture Ill and Sculpture IV .

223. Sculpture Ill.

*To be offered in 198 1-~2 or t982- 83.

224. Sculpture IV.

232. Photography II. Offered each semester concurrently with Photography Ill and Photography IV.

233. Photography Ill.

234. Photography IV .

ADVANCED ST UDIO

The Advanced S tudio course is the final requirement for painting and sculpture concentrators. and the ,·uurse is limited to concentrators. Students entering Advanced Studio must have completed a L"Omhination of four courses in painting a nd sculpture in the 200 scn es. Students will be expected to bring a nu m ber of projects to completion . The courses a re offered every semester.

350. Advanced Studio I.

355. Advanced Studio II.

360. Advanced Studio Ill.

DANCE

106. Introduction to Ballet. Ballet fundamentals includ­ing barre work, center work , adagio, a nd bas ic combinat ions.

109. Improvisatio n. Ex perience tn selective and basic processes of movement invo lvement, both individ ual and group. Open to any student interested in the creative process.

110. Body Alignment. C rcdit- 2 hours. Lea rning tu stand, sit, and walk efficiently and correctly through the use of anatomical or skeleta l images .

Ill. Beginning Modern Dance Technique I. Beginning level. Two classes per week plus individua l work.

112. Beginning Modern Dance Technique lA . Continu­ation o f Da nce Ill, which is prerequisite.

113. Intermediate Modern Dance Technique I. A continua· lion of Dance 112 emphasizing greate r movement vocabu la ry and combina tion of movements into phrases.

114. Intermediate Modern Dance Technique lA . Conttnua­tion of Dance 113, which is prerequisite.

203. Intermediate Modern D ance Technique II. C redit- 3 hours. Intermediate level. Three classes per week plus indi-­vidua l work.

204. Intermediate Modern Dance Techniqu<' IIA. Continu-. atio n of Dance 203, which is prerequisite.

205. Advanced Modern Dance Technique I. Credit- 3 hours. Advanced level. Four c lasses pe r week plus individua l wo rk.

206. Advanced Modern Dance Technique lA. Continua­tio n of SA 205, which is prerequisite

Fine Arts 69

Beginning dance technique classes carry one hour uf credit per semester. Intermediate and advanced classes carry twu hours of credit unless otherwise stated. Only e ight cred it hours of dance technique ( 106 and 111-206) may be applied toward the degree. Students are free to continue in dance techniq ue on a nu n-credit basis and may receive full credit for dance com­position courses.

117. Dance Composition I. An in trod ucto ry C<Ju rse in which students learn the e lements of composition through the c rea tion of solo works.

207. Dance Composition II. Continuatio n of SA 117, which is prerequisite. The c reation of group dances is dealt with in dept h.

208. Dance Composition Ill. Continua tio n of SA 207, which is pre requisite: Group 0r solo compositions crea ted by students a re performed in formal and informa l concerts.

310. Dance Production Workshop. Credit -2 h0urs. Pre­sentation of choreographic works in a concert situat io n.

311. Dance Production Workshop II . Credi t 2 hours. Continua tion of SA .l!O, which is prerequisite.

312. Dance Production Workshop Ill. C redit- 2 hours. Cont inua tio n of SA 3 11 , wh ich is pre requisite.

313. Dam·c Production Workshop IV. Credit - 2 hours. Continuation of SA 3 12. which is prerequisite.

391. Independent Study. Ind ividual studio work at an advanced k vel and under the gu idance of a member of the studio a rts faculty .

FOREIGN LANGUAGES, LITERATURES, AND

LINGUISTICS Wilhelm Braun, Ph . D. (Toro nto) Professor of

German Literature C harles M. Carlto n, Ph. D. (Michigan) Professor of

French and Romance Linguistics J ames Doolittle, P h .D. (Princeton) Pro/essor of

French U taa/Lire (in abselllia) A nta nas Kli mas, Ph.D. (Prnnsylvania) Pru/essor

of' German anJ l.inguistics Frederi ck W . Locke , P h . D. (Harvard) Pn>{essur u('

Clasoics and Cc>mparativc Litaawre

70 Arts and Science

Demetrius Moutsos, Ph.D. (Chicago) Proj"essor uj" l.in;?uis!ics

Dean H. Obrecht, Ph.D. (Pennsylvania) Prufi>ssor of Linguistics

Stanley M. Sapon, Ph.D. (Columbia) Professor o/ Psycholinguistic.,· and Psychology

Alice N. Benston, Ph.D. (Emory) Associale Pnyessor o{ Comparalive Lilerature and Chairman

Philip R. Berk, Ph.D. (Pittsburgh) Associale Profeuor of French Li1erature

Gerald A. Bond, Ph.D. (Yale) Associate Pro/essor u( French and German Li!era!Ure

John L. Caviglia, Ph. D. (Indiana) A.1sociate Professor of !)j1anish Li1ermure

Angel L. Cilveti, Ph.D. (Barcelona) Associate Professor of Spanish Litera!Ure

Alfrt'd Geier, Ph.D. (Johns Hopkins) Associate Professor of Classics

Ronald V. Harrington, Ph.D. (Harvard) Associate Professor oj' Russian

Donald G. Reiff, Ph. D. (Michigan) Associate Professor of Linguistics

Nathan Rosen, Ph.D. (Columbia) Associate Professor of Russian Literature

Charles Wivell, Ph. D. (University of Washington) Associate Professor of Chinese LiteraJure

Sylvie Dehevec-Henning, Ph.D. (Case Western Reserve) Assistant Professor of French

Dennis Frengle, Ph.D. (Michigan) Assistant Professor of Spanish

Caren Greenberg, Ph.D. (Cornell) Assistant Professor of' French

Tanya Page, Ph.D . (Columbia) Assistant Pro{essor o{ Russian

David Pollack, Ph.D. (California) Assistant Professor of Chinese and Japanese

Claudia Schaefer, Ph.D. (Washington University) Assistant Professor of Spanish

Leo Weinstock, Ph .D. (Pennsylvania) .-4ssistant Pru{essor of Hebrew

James Hulbert, Instructor in French Carlos M. Cruz, M.A. (Rochester) Supervisor of

the Language Services Cemer Delos Lincoln Canfield, Ph.D. (Columbia) Professor

t:meritus of Spanish Arthur Monroe Hanhardt, Ph.D. (Cornell) Pro{essor

t :meritus of German Howard Graham Harvey, Ph.D. (Harvard) Professor

Emeritus of French L. Alfreda Hill, Ph.D. (Johns Hopkins) Professor

Emeritus of French

Gerhard Loose, Ph. D. (Leipzig) Professor Em eri!Us ol German literature

Kurt Weinberg, Ph.D. (Yale) Professor Emeritus of French. German, and Comparative Literature

A sur11lt!mentary staff' of part-time faculty o{ ap­prox.'ma!f'lr IU persons, along with three f oreign exchange students from France and Germany and about three graduate a~sislants, are assigned to aid in tho inslruction of' basic languages.

The Department . of Foreign Languages, Litera tures, and Linguistics believes that the active use o f a for­eign language underlies the training of its students, whether they plan a concentra tion in the Department, plan entry into secondary school teaching or graduate work, )r intend to use their language training as an­cillary :o another field.

The Department welcomes nonconcentrators into literature in translation, foreign language, and lin­guistics courses. Careful attention is given to the placement of students into the appropria te introduc­tory language courses. Placement is based upon the student's background, CEEB, and University place­ment tests.

For original language courses some requirements may b·~ waived for nonconcentrators, i.e., they will usually be allowed to write their papers in English. For ~tudents who have sufficient background and skills, 131 may be recommended as a first step. All students are encouraged to consult the Department's advisers.

Concentration Programs fhe Department offers course work and concen­

trations toward the B.A. degree in Chinese, French , German, Russian, Spanish, and linguistics; it offers additional course work in classics, Hebrew, Ital ian , Japanese, and various literatures in tra nslation; it offers concentrations toward the B.A. degree in com­para tive literature and foreign literature. The De­partment also offers the M .A. and Ph.D . degrees on the gra juate level.

A number of programs are adapted to the interests and pr<:paration of individual students. Students may focus their interest on a national literature, they may combine the study of a national literature with courses in translation in a related field , and they may a lso combine work in two national literatures leading to a concentration in comparative literature. Literature courses are designed to develop the student's sensi­tivity to literature in all of its manifestations.

Students who wish to concentrate in a foreign language are encouraged to branch out into the re­spective national literature and acquire an under­standing of the basic facts of linguistics and of the linguistic analysis of language. Linguistics majors are encouraged to become fluent in at lt::ast one language. The facilities of established labo ra tories are used in the training of students in language teaching and in linguistics: the Verbal Behavior Laboratory, the Phonetics Laboratory, and the Language Services Center, including the Programmed Learning Studio.

Concentrators in a national literature are given the opportunity to get acquainted with the whole range of literature they are studying. They are encouraged to acquire a strong knowledge of the language in which they will work as early as possible in their academic career. ln French, German, and Spanish upper level courses, the reading and most of the writing and lec­turing will be in the original language. Concentrators are strongly urged to enlarge their background for literary studies by taking related courses in history, fine arts , music, philoso phy. and English lite rature.

The Department encourages the Study Abroad Pro­gram for qualified students.

The Department also offers unique opportunities for study and work ahroad in programs under its own jurisdiction. A ny senior or graduate student at the University is eligible for two separate exchange fel­lowship programs as long as he or she has the appro­pria te la nguage preparation. The Department a nnually sponsors two exchange fellowships to the University of Cologne (Germany) and one exchange fe llowship to the University of Haute-Bretagne (Rennes, France); the awards cover full tuition and living expenses for one academic year. In addition, the Department ad­ministers a summer job program at Kodak , Germany in Stuttgart fo r two students every year; any under­graduate with basic fluency in German is e ligible.

Requirements and Recommendations for Concentrations

Major in Foreign Literature

This program is designed to provide students with an understand ing of a number of major a utho rs. the mes, a nd genres of world litera tu re as well as insigh t into the basic functions a nd methods of litera ry criticism. Reading pro·· ficiency in a fore ign la ng uage is re<.Juired ; normally thrs wi ll be sa tisfied by completmg three courses in one fore ign lit­erature read in the o rigina I language.

Minimal re<.Juirt:ments:

I. Eight literat ure courses offered hy the Department of Foreign Languages, Litera tures, and Linguistics:

Fureign Languages 71

• r hree of these courses must be based on origina l texts

• O n<: course in litnary theor) or practical criticism

• One course devoted to a major author

• One course on a recurrent theme

• One genre ur period course

• A senio r sem inar ur a sen ior essay designed to integra te the student's studies.

2. Two courses in related field s (English. philosophy, fine arts . history).

Major in Comparative Literature

fhis undergraduate majo r is designed for students with a strong background in a t least one foreign lan guage and who contemplate a professio na l career of litera ry stud y.

T he fo ll owing courses an· requi red:

I. 1 en wurses in two forc:ign litt:ratures read in the origina l la nguage (at least four courses must be taken in the sec­ond literature)

2. /\ course in literary theory

3. A senior seminar, which brings the total of req uired courses to 12 -ur a senior essay d esigned to integrate the stude nt's st udies.

lnd iYidua l ad' isers will be assigned as ea rly as possible to wo rk on a comprehensive a nd coherent program with the student. (Students preparing fo r graduate work in compara­ti ve lit erature are strongly advised to begin the st udy of a third fo reign language as soon as possible.)

Chinese

I. A ll concentrators will be required to ta ke a t least six courses in Chinese, including fou r semeste rs in Modern Chinese from I 0 I and above, a nd two semesters of Clas­sical Chrnesc. One Chinese literature course is required of all concentrators.

2. At least three additronal courses in either language or literature or both. Lingu rstics 101 is acceptable as one of these courses.

3. Th ree co urses in related fie lds (e.g., histo ry. lingu istics, literatu re, religion, art histvry)

4. Concentrators intending to go on to do graduate stud y in Ch i nes~ la nguage and literatu re arc strongly urged to d o forma l stud y of the Japanese la nguage and to develop a reading knowledge of German and French.

French

I. I· R 13 1 o r I J2 and anothe r I 00-level french course above FR 103 are prereq ui site to a ll 200-level courses in French language a nd literature. F R 150 and FR 190, with d e­partmental approval, also may serve to meet this require­ment. Students may be advised , but are not requi red, to take FR 104 or 110 before e nrolling for FR Ill. 13 1, a nd 132. Majurs are advised to take 1..1:\ 10 I before register­ing for FR 203.

72 Arts and Science

2. Six .French courses on the 200 level, including a two­semester sequence of advanced grammar, composition, and conversation ( FR 200 and 20 I)

3. Of the four elective 200-level French courses, a minimum of two must be taken in literature and one must be taken in the history or structure of the language.

4. Concentration cred it will be given for equivalent work done in an approved Study Abroad Program.

5. Concentrators must take a minimum of two courses in such related fields as English. historv. philosophy, art history, anthropology, psychology, and linguistics.

6. A II concentrators are urged to take the Graduate Record Examination in Fren~h in their senior year.

7. Students planning to spend a semester or a year abroad and. or to receive teach ing certification should consult their adviser as early as the freshman year to arrange thei r schedule.

8. Concentrators intending to do graduate work in French are advised to acquire reading proficiency in at least one other foreign language.

German

I. Germa n 13 1, 132, 16 1, 222

2. Four add itiona l German courses at the 200 leve l or above

\~ Two courses above the introductory level in linguistics, another foreign literature, ~omparative literature, or English

Two courses. usually above the introductory leve l, in allied fields of study such as German history, German philosophy, etc.

5. Concentrators are u rged to consider spending some time studying in a German-speaking country, if possible.

6. Concentrators intending to go on to graduate study should acquire a reading J..nowledge of French, ~nd Latin would be helpful as well.

7. Students intending to complete two concentrations should consult with their advisers concerning both programs ol study and career goals.

Russian

I. At least eight courses, including LIT 263, 264 (classics of Russian literature); RUS 131

2. A minimum of two related courses (such as Russian his­tory, fo reign literatures, political science)

Spanish

I. A common core consisting of: Spanish 131 or 133; 132; 121 and 122

2. At least four additional cou rses in either language or literature o r both, at the 200 level or above

3. Two courses in related lields. to be determined in con­sultation with the student's adviser

4. Spani>h 110 or e4uivalent (with permissio n of instructor) is prerequisi te to Spanish 121 , 122.

5. Spanish II 0, Spanish 121 and / or Spani'h 122, ,,r equiva­lent (with instructor's approval). are rrerequisite tCl Span­ish 131 , 132, and 133.

Linguistics

A minimum of eight courses in linguistics is required , includin:; 202, 203, and either 211 nr 235 in one of the lan­guage areas: German, Russian, or Spanish; or 203 , 204 in hench; or Fnglish (English 24~ and English 2UO, ~ross-listed

as Linguistics 211 and 235, respect ively). The remaining five courses may be selected from any of the courses listed below at the 200 level or above.

Linguistics 101 is prerequisite to all courses at the 200 kvel or above.

Also required are at least two courses above the intr.-,­ductory leve l in an allied field: anthropology, education. English, loreign languages, mathematics, philosophy, psy­chology, or sociology. Particularly recommended are An­thropology 271 , 275; English 200, 248; Psychology 233, 234, 235, 33~.

The choice of courses within the concentration will depend on the student's main interest and will be worked out with his <l r h:r adviser.

Student Teaching Concentrators interested in student teaching experience

for the purpose of New York State certificat1un should be in touch "'ith Dean W. H. Clark lLattimore Hall) as well as their adviser.

Courses of Instruction

Comparative Literature-General

101. European Literature in Translation I. Introduction to the significant literature from the classical and med ieva l periods.

102. European Literature in Translation II. Continuat io n of Comparative Literature 101 . Int roduction to significa nt literatu re from the Renaissance through the Enlig htenment.

103. European Literature in Translation III. Continuation of Cor.1parative Literature 102. Introduction to significant liter-ature from Roma nticism to the present.

Ill. Tradition and Transformation in European Literature. lntrodt:ction for freshmen to major authors of the European tradition. Studies in a continuing theme. Small seminars and occasional lectures.

Comparative Literature-Comparative

125. Sophoclean and Shakespearean Tragedy. A com­parative study of Sophoclean tragedy (Ajax. Oedipus. Uedl-

pw .Jt Co/onus) and Shakespearean tragedy (Macbeth. Hmn I ft. /.ear).

128. Russian Civilization. Study of Russian cnlture 1hrough an am,Jysis of major themes and developments m Rus,ian art, literatt.re. music, and religion.

201. Tragedy. A study of tragic themes a nd tragi~ modes. with tex::, chc·se!l from the Greeks to the m odern period.

203. Literary Criticism. Studies of major literaty critics :'rom the tim~ of Anstotk to the present.

204. European Literature of the Renaissance . Readings in Dante, Petrarch, Boc~acc io, Erasmus, i\riosto, Rabelais, and tvlonuigne. Can be d one in rrench as fR 220.

:!OS. European Literature of the High Middle Ages. Ma .. jor trends in litera ry thought and techni4ue, 1050-1350. Em phasis upon •he idea ls of the court , the cathedral, and the munastery with respect to man and the universal order.

206. The European Novel. Stendhal, Tolstl•y, Dostoevsky, Thoma:, Mann, Joyce. Malraux. a nd Kafka.

252. Religious Existential Literature. The mes and styles of a religiously o riented ex istentia l literature: Kafka, Ver­ndnos, Rilke, Unamu no, a nd others. Same as R EL 252.

3·83. Special Studies in Comparative Literature. The re· lati<H~:>hip 0f literature to other media such as the film , paint· ing, ,,nd music, and to other disciplines such as philosophy a.nd astronomy. Additional reading and a major research paper re4uired of graduate students.

384. Comparative Study of Theme~. lhe study of the persistence and metamorphosis of important themes in literature, for example. Don Juan, Antigone, Prometheus. Additional read ing and a maJor research paper re4uired of graduate students.

385. Comparative Study of Periods. The study of the lit­erature of a period, such as the Renaissance or Romanticism, or of a movement, such as na turalism, as a totality not limited by na tio nal boundarie>. Additional reading and a majo r research paper required of grad uate students.

386. Comparative Study of Genres. study of a major genre: novel, poetry, story. Additional reading and a maj or quired o f graduate students.

1 he compa rative drama, epic, short research paper re-

388. Critical Perspectives. Coordination of the intensive stud y of a maJor Continental author with the read ing and evaluation of a va rietv of critica l perspectives o n his work, such as Ma rxist, F reudian, J ungia n, and existe nt ia lis t. Each ye«r a different auth,,r will be conside red .

3:'111. Comparative Literary Theory and Criticism. Prob­lems and approaches in contemporary criticism (existential­ist, psycho logical , so,~iological, structuralism, etc.).

390. Supervised Teaching.

Foreign lAnguages 73

391. Independent Study.

Literature in Translation-Classics

223. Mysticism and Co ntemplation Among the Greeks and R omans. A study of the development of the Mysteries, and the conte mplative traditions in Greek, Ro man, and early C hristian litera tu re.

227. Homer and Hesiod. The Iliad, the Odyssev. the The­ogonr. and Works and D(JI'S, in themselves and as roots of litera ry anu philosophical traditio ns.

228. Plato and Logopoiesis. An exploration of and com­mentary 011 four Platonic dialogues (Symposium. Repuhlic, Phaedo. and Phat!drus), with a view also to understanding logopoiesis, i. e., Plato's philosophic art of poetic composi­ti o n.

229. Interpretation and the Divine. Discussion o f prob­lems ol presence or absence of the Divine in three texts deal­m g with it-Plato's Phaedrus. He idegger's Gelassenheit, Des­~artes' Medit01ions.

Literature in Translation-Hebrew

230. Success and Suffering: Biblical Wisdom and the An­cient World . Textual study of biblical wisdom literature Ill

context of a comparison with a ncient documents.

Literature in Translation-Japanese

250. Introduction to Japanese Literature in Translation. Major works of Japa nese fiction, poetry, and dra ma fro m the classical period to the eighteenth century.

251. Modern Japanese Literature. Principally a study of the Japanese novel from Saikaku to the writers of the twenti­eth centu ry.

Literature in Translation-Russian

260. Chekhov. An intensive study of hi:, stories and p lays, with emphasis on the development of his art. Read ings in English. Same as R US 260.

263. Tolstoy and Dostoevsky . One major novel by each author and selected short works.

264. Classics of Russian Literature. The major writers (excluding Tolstoy and Dostoevsky): Pushkin, Gogo!, Tur­genev, Goncharov, and C heU10v.

265. Modern Russian Literature. Its development from symbo lism to the present day . Includes Bely, Babel , Olesha, Bulgakov, and Solzhenitsyn.

267. The Classic Russian :'llovel. The beginning, devel­opment , a nd demise of the G reat Age from Pushkin to C hek­hov. Readings in English with special assignments for those who read Russia n.

74 Arts and Science

Literature in Translation-Spanish

270. Cervantes in Translation. Close study of Don Quixote and some of the Exemplary Novels. Special atten­tiOn will be given to the relation of ideas to novelistic struc­ture, and to Cavantes' place in the development of European fiction. ( 1981-82 or 1982-~3)

Literature in Translation-Special Courses numbered 2XO to 290 are special courses limited

in enrollment. They will usually be devoted to intensive examination of particular writers, forms, or literary problems. The content of these courses is not specified, because it wi ll be determined from the interests of students an<1 instrudL>rs. and will vary from time to time. Annual schedules will de· scribe the <.:Ontent of a given course in a given semester and will indicate prere4uisites for admission, if any.

280. Studies in Classics in Translation.

281. Studies in Medieval Literature in Translation.

282. Studies in the Renaissance in Translation.

283. Studies in the Baroque in Translation.

284. Studies in 18th-Century Literature in Translation.

285. Studies in 19th-Century Literature in Translation.

286. Studies in 20th-Century Literature in Translation.

287. Comparative Studies in Fiction in Translation.

288. Studies in Drama in Translation.

289. Studies in Poetry and Poetics in Translation.

370. Literary and Artistic Experience in the Post-Cultural World. A stud y of Europea n a nd America n litera ry and artistic experimentation in the twentieth centurv. See FR 370 a nd AH 370.

390. Supervised Teaching. Teaching and drills Within a regular course under instructor's supervision.

391. Independent Study. Intended pmnaril) f,, l ad· vanced students wanting to study specific literary problems across natio nal boundaries.

Chinese

101. Elementary Chinese I. Introduction to modern spoken Mandarin. Emphasis will be on developing the stu­dents' ability to speak and comprehend the most widelv used dialect of modern C hinese.

102. Elementary Chinese II. Continuatinn of Chinese 101, a nd a n introduction to elementary readings in C hinese.

103. Intermediate Chinese I. Continuing study of spoken Mandarin and vernacular written materials. Prerequisite: CH I 102 or equiva lent.

104. Intermediate Chinese II. Continuation of Chinese 103.

204. Readings in Modern Chinese I. Readings in news­papers and periodicals, with emphasis upon mate rials fro m the People's Repu blic of China. P1erequisite: CH I 103 o r equivalent.

205. Readings in Modern Chine~e II . Continuat ion of Chinese ~04 .

221 . I ~termediate Conversational Chinese. Emphasis upon increasing conversational fluency. Prerequisite: C HI 102 or equivalent. (lnO· Rl)

391. Independent Study.

393. Senior [~say .

Classics

G R EE K

'JOTE: Greek 101 and 102, or the e4uivalent, are prerequi­sites to all t.;reek courses at the 200 level

101. Elementary Greek I. An introd uction to Attic Greek designed to prepare students h• read the classical Greek dramatists , ph ilosophers, orators, and historia ns .

102. [lementary Greek II . Continuation o lt.;rcek 101 .

204. Euripides. One of the major plavs in a lternate years.

205. Sophocles' Oedipus at Colonus.

208. Plato's Meno. A detailed study uf the language and thought of Plato' s Meno.

210. Aeschylus' Agamemnon. A detailed study of the language. style. poetry, a nd content of Aeschylus' Agamem­flcln

211. 1-lesiod. Reading and discussion of the Greek text nt Hesiod's lheugum·. Comp<lSillon c;f H~si od 's poems with other cosmogomc mvths.

212. '\cnophon's Memorabilia. A Jetailed study of the language and thought ol Xcnophon's recolle<.:tions of Soc­ra tes' life and conwrsations.

3QJ. Independent Study. A study of specia l lit~rary prob­kms under the direction of a memhcr of the faculty .

393. Senior Essay. A paper based upon independent study; may be written by concentrators. Students should no rmally reg1ster for this course in the fall term of their senior year

LATI N

NOTE: La tin 101 and 102, or the eLJuivalent, a re pre requ i­sites to a ll La tin courses a t the 200 level.

101. Elementary Latin I. Introductory tra ining in the structure of Latin and its basic vocabula ry. Practice in the reading of selected texts .

102. Elementary Latin 11. A continuation of Latin 101.

201. Horace. Odes.

203. Roman Comedy. Plautus and Terence; their relation to Greek New Comedy and their influence on later comedy.

205. Roman Lyric and Elegiac Poetry. Catullus, Tibullus, Propertius. Ovid.

206. Virgil. Selections in alternate years from the Aeneid, Bucolics, and Georgics.

207. Roman Satire. The origins and history of genre; selections . from Lurilius, Horace, Persius, Juvenal, and Petroni us.

208. Augustine's Confessions.

220. Medieval Latin Poetry. Reading a nd discussion of religious and secular poetry of the late Middle Ages from The Oxford Book of Medieval Verse. Prerequisite: three years of high school Latin, LAT I OJ, or permission of the instructor.

391. Independent Study. Study of special literary prob­lems under the direction of a member of the faculty.

French

101. Elementary French I. Introductory training in the structure of modern French and its basic vocabulary. Prac­tice in speaking; reading of selected graded texts.

102. Elementary French II. A continuation of French 101.

103. Intermediate French I. Continuing study of modern French in its spoken and written forms. Prerequisite: I'R 102 or its equivalent.

NOTE: Successful completion of the language prof1ciency examination in French, or the equivalent, is the prerequisite for all French courses listed below.

104. Intermediate French 11. Introduction to French conversation and composition. Selected readings in con­temporary French culture. Designed primarily for nonmajors.

110. French Conversation and Composition I. An ade­quate command of the basic structural principles o f French as well as familiarity with a basic vocabulary are required. The course places emphasis on both conversational ability and written comp0sition. Prerequisite: FR 103 or equivalent.

Ill. French C'onYCrsation and Composition 11. A con­tinua tion of French 110. Prerequisite: FR 104 or FR 110.

131. Introduction to French Literature I. Survey of French literature and culture up to 1850 and introduction to li terary analysis.

132. Introduction to French Literature II. Survey of French

Foreign Languages 75

literature and cultun: from 1850 to the present and introduc­tion to literary analysis.

NOTE: French 131 or 132 is a prerequisite for all 200-level courses in French language and literature.

ISO. Special Topics in French. A topically oriented course with readings in French. Themes discussed in any given year include the grotesque in art and literature, novel and film, problems of the novel, and narrative and dramatic comedy. Prereyuisite: reading knowledge of French.

NOTE: FOREIGN STUDY IN PARIS. Students may study in France for 0ne or two semesters, preferably in their junior year. A minimum of any two of the following courses is pre­requisite for admission to such study: FR 130-135, FR 200-20 I. Further information may be obtained in the Study Abroad Office, Lattimore Hall.

200. Advanced French I. Intensive practice in speaking and writing the language; review of grammar on an advanced level.

201. Advanced French II. Continuation ot the above, with further emphasis on achieving mastery of spoken and written French.

203. The Linguistic Structure of French. Analysis of the contemporary French phonological, grammatical, and se­mantic systems; reference to dialectal variations.

204. History of the French Language. Diachronic anal­ysis of French as one of the Romance languages; its forma­tion, development, and present state.

210. Old French Literature. A survey of the literature written in Old French ( 1150- 1350). Works to be read in original or modern F rench translation include La Chanson de Roland, Yvain. Fabliaux, leu d'Adam.

220. The French Renaissance. Introduction to the intel­lectual and aesthetic currents of the Renaissance; readings in Rabelais and Montaigne.

230. The Classical Heroic Tradition. The major plays of Corneille and Racine, plus selected readings in the moral­isles. Pascal a nd La Rochefoucauld.

231. The Classical Anti-Heroic Tradition. The major comedies of Moliere, Marivaux, and Beaumarchais, and the satirical writings of La Bruyere, Montesquieu, Voltaire, etc.

240. The Eighteenth Century. Study of major authors of the French Enlightenment, as well as their predecessors and contemporaries, including Marivaux, Montesquieu, Voltaire, Prevost, Rousseau, Diderot, Sade, and Laclos.

251. Modern French Readings from Baudelaire to Sur­realism.

252. Nint-teenth-Century French Novel. Analysis of se­lected works by major nineteenth-century novelists including Balzac, Stendhal, Flaubert.

76 Arts and Science

260. The Twentieth-Century Novel (1900- 1940). Read­ings in such major novelists as Proust. Gide, Malraux, etc.

261. The Contemporary French Novel (1940- Present). Readings in Camus, Sartre, Robbe-G rillet, etc.

262. Twentieth-Century French Theatre. Ana lyses of se­lected wo rks by major twentieth-century dramatists, including Cla udel, G ira udoux, Montherla nt. Camus, Sartre, Beckett, lonesco, Genet.

388. Critical Perspectives. Coordination of the intensive study of a major French author with the reading and evalua­tion of a varie ty of critical perspectives on his work , such as Marxist, Freudian, Jungian, and existentialist. Each yea r a different a uthor will be considered. Semina rs are pla nned on F laubert, Rousseau, a nd Ba l1ac. (See Compa rative Lit­era ture 388.)

391. Independent Study. Study of specia l linguistic or literary problems under the direction of a member of the faculty .

393. Senior Essay.

German

101. Elementary German I. C hoice of three diffe rent approaches: (I) introductory readings in German literature, (2) basic spoken German, (3) programmed instruction.

102. Elementary German II. Co ntinuation of German 101.

103. Intermediate German I. Readings in German cul­ture a nd civilization; gra mma r review; some conversation. Prerequisite: GER 102 o r equivalent.

NOTE: Successful complet ion of the language proficiency examinations in German, or equivalent, is the prerequisite for all German courses listed below, except for German 105.

104. Intermediate German II . Introduction to German conversa tion and composition; cond ucted entirely in Ger­ma n. P rerequisite: G ER 103 o r equivalent.

105. German Specialized and Technical Reading. In­tensive reading course; selectio ns to be ta ken from the fields of na tura l sciences, socio logy. history, etc. P rerequi­site: GER 103 or consent of instructor.

131. Introduction to German Literature I. Close reading and a nalysis of representative works of poetry a nd fiction of the nineteenth and twentieth centuries.

132. Introduction to German Literature II. Selected works as seen in their histo rica l a nd stylistic contex t. Pre­requisite: GER 131 or consent of instructor .

NOTE: Germa n 131 and 132 a re usua lly prerequisites fo r all 200-level courses in German lite ra ture; Linguistics I 0 I is recommended for all 200-level courses in German linguistics.

161. Conversation and Composition. Combines stylistic exercists, discussions in German, and writing of German compositions. Conducted entirely in German. Prerequ isite: GER 104 or equiva lent.

211. Linguistic Structure of German. Practical and the­o retical investigat ion of the sounds, grammar. a nd vocahu­lary of Sta ndard German , with consideration uf teaching a nd lea rning difficulties.

222. Advanced Conversation and Composition. D i,cus­sion of and compositions suggested by readings from the newsmagaLine Ua Spiegel. Prerequisite: GER 1111 or con­sent of instructor.

235. History of the German Language. T he fo rmation a nd linguistic evolution of Germa n over a period of ro ughiy 2,000 years, ill ustrated with selected historica l sources. ( 1980- 8 1 o r 1981·-82)

250. Medieval German Literature. A study of the three great visions of medieval Germa n: Nihelungenlied, Parzivai. and Tr;stan. ( 198 1- 82)

269. Goethe. Close readings of selected lyric, dramatic. na rra tive, a nd critical works. includi ng both part:> of Faust ( 198 1- 82)

270. German Romanticism. Examines the origins, cri~es. a nc resolutions of problems in aesthetics, religion. politics, anc philoso phy facing a uthors of the Romantic period of Germany. ( 1982- 83)

275. Nineteenth-Century Literature. Reading in a lternall: yea rs from either the maj or dra ma tists o r majo r novelists o i the period.

277. ~ietzsche. Ontology. rheto ric. philosophy of lan­guage, the theory of tragedy; the Apollonia n-D ionysian :Jn­tinomy in Nietzsche's aesthetics. ( 19ll 1-82)

280. Age of Expressionism. Focuses on early twentieth­centur~· Germa n literature and culture, with particular in­terest in the in fl uence of Nietzsche in the a rts. ( 198 1··82)

285. ~odern German Drama. Readings in Hauptrr.a nn, Schnit7ler, Ka iser, Brecht, Frisch. DUrrenmatt, Hochh uth, a nd Weiss. ( 1981- 82)

286. Modern German Prose. rhe shorter narra ti v.:s o f Hauptmann, Thomas Ma nn, Kafka , Benn. and Brecht.

391. Independent Study in German.

393. Senior Essay. A pa per hased upon independent study; may be written by co ncent rato rs, prefera bly in the fa ll term of their senior year.

399. Practicum in German. Investigatio n of specia l topics in German la nguage, literatu re, o r linguistics.

Hebrew

101. Elementary Hebrew I. Introductory training in the structure nf modern literary Hebrew and its basic vocabulary and use. Practice in writing, reading, comprehension, and speaking.

102. Elementary Hebrew II. A continuation of Hebrew 101 ; the completion of the basic grammar of Hebrew.

103. Intermediate Hebrew I. Continuing study of He­brew in its written and spoken forms. Selected readings from modern Hebrew literature. Prerequisite: HEB 102 or equivalent.

104. Intermediate Conversation and Composition. Train­ing and practice in speech and writing of Hebrew, with emphasis o n current issues and materials. Prerequisite: familiarity with the most basic: Hebrew forms and vocabulary.

131. Introduction to Modern Hebrew Literature. Read­ing of prose and poetry with analysis . Conducted in Hebrew.

132. Introduction to Hebrew Literature, Old and New. Reading and analysis of Hebrew literature from various time periods, from Biblica l through contemporary. Con­ducted in Hebrew.

391. Independent Study in Hebrew.

Japanese

101. Elementary Japanese I. Introduction to colloquial J apanese, with emphasis nn developing speaking and com­prehension skills. The writing system will also be introduced for reading simple texts.

102. Elementary Japanese II . Continuation of J apanese 101.

103. Intermediate Japanese I. Continuing stud y of col­loquial Japanese through conversation practice and more imensive development of reading sk1lls. Prerequisite: JAP 102 or eqUivalent.

104. Intermediate Japanese II. Continuation of Japa­nese 103.

205. Modern Japanese Prose I. Selected readings from contemporary texts covering various styles of lite rary Japa­nese. Prerequisite: JAP 104 or equivalent.

206. Modern Japanese Prose II. Continuation uf Jap­anese 205. Essays on Japanese literature and history.

391. Independent Study in Japanese Language.

Romanian

101. Elementary Romanian I. Introductory explanation of the structure of modern Romanian a nd its basic vocabu­lary. Practice in hearing and speaking. Reading of texts.

Foreign Languages 77

102. Elementary Romanian II. A continuation of Ro­manian 101.

125. Romanian Life, Language, and Culture. Survey of life in contemporary Romania (art, folklore , history, lan­guage, and literature).

391. Independent Study in Romanian. Study of special linguistic problems under the direction of a member of the faculty.

Russian

NOTE: Russian courses 101- 102-103-104 form an inte­grated four-term sequence designed to give a good reading and speaking knowledge of Russian by the fourth term.

IOl. Elementary Russian I. Pronunciation and the basic structure of the language.

102. Elementary Russian II. Emphasis on building vo­cabulary by means of graded readers.

103. Intermediate Russian I. Reading unabridged texts in fic:tion and non-fiction.

104. Intermediate Russian II. To develop correct pro­nunL:iat ion and oral fluency using tapes, slides, and dia­log ues. Prerequisite: a knowledge of the basic structure of Russian equivalent toRUS 103.

105. Russian Reading and Translation. Controlled read­ings in a field of the student's interest . Prerequisite: RUS 102 or equivalent .

131. Introduction to Modern Russian Literature I. Read­ing> in nineteenth-century fict ion. Prerequisite: R US 103 or the equivalent. ( 1981 - Rl)

221 . Advanced Russian Language I. An intensive rn­vestigation and training in the nature and use of Russian.

222. Adnnced Russian Language II. A continuation of Russian 221

223. Ad,•anced Russian Language Ill. Fourth-year Rus­Sia n composition, conversation. and the study of syntax.

235. History of the Russian Language. Diachronic anal­ysis of Russian as one of the Slavic languages; its formation, development, and rresent state. Prerequisite: RUS 104 or equivalent, or permission of instruLtor. ( 1981-82)

260. Chekhov. An intensive study of his stories and plays, with emphasis on the development of his art. Readings in Russian. Same as LIT 260.

391. Independent Study.

399. Practicum in Russian. Investigation of special prob­lems in Russian.

78 Arts and Science

Spanish 101. Elementary Spanish l. Training in speaking, cum­prehension, reading, and writing either through classroom instruction or (section I 0) programmed instruction.

102. Elementary Spanish 11. Continuation nf Spanish I 0 I: classroom instruction.

103. Intermediate Spanish. Continuing study of modern Spanish in its spoken and written forms. Prerequisite: SP 102 or equivalent.

104. Conversational Spanish l. Continuation of Spanish 103, stressing conversation and composition. Conducted in Spanish. Designed primarily for nonmajors.

llO. Reading Spanish. Continuation of Spanish 103. Intended to advance conversational skills and also provide an introduction to the reading of Spanish literature. ( 19!<0-X I or 1981 - 82)

121. Advanced Spanish Language l. An intensive uwes­tigation and training in the nature a nd use of Spanish.

122. Advanced Spanish Language II. A continuation of Spanish 121.

NOTE: Spanish 131, 132, and 133 are offered in the order listed below in successive semesters.

131. Introduction to Modern Spanish Literature. Close reading and analysis of representative works of poetry, drama, and fiction of nineteenth- and twentieth-century Spain. (1981-82)

132. Masterpieces of Spanish Literature to 1800. Survey from the late Middle Ages to the beginning of Romanticism: emphasis on the siglo de oro.

133. Introduction to Latin-American Literature. C lose reading and analysis of masterpieces of modern l.atin­American literature.

210. Medieval Spanish Literature. Study of rep resent~­

tive works through the fifteenth century: £/ Cantor Je Mia Cid, El Libra de Buen Amor, La Celeslina. Arabic, C hristian, and Jewish lyric poetry. ( 1981-82 or 1982- 83)

211. The Linguistic Structure of Spanish. Synchronic analysis of the phonemic, morphological, syntactic, and semantic systems of present-day Spanish; dialectal vari­ations. Prerequisite: SP 104 or equivalent, or permission of instructor. ( 19li 1- 82)

212. Hispanic Dialectology. An examination of phono­logical, morphological, and syntactic variation in the lan­guage of Spain and Latin America.

235. History of the Spanish Language. Diachronic anal­ysis of Spanish as one of the Romance languages: its for­mation, development, and present state. ( 1981 -·li2)

250. Cervantes' Exemplary Novels. C lose reading of the exemplary novels: content, form, relation to other works of Cervantes, and to the pastoral and picaresque novel. S pecial attentio n given to the intellectual and artistic background of Cervantes' literary creation. ( 1980-81 o r 1981 - 82)

258. Cervantes. Detailed reading and discussion of Don Quixo1e and other works in relation to Cervantes' time a nd to the development of the noveL (1980- 81 or 198 1- 82)

262. Lope de Vega and Calderon. Extensive reading, study, and discussion of plays by these dramatists: the theater in relation to literary, social, and religious thought. (InHQ)

276. Nineteenth-Century Prose. Reading and discussion of -.vorks, beginning with Costumbrismo, but with emphasis on the novels of Galdos. Alas, Pardo, Bazan, Vale ra.

277. Twentieth-Century Spanish Drama. Trends in con­tcmpOiary theate r, including the works of Ca lvo-Sotelo, Casom , Buero Vallejo, Sastre, Ruibal. a nd Arrabal. ( 198 1-82 o)r 1982-83)

280. Contemporary Spanish Prose. T he development of the no ve l after the Civil War, from its resurgence with Cela, to th~ present. ( 1980- 8 1 or 1981 - 82)

282. Spanish Poetry of the Twentieth Century. Primarily the poetry of the generation of 1927, with the main emphasis on the poetry and dra ma of Garcia-Lorca, Jorge Guillen, and Vicente Aleixandre: other poets are a lso included. (1981 -~2 or 19li~-lD)

285. Contemporary Latin-American Fiction. The short stories of Jorge Luis Borges: the novels of Cortaza r, Car­pentier, and Garcia-Marquez. ( 198 1- 82 or I %2- 83)

290. Literature and Revolution. The Mexican revolu tion and ih aftermath, as described by histnnans and reflected in modern Mexican literature. Authors to be read include Mc.riano A1uela, Agustin Y<inez, Juan Rulfo, a nd Carlos Fuentes. (1981-82 o r 1982-83)

391. Independent Study.

393. Senior Essay. A paper based upon independent study; may be written by con.:entrators. Students should normally register for this course in the fa ll term of their senior year.

399. Practicum in Spanish. Individual projects or investi­gation of specia l problems in Spanish .

Linguistics

101. Introduction to Linguistics. Principles of structura l ana lysis of speech phenomena. Examination of materia l from a wide variety of la nguages.

202. lntroduciion to Historical Linguistics. !\ diachro nic stud y c>f th~ phases and processes of linguistic change: r hu n,,logical, grammatica l, and semantic.

203. Articulatory Phonetics. Physiulogical bases of speech production and perception. Analysis and classification of speech sounds; discrimina tion, production, a nd transcription sk ilL are acqu ired.

209. language and Meaning. lntroducti,>n to the s tudy uf meaniEg fr om a linguis tic point of view, and the relation uf se mantics to .~rammar, culture, cognition, and sty listi cs.

211. The Structure of Modern English. Credit for only "n~: ll N } II o r ENG 24X. S ec description for Eng lish 248, Mndern Frir!ltsh (jrammar.

212. Introduction to Transformational Linguistics. A study of the development o f tra nsfurma tio nal gr.Jmmar, its rwtational devices, and mechanica l workings.

213. Language in Society. An introduction to the study ,,t Ia nguage in its sucial context as viewed by ling uists.

215. Phonological Analysis. C ritical analysis of ap­proaches to ph·.>no logica l t heory. incluJing Pragu~ school., American >tructu ra lism. generative theo ry. and natural phonology. P rereyu is ite: I.I N 203.

216. Grammatical Analysis. Morpho logica l segmenta tr o n .rnd ,·lassification; deri va tional a nd intlectional p rocesses; phrase 3tructur~ and constituent a nalysis; rdationship of structures a nd transformations. Prerequisite: LI N 203.

230, Introduction to the Analysis of Verbal Behavior I. D isc usses a pproaches to psych o linguis tics using introductory units o n the principles and procedures for the descriptive a na lysis o f behavior. P rerequisite: PSY 228.

231. Introduction to the Analysis of Verbal Behavior II. Continuat ion of Linguist ics 230. Considers iss ues in psy­cho linguistic diagnoses, case report writing, a nd t he further explanation of teaching strategies . Prereyuisite : LIN 230.

235. History of the English Language. Credit fo r o nly o ne: LI N 235 or ENG 200. See descripti o n for E nglish 200, His/orr · of 1he En?, !ish l .<mf!,uag<'.

250. Acoustic Phonetics. Introduct ion to the physical a nd li nguistic properties of the speech wave. P ractica l experience in labo rato ry pho netics. Pre requi site : LIN 203 or permission o f instructo r.

391. Independent Study in Linguistics.

399. Practicum in linguistics. Investiga t ion of special pro blem s in li nguistics.

NOTE: O ther cuurses appropria te to a concentra tion in li nguistics a re t he following: 1-R 203, 204, 205; GER 211 , 235; RUS 211: and SP 211, 235.

Foreign Languages 79

GENERAL SCIENCE This is a concentration program leading to a bach­

elor's degree which is administrated through the Center for Special Degree Programs (page 45).

Committee on General Science Dana Ballard, Ph.D. (California, Irvine) A ssistant

Professor of Computer Science and of Radiology G. Richard Holdren, Ph.D. (Johns Hopkins)

Assistant Professor of Geology J erome Kaye, Ph.D. (Columbia) Pru/essor of Biology Arnold Pizer, Ph.D. (Yale) Associate Pru(essor of

Mathematics Stewart L. Sharpless, Ph.D. (Chicago) Professor

of Astronomy

The Committee on General Science supervises a program leading to the B.A. degree which gives the student a n opportunity to acquire a broad education in the natura l sciences and at the same time to devote approxima tely half of his or her time to the study of the humanities and social sciences. The program is espe­cially well suited for the student who wishes to prepare to teach science at the secondary school level. It is also attractive to the premedical student who wishes a broad general preprofessional education. Students who are planning to enter medical school after only three years of undergraduate work should consider this program.

A degree may be awarded with a d o uble concen­tration in general science and another natural science, provided that the area of specialty in general science is not the same as the other concentration.

Concentration in General Science Sixteen courses c hosen from offerings in astronomy~

biology, chemistry, computer science, geology, mathematics, physics, psychology (Group III) , and statistics, including:

• Courses in four or five depa rtments

• Four o r more courses beyond the introducto ry level in one department

• Two or more courses beyond the introductory level in two other departments

• At least two courses must be taken in a department in order to count in the program.

80 Arts and Science

Courses acceptable for a general science program are as follows:

Introductory course(s) Astronomy- Ill, 112 Biology- IOJ Chemistry- 12 1, 122 or 123, 124 Computer Science- 100 Geology- 101 or 201 Mathematics- 161, 162 recommended, or equivalent Physics- 11 3, 114 or 121 ,122 Psychology- I 0 I Statistics- any two courses

Advanced courses*

Astronomy- any others, excep1 102 Biology- any others, excepl 135 Chemistry- any others Computer Science-any 200-level courses; may include cer­

tain other courses in the mathematical sciences Geology- any others Mathematics- any others, excepl 140; may include certa in

other courses in the mathematical sciences Physics- a ny others, excep1 100 Psychology- any courses in Group Ill Statistics- any other 200-level courses; may include certain

other courses in t he mathematical sciences *See description of courses in departmental listings.

Advanced placement credit may count as the intro­ductory course requirement a nd as one or two of the 16 courses in the entire progra m. Norma lly, courses given in University College a re not accepta ble fo r in­clusion in a general science program. A "C" average is required in previously completed courses used toward the concentration, and a "C" average must be ma in­tained for all courses used in the concentration.

GEOLOGICAL SCIENCES Lawrence William Lundgren, Jr. , Ph. D . (Ya le)

Professor of Geology and Chairman Robert George Sutton, Ph.D. (Johns Hopkins)

Prof e,ssor of Geology Mitsunobu Tatsumoto, Ph.D. (Tokyo) Adjunct

Professor of Geological Sciences

Curt Teichert, Ph.D. (Albertus) Adjunct Proj'essor of Geology

Asish Basu, Ph.D. (Davis) Assistant Professor of' Geological Sciences

Carlton Brett, Ph. D . (Michigan) Assistam Prof'essor of' Geology

Udo Fehn, Ph.D. (Munich) AssisTant Professor of' Geology

George Richard Holdren, Jr., Ph.D. (Johns Hopkins) Assistant Prof'essor of Geology

Bruce M. Herman, M.Phil. (Co lumbia) lnslructor in Geological Sciences

John Edward Hoffmeister, Ph .D. (Johns Hopkins) Professor Emeritus of' Geology

Although Geological Sciences is one o f the small­est departments in the College of Arts and Science, it provides its students with distinctive degree p rograms and with excellent opportunities fo r communicating and working with its faculty members a nd graduate students, both in and outside the classroom. Each of the degree programs has been designed to serve spe­cial inte rests of the students and the particular de­mands associated with professional work in various areas of the earth sciences.

The degree programs include the B. A. a nd B.S. programs in geology, the B.S. in biology-geology (BIG), and the B.S. in geomecha nics (GEM). The three B.S. programs are designed to give students the background for graduate work a nd professional ca­reers in the earth sciences, a nd in those a reas in which the earth sciences overlap with the life sciences on the one hand and with engineering on the other. The B.A. p rogram is designed to allow more flexibility in program design and is pursued not only by students preparing fo r graduate work in the earth sciences but also by students interested in law, management, and teaching. These students commonly carry double ma­jors; geology a nd economics is a current example. Students planning graduate work or ca reers in envi­ronmental and resource management have found each of the various degree programs to be an appropriate avenue to such work and caree rs.

These programs are made possible by formal and informal linkages with other departments and pro­grams, especia lly the Department of Biology, the Department of Mechanical and Aerospace Sciences, and the Committee on Individualized Interdepart­mental Concentrations. In addition, the Department has been affiliated since 1972 with the West Indies

Laboratory on St. Croix in the U.S. Virgin Islands and has offered a program at the West Indies Labo­ratory since 1972. Students participating in this pro­gram spend a semester at the laboratory studying marine geology and marine biology and receive a full semester of credit for their work.

The Department considers field experience to be a valuable part of geological training a nd incorpo rates field trips into the regular schedule of many of the undergraduate courses. Students take excursions to Maryland and New England.

The Undergraduate Student Geological Organiza­tion (USGO) is active in providing special field trips, speakers from other universities and colleges, and social events throughout the academic year. Under­grad uates are also involved with departmental re­search projects working with faculty in a variety of fields, including geophysics, geochemistry, paleobi­ology, petro logy, structural geology, stratigraphy, and environmental geology.

Students may also develop their own interdiscipli­nary programs to obtain the training needed for their graduate a nd professional work . Students considering interdepartmental programs in environmental studies or regional planning m<Jy consult departmental fac­ulty who have served as advisers in these programs. Graduate work and careers in most fields demand a broad general background in the basic sciences and mathematics, and students are strongly advised to take courses beyond the minimum requirements in these subjects. All students are encouraged to gain a proficiency in reading scientific material written in any of a number of foreign langu<~ges .

Minimum Requirements for the B.A. Program • Seven courses beyond 101 selected from depart­

mental offerings; Geology 20 I, 221, 224, 2'27, 235, 283, and one advanced elective normally included

• Four courses in related sciences, one of which must be in mathematics.

Minimum Requirements for the B.S. Program • Geology 101 , 201 , 221, 224, 227, 235, 283, and

three other geology courses • Field course; this requirement may be satisfied by

participation in the marine geology program at St. Croix, by a 6-8 credit summer field course in geol-

Geological Sciences 81

ogy or. under special circumstances, by other types of supervised field experienct'.

• Mathematics 161 through 164 t'r an equivalent sen es

• Two semesters nf chemistry • Thrt'e semesters of physics ( 121 , 122, a nd 123) a nd

at least one lab ( I ::1 I v r 182) • One semester of bio logy

• One semester uf statistics; Statistics 212 is recom­mended. (Student~ should start taki ng related science courses as freshmen.)

B.S. in Biology-Geology A program offered under the auspices of the De­

partment of Geological Sciences and the Department of Biology is intended for students interested in the areas of natural science in which geology and biology overlap. Such areas include marine science (oceanog­raphy, marine biology, and marine geology), limnol­ogy, p<!leontology, evolutio na ry >tudies, and environ­ment<~( studies.

Requirements* • Geology 101 and 201 • At least three courses selected fwm: GEO 219,

221, 222, 224, 235, 248, 250, 274. or 277 • Biology 101 or equ ivalent preparation • At least one course in whole organism biology, such

as BIO 122, 130, 141 , 142, or 171 • One course in biochemistry or molt:cular biology,

such as BIO 150, BIO 201, or !NO 401 • Biology 221 , 222, and 26 1 • If Biology 101 is not necessary, one additional sci­

ence course, <!ppropriate to the interests of the student, is required .

• Chemistry 125, 132 • Chemistry 133 a nd 134, or two additional courses

in geology and / or bio logy. (Note: students intend­ing to do graduate work in biology should seriously consider taking the fo ur-semester chemistry se­quence.)

• Mathematics 16 1, 162 • Physics 113, 114 • Statistics 212

*Some course su bstitutiuns may be made. where appropriate. upon approval of a written petition to both departments.

82 Arts and Science

• Field course; this requirement may be satisfied by participation in the marine sciences internship at St. Croix, hy a 6- 8 credit summer field course in geology or biology, or, under special circumstances, by other types of supervised field experience. Stu­dents participating in the St. Cr0ix internship also may count their work there in lieu of Bi,)logy 261 and one of the geology electives.

B.S. in Geomechanics A program is offered jointly with the Department of

Mechanical and Aerospace Sciences fur students in­terested in the application of the field of mechanics to problem s associated with the atmosphere, rive rs, lakes and oceans, and the solid earth. Students following this program should be well eq uipped for graduate work in a variety of fields, including geophysics, hy­drolugy, structural geology and rock mechanics, engi­neering geology, limnology, and coastal and marine geology.

For further information, consult the expanded de­scription on page !53.

Requirements For preparatiun in Mathematics, the program re­

LJUires MTH 161 , 162, 163 (ur MAS 163), and MAS 164. The reLJuired Physics courses are PHY 121 , 122, 123, with labs 1~1. 182, 1~3; and the required Chem­istry courses are CHM 125 and 132 (<>r CHM 141 and 142). In Geology, GEO 101, 201, 224, and 2R3 are ITLJ Uired; and in M echa nical and Aerospace Sciences, the requirements are MAS 120, 121, 225, and 226.

In addition to the above courses, there are five tech­nical electives, which may be any of the GLO ur MAS courses on the 200 level or highe r.

The program includes three free electives to allnw a strong minor in an area of particular intnest to the student , or to broaden the scope of the curriculum. Other general degree requirements are those listed on page 139.

Geology Internship in Marine Sciences The University of Rochester is formally affiliated

with the the West Indies Laboratory on St. Croix in the U.S. Virgin Islands. Upperclassmen majoring in geology, biology-geology, and biology may app ly a nd, if selected, devote a semester to the study of marine sciences at the West Indies Laboratory. The program consists of courses offered by the resident teaching staff and University of Rochester faculty.

A sampling of topics that may be covered in the courses include marine ecology, marine zoology, m a­rine geology, oceanography, special problems, and independent research.

Prerec;uisites for selection for the internship pro­gram are GEO 101, GEO 201, and BIO 122. In addi­tion, all part icipants must pass a swimming test and a re encouraged to have some training in scuba diving.

Courses of Instruction A ll courses listed below are planned to be offered

during the 1980-81 academic year.

101. Introduction to Physical Geology. Composition and formation <)f rocks and min~ra l s. Pmcesses active on t he surface and interior of the earth.

201. Evolution of the Earth. . Dynamic history of the earth, 1b age and evolution, and the origin and evolution of life a; revealed by the geologic and fossil rec<Jrd. Prerequi­site: GEO 101.

219. Geology and Public Policy. An examination of re­search developments in fields in the ea rth sc1encc~ which are concerned with forecasting; an examination of the inter­action between policy makers and geologists working in these disciplines. Intended for students whose primary inte r­ests are in the natural and social sciences. Prerequisite: GEO I U I or permission.

221. Principles of Paleontology. Introduction to the sub­ject by examination of the principles of paleontology and t>y a review of the invertebrate faunas of the past. Field trips. Prerequisite: G EO 20 I.

222. Advanced Paleontology. Continua tion of Geology 221. emphasizing methods and principles of paleontological analysis.

224. Introductory Mineralogy. Description, classification, origin of minera ls. Prerequisite: C HM 125, GEO 101, or per­mission of the instructor. 1 wo lectures, one lab.

227. Optical Mineralogy. Principles of optica l crystal­lography, identification of rock-forming silicate minerals 111

the polarizing microscope.

230. Geomechanics. Mechanics of large-scale earth proc­esses. Application of quantitative engineering techniques to geophysical processes. Observa tional geophysics and geo­physical modeling: seismology, gravimetry, and geomagne­tism. Prerequisites: GEO 101, MAS 163, 164 (or MTH 163, 164). Same as MAS 230.

235. Sedimentology and Stratigraphy. T he basic prin­ciples of sedimentology are stud ied and applied to modern marine and nonmarine environments. The results are utilized to interpret the stratigraphic record. Field studies supple­ment the lectures and laboratory. Prerequisite: GEO 201.

241. Petrology. Distribution and description of igneous and metamorphic rocks in a plate-tectonic framework ; origin of these rocks in light of experimental and theoretical multi­component phase-equilibria studies.

248. Introduction to Modern Geochemistry. A survey in­cluding origin of the elements, meteorite geochemistry, early earth history, magmatic crystallization and differentiation, radio- and stable isotope geochemistry, and low temperature and aqueous geochemistry. Prerequisite: CHM 125.

249. Aqueous Geochemistry. Application of equilibrium and non-equilibrium concepts to natural water systems. Deposition of carbonate and evaporite sediments, chemical processes in clast1c sediments and in marine systems, weath­ering and mineral reconstitution reactions. Prerequisites: CHM 125 and 132, or permission of the instructor.

250. Physical Oceanography and Limnology. An intro­duction to the physical characteristics and dynamical bet:avior of oceans and large lakes. Properties of fresh and salt water, circulation patterns, energy exchange with at­mosphere, nuid dynamics, waves, and tides. Prerequisites: MTH 163, PHY 123. Same as MAS 250.

251. Field Methods and Problems. Credit I hour. Basic field techniques, mapping, and geologic interpretation. PI F grading system. Course offered during the first week of the "X" Period. Course does not satisfy B.S. field course require­ment. Prerequisites: permission of the instructors; normally GEO 101 and 201.

260. The Atmosphere. Elementary introduction to dy­namic meteorology. Structure of the atmosphere; heat bal­ance; general circulation; condensation and clouds; fronts, cyclones, and anticyclones; hurricanes; thunderstorms and tornados; atmosphere pollution; weather prediction; weather modification; planetary atmospheres; evolution of atmo­spheres. Prerequisites: MTH 162; PHY 113 or 121. Same as MAS 260.

277. Paleoecology. Environmental reconstruction based on evidence from fossils and their relations with the enclosing sediment. Emphasis on the paleoecological applications of faunal distributions, adaptive morphology, and biogenic sedimentary structures. Field trips. Prerequisites: GEO 211 and 235 (may be taken concurrently).

281. Solid Earth Geophysics. Earthquakes, seismicity, magnetism, elasticity, heat now, convection, plate tectonics, origin and evolution of the earth.

282. Introduction to Geophysics II. An in-depth discus­sion of selected topics in geophysics. Prerequisite: GEO 281.

Geological Sciences 83

283. Structural Geology. Geometric analysis of deformed rock. Mechanical properties of rock. Theories of rock de­formation . Prerequisite: permission of the instructor.

285. Plate Tectonics. Topics include historical evolution of plate tectonic theory, movement of rigid plates on a sphere, processes at plate boundaries, and driving forces of plate motion.

286. Mineral Resources. Geology and economics of min­eral resources. Emphasis on the formation and geologic setting of important types of mineral deposits. Economic considera­tions such as reserves, rates of production and consumption, and environmental impact.

288. Field Geology. Instruction in making topographic and geologic maps, gathering data in the field , using aerial photographs, plane table and alidade equipment, measuring stratigraphic sections, and preparing structure maps. Pre­requisites: GEO 235 and 283.

340. Environmental Decisions. Lecture and seminar on the analysis of public and private decisions resulting in en­vironmental change. The interaction uf scientific, political, and legal views is emphasized. Intended for senior natural science, social science, and interdepartmental concentrators.

390. Supervised College Teaching.

391. Independent Study in Geology.

392. Special Topks Seminar.

393. Senior Thesis. An individual research course for seniors who have completed the basic program of under­graduate courses required for a major.

396. Geology Internship Program in Marine Sciences. Special courses and research in marine sciences at the West Indies Laboratory, St. Croix, U.S. Virgin Islands. Prerequi­sites: GEO 101, 201 , and BIO 122.

HISTORY Milton Berman, Ph.D. (Ha rva rd) Professor of

His wry Theodore M. Brown, Ph.D. (Princeton) Mercer

Brugler Distinguished Teaching Professor of Hisrory and Assuciate Professur of Preventive, Family, and Rehabilitation Medicine

Sanford H. Elwitt, Ph.D. (Cornell) Professor of Histury

84 Arts and Science

Stanley L. Engerman, Ph.D. (Johns Hopkins) Professor of Economics and of History

Eugene D. Genovese, Ph.D. (Columbia) Professor of History

Robert B. Hall, Jr., Ph.D. (Michigan) Professor of History and Geography

Richard W. Kaeuper, Ph.D. (Princeton) Professor of History

Abraham Karp, M.A. (Jewish Theological Seminary) Professor of History and of Religious Studies; Philip S. Bernstein Professor of Jewish Studies

Donald Kelley, Ph.D. (Columbia) Professor of History and Director of Graduate Studies

Christopher Lasch, Ph.D. (Columbia) Don Alonzo Watson Profeswr of History

Dean A. Miller, Ph.D. (Rutgers) Prolessor of History A. William Salomone, Ph.D. (Pennsylvania) Wilson

Professor of History John J. Waters, Jr., Ph.D. (Columbia) Professor of

History Mary Young, Ph.D. (Cornell) Professor of History

and DireNor of Undergraduate Studies Perez Zagorin, Ph.D. (Harvard) Professor ol Historv Elizabeth Fox-Genovese, Ph. D. (Harvard) Associate

Prolessur ol Liberal Arts and History William B. Hauser, Ph.D. (Yale) Associate Professor

of History and Chairman B. Robert Kreiser, Ph.D. (Chicago) Asso('iate

Professor ol History William J. McGrath, Ph.D. (California, Berkeley)

Associate Professor of History Brenda Meehan-Waters, Ph.D. (Rochester) Associate

Professor of History Jesse T. Moore, Ph.D. (Pennsylvania State)

Associate Professor of History Jules Benjamin, Ph.D. (Pennsylvania) Assistant

Professor of History Joanna Handlin, Ph.D. (California, Berkeley)

Assistant Professor of History Bernard M. B. Knox, Ph.D. (Yale) Assistant

Professor of History Peter H. Linebaugh, Ph.D. (University of Warwick,

England) Assistant Professor of History John Barrett Christopher, Ph.D. (Harvard)

Professor Emeritus of History Dexter Perkins, Ph.D. (Harvard) Professor Emeritus

of History Glyndon Garlock VanDeusen, Ph.D. (Columbia)

Professor Emeritus ol History The Department of History utilizes 10 to 15 teaching

assistants in large lecture courses as graders or sec­tion leaders.

The Department of History offers programs of study leading to the B.A. degree and to the B.A. de­gree with distinction (and, on the graduate level, to the M.A. and Ph.D. degrees). Nonmajors are welcome in all history courses and often become enthusiastic, succes3ful students of history while pursuing other vo­cations. The history major is valuable not only for secondary and university teaching, but also for ca­reers in law and politics.

The Department offers a wide range of courses in its undergraduate program, incorporating social, eco­nomic, intellectual, political, and psychological ap­proaches to historical problems and periods. The Survey of Western Civilization 101 and 102 and the preceptorials in the 190 range are intended for first-year students considering concentrations in the Department. Most 100- to 200-level courses in the Department arc accessible to students with a wide variety of back­grounds. In addition, the faculty offers 300-level semi­nars and courses designed for concentrators or other students interested in exploring more specialized his­torical problems. With approval, selected seniors may take 400-level graduate seminars.

The Department offers three geographical areas of concentration (Europe, the United States, and the Third World) and interdisciplinary concentrations in the History of Women in Culture and Society and in the History of Law in Society. The Department main­tains advisers in all five areas. In addition, student~ may plan their own special area concentrations in con­sultation with the departmental Director of Under­graduate Studies. Such programs must be coherent and intellectually defensible.

Requirements for a Concentration in History Before admission to concentration in history, stu­

dents must satisfactorily complete at least two history courses. Students may then count these two courses toward fulfillment of the history concentration re­quirenent, which consists of a total of 12 courses (or 48 credit hours), including: • Eight to 10 history courses (or 32 to 40 credit hours) • Five history courses (or 20 credit hours) in the stu­

dent's geographical area of concentration • Two to four courses in an allied field, of which at

least two must be nonintroductory. Political science, English, foreign languages and literatures, philos­ophy, psychology, and sociology are the most com­mon allied fields.

Requirements for a Concentration in the History of Women in Culture and Society

Concentrators in the History of Women in Culture and Society will have the opportunity to explore a wide range of topics, focusing on the changing func­tions of women in particular societies and historical eras, and on their important contributions to general culture both as individuals and as members of a social order. Traditional historical knowledge and technique will provide the basis for students' inquiries, but the concentration is an interdisciplinary one and will therefore encourage the sampling and employment of a variety of nonhistorical perspectives and methods.

Concentration requirements consist of 12 courses (or 48 credit hours). Students should prepare a two­page essay outlining a coherent program and expla in­ing the rationale behind their course choices, which must include: • Six to eight history courses (or 24 to 32 credit hours) • Four to six courses (or 16 to 24 credit hours) related

to the history of women in two or more a llied fields.

In addition, the Department urges students to include in their programs a 300- or 400-level seminar, prefer­ably on some aspect of the history of women or the family.

Requirements for Distinction in History To graduate with distinction in history, students

must complete the concentration program described above and meet the fo llowing additional requirements: • A departmental cumulative grade-point average of

3.2 or other demonstration of outstanding work in history

• Satisfactory work in at least two 300-leve l history seminars

• A distinctive essay of high quality, approximately 35 pages in length. The essay may be a seminar paper, further researched and suita bly expanded, or it may be the product of History 393 (Senior Proj­ect). In addition to the student's adviser, a second reader will evaluate the essay.

Other Departmental Regulations • T ransfer students must take at least four courses

in the Department, thus meeting half the concen­tration requirements in residence.

• No more than one University College course and no more than two courses in an approved summer

History 85

school may count toward concentration credit; ad­viser's approval is necessa ry.

Courses of Instruction It should be noted tha t not all of the fo llowing courses

are taught each yea r. Students should take this into consideration when planning their programs.

Europe

GEN ERAL

101. Survey of Western C ivilization I. T he fo rging of Europea n society from the fa ll of Ro me to 1789.

102. Survey of Western Civilization II. Europe's transi­tion fro m traditional to mode rn socie ty under the impact of the industria l and French revo lutio ns.

ANCII' NT WORLD TO R ENA ISSANCE

110. The Graeco-Roman World. A study o f the two "classical" civilizations, stressing comparisons of society, political power. religious experience. a nd cultura l modes. Sa me as R EL 11 0. (198 1-82)

Ill. Byzantine C ivilization. A study of the cultura l foundations of Byzantium, its accomplishments in thought, art. and li terature.

208. Hellenistic and Imperial Civilization. A study of the changing aspects of the world from the early fourth century B.C. to the third century A.D. Same as R EL 208.

209. High Medieval Europe. Europe from 1050- 1300: economic, urba n. a nd demographic growth; lo rds and peas­a nts; spirituality, reform, a nd heresy; the emerging secula r state; a nd "humanism" and " renaissa nce" in the High Mid­dle Ages. ( 1981- 82)

210. The Renaissance. A survey of European and es­pecia lly I ta l ian society a nd culture in the fo urteenth a nd fifteenth centuries.

220. British History to 1485. Po litica l, socia l, eco nomic, a nd religio us themes in the const ruction of medieva l England from Arthur throug h the T udors. ( 198 1- 82)

258. Jews, Pagans, and Christ ians in the Hellenistic Age. Same as R EL 25H. (1 98 1- 82)

MODERN EU ROPE

116. Age of Revolution, 1789- 1871. T he forces tha t shaped modern Europe: t he French Revolutio n, the develop­ment of industry, the rise of na tio na lism, and the up heaval triggered by Darwin a nd o ther scientists. ( 198 1- 82)

128. Russian Civilization. Study of Russian cu lture through a n a nalys is of majo r themes a nd developments in

86 Arts and Science

Russ ian art, literature, music, and rel igion. Sa me as LIT 12~ . (198 1- 82)

129. History of Imperial Russia, 1689- 1917. Survey of the major social, political, and economic developments of Imperial Russ1a in the eighteenth and nineteenth centuries.

201. Scicntifk Revolution. T he crucial transforma tion nf the sciences in Western thought , 1500· 1700. Consideration will be g ive n to the social, political . economic, religious, a nd cultural a spects of the sciences. as well as tv their changing philosophical and technical content. ( 1981 82)

2 I I. The Reformation. i\ survey of the religious and puiltical h1sto ry of Europe in the six teenth and seventeenth centuries. Same as REI. 212.

212. 17th-Century Europe. A su rvey of maju r social. intellectual , a nd politica l develo pme nts in Europe from the Wars of Religion to the dea th of Lo uis XIV. (1981 - R2)

213. 18th-Century Europe. A comparative analysis of the major social, economic, and political developments in Europe from the Age of Louis XIV to the outbreak of the French Re\olutio n. ( 198 1- 82)

214. The History of European Socialist Theory. The sub­ject is surveyed from the birth of S ocia list t hought in t he nineteenth cen tury to the present crisis. The emphas is is upon the works of Marx. ( 198 1- 82)

215. l<:uropean Intellectual History, 1789- I 848. The in-~ tellectual developments in Europe from 178'1 to 1848, a nd

the rela tio nships among different fields of activity, such as philosophy, art. religion, and politics .

216. European Intellectual History, 1848- 1900. ·1 his ~ course explores the beginning of the disintegration of F uro­

pean liberalism a nd the emergence of basic ele ments of twentieth-century culture.

217. Twentieth-Century European Intellectual History. ~ Artistic , philosophical, and psyc ho logical movements will

be examined within the context of the period's political and soc ial upheavals. ( 19S 1 -~2)

218. The Holocaust. See REL 2 18 .

221. Tudor England. A study of selected aspects o f the political. religi0us, a nd sociological history of England from 1485 to I 603.

222. Stuart England. A study of the political, religious. a nd sociocultural histo ry of England under the Stua rts, with specia l emphasis o n the revolutio n of mid-century.

223. Revolutionary France, 1789- 1852. Social a nd po­litical a na lyses of t-rance's th ree revolutions a nd the fo rma­tion ot a class society.

224. Republican France. !-ormation of modern F-rench bourgec,is society from the Commune to the Fifth Republic. ( 1982- 83)

225. Germany from Frederick the Great to William II, 1740-1914. The rise of the Prussian power-state, Bis­marck's "unification" of Germany through blood and iron, and Germany's grasp at world power to August 1914.

226. Hitler's Germany, 1914-1945. Germany in World War I , the collapse of the Weimar, National Socialism from beer hall to Europea n hegem ony, and the destruct ion of Ge-rman unity.

228. European Revolutionary Movements. History and dynamics of several major revolutionary upheavals in Europe from 1789 to 1939, including the French Revolution, 1848, Spanish Civil War, and others. ( 1981 -~Q)

229. History of U.S.S.R. The Bo lshevik Revolution, with emphasis on the origins a nd develo pment of economic, po­litica l, a nd cu ltu ral institutions from 1917 to the present.

241. Economic Development of the North Atlantic Com­munity . Britain since the seventeenth century; the connec­tions between Britain and North America. Same as ECO 226.

250. Modern Britain I, 1714- 1848. The lndustnal Revo­lutior, its o rigins and consequences; t he transforma tion of the British Empire; the expansion of the political natio n; a nd the r(orga nizat ion of state power.

251. Modern Britain II, 1848- 1977. Brita in from the lndu,tria l Revolution to the World Wars, with special em · phasis on political, social, and economic changes.

253. The Soviet Union Through Film and Literature. A histo i'y of the Soviet Union from 19 17 to the prese nt thro ugh a crit ica l analysis of Soviet litera ry, political, and cinematic sources. ( 198 1-82)

254. English Law and Legal Institutions. An introduction to English legal hi story from the M iddle Ages to the Civil War.

257. Religion and Culture of the Shtetl. (1981 - 82)

259. Intellectual History: S<'holasticism to Enlightenment. A survey of intellectual a nd cultural history from the Renais­sance of the twelfth century to the Enlightenment of the eighteenth centu ry.

262. Ancien Regime France, 1559-1789. Rise a nd de­c line of Bourbo n absolutism a nd formation of French social and political culture to the Revolutio n.

263. The Enlightenment. Selected topics in the intellec­t~al and cultural histo ry of the eighteen th century, with emphas is on the French p hilosophers, especially Montes­quieu, Voltaire, Diderot, a nd R o usseau. ( 198 1- 82)

288. Saints and Demons in History and Film. A critical study of written a nd cinematic sources which treat sa ints and witchcraft episodes in med ieval and early modern European history (ca . 1100- 1700). Same as REL 288 .

295. War in the Industrial Age, 1861 - 1980. rhe evolutio n of warfare lrom IXtd to the present under the impact of in­dustria l. scientific, social. and po litical change.

l lnited States

131. The History of the Gnited States I. A genera l hi story of the Un ited States from colo nia l times to the C ivil Wa r.

D2. The History of the United States II. A genera l hi s­tory o f the United States from the Civil War to the present.

134. European Discoveries of America in Film. A na lyses of ~he accounts of the Vikings, Columbus. Hakluyt, etc. , and films based m pa rt on these primary documents.

141. Afro-American History to 1900. A n introduc tion to the study of the black A merican.

142. -\fro-American History, 1900- Present. A con tinua­tion of the study of the black American.

148. Indians and Other Americans. Inte ractio ns be tween N•Jrth American Indians and Euro-Americans from colonial times to the present, inc luding the develo pment of Pan-1 nd ia n movements.

203. Religion in American Life. S ame as R E:. L 203.

205. American Economic Growth. Analys is of the mam features of economic growth since I ROO; recent statistica l studies of national product , industrial structure , a nd capita l torna t1on are evaluated. Same a s ECO 227. (1981-82)

207. Economics of American Negro Slavery. The course deals with profita bility a nd economic viability of the sla ve ,ystem. and the effect o f slave ry o n di stributio n o f income as well as on the level a nd rate of growth o f Southe rn per captta in.:ome. Prereq uisite : ECO 101 o r pe rmission of the instructo r. Sa me as ECO 228. ( 198 1- 82)

230. Constitution of the United States. The first ha lf of tht course treats the founding fa thers a nd the o rig ins and content of the Constitution; the second ha lf treats its deve l­op~ent a nd reinterpretatio n. ( 1982- 83)

231. American C olonial Histo ry. A stud y of the E ngli sh dis~overy, settleme nt, a nd develo pment ot A me rica. 1580-1763.

232. The Revolutionary Era, 1763- 1800. From imperia l refo rm to rebellion, confede ra tio n. and fed eralism. ( 198 1-82)

233. Democratic America, 1800- 1850. .Jeflerso n . Jack­son, party formatio n, po pula r cu lt ure, a nd sect iona lism to the G reat Compromise.

234. Disunion a nd Reconstruction, 1850- 1877. A na lys is of t he forces tha t d rove the 1\orth a nd South apart a nd even­tua lly to war; of the nature a nd s ignificance o f the war itself:

Historv 87

a nd o f the reorga nizatio n of A me rica n socie ty duri ng Re­constructio n. ( 198 1-X2)

235. Industrial America, 1877-1914. Forma tio n o f in­dustria l ca pitalism and the response ot populists and p ro­gressives. ( I 98 1- R2)

236. Recent America , 1914- 1970. f he First Wo rld Wa r expe rie nce. the lirea t Depressio n. 1\;ew Deal polit ics, and the super power ro le "f the United States a t home a nd ab road.

238. The L".S. and the World , 1897--1975. Sources o f U.S. foreign rela tions a nd its infl uence upo n interna t io na l lorces J uri ng its nse to globa l predomina nce. Prere4uis ite: backgro u nd in A merican historv desira ble. ( 198 1-X2)

239. Issues in American Judaism. Same as R r I. 239. (1 98 H Q)

240. American Judaism. See R F L 240. ( 1982- 83)

243. American Social History I. I he develo pment o f America n society a nd c ulture fro m the seventeenth ce ntury to the C ivil War (198 1-82)

244. American S ocial History II. The de,·e lopment of American society and cu ltu re fr,)m the C ivil Wa r to the p res­ent. (1 98 1- X2)

245. Cultural History of the U.S., 1830- 1890 . From mer­ca ntile republicanism to industria li sm-impe rialism; col la pse o f public traditio ns elf culture and growth of cultura l la issez fai re: search fo r indige nous fo rms. ( 198 1- X2)

246. C ultural Hi>tory of the t: .S., 1890- Present. 'Ja t io n­a liza ti o n J nd reinvigoration of the up per class; c ult u ra l co lonia lism; socia l orig ins of modern ism and the a mbiguous legacy o f modernism. (l n 2 ··83)

249. The Old South. The fo rma ticln of southe rn regiona l­ism and the origm and significa nce of the use o f plantation slavery. ( 1982 83)

261. The Co ld War: History and Film. 1 he li .S. ro le in and perception o l the Cold Wa r as reflected in historica l stud ies a nd film s.

290. Immigrant J ew in A merica. A stud y th ro ugh p rimary source ma teria l of a spects o f t he socia l, econo mic, cu ltura l, a nd spirit ua l life of the immigra nt .Jewish com munity in A me rica .

294. Protest Movements in Twentieth-Century America. A n e xa mi na t ion of moveme nts in twentieth-ce ntury A me rica which had as their obJect ive to exercise a degree of power over thei r dest iny.

Third World

ASIA

105. The Asian Search for Self. Same as R E L 105.

88 Arts and Science

106. From Confucius to Zen. Same as REL 106.

172. Chinese Civilization . Surveys Chinese civilizat ion from its origins to the present, with a n emphasis on historical questions and Chinese art and literature.

177. Traditional Japanese Culture. Exploration in the cultura l a nd institutiona l history of J apa n from premodern to modern times.

242. U.S. and Vietnam. Deals with the impact of the Western powers upon Indochina (Vietnam, Cambodia, and Laos) from the mid-nineteenth century to 1975.

266. Zen Buddhism. Same as R EL 266.

271. Religion in Chinese History. Social a nd polit ical dimensions of Chinese religions. Same as REL 27 1. (1 98 1-82)

272. Modern China. A study of the origins and progress of the Chinese revolution based on materials from the Ch'ing dynasty to the present.

276. Japan and Pearl Harbor. Japanese national se­curity, Western imperia lism and racism, and the economic, social, diplomatic, and political roots of the Pacific War. ( 1982-83)

277. Modern Japan. J apan's passage into modernity, industrialization, imperia lism; war and the reconstruction of a new society since 1945. ( 198 1-82)

278. East Asian Economics and Demography. A survey of the patterns of contemporary la nd use, population dis­tribution, and the development of resources in East Asia.

286. Film Images of the Pacific War, 1937- 1945. War­time a nd postwar U.S. and J apanese films with patriotic, racist, and huma nist ic themes, supplemented by novels, criticism, a nd history readings.

298. U.S. and Asia . The impact of the U.S. on China, Japan, and Indochina fro m the la te nineteenth century to the present; focuses on sources and forms of U.S. influence and the Asia n response.

LATIN AM ERICA

283. Modern Latin American History. Latin America since 1800, with emphasis on twentieth-century polit ical and economic developments a nd their impact upon social structure. ( 198 1- 82)

MI DDLE EAST

237. Jewish Legal Tradition. A history of the develop­ment of J ewish law from biblica l days to the state of Israel. Same as RE L 237. (1 981 - 82)

264. Modern Jewish Thought. Same as R EL 264. ( l 982-83)

Interdisciplinary and General Courses

104. World Population and Resources. Survey of growth and distribution uf the world population and problems as related to the development, utilization, and adequacy of resources.

202. Psychology and History. Emphasis on psycho­analytic interpretation of the individ ua l in society. Invest i­gation of the contribution of F reudian and other schools to the understanding of historical process. (1982-83)

206. World Communism. History of the Communist movement from Lenin and the Russian Revolution to the rise of "Eurocommunism" in the 1970's. ( 1981-82)

227. Marxism. Origins and development of Marxist thought in relation to the rise of socialism and communism. ( 1982- 83)

248. History and Literature: Romanticism a nd Revolution. The relationship between social order a nd individual aspira­tion in the works of late eighteenth- and nineteenth-century British and French writers and some American romantics. ( 1981-82)

274. Great Lives Observed: Autobiography, Biography, and Film. A critical study of written and cinematic trea tments of the lives of prominent historical figures and an exa mination of the problems of using film in the study of history.

275. World Politics Since 1941. The principal actors, forces, and currents in world politics from Hitler's failure to ta ke Moscow and the attack on Pearl Harbor to the present.

284. The City in History. A cross-cultural examination of the political, economic, cultural, and social role of cities, with emphasis on the urbanization process. ( 1981 - 82)

WOMEN AND T H E FAMI LY

247. The History of the Family. Traces the rise of the modern family in Western Europe and the United States from the seventeenth to the twent ieth century. ( 1983-84)

255. The Rise of Modern Woman. The social, economic, and cultural roles of women in the development o f modern eighteenth- a nd nineteenth-century society. ( 1981 - 82)

279. Health, Medicine, and Social Reform. Pursuit of the theme of public health and medical reform in leading writers committed, from different posit ions a long t he politi­cal spectrum, to the social and economic reorganization of modern society.

NOTE: There a lso a re several 300-level sem inars on women a nd the family.

Special Seminar Program

The Depa rtment strongly urges every concentrator to take a t least one 300-level semina r in his or her area

of co ncentration. These special seminars. consisting of a resea rch scholar and about I 0 carefully selected students, are intended as the culmination of the his­to ry concentra tor' s studies. Thry enable the student to engage in research under close :md expert supervision, to participa te in the investigation ol important his­to rical yuest io ns, a nJ to prese nt his or her resea rc h in a n extensive essay.

303. Philosophy of H istory. A discussion of philosophica l problems related to the assumptions and validity of histo ry as a fo rm of knowledge. and a stud y of selected thinkers and ph ilosophies concerned with the interpretation o f the his­torical process as a who le a nd the meaning of hi story.

307. European Legal Tradition. A survey of the history of law and jurisprude nce from Roma n o rigins down to the emergence o f the particular nationa l t radition o f modern European society.

308. Age of Expansion I. The origins o f European colo­nial ism: sociaL economic. po liticaL and intellectual inte r­act ion of Europe with Asia. Africa. and the Ame ricas. Sixteenth and seventeenth centuries. ( 19!5 1-82)

309. Age of Expansion II. Continuation o f History 308 . Eighteenth cen tury on. ( 1982- !U) ·

310. Early Modern European Revolut ions. A historical , compa rative, and theoretica l stud y of revolutions. with spe­cial emphasis on the ea rly modern pe riod. ( 1981 -!Q)

31 1. Byzantine Culture and Civilization . An int roduct ion to the techniques of research in the Byzantine a rea for the nonspecialist and the prospective specia list. Same as R EL 311.

312. Medieval Civilizat ion. Selected problems m the politicaL sociaL and intellectua l history of the Midd le Ages . ( 1981-82)

313. Renaissance and Reformation. Transition of Euro­pean civilization from the la ter Midd le Ages to modern times. (198 1- 82)

315. Culture and Consciousness in Early Modern Europe . Selected topics in the sociaL cultural, and intellec tua l history of Europe fro m the sixteenth through the eighteenth century. ( 1981-82)

316. Modern European Social and Economic History. Main problems in European socia l history since the French Revolut ion will be studied thro ugh 'standard monographs and source materials. ( 1981 - 82)

317. European Cultural and In tellectual H istory in the Liber­al Era. Studies in the unity and diversity of European cultu re and ideas during the nineteenth century from the ascendancy of Romanticism to the decline of positivism.

History 89

318. European Cultural and Intellectual History in the Age of Realism, 1850- 1890. Stud ies in the age of Marx, Dar­win, Wagner, a nd Nietzsche. with emphasis on currents of thought a nd creati ve modes that characterized the passage from European Romanticism to Rea lism as a new historic ethos. cultura l style, and vision of the world.

319. Twentieth-Century European Intellectual History. Selected topics bea ring on the relationship o f politics a nd cultu re during the late nineteenth and early twentieth cen­turies.

323. Ancien Regime F rance. A study of major pro blems - social, economic, political, institutio nal, a nd intellectual ­in early modern French history. Readi ng knowledge of French desi rab le, but not required .

324. T he F rench Revolution. A study of major problems in the o rigi ns, growth, a nd spread of the Revolution. Read­ing knowledge of F rench desirable. but not required . ( 198 1-82)

325. Modern Italian History. T he development of modern Ita ly from the great crisis of Renaissance polit ics to the esta b­lishment of t he Italian Republic.

326. Germany, 1890- 1945. Selected topics in German po litical histo ry, with specia l emphasis on nationa l socia li sm a nd its antecedents. (1 98 1- 82)

328. The Russian Revolution. 1915- 1920: contemporary accounts, monographic literature. and theories of revolution.

329. Concept and Development of the Eighteent h-Century Police S tate. T heoretical and histo rical fo unda tio ns of t he interventionist state. C hanging concepts of sovereignty, ru lershi p, a nd regula tio n in Russia , Prussia , Austria, and F rance. ( 1981-82)

331. Colonial Communities. An interd isciplina ry exam­ina tion of English a nd American communa l structures fro m the sixteenth to the eighteenth century, with pa rticula r a na ly­sis of opportunities for ex perimentation offe red by coloniza­t io n. ( 198 1-82)

332. Early American H istory. A study of selec ted prob­lems in immigration, religion, politics. and econom ics in ea rly America.

333. J acksonian America. Econom ic development. changes in social structure. institu tio ns. ideologies in the J acksonian era. ( 1981-82)

335. The U.S. and C uba, 1880- 1960. T he explora tion of the causes a nd effects of U.S. influence upon Cuban soci­ety a nd the problem of domination in general. ( 198 1-82)

336. Topics in U.S. Foreign Policy. The sources of U.S. po licy, the impact upo n domestic society. and the effect on other sta tes. Emphasis will be upon the post-Civil Wa r period. Topics wi ll va ry each semester.

90 Arts and Science

341. Powerful People. A transdiscip linary examination of monarchic and imperial rule"; heroes and nohles; saints, magicians, and holy-men; and "dark" or "reversed" figure.> (such as sorcerers, outlaws, and anti-heroes). Same as R EL 341.

342. Afro-American History. The experiences of hlacks in the African diaspora; emig ra tion, manifestations of Africa n cultural survivals or orientations, and evolution of themes of negritude.

343. American Social History. Researc h in selected topics of American socia l and cultural history, using ural history a nd family histo ry techniques.

344. American Social Thought. The course will focus on the tdeo logy of liberal individualism and various challenges to it, from a pprox ima te ly 1830 to 1930. ( 19X H$2)

345. History of the Family. Sociological and psychol,,gica l theories that have influenced historians; examples of recent historical writing on the family in western Europe and the U S. (I \1~2-l53)

347. Colonialism and Slavery: Psychology and Ideology. Seminar o n the psychological a nd ideologica l ramifications L>f modern co lonia lism, slave ry, a nd racism. ( 19K 1- g2)

348. U.S. Indian Relations. Attitudes and presupposi­tions underlying the formulation of government policies with Indians. Conditions and impact of policies on processes of acculturation.

349. The Old South. A specific topic (slave life, the yeo­manry. the planter class, the ideology of slavery and a nti­slavery, etc.) is designed each year. a nd students must agree to work within the limits of tha t topic. ( 19R2- l53)

350. Age of Capital, Europe, 1830-- 1880. Major develo p­ments in the period of European bourgeois ascendancy, with an accent on political, economic. a nd social htstory. A seminar. ( 198 1- R2)

351. Victorian Critics of Victorian Society. S tud y of the romantic, uto p ian, and the socialist c ritics of Victoria n Britain.

352. Evolution and Revolution in Science. A study of both the hi storical and philosophical aspects of a few selected major scientific changes. Same as PH L 352. ( 19g 1- 82)

353. Myth and Theory of Female Personality. The cul­tura l and psychological understa nding and representation of gender identity in modern society, with particular reference to film representation and its rela tionship to li tera ry culture. psychologica l theory, and popular culture . ( 198 1- 82)

355. The Rise of Modern Woman. The socia l, economic, and cultura l roles of women in the deve lopment of modern eighteenth- a nd nineteenth-century society. ( 198 1-82)

356. Witchcraft, Magic, and Religious Cults in Late Medi­eval and Early Modern Europe. A s tudy of the nature of popular religiow, heliefs a nd practices from the late Middle Ages :o the eighteenth century. with partic ular emphasis o n problem' of witchcraft and millenaria nism. Same as REL 356. ( llJR I-X2)

357. Wamen and Socialism. A n a nalysis o f women and socialism: thorough study of the fundamenta l theoretica l writings; analysis of lives of major European a nd A merican women socialists; and study of changing Soviet legislat io n and attitudes toward women and the famil y from 1917 to the present. (I\JgH)2)

360. Th~ Middle East Since 1789. With emphasis o n a ttcmp.ts at modernit.ation a nd the ir repercussio ns. Specific topics arc a ssigned in light of the particular interests of eac h student. ( 198 1- 82)

363. The Enlightenment. i\n intenme consideration of social, economic, educational, aesthetic, linguistic, and psy­chological theo ries exploring the , hift in perceived relations between the self a nd society in eighteenth-century hance and other western European countries. ( I\JR2- X3)

371. The Chinese Peasant and Social C hange. Examines I ) the ma ny d imensions ol peasan t life be lore and after the Commur ist takeover and 2) theo n es of social cha nge. ( 198 1-82)

373. The Rise and Expansion of Capitalism. Comparative history of the rise and expansion ol capitalism in Europe, the Americas, and East Asia studied by way of pnncipa l monographs a nd sources.

377. Studies in Modern Japan. Evol ut ion of Japan a s a modern state, with special emphasis on those f<>rces that contribu :ed to Japan's successful response t(' the Wes• ( 19K l - X2)

378. Urban-Industrial Japan. The evo luli <>n of Japan from an agricultural to t he first urban-industri:.d nation in Asia. (4-crcdit se:ninar)

Other Programs

300. Study Abroad. T he Department part icipates in pro­grams of stud y abroad. Complete details of these programs may be obtained from the Academic Advising Office in Lattimore Hall and or the departmental adviser.

391. Independent Study. Carries four credits a nd is de­signed for junior and senior stude nts wh o wish to pu rsue an independe nt reading program with a professor; it may also be used for readings in a 300- level semi na r in whtc h the student does not write the required essay and as such does no t meet the 300-level seminar requirement, but it may be used as a dis­tribution requirement within its area.

393. Senior Project. Carries four cred it ho urs a nd may be an independent course with a faculty sponsor o r may be taken In a 300-level semina r in which the student elects to wnte the essay but not to do all the required readings; as such it does not meet the 300-level seminar relju irement, but it may he U>ed as a distribution reqUirement within its area.

394. Washington Semester. Carries e ight credit hours and is mostly used hy joint history-politica l sc ience majors who arc interning in Wash ington fo r one semester; this pro­gram is administered by the Depa rtment of Politica l Science.

INTERDEPARTMENTAL DEGREE PROGRAMS (INDIVIDUALIZED)

The Committee on Interd epartmental Individua l­ized Concentratio ns (page 45), thro ugh the Center for S pecial Degree Programs, ~upervises individua lly cQnstructcd interdepartmental programs leading to the B.A. degree . Such concentrations typically consist of courses from two o r more departments, grouped to form a meaningful, well-structured program suited to the student' ' pa rticular needs, with a title that de­scribes the na ture of the concentration.

Studtnts wh0 are not a ble to satisfy their ed uca­tional guals within one of the existing departmental concentrations and who wish to be considered for such a maiot are urged to discuss their pla ns with an adviser in the Center for Special Degree Programs no la ter than the second semester of the sophomore year. Afte r further discussion with two fac ulty members who agree to serve as advisers, the student prepa res a proposal which conta ins the fo llowing information: ( I) a statement indica ting the reasons for the particu­la r concentration a nd how it relates to the student's educational and career goals, (2) a stateme nt explain­ing why these g<Jals cannot be met within an existing departmental concentration, (:J) a listing of those courses which will make up the concentration (a t least 10 in number) , and (4) the names of the two faculty members whu have agreed to be advisers. Help in preparing the proposal is avai lable in the Committee's

Interdepartmental Degree Programs 91

Office, Rush Rhees 555, and a brochure describing the program in detail may be obtained there.

The student's proposal is submitted for action to the Committee on Interdepartmenta l Individual ized Con­centrations. In judging the pwposa l, the Committee considers the student's academic goals and attempt~ to Judge the co herence and thoughtfulness of the pro­posed program.

Proposals for concentrato rs must be submitted by mid-October of the senior year for May graduates, and by mid-February of the senior year for December graduates.

INTERDEPARTMENTAL DEGREE PROGRAMS (UNIVERSITY-WIDE)

Certam formalized undergradua te interd isciplinary concentrations, biochemistry, cognitive science, com­puter science, women's studies and film studies, are monitored and reviewed by the University-wide Com­mittee on Undergraduate Interdisciplinary Programs (page 45). T his committee works through the Center for Special Degree Programs.

INTERNATIONAL RELATIONS

T his is a certificate program which gives recognition for specializa tion in connection with a department concentration. T he program is administered through the Center for Special Degree Programs (page 45).

Committee on International Relations .Jules BenJamin, Ph.D. (Pennsylva nia) Assistant

Professor uj Ho10ry

92

Bruce Bueno de Mesquita, Ph.D. (Michigan) Associute Professor of Political Science and Chairman uf the Cnmmil!ee

Robert B. Hall, Jr. , Ph.D. (Michigan) Professor uf Histun and Geograph1·

William Hau~er, Ph.D. (Yale) Associate Professor of Hiswry

Brenda Meehan-Waters, Ph.D. (Rochester) Associate Professor of Hiswn·

John E. Mueller, Ph.D. (California, Los Angeles) Professor of Political Science

Lee Wakeman, Ph.D. (M.I.T.) Associate Professor of Business A Jministratiun in the Graduate School of ManuKemt?nt

The International Relations Program provides stu­dents with an opportunity to develop an interdisci­plinary knowledge of international relations. It complements the disciplinary concentrations taken by students in the social sciences o r humanities. Those interested in the program must satisfy the require­ments in their major field and submit a program which includes at least the following:

• Two courses in political science, two courses in economics, and two courses in history from among those listed under the heading Primary Courses

• Four courses from either list below, or fo ur substi­tute courses approved by the student's faculty ad­viser and the Committee on Internationa l Relations, of which up to two may be foreign language courses beyond I 03. No more than one course may be taken satisfactory-fail; students must earn at least a "C" average in courses to count toward the certificate.

• A copy of the student's program in international relations and a statement of intent to participate in the program to the Committee on International Re­lations. The statement of intent should be submitted Ill' la ter than the first month of the senior year. Upon completion of the program, the student must submit his / her transcript to the Committee.

Those planning to enter the International Relations Program should select a faculty adviser from the mem­bers of the Committee, or from among additiona l faculty members approved by that committee.

Upon graduation, students successfully completing L1e International Relations Program will receive a certificate in internatio nal relations.

International Relations 93

Primary Courses

Economics

ECO 108. Principles of Economics.

ECO 207. Intermediate Microeconomics.

ECO 211. Money, Credit, and Banking.

ECO 225. The Theory of Markets.

ECO 226. Economic Development of Europe in the North Atlantic Community.

ECO 227. American Economic Growth.

ECO 235. Theory of Economic Growth.

ECO 263. Public Finance and Fiscal Policy.

F:CO 269. International Economics.

History

HIS 104. World Population and Resources.

HIS 129. History of Imperial Russia, 1689- 1917.

HIS 206. World Communism.

HIS 218. The Holocaust.

HIS 225. Germany from Frederick the Great to William II: 1740-1914.

HIS 226. Hitler's Germany, 1914- 1945.

HIS 229. History of t.:.S.S.R.

HIS 236. Recent America, 1914- 1970.

HIS 238. The t :.s . and the World, 1897- 1975.

HIS 241. Economic Development of the North Atlantic Community.

HIS 242. t:.S. and Vietnam.

HIS 250. Modern Britain I, 1714- 1848.

HIS 251. Modern Britain II , 1848- 1977.

HIS 253. The Soviet Union Through Film and Literature.

HIS 272. Modern China.

HIS 275. World Politics Since- 1941.

HIS 276. Japan and Pearl Harbor.

HIS 277. Modern Japan.

HIS 278. East Asian Economics and Demography.

HIS 283. Modern Latin American History .

HIS 286. Film Images of the Pacific War, 1937- 1945.

HIS 295. War in the Industrial Age, 1861 - 1980.

HIS 298. t:.S. and Latin America.

HIS 335. The l !.S. and Cuba, 1880-1960.

94 Arts and Science

HIS 336. Topics in U.S. Foreign Policy.

HIS 360. The Middle East Since 1789.

Political Science

PSC 270. International Politics.

PSC 272. International Relations Theory.

PSC 275. National Security Policy.

PSC 276. Causes and Consequences of War.

PSC 278. The War in Vietnam.

Secondary Courses

Economics

ECO 209. National Income Analysis.

ECO 222. Income Distribution.

ECO 223. Labor Markets.

ECO 231. Econometrics.

ECO 266. General Equilibrium Analysis.

History

HIS 116. Age of Revolution, 1789- 1871.

HIS 205. American Economic Growth.

HIS 214. The History of European Socialist Theory.

HIS 216. European Intellectual History, 1848-1900.

HIS 224. Republican France.

HIS 326. Germany, 1890- 1945.

HIS 328. The Russian Revolution.

HIS 377. Studies in Modern Japan.

HIS 378. Urban-Industrial Japan.

Liberal Arts

tA 281. Defense Planning I.

I.A 282. Defense Planning II.

Political Science

PSC 101. European Political Systems.

PSC 233. Rational Models in Public Policy Analysis.

PSC 250. Problems in Comparative Politics.

PSC 251. Comparative Political Life.

PSC 253. Contemporary British Politics.

PSC 285. Strategy in Politics.

Naval Science

NAY 251. Evolution of Strategic Concepts.

MATHEMATICS Norman Larrabee Alling, Ph.D. (Columbia)

Professor of Marhematics William Frederick Eberlein, Ph.D. (Harvard)

Professor of M01hemarics Gerard Gustav Emch, Ph.D. (Geneva) Professor of

Mathemarics and of Physics John Robb Harper, Ph.D. (Chicago) Proji>nor o/

Mathematics Johannes Henricus Bernardus Kemperman, Ph.D.

(Amsterdam) Fayerweather Pro{essor of Mathematics

Richard Bengt Lavine, Ph.D. (M.I.T.) Professor u( Mathematics

Saul Lubkin, Ph.D. (Harvard) Professor ol Mathemarics

Leopoldo Nachbin, Ph.D. (Rio de Janeiro) George Eastman Professor of Mathematic 's

Ralph Alexis Raimi, Ph.D. (Michigan) Professor of MathemuLics

Sanford Leonard Segal, Ph.D. (Colorado) Professor of Mathematics and Chairman

Norman Stein, Ph.D. (Cornell) Professor o{ Mathematics

Arthur Harold Stone, Ph.D. (Princeton) Pn4essor of /14r.uhematics

Dorothy Maharam Stone, Ph.D. (Bryn Mawr) Proftssor of Mathematics

Charles Edward Watts, Ph.D. (California, Berkeley) Professor of Mathematics

Richard Mandelbaum, Ph.D. (Princeton) Associate Professor o{ Mathematics

George Metakides, Ph.D. (Cornell) Assocwte Professor of Mathematics

Richard David Mosak, Ph.D. (Columbia) Associate Professor (~l Mathematics

Jon T. Pitts, Ph.D. (Princeton) Associare Professor of Marhematics

Arnold Pizer, Ph.D. (Yale) Associate Professor o( Mathem01ics

David Donald Prill, Ph.D. (Princeton) Associate Professor u/ Mathematics

Peter Gacs, Ph .D. (Goethe, Frankfurt) Assistant Professor of Computer Science and of Mathematics

Joseph Glover, Ph.D. (California , San Diego) Assistam Professor of Mathematics

Steven Mark Gonek, Ph.D. (Michigan) Assistam Professor of Mathematics

Christian GUnther, Ph.D. (University of Berlin) Assistant Professor u/ MathematiC~

Douglas Meadows, Ph.D. (Stanford) Assistanl Professor ol Mathematics

David Louis Tanny, Ph.D. (Cornell) Assistant Prr~lessor ol Mathematics

*Nickolas Backscheider, Ph.D. (Purdue) lnsrrucwr in Mathemarics

Norman G ustav Gunderson, Ph.D. (Cornell) Prn/"r>s~or Emai1us of Mathemarics and uf L"ducation

John Ada:n Fitz Randolph, Ph.D. (Cornell) Fayerweatha Pru/"r>ssor Emeritus oflv!athematics

Teachim: assisrants are used tu supervise recitation / re,•i,·w sedions of jrt>shman and sophomore t'Ourses.

·1 h~ Department of Mathematics otTers the B.A., M.A ... and PI:.D. degrees.

Mathematics tc1day is one of thl: most pl:rvasive modes of thought indeed a striking intellectual phe­nomenon of the past several decades is the utilization <lf mathematiC> in field s far removed from the tradi­tional L>nes of the physical sciences and engineering. Sume ot th is mathematics is "new," invented by mathematicians and others for the purpose ot mathe­matical :;tJdy of a new field, as, for example, mathe­matical game theory and economics; some of it de­pends on new technology, as with computerized taxor.omv or mathematical simulatiOn of biological ~ystcms; som~ ot it is "old" mathematics t inding new uses, such <\S the mathematical study of l:pidemics and birth-and-death processes. M at hematics has even found applications in fields as seernmgly remote as political sc1ence and anthropology. In turn, each new area ,Jf application is an additiL•nal stimulus to mathe­matics itself

The Ldferings of the Department of Mathematics arc intended lL1 renect this diversity.

Studeuts planning to concentrate in almost any of the University's libera l arts progmms, in addition to those which require some college mathematics, will find one o r more courses or sequence offerings in the Department of Mathematics a valuable complement to their fi eld of interest. Students are urged to consult the departmental advisers of both mathematics and their own intended area of concentration about courses in mathematics which may be useful for their educa­tional and career goals, and to begin the necessary or recommended courses as early as possible.

• Part-time.

Mathematics 95

Course Information lhere are four freshman-sophomore sequences in

mathematical analysis:

• lhe sequence !50, 151 , 152, 163, 164 is especially intended tor students in the social and life sciences. The three courses 150, 151, and 152 contain most of the material in 161, 162, a nd several top ics in elementary probability and finite mathemat ics not normally considered part of a calculus course.

• Students in the phys ical and engineering sciences normally choose the sequence 161, 162, 163, !64.

• The sequence 141. 142, 143, !63, 164 is intended for students who require a less fast-paced calculus seq uence than 161 , 162. The three courses 141. 142, 143 contain all of t he m a teria l of 16! , 162 a nd prepare students for 163 and !64.

The preceding sequences may be entered with advanced standing and credit by students who do suf­ficiently well on a CEEB advanced placem.:nt exam­ination. Mathematics 161 and !64 may be taken in either order.

• The sequence 171. 172, 173, 174 is an accelerated analysi> sequence lor students interested in pre­paring for advanced work in pure or applied mathe­matiL·s, and requires special permission. Five credits will be granted tor each course satisfactori ly com­pleted (instead of the usual tour credits) and, on applica tion, students majoring in mathematics may be excused trom the requirement of MTH 235.

Great care is taken to insure correct placement in the appropriate mathematics sequence during Fresh­man Orientation. Placement is based upon high school background and national and University p lacement tests . In addition, once L·lasses have begun, students may choose, or the instructo rs may advise, t ransfer to a more suitable sequence when considered app ropri­ate.

Other introductor) courses include Mathematics !30 and 131 . These are especially recommended for s tudents intt'nding to pursue concentrations in the humanities.

Concentration Programs In addition to concentration programs in pure and

a pplied mathe matics, the Department offers a pro­gram in secondary mathematics education. There also is a joint concentratton program in mathematics and statistics, details of which are given on page 135.

96 Arts and Science

The concentration in pure and applied mathematics requires, in the 10-coursc group known as " the major,"' six to eight mathematics courses numbered 200 ,,r h1gher, of which MTH 235, MTH 236, and MTH 265 are specified. Of these, MTH 235 must be cLHnpkted by the end of the first semester of concentration; that is, by the end of the first semester ot the junior year in virtually all cases. In addition, a fourth cour~t, in analysis ,.,r applied mathematics, must be chosen from M f H 20 I, MTH 263, M IH 266, MTH 280, MTH 28 1, MTH 282, or MTH 288. The other two to f,Jur mathe­matics courses are electives, according to the inter·· est~ ,.,r the student, and the balance of the 10 n,Jn­elementary courses constituting thL' major must be chosen from a depart menr-approwd allied field. The entire proposed major is usua lly worked out with de­partmental advice during the spring of the sopho­more year, th,,ugh it may be changed later on.

Students intending graduate work in mathematics, or work in a physical science application of mathe­matics, are urged to consider MT H 281 , 282,266, a nd 201 as electives. Students intending graduate wo rk in economics, business administration, or operatio nal mathematics, or work in a fie ld such a·s systems analy­sis, are urged to consider MTH 20 I, 202, 207, 208. Students particularly interested in computer science should elect MTH 288 and EE 200, noting tha t CSC o r EE 100 is an elementary prerequisite to later W<lrk in computer science; consideration should particularly be given to MTH 280, MTH 28o, a nd other cross­listed courses as electives.

The secondary education concentration is designed to prepare teachers of secondary school mathematics. It includes the Teacher Educatio n Sequence in ~ec­

ondary school mathematics offered in the Graduate School of Education and Human Development and eight (rather tha n 10) courses numbered 200 or higher in ma thematics and a de partment-a pproved allied field. Six or more of the eight must be in mathe­matics, including MT H 235, MTH 2J6, and MTH 265 . Electives may be chosen at will, but prospective teachers arc advised to elect, where possible, co urses in logic, geometry, theory of numbers, a nd computer science.

The I 0 courses which constitute one of the majors in mathematics do not exhaust the student's time in the junior and swior years. Prospective graduate stu-

dents in mathematics, for example, would do well to learn to read a foreign language (French, Germa n, o r Russian). Other mathematical careers involve a con­siderable preparation in (among others) a reas such as physics, bio logy, engineering, and economics.

S ince the "allied field" req uirement in a mathe­ma tics major is minimal, students a re urged to consult departmental advisers concerning su ita ble course work, even in elective fields of stud y which seem a t first glance to be quite distant from mathematics.

Below are some typical examples o f concentration programs. These are intended as suggestive, no t prescriptive.

I. Pure Mathematics with interest in physical sci­ence: M TH 235, 236, 265, 266, 2K I, 282. A llied field: physics or chemistry

2. Pun; Mathem:llics, intending graduate :itudy in logic: MTH 2.15, 236, 265 , 201.. 216. 217. Allied field: philosophy

3. /\pplied Mathematics, opt"ratio na l: MTH 235, 236, 265, 201, 202. 207, 238. Allied lield : economic~

4. C,lmputer Science: Ml H 235 , 236, 24X, 265 . 280, 2R6. 288 ; EE 2oo; esc 206, 220

5. Sewndary Education: M f H 235, 236, 265, 230 , 253, 216, 20 I. Allied field: sta tistics; also. the reacher Education Se4uence 1n the Graduate Scho0l of Education and Human Development

6. /\pplied Mathematics, biology: MTH 235 , 236, 263, 265, 20 I, 205. Allied field : biology

7. Pure Mathematics, intending graduate study: MTH 235 , 236, :!.37, 265, 266, 281, 282, 20 1. Allied field : optional

8. Applied Mathematics, physics or chemistry: MT H 235. 236, 265, 280, 281, 282, 283, 284. Allied field : physics o r chemistry.

The double maj or in mathematics a nd statistics re­quires at least 12 courses, at least six of which are in mathematics and at least six in statistics.

Courses of Instruction (The Department intends that those few course of­

ferings not availa ble in 1980- 81 will be offered in 1981 ·-82.)

130. Excursions in Mathematics. The nature of mathe­matics and its application. Emphasis on concepts and under-

standing rather than acquisition of techniques. Intended for majors in the humanities and social sciences.

131. Mathematical Snapshots. Learn to reason mathe-· matica lly. Numerous examples and useful applications. Intended fo r majors in the humanities and social sciences.

140. Topics in Elementary Mathematics. Review and drill on basic mathematical sk ills needed fo r calculus: alge­bra, graphing, exponentials, logarithms, trigo nometric functions. Does not carry distribution credit, nor credit toward graduation.

141- 143. Calculus 1-111. A three-semester sequence identical in content with the two-semester sequence Mathe­matics 161, 162 described below.

150. Calculus with Probability I. F unctions and their graphs, limits and continuo us functions, derivatives, Rolle's theorem and mean value theorem, extremum problems, chain rule, rela ted rates, introduction to integration , applications.

151. Calculus with Probability II. Techniques of integra­tion; elementary differential equations; elementary counting techniques; binomial coefficients; random variables; densities and distri butions; improper integrals; expected value, mean, and variance; normal distribution; functions of several vari· abies a nd their graphs; partial deriva tives; multiple integrals. Prerequisite: MTH 150.

152. Culculus with Probability Ill. Calculus of several ·,ariab!e,. Partial derivatives and multiple integration. Con­vex functi,,ns. Further applications. Prerequisite: MTH 151.

161. Analysis I. Analysis of the elementary real func­ti.ms: algebraic. trigonometric, exponentia ls a nd their in­··erses and composites. Their graphs , derivatives, a nd in­tegra ls . Mean value !heorem, maxima and minima, curve plotting. The ft,ndamental theorem of calculus, with geo­metric and physical applications.

162. Analysis II. Techniques of integration. Improper integrals, !'Hospita l's rules. Infinite series, Taylor's series in one vanable. Plane curves, parametric equat ions, vectors in two and three dimensions, lines a nd planes, vector-valued functions, velocity and accele ration, arc length, curvature. Partial differentiation, directional derivates, ex trema in several variables. Prerequisite: MTH 161 or equivalent.

163. Ordinary Differential Equations I. Elementary methods, linear equations, and systems with constant co­efficients, solutions in series, specia l functions, phase plane analysis and stability, the Laplace transform, ex tremal prob­lems. Prerequisite: MTH 143 or !52 or 162 or 172.

164. Multidimensional Analysis. Differentiation and linear approximation, extrema, Taylor series. Line, surface, and volume integrals; coordinate cha nges, J acobrans. Divergence theorem, Stokes' theorem. Determina nts and matrices in N­dimensional vector spaces. Prerequisite: MTH 143 or !52 or 162 or 172.

Mathematics 97

171-174. Analysis Ia- IVa. An honors sequence covering the material of Mathematics 161 , 162, 163, and 164 in greater depth from the standpoint of both theory and appli­cations. Each term carries fi ve (instead of four) course cred­its. Consent of Department required.

201. Introduction to Probability. Probability spaces, combinatorial problems, random variables and expectations, discrete and continuous distributions, generating functions, independence and dependence, binomial, normal , and Pois­son laws, laws of large numbers. Prerequisite: MTH 162 or equivalent. Same as STT 20 I .

202. Introduction to Stochastic Processes. Theory and applications of random processes, including Markov chains, Poisson processes, birth-a nd-death processes, random walks. Prerequisite: MTH 20 I. Same as STT 202.

203. Introduction to Mathematical St!ltistics. Principles of statistical decision theory, point and interval estimation, tests of hypotheses, multivariate normal distribution, linear hy­potheses, selected topics. Prerequisite: .. MTH 201. Same as STT 203.

205. Mathematical Genetics. Mendel's theory uf inheri­ta nce, the Hardy-Weinberg equilibrium, segregation, link­age, crossing-over, mutations. Genetic relationship between relatives, identity ny descent , coefficient of kinship, co­efficient of inbreeding. Prerequisite: some knowledge of matrices and of elementary probability theory is helpful but not required .

207. Linear Programming and the Theory of Games. The basic properties of convex sets. Linear programming. Dual­ity. Principal theorems. F inite games. Some infinite games. Prerequisite: MTH 164 or 174. Same as STT 207.

208. Non-Linear Programming. Constra ined optimiza­tion, Lagrange multipliers, quadratic programming, dy­namic programming. Prerequisite: MTH 163 and 164 or MTH 174. Same as STT 208.

216. Mathematical Logic I. Propositional calculus, func­tio na l ca lculus of first and higher order, the decision prob­lem, consistency, completeness. See PH L 216.

217. Mathematical Logic II. The methods of proof of Mathematical Logic I; completeness, compactness, Skolem­Lowenheim theorems. Recursive function theory, Godel's incompleteness theorems. Zermelo-Fraenkel set theory, consistency results, forcing, and independence results. Pre­requisite: MTH 216.

230. Theory of Numbers. Divisibility, primes, congru­ences, quadratic residues and quadrat ic reciprocity, primi­tive roots, elementary prime number theory.

235. Linear Algebra. Finite-dimensional vector spaces over R and C axiomatically and with coordinate calculations. Forms, linear transformatio ns, matrices, eigenspaces. Pre­requisite: MTH 164 or permission of instructor.

98 Arts and Science

236. Introduction to Algebra I. An introduction to basic algebraic structures, groups, rings, fields, with applications to specific examples.

237. Introduction to Algebra II. Continuation of Mathe­matics 236.

238. Combinatorial Mathematics. Permutations and com­binations; enumeration through recursions and generating functions; Polya's theory of counting; finite geometries and block designs; counting in graphs.

239. Introduction to Algebraic Number Theory. Gaussian integers and sums of two squares, quadratic fields and bi­nary quadratic forms; arithmetic of quadratic fields, includ­ing factorization of ideals. class numbers, and fundamenta l units.

243. Introduction to Topology. Classification of surfaces, knot theory, the fundamental group. Prerequisites: MTH 236 and MTH 265.

247. Theory of Sets. Sets, relations, mappings; equiva­lence, order; cardinals, ordinals, transfinite arithmetic; axiom of choice and equivalents.

248. Theory of Graphs. Paths, circuits, trees. Bipartite graphs, matching problems. Unicursal graphs, Hamiltonian circuits, factors. Independent paths and sets. Matrix repre­sentations. Planar graphs. Coloring problems. Same as CSC 248.

250. Introduction to Geometry. Foundations of geometry, isometry, similarity, inversions; introduction to affine. pro­jective, and various non-Euclidean geometries.

253. Projective Geometry. Projective and affine plane;, theorems of Desargues, Pappus, Pascal. Cross ratio, col­lineations, coordinates, conics, duality. Prerequisite: MTH 164 or 174.

255. Differential Geometry I. Torsion, curvature, the differential geometry of curves and surfaces in 3-space. Prerequisite: MTH 163 and 164 or 174.

256. Differential Geometry II . Riemannian geometry. Prerequisite: MTH 255.

263. Ordinary Differential Equations. A second course in ordinary differential equations in the real domain. Pre­requisite: MTH 163 or equivalent or consent of the instructor.

265. Functions of a Real Variable I. Real number system, uniform continuity, mean value theorems, bounded variation, Riemann-Stieltjes integral, sequences of functions. Prerequi­site: MTH 163 or equivalent.

266. Functions of a Real Variable II. Differentials: im­plicit functions, functional dependence; transformations of multiple integrals; arc length, surface area; differential forms, vector analysis. Prerequisite: MTH 265.

275. Topological Methods in Analysis. Metric spaces, compactn<;:s;, contracting mapping theorem and applications, implicit functions, fundamental theorem of algebra, Weie r­strass approximation theorem. Prerequ isite: MTH 265 o r 174.

280. Introduction to Numerical Analysis. The numerical solutio" of mathematical problems by computer. Linear systems, approx imation, integration. and differentia l equa­tions. Prerequisite: MTH 162 or eq uivalent. Same as STT 280 an.:l esc 280.

281. Introduction to Applied Mathematics I. Fourier series and convergence theorems. Orthogonal polynomia ls. Applications to some partial differential equations. Pre­requisite: MTH 163 and 164 or MTH 174.

282. Introduction to Applied Mathematics II . Introduc­tion to complex variables with physical applications. This course is independent of MTH 281. Prerequisite: MTH 163 and 164 or MTH 174.

283. Applied Analysis I. Lebesgue integration. H ilbert space, theory of compact operators, spectral theory. Applica­tions to integral equations. ordinary and partial differentia l equati:Jns. and quantum mechanics. Prerequisites: MT H 281 , 282.

284. Applied Analysis II . Continuation of Ma thematics 2X3.

285. Celestial Mechanics. The central force problem; introduction to the n-body problem; stability problems. Prerequisite: MTH 2~ I or cnnsent of the instructor.

286. Theory of Machines. An abstract approach to auto­mata and machi nes. Automata and recognizable sets. Tran­sition matrix determinist ic automata. Sequential machines and c perations on them. Infinite behavior. Linearity. Mini­mizat'on. Prerequisite: MTH 236 or consent of the instructor. Same as CSC 286.

288. Design and Analysis of Computer Algorithms. Tech­niques in the design of efficient algorithms for ra ndom access machines. Computational time and space complexity. Algo­rithms for problems in sorting, searching, set manipulation. graph theory, pattern recognition, fast Fourier transform, in­teger and polynomial arithmetic. Requires some computer programming (in FORTRAN or ALGOL), and maturity in handling mathematical concepts. Prerequisite: CSC 220 or equiv1lent.

300. History of Mathematics. The relation between the deveJ.Jpment of mathematical ideas a nd the scientific milieu will ~e stressed . Prerequisite: year of calculus.

333. Surreal Numbers. A seminar on numbers (in the new treatment of John Conway) designed to expose students to the creative aspect of mathematics and to help deve lop the ability to do independent work in mathematics.

381 -382. Introduction to Mathematical Models in Social and Life Sciences I and II. Aimed at building problem­solving ability in students through the development of mathe­matical models for certain real-life situations in the social and biological sciences. In the two semesters, about nine dif­ferent examples of modeling are considered together with mathematical exercises to ensure acquisition of the relevant techniq ues, suggested projects of varying difficulty, and references. Prerequisite: MTH 162 or equivalent.

391. Independent Study in Mathematics. Special work arranged individually.

Graduate-level courses (400- and 500-level) are open to qualified undergraduates with permission of the in­>tructor. Among these are:

436. Algebra I. Rings and modules, group theory. Galois theorv. Prerequisite: MTH 237.

437. Algebra II. Multilinear algebra, quadratic forms, simple and semi-simple rings and modules. Prerequisite: MTH 436.

440. General Topology I. nectedness, metrizability. MTH 265.

Continuity. Compactness, con­Product spaces. Prerequisite:

467. Theory of Analytic Functions I. Cauchy theorems, Taylor and Laurent series, residues, conformal mapping, analytic continuation. product theorems. Prerequisite: MTH 265 or cqu:valent.

471. Measure and Integration. Lebesgue measure on the line. Measure spaces. Integration. Convergence theorems. The Radon-Nikodym theorem. Differentiation. Fubini's theorem. The function spaces Lp and C. Prerequisite: MTH 265 o r equivalent.

A more detailed description of other graduate-level courses may be found in the Graduate Studies Bul­le tin.

Mathematics 99

MICROBIOLOGY J. Roger Christensen, Ph. D . (Cornell) Professor of"

Microhiologl' Jack Maniloff, Ph.D. (Yale) Professor of"

Micrnhiology and of" Radiation Biology and Biophysics

Robert E. Mar4uis, Ph.D. (Michigan) Pruj"essur of" Microhiology

Frank E. Young, M.D. , Ph.D. (SUNY, Syracuse; Case Western Rese rve) Professor o{ Microbiology, uf Pathology, and of Radiation Biology and Biophysics; Dean o{ the School ul Medicine and LJentistn· and Director o{ the Medical Center

Albert L. Ritterson, Ph.D. (California, Los Angeles) Associate Professor of M icrubiology (Parasitology)

Richa rd G. Robertson, Ph .D. (Maryland) Associate Professor of" Microbiology

James Wilhelm, Ph.D. (Case Western Reserve) Associate Professor u{ Microhiology

Virginia Clark , Ph.D. (Rochester) Assistant Professor o{ Micrubiolog v

Edith Lord, Ph.D. (California, San Diego) Assistant Pro{essor of Onc:ology in Microbiology

Betsy Ohlsson-Wilhelm, Ph.D. {Harvard) A ssistant Professor of Micrubiologv

Rae E. Syverson, Sc.D. (Harvard) Assistant Profe~.wr of Microhiologl'

T he bachelor of science degree program in micro­biology is an interco llegiate academic program which provides undergraduates with a diagnostic and medi­cal background in microbiology. This cooperative program, in which the resources of the Department of Microbi o logy of the School of Medicine and Dentis­try a nd the C linical Microbiology Laboratories of Strong Memorial Hospita l are available to undergrad­ua te concentra to rs in the College of Arts a nd Science, improves education in the health sciences a nd re­sponds to the growing needs of modern health care.

Students earning the B.S. in microbiology at the end of the fourth year will possess a strong foundation in the basic introducto ry sciences (chemistry, bio logy, biochemistry), related areas (mathematics a nd phys­ics), microbiology, a nd libera l arts . Students choosing the medical m icrobiology track will be well prepared to continue graduate education m microbiology,

100 Arts and Science

another biological science area, or a health cart> pro·· fession. Bachelor of science graduatt>s following the clinical microbiology track in their fourth year will be eligible to begin careers in a diagnostic laboratory, since the clinical microbiology track meets the re­quirements of the American Academy of Microbiology for certification as a Specialist in Public Health and Medical Microbiology.

Microbiology Concentration The program is designed primarily for those with

an interest in the natural sciences and will probably be most attractive to those whose career interests are in the health professions or biological s..:iences. Stu­dents should apply for admission to the concentration toward the end of their sophomore year. Applications will be reviewed by the Department of Microbiology. Criteria for consideration may include the academic record, recommendations from faculty members. and a personal interview.

During the junior and senior years, advisers from the Department of Microbiology will supervise a con­centrator's progress. With satisfactory performance and completion of degree requirements, they will rec­ommend the student for the degree of B.S. in micro­biology. This degree will be awarded by the College of Arts and Science.

Master's programs are offered by the Department of Microbiology, and the M.S. degrees will be awarded by the School of Medicine and Dentistry. Information on the graduate programs in microbiology is in the Graduate Studies Bulletin.

Requirements for Concentration in Microbiology

During the freshman and sophomore years, students considering a concentration in microbiology are ad­vised to complete the following courses, all of which are requirements for the B.S. in microbiology:

• Four semesters of chemistry, including two semes-ters of organic chemistry

• Two semesters of calculus

• One semester of statistics • Biology 101 or equivalent

• Two English courses.

Additional requirements for the B.S. m microbiol­ogy are:

General Microbiology Track

Two semesters of physics

At least two additional biology courses, including one laboratory course. Emphasis is recommended m genetics, cellular biology, and molecular biology.

IND 404 or both BIO 150 and 810 20!

MBI 220, MBl 221

Three additional advanced microbiology courses (400 level).'

C'linica.l Microbiology Track

Two semesters of physics

At least two additional biology courses. Emphasis IS

recommended in genetics and cellular biology.

IND 401 or BIO 150

MBI 220, MBI 221, MBI 360, MBI 473

One additional advanced microbio logy course (400 level).'

'For this purpose, IND 404 is considered a microbiology course.

B.S. with Honors Those students who complete the B.S. program in

microbiology with a grade-point average of at least 3.6 in selected courses will be recommended for the degree B.S. in microbiology with honors. The selected courses to be considered are: all biology and micro­biology courses above the 100 level, chemistry courses beyond 132 or 142, and IN D courses in biochemistry or in cellular or molecular biology.

B.S. with Distinction in Research Those students who complete the B.S. program in

microbiology with a grade-point average of at least 3.2 in the selected courses listed above and who suc­cessfully complete a senior thesis under the guidance of a member of the microbiology faculty will be recom­mended for the degree B.S. in microbiology with dis­tinction in research.

Courses of Instruction 220. An Introduction to Microbiology. Introduces the student to important aspects of microbiology by examining selected microorganisms in some detaiL Specific emphasis is given to structure, genetics, meta bolic regulation, and inter­actilln between the organism and its environment. Where appropriate , a comparative approach is stressed. Prerequi­sites: CHM 133; IND 401 or 810 ISO.

221. Microbiology Laboratory. Credit- 2 hours. Exerc ises, demonstratio ns, and fi e ld trips a re closely re la ted to the topics mentioned in Microbiology 220, whic h is taken wn­currently.

360. Clinical Microbiology. C redit 4 ho urs. Introductio n to medical micro biology with emphasis o n the interaction of pa rasitic microorganisms and their host s. T his course in­cludes the lectures a nd laboratories concern ing bacte riology of Microbiology 501, plus one additional lecture per week on the role of the clinica l microbio logy la borato ry. Prerequisite: permission o f D r. Syverson.

395. Undergraduate Research in M icrobiology. For 4ualified a nd inte rested stude nts, research experience in the labora tory o f Depa rt me nt fac ulty mem bers may be arra nged . Arrangements need to be made we ll in advance.

431. Microbial Physiology. Focus on re lationshi ps be­tween micro bial cell st ructure and ce ll functions , a nd on physiologic bases for microbial ada ptatio n to new e nviro n­ments. Genetic phenomena. such a s muta tion and repair, mecha nisms of gene tra nsfer, and cont ro l of gene exp ression fro m a physiologica l viewpo int. Both molecula r a nd ·ce llula r aspects of physiology. (Not offe red 1980-8 1)

450. Bacterial Physiology and Pathogenesis . Mechanisms of bacterial infection a re viewed fro m the vantage point of prokaryotic mo lecular bio logy. T he actio n of agents is d is­cussed in detaiL a s we ll as their biosynthesis, tra nspo rt , and mechan isms of bacte ria l resistance to a nt ibiotics. Prerelj ui­site: IN D 40 I; familiarity with prokaryot ic biology is desi r­a ble but not essentia l.

456. General Virology. A n introduction to bacte rial. a nimal, and p la nt vi ro logy. T opics covered a re genera l methodology of virus research, virus structure, biochemistry of vira l replica tion, a nd genera I fea tures of virus-host cell interact ion. Prereq uisites: eithe r BIO 150 and BIO 20 1 or IN D 40 I, o r perm issio n o f instructor.

461. The Role of Genetics in Understa nding Medical Pro blems. Current a nd po te ntia l appl ications o f genet ic analysis to problems of medica l interest. including muta­genesis, genet ic determina tion o f s usceptibili ty to chemica l ca rcinogens and d iffe rent types of radiation. mapping of the human genome, use o f amnioce ntesis to dete rmine inborn errors of cl inical importa nce, and ana lysis of t he control of gene expression using somatic cell hyb rids. Previous courses in biochemistry a nd cellular physiology (microbia l or eukary­ot ic) are st rongly adv ised .

471. Medical Mycology. Li fe cycles and genet ics o f fungi . Principles and pathogenesis of fungal infections il lustra ted by the use of selected infect ious agents. (N ot offe red 1980-8 1)

473. Immunology. Cellu lar and humora l response to a ntigenic substances; interact ion of a nti bod y, ant igen, and complement; structure a nd specificity of antigen and anti­body: detection of a ntibod ies. Prereq uisites: CH M 133- 134.

Microbiology /OJ

SOU-level courses are open to qualified undergrad­uates only with permission of the instructor.

503. The Biology of Viral Replication. Credit-3 hours. T his course deals with all types of viruses and with virus replication as a model. It illustrates some principles of bio­chemistry, genetics. and ce ll biology. T he course includes lectu res and discussions and may include student presen­tations. Two meetings o f one and o ne-half hou rs per week .

521. M icrobia l Genetics. Cred it-4 ho urs. An in-depth examina tion of some representat ive genetic systems in fungi, bac teria , and bacterial viruses. Some fa miliarity with the biology of microorganisms is desirable. G iven in alternate yea rs. (Fall 1980) Prereq uisites: BIO 42 1 and !NO 401, or equivalent.

530. Genetic Approach to Cell Biology. C redit- 4 ho urs. Emphasis o n current a nd potentia l applica tions of the gen­etics of somatic cells to t he stud y of ce ll bio logy. Topics depe nd on class inte rest, but may include mutage nesis and carcinogenesis, gene transfer in somatic ce lls, m odels of d iffe rentiation, host genes a ffecting the expression of tumor viruses, genetic control of imm unoglobulin synthesis, analy­sis o f huma n disease states, a nd genetic e ngineering. T he course is t hree-fourths lectures and one-fourth student dis­cussions. Prere4uisites: IN D 407 a nd IN D 40 I o r equivalent.

MUSIC Roger Wilhel m, D . M.A. (Sta nford) A ssociaLe

Proj'essor ol Music and Director of Music, R iver Campus: Associate Prolessor ol Conducting and Ensembles. Eastman School of Music

Michael Ramey, Ph.D. (Califo rn ia, Los Angeles) Assistant Professor ol Conducting and Ensembles, Eastman School ol Music; Coordinator ol instrumental Music. River Campus

J ohn Si lantien, M. M. (Il lino is) Assistant Prolessor of' Music; Coordinator ol Choral Music, River Campus; A ssistant Prolessor of' Conducting and Ensembles, Eastman School ol Music

Isaia h J ackson, D. M.A. (Juill iard) ConducLor of Lhe University Symphonr Orchestra

Addi tiona l facu lty members, Eastman School of Music

Music in all o f its facets is an integral component of t he academic and cultural life of the University. Opportunities for musical performance and instruc­t ion at the University of Rochester a re found both at the River Campus and at the Eastman School of Music.

102 Arts and Science

Detailed information regarding the program of ac­tivities and instruction at the Eastman School of Music is outlined in its official bulletin.

Performing Organizations at the River Campus

Performing musica l organizations at the River Campus are primarily designed for the nonmus ic ma­jor. Under the auspices of the Music Office in Wilson Commons, over 500 students participate in 12 extra­curricular musical groups. Most groups rehearse once a week, and all are conducted by experienced profes­sionals.

The instrumenta l organizations include the Uni­versity Symphony Orchestra, the Symphonic Band. the Jazz Ensemble, the University Chamber Orches­tra, the Varsity Band, and several chamber music groups. The choral organizations consist of the Chapel Choir, the Men's Glee Club, the Women's Glee Club, the Madrigal Ensemble, the Yellowjackets, and Vocal Point.

All undergraduate students in any college of the University are eligible for membership. Auditions for a ll River Campus musical orga nizations are held at the beginning of each semester.

B.A. Concentration in Music A bachelor of arts progra m with a concentration tn

music is offered by the College of Arts and Science in cooperation with the Eastman School of Music. De­pending on the interests and ability of each student, the course of study will emphasite either performance or the history and theory of music. Students planning to pursue the bachelor of arts degree in music must be auditioned and approved by the admission committee of the Eastman School of Music, and the expectations of that committee concerning the background and performance level of app licants will be the same as for applicants to the corresponding bachelor of music programs.

Students in the bachelor of arts in music program are expected to begin their concentrations during the freshman year. T hey will be advised by a member of the Eastma n School of Music faculty or ad minist ra ­tive staff and through the Music Office, 510 Wilson Commons, on the River Campus.

Course Requirements Both the Performance and History/ Theory empha-

ses require a core curriculum which includes study in the following areas:

major instrument ensemble music theory music history

16 credits 4 credits

16 credits 3 two-cred it courses

chosen from M HS Ill, 112, 115, o r 116

In addition to this core curriculum, the concentra­tion requirements within each area of emphasis are as follows:

Per/urrv~ance Emphasis major instrument ensemble music electives

Hislm"_l / Theorr Emphasis secondary piano theory music history music e lectives

16 credits 6 credits

12 credits

~ credits 6 credits 4 credits

16 credi ts

~_gges~ed Distribution of Courses

f:."rnphasts in Perf(,rmanct'

First Year Credits

Applied M u~il· 4 Applied Music fheo ry I 0 I 4 fheory I 02 English 4 :\onmusic clectivc2 Preceptoria l ' 4 !\ionmusic electi\e 1

16

Second Year Applied Music 4 Arplied Music T heory Ill 4 Theory 112 Nonmusic elective 4 !\ionmusic e lective Non music elect ive 4 Nonmusic e lective Ensemble 2 Ensemble

I~

Third Year Applied Music 4 Applied Music Music History Music History

Survey4 2- 4 Survey' :\on music e lec tive 4 Music elective Nonmusic elective 4 '\onmusic elective Ensemble 2 Ensemhle

16· 18

Credits 4 4 4 4

16

4 4 4 4 2

18

4

2-4 4 4 .,

lb-1 k

-='

Fourth Year ;\ pplicd Music Music elective 1'\ on music elective :\onmusic dect1ve Ensembl~

4 Applied Music 4 Music elective 4 Nonmusic elective 4 Nonmusic elective I Ensemble

17

* Lmpha;is in Hisrorr and 7heon· ul Music

First Year Credits

Applied Music 2 Applied Music Secondary Piano (2) Secondary Piano Theory 10 I 4 Thenry 102 English 4 Nonmusic elective2 Preceptur ia 11 4 Nonmusic elective'

16 Second Year Applied Music 2 Applied Music Secondary Piano (2) Secondary Piano Theory Ill 4 Theory 112 Music His tory Survey 4 Music History Survey :'lionmusic elective 4 '\o nmusic elective Ensemble 2 Nonmusic elective

IX Third Year Applied Music 2 Applied Music Theory 22 1 or 25 1 3 Theory 222 or 252 Music History 2 Music His tory Music elective 2 Music elective Nonmusic elective 4 Nonmusic elective 1\ on music elective 4 :'>lonmusic elective

17 Fourth Year Applied Music 2 Applied Music Music elective 3 Music elective Music elective 3 Music elective '\onmusic elective 4 :'>ionmusic electi ve i\onmusic elective 4 Nonmusic elective Ensemble 2

IS

' At! freshmen are expected to take a preceptoria l.

4 4 4 4 I

17

Credits 2

(2) 4 4 4

16

2 (2) 4 4 4 4

18

2 3 2 2 4 4

17

2 3 3 4 4

16

' fo fulfill College o f Arts a nd Science distribution req uirements. at least two no nmusic e lectives must be taken in the socia l sciences (Group II ) a nd !wo nonmus ic elrctivcs must be taken in the natura l sciences (Group Ill). See page 3 1

:A foreign language course is recommended. if the College Jan -· g uage requirement has not been satisfied

' Three courses from M HS I I I. 112. 11 3. and I 14 will meet the musi~ history req uir~ment , which may be fulfilled over a two-year period.

Music 103

Additional details concerning the music concentra­tion are available from the Music Adviser in the Music Office, Wilson Commons.

Music concentrators may enroll in any course listed in the supplement to the Official Bulletin of the East­man School of Music.

Instruction in Music Courses in music .history and music theory are of­

fered by the College of Arts and Science in coopera­tion with the Eastman Schoo l of Music.

M U R 101, 102, Ill, and 112 are re4uired for the concentrators in music and also are open to other stu­dents in the College of Arts and Science as electives. During the first day of class a theory placement ex­amination is given to students provisionally enrolled in Theory 101 to determine if they have sufficient background to take the course. Music history courses offered at the River Campus are not open to students who are concentrating in music, but are open to all other River Campus students.

Courses offered at the Eastman School of Music a re open to all College of Arts and Science students who have the proper prerequisites. Credit will be awarded according to the system used at the Eastman School of Music. However, for students who are not concen­trating in music, the first two three-credit courses are given full credit; music concentrators receive full credit for the first four three-credit courses.

Private Instrumental and Vocal Instruction

The opportunity exists for students who are not music majors to enroll in private instrumental or vocal instruction at the Eastman School of Music.

Credit Lessons

Each year approximately 200 nonmusic concen­tra tors on the River Campus take private instrumenta l or vocal lessons for credit at the Eastman School. All nonmusic concentrators who have had at least one yea r of formal instruction (or the equivalent) in an in­strument or in voice are encouraged to apply to take credit lessons. Auditions are required for students who are registering for this study for the first time and are held during the first three days of c lasses each semester. Auditio n a ppointments must be scheduled in adva nce through the Registrar's Office, Eastman School of Music. Applications for applied music in­struction are available in the Music Office, Wilson

104 A rts and Science

Commons. Students currently enrolled and making satisfactory progress in applied music need not a udi­tion again, if they wish to continue lessons the fo llow­ing semester; they must have their registrations ap­proved personally by the Eastman School's Associa te Director for Academic Affai rs.

During the semester, students meet with their in­structo rs once a week for 30 minutes. T he add it ion of a two-credit priva te lesson to a normal 16-cred it-hour semester is not considered a n overload , and there is neither a fee no r an add itional tuition cha rge. No more than eight credit hours of a pplied instruction may be counted toward a degree by nonconcentrators.

Non-Credit Lessons

It is possible fo r a limited number of students to take lessons without credit. These may be arranged independently by enrolling d irectly with the Prepara­tory Depa rtment of the Eastma n School of Music. Since the cost of this type of instruction is not included in the regular college tuition, the students wi ll be billed d irectly by the Eastman School. College grades will not be allowed for this work under any circum­stance, nor will any entry regarding it be made on the student's permanent record.

Practice Facilities

Practice facil ities a re available on the River Cam­pus to a ll undergraduate students. Practice rooms supplied with pianos are located in the Merle Spurrier Gymnasium and the Frederick Douglass Building.

Courses of Instruction Offered at the River Campus *MUR 100. Basic Elements of Music. A theory course fo r nonmajors in the basic concepts of tonal harmony, with application of these concepts to the study of a wide range of styles: early music, rock, pop. jazz. contemporary works. Little emphasis on ear training and keyboard work . No pre­requisites.

MUR 101. First-Year Theory I. A course in t he basic elements of music, presented in a nonstylistic ma nner and drawing on a wide range of musical literature. Concepts of compositional procedures, a variety of analytical tools. Cre­ative use of material. Ear training as aural a nalysis. a nd skills areas, including keyboard, sight singing. and rhythmic work. Five hours a week.

MUR 102. First-Year Theory II. Continuation. Prerequi­site: MU R 101.

M UR Ill. Second-Year Theory I. Two-. three-. and fo ur-pa rt music of J. S. Bach and his contempora ries. Analy­sis, part writing, dictation, keyboard ha rmony, and two-voice contrapunta l writing. C hromatic harmony including aug­mented sixth chords. Study of smaller fo rms. Analysis of the music of Haydn, Mozart. Beethoven, Schubert. Schumann, Brahms, and Wagner. Prerequisite: M UR 102.

M UR 112. Second-Yea r Theory II. Continuation. Con­trapunta l writing in three a nd fo ur parts. Fugue. Advanced harmonic and structural a na lysis in the larger forms. Im­pressionism. Twentieth-century compositiona l techniques and a nalysis. Prerequisite: M U R I I I.

*MU R 121. Introduction to Music Listening. A course for the nonmusic major, designed to increase the understand­ing and enjoyment of music fo r performers a nd listeners. The course will focus on listening ski lls and a brief historical sur­vey of musical periods a nd styles from Gregoria n chant to the developments of our own day. No prerequisites.

*MUR 123, 124, 125, 126. Special Topics in Music History. S pecific subjects will be announced in the Schedule of Courses. No prerequisites.

NAVAL SCIENCE Ro bert A. Mesler, Captain (USN) M.S. (U.S. Naval

Postgraduate School) Prof'essor of' Naval Science and Chairman

J ohn Pavelko, Commander ( USN) Ph.D. (Utah) Associate Prof'essor of' Naval Science

Ro bert C. Ballard, Lie~tenant (USN) B.S. (RPI) A ssistant Professor of Naval Science

Cha rles G. Belcher, Lieutenant (USN) B.S. (North Carolina State) Assistant Prof'essor of' Nm•al Science

Roger A. Jacobs, Major (USMC) B.A. (Washington) Assistant Prof'essor of' Naval Science

Rex Wolfe, Lieutenant (USN) B.S. (M ichigan State) Assistant Professor of' Naval Science

Naval Science studies are designed to prepare stu­dents seeking commissions in the U.S. Navy or U.S. Marine Corps through the NROTC Program. The

*Not open to music concentrators.

University has had an NROTC unit on campus since 1946. The NROTC Program is open to both male and female students. Any student may enroll in courses offered by the Department of Naval Science.

Students participate in the NROTC P rogra m in oric of three options:

1. NROTC SCHOLARSHIP PROGRAM students are s..:lected by national competition. Applications may be obtained from the Department of Naval Scienc~ and must be mailed by early November for enrollment in the following fa ll semester. Stu­dents are subsidized by the Navy for tuition, fees, te'<tbooks, and uniforms, and they receive a sub­sistence allowance o f $100 per month during the academic year. Scholarship students may withdraw from the program at their own request without ob­ligation at any time prior to the beginning uf the junior year. Thereafter, the student is obligated to accept a commission as Ensign, USN, or Second Lieutt:nant, USMC, upon graduation and to serve on active duty for a minimum of four years.

2. NRO"I C COLLEGE PROGRAM is available to all freshmen and sophomores and is specifically de­signed to provide an opportunity for students to earn a commission. Students arc welcome to apply lor the program by contacting any member of the Department of Naval Science for details.

College Program students receive uniforms and a subsistence allowance of $100 per month during the junior and senior yea rs. College Program stu­dents are eligible to enter the natio na l scholarship competition and, if successful, become Scholarship students. As in the case of Scholarship students, College Program students incur a service obliga­tion upon beginning their junior year. They must agree to accept a commission as Ensign, USN R, or Second Lieutenant, USMCR, upon graduatio n and to serve thereafter on active duty for three years.

3. TWO-YEAR COLLEGE PROGRAM students may apply for the program by submitting their applica­tions to the Professor of Naval Science. Sopho­mores who have two yea rs ol study remaining (including two summers) prior tu receiving a bac­calaureate c•r higher degree are eligible to apply. Students sekcted for the Two-Year Program a t­tend the Naval Science Institute for about six weeks during July a nd August at the Nava l Educa­tion and Training Center, Newport , Rhode Island . Tuition, room. board, travel expenses, and modest

Naval Science 105

subsistence are provided. !he student is then eli­gible to join the :\!ROTC College Program in the fall, assuming the same obligations as other Col­lege Program students.

Eligibility for NROTC Programs In general, students must be U.S. c itizens between

17 and 21 years uf age and be physically qual ified in accordance with standards prescribed for Navy mid­shipmen. More detailed information can be obtained from the Department of Naval Science office.

Summer Training Cruises Students in the \'ROTC Program participate in

summer cruises of approximately six weeks' duration as part of their training to become officers in the Navy or Marine Corps. Cruises are aboard naval ships, sub­marines, aircraft squadrons, a nd shore bases th rough­out the world. Four-yea r Scholarship students attend three such summer cruises. College Program students attend o ne such cruise, between the junior and senior years. ·r wo-year Scholarship students a ttend o ne crUise. While on cruise, N ROTC students receive room, board, travel e'<penses, and a modest subsis­tence.

Naval Science Students Any student in the Uniwrsity may take naval sci­

ence courses. Cred its for cou rses taken in the Depart­ment of Nava l Science are determined by the college in which the student is pursuing his or her major. Stu­dents who are thinking ahout applying to an NROTC program are encouraged to enroll in a naval science course.

NROTC Course Requirements The following is the recommended sequence of

courses for midshipmen. Deviations from the recom­mended sequence are permitted; however, they must be approved by the Professor o f Naval Science.

--·-------------- ·-----

First Year

Introducti on to Naval Science (NS 93) Ship Systems I (NS 94) Ca lculus (two courses from mathematics series 150

or 161)

106 Arts and Science

Second Year

Sea Power and Maritime Affairs ('-"S 250) Ship Systems II (NS 249) Physics (two courses from physics series 113, 124,

or 133)

Third Year

Navigation I (NS 221) Navigation II (NS 9!l) American Military Affairs (SOC 272 or HIS 23!\ or

HIS 275)

Fourth Year

Psychology in Business and Industry (PSY 264) Leadership and Management II (LA 272) National Security Policy (one course of the follow­

ing: LA 281, LA 282, PSC 270, PSC 275, PSC 276, PSC 278)

Other Academic Requirements Midshipmen are encouraged to pursue courses of

study leading to degrees in engineering, physics, mathematics, and chemistry, but may also, with few restrictions, follow any program which leads to a bac­calaureate degree. Scholarship students must suc­cessfully complete the calculus re4uirement prior to their junior year and the physics re4uirement prior to the senior year. Scholarship midshipmen with non­technical majors must also successfully complete two science; engineering courses as electives in addition to the calculus and physics requirements. Marine Op­tion midshipmen will take Amphibious Operations (NS 99), Evolution of Strategic Concepts (NS 251), and two electives, approved by the Professor of Naval Science, during their junior and senior years, instead of tht: se4uence listed previously.

Courses of Instruction 93. Introduction to Naval Science. No credit. Introduction to the !\avy, including customs, traditions, seamanship, officer responsibilities, and naval careers.

94. Ships Systems I. No credit. Introduction to shi p­board engineering, including other topics to prepare mid­shipmen for their first summer training cruise.

98. Navigation II. No credit. The rules designed to pre­vent collisions at sea and techniques for determining the relative motion between ships.

99. Amphibious Operations. No credit. The organizatiOn, techniques, and strategies employed by the l! .S. Navy Jnd M1rine Corps in the conduct of an amphibious operation.

221. Navigation I. Theory and techniques of the art of navigation, including dead reckoning. piloting, and electronic and celestial nav igation.

249. Ships Systems II. Analysis of ship system" and worki 1g environments; system selection, system control , computational procedures, data transmission and control.

250. Sea Power and Maritime Affairs. A survey of all aspects of maritime affairs and the effects of sea power on natior.al development. A discussion of historical events.

251. Evolution of Strategic Concepts. A study of the deveh•pment of strategic concepts by various world power>, with emphasis on naval strategies.

NEUROSCIENCE This is a concentration program, leading to a bache­

lor's degree, which is administered through the Center for Special Degree Programs (page 45).

Committee on Neuroscience Wayne Hoss, Ph.D. (Nebraska) Assistant Professor

in :he Center fur Brain Research Carol Kellogg, Ph. D. (Rochester) Associate

Prafessur uf Psvcholvgy and in the Center for Brain Research; Chairman uf the Committee on Ne.'.lroscience

Robert W. Kreilick, Ph.D. (Washington) Professor of Chemistry

Harry Whitaker, Ph.D. (California, Los Angeles) Professor uj Psychology and of Neuro/ufu

Neuroscience is the study of the nervous system and therefore involves the study of many disciplines. The program in neuroscience, which leads to the bachelor of science degree in neuroscience, has been designed to give the students a strong background in the basic sciences (biology, chemistry, physics), related area> (mathematics, statistics), neurobiology, and additional areas in neuroscience (neurolinguistics, neurochem­istry, neuropsychology, neurobiology of behavior). The program is designed to accommodate students with 1 wide variety of interests and future career plans.

The program in neuroscience is offered by the Col­lege of Arts and Science in cooperation with the School of Medicine and Dentistry. Faculty from the two campuses teach in the neurobiology courses and serve as advisers.

Requirements for the B.S. in Neuroscience I. NSC 201, Basic Neurobiology; '-!SC 202, Develop­

mental and Comparative Neurobiology; NSC 203, Laboratory in Neurobiology (2 credit hours); NSC 301, Seminar in Neuroscience

2. Two biology courses: BIO 221, Genetics; BlO 150, Chemical Aspects of Biology

3. Two psychology courses, one of which must be selected from PSY 241, Neurobiology of Behavior; PSY 243, Neurochemical Foundations of Behavior; or PSY 239, Introduction to Neurolinguistics

4. The remaining four courses for the major should be selected (or substituted for some of the above) from relevant courses in biology, psychology, the Center for Brain Research, and philosophy. (Relevance should be determined in consultation with advisers.)

5. Allied fields must include: CH M 132 and 133; MTH 161 and 162 or MTH 150 and 151 , or equiva­lent; PHY 113 and 114; and STT 211 or 212.

First Year CHM 125 Mathematics English College elective

Second Year NSC 201 CHM 133 Allied field (STT 211

or 212) Concentration elective

(2 or 3)

Third Year PHY 113 Concentration elective

(2 or 3) Concentration elective

(4) College elective

CHM 132 Mathematics College elective College elective

NSC 202 :"o/SC 203 Concentration elective

(2 or 3) Concentration elective (4)

or college elective College elective

PHY 114 Concentration elective

(2 or 3) Concentration elective (4) College elective

Fourth Year NSC 301 Concent ration elective

(4) Elective Elective Elective

Courses of Instruction

Neuroscience 107

!'ISC 301 Concentration elective (4)

or college elective Elective Elective Elective

201. Basic Neurobiology. An introductory course which covers diverse topics including basic neuronal and glial structure and ultrastructure, syna ptic transmission , mem­brane structure, mechanism of excitation and conduct ion in neurons, and neuronal integration and regulation. Introduc­tory biology and CH M 132 are recommended.

202. Developmental and Comparative Neurobiology. Surveys the subtopics of neural development including mor­phogenesis of the nervous system. trophic influences of neurons on the cells they innerva te, specificity of neuronal connections, neural and glial interrelationships, and neuro­chemical. neuroanatomical. and behavioral aspects . Pre­reLJuisite: NSC 201.

203. Laboratory in Neurobiology. Introduces students to techniLJues used in the study of neuroscience. Procedures in­clude gross brain dissection, histologic staining and micro­scopic examination of brain tissue, electrophysiologic analy­sis of neural tissue, neurochemical approaches to the study of the nervous system, stereotoxic surgery and behavioral observation. Prerequisite: NSC 20 I .

301. Seminar in Neuroscience. To be taken for two se­mesters. Covers broad aspects of neurosc ience and current topics in the ne uroscie nce community relating to chemistry, morphology, physiology, and behavior. PrereLJuisites: NSC 20 I. 202, 203.

Further information is available from the Center for Special Degree Programs, Rush Rhees 555, or from the Chairman, Committee on Neuroscience, Professo r Carol Kellogg, Psychology Building 183.

PHILOSOPHY Rolf A. Eberle, Ph.D. (California, Los Angeles)

Professor of Philosophy Harmon R. Holcomb, B.D. (Colgate Rochester

Divinity School) Professor of Philosophy and Director of Relif(iuus Studies

108 Arts and Science

Robert Lawrence Holmes, Ph.D. (Michigan) Professor of Philosophy

Henry E. Kyburg, Jr., Ph.D. (Columbia) Professor of Philosophy and Chairman

Richard Taylor, Ph.D. (Brown) Professor of Philosophy

Colin Murray Turbayne, Ph.D. (Pennsylvania) Professor of Philosophy

Patrick John Hayes, Ph.D. (Edinburgh) Luce Associ­ate Professor of Cognitive Science, of Philosophy, of Psychology, and of CompUler Science

Ralf Meerbote, Ph. 0. (Harvard) Associate Professor of Philosophy

Richard Feldman, Ph .D. (University of Massachu­setts) Assistant Professor of' Philosophy

Paul Weirich, Ph.D. (UCLA) Assistant Professor of Philosophy

Lewis White Beck, Ph.D. (Duke) Burbank Professor Emeritus of Moral and Intellectual Philosophy

Alfred Harrison Jones, Ph.D. (Cornell) Professor Emeritus of Philosophv

Approximately J() J?raduate students working toward the Ph. D. will serve as assistants.

The Department of Philosophy offers programs leading to the B.A. degree, as well as to the M.A. and the Ph.D. degrees.

A wide variety of points of view and interests is represented by the faculty of the Department of Phi­losophy. The specific problems discussed in under­graduate courses are the traditional ones of the theory of knowledge, metaphysics, ethics, social philosophy, philosophy of science, etc. The techniques brought to bear on these problems are primarily historical or analytical and logical. Although there are approaches to philosophy that are not currently represented in the Department (phenomenology, existentialism, Eastern philosophy), the breadth of the offerings is such as to provide an excellent foundation for graduate work in philosophy. Some students also go on to work in bi­ology, English, history, mathematics, law, and medi­cine. Double majors are encouraged.

Students who wish to do graduate work in philos­ophy are strongly urged to take work in 300-level undergraduate seminars. A second logic course is recommended. With the permission of the instructor, undergraduate majors may be admitted to graduate semmars.

The bachelor's degree with distinction is offered on recommendation of the Department and based on the grade-point average and quality of work in undergrad­uate seminars and independent study.

Philosophy can be considered relevant to almost any program or concentration in the University. With­in the humanities, philosophy has had as long and as influential a career as literature; many of the problems it addresses are problems which have aroused the in­terest and concern of many of the most powerful thmkers in the Western tradition. Below are listed grours of courses that might be of particular relevance to students majoring in the indicated disciplines: Anthropology

PHL 102, 105, 201, 202, 211, 253 Biology, Chemistry, Geology, Microbiology,

Physics and Astronomy PHL 202, 204, 210, 252

Computer Science, Mathematics PHL 210. 211, 214, 218, 252

Economics PHL 102, 210, 217, 220, 223, 253

English, Fine Arts, Foreign Languages, Literatures, and Linguistics PHL 201, 202, 203, 211, 241

Naval Science PHL 102, 210, 223, 224, 252

Political Science PHL 102, 203, 210, 220, 253

Psyct:ology PHL 101, 211, 244, 253, 254

Religious Studies PHL 101, 201, 202, 242, 246

Sociology PHL 102, 202, 203, 221, 253

Statistics PHL 210, 217, 252, 253.

Requirements for Concentration in Philosophy

A total of 10 courses: • PHL 201, 202, 210 • Five or more additional courses in philosophy. These

co!-'rses must include at least one course in ethics (102, 103, 220-225). At least three must be num­bered above 200.

• Two advanced courses, approved by the depart­mel1tal adviser, in an allied field. Nearly any other field can be considered allied, depending on the cor.tents of the concentration in philosophy.

Ordinarily, a student who is a double major will take the advanced courses recommended above to students in other disciplines.

109

110 Arts and Science

Qualified concentrators in philosophy may be ap­proved by the Depa rtment for the Study Abroad Pro­gram.

Courses of Instruction

Introductory Courses 101. Introduction to Philosophy. Critical examina tion ot some o f the centra l beliefs and methods of thinking in com­mon sense, science, and religion.

102. Ethics. Examina tio n of the principles ot duty and right co nduct a nd of the leadi ng conceptions o f the good life in ethica l ph ilosophy.

103. Good and Evil. An examina tion of the ideas of ha p­piness, pleasure, duty, mo ra l right a nd wrong, a nd the rrean­ing of life.

105. Facts, Fads, and Fallacies. Methodology in sc i~nces

and humanities. Relations be tween the disciplines. Socia l functions of "the knowledge indust ry ." Science, techno logy, and va lues.

Ill. Philosophy of Religion. Sa me as RE L Ill.

141. Aesthetics. Critica l exam ina tion of some of the maior problems in aesthetics a nd co nsideration of the his­torical routes a long which they have evolved .

161. Philosophy of Law. T he na ture of law a nd legal practice in rela tion to ethics. (1 98 1- 82)

Historical Courses

201. History of Ancient Philosophy. Lectu re survey o f the development o f Western philoso phy fro m the prephilosophi­cal beginnings through Aristotle.

202. History of Modern Philosophy. A study of impor­tant philosophers from the seventeenth to the eighteenth century. a nd of their position in the cultura l histo ry nf the West.

Logic and Related Courses

210. Introductory Logic . Precise methods for fo rma li1ing arguments. demonstrating their validity, a nd proving theo­rems in first-o rder symbolic logic.

211. Philosophy of Language. A stud y of philosophica l questions about la nguage a nd the genera l na ture o;· lan­guage. Prereq uisite: P H I 210.

214. Logical Methods in Philosophy. Classes, relat ions, and funct ions; forma l syntax a nd s.emantics; moda l-, epis­temic-, tensed-, and intensional logic, de. Prerequisite: PH L 2 10.

215. Intermediate Logic. Formal ax iomatic treatment of altern.Iti ve systems of theory o r higher order logic. Pre req­uisite: PHL 210.

216. Advanced Logic. Selected to pics from metatheory of logic (models, consistency, completeness, compactness, incorr pleteness, etc.). Prerequisite: PH L 210. See MT H 21 6.

218. The Philosophy of Mathematics. A study of the nature o f ma thematics from a philosophical point o f view. Prerequisite: PH L 210 or permission. ( 1981- 82)

Ethics and Related Courses

220. Recent Ethical Theory. An examination of the mam twentieth-centu ry meta-ethical theories. Readings from Moore, Ross, Stevenson, Hare, et a!. ( 198 1- 82)

221. Ethics and Society. T he application of ethical theory to cc ncrete moral pro blems, such as punishment , abortion, a nd racism.

222. Normative Ethics. A critica l stud y of selected no r­mative theories, such as utilita ria nism, egoism, and theories o: justice.

223. Social and Political Philosophy. An inquiry into the natu re of huma n society, role o f the sta te, a nd rela tion of moral to legal obligation. Same as PSC 281 .

224. Philosophy of War. An exa mination of the concepts of w.H, legal a nd moral aspects of j ust war theory, pacifism, and the problem of war and mora l responsibility.

Traditional Philosophical Disciplines

242. Metaphysics. T he na ture of a person, the rela tions of mind a nd matter; ex iste nce of God. Pre req uisites: two philosophy courses or permissio n.

243. Theory of Knowledge. A study of ho w knowledge is possible.

244. Philosophy of Mind. Questions such as: What d is­tinguishes the mental from the no nmenta l? How?

246. Augustine, Anselm, and Aquinas. Same as REL 224. (1 98 1-82)

Phi!losophy of Science

252. Philosophy of Science. An examination of scientific theories, na ture of causal and sta t istica l explana tion. Pre­requisite: PH L 210.

253. Philosophy of Social Science. A study of the socia l sc iences, paying special attention to the simila rit ies and d ifferences between them a nd the physical sciences.

254. Philosophy of Psychology. Examines topics such as beha viorism, innate ideas, justifying psychoana lytic cla ims, a nd the morality of using psychologica l techniques to alte r behavio r.

..

Philosophy of Religion

260. The Problem of Evil. Same as REL 226.

261. Kant and Hegel on Religion. Two pivotal ways of understanding religion and its bearing upon our view of nature, history, freedom , and the highest good. Same as REL 227.

262. Knowledge, Truth, and Religious Belief. Same as REL 228.

263. Tho. Transcendent in Film. Same as REL 229.

264. Religion and Ethics. A critical examination both of attempts to provide a religious foundation for ethics and of particular Christian and Jewish claims about such issues as wa r, euthanasia, sex, and abortion. Same as R EL 201.

265. Kierkegaard and Nietzsche on Religion. Seminar on two thinkers who foreshadow the modern period with a reinterpretation of Christian belief and the radical critique of all religion. Same as REL 225.

Seminars

315. Contemporary Analytic Philosophy. Topic each term will be either the work of a particular philosopher or a specific prohiem in contemporary a nalytic philosophy.

325. Ethical Decisions in Medicine. Seminar on fo ur bio­medical issues and ethical rights, persons, health, and deci­sions under uncertainty. Same as REL 325.

352. Evolution and Revolution in Science. A study of both the historical and philosophical aspects of a few selected major scientific changes. Same as HIS 352.

391. Independent Study in Philosophy. The read ing o f philosophical litera ture under guidance, for seniors majoring in philosophy.

PHYSICS AND ASTRONOMY

Theodore Castner, Ph.D. (Illinois) Professor of Physics

Douglas Cline, Ph.D. (Manchester) Professor of Physics

David L. Dexter, Ph.D. (Wisconsin) Professor of Physics

David H. Douglass, Jr., Ph.D. (M.I.T.) Professor uf Physics

Philosophy ill

Charles B. Duke, Ph.D. (Princeton) Adjunct Professor uf Physics

Joseph H. Eberly, Ph.D. (Stanford) Prc>fessor of Physics and uf Optics

Gerard G. Emch, Ph.D. (Geneva) Professor of Mathematics and of Physics

Thomas Ferbel, Ph.D. (Yale) Professor of Physics J . Bruce French, Ph.D. (M.I.T.) Andrew Carnegie

Professor uf Physics Harry W. Fulbright. Ph.D. (Washington) Professor

of Physics Harry E. Gove, Ph.D. (M .I.T.) Professor of Physics

and Director, Nuclear Structure Research Laboratory

Carl Richard Hagen, Ph.D. (M.I.T.) Professor of Physics

H. Lawrence Helfer, Ph.D. (Chicago) Professor of Astronomy

John R. Huizenga, Ph.D . (Illinois) Tracy H. Harris Professor of Chemistry and of Physics

Edward H. Jacobsen, Ph.D. (M.I.T.) Professor of Physics

RobertS. Knox, Ph.D. (Rochester) Professor of Physics

Daniel S. Koltun, Ph. D. (Princeton) Professor of Physics

Frederick Lobkowicz, Ph .D. (Edg. Tech. Hochschule Zurich) Professor of Physics

Leonard Mandel, Ph.D. (London) Professor of Physics and of Optics

Adrian C. Melissinos, Ph.D. (M.l.T.) Professor of Physics

Elliott W. Montroll, Ph.D. (Pittsburgh) Albert Einstein Professor uf PhJ'sics and of Chemistry and Director, institute for Fundamental Studies

Susumu Okubo, Ph.D. (Rochester) Professor of Physics

Malcolm P. Savedoff, Ph.D. (Princeton) Professor of Astronomy

Stewart L. Sharpless, Ph.D. (Chicago) Professor of Astronomy

Albert Simon, Ph.D. (Rochester) Professor of Mechanical and Aernspace Sciences and of Physics

Paul Slattery, Ph.D. (Yale) Professor uf Physics Robert L. Sproull, Ph.D. (Cornell) President of

the University and Professor ol Physics Edward H. Thorndike, Ph.D. (Harvard) Prof essor

of Physics Hugh Van Horn, Ph.D. (Cornell) Professor of

Astronomy

112 Arts and Science

Emil Wolf, Ph.D. (Bristol), D.S. (Edinburgh) Professor of' Physics and of Optics

Arie Bodek, Ph.D. (M.I.T.) Associate Prof'essor of Physics

Stephen L. Olsen, Ph.D. (Wisconsin) Associate Prof'essor of Physics

Judith L. Pipher, Ph.D. (Cornell) Associate Prof essor of Astronomy and Director of the C.£. Kenneth Mees Observatory

David L. Clark, Ph. D . (Minnesota) Assistant Professor of Physics

Thomas M. Cormier, Ph.D. (M.I.T.) A ssistant Professor of Physics

Warren W. J ohnson, Ph.D. (Rutgers) Assistant Professor of Physics

Vasudev Kenkre, Ph.D. (SUNY, S tony Brook) Assistant Professor of Physics and Fellow in the 1nstitute f'or Fundamental Studies

Alfred Cla~k , Ph.D. (M. J.T.) Associate in the Mees Observatorv

David Meisel, Ph.D. (Ohio State) Associate in the Mees Observatorv

John Thomas, Ph.D. (Purdue) Associate in the Mees Observaton•

Michael D. Antho~y, A.S. (Monroe Community) Assistant to the Chairman

Sidney W. Barnes, Ph.D. (Cornell) Professor Emeritus of Physics

Approximatelv 20 teaching fellows assist the faculty in the presentation of the teaching program.

The Department of Physics and Astronomy pro­vides a spectrum of opportunities for undergrad uates ranging from introd uctory courses for the nonscientist to complete degree programs leading to the B.A. and B.S. in physics or in physics and astronomy. Because of its active programs leading to degrees at the mas­ter's and doctoral levels, numerous advanced courses are available to the undergraduate seeking an educa­tion in depth.

Freshman and sophomore students wishing even­tua lly to major in physics or astronomy are urged to express their intent to the Department, whe reupon they will be assigned a departmental adviser. How­ever, following general College policy, students are not fo rmally accepted as physics or astronomy con­centrators unti l the end of their sophomore year.

Astronomy programs are described on page 113.

General Course Information Of particular interest to students not majoring in

the natural sciences are Physics 100, Astronomy 102,

and Astronomy 104, each a broad survey requmng no special background. For those desiring a working knowledge of basic physics, Physics 113-114 and Physics 121-123 are appropriate, both requiring a background in high school science and mathematics. The introductory sequence for students intending to major in physics or astronomy is 12 1, 122, 123 or 133, 134, 135, 136.

It is possible for students to enter the physics se­quences with advanced standing, based on scores on an Advanced Placement test and an interview.

Concentration in Physics The B.S. degree in physics is intensive and will

provide strong preparation for any gradua te school in physics or a closely rela ted science. The B.A. pro­gram is appropriate fo r students desiring a broader academic experience. It a lso provides flexibility in planning, as might be requi red, fo r example, in a joint degree with another department.

General Requirements Most requirements for the firs t two years of the B.A. and B.S. degrees are the same: • An introd uctory physics sequence: 12 1, 122, 123 or

133, 134, 135, 136 or 121, 135, 136 with corre­sponding laboratory courses 181, 182, 183. The second sequence covers the same material as the first, but at a deeper physical and mathematical level. Students are encouraged to enter the 130 sequence as early as possible.

• Four terms of mathematics: 161, 162, 163, 164 or 171, 172, 173, 174

• In the B.S. program only, two introductory courses in the natural sciences other than physics and mathematics (Group Ill). This requirement does not apply to the B.A. program, but may be an option (see under B.A. program, below).

The B.A. and B.S. programs of study should be planned by the student in consultation with the de­partmental adviser at the end of the sophomore year and are subject to departmental approval.

B.A. Program

Requirements beyond the first two years:

• Five semesters of 200-level physics or astronomy courses. If more than one is astronomy, the physics and astronomy degree may be more appropriate .

•

r

• Two additional courses which can be 200-Jevel physics courses, 200-level mathematics courses, o r other science or engineering courses (not neces­sarily a t the 200 level).

B.S. Program

Requirements beyond the first two years:

• Eight courses in physics a t the 200 level or beyo nd, including at least one term of Adva nced Laboratory (243, 244); 2 17, 218, 227, 235 , 238, 247, and one o f the 250-series courses a re recommended . The la tter covers specia lized subjects such as nuclea r a nd particle physics, solid state physics, bio physics, physics and modern technology, and energy envi­ronment. Other a reas can be arra nged as indepen­dent study.

• Two courses in advanced ma thematics: MTH 28 1, 282 or MAS 201 , 202 are recommended .

A synopsis of a typica l B.S. progra m follows:

First Year Physics 12 1 or 133 Physics 12 1, 122 o r 134 Math 161 o r 17 1 P hysics 18 1 English req uirement Ma th 162 or 172 Group II Group II

Elective

Second Year Physics 122, 123 or 135 Physics 123, 136 o r a 200 Physics 182 course Ma th 163 or 173 P hysics 183 Fore ign language Ma th 164 or 174

(G roup I)* G roup II Group Ill Elective

Third Year P hysics 21 7 Physics 2 18 Physics 235 Physics 238 Math 281 Mat h 282 Elective Elective Elect ive Elective

Fourth Year Any combination of Any combination of e lectives and choices e lect ives and cho ices from among Physics 227. fro m amo ng Physics 236, 243, 250, 383, etc. 244 , 25 1, 253. 383. etc.

*Most students can complete t heir foreign language requirements with one te rm of college work. S tudents who need more than one course must take the addi tio nal wo rk in place of e lectives.

Physics and Astronomy 113

Concentration in J:>hysics and Astronomy

T he programs lead ing to the B.A . and B.S. degrees in physics a nd astrono my a re genera lly similar to the correspondi ng progra ms in physics. Students pla nning to pursue grad uate study should elect the B.S . pro­gra m; they a re encouraged to ta ke ad vantage of o p­po rtu nities for read ing o r research provided by As­trono my 39 1 in the senior year. T he program as de­scri bed below may be modified to fulfill the students' legitimate academic goals. Approva l from the astron­omy adviser is required fo r a ll degree progra ms.

General Requirements Req uirements for the fi rst two years a re the same as those for the B.A. a nd B.S. in physics, except that As­trono my Ill, I 12 a re normally taken in place of the introductory Group II courses in the first year.

B.A. Program

Requirements beyond the first two years:

• T wo of the fo llowing: Astronomy 232, 24 1, 242 • Three add itiona l semesters o f 200-level physics o r

astronomy courses • Two additiona l technica l courses which ca n be 200-

level physics courses, 200-level mathematics courses, or other science or engineering courses (not neces­sarily at the 200 level).

B.S. Program

Requirements beyond the first two years:

• Six courses in physics at the 200 level or beyond : 217, 227, 235, 236, 238, 247 a re recommended.

• Two courses in adva nced mathe mat ics: MT H 28 1, 282 or MAS 20 1. 203 a re recommended.

• Astronomy 232, 241, 242

• One advanced course in natural sciences (G roup Ill ) related to ast rophysics (e.g., Geology 28 1 ).

A synopsis of a typica l B.S. program follows:

First Year Physics 121 o r 133 Math 161 Ast ronomy Ill English requ irement

Physics 121. 122 or 134 Physics 181 Math 162 Ast ro nomy 112 Elective

114 Arts and Science

Second Year Physics 122, 123 or 135 Physics I S2 Math 163 Foreign lang uage

(Group I)* Group II elective

Third Year Physics 227 Physics 235 Math 281 or MAS 201 Elective Elective

Fourth Year Physics 21 7 Physics 247 Astronomy 24 1 Elective Elective

Physics 123. 136 or a 200 course

Physics 183 Math 164 Group II el~ctivc Electi ve

Physics 236 Physics 23S Math 282 or MAS 202 Astronomy 232 Elective

Group Ill elective Astronomy 242 [ lective Elective Elective

*M ost st udents can complete their rorrign lan!=!,uage re4uirements 111 one term. S tudents needing mo re than unl: t ~rm must taJ...r t h~o:

necessary courses 111 place of e lectives.

Courses of Instruction

Physics

100. The Nature of the Physical World. To acq ua int student> outside the sciences with some current ideas on the nature of the physica l wo rld . No prereyuisites.

11 3. General Physics L Part o f a two-semester sequence, su itab le for students in the li fe scie nces. Mecha nics, ther­modynamics, optics, and vision. Includes laboratory work. Prerequisites: prior introductory knowledge of calculus; MTH 161 or 141 (may be taken concurrently).

114. General Physics II. Electromagnetism, atomic and nuclear physics, electronics. Includes laboratory work. Pre­requis ite: PHY 11 3.

121. Mechanics. First of a three- or four-semester se­quence for students in the scie nces and engineering. 1\cw­ton's laws of motion, conservation of energy and moment uri , angular momentum . gravitation. thermodynamics. Prerequi­sites: prior introductory knowledge of calculus; M l H 16 1 (may be taken concurrently). Fall and spring semesters.

122. Electricity and Magnetism. Second in the three- or four-semester sequence for students in the sciences and engineering. A treatment of e lectricity and magnetism be­ginning with Coulomb's law and culminating in Maxwell\ equa tions and electromagnetic waves. Prerequisites: PH Y 12 1; MTH 162 (may be taken concurrently). !-all and sprir g semesters.

123. Modern Physics. Third of the three-semester se­quence, normally taken by nonmaiors. Special re lativi ty, interlen .. nce and diffraction, historical de\·elopment of mod­ern physics. introd uct ion to yuantum mechanics and app li­cations thereof. Prereyuisites: PHY 122; MTH 163 (may be taken concurrently). Fall and spring semeste rs.

133. Physics I. Mechanics. A rig< •ro us introduction to physics, intended fo r majors. with focus on mechanics. MTH 161 o r 171 may be concurrent. 1-a.ll semester.

134. Physics II. Mechanics and Thermodynamics. Com­pletion of mechanics. wave motion. special relativity, kinetic theory, and thermodynamic fundamentals. Prerequisite: PHY 13J . M'IH 162 or 172 may be concurrent. Spring se­mester.

135. Physics lll. Electricity and Magnetism. Basic elec­tricity ;._ nd magnetism, leadi ng up to Maxwell':; equations. Prerequisite: PHY 121 or 134. MTH 163 or 173 may be con­current. Fall semester.

U6. Physics IV. Electromagnetic Waves and Modern Physics. Electromagnetic waves. optics and mostly mode rn physics. Prereyuisite: PH Y 122 o r 135. MTH 164 o r 174 ma y be concnrent. Spring semester.

181. Mechanics Laboratory. Credit I hour. Experiments on :inea r and angu lar momentum, oscillations. resona nce. Prereyuisite: PHY 121 (may be taken concurrently, though this is not recommended) . Fall and spring semesters.

182. Electromagnetism Laboratory. C redit - 1 hour. Ex­periments on D C and AC circuits. magnetism. Prerequisite: PHY 122 (may be taken concurrently. though this is no t recommended) . Fa ll and spring semesters

183. Modern Physics Laboratory. Credit- ) ho ur. Ex­pe riments o n electronic charge, light, microwaves, scatte r­ing. Prerequisite: PHY 123 or 135 (may be taken concur­rent ly) . Spring semester.

217. Intermediate Electricity and Magnetism I. Fields, pote ntials. multi poles, dielectrics , ind uctio n. Maxwell's equations. Pre reyuisites: PHY 122. advanced calculus con­current ly.

218. Intermediate Electricity and Magnetism II. Electro­magnetic waves, re nection a nd refracti on. waveguides and resona nt cavities, radiation. dispersion, e lectrodynamics. Prerequisites: PH Y 217. advanced calculus concurrently.

227. Thermodynamics and Introduction to Statistical Mechanics. A survey of thermodynamics, from both the classica l and the sta tistica l points of view.

235. Classical Mechanics. Potential theory, Lagrangian dynamics. central forces, coordina te tr;., nsformations, rigid­bod y motio n. Prerequisite : advanced calcu lus (may be ta ken concurrently).

236. Advanced Classical Mechanics. Specia l re la ti vity . scattering: theo rv. Hami lto nian d ynamics. small oscillations, ~ontinuous media. Prerequisite: PH Y 235.

238. Quantum Theory I. Origins of quantum theory. Schroding:e,·'s equation, approximation methods, many­particle systems a nd spin. Prerequisites: PHY 235, Ml H ~l:-1.

243. Advanced Laboratory I. Experiments in atomic. nuclear . and so lid state physics . Lectures o n statistics, detector theory. electronic functional assemh lies. sca ttering theory Precequisites: PHY 227 and 238 (may be taken con­currently).

244. Advanced Laboratory II. Same as Physics 243. Students c2 n take o ne or two terms of Physics 243, 244, starting 1\'tth either course.

247. Quantum Theory II. Formal quantum mechanics, symmetries and angula r momentum, electromagnetic e f­fect s, sca ttering. relativistic quantum theory. P re requisite: PHY 238.

251. Introduction to Solid State Physics. Periodic po­tentia ls, free electron gas, phase trans itio ns, elementary excita ttu ns. and imperfecti ons. Prereq uisite: PH Y 238.

253. Biological Physics. Physical aspects of spec ial top ics in biology. Prerequisites: PHY 227, 238.

254. Nuclear and Particle Physics. Nuclei. nuclear fo rces, conse rvation laws. Elementary particles, their inter­al'lions, and static properties. Prerequisite : PH Y 23X.

255. Physics in Modern Technology L Physica l basis o f computers. communicat ion systems. propulsion, and powt'r genera tion; physics of specia l materia ls. Pro pe rties uf po ly­meric substances. including biopolymers.

256. Physics in Modern Technology II . Continuation of Physics 255, wh1ch is prerequisite. Given o n demand.

258. Energy and Environment. A broad sur~ey of the c:lergy-environ m,·nt fie ld. for science and enginee ring ma ­jors. Prrr~LJu i s i tcs: three semesters of physics, two semeste rs nl math

2o I. Physical Optics I. See 0 PT 26 1.

262. Physical Optics II. See OPT 262_

383. Special Topics in Physics. Selected topics offered when j ustified by sufficient interest.

391. Independent Stud)'· r>io rmally open to sen iors major­ing in p hysics.

393. Senior Pruject. Completion of a n independent re­scar,·h project under the direction of a facu lty me m ber.

Physics and A stronomy 115

Astronomy

I02. Topics in Modern Astronomy. To acquaint the no n­physical science maj o r with developments of interest in mode rn astronomy. Primarily concerned wi th stud ies of the stars. material between the stars. a nd cosmology. :'>iot a subst it ute for Astronomy 111 - 11 2. Fa ll a nd spring terms.

I 04. Topics in Space Sciences. Designed to acqua int the non-physical science major wit h aspects of the historical a nd modern study o f the so lar system. including resu lts from rocket space pro be studies.

I I I. Elementary Astronomy I. To provide a genera l knowledge of the universe as we ll a s some understanding of the techniques and logical methods bv which such knowledge is obtained. Lahoratory included.

112. Elementary Astronomy II. Continuation of Astro n­o my Ill.

232. Dynamics and Statistics of Star Systems. Mass, dista nce, and space motio ns of the stars are used to dis­cover and inte rpret the dynamica l properties of our ga laxy. Fa miliari ty with Physics 235 and Astronomy 11 2 is advis­a ble.

241. Astrophysics I. S te llar a tm ospheres and the inte r­stellar medium. lopics in radio and cosmic ray ast ronomy. Pre requisites: AST 232, PH Y 238.

242. Astrophysics II. Evalutionary processes in the plane ts, stars, and universe. Ma inly evolution of stars. Pre­requisites: AST 241, PHY 227, 238.

383. Special Topics in Astronomy. Selected topics of­fered when justified hy sufficient interest.

391. Independent S tud y. :'\orma lly open to semors ma­joring in physics and ast ro nomy.

395. Senior Project. Completion of an independent re­search project unde r the directiun ol a faculty member.

POLITICAL SCIENCE William Theodore Bluhm, Ph.D. (Chicago)

Professor of Political Scienc<' Richa rd Fra~cis Fenno , J r., Ph.D. (H arvard)

William " ·enan Professor of Political Science Eric A. Hanushek, Ph .D. (M .I.T.) Projessur of

Political Science and of t.'conomics; Vi rector oft he Public Pulin· A nall'sis Prof( ram

116 Arts and Science

John E. Mueller, Ph.D. (California, Los Angeles) Professor of Political ScienN'

Richard G. Niemi, Ph.D. (Michigan) Professor of Political Science and Chairman

G. Bingham Powell, Jr., Ph.D. (Stanford) Professor of PolitiL'al SL'ience

S. Peter Regenstreif, Ph.D. (Cornell) ProJessor of Political Science and of Canadian Studies

Willia m H. Riker, Ph.D. (Harvard) Joseph C. Wilson Professor of Political Science and University Dean of Gradua1e Studies

Br~ce Bueno de Mesquita, Ph.D. (Mich iga n) Associate Professor of" Political Science

Arthur S. Goldberg, Ph.D. (Ya le) Associate Pro{essor uf Political Science

William P . Bra ndon, Ph. D. (Duke) Assistant ProJessor ol Preventive, Family, and Rehabilitation Medicine and ol Political Science

John Deegan, Jr., Ph.D. (Michigan) Assistant Professor of Political Science

Bruce J acobs, Ph.D. (Harvard) Assistant Professor of Political Science

David L. Weimer, Ph.D. (California, Berkeley) Assistant Professor ol Political Science

Russell Roberts, B.A. (North Carolina) Instructor in Political Science and in Economics

Harold W. Stanley, M.A. (Yale) lnstruc10r in Political Science

Michael Wolkoff, M.P.A. (Syracuse) instructor in Political Science

William Edwin Diez, Ph.D. (Chicago) ProJessor Emeritus of Political Science

Glenn Gordon Wiltsey, Ph.D. (Chicago) Professor Emeritus of Political Science

The Department uses six to eight teaching assistants in PSC !OJ and 102.

The Department of Political Science offers pro­grams leading to the B. A. degree, the B.A. degree with honors, a nd, at the gradua te level, the M.A. , M.S . (public policy), and Ph.D. degrees.

Social science, as a whole, offers generalizations about hu man behavior, motives, interactions, goa ls, etc. It differs thus from those approaches tha t inter­pret unique events. In order to teach students how to genera lize, the program in political sc ience offers in­struction about both theory and testing theory against detai ls observed in the polit ica l world. This co n­trasts with instruction in political science in ma ny other universities where there is little instruction on how to generalize. These ge nera lizations are d esigned

to explain the principles that underlie the reality of politics.

Political science, as one of several social sciences, is concerned with a particular kind of social interaction and human goals, namely, the conflict involved in attempting to enforce certain moral and materia l val­ues. Since this interaction, which is often called the pursuit of power or the attempt to win, usually takes place in the setting of governmenta l institutions, the program of the Department offers instruction about political conflict in a variety of settings: local and national political systems, and the international world .

The ultimate purpose of this program is, like the pu rpose of a ll science, to help students understand more profoundly some features of the natura l world. In this sense it is simply one among many liberal studies. But it a lso has a professional application, in the sense that the portion of nature studied is of par­ticular interest to those pla nning a career in law, gov­ernment, and business management. To this end, the Department offe rs a 3-2 Program in public policy analysis, in which a student can earn both a bachelor's degree in his or her undergrad uate major and a mas­ter's degree in policy analysis in five years. F urther­more, the Department sponsors a number of intern­ship opportunities with the district attorney and public defender locally, the state legislature, the U.S. House of Representatives, and the British House of Com­mons.

General Course Information Political Science 101 and 102 are recommended,

but not required, for concentration. Only one of these courses may be co unted toward the total requirement for concentration.

Concentration Requirements in Political Science

A total of II courses:

I. Eight courses in politica l science of which at least seven must be beyond I 02. Of the seven advanced courses, four must be distributed a s fo llows: a. One course in Techniques of Ana lysis. PSC 200

or 20 1 is recommended, bu t this requirement may a lso be satisfied by either Stat istics 165 or 2 11. S tudents should attempt to fulfill this re­quirement be fore the end of the fi rst semester of their junio r year.

b. One course in Political Theory c. One- course in e ither American Politics or Public

Policy d. On<:' course in either Comparative Politics or

International Relations.

2. ThreC' courses constituting an allied field. These courses should usually come from offerings at the 200 level or higher, but in some instances 100-level courses may be acceptable. A list of approved 100-kvcl courses is available from the departmen­tal aJviser. /\II allied field courses will typically he taken in the: same department, but an allied field which is composed of a mixture of courses from different departments can be substituted with the permission of the departmenta l adviser.

The 3-2 Program in Public Policy Analysis Many individuals are motivated to study the social

sciences by the possibility of eventually pursuing ca­reers related to some phase of the development, im­plementation, or evaluation of public policy. Currently there is a large unmet demand for sophisticated ana­lysts with such .::areer interests. The Public Policy \nalysis Program is an interdisciplinary prog ram designed to devdop the mixture of skills required by individuals who wish to enter this field. The training combines the analytical methods of economics and politic:.tl science, statistical techniques, knowledge of particular substantive areas, and practical experience.

The program, which leads to an M.S. (public po licy) degree, normally requires two years to complete. However, a limited number of undergraduates also may take the program as a 3-2 option. Students inter­ested in this program should consult the Public Policy Analysis Program description on page 125. Applica­tions and further information can be obtained in Hark­ness Hall 312.

Courses of Instruction 101. European Political Systems. A comparative study of the political processes of selected European states, including Great Britain, France, and the Soviet Union.

102. The American Political System. An analysis of the process of political conflict, bargaining, coalition formation, and institutions in the U.S.

391. Independent Study. Work beyond regular course offerings is done by arrangement with the Department.

394. Internships. Combined work-study in the public defender's or district attorney's office. Also, one semester's work in Albany as a legislative staff member.

Political Science 117

396. Washington Semester Program. One semester's work in Washington, D.C., as a member of the staff of a U.S. Sena­tor or Representative.

I. Techniques of Analysis

200. Applit>d Data Analysis. Computer use and statisti­cal work in suhstantive political research. No ~nowledge of the computer or statistics is required.

201. Political Inquiry. Introduction to the philo,ophy of science a nd scientific approaches to politics: applications in critical a nalysis and original research.

403. Mathematical Modeling. An introduction to mathe­matica l applications in political science. Same as PPA 403.

404. Introduction to Statistical Methods. Statistical methods for political science. Same as PPA 404.

405. Multivariate Statistical Methods. Additional In­

struction In statistical methods, with special emphasis on the theory and application uf multiple regression analysis as it applies to politics. Same as PPA 405.

406. Design and Analysis of Survey Studies. Rationale and methods lor survey stud ies of political hehavior. Plan­ning stage, collection, processing, a nd analysis of data. Same as PPA 406.

2. American Politics

210. Political Parties and Elections. An ana lysis of po­litical parties; electoral behavior; pa rty organi1a tion , leader­ship, and stra tegy.

213. Presidential Elections and Public Policy. A study of voting hehavior, candidate strategies, and the public policy implications thereof.

215. The Legislative Process. An analysis ot decision making in legislat ive bodies. Major emphasis o n the Ameri­can Congress ( 1981 -82)

219. The Constitution: Then and Now. A study of the events and ideas mvolved in the writing of the U.S. Con­stitution and a consideration of the present form of the Constitution in operation.

222. The Presidency. A study of recent presidential cam­paigns and presidential leadership in both foreign and domestic policy.

223. Constitutional Politics. A study of judicial decision making, with emphasis on civil rights and liberties.

227. Modern Southern Politics. Analyzes recent changes and the resistance to change in Southern politics, particularly civil rights gains and political development.

118 Arts and Science

3. Public Policy

233. Public Policy Modeling. Application of microeco­nomic and organizational theories to several public pol ic:.· areas.

234. Independent Study in Public Policy.

235. Organizationa~ Theory and Behavior. An analysis of individual and collective behavior in public and privat.: organizations. Various explanations of bureaucratic decisio·l making and performance are considered.

237. Domestic Public Policy. rhe content, rationale, assumptions, and development of selected domestic policies. The use of social science theories and findings in po licy formation and evaluation.

239. Introduction to Health Policy Studies. Discussion c>f the principal health institutions and their behavior; selected topics of importance for national health policy and local decision making are explored.

241. The Criminal Justice System. An analysis of crime, the police, a nd the courts in America, with consideration ot various policy alternatives. ( 198 1- 82)

242. The Federal Courts and Public Policy Making. An appraisal of the capacity of courts to make and implement socia I policy.

430. Public Policy Research Methods. A survey ol t he various techniques and approaches used by policy makers and social scientists to plan government programs and evaluate their ou tcomes. A familiarity with basic statistics is assumed . Same as PPA 430.

431. Public Policy Workshop L Development, integra­tion , and application of ana lyt ic techniques to public policy problems. Same as PPA 431.

432. Public Policy Workshop II. Continuation of Political Science 431, with emphasis on policy implementation and making analysis useful to decision makers. Same as PPA 432.

434. Independent Study in Public Policy.

440. Health Policy Studies. Examination of current U.S. health policies both substant ively and as important exam­ples of the policy process. I he nature and role of poli : y studies in hea lth receive attention.

4. Comparative Politics

250. Problems in Comparative Politics. An examination of topics in comparative political ana lysis. Major emphasis is on aspects of division and conflict in western Europe.

251. Comparative Political Life. A stud y of the way in which indigenous values affect politica l behavior. Prerequi­site: permissio n of the instructor.

252. Politics in Canada. An analysis of the Canadian political system. Comparisons with British and American systems will be st ressed.

253. Contemporary British Politics. A n examination of the political pmcess in Britain, emphasizing comparisons with the U.S. a nd other Western countries.

263. Politics of India. An explora t ion of the origins of modern political institutions in India through an examination of cultural, historica l, and politica l influences on the politi­cal system. ( 198 1-82)

5. International Relations

270. International Politics. An examination of fore ign policy and world politics. especia lly for the period s ince Wo rld War II.

272. International Relations Theory. A survey of ap­proache> to theory building in internationa l relations, with some emphasis on attempts to explain war and its causes.

275. National Security Policy. An examination of the problems ol war and peace in the nuclea r era.

276. Causes and Consequences of War. An exam ination of theories pertain ing to war's ca uses and consequences as well as the available empirical evidence.

278. The War in Vietnam. A seminar on political and military aspects of the war in Vietnam from its beginnings in the mid-1950's until its end in the mid-1970's. It is strongly recomm~nded that PSC 270 or e4uivalent be taken first. Prere4uisite: permission of the inst ructor. (I <J>ll -82)

6. Political Theory

280. The Greek Political Classics. A detailed compara ­tive study of Thucydides. Plato, and A ristotle. Comparisons with modern political theories.

281. Tlhe Modern Political Classics: The Philosophy of Freedom. Systematic political theories from Hobbes to Nietzsci'e. Same as PHL 223.

284. American Ideologies: The Cultural Background of Public Policy. Individualist and com munitarian themes in American political culture. Contemporary ideologica l patterns: liberalism, conserva tism. rad1cal left and right. ( 198Hr2)

285. Strategy in Politics. An examination of recent de­script ive: theo ries of po litica l beha vior (including theories d~rived from the theory of games, social choice theory, a nd economic models) in order tu arrive at a genera l theory ol politica l strategy.

289. Scope of Political Science. A philosophical analysis of the logic of theory construction in political science.

486. Game Theory. A consideration of theories of politi­cal strat.:gy, with special emphasis on the theory of games.

Seminars in Political Science and the Honors Program

Qualified students are urged to consider taking a 300-leve l seminar during the junior or senior year. These seminars carry eight hours of credit since they require more than the usual amount of work. Enroll­ment requires permission of the instructor. Classes will be a mixture of graduate and undergraduate stu­dents and will typically number about I 0.

Students wishing to graduate with hunors in po­litical science must fulfill the normal requirements of the undergraduate major and must in addition under­take an honors project by enrolling either in PSC 393 or in at least one 300-level seminar. Such courses may be counted toward the completion of the normal re­quirements of the major. Typically, the project will involve a paper describing the results of the work, but the project itself may involve data analysis, li­brary research, or the completion of an experiment or survey. The project may be part of the normal work for a 300-level seminar. However, to be eligible for hon­ors the project must be evaluated by at least two members of the Department, after which the student will make an oral presentation of the results before Department members. The Department will collective­ly administer the honors requirements and make n:c­ommendations for the level of honors to be awarded. Applications for the honors program should be sub­mitted during the spring of the junior year.

Students are urged to make plans well in advance, since not all seminars will be offered every year.

305. Advanced Statistical Methods.

310. Political Studies.

311. Political Socialization and Electoral Behavior.

315. Legislative Behavior.

325.. Research Seminar on Lrban Politics.

348. ~a tiona I Security Policy.

34'!. Political Economy.

350. Problems of Comparative Politics.

354. Special Topics in the Empirical Study of Ideologies.

356. Political Sociology.

361. Political Development.

372. Theories of International Politics.

381. Special Topics in Political Philosophy.

382. Recent Political Philosophy.

386. Positive Political Theory.

Political Science 119

393. Reading and Research for Honors. Credit-4 or 8 hours.

PSYCHOLOGY Robe rt Ader, Ph. D. (Cornell) Prof'essor of

Psrchol(!gr and of' Psrchiatn· Ralph Barocas, Ph.D. (Pennsylvania State)

Professor of Psvchulogr and ol Psvchiatn· Robert Chapman, Ph. D. (Brown) Professor of'

Psvchnlor.v and in the Centerfc>r Visual Science Kenr~eth E. Clark, Ph.D. (Ohio State) Dean of the

Cvlle?,e ol Arts and Science and Prvfessur of' Psrchologv

Emory L. Cowen, Ph. D. (Syracuse) Professor of' Psychologl' and (!l Psychiatry

Rue L.. Cromwell, Ph.D. (Ohio State) Prof'essor ol Psvchiatrr and of Psychology

Edward L. beci, P·h.D. (Carnegie-Mellon) Professor of Psvchulogy and ol Behavioral Science

Rubert W. Doty, Ph.D. (Chicago) Prof'essor in the Center fc>r Brain Research, of Physiology, of Ps t·chu/ogr, and in the Center/or Visual Science

Ge ra.ld A. Gladstein , Ph.D. (Chicago) Professor ul Education and of Psvchology

G. B. Henning, Ph. D. (Pennsylvania) R. T French Visiting E>:change Professor of' Psychology

James R. lson, Ph.D. (Michigan) Prc!fessor of Pst•chology and Chairman

Victor G. La ties, Ph. D. (Rochester) Professor of Radiation Biology. of Pharmacology. and of Ps t•cholugv

Walter Makous, Ph.D. (Brown) Professor £J(

Psl'chology and Director u/the Centerfvr Visual Science

Dale W. McAdam, Ph.D. (Iowa) Prufessur of Psychology and A ssociate Professor ol Neurolo?;v

Arthur R. Orgel, Ph.D. (Florida State) Professor ol Psychiatry and of Psrcho/(!gy

Leonard F. Salzman, Ph. D. (Rochester) Pro/essor ol Psychiatrv and of Psrchologr

Jerome S. Schwartzbaum, Ph.D. (Stanford) Professor of Psychulugy and in the Center fur Brain Research

120 Arts and Science

Garth Thomas, Ph. D. (Harvard) Proj"essor in the Center for Brain Research, of Psychology, and of Neurology

Forrest L. Vance, Ph.D. (Minnesota) Prof"essor of" Psychology

Bernard Weiss, Ph. D. (Rochester) Professor of" Radiation Biology, in the Centerfor Brain Research, and of Psychology

Ladd Wheeler, Ph.D. (Minnesota) Professor of Psychology

Harry A. Whitaker, Ph.D. (California, Los Angeles) Professor of Psychology and Associate Professor of Neurology

Melvin Zax, Ph.D. (Tennessee) Professor of" Psychology and of" Psychiatry

Clara Baldwin, Ph.D. (Stanford) Assuciat<' Proj"Pssor of Psychology and ol Education

Lee J. Grota, Ph.D. (Purdue) A .uociate Pro/essor ol Psychiatry and of Psychology

Patrick John Hayes, Ph.D. (Edinburgh) /_uce Associ ate Professor of" Cognitive Science. c>l Phil<'soph1•. of Psychology, and of" Computa Scirnce

Carol Kellogg, Ph.D. (Rochester) Associate Professor of" Psychology

Rafael Klorman, Ph.D. (Wisconsin) Associate Professor ol Psychology

Harry Reis, Ph.D. (New York) Associate Pru(enu;· of Psychology and ul *Education

David A. Taylor, Ph.D. (California, Irvine) Associate Professor of Psychology and in the *Center for Brain ResParch

Miron Zuckerman, Ph.D. (Harvard) Associate Professor of" Psychology

*Haiganoosh Avakian-Whitaker. Ph.D. (Rochester) Assistant Proj"essor of" Psychuluf(y

Harold Bernard, Ph.D. (Rochester) Assistant Proj"essur of Psychiatry and ol *Psychology

Robert Cole, Ph.D. (Cornell) As:sistam Professor of Psychiatry and ul Psychology

Philip W. Davidson, Ph.D. (George Washington) Assistant Proj"essor ol Pediatrics and of* Psychology

Robert C. Emerson, Ph. D. (Pennsylvania) Research Associate in the Cemer for Visual Science; Assistam Prof"essor in the Centafor Visual Science and ul Psy chology

Ellis L. Gesten, Ph. D. (Rochester) Research Associate and Assistant Professor of Psychology

J a mes E. Jones, Ph.D. (California, Los Angeles) Assist am Professor of Psychiatry and of Psychology

*Pan-time.

Sherri L. Oden, Ph.D. (Illinois) Assista111 Professor ol Education and ol Psychology

Michael G. Perri , Ph.D. (Missouri) Assistant Professor ol Psychology

Alla n J. Schwartz, Ph.D. (Rochester) Assistant Professor of Psychiatry and of Psychology; Psychologist, University Health Service

C raig Twentyman, Ph.D. (Wisconsin) A ssistant Professor of Psychology

Frederick C. Jefferson, M.A. (Hunter) Director, Educational Opportunity Program: Lecturer in Psychology

Vincent Nowlis, Ph.D. (Yale) Professor Emeritus of Psychology

S. D . S. Spragg, Ph .D . (Yale) Professor Emeritus of" Psycholog1·

NOTE: As is customary, an instructo r's prima ry a ppoint­ment is in the department listed first after his name.

The Department of Psychology offers programs of study leading to B.A. and Ph .D . degrees.

Instruction is offered throughout the broad spec­trum of behavior-related science. Its content covers technical, theoretical, and empirical presentatio ns of psychology as a biological science and as a social sci­ence. Application of these various aspects of the discirline to health and to the helping professions is a common theme. Student experiences may range from large lecture courses to individua l labo ratory and practicum situations. Individual programs may be _ tailored to provide excellent background for post- "'"' graduate work in psychology, medicine, educat ion, social work, law, and other related social and natural sciences.

Students planning to pursue graduate studies in psychology are advised to seek a broad foundation in such closely related disciplines (biology, chemistry, mathematics, philosophy, sociology, education) as may be appropriate to their individual goals a nd in­terests. Further, they are strongly advised to enroll in lahoratory courses and individually supervised re­sear~h work.

In addition to standard course offerings, students may pursue their interests throug h individua l reading and research arrangements with faculty. Course credit may be obtained for these activ ities. While most spe­cial offerings are aimed at students intending to do graduate work in psychology or related disciplines, Jther interested students are not excluded. Research

projects may be considered, with departmental per­mission, as evidence supporting the award of the B.A. wilh distinclion.

An undergraduate student may register for grad­uate-level courses with the permission of his or her adviser and the course instructor.

General Course Information Successful completion of the introductory survey

course m psychology is a prerequisite to all other courses in psychology and to acceptance in the con­centration program. This requirement may also be met by passing an exemption exam.

Laboratory courses and practica are designed pri­marily, but not exclusively, for the concentrator in psychology and other behavioral sciences.

Areas are indexed by the second digit in the course numbers. Courses numbered in the 20's through 50's are Natural Science psychology courses and fall into the College Distribution Group III. Courses numbered in the 60's through 80's are Social Science psychology course' and fall into the College Distribution Group II. An mdependent study course will be classified in one of these areas and also in Group ll or Group Ill , according to its content.

Requirements for Concentration in Psychology 1. Psychology 101 or the equivalent. This require­

ment must be completed before a student will be accepted as a concentrator.

2. An acceptable statistics course, preferably by the end of the sophomore year. Statistics 211 is rec­ommended, but Statistics 165, 212, or 202- 203 may also meet this requirement. Students whose plans do not include postgraduate work in psychology or related sciences may obtain special permission to use Statistics 145.

3. A minimum of I 0 courses in addition to Psychology 10 I and statistics, of which six to eight are from psychology and two to four are from an allied field. The minimum of six psychology courses may not include independent study courses numbered 390 through 395. No more than two psychology courses may be transferred from other colleges.

4. The psychology courses must include at least two from each of two sets of core courses: 121, 141, and 151; 161, 171, and 181.

Psychology 121

5. A student wishing to concentrate in psychology must supply, with the application, a brief written statement establishing the logical and meaningful relationship of his or her allied field courses to each other and to the proposed psychology courses. Giv­en this relationship, the allied field courses may be from any other departments in the University.

Further information about psychology, including faculty advisers, faculty research interests, and post­graduate opportunities, may be obtained during sched­uled advising hours in the Psychology Building, Room 311.

Courses of Instruction 101. Introduction to Psychology. A survey. Lectures and class discus>ions supplemented by demonstrations. Pre­requisite to all courses in psychology.

Core Courses

NATURAL SCIENCE

121. I.earning and Cognition. Inquiry into empirical find­ings and theoretical viewpoints on conditioning and learning, exemplified by research. (Formerly PSY 221.)

141. Physiological Psychology. Introduction to physio­logical bases of psychological processes and behavior. (For­merly PSY 241.)

151. Sensation and Perception. Introduction to the fun­damental facts, methods, and theories about sensing stimu­lation, processing information, and perceiving objects in the environment. Psychophysical and physiological aspects of vision, audition, taste, smell, and skin senses are included.

SOCIAL SCIENCE

161. Social Psychology. Broad issues such as social per­ception, interaction, group dynamics, attitude change and social influence, emotions and others covered. (Formerly PSY 261.)

171. Issues in Human Development. An introductory course which focuses on a number of important and con­troversial issues in developmental psychology, issues on which there is disagreement among developmental psy­chologists. (Formerly PSY 270.)

181. Psychology of Personality. A survey of personality, emphasizing modern theoretical approaches, basic methods of investigation, and current research findings . (Formerly PSY 281.)

122 Arts and Science

Laboratory Courses 219. Research Methods in the Social Sciences. A broad survey of research strategies used in the social sciences. Course includes individual student experimental research.

228. The Experimental Analysis of Behavior. Basic prin­ciples of operant behavior, analysis, prediction, and control. Prerequisite: PSY 12!.

237. Cognition with Laboratory. Theory and research concerning human intellectual functioning. Prerequisite~. : PSY 232 and STT 211 or equivalent.

238. Human Neuropsychology Lab. Students individually design experiments in lateralized visual and auditory func­tions. Prerequisite: permission of the instructor.

245. Lab in Neurochemistry and Neuropharmacology l. A limited number of students design, conduct, a nd analyze a research project concerning neurochemistry and / or neuro­pharmacology. (Formerly PSY 345.)

246. Lab in Neurochemistry and Neuropharmacology II. Continuation of Psychology 245.

256. Perception with Laboratory. Basic perceptual proc­esses. Laboratory demonstrations and experiments. Pre­requisite: PSY 15!.

257. Sensory Processes with Laboratory. Concepts of how human sensory systems process the energy contained in visual, auditory, and other stimuli will be studied experi­mentally. Prerequisite: PSY lSI.

266. Social Psychology with Laboratory. Individual be­havior in social contexts, with selected experiments which illustrate research methods and techniques. Prerequisites: PSY 161 and STT 21!.

Advanced Lecture Courses

232. Cognition. A psychological approach to human knowledge. Emphasis on information-processing concepts.

BS. Zoosemiotics. Introduction to semiotics- the study of stgns- related to animal communication systems (acoustic, visual, chemical) within a nd across species.

B6. Human Neuropsychology. Disorders of memory, attention and cognitive processes, psychosurgery, commis­surotomy, and electrical stimulation of the brain related :o language and memory. Prerequisite: PSY 239.

239. Introduction to Neurolinguistics. An interdiscipli­nary approach to human language invo lving a natomy, neurol­ogy, psychology, and linguistics.

243. Neurochemical Foundations of Behavior. Biochem­ical basis of brain function. Prere4uisites: PSY 141 and CHM 161 ur e4uivalent.

262. Human Motivation and Emotion. A study of the mo­tivationa · and emot ional processe~ and theoric·s that underlie both ad1ptive and maladaptive behavio r. Includes con­sideration of research large ly with human subjects.

264. Psychology in Business and Industry . Applications of psycholo.5ical findings and methods to problems encountered in business, industry, and the professions. Prerequisites: PS Y 161 and STT 211 or equivalent.

271. D~velopmental Psychology of Infancy. Development belor~ and immediately after hirth and during infancy.

275. Lectures in Child Development and Education. The relati-clns between child development research and theory a nd contemporary issues in educat ion. Prere4uisite: PSY 171 or e4uivalent.

276. Theories of Development. A survey of na ive psy­chology .. Kurt Lewin, Jean Piaget. psychoanalytic theory, and 'octal learnmg theory as they relate to child develop­ment. Prerequ1s1te: PSY 171 or e4uivalent.

277. Social Development. Study of the ;,ocialization of child~en a nd the development of socia l behavior. Prerequi­si te: PSY 171 or e4uivalent.

282. Abnormal Psychology. Etiological factors, clinical descripti :ms, and treatment of personality aberrations, em­phasizing the more serious forms of mental disorder.

283. Group and Individual Differences. Application of psychometric methods to research problems of behavioral variability. Prerequisite: STT 211 or equivalent.

289. Behavior Disorders of Childhood. Behaviora l dis­orders of childhood and adolescence and 1 elevant research topics in developmental psychology. Prere4uisites: PSY 171 and IS I.

314. History and Systems. A suney of the precursors of contemporary psychology from its beginning> in philosophy and b1ology, w1th an emphasis on its development during the fu·st ha lf of the twentieth century. Prere4uisite: completion of the core requirements.

344. Psychophysiology. Electrophysiological recording, at­tention, conditioning, emotions, biofeedback , sleep, etc.

Seminar Courses

( Prerequi;,ites typically include the prior lecture course and / or permission ol the instructor.)

332. Psychology of Consciousness. An examinat ion of the origins, nature, and range of human conscious nes~, including both its normal and altered states.

123

124 Arts and Science

341. Seminar in Physiological Psychology. A basic sur­vey of the biological substrates of sensation. perception, simple and complex movement, regulatory and "heroic" behaviors, learning, memory, and cognition. An introduction to neuroanatomy, neurophysiology, and neurochemistry rs included.

351. Seminar in Perception. Emphasis on selected topics in visual processes, including space and picture perception, mental and visual representation, perceptual developmer.t, and visual components of reading and information processing.

361. Seminar in Social Psychology. Selected areas ol current resea rch in social psychology.

363. Nonverbal Communication. Investigates the origins, channels, and significance of nonverba l communication, utilizing knowledge from several disciplines, especially social psychology and anthropology.

364. Psychology of Interpersonal Attraction. Analysis of the development and nature of affective bonds between people.

365. Social Psychology of Sex Roles. Sex differences in behavior. sex-role stereotypy and androgyny, and their rela­tion to self-concept and social behavior.

366. Social Psychology and Control. Determinants and consequences of need for control and perceived control, .1nd their relation to individual and social behavior.

368. Humanistic Psychology. Humanistic psychology the­ory and its application to one's life experiences. Requires ac­tive participation.

371. Developmental Pathology . The consequences of developmental difficulty as expressed physica l a nd psy.:ho­logical disorders are discussed.

372. Seminar in Infancy. Discussion of methods ana re­search with children during the first three years of life.

373. Personality Development. Current reading and dis­cussion of various aspects of personality and character development.

374. Seminar in Adolescent Psychology. Discussion and reading on theory and research dealing with normal and dis­turbed adolescent s.

381. Seminar in Personality. Advanced study of se lected topics in personality theory and research.

382. Seminar in Abnormal Psychology. Advanced study of the clinical descriptions and treatment of personality aherrations, with special emphasis on the etiology.

383. Behavioral Medicine. Topics include hiofeedba~k.

sexual dysfunction. death a nd dying, behavioral treatment of seizure disorders, compliance, st ress , and psychomatic>. among others.

Practica

386. Seminar·Practicum in Community Mental Health and Prevention of Emotional Disorders I. Problems of early detection and prevention of emotional disorder, tr:1ining new sources of mental health, manpower, and community menta l health.

387. Seminar-Practicum in Community Mental Health and Prevention of Emotional Disorders II. Continuation of Psychology 386.

Special (' ourses

Each of the fo llowing courses may be offered as a Group II or Group Ill course with the approval of the instructor.

390. Supervised Teaching of Psychology. Teaching of topics in psychology within a regular course under instruc­tor's supervision.

391. Independent Study in Psychology. Supervised reading on topics not covered hy existing courses or on specialized topic~.

392. Practicum in Psychology. Supervised reading and ex­perience in an applied setting. Essential supervision by Uni­versity instructor only.

393. Senior Thesis in Psychology. A paper based upon -independent study and research , primarily for a degree u·ith distinction.

394. Internship in Psychology. Experience in an app lied setting supervised on site. Approved and overseen by Uni­vers ity instructor. Limit: two internships in progra m.

395. Special Pr.oblems Course in Psychology. T he em­pirica l investigation, under guidance, of a special problem in psychology and the presentation of the result of the re­search in a paper.

396. Seminar in Special Topics. Consideration of recent experimental and theoretical contributions in several se­lected areas of psychology.

PUBLIC POLICY ANALYSIS Richard F. Fenno, Jr., Ph.D. (Harvard) Kenan

Prof'essur of' Political Science Eric A. Hanushek, Ph.D. (M.J.T.) Professor of

Political Science and of Economics; Director uj' the Public Polin· Analvsis Pru~ram

Richard G. Ni~mi, Ph.D. (Michigan) Prufessor of' Political Science

Walter Y. Oi, Ph. D. (Chicago) Milliman Pro/'essor uf' Econumics

Wiiliam H. Riker, Ph.D. (Harvard) Wilsun Professor of Polirical Science

Bruce Jacobs, Ph. D. (Harvard) Assisrant Professor of Political Science

David L. Weimer, Ph.D. (California, Berkeley) Assistant Professor of Political Science

Russell Roberts, B.A. (North Carolina) Instructor in Political Science and in Economics

The Public Policy Analysis Program offers inter­disciplinary training to individuals interested ll1

analysis or leadership careers in the design, evalua­tion, and implementation of public policies. These careers may be in either government or related private companies. The program, which generally requires two years to complete, leads to an M.S. (public policy) degree. Students are encouraged to complete an in­ternship m a government agency between the first and the: second year.

The core curriculum develops tools and techniques generally needed by all analysts, regardless of spe­cialization or areas of interest. The following courses fulfill the core requirements:

PPA 207. Microeconomic Theory.

PPA 404. Introduction to Statistical Methods.

PPA 405. Multivariate Statistical Methods.

PPA 406. Design and Analysis of Survey Studies.

PPA 430. Public Policy Research Methods.

PPA 43I, 432. Public Policy Workshop I, II.

PPA 433. Public Policy Modeling.

In addition to the core curriculum, students must complete eight elective courses. These courses develop analytical approaches and techniques in more detail and provide for some experience and specialization in

Public Policy Analysis 125

particular substantive areas. These courses are usu­ally drawn from PPA courses or courses in the De­partment of Political Science, Department of Econom­ics, and Graduate School of Management: however, they need not be restricted to these. A minimum of two electives must consider governmental decision making and political processes, and two must be re­lated to some substantive specialty (such as education, health care, defense planning, or natural resources).

The 3-2 Option A limited number of undergraduates may complete

the public policy analysis degree under a 3-2 option. By satisfying most of the requirements for their un­dergraduate concentration in the first three years, students under this plan begin the public policy analy­sis curriculum in their senior year. At the end of that year, they receive their bachelor's degree, and, after one additional year of full-time graduate study, com­plete the requirements for the M.S. (public policy) degree. Students may combine the Public Policy Anal­ysis Program with virtually any undergraduate con­centration. However, some prior exposure to political science, economics, or statistics is helpful. Students interested in the 3-2 option must apply to this pro­gram in the spring of their junior year. Applications and additional information can be obtained in Hark­ness Hall 312.

Through a cooperative arrangement between the Department of Political Science and the Department of Preventive, Family, and Rehabilitation Medicine, students may undertake a combined three-year pro­gram leading to the degrees M.S. in public policy and M.S. in community health. For this program, the ex­isting M.S. degree program in public policy analysis requires that the substantive area be taken in the Department of Preventive, Family, and Rehabilita­tion Medicine. Part of the required practicum will also be fulfilled in Preventive Medicine 450. Conversely, the elective credits in the existing M.S. program in community health must be concentrated in public policy and traditional political science courses.

The M.S. program in public policy analysis allows students to enter after their junior year. By doing so, it is possible under certain conditions to earn both master's degrees after two years of study beyond the B.A.

This cooperative program is compatible with almost a ny undergraduate major. However, students can get a "head start" by taking relevant courses prior to ad­mission to the program. Especially appropriate would

126 Arts and Science

be course work in elementa ry statistics, calculus, eco­nomics, a nd / or political science .

Because preventive medicine courses typically carry three credits and political scie nce courses ty pically carry four, the number of c redit hours earned may vary from one student to anothe r. Students will nor­mally take four courses pe r semester (or two, while working on the maste r's essa y) and must have a tot<.! of at least 12 credit hours per semester to be full-time. Only under exceptional circumstances will part-time students be pe rmitted to pursue a cooperative degree program.

M.S. in Public Policy with a Specialty in Pharmaceutical Issues

The De partments of Po litica l Scie nce and P harma­cology and Toxicology have an arra ngement whereby M.S. students in the Public Policy Analysis Program may do their substantive work in the Center for tr.e Study of Drug Development. T he program e nables students t o apply the a nalytical techni4ues learned in the public po licy program to rea l a nd current pha rma­ceutical issues of drug develo pment, eva lua tion, us-~.

a nd regulation. Students accepted in the p ro g ram will ta ke the core

of the existing PPA curriculum and courses in phar­macology, and then will complete a substantial re­search projec t in the Cente r fo r the Study of Drug Development. T he resea rch will be co nducted unde r the directio n of faculty a d v isers from bo th d e pa rt­ments.

M.S. in Public Policy and Ph.D. in Education

Individuals interested in educational p o licy may pursue a progra m lea ding to bo th the M.S. degree in public policy a nd a Ph. D. d egree from the G radua te School of Educa tio n a nd Huma n D eve lo pmen t. This program re4uires a t least four years to com p lete .

Additional informat ion a bo ut a ny of the combined degree prog ra ms can be o bta ined from the Director of the Public Policy Analysis Progra m in Harkness Hall.

Courses of Instruction 207. Microeconomic Theory. Develops basic microeco­nomic concepts, including supply and demand relationships. ma rket equilibrium, welfare ana lysis, and uncertainty. Attention is given to the conceptua l framework for making decisions about the allocation of resources . Same as ECO 207.

238. Educational Policy Analysis. Considera tion of costs and returns of education; public policy decision> fo r all levels of education; educational finance problems. Same as ECO 237.

403. Mathematical Modeling. An introduction to mathe­matical modeling in the socia l sciences. Develops co ncepts of calculus, matrix algebra, and set thwry. Sam~ as PSC 403.

404. Introduction to Statistical Methods. Develops basic concept' of statist ical theory fo r use in public policy ana lysis. Same as PSC 404.

405. Multivariate Statistical Methods. Develops linear statistica l models. with specia l emphasis on multiple re­gression techniques. Applica tio ns in public policy analysis and socia l science resea rch. Same as I'SC 405.

406. Smvey Design and Ana lysis of Survey Studies. ln­trod.tces survey a nalysis concepb and methodology, includ­ing sampli ng, measurement. data prepa ration, and ana lyt ica l methods. The inte rpretation of t'Xisting surveys is treated along with the development of new ones.

430. Public Policy Research Methods. S urveys tech­niques commonly used in pla nn ing and evaluating publ ic programs. Topics include eva luation research, benefit-cost ana lys is, measurement of pmgram impact, and planning techni4ues. A famil iarity with basic sta tistics is assumed.

431. Public Policy Workshop I. Involves students in the formulation and conduct of po licy analyses fo r actual "clients." Under the guidance and monitoring of a faculty member, students work directly with agency officials in developing ana lyses of rea l-world problems. In the process, they become familiar with the const raints and pressures that exist and learn to cope with the environment often faced in policy a na lysis jobs.

432. Public Policy Workshop II. Follows Public Policy Analysis 431 and emphasizes policy implementa tion.

433. Public Policy Modeling. Considers the a pplication of microeconomic theory and organizational analysis to pu blic policy problems. Conce ptua l ideas a re illustrated in a variety of d iverse areas such as environmenta l quality. welfa re refo rm, health insu rance, and ed uca tiona l finance.

434. Independent Study in Public Policy .

435. Organizational Theory and Behavior. An analysis of individua l a nd collecti ve beha\ior in publtc and private orga nita tions. Various explanat ions of bureaucratic decision making a nd perfo rma nce a re conside red . Same as PSC 435.

437.. Domestic Public Policy. The content, rat ionale, as­surr.ptions, a nd development of selected domestic policies. The us: of social science theories and fi ndings in policy for­mation a nd evaluation. Sa me as PSC 437.

439. Introduction to Politics and Policy in the U.S. Health Care System. Seminar provides an understanding of the principal health institutions and their behavior; selected topics of importance for national health policy and local decision nnking are explored. Same as PSC 439.

440. Health Policy Studies. Seminar examines current U.S. health policies both substant ively and as important examples ,,f the policy process. T he nature and role of policy studies in health recrive attention. Same as PSC 440.

449. Political Economy. Analysis of the interrelationship between macroeconomics and politics; the economic deter­mmanb of political behavior and macroeconomic policy. SJmc <tS P:-iC 449.

RELIGIOUS STUDIES This is a conce ntratio n progr.tm, lead ing to a bache­

lor's degree, which is administercd through the Center for Special Degree Programs (page 45).

*Beverly A. Gaventa, Ph.D. (Duke) AJiunct A ssistant Professor of Religious Snu.ii<'s

William Scott Green, Ph.D. (Brown) Assistanr Professor of Religious Srudi<'s

*Paul Hammer, Ph.D. (Heidelberg) Adiuncr Professor of Religious SruJies

Grace Harris, Ph.D. (Cambridge) Professor of Amhropologr and of Religiow Srudies

*Richard A. Henshaw, Ph.D. (Hebrew Union) Adjuncr Professor o/ Religious Srudies

Harmon R. Holcomb, B.D. (Colgate Rochester) Professor of Philosoph1• anJ lJirt?crur of Religious Srudies

Abraham J. Karp, M.H.L. (Jewish I"heological Seminary) Professor of Hisron· and of Reli!(ious Studies; Philip S. Berns rein Professor of Jewish Swdies

*H. Darryl Lance, Ph.D. (Harvard) Adiuncr Pro.fessor of Religious Sruclies

*Werner Lemke, Ph.D. (Harvard) Assisram Pro.fessor of Religious Sruclies

Neil McM ullin, Ph.D. (British Columbia) Assistanr Professor of' Religious Srudies

Dean A. Miller, Ph. D. (Rutgers) Professor of' History *Leona rd Sweet, Ph. D. (Rochester) Lecrurer in

Religious Srudies

Religious Studies 127

*Paul W. Walaskay, Ph.D. (Duke) Assistant Professor of Religious Studies

Edward Wierenga, Ph. D . (Massachusetts) Assistanr Proff>ssor of Religious Studies

The program of religious studies offers a wide range of courses which cover the histories, literatures, and phenomena of religious traditions. Course offer­ings fall within four main divisions: Judaism, Chris­tianity, Asian Religions, and Comparative and Meth­odological Studies in Religion . As a discipline within the liberal arts, cutting across humanities and the social sciences, religious studies enriches its offerings with regular cross-listings of relevant courses in six departments of the College. Cooperative arrange­ments with neighbo ring academic institutions, par­ticularly the Colgate / Bexley/ Crozer Divinity Schools, further supplement the program.

The goal of a concentration in religious studies is to achieve an understanding of the nature of diverse religions, the methods employed by several disciplines in their study, a nd a measure of competence within a specific tradition or area . Seminars, reading courses, a nd the Semor Tutorial allow intensive study of par­ticula r topics.

Requirements for Concentration in Religious Studies

A minimum of 10 courses:

1. Either R EL 101 or 102 2. One course in the history of a trad ition, either R EL

103, 104, 105, or 106

3. REL 293, normally taken in the junior year

4. Six other courses, no more than three of which may be taken within a single division (Judaism, Chris­tianity, Asian Religions, Comparative and Method­ologica l Studies). Of these six courses, two must be selected from courses cross-listed with other departments.

5. Senior T utorial (R EL 393): a directed, individual study project , the resu lts of which will be presented by the student to a colloquium comprising faculty, o ther concentrators, and guests.

A concentration in religious studies may include no more than three 100-level courses. No course may be taken for credit toward a graduate degree unless it is cross- listed with a department which offers a doctoral program.

• Part-time.

128 Arts and Science

Courses of Instruction 101. Old Testament. The historical formation of the Old festament; a study of its representative books; discussion of their significance then and now.

102. New Testament. The historical s.:tting and forma ­tion of the New Testament; selected readings and discussions of the interpretation of centra l themes.

103. Introduction to Judaism. The basic elements c·f Judaism and their transformations and developments tn

biblical, rabbinic, and modern periods.

104. Introduction to Christianity. A study of the deve lop­ment of Christian belief and thought about God, J esus, scripture, ethics, and the church.

105. The Asian Search for Self. A study of the basic teachings of Hinduism and Buddhism as to the nature of man, his goal, and the paths to its attainment. Same as HIS I 05. (Offered 19? I ·82)

106. From Confucius to Zen. The teachings, practices, and social impact of the major religious traditions of China and Japan. Same as HIS 106.

I 07. Classical and Scriptural Background in English Lit­erature. Same as ENG 102.

110. The Graeco-Roman World. Same as HIS 110.

Ill. Philosophy of Religion. Historical and recent read­ings are used to analyze issues such as: existence of GoJ, divine attributes, the relation of God to the world, and fai·:h and reason. Same as PH L Ill.

120. Art in Ancient Greece. Same as A H 120. (Offer.:d 1981-82)

201. Religion and Ethics. A critical examination both of attempts to provide a religious foundation for ethics and of particular Christian and Jewish claims about such issues as wa r, euthanasia, sex, and abortion.

202. Early Christian and Byzantine Art. Same as AH 203. (Offered 198 1- 82)

203. Religion in American Life. A historica l examina tion of the Protesta nt, Roman Catho lic, a nd Jewish experience within the American context. Same as HIS 203.

205. Romanesque Art and Architecture. Same as A H 205.

206. Gothic Art and Architecture. Same as AH 206.

207. Chaucer. Same as ENG 206.

208. Hellenistic and Imperial Civilization. Sa me as HIS 208. (Offered 1981-82)

212. The Reformation. Same as HIS 211.

214. C,)mparative Religious Systems. Same as A'\!T 214.

215. The Homeric Hero. Same as LIT 224. (Offered 19~1-82)

216. Plato and Logopoiesis. Same as LIT 228.

217. Politics, Culture, and Religion in Israel. A hist,>ry of the State of Israel with emphasis on J ewish-i\rah rela tions and the challenges of communal / cultura l integrati0n and religiou' confrontations. Same as HIS 219. (Offered 19ll! -82)

218. The Holocaust. A historica l. theological, and idet1-logical analysis of the holocaust- -the ghettos, death camps, and resista nce. Same as HIS 218.

219. Early American Literature. Same as E"' G 220. (Of­fe red 198 1-82)

220. Personhood in Ritual and Society. Same as ANT 220. (Offered 19lll-82)

223. Interpretation and the Divine. Same as LIT 229 .

224. Augustine, Anselm, and Aquinas. Three format; ve philvsophical treatments of relig ious belief a re compared on sele~ted topics such as freedom , providence, a nd the prob­lem of evil. Same as PH L 246.

225. 1\ierkegaard and Nietzsche on Religion. Seminar on two thi 1kers who foreshadow the modern period with a rein­terpretation of Christian belief and a radical critique of all religion. Same as PH L 265.

226. The Problem of Evil. Current treatments of ~uch

ancient issues as: omnipotence vs. freedom; myst1cism; ~vii ; alternative frameworks of belief. Prerequisite: one course in philosophy. Same as PHL 260.

227. Kant and Hegel on Religion. Two pivotal ways of understanding religion and its bearing upon our views of nature, history, freedom, and the highest good . Same <l S

PHL 2ol.

228. Knowledge, Truth, and Religious Belief. The na ture, limits, and grounds of knowledge. a nd the possibility of re ligiou knowledge. Same as PH L 262. (Offer~d I 98 1 -~21

229. The Transcendent in Film. An analysis of religious themes in the work of such directors as Bergman, Ozu, Bresson, and others. Same as PH L 263.

231. Ancient Greek Religion. Same as COM P LIT 230.

232. The Idea of the Messiah. An examination of the idea of a Messia h in Christianity and Judaism.

233. Success and Suffering. Textual study of Biblical wisdom lite rature in context of a comparison with a ncient documents.

236. The Immigrant Jew in America. A study through summary source material of aspects of the social, economic, cultural, and spiritual life of the immigrant Jewish community in America. Same as HIS 290.

237. Jewish Legal Tradition. A history of the develop­ment of Jewish law from biblical days to the State of Israel. Same as HIS 237.

239. Issues in American Judaism. How the present evolved out of the past, including some of the central issues confronting Jewish life and faith in America today. Same as HIS 239.

240. American Judaism. The historical development of Judaism in America, the effects of the frontier, immigration, and democracy on Jewish beliefs. Same as HIS 240. (Of­fered 19K H.\2)

241. Popular Buddhism: Religious Themes in Asian Lit­erature. Attempt to unearth the basic religious assump­tions and beliefs contained in selections from masterpieces of Asian literature.

245. Mahayana Buddhism. A study of the basic teachings of Buddhism, the rise of the "Great Vehicle" branch, and its cevelopment in China, Japan, and Tibet . (Offered 1930- 81)

247. Buddhism and Christianity. A comparative study of the basic assumptions and teachings of these two tradi­tions as to the nature of man and his destiny.

249. Religion, Conversion, and Self. Inquiry into religious conversion: transformation of world view; acquisition of a new self; the effect of and upon ritual behavior. Same as soc 249.

252. Religion and Society. A study of important classical and contemporary approaches to the sociology of religion. Same as SOC 252.

253. Dilemmas in Healing. Dilemmas in healing from the perspectives of medical practitioners, social scientists, thet>­logians, and philosophers. Same as SOC 253 and PM 253.

256. The American Jew in Literature and Film. How fic­tion, drama, a nd film have depicted the social, cultural, economic, and religious problems which have confronted the American Jew. Same as HIS 256. (Offered I98 Hl2)

258. Jews, Pagans, and Christians in the Hellenistic Age. Jewish sectarianism, apocalyptic literature, Dead Sea Sect, mystery cults, Christian origins. Same as HIS 258 . (Offered 1981-82)

263. Tolstoy and Dostoevsky. Same as LIT 263.

Religious Studies 129

264. Modern Jewish Thought. Modern Judaism's growth from Hassidism and the Enlightenment to the State of Israel. Reading in Rosemweig, Buher. Hesche!, et al. Same as HIS 264. (Offered 19~2-83)

27t. Religion in Chinese History. Same as HIS 27 1.

288. Saints and Demons in History and Film. Same as HIS 288.

293. Theories of Religion. An investigation of important methodological contributions to the critical study of religion.

301. Topics in Judaism. Advanced seminar on a selected topic in the history of Judaism.

302. Topics in Religion. Advanced interdisc iplinary seminar on a selected topic in the study of religion.

311. Byzantine Culture and Civilization. Same as HIS 311.

325. Ethical Decisions in Medicine. Seminar on four biomedical issues and ethical theories of rights, persons, health, and decisions under uncertainty. Same as PH L 325.

341. Powerful People. Same as HIS 341.

345. Readings in Buddhist Scripture. A detailed exam­ination of some of the more important Buddhist slitras, including the Lotus. Heart, Diamond, and Platform.

356. Witchcraft, Magic, and Religious Cults in Late Medi­eval and Early Modern Europe. Same as HIS 356. (Offered 1981 - 82)

391. Independent Study. By arrangement with the direc­tor a nd with the conse nt of an instructor, to permit work beyond the regula r course offerings. Limited to juniors and seniors with background in the selected area of reading.

393. Senior Tutorial. A directed, individual study project, the results of which will be presented by the student to a colloquium composed of faculty, other concentrators, and guests.

Related Courses AH 226. The Arts of Buddhist Asia.

AH 228. The Divine Lover: Erotic Themes in Indian Art. (Offered 19!; 1-82)

ENG 201. Old English Literature.

ENG 213. Milton.

ENG 233. Medieval Drama. (Offered 1981 - 82)

HIS 128. Russian Civilization. (Offered 1981 - 82)

130 Arts and Science

RUSSIAN STUDIES This is a certificate program, administered by the

Center for Special Degree Programs (page 45), which gives recognition for specialization in connection with a department concentration.

Committee on Russian Studies Ronald V. Harrington, Ph.D. (Harvard) Associate

Professor of Russian Brenda Meehan-Waters, Ph.D. (Rochester)

Associate Projessor of History and Co-Chairman of the Progrum

Nathan Rosen, Ph.D. (Columbia) Associate Professor of Russian Literature and Co-Chairman of the Program

The Russian Studies Program offers students an opportunity to develop a focused, interdisciplinary knowledge of Russian language and culture as a com­plement to their disciplinary concentration. Those in­terested in the program must satisfy the re4uirements of the major field and the requirements of the Russian Studies Program, which include a reading knowledge of Russian and two courses in Russian history, two in Russian litera ture, and one in Soviet politics. Upon graduation, students will receive a certificate in Rus­sian studies as well as a B.A. in their major field .

Students planning to work toward the Russian studies certificate should consult with Professor Meehan-Waters or Professor Rosen about their pro­gram, which must include:

• Two of the following literature courses:

LIT 128. Russian Civilization.

LIT 163. Tolstoy and Dostoevsky.

LIT 164. Nineteenth-Century Russian Literature.

LIT I65. Modern Russian Literature.

• Two of the following history courses:

HIS 128. Russian Civilization.

HIS 129. History of Imperial Russia .

HIS 229. History of U.S.S.R.

HIS 328. The Russian Revolution.

• One course in Soviet politics or Soviet foreign policy, o r a combination of HIS 229 and PSC 270 (International Politics)

• A reading knowledge of Russian which can be dem­onstrated by passing a proficiency test or achieving a grade of "C" or better in Russian 103.

Students are also encouraged to elect courses from the following areas:

History

HIS 206. World Communism.

HIS 227. Marxism.

HIS 253. The Soviet Union Through Film and Literature.

HIS 32Q. Concept and Development of Eighteenth­Century Police State.

HIS 357. Women and Socialism.

Language and Literature

RliS I04. Intermediate Russian II.

RUS I05. Russian Reading and Translation.

RUS 131. Introduction to Modern Russian Literature I.

R US 221. Advanced Russian Language I.

RUS 222. Advanced Russian Language II.

RUS 223. Advanced Russian Language III.

RUS 260. Chekhov.

Political Science

PSC IOI. European Political Systems.

PSC 270. International Politics.

PSC 275. National Security Policy.

SOCIOLOGY Dean Harper, Ph.D. (Columbia) Professor of

Sociology and of Psychiatry Raymond Murphy, Ph.D. (Northwestern) Prq/essur

of Sociology Stephen J. Kunitz, M.D. (Rochester), Ph.D. (Yale)

Associate Projessor of Preventive, Family, and Rehahilitaiiun Medicine and of Sociology

Anne McMahon, Ph.D. (Michigan State) Associate Professor uf Sociology

Klaus Roghmann, Dr. rer. pol. (Cologne) Associale Professor of Sociology and of Pediatrics

131

132 Arts and Science

Madeline Schmitt, Ph.D. (SUNY, Buffalo) Associate Professor of NursinR and of Sociology

Thomas Spence Smith, Ph.D. (Chicago) Associate Professor of SocioloRy and Chairman

Barbara Sobieszek, Ph.D. (Stanford) Associate Professor of SocioiORY and of Psychology

Andrew A. Sorensen, Ph.D. (Yale) Associate Professor of Preventive, Family, and Rehahilitation Medicine and of Sociology

William Dale Dannefer, Ph.D. (Rutgers) Assistant Professor of Education and of Sociology

RaJph Sell, Ph.D. (Pennsylvania State) Assistant Professor of Sociology

Barry Skura, Ph.D. (Chicago) Assistant Professor of Sociology

Philip Wexler, Ph.D. (Princeton) Assistant Professor of Education and of SociolORY

Karol Soltan, M.A. (Chicago) Instructor in Sociology

The interests of sociologists range from the moti­vations of scientists to the organization of armies and from the leisure patterns of suburbia to the sources of industrialization. Although all of these are also in some degree the concern of other field s, they neces­sarily involve the ideas of social positions, social re­lations, and social organization- in short, the socio­logical perspective. In conveying this perspective, the Department aims to give its students the concepts, theories, and methods with which they can learn to understand the social world for themselves. Through­out its courses the Department emphasizes the mutual influence of social theories and social facts.

The Department sees its courses in general, and its concentration in particular, as "preprofessional" only in the sense that a liberal education and a knowledge of society are parts of all preprofessional education. Those students who plan to go on to graduate work in sociology or a related field should take at least one 400-level course in their junior or senior year.

Requirements for Concentration in Sociology

A total of 10 courses: a. Seven courses in sociology including:

Major Social Theorists (SOC 20 I); one methods course; any other five sociology courses, with not more than one at the 100 level. These five courses must be distributed in at least two of the three sub­stantive areas: Social Structure, Social Interaction, Organizations and Institutions.

b. An introductory course in statistics or its equivalent no later than the second semester of the junior year; prospective concentrators should see the depart­mental adviser if uncertain about the statistics re­qui:ements.

c. Remaining courses in related fields, with the ap­proval of the departmental adviser.

Suggested Ordering of Sociology Required Courses for Majors Statistics 211 or 212

or Sociology 215 sophomore year ,.--One Methods course JUnior year Sociology 20 I senior year Senior Seminar,* last semester,

400-level course* semor year

It is suggested that majors take the required courses in the above order. It is strongly urged that at least two substantive courses be taken in the sophomore year to (a) provide a sample of the field for the prospective ma­jors and (b) provide a substantive basis for the required methodology and theory courses.

Courses of Instruction 101. Introduction to Sociology. Elements of social or­ganizations; the nature of society.

103. Social Organization.

All 200-level courses listed below carry four hours of graduate credit.

I. Sociological Theory

201. Major Social Theorists. A comparative study of se­lected works of Marx, Weber, Durkheim, and other classic theorists.

203. Mathematical Models of Social Behavior. An in­troduction to the use of mathematics in sociology. Social structure, diffusion, social mobility, population growth.

II. Methods of Research

210. Methods: Survey Research. Techniques of measure­ment, data collection, and computer analysis. Class research projects.

211. Methods: Critical Analysis of Sociological Research. An examination of selected research monographs, consider­ing the relations of problem and procedure.

*Suggested for those planning graduate education in sociology.

212. Methods: Field Research. Qualitative and quanti­tative techniques of conducting research in field settings. Research projects.

213. Methods: Small Groups. Study of theory and re­search on small groups and group dynamics. Selected topics sucti as leadership, status and power, evaluation processes.

215. Statistical Analysis in Sociology. The . sociological pecspective, alternate designs of research that emerge out of that perspective, and methods of data analysis.

216. Methods and Materials of Demography. Basic the­ory, data sources, and computer applications of demographic methods and techniques.

217. Applied Demographic Methods. Basic techni4ues of population analysis and description as used in the U.S.

219. Logic of Evidence. Analysis of major substantive contributions as "scientific products," and the design of research to improve theory or increase its empirical base.

Ill. Social Structure

218. Education in the American Social Order.

220. Stratification. of stratification m class structure.

Major theories and empirical studies historical and contemporary settings;

221. Race Relations. Intergroup relations in industrial society, with special attention to Negro-white relations in America.

222. Comparative Social Structure. Major topics In

macrosociology; institutional evolution; social development; comparative analysis of complex societies.

223. Urban Sociology. Study of structure and change of cities, urban life, institutions, and urban problems.

224. Social Conflict. Examines a variety of intergroup conflicts (such as conflicts among different racial, economic, sexual, or community groups and conflicts among nations), studying such forms of conflict as riots, wars, strikes, and revolutions.

225. Population Dynamics. The study of populatio n change. Composition and distribution and related social phenomena.

226. Social Organization of Work and Career. A socio­logical approach to the world of work from a life-span per­spective. Study, in the context of cultural, hisforical, and social structural variations, of adolescence, studentry, career, and retirement. Same as EDH 481.

227. Social Problems of Industrial Society. An examina­tion of the causes, characteristics, and attempts to a lleviate

Sociology 133

diverse social problems, e.g., crime. suicide, menta l illness, drug addiction.

229. Sociology of Economic Development. Theories and research of social change and industrialization of nation states.

IV. Social Interaction

209. Sociology of Life Cycle.

240. Society and the Individual. Social influence on in­dividual development; interaction and influence in small groups; attitudes and role analysis.

241. Sex Differences in Social Behavior.

242. Deviant Behavior.

243. Social Movements. A study of the development, participation, and consequences of collective movements and change in society.

244. Socialization. The process by which individuals acquire and modify behaviors and self-concepts to meet expectations of society.

247. Primary Groups. Sociological study of personal ties and face-to-face social groups: kinship networks, friendship groups, political and religious ideological groups, intellectual circles, etc.

252. Religion and Society. A study of important classical and contemporary approaches to the sociology of religion. Same as REL 252.

253. Dilemmas in Healing. medical practitioners, social philosophers.

From the perspect ives of scientists, theologians, and

V. Organizations and Institutions

261. Political Sociology. T he relation of social structure to political organizat ion. Areas covered include democracy, social movements, leadership, and participation.

263. Sociology of Culture. Social contexts of folk , mass, and high culture; the artistic community; cultural integra­tion and innovation.

264. Ot~rupations and Careers. fhe sociology of work roles and careers, with emphasis on developing a comparative anal­ysis of work and the se lf.

265. Complex Organizations. Analysis of bureaucratic organizations, focusing o n structure, info rma l organiza tion, the environment, etc.

134 Arts and Science

266. Medical Sociology. Role of medicine in society. Special attention to the sick role, health professions, organ­ization of health services, and ethical issues.

267. Social Inequality. The sociology of stratification within and arr.ong ethnic groups.

268. Sociology of Mental Health. Definitions of mental illness. So<:ial organization of the mental hospital. Etiology and consequences.

269. Sociology of Jazz. A sociological case study uf the relationo.hip between art and society.

270. Sociology of Higher Education. Analysis of hts­torical d~velopment and current "system" of higher edu­cation; organiLation of academic institutions.

272. Armed Forces and Society.

VI. Seminars, Reading Courses

311. Contemporary Sociological Theories. Rigorous :c.nd systematic examination of a few contemporary theories in sociology.

314. Self-Concept. Seminar on self-evaluation. Considers in depth sociologica l theories of the development of s~ll, including Mead, Cooley. Zetterberg, Kinch; considers both field and laboratory resea rch testing such theories. Pre· requisite: permission of the instructor.

340. Studies in Deviant Behavior.

350. Family, Schooling, and Socialization. Analysis of in­teracttonal patterns within family and school settings and how they are both related to broader social processes, such as the organization of work, and how they both contribute to the formation of the person. Same as EDC 466.

360. Theories in Social Psychology. Major theoretical orientations in interdisciplinary social psychology and their methodological implications.

389. Senior Seminar. Students participate in discussing selected topics of contemporary issues in theory a nd meth­ods. Senior majors.

391. Independent Study In Sociology. Special work in­dividually assigned, with the consent of the Department.

395. Independent Research in Sociology. Open only to sociology concentrators. Prerequisites: SOC 20 I, 211.

STATISTICS K. Ruben Gabriel, Ph. D. (Hebrew University)

Professor of S!atistics and of Biostatistics William Jackson Hall, Ph.D. (North Carolina)

Professor of Slat is tics and of Biostatistics and Ch1irman

Julian Keilson, Ph.D. (Harvard) Professor of Statistics, of Biostatistics. and in the Graduate Sehoul of' Management

Johannes Henricus Bernardus Kemperman, Ph.D. (Amsterdam) Fayerweather Professor of Mathematics and of' Statistics

Guvit~d Shrikrishna Mudho lkar, Ph.D. (North Carolina) Professor of Statislics and of Biostatislics

Poduri S. R. S. Rao, Ph.D. (Harvard) Professor of Stalistics and in the Graduate School of Management

Henry T. Davis, Ph.D. (Chicago) Associate Pro,'essor of Biostatistics and of Stalistics

Charles L. Odoroff, Ph.D. (Harvard) Associate Professor of Biostalistics and of Statistics and Dirtctur of the Division of Bioswtistics

Jon Wellner, Ph.D. (University of Washington) A:~sociate Pruf'essor of Statistics

Yue-Pok Mack, Ph.D. (California, San Diego) Assi.Nant Professor of Statistics

W. All ~n Wallis, A.B. (Minnesota) Professor Eme•ilus o( Economics and of Sta!istics

The Department of Statistics at the University of Rochester offers instruction in statistics from intro­ductory through graduate levels. Programs leading to the B.A., M.A., and Ph.D. degrees in statistics and joint B.A. and M.A. programs in mathematics and statistics a re available. The Department interprets the term "statistics" very broadly. The courses available permit specialization in statistical theory, probability theory, statistical analysis, biostatistics, and oper­ations research. The Department recognizes and emphasizes both theoretical and applied aspects of statistics. Some computer usage is an essential and integral part of all programs. By appropriate choice of courses, students may coordinate their statistical education with some specific field of application. Or,

they may choose a program strong in theory and in supporting mathematics courses.

The objectives of the B.A. program are to provide (!) a background in quantitative methods for grad­uate work in the social sciences or business admin­istration, (2) training in statistical methods for work in government or industry, and (3) an introduction to statistics in preparation for graduate work in sta­tistics and related fields.

Introductory Course Information The Department offers five introductory courses.

Two of the courses (165 and 201-203) are theoretical in nature; the others (145, 211, 212) are applied. Sta­tistics 165 is an introductory course in probability and statistical theory; it provides a theoretical background for statistics as used in the humanities and sciences. Statistics 201-203 is a two-semester, thorough intro­duction to the theory of probability and statistics.

Statistics 145 is a nonmathematical, introductory, terminal course concentrating on interpretation of data and on some of the basic techniques of statistical analysis. Statistics 211 and Statistics 212 are more technical, though still without any mathematical pre­requisite; many of the techniques of statistical analy­sis are introduced along with computer implementa­tion. Either of these may be followed by Statistics 216.

Statistics 201-203, 211-216, and 212-216 are natural two-course sequences for statistics as an allied field. Other two-, three-, and four-course sequences are possible.

The Department maintains a calculating labora­tory, available to students taking statistics courses. The Department also has a computer terminal for remote access to the University's IBM-3032 and DEC 10 computer facilities.

Concentration in Statistics The concentration in statistics must form a co­

herent program directed toward the objectives of the student, and must be approved by the statistics de­partmental adviser. It is expected that students con­sidaing statistics as a major take Statistics 211 or 212 and one other statistics course, or Statistics 201 -203 during their sophomore year.

Requirements for Statistics Majors • Mathematics 161- 162 or their equivalents (141 -

143 or 150-152), and 163-164

Statistics 135

• 10 additional courses: a. Six to eight statistics courses, including 20 I,

203, 211 or 212, 226

b. Two to four courses in an allied field: computer science, mathematics, economics, engineering, political science, psychology, sociology, manage­ment, or any cognate field, with the consent of the Department.

Some of the 400-level courses in statistics (see the Graduate Studies Bulletin) arc also available to ma­Jors.

Joint and Double Majors The above requirements are needed for double

majors- statistics and another field - as well as the requirements in the other field; the departmental ad­viser should be consulted.

The Department offers a joint major in mathematics and statistics. (Other joint concentration programs are being developed .)

Requirements for Joint Concentration in Mathematics and Statistics • Same as above • M IH-STT 201 , 202, 203, and 207 or 208; MTH

236, 265; STT 226; CSC 100; two additional 200-lcvel courses in mathematics and ; or statistics.

Courses of Instruction 145. Elements of Applied Statistics. r he nature and meaning of statistics, organization, and interpretat ion of data. Elements of statistical inference, sampling, a nd re­gression.

165. Elements of Probability and Mathematical Statistics. Probability, probability distributions, random variab les, moments, principles of statistical inference, estimation, hypothesis testing. Prerequisite: MTH 141, 150, or 161 .

201. Introduction to Probability. Probability spaces, come binatorial problems. random variab les and expectations, dis­crete a nd continuous distributions, generating functi ons, inde­pendence and dependence, binomial. normal, and Puissun laws, laws of large numbers. Prerequisite. MTH 143, 152, or 162. Same as MTH 201.

202. Introduction to Stochastic Processes. T hwry and a pplications o f random processes, including Markov cha ins, Poisson processes, birth-and-death process~s, ra ndom walh. Prerequisite: STT 201. Same as MTH 202.

136 Arts and Science

203. Introduction to Mathematical Statistics. P rinci::>les of statistical decision theory, point and interval estimation, tests of hypotheses, multivaria te normal distribution, linear hypotheses, selected topics. Prerequisite: STT 20 I. Sa me as MTH 203.

205. Mathematical Genetics. Selected topics in the math­ema tics of inherited characteristics. employing only elemen­ta ry probabi lity theory. Same as MT H 205.

207. Linear Programming and the Theory of Games. The basic properties of convex sets. Linear programming. Dual­ity. Principa l theorems. Finite games. Some infinite games. Pre requisite: MT H 164 or 174. Same as MTH 207.

208. Nonlinear Programming. Constra ined optimization, Lagrange multipliers, quad ra tic programming, dyna mic p ro­gramming. P rerequisites: MT H 163 a nd 164, o r 174. Same as MT H 208.

211. Applied Statistics for the Social Sciences I. Descrip­tive statistics, sta tistical analysis. a nd statistical inference as used in the social sciences; including elements of correla tion, regression, a nd ana lysis of va ria nce. Computer usage.

212. Applied Statistics for the Biological and Physical Sciences I. Descriptive sta tist ics, sta tistica l ana lysis, and sta tistica l inference as used in the biologica l a nd phy.;ica l sciences; including elements of co rrela tion. regression, and ana lysis of varia nce. Computer usage.

216. Applied Statistics II. Continuation of 211 or 2 12. Analysis of va ria nce. regression, correlation conting~ncy

table a nalysis, and associa ted topics. Prerequisite: STT 211 or 212.

221. Sampling Techniques. Simple random, strati fied, systematic, and cluster sampling; estimation of the means, propc rtio ns, variance, and ratios of a finite popula tion. The no nresponse pro blem. Prerequisite: STT 211 or 21 2.

226. Introduction to Linear Models. Linear a nd multiple linear regression. Simple, partia l, a nd multiple correla tion. Introduction to ana lysis of variance and covaria nce for ran­domized blocks. Latin squares and factorial designs . Pre­requisite: STT 2 11 o r 212.

241. Applied Multivariate Analysis. Multivaria te normal distribution; regression and corre lation; tests of hypotheses and confidence regions fo r vector means; MANOVA; dis­crim i :~atlt analysis; principal components and factor a na lysis; canonica l correlations; applications from natural a nd socia l sciences. Prerequisites: STT 203 a nd familiarity with ma­trices. ( 19li l - li2)

280. Introduction to Numerical Analysis. Same a s MTH 280 a nd esc 280.

320. Introduction to Design of Experiments. C red it - 2 hours. An introduction to experimenta l design, including fac to ria l designs, latin squa res, and ba lanced incomplete b!ock designs. Prerequ isite: STT 226.

391. Independent Study in Statistics. Supervised reading arrarged on a n individual basis. Prerequisite: consent of the Depa rtment.

VISUAL SCIENCE Robert M. Chapman, Ph.D. (Brown) · ProfesscJr of

Psychology and in the Cemerfor Visual S cience Gerald Howard Cohen, Ph.D. (Wisconsin) Professor

of Electrical Engineering and in the Center f(J~ Visual Science .

Paul D. Coleman, Ph.D. (Rochester) Professor of Anatomy and in the Centerfor Visual S~·ience .

Manuel Del Cerro, M.D. (Buenos Aires) Professor in the Cem er /or Brain Research and in the Cmtcr fur Visual Science; Associate Professor u/ Neurolugv and of A natonn

Robert ·w. Doty, Ph.D. (Chicago) Professor in the Center .for Brain Research. of Physiologv. of Psychology, and in the Cemer for Visual Science

David MacAdam, Ph.D. (M.l.T.) Adjunct Profe.lsor in the Cem er .for Visual Science ·

Walter Makous, Ph.D. (Brown) Professor of Psychology and in the Center for Visual Science: Director of the Ccmer .

HenryS. Metz, M.D. (SUNY) Professor and Chairman of Uphthalmologv and in the Cemer f or Visual Science

Seymour Zigman, Ph.D. (Rutgers) Professor of Ophthalmologt•, of Biochemistry, and in the Center for Visual Science

Charles A. Dvorak, Ph.D. (Delaware) Adjunct Assistam Professor in the Center .fur Visual Science

Robert C. Emerson, Ph.D. (Pennsylva nia) Assistant Professor* of Psychology and in the Center fur Visual Science; Associate Director of!he C~nter

StevenS. Hoffman, Ph.D. (Rochester) Adjunct Assistant Pro.fessor in the Center/or Visual Science

Robert Springer, Ph.D. (California, San Diego) Adjun,·t Assista/11 Professor* of Psychologv and in the Center for Visual Science

Thomas R. Corwi n, Ph.D. (Rochester) Research Associate and Associate Professor* of Psychologr and in the Centn for Visual Science

Tatiana Pasternak, Ph.D. (Copenhagen) Research Associate in the Center for Visual Science and Assistant Proj'essur* u/ Psychology

William H. Merigan, Ph.D. (Maryla nd) Research Associate in Radiation Biology and Biophvsics and in the Center .for Visual Science*

•Part-time.

Visual Science 137

.John R. ruttlc, Ph.D. (Rockefeller) Research Associate in Psychologv and in the Centerf(Jr Visual Science

Teaching assistants mat· hf' im·olved in assisting in­structurs in the courses u(jereJ in the Center.

The Center for Visual Science is located on the River Campus in the Psy..::l10logy Building. Its primary purpost is to provide specialized course work and ad­vanced research facilities for graduate students and postdoctoral workers in various disciplines whose work or interests involve the field of visual science. This is done with the cooptration of faculty who have their primary appointments elsewhere in the Univer­sity. Prospective students with an inte rest in this area might be drawn from any one of the following depart­ments: Anatomy, Brain Research, Optics, Electrical Enginening, Physiology, or Psychology. CVS courses are available to any graduate students working toward degrees tn any of the regular departments of the Uni­versity. Some participation by undergraduate students may be arranged with specia l approval.

Courses of Instruction 151. Sensation and Perception. Introduction to the fun­damental facts, methods, and theories about sensing stimula­tion, processing information, and perceiving objects in the environment. Psychophysical and physiological aspects of vision. audition, taste, smell, and the skin senses are included.

251. Psychology of Perception. i\ presentation of basic facts and theories of human perception. concentrating pri­marily on vision.

257. Sensory Processes with Laboratory. Concepts of how human sensory systems process the energy contained i11 visual. auditory, and other stimuli are studied experi­mentally.

351. Seminar in Perception. Emphasis o n selected topics in visua l processes. including space and picture perception, mental and visual representation, perceptual development, visual components of reading, a nd info rma tion processing.

440. Introduction to Visual Science. Survcv course cover­ing the physics, anatomy. physiology. and " psychology of vision; including photometry and colorimetry, photochem­istry and electrophysiology, and psychophysics.

442. Seminar on Sensory Processes. Selected topics in sensory processes, primarily vision and aud itio n.

444. Research Methods and Equipment in Visual Science. Survey of research instrumentation and methods, including optics, sources of illumination, spatial and luminance con­trol, calibration and measurements, and electronic circuits.

139

COLLEGE OF

ENGINEERING AND APPLIED SCIENCE

Administrative Officers Brian J . Thompson, Ph.D. (Manchester) Dean Jo hn C. Friedly, Ph.D. (California, Berkeley)

Associate Dean for Graduate Studies Carlyle F. Whiting, M.S. (R.P.l.) Assnciate Dean Jurij Kushner, M.B.A. (R.P.l.) Assistam Deanfur

Administration, Laboratory for Laser Enerf?etics

Gail McDonald, M.A. (Pennsylvania) Assistant to the Dean

The Co llege of Engineering and Applied Science offers degree programs leading to the bachelor of sci­ence, master of science, and doctor of philosophy degrees. Based on the fundamentals of science and engineering, the program~ exist in and benefit from a strong libera l a rts environment.

The undergraduate program provides education for a lifetime career, not merely training for a job. The program has two major objectives:

1. To prepare students for positions as practicing en­gineers and leaders in industry, government, edu­cation, and other areas of society.

2. To prepare students for graduate work leading to professions in medicine, law, and business as well as engineering, giving them an understanding of science and technology that will provide a firm foundation for their lifework.

The emphasis is on individual opportunity. ~tudents are encouraged to participate in the many active re­search projects in the College, a nd flexibility in each program makes it possible to incorporate specialized course work. For instance, engineering students pur­sue elective wo rk and undertake research projects in such fields as biomedical engineering, computer en­gineering, environmental studies, and materials sci­ence.

Undergraduate students formally enter the College of Engineering and Applied Science at the junior level after two years of strong liberal arts education. During this period of time the student will have completed the requisite freshman and sophomore courses as pub­lished in the Undergraduate Bulletin of his or her fresh­man year.

Normally, formal application to the College of En­gineering and Applied Science is accomplished by the student's filing in the spring of the sophomore year a concentration approval form which contains an ap­proved plan of study for the junior a nd senior years.

The specific courses re4uired to complete the degree are those which have been approved by the faculty, are available from the faculty advisers, and will appear in the Undergraduate Bulletin of the student's junior year. However, students intending to be engineering majors are assigned faculty advisers in the College of Engineering and Applied Science in their freshman year, and they begin taking engineering courses as early as the first semester.

Four-year courses of study lead to the bachelor of science degree in chemical engineering, electrical engi­neering, geomechanics, mechanical engineering, optics, or an interdepartmental program in engineering and applied science. Fu ll accreditation of the programs in electrical, chemical, and mechanical engi neering has been given by the Engineers' Cou ncil for Professional Development. See pages 142-161 for details about these programs.

Requirements for the Degree Bachelor of Science

In add itll)n to the specific courses stipulated in the degree programs, students must satisfactorily com­plete the following:

140 Engineering and Applied Science

I. A minimum total of 128 semester hours, or equiva­lent, of acceptable and satisfactory academic work; individual departments may require a higher total.

2. English: any course at the 100 level (except 113-129), normally English I 0 I.

3. Distribution requirements: Students following tre mechanical, electrical, interdepartmental, geo­mechanics, or optics programs must complete six courses in the humanities and social sciences. Stu­dents in chemical engineering programs must complete at least five courses in the humanities and social sciences. In all programs at least two courses must be taken in humanities and at least two in the social sciences. These courses are an im­portant and integral part of an engineering educa­tion, and should be carefully chosen with the help •Jf the faculty advisers. The following courses fulfill distribution requirements: a. Humanities: any English course except the

course taken to satisfy the English degree re­quirement (see above) and, in Chemical Engi­neering, courses 113-129; any Fine Arts course; any Foreign and Comparative Literature course; any Foreign Language course above the 101 level or any 101-level Foreign Language course which is followed by a second course in the same language; any Music course; any Philosop;1y course; any Religious Studies course. There is no foreign language requirement for the under­graduate programs in the College of Engineer­ing and Applied Science.

b. Social Sciences: any Anthropology course; any Economics course; any His tory course; any Lin­guistics course; any Political Science course; any Psychology course; any Sociology course.

Liberal Arts (LA) courses can be counted only as free electives. Policies regarding other elec­tive courses are included in departmental cur­riculum descriptions.

4. One year of residency for undergraduates in ~h e College. Students must be admitted to and regi~­tered in the College with an approved degree pro­gram for at least two semesters (not necessarily. consecutive); during each of these two semesters, students must complete at least 12 hours of course credit.

5. Cumulative grade-point average: an average of at least 2.0 for all courses taken for credit at the Uni­versity of Rochester, and an average of at least 2.0

in courses specified by the department or program of major.

ROTC students majoring in engineering must take certain naval science courses in addition to the regular courses listed. A maximum of two ROTC courses (eight hours) may be used as free electives. In the mechanical engineering a nd geomechanics programs only, one of these two ROTC courses (four hours) may be used as a social science in completing distribution requirements. Other ROTC courses must be taken as overloads.

Common First Year ..-Students intending to major in an engineering or

science field (chemical , electrical, and mechanical engineering, geomechanics, optics, and the interde­partmental program in this college, biology, chemistry, general science, geological sciences, mathematics, and physics in the College of Arts and Science) can take substantially the same courses during their fresh­man year and can change among these programs fairly easily until the end of the first year. Students who come to the University interested in engineering but uncerta in of the specific area are encouraged to con­sider themselves as interdepartmental program stu­dents for the first year while, with the help of their engine~rmg faculty advisers, they explore different options.

Enriched Five-Year Program Normally undergraduate programs are completed

in four academic years. Students may extend under­graduate work over a five-year period by including additional courses in the liberal arts or in the sciences. Students wishing to follow such a program should consult their faculty advisers toward the end of the freshman year. The proposed program must meet the norm<.! minimum load requirements.

By properly choosing the e lectives in a five-year program, students can meet requirements fur both the B.S. degree in the College of Engineering and A p­plied Science and a B.A. degree in a chosen field of Iibera_ arts concentration. These students essentia lly complete a progra m similar to a two-college progra m, but do so entirely at the University of Rochester. (See the 3- 2 Program described on page 141.)

Students who wish to complete a bachelor's degree in engineering a nd a master of business administra­tion may be able to combine an undergraduate engi­neering program with work in the Graduate School of

Management. This program may require that students take an overloau or summer courses during the junior or senior year.

The 3-2 Program The 3-2 Program offers extensive education in the

humanities, social sciences, and natural sciences in combination with professional education in engineer­ing. ln this five-year program the student attends a participating liberal arts college* for three years and then transfers to the College of Engineering and Ap­plied SCience for two yea rs.

Application for admission to the 3-2 Program is made to the liberal arts college of the student's choice and is subject to the admission procedures of that institution. After three years of successful study of a curriculum which is submitted to and agreed upon by both faculties, acceptance into the College of Engi­neering and Applied Science is guaranteed upon the recommendation of the participating college.

Two-Degree Program Students may earn two undergraduate degrees from

the College of Engineering and Applied Science under the following conditions:

a. The interdepartmental program may not be one of the two degrees.

b. The time span involved must be greate r than that normally required for one degree. Advanced place­ment and summer courses may be counted as the equivalent of time.

c. The student must have the written approval of his or her adviser and the department chairmen con­cerned. A written request should list the courses being submitted for each degree, a nnotating those being counted for both degrees. T he signatures of the department chairmen indica te their agreement that the proposed two-degree program meets, in their JUdgment, the requirements of the State Edu­cation Department (Memo No. 4) and the Univer­sity policy approved by the Cabinet of Deans on J a nuary 5, 1976 (both on file in the Office of the Dean, College of Engineering and Applied Sciem:e).

d. After approval by the department chairmen, the request should be routed to the Administrative Committee of the College of Engineering and Ap­plied Science for final approval.

*hn a list of participating college;, write to the l>can, College of Enginee ring and Applied Science, University of R ochester.

Engineering and Applied Science 141

Biomedical Engineering Students may pursue biomedical engineering either

through one of the departments or through the Inter­departmental Program. The Departments of Chemical Engineering, Electrical Engineering, and Mechanical and Aerospace Sciences, a nd The Institute of Optics all offer courses releva nt to biomedical engineering. A non-credit course, Options in Biomedical Engineer­ing, is offered to help students decide how to develop their interest in this area.

Computer Engineering Computer engineering may be studied either

through the Department of Electrical Engineering or the Interdepartmental Program in the College of En­gineering and Applied Science. The Department of Electrical Engineering offers a strong sequence in computer engineering; these courses may be supple­mented with courses from the Department of Com­puter Science for an interdepartmental degree or taken as the core o f an electrical engineering program. See also pages 53 and 146.

Academic Information and Advising

The Dean's Office in Gavett Hall assists students with co urse cha nges, summer schoo l approva l, Uni­versity College course a pproval. preparation fo r graduate a nd professional study, independent study and special courses, student academic petitions, and other matters. For specific regulations on these and other aspects of program planning, turn to the Aca­demic Services a nd Information section of th is bul­letin (pages 199- 206).

Faculty advisers are assigned to each engineering student early in the freshman year to provide infor­mation about different engineering f ields a nd to help students plan and review course schedules and degree programs. The Dean's Office ensures that students can see the faculty advisers most appropriate to their individual interests a nd needs.

All courses in the College a re taught by full-time faculty members with professorial ra nk or by part­time faculty members with the rank of professo r (pa rt­time) or lecturer (part-time). In courses which have more than 25 students, student teaching assistants may aid the professor in supervising laboratory ses­sions, running regularly scheduled problem sessions, or grading homework.

142 Ent:ineering and Applied Science

Introductory Courses Students seeking introductory level courses may

wish to choose from among the following, which have no prerequisites:

EAS 100. Introduction to Computing. For students not planning further wo rk in computer science or computer engineering. The fir>t half ot the semester cowrs fUR 1 RAN. The second half treats the following topirs in numerical methods: interpolation, integration, roots ot equations, sys­tems of linear equations, and ordinary differential equations. Each student is expected to complete a project to demon­strate mastery of programming skills. Students may r~gistt'r for the first or second half of the courst' (2 credits) or both ( 4 credits).

CHE 92. Introduction to Chemical Engineering. (See p . 144.)

EE 101. Computing. (Seep. 147.)

OPT 100. Introduction to Modern Optirs. (See p. 160.)

EAS 92. Options in Biomedical Engineering. :\o crt•dit.

CHEMICAL ENGINEERING Howard Brenner, Eng.Sc.D. (New York University)

Professor of Chemical Engineering and Chairman of the Department

Giles R. Cokelet, Sc.D. (M.l.T.) Professor of Radiation Biologl' and Biophysics and of Chemical Ent:ineering

John Royal Ferron, Ph .D. (Wisconsin) Professor of Chemical Engineerint:

Howard Saltsburg, Ph.D. (Boston) Professor of Chemical Engineering, of Chemistn·. and of Materials Science

Barton E. Dahneke, Ph.D. (Minnes0la) Associate Prolessor v( Radiation Biologr and Biophysics and of Chemical Engineering

Richard Frederick. Eisenberg, M.S. (Rochester) Associate Professor ol Metallurgy and of Materials Science

Mart in Robert Feinberg, Ph. D. (Princeton) Associate Professor of Chemical Engineering

John C. Friedly, Ph.D. (California, Berkeley) Associate Professor ol Chemical Engineerint:

*E. Bruce Nauman. Ph.D. (Leeds) Associate Professor of Chemical Engineering

*H. Richard Osmers, Ph.D. (Delaware) Associate Professor of Chemical Engineering

Harvey John Palmer, Ph.D. (University of Washington) Associate Professor o( Chemical Engi11eerint:

William David Smith, Jr., D.Eng. (Yale) Associate P,-oj(·ssur of Chemical t.ngineering

Terrence L. Donaldson, Ph.D. (University of Pennsylvania) Assistal11 Professor of Chemical l:.'tzgineering

Richard H. Heist, Ph.D. (Purdue) Assistant Professor of' ( 'hemical t.ngineerinf{

*S. Richard Turner, Ph.D. (Florida) Assistant Professor of Chemical Ent:ineering

Guu4-.J ~n Su, Sc. D. ( M.l. T.) Professor Emeritus of Chemical !:'ngineering and of Materials Science

Ivan floyanuv Ivanov, Ph.D. (Moscow), D.Sci. (Bulg::trian Academy of Sciences) Visiting Professor of' Chemical Engineering

Paul C. H. Chan, Ph .D. (California Institute of Technology) Postdoctoral Fellow in Chemical Lngineering

Shimon Haber, Ph.D. (Technion) Postdoctoral Fel!oll' in Chemical Engineering

John B. Hoover, Ph.D. (Johns Hopkins) Postdoctoral re i/ow in Chemical Engineering

Chemical engineers apply the chemical and p hysical sciences to the solution of practical problems. They often wcrk in the chemical industry supervising design and comtruction of new manufacturing units , seeing that the~·.e operate economically and efficiently, accu­mulating and analyzing scientific information needed for useful process designs, and taking pa rt in the de­velopment and marketing of new products. They may also use their engineering backgrounds in a wide va ri­ety of other occupations. For example, chemical en­gineers may enter legal work, particularly in pa tent law; their special understanding of chemical and physical processes is invaluable for further training in medical or biomedical research. The chemical engi­neer also plays an increasingly important role in prob­lems of waste treatment and pollution abatement and in best uses of energy and natural resources.

The versatility demanded of chemical engineers requires that their abilities to use the basic sciences be especially well developed. Moreover, because the solutions to society's problems frequently involve

*Part-time.

questions which transcend technical considerations and because our faculty is committed to a true univer­sity education for chemical engineering students, the curriculum is designed to include humanities and so­cial sciences as well as the physical and biological sciences, mathematics, and engineering.

Courses in chemical engineering are coordinated with separate la boratory courses in the sophomore, junior, and senior years. The laboratory experiments are designed to demonstrate and test fundamental concepts learned in lectures. The laboratory is op­tional during the last semester and provides the stu­dent with the opportunity to do an open-ended project related to current problems in design and research.

For admission to the chemical engineering depart­ment the student normally is required to have a grade­point average of 2.15 in all chemistry and chemical engineering courses taken during the first four semes­ters. For graduation a student must have obtained a grade-point average of 2.0 in all chemical engineering courses in additiOn to having an overall average of 2.0.

Electives Twelve of the 32 credit courses in a four-year pro­

gram are electives; a five-year enriched program includes an additional eight. Five electives are se­lected from humanities and social science subjects (see page 140; in addition, English 113-129 do not count toward distribution reLJuirements). One elective (or nine in an enriched program) may be used how­ever the slUdent wishes. The six remaining electives are chosen from technical courses offered by science and engineering departments with the following re­strictions: one course must be in applied mathematics and a second course must be in process control or sys­tems analysis.

At least three of the technical electives must form a coherent seLJuence of courses concentra ting in an area complementa ry to chemical engineering. Stu­dents develop these specializations in consulta tion with faculty advisers and usually complete them in the j unior and senior years. Suitable sequences often include personal research o r design projects. Students a re urged to consult. widely and then design sequences in areas of special personal interest. A few examples might be:

biotechnology- problems of common interest to biologists, biochemists, physicians, and engineers.

environmental engineering --engineering methods ap­plied to community or ecological problems.

Chemical Engineering 143

energy resources- fossil fuels, their production, chemical processing, and uses; other sources: nuclear fission and fusion, solar, hydroelectric, geothermal, etc.

sy.Hems and nmtro!s- the behavior of complex chemical processes and their on-line control.

materials science---- structure and properties of met­als, glasses, plastics, and refractories.

plastics and polymt>rs-their structure, properties, and manufacture.

surfu,·e chemistn• and catalysis- unique properties of interlaces separating solids, liquids, and gases.

computer applications computer use in chemical processing systems.

Typical Four-Year Program

First Year Chern 141' (or 125) C hern 1422 Math 161 1 Math 162 1

Englis h Physics 121 E lective E lective CHE 92 CHE 92

Second Year Math 163 1 Physics 122 Chern 201 , 203 2 Chern 2022 C H E 113 C H E 243 , 116 E lectivc E lective

Third Year Physics 123 C'HE 225, 246 CHE 244, 245 CHE 231 C HE 280 Elective Elective E lective

CHE 94

Fourth Year CH E 250. 255 CH E 273, 2563 Che rn 251 E lective' E lective E lective Elect ive E lec tive

1An alternati ve approved sequence is Mathematics 171, 172, 173 for those considered elig1ble by the Department of Mathematics. An ac­ce pta ble alternative sequence to Ma thematics 161, 162 is Mat hematics 141 , 142, 143.

'The chem1stry sequence 14 1 (o r 125) , 142, 201 a nd 203, 202. 251 is recommended. Alternative se~u ences, for exa mple, 125, 132, 133, 134 . 2 5 1, are permissibk provided that they invo lve five co urses in general chemistry, organic chemistry. and physical chemistry.

JAn elective course.

·10nt.; dccti \·c must be in process contro l or systems a nalysis and selected from C H E 272, EF 2 13, or MAS 213.

144 Engineering and Applied Science

Courses of Instruction CHE 92. Introduction to Chemical Engineering. 'Jo credit. Group c!iscussions of chemical engineering's currnt problems and relationship to the community. Fur entering students designating chemical engineering as the1r mtended field of concentration.

CHE 94. Plant Visits. No credit. Visits to industrial pla nts that illustrate chemical engineering in practice, preceded by explanation and followed by discussion.

CHE 113. Conservation of Material and Energy. Formu­lation and solution of chemical engineering problems involv­ing physical and chemical changes and accompanying energy effects. Stoichiometric and compositional relationships, ma­terial and energy balances, materials properties, chemical processing systems.

CHE 116. Fundamentals of Computing and Data Acquisi­tion. Credit· I hour. Introduction to techniques of comput­ing and the use of the computer in laboratory data processing and real-time data acquisition. Instruction is based upon the use of microcomputers in an interactive environment. Pre­re4uisite: CHE 113.

CHE 225. Chemical Engineering Thermodynamics. Ap­plicatio n of thermodynamics to chemical engineering prob­lems. The thermodynamic po tential is forma lized from postulates and applied quantitative ly to idea l and non-idea l systems. Complex e4uilibria invo lving multicomponent, multiphase, reacting systems.

CHE 231. Applied Kinetics and Reactor Design. Review of chemical kinetics; methods of kinetic data collectic·n, analysis, and inte rpreta ti,m; calculation of simple reactor designs. Emphasis is on homogeneo us uncatalyzed reactiOns. but heterogeneo us a nd catalyzed reactio ns are conside red.

CHE 243. Transport Phenomena I. Basic mathematica l tools of transport phenomena, the e4uations of continUity and momentum, laminar flow problems, dimensional analy­sis, macroscopic balances, and design of fluid flow systems Prere4uisite: PHY 12!.

CHE 244. Transport Phenomena II. Continuatio n of Chemical Eng ineering 243. T heory o f ene rgy a nd mass trans­fer with reference to diffusive a nd convective transport of ma teria l and energy in sta tic a nd flowing systems.

CHE 245. Junior Laboratory I. C redit- I hour. Laboratory safety, measurement of physical properties. gas chromatog­raphy, and fluid mechanics. Exploratory experiments a nd prelimina ry experimental design, as well as written and o ra l final reports, are re4uired .

CHE 246. Junior Laboratory II. Credit- ·I ho ur. Heat and mass tra nsfer, vapor-liquid e4uilibrium, a nd chemical kinetics o f homogeneous and heterogeneo us catalyt ic svs­tems. Exploratory experiments and preliminary expe-ri-

mental design, as well as written and ora l fina l repo rts, are required .

CHE 250. Design of Separation Processes. rhe theory o f e4uilibrium stage and continuous separation of processes, with aerlications to such operations as distilla tion, absorp­tion. extraction, and crystallitatio n. Fixed-bed operations, such as gas adsorption a nd chromatograp hy, a nd membrane processes are a lso considered.

*CHE 252. Pollution and the Water Environment. T ypes, so urces, and effects of water po llutants and liquid wastes. Biological and chemical aspects; river a nd lake modeling; treatments; economics; legislation. Prerequisites: CHM 125, MTH 163 o r permission. No prior engineering study assumed . ___.-'

*CHE 253. Pollution and the Air Environment. Types, source>. a nd effects o f a ir po llutants . Identification a nd measurement. Photochemical p rocesses; aeroso ls; a tmo­spheric and stack modeling; treatme nts; economics; legis la-tion. Prerequisites: CHM 125, MTH 163 or permission. No prior engineeri ng study assumed.

CHE 254. Pollution and the Land Environment. Origins, charact oriLa tio n, d isposal of so lid wastes. Landfill, incinera­tion. compost ing, recycling, pyrolysis, chemical change. Domest ic. indust ria l, nuclea r. mining, agricultural wastes. Economics; legislatio n. Prere4uisites: CH M 125, MTH I n:l o r permission. No prior enginee ring study assumed .

CHE 255. Senior Laboratory I. Cred it-- ! hour. Expen­ments involving chemical process equipment: doub le effect evaporator, d istillation column. gas absorber, and con­tinuous st irred tank reactor. Explora tory experiments and prdimi1ary experi menta l design, as well as written and ora l final repo rt s, a re required .

CHE 256. Senior La boratory II . Credit - I to 4 hou rs. Design studies and independent projects. S ome examples are chemical process systems, hiochem ical a nd biomedica l applications, po lymers and plastics, reactors and separat<>rs. em·iror-mental problems, energy usage, food technology, <tnd on-line computer control.

CHE 272. Process Dynamics and Control. Introduction to the dynamic behavior o f chemica l engineering systems. Ana lysis and design of feedback control systems. Prerequi­sites: CHE 113, 116.

CHE 273. Chemical Engineering Process Design. An in­tensive course for seniors. Fundamental material in transport phenot:~ena. therm odynamics, reaction ki netics. unit opera­tions, ma teria ls science, and econo mics is interrelated through labora tory ex perime nts and applications to chemica l plant design. Prerequisites: C H E 23 1, 250.

CHE 280. Materials Engineering and Mecha nica l Design. Evaluat io n a nd selection of mate rials fo r engineering d e>ign. Correla tio n of st ructure a nd properties, contro l of properties ,

*Nol given academic year 1980-8 1.

fabrication methods, strength of materials and mechanical design, corrosion. Materials studied include metals, poly­mers, glasses, and ceramics. Laboratory.

CHE 283. Principles of Physical Metallurgy. Structure a nd properties of metallic materials. Crystalline sta te and its characterizatiun. X-ray diffraction. Phase equilibria and prL>perties of a lloys. Kinetic and diffusiona l phenomena.

*CHE 284. Applied Physical Metallurgy. A study of alloy systems. Phase diagrams. heat treatments, and microstruc­ture rdated to mechanical and other physical properties. Labora tory.

*CHE 285. Contemporary Problems in Materials Engi­neering. Study of current literature relating to materials resea rch and development, by discussion and criticism of the assigned reading. Prereyuisite: C H E 280 or ~quivalent.

CH E 391. Reading Course. See approva l procedures on page 202.

CHE 392. Special Topics. Seminar on current practices and developments in chemical engineering and related areas for junior> and seniors; subjects vary from yea r to yea r.

CHl 393. Special Project, Essay, or Thesis.

CHE 395. Research Course. See approva l procedures on page 202

CHE 396. Chemical Engineering Projects. Credit - ! to 4 hours. St:.~dents pursue original problems related to chemical engineering. Projects may be experimental. theoretical, or computational. Prereyuisite: permission of the instructor.

Graduate Courses Open to Qualified Undergraduates

( 'HE 411. Mathematics for Chemical Engineering.

CHE 421. Classical and Statistical Thermodynamics.

CHE 431. Analysis of Chemical Reactors.

*CHE 4.35. Gas-Solid Interactions.

CHE 441. Principles of Transport Phenomena.

*CHE 447. Heat Transfer.

CHE 448. Mass Transfer in Chemically Reacting Systems.

CHE 452. The Kinetics of Phase Transitions.

*CHE 470. Advanced t;nit Operations.

*CHE 471. Process D ynamics I.

CHE 474. Process Control.

*CH E 481. Corrosion.

•CHE 486. Polymer Science.

*CHE 487. Polymer Processing.

*'\ot given academiC year 1980-8 1.

Chemical Engineering 145

ELECTRICAL ENGINEERING Edwin Lorenz Carstensen, Ph.D. (Pennsylvania)

Professor of' Electrical Engineering Gerald Howard Cohen, Ph.D. (Wisconsin)

Prolessor of' Electrical Engineering and in the Center fur Visual SciPnce

Lloyd Philip Hunter, D.Sc. (Carnegie Institute of Technology) Proj'essor of' Electrical Engineering and uf Materials Science

Edwin Kinnen, Ph.D. (Purdue) Prof essor of' Electrical Engineering

C ha rles Wolcott Merria m, Sc.D. (M .LT.) Proj'essor and Chairman ol Electrit·al Engineering

Sidney Shapiro, Ph.D. (Harvard) Professor of Electrical En{;ineering

Herbert Bernhardt Voelcker, Ph.D. (Imperial College of Science and Technology) Proj'essor of Llectrical Lngineering

Bobby Ross Barmish, Ph .D. (Cornell) Associate Prufpssor of Electrical En{;ineering

Edward Lawrence Tit lebaum, Ph.D. (Cornell) Associate Proj'ess"r u/ /:'lectriml t :ngineering

Robert Charles Waag, Ph.D. (Cornell) Associate Prnj'essor of tiPctrical t.'ngineering and of Radio /, 1gy

t Leon Lum Wheeless, Ph.D. (Rochester) Associate Professor of Pathology and of Electrical Enginening

t Shirish Chikte, Ph.D. tPolytechnic Institute of New York, Brooklyn) Research Associate and Assistant Proj'essor of Electrical Engineering

David Charles Farden, Ph.D. (Colorado State) Assistant Professor of t 'lectrical Engineering

t Paul P. K. Lee, Ph.D. (Rochester) Assistant Professor of Electrical Engineering and of Radiology

t David Pessel, Ph. D. (California, Berkeley) Assistant Professor of Electrical Engineering and of Obstetrics and Gynecology

tVasant Saini, Ph.D. (Rochester) Postdoctoral Research Associate in Obstetrics and Gynecology and Assistant Professor of' Electrical Engineering

Charles V. Stanca mpiano, Ph .D. (Rochester) Assistant Professor of Electrical Engineering

t Part-t tme

146 Engineering and Applied Science

The Department of Electrical Engineering has a modern, innovative curriculum encouraging students to pursue individual interests and goals. The curricu­lum emphasizes flexibility in content and student in­volvement in program planning.

Students selecting this curriculum receive the necessary background either to enter the engineering profession directly after completion of the baccalau­reate degree or to continue study at the graduate level. The curriculum is based on a firm foundatior.. of basic and advanced sequences of course work, with particular emphasis on mathematics and physics. Its flexibility makes it suitable for specialization in un­usual fields such as:

Biomedical Engineering Ultrasonics Production and Design Automation

as well as in traditional fields of electrical engineering which are basic to the program:

Computers and Computation Systems and Control Solid State Electronics and Superconductivity Fields and Waves Signals and Communication.

Study of related social, behavioral, and biological studies is also encouraged. Students interested in medicine, law, management, or whatever can take preparatory courses for these areas as electives. Tech­nical electives are taken in engineering and in the physical, natural , and mathematical sciences. A spe­cific listing of departments, including course excep­tions, from which technical electives may be selected is on file in the department office.

Another distinctive feature of the curriculum is its removal of artificial boundaries between undergrad­uate and graduate courses. Because basic graduate courses can be taken in addition to advanced under­graduate electives, a larger variety of electives is available for undergraduates. This feature also a llows for in-depth preparation for graduate study in elec­trical engineering or in related areas such as computer science. Undergraduate students are encouraged to participate in active research programs by enrolling in special project courses (EE 396).

Flexibility in the departmental program facilitates entry into the program by transfer students and aLw assures them the opportunity of preparing themselves for graduate study in electrical engineering as well as other areas.

Each entering student is assigned a faculty program adviser to assist the student in planning an academic program. Specified course work includes the fou r mathematics courses, the three physics courses and corresponding laboratory courses, and the one chem­istry course shown in the program below. The rest of the program presents the student with choices. The unspecified part of the program includes eight bas ic electrical engineering courses taken as four two-course sequences, three additional electrical engineenng courses, four technical electives, six nontechnical electives, and two free electives.

Basic electrica l engineering sequences are avail­able in each of the five basic electrical engineering fields mentioned above; namely, EE 101-102, EE 111-212, EE 221 - 222, EE 231-232, and EE 241-242.

Except for EE 111 - 212, no basic two-course se­quence is a prerequisite for any other basic two-course sequ~nce so that these sequences can be taken in any order. Advanced electrical engineering electives can be either undergraduate or graduate courses.

The normal academic load is four courses per se­mester and all courses carry four credit hours. All electrical engineering la boratories are ta ught as part of these courses so that the time spent in formal class­room instruction is reduced relative to many other engineering curricula.

For admission to the Department of Electrical Engi­neering, the student must have completed at least two electrical engineering basic sequence courses a nd have achieved at least a grade-point average of 2. 15 in all basic sequence courses completed at the time of applica tion for admission. The student must a lso have at least a 2.0 grade-point average overall. For graduation, electrical engineering majors are required to obta in a cumulative grade-point average of at least 2.0 in the eight courses included in the basic sequence category of the program.

Students are encouraged to join and be active in the student chapter of IE EE, the professiona l society for electrical engineers.

Computer Engineering 1 hose electrical engineering students who are seek­

ing specialized professional train ing in computer engineering are encouraged to complete all five basic electrical engineering sequences, EE 201 , EE 202, EE 203, and an advanced elective mathematics seq uence such as MTH 216 and MTH 217, MTH 236 and MTH 237, or MTH 247 and MTH 248. Hands-on hardware,

firmware, and software experience with minicom­puters and microcomputers is also available for ad­vanced computer engineering students through use of equipment in the Electrical Engineering Computer Facility; academic credit for this experience can be <)btained by registration in EE 396.

Typical Four-Year Degree Program

First Year EE 101 Math lol Chern 125 English 10 I

Second Year EE Ill Math 163 Physi.::s 122 Llective (hum. o r soc. sci .)

Third Year

EE 102 Math 162 Physics 121 , IS I Elective (hum. o r soc. sc i.)

EE 212 Math 164 Physics 123, I ~3 Elective (hum. or soc. sci.)

l-our 1:[: courses from basic sequences and advanced elec­ttves

T\\·o electives (technica l) lwo ekctives (hum. or soc. sci.)

Fourth Year T"hree FE coutses from basic sequences and advanced elcc-

tiY es Two ele:·tives (technica l) rwo electives (tree) Electm: (hum. or soc. sci.)

B.S.-M.S. Program in Electrical Engineering

Electrical engineering juniors conte mplating grad­uate work shou ld consider the specia l f ive-year pro­gram outlined below. Students are accepted into this program in the spring of their junior year and can begin master's level independent work in their senior year. At the e nd of the five-year program, both a B .S. and an M.S. in ekctncal engineering are awarded . Students may pursue either a Plan A (with thes is) or a Plan B (with a comprehe nsive examination) M.S . degree pro­gram. t lhe chief advantage of this program is tha t it provides a smooth transition into graduate work with no deficiency or discontinuity between the unde rgrad­ua te pre paration and the g raduate work.

t See the G raduate Stud ies Bulletin fo r a descriptio n of Plan A and Plan B M.S . degree options

Electrical Engineering 147

To be accepted, students must be in good academic standing and must have completed at least three basic EE sequences by the end of their junior year. Students may also compete with other M.S. candidates for fi­nancial aid in the fifth year.

B.S.-M.S. Program Example

Fourth Year EE basic sequenc~ EE advanced Elective (technical)' Elective (free)

Fifth Year EE 4952 or (400-level

math) EE 4002 level EE 4002 level Elective (free)

EE basic sequence EE 4002 level EE 495 (thesis)2 or

EE advanced Elective (hum. or soc. sci.)

EE 4952 or (400-level math)

EE 4002 9r 500 level Elect ive (technical) EE advanced2

Not less than six o r mo re tha n 12 hours of EE 495 may be used in the Pla n A degree. l-or those students intending to pursue a Ph.D. degree at the University of Rochester, there is the additional requirement that the Plan B program include FE 496 as one of the 400-level courses or, if the Plan A pro­gram is followed, the comprehensive examination must be taken in addition to the norma l Plan A requirements.

' May also be an EE course if desired .

' Courses comprising the M.S. part of the program.

Courses of Instruction

I. Computers and Computation

EE 101. Computing. Algorithmic formulation of comput­ing problems. Executio n of machine language programs; internal representations of characters and numbers, machine arithmetic. Introduction to assemblers and high-level pro­gramming languages such as FORTRAN. No prerequisites.

EE 102. Digital Circuits and Computers. Combinational a nd sequential switching circuits; minimization, sta te assign­ment , synchronous a nd asynchronous systems. Computer circuits such as multipliers, dividers, and adders. Laboratory. No prerequisites.

EE 201, 202. Computer Programming Systems. Inte­grated sequence on digital hardware and software systems.

148 Engineering and Applied Science

Implementation of processors, memories, and I; 0 interfaces; topics include microprogramming, addressing mechanism~ . processor speed-up techniques, and memory structures. Im­plementation of assemblers, loaders, and operating systems; topics include concurreni 1/ 0 programming, interrupt han­dling, and process scheduling. Project-oriented laboratories. Prerequisites: EE 101 and FE 102.

*EE 203. Computer Programming Systems. Theory and practice of computer programming systems. ·1 opics include programming languages, data structures, sorting and Search­ing, as well as parsing and code generation. Interpreters and assemblers. Prerequisite: EE 101 or equivalent.

**EE 402. Stochastic Models for Computer Systems.

*EE 406. Computational Methods for Engineers.

II. Systems and Control EE Ill. Circuits. Circuit analysis considering passive RLC elements, ideal and controlled sources. Topics: network theorems, steady state and transient solutions, complex fre­quency, harmonic wave-form analysis, and two-port network descriptions. La boratory: electrical measurement instru­ments and techniques. No prerequisites.

EE 212. Systems. Systems with application to circuits; network topology, vector I matrix formulation of equations, equivalent circuits and biasing, Laplace tra nsform, transter functions, multipart networks, feedback. Laboratory. Pre­requisite: EE I II or e4uivalent.

*EE 213. Control Systems I and II. Analysis and syn­thesis of linear servo systems; topics include mathematical models of electromechanical systems, linearizat ion of energy­storage systems, Laplace and z-transforms, sample-data systems, properties of linear systems, transfer function alge­bra, flow graphs, feedback, stability, and lrequency-domain design techniques. Analysis of nonlinear systems; topics in­clude describing functions, phase plane analysis, Lyapun,w stability, a nd absolute stability. Synthesis of nonlinear con­tro ls; topics include contactor servos, parameter optimiza­tion, gradient techniques for adaptation and optimizatio n, and real-time computer control. Laboratory includes a na log simulation, computer-aided design, and digital computer control. Prerequisite: EE 212 or equivalent.

EE 215. Electrical Utility Engineering. Three-phase elec­trical system analysis. Synchronous machines, power trans­formers, transmission lines. Load flow analysis and optimum system operation. Load control fault ana lysis a nd transient stability. Prerequisite: EE 212 or equivalent.

EE 217. Electronics I. Models of diodes and transistors . Discrete component and integrated circuit amplifie rs. Input and output stages, operational amplifiers, and oscillators.

*Not given academic year 1980-8 1. ••Given on demand.

Frequency and time response, feedback and stability. Labo­ratory. Prerequisite: EE 212 or equivalent.

EE 218. Electronics II. Integrated circu its for multipliers, modulators, active filters, phase locked loops. D/ A and A/ D converters, multiplexers, and pulse and timing circuits. Ap­plicat iors to biomedica l instrumentation. l aboratory. Pre­requisite: EE 217 or equivalent.

EE 410. Linear Systems.

III. Solid State Electronics

EE 221. Solid State Electronics I. Introduction to the ''P­eration, fabrication, and design of solid state devices. Topics covered include the physics of semiconductors, fab ricat ion techno((,gy, charge transport, p-n junctions, so lar cells, LED\, transistors, MOS devices, and basic integrated circuits. Labo­ratory: measurement of the e lectronic properties of semi­conductors and solid state devices. Prereq uisites: PH Y 123; MTH !63 or equiva lent.

EE 222 Solid State Electronics II . A continuation of the materia' covered in E E 221, this course emphasi?Cs the mod­eling and design of modern MOS devices. Topics covaed include the metaloxide-semiconductor interface. surface states, the MOSFET, and fundamental li mits of performano.;e. Charge-transfer devices such as the CCD and their applica­tions to imaging and memory a re discussed in detail. Model­ing of MOS and bipolar integrated devices as well as sumc comput~r-aided design techniques are reviewed. Fin;,lly, Gunn effect electronics is presented along with some appli­cations in the areas of microwave devices and logic. Lahvra­tory: electrical characterization of MOS devices ~nd seve r;.~ ! design projects using CAD techniques.

**EE 327. Solid State Electronics Laboratory. Project lahorat.Jry involving techniques of materia ls preparation or device fabrication related to solid state electronics compo­nents. May be taken for credit more than once. Prere4uisite: EE 222 or equivalent.

**EE 420. Introduction to Solid State Electronics.

EE 421. Semiconductors, Transistors and Integrated Cir­cuits.

**EE 429. Research Seminar in Solid State Electronics.

IV. Fields and Waves

EE 231. Fields. Fundamentals of fie lds a nd wave propa­gation in various media. with particular emphas is on clt:ctro­magnetic waves. Topics: boundary-value problems in elec­trostatics and magnetostatics. Maxwell's equations, and plane electromagnetic waves.

EE 232. Waves. Wave phenomena. T opics: transient and steady state solutions ol transmission line problems. propa­gation and radiation of electromagnetic waves, wave guides. antennas, acoustics, and water waves. Laboratory. Prerequi­site: EE .1.31 or eyuivalent.

**EE 424. Active Microwave Devices.

**EE 431. Microwaves.

EE 433. Acoustic Waves.

V. Signals and Communication

EE 241. Signals. Theory and practice of communication engineering. F-unctions of complex variables; Fourier analy­sis; filtering and distortion of signals by linea r networks; sampling and multiplexing of signals; modulation theory (continued in EE 242).

EE 242. Communications. Modulation and demodulation. Introduction to probability theory and stochastic processes; sta tistical characteri1ation of noise and communication chan­nels. Performance of communication systems in the presence of noise. Laboratory. Prerequisite: EE 241.

*EE 440. Communication Theory I.

EE 441. Communication Theory II.

EE 446. Digital Signal Processing.

VI. Special Interests

*EE 250. Electronic Instrumentation. Diudes and transis­tors for signal shaping, amplification, and transmission. Discrete component am plifiers; input and power stages. Integrated-circuit devices and amplifiers. Introduction to electronic systems and applications. Laboratory. Prerequi­site: EE 212 ,,r eyuivaknt.

EE 251. Biomedical Systems. Applications of control techniques to biological systems. Regulatory and communi­cation systems at the cellular and organ levels. Cardiovascu­lar, respiratory, renal, neuromuscular, endocrine, and neural systems. Prerequisite: EE 212 or equivalent.

EF 256. Optimization with Applications to Large-Scale Systems. Topics in optimiza tion which are useful in the analysis and design of large-sca le systems with uncertainty, Lagrange multipliers, the simplex a lgorit hm, Kuhn Tucker theor). descent methods, penalty functions, emergency state contrt'l, dynamic programming, self-tuning regulators, de­centralization, multi-machine systems, vector Lyapunov theory . A number of computer exer~ises is included. Prereq­UISites: EE 213 and ,' or EE 216 or permission of instructor.

*EE 258. Geometric Modeling and Engineering Graphics. Modeling and representa tion of solid objects a nd automated

*Not g.ven academic year 1980- 8 1 **Given lm demand.

Electrical Engineering 149

engineering graphics. Manual graphics; models, representa­tions, and specifications; projective geometry; set theory and constructive geometry; graphic technology. Prerequisite: EE 101.

EE 391. Independent Reading.

EE 392. Special Topics Seminar.

EE 393. Special Essay.

EE 396. Special Project.

EE 450. Bioelectric Phenomena.

*EE 451. Bioultrasound.

EAS 255. An Introduction to Electronic Circuits and Mea­surement. Electrical circuits, signals. components, and instruments often encountered in a life science resea rch labora tory Operationa l aspects of devices, integrated cir­cuits, and instruments. Some theory of circuits and signa ls. Laboratory required. Prerequisites: one semester each of calculus and phystcs.

GEOMECHANICS (see Mechanical and Aerospace Sciences, page /53)

INTERDEPARTMENTAL PROGRAM

Program Committee Edwin Lorenz Cars tensen , Ph.D. (Pennsylvania)

Professor of f:tectrical Engineering John Royal Ferron, Ph. D . (Wisconsin) Professor of

Chemical EnKineering and Chairman ol the Commillee

Lloyd Philip Hunter, D.Sc. (Carnegie Institute of Technology) Professor of Electrical Engineering and of Materials Science

Edwin Kinnen, Ph.D. (Purdue) Professor of Electrical Engineering

Kenneth James Teegarden, Ph. D. (Illinois) Professor ol Optics

150 Engineering and Applied Science

Helmut D. Weymann, D.Sc. (Aachen) Professor of Mechanical and Aerospace Sciences and of Materials Science

Edward Marx Brody, Ph.D. (Johns Hopkins) Associate Professor of Optics

William David Smith, Jr. , D.Eng. (Yale) Associate Professor of Chemical En~ineerin~

Terrence L. Donaldson, Ph.D. (University of Pennsylvania) Assistant Professor o(' Chemical En~ineerin~

Each student in the Interdepartmental Program, with the advice of a Program Committee member, cre­ates a program of study based on more flexible degree requirements than those found in classical engineering degree programs. Thus the Interdepartmenta l Program allows a large number of program possibilities for a student who plans to enter postgraduate education in applied science, medicine, law, or business.

Students whose career objectives are technological­ly oriented, but lie outside fields in which established engineering programs are available, also find the Pro­gram a ttractive. For example, interdisciplinary inter­ests which may form the basis for individual programs of study are: computer engineering, bioengineering, .physical metallurgy, polymer science, environmer.tal engineering, etc. The degree earned is a bachelor of science in engineering and applied science.

Freshmen who enter the University interested 111

engineering but uncertain of the specific area are en­couraged to consider themselves as interdepartmental program students for the first year while, with the help of their engineering faculty advisers, they explore dif­ferent options. Many of these students subse<.juently choose a program in one of the departments.

Each student planning to enroll in this program is assigned a Program Committee member as adviser. Before he or she can be formally accepted into the pro­gram, the student's complete program of courses must be approved by the Program Committee.

Students normally follow a four-year program of 32 courses. Sixteen are basic courses: one satisfies the degree requirement in English; six are humanities and social science electives; and nine are in natural st:i­ences. These nine courses normally include at least as many mathematics, physics, and chemistry courses as required by a department in the College. Technical courses for social science students are not normally included in these courses.

Sixteen additional courses must be arranged to sat­isfy the following conditions: (I) they contain at least

three sequences of courses, each related to the tech­nical focus the student wishes to develop in the pro­gram; (2) eight are offerings of the College of Engi­neering and Applied Science; and (3) the remaining eight either belong to the seljuences or are free elec­tives.

Each sequence contains three or more technical or scientific courses, but not more than one I 00-level course. A sequence must involve a logical, in-depth progression of material , confined to an acceptably identifiable area, in which later material builds upon and ex.tends earlier material.

A student interested in Environmental Engineering might create seljuences such as these: A. Water Pollution

GEO 219 MI\S 272 (or GEO 272) CHE 252 MAS 250

B. Air Pollution MAS 225 CHE 253 MAS 260

C. Noise Pollution EE 231 EE 232.

Examples of possible sequences for other interests: Applied Mechanics: MAS 220, CHE 243, MAS 226 Biochemistry and Cellular Physiology: CH M 132-133, BIO 220, IND 401 Computer Engineering: EE 101 - 102, EE 201 , EE 202, EE 402 Environmental Problems: BIO 101, GEO 219, C HE 252, CHE 253

Materials Engineering: CH E 280 (or MAS 280), MAS 281, OPT 221 , CHE 283 Optical Engi neering: OPT 241, OPT 242, OPT 253 Polymer Science: CHM 201, CHM 203, CHE :280, CHE 463, C H E 464 Solid State Electronics: OPT 221, EE 222, EE 420 Bi·)medical Fields: EE 231, 232, 450, 451 Bi0medical Instrumentation: EE Ill , 212, 250 or EE Ill , 212, 217, 218.

Students are encouraged to propose other sequences which satisfy their special interests.

The course-sequence requirement assures that each student studies no less than three technical or scien­tific areas to at least the same depth as required in departmental programs within the College.

In some areas, a student who wishes to s tudy a non­technical or nonscientific discipline in depth to strengthen the focus of a program may be permitted to use a course sequence to this end.

All students in the Interdepartmental Program must earn a minimum cumulative grade-point average of 2.0 for all 'courses taken in their field of specialization. This will include all courses in their basic sequences as well as the eight required engineering courses.

Students considering concentration in the Inter­departmental Program are encouraged to write or visit the chairman of the Program Committee for fur­:her information or for individual program counseling.

Computer Engineering It is possible to combine courses from the Depart­

ment of Electrical Engineering in the College of Engineering and Applied Science and from the De­partment of Computer Science in the College of Arts and Science to develop an interdepartmental program leading to a B.S. degree in engineering and applied science with a concentration in computer engineering. Students pursuing such a program would take a ma­jo rity of their courses from the Department of Elec­trical Engineering in the College of Engineering and Applied Science. For more information, see page 146.

MECHANICAL AND AEROSPACE SCIENCES

Stephen J. Burns, Ph. D. (Cornell) Pr<l(essor of Mechanical and Aerospact' Sciences and of Materials Science

Alfred C lark, Jr., Ph.D. (M.I.T.) Professor of Mechanical and A eruspact' .'-)ciences; Associate of the C. E. Kenneth Met's Observawn·; Geomechanics Pru~ram Adviser

Leonard M. Goldman, Ph.D. (Rochester) Prc,(essor of Mechanical and Aaospace Sciences

Interdepartmental Program 151

Martin Lessen, Sc.D. (M.I.T.) Proj'essor of Mechanical and Aerospace Sciences; Yates Memorial Professor o/ Engineerin~

James C. M. Li, Ph.D. (Washington) Professor ol Mechanical and Aerospace Sciences and ol Mataia/s Science; Hopeman Professor of F.n~ineerin~

Moshe Joel Lubin, Ph.D. (Cornell) Pro/t>ssor ol Mechanical and Aerospace Sciences and of' Optics; Director of the Laboratory for Laser Energetics

Albert Simon, Ph.D. (Rochester) Professor and Chairman of Mahanical and A erospace Sciences and Prnjessor u{ Physics

Helmut D. Weymarm, D.Sc. (Aachen) Professor of Mechanical and Aerospace Sciences and ol Mataials Science

Roger F. Gans, Ph.D. (U.C.L.A.) Associate Pn~fessor of' Mechanical and Aerospace Sciences

John E. Molyneux, Ph.D . (Pennsylvania) Associate Professor ol Mechanical and Aerospace Sciences

John Howard Thomas, Ph.D. (Purdue) Associale Pro/'essur of Mechanical and Aerospace S ciences; Associate of the C. E. A.'t>nneth Mees Ohserva10ry

David J. Quesnel, Ph.D. (Northwestern) Assistam Professor of' Mechanical and Aerospace Sciences and of Materials Science

*Anop R. Yora, M.S. (Berkeley) Assistant Professor of Mahanica/ and Aerospace Sciences

*T sai C. Soong, Ph.D. (Stanford) Senior Lecturer in Mt>dwnica/ and Aerospace Sciences

*Richard C. Benson, Ph.D. (Berkeley) Lec1urer in Mechanit·al and Aerospace Sciences

*Gary S . Brierley, Ph.D. (Illinois) /_eclurer in Mechanical and Aerospace Sciences

*George W. Daniels, M.S. (Delaware) Lec/urer in Mechanical and Aerospace Sciences

Victor L. Genberg, Ph.D. (Case Western Reserve) Lectura in Mechanical and Aerospace Sciences

*James C. Minor, Ph .D. (Brown) Lecturer in Mechanical and Aerospace Sciences

The Department of Mechanical and Aerospace Sci­ences offers an undergraduate program leading to the degree of bachelor of science in mechanical engineer­ing and a program lead ing to the degree of bachelor of science in geomechanics. The program in geome­chanics is described on page 153 .

• Part-orne

!52 Engineering and Applied Science

Program in Mechanical Engineering

This program provides a particularly good back­ground for graduate study in engineering and other fields, as well as effective preparation for students who enter industry immediately upon graduation. The Department strives to develop competent, creative, responsible engineers capable of assuming leadership roles in their profession.

The curriculum provides a balance of courses in the humanities and social sciences, physics, applied math­ematics, and basic engineering. Emphasis is placed on the underlying fundamentals in the required engineer­ing course work, enabling graduates to adapt through­out their careers to rapid advances in science and tech­nology. Training in the design process gradually supplements the analytical content of the courses as the undergraduate progresses. A required senior-year sequence in design acts as a capstone course in this process. Formal presentation of each team's final de­sign is a key element of this course. A dedicated senior design room is made available to the senior class for use as a center for team design activities. This room includes computer terminals, drafting tables, model­ing kits, and reference materials.

Many undergraduates in the Department assist fac­ulty members in research projects during the academic year and the summer. Recent projects involving under­graduates include experiments in controlled nuclear fusion using high-powered lasers, use of the electron microscope and testing machines to study engineering materials, a study of wind-driven currents in Lake Ontario, experimental modeling of the dynamics of plate tectonics, and an experimental study of stability and turbulence in pipe flow.

The areas of emphasis in the undergraduate pro­gram are mechanics, fluid dynamics, energy, materi­als, and applied mathematics. The Department offers a sequence of courses in each of these areas. The· sec quences are mutually independent. Each sequence begins with a fundamental course which has only basic mathematics and physics as prerequisites. Th..ts, the sequences are accessible to all students in science and engineering. Most of the sequences contain, in addition to undergraduate courses, graduate courses at the 400 level. Undergraduates seeking advanced training in certain areas are encouraged to take such courses.

For graduation, majors in the Department must ob­tain a cumulative average of 2.0 or higher for all re­quired MAS courses.

Students are encouraged to join and be active in the student chapter of AS ME, the professional society for mechanical engineers.

Technical Electives There are four technical electives in the program.

Two of these must be selected from the three labo­ratory courses (MAS 241 , 242, 254). The remaining three r.1ay be used to gain a broad background in sev­eral fields, or they may be used to obtain training in an area of special interest. Students interested in a broad background should consider technical electives outside this department as well as MAS courses. Stu­dents wishing to specialize in certain areas can con­struct a number of sequences with their technical electives. Some examples are: Nuclear Energy (MAS 252, 253, 254); Environmental Fluid Dynamics (MAS 250, 260, 272, 42g); Materials Science (MAS 280, 281, 421 , 442, 452); and Applied Mathematics (MAS 201, 202, 40 I, 402).

Distribution Requirements There are six required courses. Of these, at least

two must be in the humanities and at least two in the social sciences. Each of the remaining two courses may be a humanities course, a social science course, or any course in the Graduate School of Ma nagement with one of the following designations: BSI, AEC, and LA.W.

Four-Year Degree Program in Mechanical Engineering

First Year Math 161 1

Chern 125 EAS IOOJ English

Second Year Math 16.1 (or MAS 163) Phy.;ics I 22, I 8 I MAS 220 Elective (hum. or soc.

sci.)

Math 162 1

Physics I 2 I 2

MAS 120 Elective (hum. or soc. sci.)

Math 164 (or MAS 164) Physics I 23, I ~2 MAS 121 Elective (hum. or soc.

sci.)

Third Year MAS 280 MAS 225 Physics 183 Elective (technical) Electiw (hum. or soc.

sci.)

Fourth Year MAS 204 MAS 2524 or MAS 253 Elective (technical) Elective (hum. or soc.

sci.)

MAS 223 MAS 226 Elective (technical) Elective (hum. or soc.

sci.)

MAS 205 MAS 213 Elective (technical) Elective (free)

' An alte•nauve approved sequence is Mathematics 17!. 172 for those considered eligible by the Department of Mathematics. An ac­ceptable alternative sequence to Mathematics 16 1. 162 is Mathe·· matics 141 , 142, 143.

2An a lternative approved seq uence is Physics 133, 134. 135 a nd ! 56 fur thuse considered eligible by the Department of Physics. fhiS sequen\'c shC>uld begin in the first term uf the freshman year.

'CSC 100 t>r EE 101 may be substituted fur EAS 100.

'MAS 252 may be ta~en in the JUnior year.

Program in Geomechanics The program in geomechanics is a joint offering of

the Department of Geological Sciences and the De­partment of Mechanical and Aerospace Sciences, a nd leads to the degree of bachelor of science in geomechan­ics. The program provides an unusua l opportunity for students interested in the quantitative aspects of the earth sciences.

The curriculum emphasizes the a pplication of the principles of mechanics to problems associated with the atmosphere, the oceans, a nd the solid earth. The program is a natural o utgrowth of collaborative re­search efforts between the two departments, a nd builds on several areas of common interest: the me­chanics of fluids, the mechanics of solids, a nd the properties of materials.

Students who successfully complete this program should be well equipped for employment or graduate studies in a number of fields, such as geophysics, hydrology, structural geology and rock mechanics, engineering geology, limnology, coastal a nd marine geology, theoretical geomorphology, and rt>lated fields . Career ' opportunities include work with the U.S. Geo­logical Survey and with departments of natura l re-

Mechanical and Aerospace Sciences !53

sources or environmental protection at the federal, state, and county levels, with the mineral resources industries, and in multidisciplinary private consulting firms engaged in geological engineering. Although the program is not directly centered on environmental and civil engineering problems, it provides the neces­sary scientific and engineering background for those who are interested in pursuing careers in these fie lds.

Curriculum The geomechanics curriculum is built around basic

mathematics, physics, chemistry, geology, and engi­neering courses. The required geology courses cover geologic processes, the evolution of the earth, mineral­ogy, and structural geology. Required engineering courses deal with mechanics, thermodynamics, fluid mechanics, and solid mechanics.

f echnical electives, chosen from a number of geol­ogy and engineering offerings. include courses in physical oceanography and limnology, river engineer­ing, meteorology. geophysical fluid dynamics, optical mineralogy, materials science, advanced mechanics, rheology, rock mechanics, geophysics, sed imentary processes, and geotechnical engineering.

In addition, the curriculum provides a balance of courses in the humanities and social sciences. These courses may be chosen according to the students' in­terests. Students with an interest in environmental or public policy aspects of geomechanics will find that the social science electives can be chosen in such a way as to enhance their basic program.

The program a lso a llows three free e lect ives, which each student may choose to suit his or her special in­terests. For example, a student can elect to study environmental problems by taking courses in air and water pollution a nd in ecology. Training in environ­mental planning a nd policy work may be obtained by taking courses in geology and public policy, environ­mental decisions, and operations research. Many other special programs can be developed in such areas as water resources problems, advanced fluid dynamics of atmospheres and oceans, or advanced rock mechanics and structural geology.

As pa rt of their studies, many undergraduates in­vestigate problems, often of local interest, in the area of geomechanics. Recent projects include: tlooding and level regula tion o n Lake Ontario; analysis of a proposed flood-control project on a tributary of the Ge nesee River; hydrologic studies of local communi­ties; water quality problems of the Finger Lakes; ex-

154 Engineering and Applied Science

perimental studies of microfracturing in granite; and laboratory modeling of the d ynamics of the earth's crust and upper mantle.

Program Requirements For preparation in mathematics, the program re­

ljUires MT H 161, 162, 163 (or MAS 16.\), and MAS 164. The required physics courses are 121; I 22, 18 I; I 23, I 82; I 83; and the required chemistry courses a re CHM 125 and 126 (or CHM 141 and 142). In geology, GEO 101 , 201, 224, and 2S3 are required; and in me­chanical and aerospace sciences, the requirements are MAS 120, 121, 225, and 226.

In addition to the above courses, there are five tech­nica l electives, which may be any of the GEO or MAS courses on the 200 level or higher.

The program includes three free electives to allcw a strong minor in an area of particular interest to the student, or to broaden the scope of the curriculum. Other general degree reljuirements are those listed on page 140.

Sample Programs To illustrate the scope of studies possible within the

program in geomechanics, three samples have been constructed on the basis of the above requirements.

For an emphasis on fluid geomechanics, a student could take the following technica l electives: Sedimen­tology (GEO 235), Physical Oceanography a nd Lim­nology (MAS 250), Rivers and River Engineering (MAS 272), T he Atmosphere (MAS 260), and Geo­physical Fluid Dynamics (MAS 42S). Useful free elec­tives in this program include Analysis (MAS 20 I, 202), Heat Transfer (MAS 223) , and Computer Modeling (GEO 470).

For a program centered on solid J;eomechanics, the following choice of technical electives would be appro­priate: Geophysics (GEO 281), Sedimentology (GEO 235), Optical Mineralogy (G EO 227), Petrology (G EO 241), and Rheology (MAS 421). Appropriate free elec­tives include Analysis (MAS 201, 202) and Mechanics of Structures (MAS 440).

A program with emphasis on [;eo-environmer: tal topics can be obtained by taking the following tech­nica l electives: Physical Oceanography and Limnology (MAS 250), Rivers a nd River Engineering (MAS 272), T he Atmosphere (MAS 260), Geology and Public Pol­icy (G EO 219), and Environmental Decisions Seminar (GEO 340). Suitable free electives are Water Poilu­lion (CHE 252), Air Pollution tCHE 253), and Land Pollution (CH E 254).

Administration The geomechanics degree is awarded by either the

College of Arts and Science or the College of Engi­neering and Applied Science-the choice is made by the student. If the student chooses Arts and Science, his or her major adviser will be in the Department of Geological Sciences; if the college chosen is Engineer­ing and Applied Science, the major adviser will be in the Department of Mechanical and Aerospace Sci­ences. In each case, the student will also have a minor adviser in the other department.

Listed below· is a sample arrangement of courses. Considerable variations on this ordering are possible to accommodate transfers and special needs.

Four-Year Degree Program in Geomechanics

First Year Math 16 11

GEO 101 Engl,sh Elective (free)

Second Year Math 163 (or MAS 163) Phy~ic> 122, 181 MAS 120 Elec·.ive (hum. or soc.

sci.)

Third Year Chern 125' MAS 225 Physics 183 Elective (technical) Elective (hum. or soc. sci.)

Fourth Year GEO 224 Elective (technical) Elective (free) Elective (hum. or soc.

sci.)

Math 1621

Physics 12 1 GEO 201 Elective (hum. or soc. sci.)

MAS 164 (or Math 164) Physics 123, 182 MAS 12 1 Elective (hum. or soc. sci.)

Chern 126' MAS 226 Elective (technical) Elective (hum. or soc.

sci.)

GEO 283 Elective (technical) Elective (technical) Elective (free)

' An llternative approved sequence is Mathematics 171 , 172 for thos~ considered e ligible by the Department of Mathematics. An accepta ble alternative seq uence to Ma thematics 161 , 162 is Mathematics 14 1, 142. 143.

' An a lternative approved sequence is Chemistry 14 1, 142 for tho'e considered eligible by the Department of Chemistry.

Courses of Instruction

Mechanics

MAS 120. Engineering Mechanics I. Equilibrium of par­tides and rigid bodies; trusses. beams, and cables; friction; kinematics and dynamics of particles and rigid bodies; stress and strain; energy and momentum methods; mechanical vi­bration; bending of beams. Prerequisites: MTH 162, PHY 113 or 121.

MAS 204. Mechanical Design. Design of mechanical components common to many engineering applications. Examples: straight and curved structural elements, plates, springs, bearings, threaded fasteners, and electromechanical actuators. Problems include specifications such as strength, stiffness, stability, fatigue life, and dynamic response. Ma­teials selection, cost constraints, need to interface with total system, and manufacturing limitations are considered. Course emphasizes open-ended design problems and includes a team des;gn project. Prerequisite: MAS 226.

MAS 205. Advanced Mechanical Design. Design of basic machine components, creativity, project management tech­nicpes. Design project involving the entire class. Prerequisite: MAS 204.

MAS 213. Mechanical Systems. Laplace transform; free vibrations; forced vibrations; multi degree-of-freedom sys­te:ns; vibration of continuous systems.· Characteristics of control systems; stability of feedback systems; frequency re~ponse methods; design of control systems. Prerequisites: MAS 120, MTH 163, and MAS 164 or MTH 164.

MAS 220. Engineering Mechanics II. Kinematics; motion in a rotating frame; advanced particle dynamics; orbit theory; modal analysts in vibration theory; advanced rigid body dy­namics; Hamilton's principle and Lagrange's equations. Pre­requisite: MAS 120.

MAS 221>. Introduction to Solid Mechanics. Displace­m~nt, stress, and stratn fields in a continuous medium. Mechanical properties of materials, constitutive equations, Hooke's law. Plane stress and plane strain. Exact and nu­m~rical methods for the solution of two-dimensional prob­lems in elasticity. forsion and bending of beams. rhermal stresses. Prerequisite: MAS 120.

*MAS 228. Biomechanics. The concepts of mechanics are applied to the skeletal system, including muscles and liga­ments and braces and artificial limbs. The flow of blood is analyzed both in major arteries and in the microcirculation. Hemorheology. Lectures with some demonstrations. Weekly assignments. Prerequisites: MTH 162. PHY 121 or consent of the instructor.

*Course will not be given in the 1980-81 year.

Mechanical and Aerospace Sciences 155

*MAS 230. Geomechanics. Mechanics of large-scale earth processes. Application of quantitative engineering tech­niques to geophysical processes. Observational geophysics and geophysical modeling: seismology, gravimetry, geomag­netism. Prerequisites: GEO 101, MAS 163, 164 (or MTH 163, 164, or MTH 166). Same as GEO 230.

MAS 232. Introduction to Geotechnical Engineering. Identification and classification of soil and rock materials. Measurement of soil and rock properties; application of data to practical engineering problems such as building founda­tions. highways, dams, and tunnels. Prerequisites: MTH 162, MAS 120, G EO I 0 I recommended.

MAS 258. Geometric Modeling and Engineering Graphics. Many engineering activities (e.g., mechanical design, fabri­cation and assembly of electrical, electronic, and mechanical goods) are influenced strongly by the geometrical character (shape, size) of physical objects. Drafting is the traditional medium for defining object geumetry, but it has serious limi­tations and is being displaced by new computer-oriented methods.

1 his course develops mathematical models and represen­tations for rigid solids from basic principles of geometry, set theory, and topology and then uses this theoretical base to develop computational algorithms for important applications. fhcse latter include the automatic generation of graphical displays, the calculation of mass properties (volume. etc.). and tolerance checking. Prerequisites: M1 H 161-164 plus CSC 100 or F.E 101. Same as EE 25g_

MAS 440, 441. Mechanics of Structures. 1 ensions, com­pression, and shear stress; equilibrium; deformation; beams; plates and torsion; combined loading and multiaxial stresses in frames; transfer matrices and state vectors; variational and strain energy methods; mechanical and elastic stability; viscoelastic behavior. Prerequisite: MAS 226.

Fluid Dynamics

MAS 225. Introduction to Fluid Dynamics. Dimensional analysis; kinematics; Bernoulli's theorem; potential flow; vorticity; vtscous flow; boundary layers; instability and tur­bulence; one-dimensional compressible flow; shock waves. Prerequisites: MAS 163, 164 (or M fH 163, 164, or MTH 166), PHY 123.

*MAS 250. Physical Oceanography and Limnology. An introduction to the physical characteristics and dynamical behavior of oceans and large lakes. Properties of fresh and salt water, circulation patterns, energy exchange with atmo­sphere, fluid dynamics, waves, tides. Prerequisites: MTH 163, PHY 126. Same as GEO 250.

MAS 260. The Atmosphere. Structure of the atmosphere; heat balance; general circulation; condensation and clouds; fronts, cyclones, and anticyclones; hurricanes; thunderstorms and tornadoes; atmospheric pollution; weather prediction; weather modification; planetary atmospheres. Prerequisites: MTH 162, PHY 113 or 123. Same as GEO 260.

156 Engineering and Applied Science

*MAS 272. Rivers and River Engineering. Fluvial proc­esses in geomorphology. Hydrologic cycle; stream flow ; flood frequency analysis; flood control; dam design; reservoir op­eration. Open-channel hydraulics. Multi-use reservoirs and optimization. Prerequisites: PHY 113 or 121; MTH 163 or MAS 163. Same as GEO 272.

*MAS 428. Geophysical Fluid Dynamics. Fluid moti,ms in oceans and atmospheres. Static structure; Boussinesq ap­proximation; internal gravity waves; waves in a compressi 1le. stratified fluid; geostrophic flow ; inertial waves; Ekman layers ; Rossby waves; convection. Prerequisite: MAS 225.

MAS 436. Compressible Flow. Gas dynamics; behavior of compressible fluids, acoustic waves, shocks, method of characteristics, hodograph transformation, heat transfer, examples of current interest. Prerequisite: MAS 225.

*MAS 437. Viscous Flow. Viscous flow ; exact solutions, small and large Reynolds number approximations, asymp­totics, singular perturbatio n theory , examples of current interest. Prerequisite: MAS 225.

Energy

MAS 121. Thermodynamics. Systems and proces>es; equatiuns of sta te; first and second law of thermodynamics; phase changes; combined first and second laws; engineering applications. Prerequisites: MTH 162, PHY 113 or 121.

MAS 223. Heat Transfer. Modes of heat transfer; appli­cation to practical heat transfer devices. Enginee ring analysts of heat exchanger elements and design of heat exchang,~rs. Team design project requiring synthesis of analytical and empirical elements. Prerequisites: MAS 121, 225.

MAS 252. Modern Energy Conversion. Conversion of chemical and nuclear energy into mechanical and electrical energy. Energy sources and their projected use. Conven­tional electric power generation. thermoelectric and thermi­onic systems and fuel cells, fission , controlled fu sion , and magnetohydrodynamic power generation. Prerequisite: MAS 121.

MAS 253. Nuclear Engineering. Nuclea r structure, nu­clear reactions , and fission; thermal neutrons; nuclear chain reactions; neutron diffusion; critical equation; non-steady state; reactor control; reactor fuels: shielding; types of re­actors; fusion power. Prerequisites: PHY 123, MAS 121.

MAS 434. Introduction to Plasma Physics I. Orbit theory, adia batic invariants, MHO equations, waves in plasmas, shock waves in plasmas, diffusion across magnetic fields and in velocity space. Prerequisite: EE 130, or PH Y 217, or equivalent.

MAS 435. Introduction to Plasma Physics II. Vlasov equa­tion, Landau damping, VanKampen modes, shield cloL.ds,

*Course will not be given in the 1980- 81 yea r.

two-stream instability , micro-instabilities, drift instability, nonli near instability theory, radiation from plasmas. Pre­requisite: MAS 434.

Materials Science

MAS 280. Introduction to Materials Science. Relationship between structure of solid materials and their engineering properties. Dependence of properties of metals, semiconduc­tors, ceramics, polymers, and glasses on their chemical bond­ing, electronic structure, atomic arrangement , and phas~

co~position. Prerequisites: MAS 163 , 164 (or MTH 163, 164, or MTH 166), PHY 123.

*MAS 281. Mechanical Properties of Materials. Elastic behavior, plastic behavior, single crystals, critical resolved sh ·~ar stress, macroscopic yield, mechanical twinning, duc­tility , mechanical properties in tension, compression, work hardning, effect of temperature and rate of deformation, fatigu~, creep, hardness, fracture.

MAS 408. Phase Transformation in Metals and Alloys. The rhysical , chemical, and mechanical properties of metals and alloys can be varied drastically by thermal and mechan­ical treatments. This phase transformation course IS con­cerned with a description of how atomic rearrangements occur: how they are associated with kinetic and crystallo­graphic features; and how they influence the physical, chem­ical, and mechanical properties of real engineering materials.

*MAS 411. Mechanical Properties of Polymers. Structure of polymers, elastic behavior, finite strain elasticity , visco­elastic behavior of polymers, time-temperature superposi­tion, free volume theory, relaxation processes, nonlinear and anisotropic behavior, dislocations and disclinations, yielding and fracture. Prerequisite: CH E 486.

MAS 416. Rheology with Application to Polymers. Basics of rheology: stress, strain, constitutive equations. Phe·­nomenological description of different types of rheological behavior. Molecular theories of viscosity, viscosity of sus­pensions. Application to polymers: structure of polymers, infinitesimal and finite strain elasticity, viscoelastic behavior. time-temperature superposition, nonlinear and aniso tr0pic behavior, dislocations and disclinations, yielding and frac­tu re.

*MAS 421. Physical Rheology. General relatio ns between stress and strain and their time derivatives. Phenomeno­logical description of different types of rheological behav ior. "vvolecular theories of viscosity, viscosity of suspensions, thixotrophy, viscoelasticity, and rubber elasticity. Prerequi­site: c ::msent of the instructor.

*MAS 442. Introduction to Dislocation Plasticity. Some demntary concepts in the physics of plasticity, imperfect crystals and point, line, and surface defects. Burgers circuit and vector, Frank-Read source, partial and super disloca­tions, force on a dislocation, dislocation mobility and plastic deformation.

*MAS 452. Electron Microscopy and X-Ray Diffraction. Kinematical theory of diffraction; reciprocal space, single crystal diffraction patterns; dynamical theory of diffraction; direct observations of dislocations. stacking faults . Weekly laboratory involving use of electron microscope and X-ray diffractometer. Prerequisite: consent of the instructor.

MAS 460. Thermodynamics of Solids. Review of basic thermodynamic quantities and laws; phase transformations and chemical reactions; partial molal and excess quantities; phases of variable composition; free energy of binary sys­tems; surlaces and interfaces; diffusion. !"he emphasis is on the physical chemistry of solids. Prerequisite: MAS 121 or CIIE 225.

Applied Mathematics

*MAS 163. Differential Equations. Review of differential and integral calculus. Infinite series, convergence, power series. Ordinary differential equations. Laplace transforms. Applications to physical problems. Prerequisite: MTH 162.

*MAS 164. Vector Calculus and Linear Algebra. Vector algebra. Space curves. Gradient, divergence, curl. Line and surbce integrals. Integral theorems. Curvilinear coordinates. M<.trices and determmants. Linear algebraic equations. Matrix eigenvalue problem. Quadratic forms. Prerequisite: MTH 162.

MAS 201. Engineering Analysis: Boundary-Value Prob­lems. Advanced ordinary differential equations; Fourier series; Sturm-Liouville theory; Bessel functions; Legendre polynomials. Partial differential equations; separation of variables; transform methods; numerical methods. Prerequi­sites: MAS 163, 164 (or MTH 163, 164, or MTH 166).

MAS 202. Engineering Analysis: Applied Complex Analy­sb. Complex numbers; analytic functions; complex inte­gration; power series; singularities; geometry of a nalytic functions; potential theory. Laplace transforms; Fourier transforms, asymptotic expansions. Prerequisites· MAS 163 (or M"l H 163) and MAS 164 (or MTH 164), or MTH 166.

MAS 401. Methods of Applied Mathematics. Analytic functions; series expansions; contour integration. Eigen­function expansions. Integral transform theory; asymptotic methods, including stationary phase, steepest descen t, and Laplace method. Calculus of variations and related approxi­mate techniques. Prerequisite: MAS 202.

MAS 402. Partial Differential Equations. Systematic treatment of equations of mathematical physics. Hyp~rbolic equations and method of characteristics. Multidimensional eigenfunctions. Other topics from the following: varia tional tecl:niques, perturbation theory, integra l equa tions, ;,tability theory, weak nonlinear problems. Prerequisite: MAS 201.

Mechanical and Aerospace Sciences 157

Laboratory Methods

MAS 241. Experimental Methods in Fluid Dynamics. Laboratory course: techniques for flow visualization and measurement in water and air, including dye, hydrogen bub­ble, smoke. pilot tubes, and LDA. Laminar and turbulent flows. Aerodynamics and design. Prerequisite: MAS 225 (may be taken concurrently).

MAS 242. Materials and Solids Laboratory. Design, plan­ning, execution, and reporting of three experimental projects which emphasize the interaction between mechanical be­havior of materials and their internal structure. Topics in­clude: precipitation hardening; stress corrosion; optical metallography; stress concentrations; mechanical testing (impact, fracture, creep, and tension); photoelastic st ress analysis; and phase transformations in steels. Prerequisite: MAS 120; MAS 226, 2go recommended.

*MAS 254. Nuclear Instrumentation. La boratory experi­ments in radiation monitoring and analysis. Electronics and statistics of nuclear counting; Ge iger, scintillation, and solid state det~ctors; foil activation; nuclear reactor instrumenta­tion; research techniques in neutron physics, nuclea r engi­neering. Prerequisite: consent of the instructor.

MAS 390. Supervised Teaching.

MAS 391. Independent Reading.

MAS 392. Special Topics Seminar.

MAS 393. Special Essay or Thesis.

MAS 394. Internship.

MAS 395. Independent Research.

OPTICS Joseph H. Eberly, Ph.D. (Stanford) Professor of

Physics und uf Optics Nicholas George, Ph.D. (California Institute of

Technology) Pro/essor uf Optics; Director, The Institute of Opltcs

Miles Parker Givens, Ph. D. (Cornell) Professor of Optics

t Robert Earl Hopkins, Ph.D. (Rochester) Professor of Optics

tRudolf Kingslake, D.Sc. (London) Professor of Optics

*Course will not be given in the 1980- 81 year. t Part-time.

/58 Engineering and Applied Science

Moshe Joel Lubin, Ph.D. (Cornell) Professor of Mechanical and Aerospace Sciences and of Optics; Director, Lahoratory .fiJr Laser Energetics

*David Lewis MacAdam, Ph. D. (M .l.T.) Professor of Optics ·

Leonard Mandel, Ph. D. (London) Proj'essor of Physics and of' Optics

*Erich W. Marchand, Ph.D. (Rochester) Professor of Optics

Douglas Coli Sinclair, Ph.D. (Rochester) Professo.' of' Optics

Kenneth James Teegarden, Ph.D. (Illinois) Professor of Optics

Brian John Thompson, Ph.D. (Manchester) Professor o{ Optics; Dean. College of Engineering and Applied Science

Emil Wolf, Ph.D. (Bristol), D.Sc. (Edinburgh) Prn(essor o{ Physics and o{ Optics

Edward Marx Brody, Ph.D. (Johns Hopkins) Associate Pr<~fessor u{ Optics

J. Christopher Dainty, Ph.D. (London) Associate Professor of Optics

*James Morton Forsyth, Ph.D. (Rochester) Associate Professor o{ Optics and Senior Scientist in Laser t:nerf{etics

Duncan Thomas Moore, Ph. D. (Rochester) Associate Pro{essor of Optics

Carlos Ray Stroud, Jr., Ph.D. (Washington) Associme Professor o{ Optics

Robert W. Boyd, Ph.D. (California, Berkeley) Assist ani Professor o{ Optics

Conger Wren Gabel, Ph.D. (Rochester) Assistant Professor o{ Optics and Assistant Director (or Special Projects .

*Michael C. Lea, Ph.D. (Imperial College, London) Assistant Professor o{ Optics and Research Associate

Michael G. Raymer, Ph.D. (Colorado) Assistant Professor of' Optics

Mark Geoffrey Sceats, Ph.D. (Queensland) Assistant Professor o{ Chemistry and o{ Optics

*J oseph Henry Altman, B.S. (M.I.T.) Ucturer in Optics

*John Frederick Hamilton, B.S. (Tennessee) Lecturer in Optics

Paul Dunn, Ph.D. (Loughborough) Postdoctoral Fellow in Optics

Jay M. Eastman, Ph.D. (Rochester) Scientist in Laser Energetics and in Optics

Stephen D. Jacobs. Ph.D. (Rochester) Scientist in Laser Energetics and Research Associate in Optics

*Part-time.

G. Michael Morris, Ph. D. (California Institute of Technology) Scientist in Optics

Gerard Mourou, Ph.D. (Paris) Scientist in Laser Energetics and in Optics

Steven Spitalnik, M.D. (Chicago) Research Associate in Optics and Resident in Pathology (School o{ Medicine and Dentistry)

Grace Wever, Ph.D. (Temple) Res.earch Associate in Optics

Optics is the study of the generation, transmtsswn, and detection of light; optical engineering deals with the design of optical instruments and systems.

The Institute of Optics at the University of Roch­ester is the only department in the country offering a four-year undergraduate degree in optics. It is also an internationally known center for research and teaching at the graduate level. The B.S. in optics provides fun­damental courses in physical optics, geometrical op­ttcs, radtatwn and detectors, and numerous electives in specialized areas of optics and related fields. The bachelor's degree prepares students for immediate employment as optical engineers. Optics majors who plan to do graduate work may apply in their junior year for admission to the five-year B.S.- M.S. program, described in detail on page 159, and may begin mas­ter's-level independent research in their senior year. The B.S. in optics also provides suitable background for students wishing to work toward a Ph.D. degree in pure or applied optics and a career in research.

Interested and qualified undergraduates are some­times able to participate in faculty research projects dun ng the school year or in the summer. Current proj­ects mclude studies involving lasers, holography, tmage processing and information handling, experi­mental studies of optics and electronic properties of matter, computer-aided lens design and evaluation, destgn of multilayer optical filters , and the interaction of intense optical radiation with matter, including studtes of laser-mduced nuclear fusion, a potential energy source for the future.

S·:udents normally apply for admission to The Insti­tute at the end of the sophomore year by submitting a concentration approval form to their adviser or to the chairman of the Undergraduate Committee. Admis­sion requirements are a 2.0 grade-point average in required optics courses taken up to that time (usually Optics 241 and Optics 261) and an overall grade-point average of 2.0. For graduation, a minimum cumulative grade-point average of 2.0 is necessary for all courses

taken in The Institute of Optics, as well as an overall average of 2.0.

Students are encouraged to join as members of the local chapter and national organization of the Optical Society ot America and the Society of Photo-Optical Instrumentation Engineers.

Prospective students and undergraduates consider­ing optics as a major are encouraged to write or to visit The Institute of Optics for further information and individual counseling.

Four-Year Degree Program

First Year Math lf">i ' Chern 125 English Elective2

Second Year Math 163' Physics 122, 181 J

OPT 241 flective (hum. or soc.

>Ci.)

Third Year OPT 262 MAS 20:! Elective Elective (hum. or soc.

sci.)

Fourth Year OPT 253 OPT 256 (or elective) Elective Elective (hum. or soc.

sci.)

Math 162 1

Physics 121 J

Elective Elective

Math 164' (or MAS 164) Physics 123, 1823 OPT 2til Elective (hum. or soc. sci.)

OPT 242 MAS 201 Elective Elective (hum. o r soc. sci.)

Elective Elective (or OPT 256) Elective Elective (hum. or soc. sci.)

'An a ltcrnJt lve approved sequence is Mathematics 17 1, 172, 173, 17"- for those considered eligible by the Depa rtment of Mathematics or MathematiCS 141 , 142, 143, 163. 164.

"!A computer course is recommended.

'The Physics sequence 121, 122, 135, 136 and the corresponding lahoratones may be suhstituted .

Four electives must be technical electives from the following list. At least two of the four technica l elec­tives must be from group b below.

a. Optics 100 -- freshman year only

Optics 159

b. Any undergraduate or graduate-level optics course with a 200 number or higher

c. Physics 217 and j or 218 , Intermediate Electricity and Magnetism I, II

d. A computer course or sequence

e. Courses from the Systems and Control sequence in the Department of Ekctrical Engineering.

B.S.-M.S. Program in Optics Optics juniors contemplating graduate work should

consider the special five-year program outlined below. Students learn of acceptance into this program in the spring of their junior year and can begin mastcr's-level independent work during the senior year. The B.S . is awarded at the end of the fourth year. Work or study for credit in the summer between the fourth and fifth years can be arranged if desired. The fifth year of this program contains more reading and research (Optics 491 and 495) than the normal curriculum would and fewer formal courses. Students write a master's thesis (see Plan A degree in the Graduate Studies Bulletin) but are not requ ired to take the M.S . comprehensive examination.

To apply, students must be in good academic stand­ing and must haw completed all required courses through the first semester of the junior year. Students may also compete with other M.S. candidates for fi­nancial aid in the fifth year.

B.S.-M.S. Program

Fourth Year OPT 461 or 441 1

OPT 453 Elective Elective

OPT 462 or 442 1

Optics Laboratory Elective Elective

Summer Work or Study (optional) :

OPT 491, 493, or 495 (up to 6 cred its)

Fifth Year OPT 441 1 ur 461 OPl 491 OPT 495 Elective (Optics)

OPT 442 1 or 462 OPT 491 OPT 495 Elect ive (Optics)

'An a lternate sequence is Optics 47 1- 2.

Not less than six nor more than 12 hours of research credit (Optics 495) and not more than six hours of reading course credit (Optics 491) may be applied

160 Engineering and Applied Science

toward the M.S. degree without special permission in advance from the Associate Dean for Graduate Studies. The optics electives in the fifth year are recommended (but not reyuired) to form a course sequence at the 400 level, such as Optics 471 and 472 (lens design), O ptics 443 and 444 (optical fabrication, testing, and design), or any two of the three courses Optics 464, 465, and 467 (holography, laser systems, and electro-optical systems).

Courses of Instruction OPT 100. Introduction to Modern Optics. A discussion of the properties of light: refraction, imaging, diffraction, inter­ference; principles and applications of optical instruments, including the microscope, telescope, and laser. Demonstra­tions.

**OPT 221. Introduction to the Optical and Electrical Properties of Solids. Schrodinger equation, potential wells,

**Course not offered academic year 1980-8 1.

barriers. Metals, semiconductors, insulators. Electron in a periodic potential, energy bands. rermi statistics; hydrogen atom, periodic table. absorption, emission. Laboratory. Pre­requisites: PHY 126; MTH 164 or equivalent; M/\S 201 , 202 (may be ta ken concurrently).

**OPT 222. Optical Materials and Solid State Devices. Introductory course covering spectra of simple atomic and molecula r systems, lifetimes and energy levels, mo lecular and atomic lasers, optical constants of materials with appli­cations to optical devices. Prerequisite: OPT 221.

OPT 224. Opto-Electronics I. Optical devices including lasers, modulators, detectors, and optical wave guides. Em­phasis is placed on developing the basic principles needed to design new devices, as well as an understanding of the oper­a tion of those currently in usc.

OPT 241. Geometrical Optics. Optica l instruments and their use. First-order Gaussian optics and thin-lens system layout. Photometric theory applied to optical systems. The eye, magnifier, microscope, matrix optics, nature of Seidel aberrations. Laboratory.

OPT 242. Geometrical Optics. Telescope. rangefinder, and angula r measuring instruments: prisms and gra tings used in spectroscopic instruments. Optics o f photogra phiC lenses; fabricat ion and testing of optical surfaces and lenses. Laboratory. Prerequisite: OPT 241.

OPT 246. Optica l Interference Coating Technology. Opti­cal interference in a multilayer stack and its application to antireflection coat ings, heamsplitters, laser mirrors, polar­izers, and bandpass filters Prerequisite: OPT 262.

**OPT 251. Physiological Optics. Structure and function of visual receptor processes, from the photochemical to the integrated central nervous system level' ; evaluation of visual performance as a function of color, illumination, etc. Prereq­uisite: permission of the instructor.

OPT 252. Colorimetry. Principles and uses of CIE system of colorimetry; additive and subtractive color-mixture cal­cu lations; co lo r-difference evaluation; uniform colo r scales; chromatic ada ptation; computer colora nt fo rmulation; meta­meric colors; color-re ndering properties of light sources.

OPT 253. Radiation and Detectors. Generation , detec­tion, and measurement of optical radiation, including cavity radiation, emissivity, pyrometry, radiometric measurements, detectors of radiation, sources of noise in det('t:tors, optical heterodyning, imaging systems. Prerequisite: course in atom­ic physics.

OPT 256. Optics Laboratory. Intensive la bo ra tory course with experiments on ,,ptical imaglllg systems, testing of optical inst ruments. diffraction, interference, holography, lasers, detectors, spectroscopic instruments. Prerequisites: O PT 253 and 261.

Optics 161

OPT 261. Physical Optics. Complex representation of waves; scalar diffraction theory; hesnel and Fraunhofer dif­fraction and application to measurement; partially coherent light; diffraction and image formation; optical transfer func­tion; coherent optical systems, optical data processing, and holography.

OPT 262. Physical Optics. Vector analysis; Maxwell's equations; energy flow in electromagnetic fields; dipole radi­ation from Lorentz atoms; partia lly polarized radiation; spec­tral line broadening; dispersion; reflection and transm ission; crystal optics; electro-optics; quantum optics.

OPT 391.

OPT 392.

OPT 393.

OPT 395 .

Independent Reading.

Special Topics.

S pecia I Essay.

Independent Research.

OPT 396. Special Problems in Optics. Reading or resea rch course open by special permission to seniors in optics.

Graduate Courses Open to Advanced l "ndergraduates (with permission of the instructor)

OPT 411 . Mathematical Methods for Optics.

OPT 412. Quantum Mechanics for Optics.

OPT 441, 442. Geometrical and Instrumental Optics.

OPT 443. Optical Fabrication and Testing.

OPT 444. Optical Design Laboratory.

OPT 451 . Inelastic Light Scattering.

OPT 453. Radiation and Detectors.

OPT 457 . Photographic Sensitometry and Image Structure.

OPT 458. Latent Image Theory.

OPT 461, 462. Physical Optics.

OPT 464. Holography.

OPT 465. Laser Systems.

OPT 467. Electro-Optical Systems.

OPT 471, 472. Lens Design.

OPT 474. Methods of Optical Systems Analysis.

OPT 475. Interferometry.

*OPT 491. Reading Course in Optics (M.S.)

OPT 492. Special Topics in Optics.

*OPT 495. ltesearch in Optics (M.S.).

*Admissio n normally limited to those students enro lled 111 the five­year optics B.S .-M.S. program.

**Course not offered academic year 1980~81.

162

163

SCHOOL OF

NURSING Administrative Officers Loretta C. Ford, R.N. , Ed. D. (Colorado, Boulder)

LJ_ean of the School of Nursing and Director uf lvursmg uj the Medical Center

Carole A. Anderson, R.N., Ph.D. (Colorado) Associate Dean fur Graduate Studies

Elaine C. Hubbard, R .N., Ed.D. (Boston) Associate Dean f(,r Undergraduate Studies

Margaret D. Sovie, R.N., Ph.D. (Syracuse) Associat<' Dean for Practice

Faculty Josephine C~aytor, R.N., M.S. (Rochester)

Pro{essor t.meritus of Nursing Loretta C. Ford, R.N., Ed.D. (Colorado, Boulder)

Projessur of Nursing and of Preventive, Familv, and Rehabiluation Medicine; Dean u( the School~{ Nursing and Directur i.!f Nursing of the Medical Center

Eleanor Hall, R.N., M .A. (Columbia) Professor Emeritus of Nursing

Robert Hoekelman, M .D. (Columbia) Pro{essor uf Pedialrin, o{ Health Services, and o/ Nursing

Jea n E. Johnson, R.N., Ph.D. (Wisconsin) Pro fessor o; Onw/ogy; AssoL·iate Director fur Nursing in the (ancer Center; Clinical Chief u{ Oncology Nursinf{

Carole A. Anderson, R.N., Ph.D. (Colorado) AssoL'iate Pru{essor uf Nursing and of PsychiaLry; A ssociate Dean for Graduate Studies ·

Robert W. Chamberlin, M.D. (Harvard) Associate Professor of Pediatrics and o/ Nursing

Rita Chisholm, R.N., M.A. (Teachers College, Columbia) AssoL·iate Professor Emeritus o{ Nursing

Vivian Derby, R.N. , Ph.D. (Denver) Associate Professor of Nursing; Clinical Chief for Ohstetrical and Gynecological Nursing

Elaine C. Hubbard, R.N. , Ed.D. (Boston) Associate Prc>ji>ssur uf Nursing; Associate Dean for Undergraduate Studies

Elizabeth McAnarney, M.D. (Syracuse) Associate Pru{essor of Pediatrics. of Psychiatry, u{ Medicine, and u/ Nursing

Helen McNerney, R.N. , M.S. (Rochester) Adjunct Associate Professor u{ Nursing; t:xecutive Director, Visiting Nurse Service u{ Roche:ster and Munroe Coumy

Edith Olson, R.N., M.S. (Hunter) Associate Professor Emaitus of Nursing

Marjorie Pfaudler, R.N., M .A. (Columbia) Associate Professor o{ Nursing and of Preventive, Famil y, and Rehahilitation Medicine; Clinician ·

Rose Pinneo, R.N. , M.S. (Pennsylvania) Associate Pro{essor o{ Nursing; Clinician

Klaus Roghmann, Ph.D. (Cologne) Anuciate Professur o{ Sociology. o( Pediatrics, u.f Preventive, Family, and Rt!habilitaLion Medicine, and of Nursing

**Madeline H . Schmitt, R .N., Ph.D. (SUNY, Buffalo) Associate Pro{essor o{ Nursing and u/ Sociology

Margaret D. Sovie, R.N., Ph.D. (Syracuse) Associate Professor o{ Nursing; Associate Dean fur Practice

Judith Sullivan, R.N. , Ed.D. (Rochester) Associate Professor o{ Nursing, uf Medical Education and Communication, and of Preventive, Family, and Rehahilitation Medicine; Clinical Nursing Chief' uf Comm unity Health Nursing

Mary Wemett, R."''., M.S. (Rochester) Associate Profes;or of Nursing; Clinician

Barbara Adams, R.N. , M.S. (Rochester) Assistant Pro{essor u( Nursing and of Pediatrics

JoAnn Belle-Isle, R.N. , M.S. (Pittsburgh) Assistam Professor o{ Nursing; Clinician

Sharon Bidweii-Cerone, R.N., M.S .N. (Yale) Assistant Pro{essur o{ Nursing and of Pediatrics

••on leave 19R0- 8 1.

164 Nursing

Eleanor Boyd, Ph.D. (Rochester) Assistant Professor of Pharmacology and Toxicology and of Nursing

Judith Broad, R.N., M.S.N. (Case Western Reserve) Assistanr Professor of Nursing; Clinical Chief of Psychiatric-Mental Health Nursing

*Kirstan Burke, R.N., M.S. N. (Catholic University) Assistanr Professor of Nursing

Martha Chen, R.N. , M.S.N. (Pittsburgh) Assistant Professor of Nursing; Clinician

Diane Eigsti, R.N., M.S. (Tulane) Assistant Pro{essor of Nursing

Kathryn Gardner, R.N. , M.S. (SU NY. Buffalo) Assistant Professor o{ Nursing and o( Psvchiatry; Clinician

*Jean Garling, R.N., M.S. (Rochester) Assistant Professor o{ Nursing; Clinician

*Amy M. Karch, R.N., M.S. (St. Louis) Assistant Professor of Nursing; Clinician

Nancy Kent, R.N., M.S.N. (Catholic University) Assistant Professor of Nursing: Clinical Chief of Medical Nursing

*Anne KlijanowiCJ., R .N., M.S. (Boston College) Assistant Profeswr of Nursing; Clinician

Marilyn McClellan, R.N., M.S. (Rochester) Assistanr Professor of Nursing; Assistant Director of Nursing, Staff Development; Acting Coordinator for Conrinuing Education

Susan Saunders, M.S.W. (Missouri) Assistant Professor of Psychiatry, of Medicine. and 4 Nursing; Associate Director of Clinical and Community Programs, Psychiatry

Sharon Trimborn, R.N., M.S. N. (Case Western Reserve) Assista/11 Professor of Nursing; Clinician

Erlinda Wheeler, R.N., M.S. (Rochester) Assiswnt Professor of Nursing; Clinician

Ruth Anne Yauger, R .N. , M. P.H. (Minnesota) Assistant Professor of Nursing

Leah Albers, R.N., M.S.N. (Vanderbilt) Adjunct Instructor in Nursing; Clinician

Rita L. Axford, R.N., M.S. (California) Instructor in Nursing; Clinician

Nancy Baker, R.N., M.S. (Rochester) Instructor in Nursing; Clinician

Ma rgaret Bank, R.N., M.S.N. (Yale) Instructor in Nursing

Deborah Bies, R.N. , M.S.N. (Michigan) Instructor in Nursing; Clinician

Janice Boase, R.N., M.S. (Arizona) Instructor in Nursing; Clinician

Melissa A. Brennan, R.N., M.S. (Syracuse) lns~ructor in Nursing; Clinician

Marga ret Briody, R.N. , M.S.N. (Catholic Univer~ity) lns.~ructor in Nursing; Clinician

Jean D. Brown, R.N., M.S. (Rochester) lnstrucJCir in Nursing; Clinician; Associate to the Clinical Ch;ef 1if Oncology Nursinf(

Kathryn Burns, R.N., M.S. (Rochester) lnslructor in Nursing; Clinician

Mary Ann Campbell, R.N., M.S. (Rochester) lnstruc·wr in Nursing; Clinician

Linda Carter-Jessop, R.N. , M.S . (Rochester) Instructor in Nursing; Clinician

*Phyllis Collier, R.N., M.S.P.H. (North Carolina) Instructor in Nursing

Sue Ellen Colquitt. R.N., M.S . ( Rochester) lnstrucwr in Nursinf(: Clinician

*Carol Crane, R.N., M.S.N. (Ohio) Instructor in Nursing; Clinician

Lynn M. Czarniecki, R.N. , M.S.N . (Pennsylvania) lns/ructor in Nursing; Clinician

Patricia A. Davitt, R.N ., M.S. (Rochester) Instructor in Nursing; Clinician; Associate Clinical Chieffor Surgical Nursing

Betty Deffenbaugh, R.N., B.S. (Rochester) " Instructor in Nursing; Assistant Director ol

Nursing Practice, Medical Center Susan DeRosa, R.N., M.S. (Rochester) Instructor in

Nursing; Clinician Mary T. Dombeck, R.N. , M.S. (Rochester)

lnslructur in Nursing; Clinician Katharine M. Donohoe, R. N. , M.S. (Rochester)

lmtructor in Nursing and in Neurology; Clinician J oAnn Downey, R.N .. M.S . (Rochester) Instructor

in Nursing; Clinician Beverly Faro, R.N. , M.S. (Rochester) Instructor in

Nursing; Clinician Martha Fortune, R.N., M.S. (Rochester) Instructor in

N,lfsing

Marreen M. Friedman, R.N., M.S.N. (Ohio) lnslructor in Nursing

*Put-time.

S. Quincy Garfield, R.N. , M.S.N. (Yale) lnslructor in Nursing; Clinician

*Cynthia Hart, R.N., M.S. (Rochester) Instructor in Nursing; Clinician

P . .tmela J. Heiple, R.N., M.S. (Rochester) lnslrucwr in NursinR: Clinician

June L. Helberg, R.N., M.S . (Rochester) Instructor in NursinK; Clinician

Eli1abeth Heywood, R .N ., M.S. (Rochester) Instructor in Nursing; Clinician

Nancy Holdren, R.N. , M.S.N. (Yale) Instructor in Nursing; C/imcian; Associale in Obstelrics and Gynecology

Margaret S. lzzo, R.N. , M.S. (Catholic University) lnstruL'IOr in Nursing; Clinician

Rosemary Johnson, R.N., M.S. (Rochester) lnslrucwr in Nursing; Clinician

Linda Jones, R.N., M.S. (Rochester) Instructor in Nuning

Geneview Knortz, R.N. , M.S.N. (Pennsylvania) lnstruuor in Nursing; Clinician

Mary Ellen Kunz, R.N ., M.S. (Rochester) lnslructor in Nursing; Clinician

Gerri S. Lamb, R.N., M.S. (Rochester) lnstruclor in Nursing; Clinician

*Linda P. Lawrence, R.N. , M.S. (Rochester) Instructor tn Nursing; Clinician

Rebecca K. Ledwin, R.N ., M.S. (Rochester) lmtructur in Nursing; Clinician

*Barbara Lipinski, M.S. (Colorado State) lnslructor in Nursing

Barbara A. Lum, R.N., M.S. (Rochester) Instructor in Nursing; Clinician; Associate Clinical Chie(.fur Perinatal Nursing

*Gail C. McCain, R.N. , M.S. (SUNY, Buffalo) lnslruclor in Nursing; Clinician

Suanne Miller, R.N ., M.S. (Rochester) Instructor in Nursing; Clinician

Janet Mlinar, R.N., M.S. (Rochester) Instructor in Nursing; Clinician; Assistanl Clinical Chief of Medical Nursing

Marilyn Petit, R.N. , M.S. (Buffalo) Instructor in Nursing: Clini6an

Kathleen Plum, R.N., M.S. (Rochester) Instructor in Nursing; Clinician

Faculty 165

Bethel A. Powers, R.N., M.S. (Rochester) lnstruc/Or in Nursing

Jill R. Quinn, R.N., M.S. (Rochester) lnslructor in Nursing; Clinician

;\nnE. Robinson, R.N. , M.S. (Rochester) Instructor in Nursing: Clinician

Janice Rogers, R.N. , M.S. (Rochester) Instructor in NursinR; Clinician

Harriet Seigel, R.N., M.S. (Rochester) Instructor in Nursing: Clinician

Carol A. Smith, R.N., M.S. (Rochester) lnslruclOr in Nursing: Clinician

Lorraine J. Snyder, R.N. , M.S. (Russell Sage) lnslruclor in Nursing; Clinician

Rosemary Somich, R.N. , M.S . (Rochester) Instructor in Nursing; Clinician

Karen P. Stein, R.N., M.S.N. (Buffalo) Instructor in Nursing: Clinician

Roberta A. Strohl, R.N. , M.S . (Pittsburgh) Instructor in Nursing: Clinician

Michael Tarcinale, R.N., Ph.D. (Connecticut) lnstrucwr in Nursing; Project Director, Burn Proiect

Janis R. Tobin, R.N., M.S. (Boston) Instructor in Nursing; Clinician

Ronald G. Tringali, R.N., M.S.N. (Boston) Instructor in Nursing; Clinician

MaryS . Turner, R.N., M.S. (Rochester) Instructor in Nursing: Clinician

i\lison YanPutte, R.N., M.S . (Rochester) lns1ructor in Nursing; Clinician

*Nancy Watson, R.N., M.S. (North Carolina) lnstruclor in Nursing; Clinician

Joan Way, R.N., M.S. (Syracuse) Instructor in Nursing; Health Projecl Coordinator. Cancer Cemer

*Donna H. White, R.N., M.S . (Rochester) lnstruc10r in Nursing; Clinician

Carol Wilson, R.N., M.S. (Rochester) Instructor in Nursing; Clinician

Sandra G . Witmer, R.N. , M .S. (Rochester) lnstructur in Nursinf{: ( '/inician

Hannelore Y oos, R.N. , M.S. (Rochester) Instructor in Nursing; Clinician

Suzanne T. Zigrossi, R.N ., M.S.N. (Texas) Instructor in Nursinf(: Clinician

•Part-timt.

166 Nursing

The faculty of the School of Nursing subscribes to

the philosophy of the University of Rochester that men and women must have an opportunity to learn and should understand their responsibilities for en­lightened leadership as citizens in a changing soc ial order; that liberal education should consist of acquir­ing the knowledge and skill s adequate to conduct a rational search for answers to the major questions which confront man; and that liberal education is basic to professional education and should evoke clar­ity of thought, direction of purpose, and integrity of character.

The faculty believes that nursing is a useful profes­sion, a serv1ce rendered by one human being for an­other, or for a group, in which knowledge is dr.twn from the health sciences and applied to the mainte­nance and restoration of the physical and mental well­being of persons.

Education for professional nursing requires a foun­dation in the physical, biological , and social sciences and in the humanities. Upo n this base a re built edu­cational experiences which help the nursing stujent acquire the knowledge, skills, and understandings necessary to function as a member of the health team and to care for individuals according to their phys ical , emotional, and social needs, fostering for them the greatest possible independence and self-direction. I he undergraduate program, leading to the bachelor of science degree with a major in nursing, is designed to prepare for professional nursing practice and to provide a base for graduate education. The faculty believes that the professional nurse must respond to the challenge of unresolved problems in nursing by perfecting skills, deepening understandings, and con­tributing to knowledge through service, teaching, and research.

Programs of the Schoo l of Nursing are registered with the State Education Department of the Univer­sity of the State of New York. All programs are ac­credited by the National League for Nursing. Grad­uates are eligible to take the licensing examination for Registered l\;urse in New York State; likewise, they also a re eligible for membership in nursing organiza­tions such as the American Nurses' Association, the National League for Nursing, a nd others, including specialty groups.

Requirements for the Degree Bachelor of Science

Students formally enter the School of l\'urstng at the junicr level after a minimum of two years of liberal a rts and science education. Un iversity of R,1chester students are assigned advisers at the time they declare their intention to major in nursing. The advisers help the students plan a prenursing academic program con­sisting of introductory courses in English, biology, psychology, sta tistics, microbiology, chemistry, soci­ology, and an elective in the huma nities.

In addition to the specific courses stipulatt>d ;n the degr-~e prog ra m, students must sa tisfactorily complete the t,Jilowing:

l. A minimum total of 134 semester hour>, or eyuiva­knt , of acceptable and satisfactory academic work.

2. ;\ cumulative grade-point average of at kast 2.0 for all courses taken for credit at the University of Rochester.

3. At least one year of full-time study and a minimum of 32 hours of course work in the School of ~ursing.

ror registered nurses, the one-year residency re­quirement may be waived so that study can he com­pleted on a part-time basis within a six-year period following admission.

Bacf~elor's Degree cum Laude, Magna cum Laude, ;1nd Summa cum l.aude

The School of Nursing recognizes outstanding achievement of its students by awarding these de­grees. The Dean of the School assigns the levels of award.

Basic Program

!he program offered in the School of Nursing con­sists of the following courses:

Junior Year Hours

Fall Spring S ummer PSY 17 1 Issues in Human

Development NUR 200 Founda tions of

4

N ursing Care 6 NUR 2 11 Huma n Anatomy

a nd Physiology 6

~UR 2ill "'utrition "'UR 214 Pharmacology NUR 215 !\ursing Care of

Adults ,,nd Children I .'\ UR 21o !\ursing Care of

Adult< and Children II 1\/ ll R 217 !\ ursing Care of

Adults and Children Ill

Senior Year

!\'liR 252 Community Heal th :'1/ursing

!\UR 253 Psychiatric­"iursin&

16

2 4

5

5

6

16 6

b'all or Spring

8

8

16

( fnesc t\\u cvurses are t(tken concurrently either first or second se­mesler: th~ ' amc applies 10 the grou p uf three courses listed be lo".)

'i U R 255 Advanced Clinical !\ursing

\IUR310 ''HiR 392

Senior Seminar Independent Study

F-all or Spring

8 4 4

16

~PTE: Curricuium n.:vision at the undergraduate level is continuing, and t.:our~L·s have been and may be modified substantially during aca­demic year I Q8ll- 8 1.

Registered nurses have the option to exempt all JUnior level courses and Psychiatric Nursing by satis­factorily passing School of Nursing exemption exam­Inations.

Courses of Instruction PSY 171. Issues in Human Development. Credit-4 hours. An introducto ry course in developmental psychology, with emphasis on a series of controversial issues in human deve l­opment that are broadly relevant inside and outside the field of psychology. Two lectures and one di scussion group meeting each week. Prerequisite: PSY 101 o r equivalent. F-all.

NUR 200. Foundations of Nursing Care. Credit- 6 hours. An introd uctio n to the scope of responsibilities of the profes­sional nurse. Emphasis is on assessing physical and psycho­logical parameters as a basis for nursing interwntion. Basic nursing concepts which facilitate therapeutic intervention are discussed and practi~ed. Fall.

Courses of Instruction 167

NCR 210. Nutrition. l'redit- 2 hours. A study of the nutri­tional reyu irements of the normal human being which are essential for growth and maintenance of health. Spring.

Nt:R 2I I. Human Anatomy and Physiolog~' . Credit- 6 hours. ·r he normal gross and microscopic structures and func­tion of the human body are presented through lectures, labo­ratories, demonstrations, and conferences. Prere<.Juisi tes : C'HM 125- 126. ball.

Nl 'R 2I4. Pharmacology. Credit -4 hours. The therapeu­tic and toxic effects, and mechanisms of action, of commonly used drugs, with emphasis on those aspects relevant to nurs­ing. I ndudes a concurrent self-study unit (I credit hour) on the mathematics of calculating dose and making up solutions. Prere4uisites: general biology; microbiology; C H M 125- 126 and !\ l! R 211. Spring.

NUR 2 15, 216, and 21 7 art! courses offered in the junior year which provide both classroom and clinical experience dealing with the health problems of adults and children in medical-surgical. pediatric. a nd matnnity settings. They build on the knowledge of concepts and skills from previous courses. D iet therapy and pathL>Iogy are integrated , and health care needs are explored. Spring.

Nt :R 2IS. Nursing Care of Adults and Children I. Credit 5 ho urs. r he two concepts presented are role ada ptation a nd

metabolic fu nction 111 physical systems maintenance. Role adaptation focuses on the stress of normal life changes such as pregnancy. the stress of acute illness, and the stress of potential permanent role change. Metabolic function focuses on both physiological and psychosocial concerns. Physio­logical aspec-ts include fluid and electrolyte imbalance and restoration of balance in renal and endoc-rine disorders. Psy­chosocial aspects include beha\'ior modification, patient edu­cation, and psychological effects of the puerperium. Prt!­reyuisites: PSY 171, NUR 200, 210, 211. Early spring.

Nt:R 216. Nursing (are of Adults and Children II. Credit 5 hours. The two concepts presented are conservation of

energy and awareness. Consen·ation of energy includes acute and chronic deviations from normal heart and lung function with associated implications for nursing care. Awareness includes temporary and permanent changes in body imago:! as well as conditions causing altered awareness. The needs of patients with body image changes are discussed in terms of the nursing care of patients with genetic defects, patients with selected problems ,,f cancer. and patients who reyuire general surge ry. The needs of the patient with altered aware­ness are discussed in terms of those conditions which cause st·nsory excess o r deprivation. Prerequisite: NUR 215. Late spring.

Nt:R 2I7. Nursing Care of Adults and Children III. C redit - 6 hours . I he two concepts presented are mobility and de­

generation. Both temrorary and permanent interferences with mobility are discussed by foc using on nursing care of patients with neurological and orthopedic conditions. !he

168 Nursing

concept of degeneration is discussed by focusing on nursing care of patients with progressive, degenerative, and irrever­sible conditions. This portion of the course also deals with the reaction of patients, families, and health professionals to death and dying. Prerequisites: NUR 215, 216. Summer ses­SIOn.

NLR 252. Community Health Nursing. Credit· ·8 ho;Jrs. A fa mily-cent : red nursing course emphasizing the hea lth care ot families within their home and community environ­ments. A focus is on teaching and counseling as prime ef­fectors of illness prevention and health maintenance, with emphasis on the basic concepts of community health. Com­munity health agencies are utilized for experiences. Stud~nts must provide their own transportatic>n for home visiting in the community. Fall and spring terms.

NliR 253. Psychiatric Nursing. Credit-~ hours. The study of coping abilities and interactional processes, particulari·J .n small groups, as they relate to the nurse's role in the provisi<•n of health and illness care. Emphasis is placed ,,n development of a repertoire of skills through clinical opportunities in a variety of srttings. Fall and spring terms.

NlJR 255. Advanced Clinical Nursing. Credit- S hours. Otfered during the senior year. Classroom instruction a nd clinical expenence provide knowledge and skills neces,ary for the student to care for children and adults with complex or multiple health problems. Focw; is on the delivery llf comprehensive health care and multidisciplinary planning. Fall and spring terms.

NliR 310. Senior Seminar. Credit-4 hours. Releva nt topics and issues in professional nursing are discussed , such as current legislation, legal as pects, ethic<;, prokssional or­ganiLations, licensure. leadership in nursing, systems of health ca re delivery, history of nursing, a nd expanded Illles for nurses. Fall and spring terms.

NliR 392. Independent Study. Crcdit-- 4 hours. An elec­tive to allow opportunity for independent pursuit of special projects, readings, research studies, or clinical and field ex­periences. Content is determined by the inttrest of students In coordination with faculty preceptors. Fall and spring terms.

Non-nursing students need the written permis.;ion of the instructor and the Associate Dean for Under­graduate Studies to register for nursing courses.

169

GRADUATE SCHOOL OF

MANAGEMENT William H. Meckling, M.B.A. (Denver) Dean

Although the liraduate Sehoul of Management of­fers no undergraduate degrees, it regularly ,lffers a numher of courses open to undergraduate students . 1 he School also cooperates with other University drvisions in offering the 3-2 Progra m, through which . in fi ve years, instead of the usual six. a student can earn both a bachelor's degree in his or her undergrad­uate major and a master of business administratio n.

The 3-2 Program Leading to a B.A. and an M.B.A.

Under the 3-2 Program, students study for three years in their undergraduate major, c<>mpleting most required courses during that time. At the end of the junior year, well-qualified students may apply for ad­mission to the Graduate Schol)l of Management where they take the first year of the M.B.A. Program. At the end of tha t yea r, they receive the bachelor's degree in their undergrad uate major.

At this point, the student is in a position to complete the M.B.A. Program at Rochester in one addit ional year or to enter with advanced standing an M.B.A. program a t another institution.

Admission Requir('ments Admission to the 3-2 Program is limited and will be

offered to only exceptiona lly well-qualified students. Undergraduate prepa ra tion in economics, mathemat­ics, statistics, engineering, or the sciences is preferred.

Application for admission to the M.B.A. part of the 3- 2 Program is made during the second semester of the junior year. Applicants should have:

l. Evidenced outstanding scholarship in their first five semesters of undergraduate study.

2. Completed most of their required undergraduate courses.

3. Obtained their undergraduate department's per­mission to enter the 3- 2 Program.

4. Scored well on the Graduate Management Admis­sion Test which they should take by February ot their junior year.

Transfer students may apply to the 3- 2 Program after C<lmpleting three years uf study at another insti­tution , if their undergraduate school will accept the first year of the M.B.A. Program as completing the requirements fur the bachelor's degree. Other ad­mission requirements are the same as those for Uni­versity of Rochester student>.

M.B.A. Study Under the 3-2 Program T he M.B.A. portion of the 3-2 Program seeks to

t ra in individuals to think effectively about manage­ment problems. The emphasis is on learning the prin­ciples of problem solving which lead to effective decision making.

The approach to decision making is quantitative a nd analytical. Studmts learn to identify the variables important for solving a problem, to gather and analyze the pertinent data, to evaluate alternative solutions. and to decide upon the best possible alternative.

The program provides:

I. Understa nding of the disciplines important to de­cision making: economics, operations research, and applied statistics.

2. Familiarity with the functional areas of business: finance , marketing, and production.

3. Knowledge of the systems by which management collects and processes information, including ac­counting, computer science, and information sys­tems.

4. Specialization in an area of concentration, selected by the student with the concurrence of his or her faculty adviser.

170 Management

Curriculum To earn the M.B.A. degree in the 3-2 Program, each

student must successfully complete 64 credit hours. This normally requires four semesters, or two years of full-time study. Distribution requirements and course credits are shown in the chart on page 171.

"Core" courses are in the underlying disciplines of economics, operations research, and applied statistics plus two in accounting and computers and information systems. The "core" is designed to provide an under­standing of the dynamic forces which underlie a ll business activity- the economic aspects of business and the information systems and quantitative methods of ana lysis used in modern decision making.

Four cred it hours are required in each of the func­tional areas of finance, marketing, and operations management. Emphasis is on principles, analytica l methods, and problem solving, rather than on descrip­tions of existing practice.

Thirty cred it hours in elective courses are required, 12 to 14 of which must form a concentration sequence. The student may choose to concentrate in a pplied economics, corporate or public accounting, computers and information systems, finance, marketing, opera­tions management, or another area of specia l interest.

Generally, the final course in the sequence is a concentration seminar which considers recent theoret­ical and empirical findings in the area. Students re­view current journal literature and carry out research projects which are often conducted in cooperation with major industrial firms. Concentration seminars are not required in every major.

The remaining electives should be taken in fields related to the students' areas of concentration. They may be taken in the Graduate School of Management or in another division of the University. During the final semester, the student takes an integra tive course in business policy.

The Accounting Option There are two alternatives available to students

selecting the accounting major in the M.B.A. Program. The first alternative prepares students for public ac­counting and meets the educational requirements of the State of New York for admission to the Uniform Certified Public Accounting Examination used by all states. T he public accounting concentration has been unconditionally approved by the Division of Profes­sional Education, New York State Education Depa rt­ment. Graduates may be certified to the New York Board of Examiners as having completed the Regis-

tered Curriculum necessary for admission to the ex­amination.

The second accounting alternative prepa res stu­dents for careers in corporate accounting. Corporations actively recruit M.B.A. accou nting majors for positions in their controllers', treasurers', and auditing offices, as well as in their accounting departments.

The Computers and Information Systems Option

A concent ration in computers and informa tion sys­tems prepares students for management responsibilities in using computer systems and in providing organiza­tions with successful management information systems.

The Economics Option Students planning careers in management must

have a firm background in the funda mentals of eco­nomics in order to be effective in the decision-making process. T hose choosing to major in applied econom­ics, therefore, will be prepa red for a wide range of management positions in government, business, and industry.

Under the economics option, students also may choose to concentrate in management for the non­profit sector.

The Finance Option The finance option is pa rticularly a ttractive in light

of the current demand in all business and government sectors for managers with specialized training in fi­nance.

The Marketing Option O ne of the strongest areas of concentration in terms

of employment opportunities for M .B.A. graduates, the ma rketing o ption is popula r with students inter­ested in product planning and development, consumer behavior, ad vertising and ind ustrial management, mar­ket analysis, and other fields.

The Operations Management Option Students majoring in operations management study

planning and design of physical, financial , and man­power resources for manufacturing o rganizations and service operations in which concepts of production planning, scheduling, inventory control, facility loca­tion, and forecasting are essential. This concentration uses economics and quantitative methods as primary approaches to such concepts.

M.B.A. Program Distribution of Courses Fall Semester

1st Year

ACC 403. Accounting for Management Credit-4 hours

AEC 403. Price Theory Credit-4 hours

APS 407. Statistics I APS 408. Statistics II Credit - 2 hours Credit-2 hours

t---·-

3-2 Program 171

Spring Semester

MKT 403. Marketing Management Credit-4 hours

OMG 408. Operations Management Credit-4 hours

APS 409. Statistics IIJ Credit-2 hours Elective

Credit-2 hours

CIS 401. Introduction ORM 402. Introduction FIN 403. Corporate FIN 404. Corporate to Computers to Management Science Objectives and Financial Policy

2nd Year

Credit- -2 hours Models I Credit-2 hours

Elective(s) Credit(s)-2 or 4 hours

Elective( s) Credit(s)-2 or 4 hours

Capital Budgeting Credit-2 hours Credit - 2 hours

Elective(s) Credit(s)-2 or 4 hours

Elective(s) Credit(s)-2 or 4 hours

--- -·----·

Elective(s) Elective(s) Crcdit(s)-2 or 4 hours Credit(s)-2 or 4 hours

-----·- -Elective( s)

Credit(s)-2 or 4 hours

For course descriptions, refer to the Graduate School of Management catalog or to the Graduate S tudies Bulletin of the University of Rochester. For furthe r info rmation about the M B.A. Program, write: John G . Baker, Jr., Assistant Dean and Director of Admissions, Graduate School of Management, U ni­versity of Rochester, Rochester, New York 14627.

Research Activity Research activity at the Graduate School of Man­

agement includes independent research conducted by faculty and graduate students and other studies car­ried out at the School's research centers.

The Center for Research in &overnment Policv and Business was established in 1966 to investigate the interact ion between government and business. The nation's first such university-based facility, the Center exami nes specific areas of public policy to determine their impact on the local and national economy.

Elective GBA 488. Business Credit-2 hours Policy

Credit-2 hours ---·--·--

The Managerwl Economics Research Center ( M ERC) was organized to encourage scholars of diverse interests and backgrounds to focus their atten­tion on the problems of management, to develop theories and evidence which will enable managers to understand more thoroughly the world around them, and to provide the basis for improved decision making.

The Management Library The Management Library, located on the fourth

floor of Rush Rhees Library, has seating for 180, carrels and open studies for 88 graduate students, and a half-dozen studies. In addition, the adjoining fourth-floor stacks house 50 student carrels and 32 studies. Overall the University libraries have resources exceeding 1, 760,000 volumes. The library is also a depository for U.S. and New York State documents. It regularly receives more than 9,000 periodicals and serials, of which over 900 relate specifically to man-

172 Management

agement. AdJacent to the Management Library on the fourth t1oor are the main library collections on busi­ness and economics (about 95,000 volumes).

With the help of eight to 10 student assistants and a clerical staff, the two Management librarians main­tain extensive collections of reference, research , and reserve materials for GS M use. There a re manage­ment, business, and economics periodicals, and corpo­rate annual reports are available for approximately 2,400 companies. There is a special geographical file on economic conditions, an industry file on stati stics and trends, and a large file of research reports and work ing papers from other institutions.

The Computing Center The GSM Computing Center has a Hewlett-Packard

2000 Access System and a Hewlett-Packard 3000 Series III, with numerous terminals for easy access by the students and faculty. Video monitors are inter­faced to the system for on-line access in the classroom environment. Batch processing is accomplished at the GSM via a Remote Batch Entry terminal connected to the main University Computing Center's IBM 3032. Also available to the GSM is a large-scale DEC 10. Together these four processors provide almost limit­less computing resources for GS M faculty and stu­dents.

The Timesharing and the Remote Batch Entry fa­cilities, together with GSM's own computing staff and programmers, are very impressive fo r a business schooL The central University computing facilities are, however, also available to students. A la rge li­brary of computer programs and data bases is ava il­able there to process and analyze information for a wide variety of purposes. The central computing facil­ity has specialists and programmers on its staff who can assist with unusual information-processing prob­lems.

Students interested in improving their skills in com­puter programming will find numerous non-credit short courses open to them on a variety of topics. These, together with the computers and information systems sequence concentration available to M.B.A. candidates, provide GSM students with an unusual range of options for utilizing modern computer tech­mques.

The Placement Office The Graduate School of Management P lacement

Office was established to fo ster the skills necessary to attain both immediate and long-range career goa ls. This office aids GS M graduates through a combina­tion of on-campus recruitment and a comprehensive counse ling program. Individual and group counsel ing sessions provide students with skills in resume prepara­tion, interviewing techniques , and job search strategies. The Placement Office also sponsors a series of pro­grams to inform students a bout opportunities within particular areas of management.

Courses of Instruction Regularly Open to Undergraduates Accounting

201. Principles of Accounting. An introduction to the principles and procedures employed in ana lyzing bus iness transactions, recording their financial effects, summarizing them in financial statements, and inte rpreting these state­ment s.

221. Cost Accounting. Study of the accounting problems involved in determining, analyzing, and controlli ng produc­tion and distribution costs, a nd income determi na tion for financial sta tements. Budgetary control, standa rd costs, and other topics a re d iscussed from the viewpoint of management use in planni ng and controL Prerequisite: ACC 20 1.

Behavioral Sciences in Industry

205. Behavioral Science in Management. Survey course of th,,se aspects of management which involve dea ling with people. Behavioral science bases of the following topics are approached through lecture, case stud ies , class discussion, and original readings: selection, training, human engineering, performance evaluation, supervision-leadership, motivation­morale-attitudes, consumer behavior, la bo r relations, and or­gan ization theory.

241. Fundamentals of Personnel Administration. A stud y of organized approaches to employing, developing, compen­sating, and servicing a work force so as to assure o ptim um retu rn to the employing organization, the coopera ti ve effort of individuals and groups mvolved, and maximum sat isfac­tion co nsistent with the need for coordination and control. Personnel administration as a staff function is given specia l attention, together with research bearing on the va lidity of personnel concepts, requirements, and practices. Emp hasis is on administrative considerations rather than application of refined technique. Prerequisite: BSl 205 or equivalent.

General Business Administration

157. Fundamentals of Business Administration. An intro­d uction to the principal activities, responsibilities. types of po licy problems, and interrelationships of the main phases of business, including personne l, production, marketing, and fi­nance. F reque nt use is made of business cases for illustrative pnpost's and to introduce the student to the method of busi­ness problem a nalysis.

291. Reading ( ourse. Independent study in some specific area ot business administration, at a level advanced beyond that oi regular course offerings. Prereqursite: wntten ap­proval of the supervising facult y member.

Law

205 . . Business taw. Basic principles ot contract law, in­cludmg the doctrines of offer and acceptance, consideration, effect of mistakes, fraud and undue influence, the necessity of a writ ing, and rights of enforcement where there has bee~ fa ilu re of performance. Legal aspects of agencies, partner· shtps, and corporatrons as a means of carrying on business. Creation and incidents ot the agency relationship; rights of

Courses of Instruction 173

partn<"rs as between themselves and third parties; formation and powers of corporations; rights of stockholders; and prob­lems arising from business liquidation. Cases are used ex­tensively.

Marketing

203. Marketing. Problems involved in the movement of goods from producers to consumers and industrial users through the different channels of distribution. Analysis of the marketing functions performed by manufacturers, whole­saler,, retarlers, agent middlt'men, and market exchanges. Critical analysis of major marketing policies. Evaluation of such topics as pricing, branding, choice of distribution chan­nels, selective selling, and the planning and administration of sa les programs.

For further information on the Graduate School of Management, consult the Graduate Studies Bulletin or write to John G. Baker, Jr., Assistant Dean and Director of Admissions, Graduate School of Manage­ment, University of Rochester, Rochester, New York 14627.

175

GRADUATE SCHOOL OF

EDUCATION AND HUMAN DEVELOPMENT

Walter I. Garms, Ph.D. (Stanford) Dean

Preparing for Secondary School Teaching

Programs designed to prepare highly qualified teachers for certain academic areas in the secondary school a re an important component of the professional offerings in the Graduate School of Education and Human Development. At the present time , these pro­grams are available in English , mathematics, science , social studies, and modern foreign languages. Under­graduates normally begin taking courses at the School in the sophomore or junior year.

1 he preparatory program for secondary school teaching i, predicated on a well-rounded general edu­cation and a major fi eld of study. It requires the com­pletion of the bachelor's degree in the College of Arts and Science as well as the Teacher Education Se­quence in the Graduate School of Education and Human Development. As the first element of this sequence, the student takes an introductory course, normally EDC 200, in the sophomore or junior year. The fall semester of the senior year must be reserved entirely for the remainder of the sequence, since stu­dent teaching and the seminar which must accompany it are offered only in the fall.

Application for admission to the secondary Teacher Education Program must be made during the first se­mester of the junior year. However, since all public school teachers must meet state certification require­ments, and these are not necessarily identical to de­gree requirements in the University, students inter­ested in the programs should meet with a faculty adviser in the School well in advance of application, preferably in the freshman year.

Admission Requirements 1. Junior standing and evidence, including good aca­

demic sta nding, that certification and bachelor's degree requirements will have been completed by the end of the senior year.

2. A grade average of 2.5 or higher in the field se­lected for student teaching (all applicants); satis­factory performance on MLA proficiency tests (students preparing to teach a foreign language).

3. An interview with the appropriate faculty member.

4. Favorable action on the student's application by the Center for the Study of Curriculum and Teach­ing. (Favorable action will be contingent upon the Center's appraisal of the above information and the availability of faculty members to provide the required instruction and supervision.)

Application Procedure The following steps must be taken by students seek­

ing admission:

1. Obtain instruction and application forms from the office of the Center for the Study of Curriculum and Teaching early in the first semester of the junior year.

2. Meet with the assigned faculty member for an in­terview and preliminary program planning.

3. Enroll, at the next regular registration, in the courses selected in conference with the assigned faculty member.

Preparing for Elementary School Teaching

The Graduate School of Education and Human De­velopment does not offer an undergraduate program

of prepara tion for elementary school teaching. Stu­dents interested in opportunities for such preparation should tm!uire as early as possible at the Academic Advising Office in the College of Arts and Science for available information on programs at other institu­ti"ns.

Courses of Instruction Regularly Open to Undergraduates EDC 200. Education in the American Social Order (one course). An examination of the development, the current issu~s. and the problems of education in the United States.

EDD 270. Educational Psychology (one course) . A gen­eral survey of concepts and data covering growth, learning, psychological measurement. personality, and problems of adjustment as they relate to the school.

EDC 231. Seminar in the Teaching of English in the Sec­ondary School (two courses). A study of theoretica l issues in the teaching of English: the political nature 0f culture, literature, a nd their study in the schools, the educationa I sig­nificance of litera ry experience, the possibilities of pedagogy, the psychosocial consequences of teac.hing and studying English.

EDC 232. Seminar in the Teaching of Social Studies in the Secondary School (two courses). This seminar will be con­cerned with the discussion and practical implementa tion of methods and techniques of teaching the social studies at the secondary level. Other areas of study related to the teaching process (e.g., principles of learning. educational psychology, discipline) will be integral elements of the seminar. Prercqui .. site: permission of the instructor.

EDC 234. Seminar in the Teaching of Science in the Sec­ondary School (two courses). A study of recognized pro­cedures and typical programs for tea~hing the sciences in the secondary school. Basic objectives and content of the cur­riculum. Evaluation of materials and recent curricular devel­opments. Attention to the psychology of learning, character­istics of the adolescent, individua l differences, classroom management, and evaluation of student progress. Prerequi­site: permission of the instructor.

EDC 235. Seminar in the Teaching of Modern Foreign Lan­guages in the Secondary School (two courses). A studv of recognized procedures and typical programs for teaching modern foreign languages in the secondary school. Basic objectives a nd content of the curriculum. Evaluation ot rna· terials and recent curricular developments. Attention to the psychology of learning, characteristics of :he adolescent, individual differences, classroom management, and evalua .. tion of student progress. Prerequisite: permission of the in· structor.

Courses of Instruction 177

EDC 236. Seminar in the Teaching of Mathematics in the Secondary School (two courses). A study of recognized procedures and typical programs for teaching mathematics in the secondary school. Basic objectives and content of the curriculum. Evaluation of materials and recent curricular developments. Attention to the psychology of learning, char­acteristics of the adolescent, individual differences, class­room management, and evaluation of student progress. Pre­requisite: permission of the instructor.

EDC 239. Student Teaching in the Secondary School (two courses). Observation, participation. and classroom teach­ing a re done in the public high schools of Rochester and vicinity. Prerequisite: permission of the instructor.

391. Independent Study. Credit variab le. Registration limited; under regulations si milar to those in the College of Arts a nd Science.

For furthe r informa tion on the G raduate School of Education a nd Human Development, consult the Graduate Studies Bulletin or write to the Office of Graduate Studies, 304 Lattimore Hall, University of Rochester, Rochester, New York 14627.

178

J

179

SPORTS AND RECREATION David R. Ocorr, M .S. (Columbia) Chairman u( !he

Depart men!; Director u( A 1hletics William L. Boomer, M.Ed. (Rochester) Associate

Professor of Physical Education; Associate Director for Recrealion anJ ln/ramurals

Donald C. Smith, M.Ed. (Springfield) Associate Professor of Phvsical l:..aucation; Associate Director for Scheduling

John Bern field , M.S. (Brockport) Trainer / Coach / Recreation Specialisl

J ean Chase-Farnum, M.Ed . (Springfield) Cuach / Recreation Specialist

Timothy Hale, B.S. (Cortland) Coach / Recreation Specialisl

Peter Lyman, M.S. (Brockport State) Coach / Recreation Specialisl

Michael C. G. Neer, B.A. (Washington & Lee) Coach / Recrealiun Specialist

Jane S. Possee, M.S. (Syracuse) Coach / Recreation Specialist

Richard Rasmussen, B.S. (Rochester) Coach / Recreation Specialisl

Peter G. Stark, M.S. (Syracuse) Coach / Recreation Specialist

Hazel Varner, M.S. (University of Tennessee) Coach / Recreation Specialist

John Vitone, B.S. (Western Reserve) Coach / Recreation Specialisl

Joyce S. Wong, Ph.D. (Indiana) Coach / Recreallon Specialist; Coordinalvr of Women's Intercollegiate Athletics

Paul E. Bitgood, M.Ed. (Springfield) Professor Emeri1us u{ Phrsical Education

Lyle D. Brown, M.S. (Ithaca) Professor of Physical t :Jucarion; Coordinator (}f Spor/s Medicine

Sylvia Fabricant, M.S. (Wellesley) Assuciale Professor Emeritus vf Physical Educa/ivn

Merle Spurrier, B.A. (Ohio Wesleyan) Professor Emerirus of Physical Education

Recreation Activities The Sports and Recreation program offers many

selections. All activities are coeducational unless other­wise indicated. Students may choose from the follow­ing list of activities:

Aerobics First Aid Racquetball Archery Fitness Self-defense Badminton Gulf Swimming Bicycling Horseback Tennis Bowling Riding Water Safety Instr. Canoeing Jogging Weight Training CPR Lifesaving Yoga

(among many selections)

Intercollegiate Sports Men Baseball Golf (coed) Basketball Lacrosse

Swimming Tennis

Cross-country Soccer Football Squash

Track (outdoor and indoor) Track (coed)

Women Basketball Lacrosse Tennis Field Hockey Soccer Track (coed) Golf (coed) Swimming Volleyball

S tudents planning to participate in Intercollegiate Sports should contact the appropria te coach.

Club Sports Badminton Boxing Fencing Gymnastics

Kara te Women's Softball Women's Squash Table Tennis

Women's Synchro­nized Swimming

Women's Track Volleyba ll

180 Sports and Recreation

Notice to Freshmen Freshmen are expected to attend recreation/ spo rts

clinics offered by the Department of Sports and Rec­reation. The Sports and Recreation program provides students with an opportunity to participate actively and develop skill in sports of their choice. Recreation activtties are conducted in various ways, via clinics, class sessions, a contract basis, or a one-on-one a r­rangement with a highly qualified professional. Fresh­men will be notified of a recreation registration time, and they should enroll at the annual Sports Fair in September. Also, at this time, lntercollcgiate and Club Sports opportunities will be explained.

Campus Community Involvement Recreation activities and clinics are available to all

students, faculty, and staff free of charge, with the ex­ception of activities where fees are necessary to defray additional costs. A course registration fee of $3 will be charged.

For more about sports and recreation, including a description of athletic facilities, see page 216.

181

ADMISSIONS Admission

The University of Rochester welcomes students who are able to take advantage of excellent resource:; and an outstanding faculty. Undergraduates are admitted as freshmen or as transfer students for full-time or part-time study Application forms, appointments for interviews, and other information may be obtained by writing to the Office of Admissions, Morey Hall, River Campus Colleges, Rochester, New York 14627, or by calling (716) 275-3221.

Individual attention is given to each student from the time he or she first becomes interested in the U ni­versity. A large staff of counselors and many faculty members participate in the advising of applicants and review of applications. Admission decisions are based on a student's high school work, verbal and quantita­tive skills, recommendations from instructors and counselors, participation in school and community life, and, for transfer students, college course work already completed.

The University's strong commitment to undergrad­uate liberal arts education attracts students of varied interests, talents, goals, and social and economic back­grounds. Throughout the undergraduate years num­erous interacting offices meet students' individual needs for academic and career counseling assistance, tutoring, and special services.

Recommended Preparation for Admission The University does not use a specific minimum for

high school or college grades or examination scores; it does seek students who can grow and mature intel­lectually through its academic programs a nd oppor­tunities. Grades and test scores are not the only in­dicators of potential success. Because secondary schools va ry greatly in the diversity and quality of courses which they offer, it is important to know what a student has accomplished within his or her total environment. Therefore, students are evaluated in terms of their individual accomplishments.

The University recommends that students have sound basic preparation in several disciplines, because this background will enhance a student's academic success a t the college level. A strong secondary

school program usually includes four years of English with continuous practice in writing, four years of so­cial studies, at least two years of a foreign language, three tu four years of mathematics, and two or more years of laboratory science. Honors, Regents, or Ad­vanced Placement courses are expected of students in secondary schools offering these programs.

Several concentration programs at Rochester have science requirements. A prospective applicant intend­ing to earn a B.S. degree in chemistry or chemical en­gineering or the B.A. degree in biology should have taken high school chemistry, and chemistry is strongly recommended for the applicant who designates a B.S. degree in nun;ing. Physics is required for admission to the B.S. degree in physics or in physics and astronomy and is highly recommended for all prospective engi­neering concentrators.

Interviews and Visits to the University The Office of Admissions is open all year on week­

days from 9 a.m. to 5 p.m. for interviews and campus tc1urs. F01 the convenience of students and parents, the Office also is open un many Saturday mornings during the academic year. Weekday visits are preferred , how­ever, so that candidates will have the opportunity to attend cla%es if they wish.

Prospective and current applicants, as well as inter­ested parents, a re encouraged to visit the campus. Visiting students find that informal conversations with admission counselors, academic and career counselors, and faculty members in departments of their interest prove invaluable. Other offices, the departments of the colleges, and students work closely with the Office of Admissions in providing opportunities for interested students to learn about the University. Admission counselors are knowledgeable about the undergrad­uate curricula a nd the va rious facilities and special programs availahle to undergradua tes.

Students with questions concerning academic de­partments, student life, or extracurricular activities should write to the Office of Admissions; questions will be referred to faculty or staff members or to stu­dents for personal replies. Students planning to visit the campus are urged to write or call the Office in advance of their visits so that appointments can be

182 Admissions

made with faculty or staff members. Visiting students may attend classes. During the academic year, the Office of Admissions is often able to arrange overnight accommodations on campus for prospective students. Re4uests to stay on campus overnight should b.: made approximately two weeks in advance.

Applicants who live at some distance from Roches­ter may wish to arrange to have an informal interview and conversation with an alumni representative in their area. Please write or call the Office of Admis­siom, for further information.

Travel Information The River Campus is located on Wilson Boulevard

at Elmwood Avenue. Motorists coming to Roche~tcr via the New York Thruway from the east should use exit 45, take 1-490 to the South Goodman Stret't exit, turn left on South Goodman to Elmwood Avenue, and right on Elmwood to Wilson Boulevard. A right turn on Wilson Boulevard leads to the River Campus and the visitor parking area (see the map on the inside back cover). From the south, take Route 15 to Elm­wood Avenue, turn left on Elmwood , and proceed as above. From the west , use Thruway exit 47, take 1-490 to Route 47, and Route 47 south to the intersec­tion of Elmwood Avenue and Wilson Boulevard. A lett turn onto Wilson Boulevard will lead to the visitor parking area. Rochester is served by American, East­ern, United, and U.S. Air airlines. The campus can be reached by taxicab from the airport in approximately 10 minutes. Greyhound and Trailways bus terminals are within walking distance of Main Street East, where Regional Transit Service Bus # 19 or a taxi may be taken to the River Campus. Transportation to Roch­ester is also provided by Amtrak trains.

Applying to Rochester Students may apply to enter Rochester for either the

fall or spring semester. Freshman applications shovld be ~ubmitted by November 1.5 for spring consideration and January 15 for fall consideration. Students wish­ing an early decision for the following fall should see the instructions that follow. Transfer applications (see page 184) are reviewed on a rolling admission basis, with no formal deadlines.

The following materia ls are required before the ap­plication review can begin: an official copy of a high school transcript, a recommendation from a counselor or faculty adviser, the SAT or ACT score report, and a completed University or Common Application Form

including an essay. Applicants are invited to submit additional instructor recommendations and other ma­teriab which may be useful in the application review.

College t:nrrance Examinations. All applicants tor admission are required to take either the Scholastic Aptitude Test (SAT) of the College Entrance Exami­nation Board or the American College Test (ACT) of the American College Testing Program. Both are of­fered several times a year at centers throughout the world.

Scores from CEEB Achievement Tests are recom­mended but not required. However, students are urged to take Achievement Tests, particularly in areas such as English, a foreign language, mathematics, and other sciences, because the scores indicate the level of achievement in these areas and may prove valuable to both an admitted student and faculty and staff advisers in determining appropriate introductory col­lege courses. For example, students may satisfy the College of Arts and Science foreign language require­ment on the basis of a sufficiently high score on a foreign language Achievement Test. Applicants for admission should take the SAT or the ACT no later than February of the fina l year in secondary school for f::tll admission or no later than October for spring ad­mtsston.

Application forms for the SAT and a Bulletin of ln­forma:ion may be obtained from secondary schools or the College Entrance Examination Board, Box 592, Princeton, New Jersey 08540, or the Board's Pacific Coast Office, Box 1025, Berkeley., California 94701. Further information about the ACT can be obtained through secondary schools or by writing the American College festing Program, Box 168, Iowa City, Iowa 52240.

l::arlr Decision. Those students who decide that Roche~ter is their first choice may apply for an ea rly decision on their application. To be eligible for an early decision, the applicant should:

L submit the application before November 15 (see below for exceptions to this filing date),

2. sigr; the Early Decision Statement certifying in­tention to enroll at the University of Rochester if accepted under the Early Decision Program,

3. file the early version of the Financial Aid Form with the College Scholarship Service before No­verrber 15, if applying for financial aid.

Candidates are notified of the decision of the Com­mittee on Admissions by December 15 and are ex-

pected to make formal acceptance of the offer of admission, including payment of the $200 enrollment deposit, by January 15.

Students who select Rochester as their first-choice college after November are welcome to request an early decision review in writing until February I. Noti­fication will be made within three weeks of the receipt of all credentials, and admitted students will be ex­pected to submit their enrollment deposits within three weeks of the date of notification.

Those not accepted under early decision procedures are notified that their applications will be considered under regular admission procedures early in the spring.

Notification of Admission Decision. An applicant for spring term admission will usually be notified with­in several weeks after the application is complete. Applicants for the fall semester will be notified be­tween March 15 and April 15. Applicants for financial aid will be notified of financial aid action at the same time as, or shortly after, they are notified of admission. Students requesting a decision on or before a specific date because of special circumstances may receive an earlier notification provided that the application is complete. For fall admission, the University subscribes to the uniform Candidates' Reply Date whereby ad­mitted students are not required to notify the Univer­sity of their decision until May I.

Students who accept the offer of admission submit a nonrefundable deposit of $200. For those students who matriculate at the University, on the first day of classes the $200 becomes a security deposit which will be retained in a separate interest-bearing account. When the student graduates or withdraws with proper notice to the Dean's Office, the deposit, together with the interest earned, will be transferred to the student's account, and any resulting credit balances will be refunded .

Deferred Admission. Students who are offered ad­mission may request a deferral of their admission for a period of up to one year. During the time of deferral, students may take a limited number of college courses for purposes of enrichment but not, under this arrange­ment, matriculate as full-time students at another col­lege or university. Students deciding to attend another school for a semester or longer may at a future date reactivate their applications for transfer admission consideration. Students granted deferred admission should pay the enrollment deposit to reserve a place in the next class.

Admissions 183

Financial aid decisions are not deferred. Students granted deferred admission must resubmit an applica­tion for financial aid.

Applying for Admission to a Degree Program in Music

There are two kinds of bachelor's degree programs in music at the University and two different applica­tion procedures. The Eastman School of Music of the University of Rochester offers bachelor of music (B.M.) degrees in applied music, music composition, music theory, music history, and music education. Students in these programs live at the Eastman School campus in downtown Rochester. To apply for these programs, please write directly to the Director of Admissions, Eastman School of Music, 26 Gibbs Street, Rochester, New York 14604.

The College of Arts and Science offers a bachelor of arts (B.A.) degree with a music concentration (see page 102). This program is designed for students who wish half their courses to be in music and half to be in other liberal arts areas. Students in this program live on the River Campus but take most of their concentra­tion courses in music at the Eastman SchooL Success­ful applicants for this program must be admitted by the College of Arts and Science and also auditioned and admitted by the Eastman School of Music. To apply, students should request both an application and the supplementary application forms for the B.A. in music from the Dean of Admissions of the River Campus Colleges, Morey Hall, University of Roches­ter, Rochester, New York 14627. In this program, stu­dents may emphasize either performance or music his­tory a1td theory. Because some applied music depart­ments at the Eastman School fill rapidly, students are advised to complete their applications and arrange auditions early in their senior year of high schooL

Foreign Students The University of Rochester welcomes applications

from foreign students. Admission is competitive, and students needing financial assistance should be aware that financial aid for citizens of foreign countries is limited. Foreign applicants are required to submit the same application materials and to take the same entrance tests as United States citizens. All corre­spondence and applications should be sent by air maiL Because the SAT and the ACT may not be given as often abroad, and scores take a longer time to be

184 Admissions

processed, foreign students are advised to write to the American College Testing Program or to the College Entrance Examination Board as soon as they decid e to app ly to the University to ascertain where and when the next test is offered in their area. T he SAT or ACT should be taken no later than J a nuary for fa ll admis­sion consideration. Because it is often difficult to in­terpret and evaluate secondary school transc ripts fro m a broad, translations and explanations of grading sys­tems should be submitted when necessary. The Ordi­nary and Advanced level examinations administered in many countries are strongly recommended when ava ilable, and the results will be considered both for admission and for placement.

Advanced Placement Entering students may receive course credit and / or

higher-level course placement at the University through the College Entrance Examination Board Ad­vanced Placement Program. Advanced Placement score reports must be forward ed to the College of Arts and Science from the CEEB in Princeton. As soon as these reports are received, admitted students are notified about placement or course credit. During Freshman Orientation this information is used in course selection. Specific questions may be addressed to the Director of Orientation Programs in Lattimore Hall.

College Credit for Prior Course Work With the exception of CEEB Advanced Placement

work, the University normally does not recognize no r grant college credit for secondary school course work nor for courses taught in a seconda ry school by the school's own faculty for college credit.

Credit may be granted to entering students for prio r course work completed with a grade of "C-" o r above at ;1n accredited college or university. Upon receipt of an official transcript from the institution of higher learning where the student was enrolled , the course work will be evaluated to determine if it is equivalent in level and / or content to course work offered through the University of Rochester college awarding the de­gree. Students wishing to receive credit for such col­lege work already completed or who are now cons ider­ing ta king college or university courses elsewhere should ask the Academic Advising Office in Lattimore Hall for advice about credit transfer and / or selectio n of courses .

Tran'ifer Admission The University of Rochester encourages students

who have begun their academic careers at other col­leges ·:Jr universities to continue their education here. Ordinarily, students who have previously enrolled for at least one semester of full-time study or who have completed a minimum of eight credit hours at another college or university after graduation from high school are eligible to apply for transfer admission. Students undertaking college-level course work as part of their high school program or in order to satisfy high school diploma requirements are eligible to enter as fresh­men, although they are welcome to request academic credit for their college work.

Transfer students may apply for admissio n to either the fall or spring semester. Because appl ications for transfer admission are reviewed as soon as all of the necessary materials are received, it is to the student's advantage to complete an applicat ion well in advance of the semester for which he or she is applying. How­ever, there is no formal deadline for submission of an application for students residing within the United States. All transfer applicants should submit scores from either the Scholastic Aptitude Test or the Amer­ican College Test. Foreign students living outside the United States are required to submit the same docu­ments and to take the same tests as are students living in the United States in order to complete their applica­tions. Applications from candidates who would enter with more than three semesters of transfer cred it are reviewed by the particular department in which con­centration is planned. After reviewing an a pplication, the Committee on Admissions, composed of faculty and staff members, notifies the cand idate of its de­cisio n within two to four weeks of the time the appli­cation is completed . The decision on financial aid is also announced at this time.

The College of Arts and Science and the College of Engineering and Applied Science each have as a re­qu irement for graduation a two-semester residency req uirement. Students must satisfactorily complete at least 12 cred its in each of the two semesters in order to be eligible for the bachelor's degree from the col­lege from which they intend to graduate. Summer school course work ta ken after transfer to the College of Arts and Science or the College of Engineering and Applied Science does not apply toward this residency requi rement.

Transfer students are expected to fulfill all require­ments set by the college in which they intend to earn

their degree. Students transfenmg into the College of Arts and Science particularly are reminded that they must demonstrate proficiency in one foreign language before the degree can be awarded

Students who are C<)nsidering transfer are urged to plan a visit to Rochester in order to become familiar with the campus and the University community, and to obtain answers to questions concerning admission procedures and academic opportunities. Requests for application materials and interview appointments should be directed to the Office of I ransfer Admis­sions, Morey 307, University uf Roche;ter, Rochester, New York 14627, telephone (716) 275-5312. Appoint­ments a re scheduled Monday through Friday from 9 a. m. to 4 p.m.

Transfer students in need of financial assistance should fi le the University nf Rochester's application for financial aid which is contained in the application booklet. It is recommended that students requesting financia l assistance complete the application early. Fo r additional information, see the section on finan­cia l aid on page 188.

Readmission Students who withdraw from the University or are

separated for any reason and who wish to re-enter should a pply through the Office of Transfer Admis· sions. Applications for readmission are reviewed by representatives of the various colleges. Students who appear ready to resume their programs are generally approved for readmission, subject to space limitations in departments and residence hall;. Applications for readmission should be filed at least a month before the beginning of the term in which the student plans tu re-enter.

Special Students The category special student includes those desiring

to pursue courses not leading to degrees and "visiting" students currently enrolled in another college who wish to a ttend the University for only a term or a year. Preprofessional advising is avai la ble w those special students planning to complete requirements at the University of Rochester for admission to medical or dental school, law school, or other graduate a nd health professio ns programs (refe r to Career and Counseling Services). O ne wishing consideration for admission as a special student should re4uest application materia ls from the Office of Transfer Admissions. The a pplica­tion for special student status should be filed a t least

Admissions 185

one month prior to the start of the semester the stu­dent wishes to enter. Special students are subject to all general regulations, and they pay tuition fees pro­portional to the current tuition charge plus all inciden­tal fees attached to the courses t::tken.

School of Nursing-Admission Students who plan to major in nursing should apply

during the sophomore year for transfer to the School of Nursing in the junior year. During their first two years of study, students from other institutions apply­ing tor junior standing should seek information about courses which meet admission requirements. They may obtain application forms and information con­cerning admission from the Office of Admissions and Registra tion. School of Nursing. The School ot Nurs­ing provides equal opportunity in admissions and stu­dent aid regardless of sex, race, handicap, color, and national or ethnic origin.

Re\.juirements for admission include the successful completion of two years of college study ( 16 courses at the University of Rochester or the equivalent of 64 University of Rochester semester hours at another approved institution), including introductory courses in the following subjects:

English Composition Vertebrate Structure and Function Biology Psychology Sta tistics Microbiology (including laboratory) Developmental Anatomy (Embryology) Chemistry (2 semesters, including laboratory) Sociology (2 semesters) or one each of Sociology

and Anthropology

The program must include at least one course in the huma nities in addition to English. Physical education courses required in the college attended a re not ac­cepted as fulfilling admission requirements .

The minimum academic standing expected of all applicants is 2.5. All courses listed a s prerequisites should be completed with a grade of "C" or better (prerequisites cannot be taken with the S / F option). Courses with grades of "C-" or below taken outside the University of Rochester a re not acceptable for transfer credit in the School of Nursing.

The School requires evidence of a strong desire to make nursing a career, together with evidence of aptl­tude for such a caree r.

186 Admissions

Students, especially those taking part-time study over a period of time, are advised to check periodically regarding degree requirements and the acceptability of courses to be offered for admission to the nursing maJor.

Registered Nurses-Regular Admission Registered nurses who have graduated from diploma

or associate degree programs and who seek admission to the School of Nursing under the admission proce­dures described above may achieve advanced place­ment through examination. It may be possible for some registered nurses to complete the baccalaureate

program in one year or take extra courses at the grad­uate level.

Registered Nurses-Early Option Admission Registered nurses may be admitted to earn the bac­

calaureate degree upon completion of a minimum of one year of study in the liberal arts and sciences. The additional required year of liberal arts and sciences may be taken in combination with nursing courses, provided that the prerequisites have been completed. The opportunity to achieve advanced placement in the School of Nursing through examination is available and is arranged on an individual basis.

187

FINANCING AN EDUCATION Costs

Expense' to be anticipated in determining the cost of an education at Rochester can best be understood as a combination of fixed and variable expenses. Fixed costs are those payable directly to the University for !UttJOn, fees. and room and board for those living on campus and participating in a University board plan. f hose costs and information relevant to their payment are summari7.ed in detail below.

Variable ~xpenses are those which an individual ~;tudent finds necessary over and above these fixed costs. The largest single items of variable expense are likely to be books and transportation. Amounts spent for clothing, recreation, and personal items will differ widely according to the financml circumstances and persona l spend ing patterns of individuals.

On the basis of past experience and for purposes of assessing the need for financial aid, the Office of Ad­missions and Student Aid can estimate the average

River Campus: Fixed Cost Summary 1980-81

cost to an undergraduate fo r one year. Generally re­ferred to as the estimated Hudent nudget, this figure for students living on campus during the 19~0-Rl aca·· demic year is $8,750 plus travel. Commuting students who live with their parents in the greater Rochester area may estimate an annual budget of $6,700.

Fixed Costs Tuition for tull-time undergraduates except junior

nursing students is $5,300 for the 19~0-81 academic year. A room in a campus residence, including linen service, is $1,270 per year The most comprehensive board plan (mandatory for resident freshmen) is $1 ,:!03 per year. Thc: maximum charge for a combined room and board plan is $2,473 regardless of accom­modations. The room charge for upper-class students who elect to live in the residences and do their own cooking or eat at non-University-operated eating cs-

--------·

Tuition .. ....... . .......... . . . ................... . ... . .. .......... · . ... .. ... . ........ $5,300 Room ...................................... . ....... . . ................. . ..... . . .. ... 1,270 Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I ,203t Fees (approximately) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Total Annual fixed Costs $8,099 tlippcr-class studeuts may elect a plan of 14 meals per wed. tor which the cha rge is $1,114.

School of Nursing: Fixed Cost Summary 1980-81

Tuition

Junior Year 1980- 81

( 12-20 semester hours) ....... . ............. $5,300 . .. .. .. ....... . Room, Board ..... . ..... . ................. 2,473 .............. .

Summer 1981

$1,175 ... .. .. .

Senior Year 1980-81

650~ .. . . ......... . Fees (approximately) . . . . . . . . . . . . . . . . . . . . . . 326 ...... . . ....... .

$5 ,300 2,473

326

$8,099 $1,825 $8,099 ! Estimated.

NOTE: Variable expenses incurreJ by nursing students include the follnwing: uniforms; book s and supplies; and expenses in Cl)flnt c tion with field trips or clinical experience. induding transportation to and from dinic.:al settings rhe'>e expenses may vary from $400 to $500 per year.

NOTE: For adjustment of .:harges in case of withdrawal. see page 204. Adjustment Charges. Withdrawal and Inactive Status.

188 Financing an Education

tablishments is $! ,40 I* per year. Freshmen incur a one-time charge of about $72 for meals and accom­modations during summer orientation.

A compulsory health fee of $252 per year is charged to all full-time students. A credit of $136 will be given upon submission of a waiver for the benefits of the medical insurance portion of the health program.

All students pay an activity fee which is established annually by the student government. This fee is $64 for the academic year.

One-half of the annual fixed costs is charged each semester. One-half of the annual amount of allow­able credits (such as University scholarships, state scholarships, and National Direct Student Loans) is credited, with the net balance payable in full prior to the beginning of each semester. The University offers a Monthly Optiun Plan which may provide a conven­ient alternative for budgeting and paying such costs. It combines the features of a prepayment and deferred payment program and allows the academic year expenses to be paid in I 0 installments. The first in­stallment is due on July I for students entering the University in September. To help offset the cost of administering the plan, a fee of $35 is charged. Addi­tional information and application forms are mailed to all students.

Financial Aid Recogniting that the cost of a quality ~:ducatio1~. is

high, the University has made a commitment to prP­vide a sound program of financial aid. Financial aiJ awa rds administered directly by the University, in­cluding scholarships, grants, loans, and part-time campus employment, are held by approximatt>ly one­half of our undergraduates. Financial aid to enrolling freshmen in September 1979 averaged over $4,500 from a combination of University, federal , state, and other sources of financial assistance. Through careful allocation of available resources, the University at­tempts to provide financial support for many who would otherwise be unable to attend. A complete list­ing of available scholarships begins on page 189.

A general discussion of student aid follows. Addi­tional information is available from the Office of Admissions and Student Aid or the Office of Admis­sions and Registration, School of Nursing. A brochure,

*The room charge of $1,401 for upper-class stuuents wh,, elect the non-board option includes the basic room charge of $1,270 plu, a dining facilities availability fee of $103 and a kitchenelle user t"e of $28.

/\feeLing Custs at Rachesler: A <Juiue fur All Prospec­tive Undergraduate~. provides a comptehen~ive dis­cussion of financial aid, including eligibility and application procedures for many sp~cific aiJ pro­grams. This publication is available upon re4uest.

Making Application Applicants for financial aid must complete the fi­

nancial aid section of the application for admission and must submit th~ Financial Aid Form to the appro­priate regional office of the College Scholarship Ser­vice. This form usually is available from the secondary school; copies also may be obtained from the Office of Admissions and Student Aid. Freshman aid applicants should submit the re4uired forms by January 15. Transfer aid applicants should submit the forms at the same time they submit admission applications and also must provide documentation of all sources of fi­nancial aid received at the college from which trans­fer is being made. All applicants who are not United States citizens should file the financial Aid Applica­tion for Students !'rom Foreign Countries instead of the Financial Aid Form. This applicatwn is available from the Office of Admissions and Student Aid.

Basis for A wards Student aid, especially in the for m of scholarships,

is awarded on the basis ot merit. The amount of aid , however, is based on financial need and takes into consideration reasonable contributions from parents and the applicant toward meeting college costs. Appli­cants are cnnsid~red for all types of ~cholarships, loans, and employment fnr which they are qualified and eligible.

Not ification of action taken on an application for financial aid ordinarily accompanies the offer of ad­mission. The amount of financial assistance is subject to subsequent adjustment if the applicant receives additional aid outside that which is under the direct administration of the University, or if changes in financial need become apparent. Students are ex­pected to submit the appropriate applications fo r all outside awards for which they qualify, such as state scholarship programs and Basic Educational Oppor­tunity Grants.

Whik the student may rightfully anticipate the con­tinuation of financial assistance for four undergrad­uate years, awards are reviewed on an annual basis. and a renewal application must be submitted each spring. In reviewing applications tor renewal of awards, th~ University takes into account continuing

financial need, contributions to campus life, evidence of individual efforts to meet college expenses, and academic achievement at a level which assures satis­factory completion of degree requirements. In the determination of financial need, all resources avail­able t o the student to help meet college costs are con­sidered in the decision to contmue University-admin­istered financial assistance.

Verification of Financial Information The University c:ndeavors to allocate its financial

aid resources as ecJuitably as possible. Because the a mount of aid awarded is determined by the financial need of the applicant, the Committee on Student Aid must have an accurate assessment of the family's fi­nancial ci rcumstances. With few exceptions, parents p rovide cand id and reliable financial information. Much of the information requested on the: Financial Aid F o rm, however, involves difficult estimates. In a minority of cases, therefore, financial informatwn re­ported may prove to be inaccurate, incumplete, or misleading.

F urthermore, the University is required to docu­ment the financial circumstances of federal fund re­cipients a nd m ust adhere to regulatiuns governing federal awards, particularly with regard to the eligi­bility of applicants according to financial need.

For these reasons, the University has joined other universit ies in requiring verification of financtal in­fo rmation thro ugh submission of a copy of the preced .. ing yea r's Federal Income Tax Return. Specific in­st ructions regarding this requirement are sent follow­ing a student's acceptance of an offer of admission and aid.

Types of Financial Assistance

University Scholarships

Schola rships administered by the University in­clude genera l a nd endowed scholarships and special awards made under the sponsorship and annual support of specific individuals or groups (see page 191 for a co mplete list). Students applying for aid are considered for a ll scholarships for which they are eligi­ble. H o norary merit scholarships with the minimum stipend may be offered to applicants for admission based on superior qualifications. Merit scholarships of particular distinction include:

Alumni Regional Scholarships. Winners are selected from among students nominated by Rochester Alumni Admission Program Committees (currently 60) throughout the United

Financial Aid 189

States. U r to three Regional Sch,,larships may be awarded in each area. Names of Committee chairmen are available upon request from the Office of Admissions and Student Aid. Scholarships are based upon merit and financial need; there is a minimum stipend of 5500.

Bausrh & Lomb Scholarships. Sponsored by Bausch & Lomb Incorporated, tecipients are selected from among freshman appli,·ants who have been awarded the Bausch & Lomb Sci­ence Medal hy their high schools. Schnlarships are based on financial need; there is a minimum stipend of $500.

Jo~eph C'. Wilson Scholarships. Winnas are selected on the basis of the application fnr admission from among fresh man applicants who show clear evtdence of academic and extra­curricular excellence. as well as potential to profit from an exceptinnaily flexible program of study with individual fac­ulty ~ponsurs. These scholarships honor the memory of the late Joseph C. Wilson. former C hairman of the University's Board of Tt us tees, former Chairman of Xerox Corporation, and a University alumnus, Class of 1931. Wilson Scholars receive a minimum award of $1,000 for each year of full-time study in the University.

Rochester Engineering Scholarships are awarded tu out­standing freshman engineering candidates, chosen by a fac­ulty committee from the College of Engineering and Applied Science, on the basis of the application for admission. Annual awards are based upon financial need; there is a minimum stipend of $500.

National Merit Scholarships. Awarded to entering freshmen on the basis of the annual National Merit Scholarship Corpo­ration qualifying test. In addition to corporation and foun­dation sponsors. the University a lso sponsors five renewable schola rships to se lected finalists who designate Rochester as their college choice. The minimum award is $500 per year.

NROTC Scholarships. Scholarship assistance is avai lable from the United States Navy fo r students enrolled in the NROTC Program. See page 104 (Naval Science) for further information.

Other Special Scholarships are available to those meeting specia l requirements. such as place of residence, place of parent's employment, selection of progra m of study, and the like. These are described on page !91. Applicants are auto­matically considered for all awards for which they are eligible. Should yuu haw questions about special awards, please write to the Office of Admissions and Student Aid.

Federal Financial Aid

The University is an approved participant in the Na tional Direct Student Loan, Federal Nursing Stu­dent L0an, Fede1 al Nursing S cholarship, College Work-Study, and Supplementary Educational Oppor· t unity Grant programs of the fed eral government. Approved by acts of Congress, these programs make funds available to United States citizens or permanent residents for grants. loans. a nd campu~ employment.

190 Financing an Education

rhe administration of the>e federal student aid funds rests with the University, however. and reL·ipi.:nts an~ selected by the Committee on Student Aid. Prefercn~c: is given to applicants with the greatest financial need , and continuation of aid from this source depends upon annual Congressiona l appropriatio ns.

Additional federal student aid funds include:

Basic Educational Opportunity Grants. Authorized hy the Higher Education Act Amendments ,,j 1972, the BEOG pro­gram makes direct grants available to students who qualify on the hasi> o f financial need. The University does not select recipients nor determine eligibtlity. Instructions fur applying for Basic Grants are available from the secondary school. Instructio ns also are included with the College Scho larship Service's f-inancial Aid f-orm.

School of Nursing Federal Assistance. I he Un ited S tate> Army and N:t vy :\urse Corps sponsor programs through which financial assistance is pro\·Ided for the last year or twc c>f the undergraduate program. A sllldent who participates 12 months or less serves on active duty i'I the respecti ve s .. :r-­vice lor 24 month,;. If two years of su pport is given, 36 months' service is reyuired. Information may he obtained from the recnutment office ol ea<.:h service.

Rochester is one of 21 colleges and univer>ities select~d tu participate in the Navy Enlisted :\ursing Education Program. lJ nder thio. arrangement, enlisted corpsmen are chosen by 1 he Navy to study nursing and are directed to apply for adiT.Is­Sion. If admitted , these students participate in the :'\FNEP thrl'Ughout the course of study.

Student Loans

Educational loans as a means of self-help towa rd meeting college costs have inc reased markedly in recent years. With few exceptions, student loans .offer tht: advantage of deferred repayment until the C<)m­pletion of studies. Loan pr0grams commonly utili1ed by Rochester undergraduates include:

National Direct and Federal Nursing Loans. These federal loan programs are authorized at the discretion of the Com­mittee on S tudent Aid . Repayment at 3% interest may he ex tended over a I 0-year period a nd may be furthe r deferred during per iods of gradua te study or service with the Armed Forces. A dcsirahle aspect of :\ationa l Direct Loans is the "forgiveness" feature, making it possihle for students who enter ce rta in fields of teaching to reduce substantially the amount of total indehted ness. E ligibility is re;, tricted to U.S. citizens or permanent residents.

Federal Guaranteed Insured Loans . .'\lthuugh authorized by federa l ltgislat ion, this pi og ram is subject to individual s tate regulations. Loans are ava ilahle up to $2,500 per year a t 7% interest with ex tended repayment. Maximum borrowing for undergraduate study is limited to $7,500. F inal ap prova l of Guaranteed Insured Loans rests with banks or savmgs a nd loan associa tio ns in students' home stat~s: the ll nivers itv,

howevt-r.. must certify eligibility for the loa n. including en­rollment status, costs, anticipated date of graduatio n. a nd additional sources of financial assistance. F urther info rmat io n and applications are available from hometown lenders. Eligi ­bility IS restricted to U.S. citizens or permanent residents.

J..'niversity Loans. The University itself makes loan funds a\ailable to students need ing fu rther assistance to meet cduc3t il'na l costs. T hese loans. with interest at 7%, may be repaid over a period of five years following gradua tion with a minimum repayment of $15 per month. S pecial arrange­ments nav be made to defer repayment during periods of graduate study, military service. or further professio nal trammg.

t :ninrsit) Emergency Loans. Short-term emergency loans <Jre avai lahle from funds administered by the Office of t he l>c:an of Student Life. A recent gift fro m t he Morris Mo rgen­stern Foundation makes loans of up to $ 150 a va ilable for 60 days to students with emerge ncy needs. No inte rest is charged.

Part-time Employment

Students are given priority status for placement in campus jobs as part of the total a id a wa rd. Many of these joh> are funded through the Federa l Co llege Work-Study Program. Ordinarily 10 to 15 hours per weo>k is a suggested student work load . In addi tion. the St JJent Employment Office mainta ins an open job fik which may be used by any student seeking em ploy­ment on or off campus.

Assistance from Other Sources

Appl icants for financial a id a lso are urged to seek infvrmatiun co ncerning the ir eligibility for assistance from these sources: state scholarship programs (New York StalL' Tuition Assistance Program and Regents Scholarship Program fo r New York State res idents), Social Security benefits, Veterans Ad ministra tion bene­fits, the Office of Vocational Rehabilita tion, a nd loca l anJ community agencies. corporations, o r orga niza­tions.

Undergraduate Scholarships All scholarships listed below a re granted on the

basis of merit and financial need. Application pro­cedures and a discussion Llf the basis for the awards are d~scribed o n pages 1 ~8-190. No separate a pplica ­tion is re4uired for cons idaation for individual schol­arships.

The following list includes endowed a nd spo nsored undergraduate scholarships available as of December 1974.

Sol Aiole Scholarships. Established from the estate of Samuel Aiole in memory of his brother. a member of the Class of 1909. To be awarded to worthy Jewish students.

Allen-Forsyth Memorial Scholarships. Enduwed hy the families of Wheeler D. Allen and WalterS. Forsyth. Awarded to University undergraduates, with prcfe•·ence given to stu­dents who ha ve shown special interest in athlrtic and musi­cal acti vities and who demo nstrate ability necessary to con­tinue active successful partic iratiun tn these areas while maintaining satisfac to ry academic pert ormance.

Allstate Foundation Scholarships. Established in 1961 by gifts to provide scholarships for student nurses on the basis of achievement and promise.

Alumni Leadership Scholarships. Esta blished in 1976 by alumni interested in ba sketball at the University of Roches­ter. Awa rded annually on the basis of achievement a nd finan­cial need to a male student who has demonstrated a thletic abi lity as a basketball player.

Alumni Prize Scholarships (also known as the William Jud­son Howe Prize). O riginally endowed by the late Elia G. Howe. Two a re awarded in each class to outstanding students with superior extracurricu la r records , upon recommendation of a special a lumni committee.

Alumni Regional Scholarships. Upon recommendatio n of Regional Alumni Committees. For additional information see page 189.

Alumni War Memorial Scholarships. Awarded to entering freshmen from alumni gifts provided in memory of a lumni and undergraduates of the Univers ity who gave their lives 1n the service of their country.

Bausch & Lomb Scholarships. Available to selected recipi­ents of the Bausch & Lo mb Medal. For additiona l informa tion see page 189.

Carl F. W. Betz Family Scholarships. Esta blished in 1972 from the estate of Martha J. Betz, Class of 191 2, in memory o f her fa ther and her six bro thers who also attended the Uni­versity. Income to be used for undergraduate scholarships.

Fannie R. Bigelow Memorial Scholarship. Commemorates the work of Fannie R. Bigelo w. friend a nd co lleague of Susan B. Anlhony. Provides a schola rship fo r a woma n of outstand­ing q ua lities in her junior o r senior yea r.

Geoffrey Broughton Memorial Scholarships. In memory of Geoffrey Broughton, fo rmer professo r and chairma n o f the chemical engineering department. Prov ides schola rsh ips for deserving students of chemical engineering.

The Charles A. Brown Prize Scholarships. Endowed by the late C ha rles A. Brown of C hicago, C lass of IR79, and awarded to cand idates from the Chicago a rea .

David Burbank Scholarships. Established in 1880 by John H. Deane, Class of 1866 and tru>tee of the University, in

Undergraduate Scholarships 191

honor of the former prin..:ipal of Brockport Academy. Re­stricted to students from the town ot Brockport, New York.

Charles W. Butler Scholarship. Established in 1952 by Bertha L. Butler in memory of Charles W . Butler, Class of 1891. To be used fur a male student who is a member of the F irst Baptist Church at Fairport. New York.

Michael L. Casey-T. Richard Long Alumni Scholarships. Originally established through annua.l ..:ontributions uf a lumni in memory of Dr. Casey. a prominent and bdoved !{,)chester alumnus, and Professor Long, a member of the mathematics faculty fo r 27 years. Awarded together with and on the same basis as the Alumni War Memorial Schularsh1ps described above.

Centennial Prize Scholarships. Originally established in honor of the University's IOOth anniversary. Now awa rded primarily to qualified students who apply through the Early Decision Progra m. Several available for each class.

Charles Challice, Jr. and Cornelia Sidwell Challice Scholar­ship Fund. Established in 1979 by M r. C harles Challice, Jr., to be awarded to needy undergra duates.

The Professor Donald R. Charles Scholarships. Establ ished thro ugh the generosity of Mr. and Mrs. Joseph L. Noble. C reates income for awards to well-qua lified, needy students in biology.

The Janet Howell Clark Prize Scholarship. Proposed by the alumnae of the University and established in honor of the Dean E meritus of the fo rmer College for Wo men. The award is presented to a n entering freshman woman on the basis of unusual promise of achieveme nt as evidenced by high intel­lectual capaci ty and outsta nding personal qua lifica tions.

Class of 1929-Women's Fund for Purchase of Books. Estab­lished in 1929 by the Women's C lass of 1929. Income to be used for the purchase of books by any daughters, grand­da ughters, or great granddaughters of the Class of 1929 who are j unio rs in the College of Arts a nd Science. If no eligible recipients, income may be used for scholarships for j unio r women.

College of Engineering and Applied Science Scholarships. Sponsored and supported jointly by the College and the undergraduate Enginee ring Council. Preference ex tended to d isadvantaged students upo n recommendation of the Dean.

College Scholarships. Provided by d onors o r from general funds. Unless specia l stipu la tions have been made by the d onors, the income from endowments is granted for scholar­ship a id on the basis of need as well as upon superior qua li­fications of cha racter a_nd personality, maturity of purpose, a nd high scholastic a ttainment.

Milton S . Comfort Scholarships. Endowed by the late F ran­ces B. Comfort. Awards are determined by the Committee on S tudent Aid .

/92 Financing an Education

The Professor William J. Conley Scholarships. Endo\\ed by a gift uf Mr. and Mrs. Joseph 1.. !\oblc. Stipends to be awarded to deserving students in mechanical engineering.

Wilmot R. a nd Jean M. Craig Scholarship Fund. Esta b­lished in 1979 by Wilmut and Jean Craig. T u be Ltsed eq ually among students in the School ot Medicine anJ Dentistry and the College of Arts and Science.

Trafton M. and Maude W. Crandall Scholarships. Estab­lished in 1978 by Charles T. Crandall. Class ,,f 1937, :111u Robert W. Crandall in memory of their parents, l rafton Mil· ford Cranda ll, Class of 1905, and Maude Wilson Crandall. Promising candidates who are in need of tinan~ial assistagce in a ny of the University's colleges or schools are eligible for these scholarships. Preference is given to students from the Rochester- Monroe County area .

Marian J. Cummings Scholarship. Fstahlishcd 111 1976 by " bequest from the estate of Marian J. Cummings l he inconre from this fund is to be used for scholarship aid to worthv stu· dents in the College of Arts and Science.

Charles R. Dalton Scholarships. Established in 197<1 b)' Charles and Mary Dalton. Mr. Dalton, a devoted alumnu~. Class of 1'120, se;ved the Universit y tor nearly 40 years. In­cluding 19 years as director of admissions :tnd stude nt aiJ.

The Dante Scholarship. Provided by the Italian Women's Civic Club of Rochester. Restncted w students entering the College of Arts and Science whu an: ot ltal·an birth n1 ances­try. This scholarship carries a stipend of $400 annually tor four years.

The Davenport-Hatch Foundation, Inc. Scholarships. Award­ed annually to promising nurs ing stuuents upon recomrr.en­dation of the Department of 1\un.ing.

Carl Lewis Oeavenport Scholarships. Established in l )72 by a bequest from the estate of M Gertrude Dea venport in memory of her brother. fhe income from this fund is to be used for schola rships in the College of Arts and Sc1ence.

Clare Dennison Memorial Scholarships. Awarded to ju­niors and seniors in the School of N ursing.

Leo H. East Schola rships. Established by Leo H. East, C lass of 1924, for deserving undergraduates.

Eastman Kodak Scholarships. Aw:~rded tu sophomores on the basis of merit anu a,;hievement and continuing th rough the seniur yea r. Selected on the basis of nomination by the academic deans .

Eleanor Motley Eastwood Scholarships. Established in 1978 and awarded from the Sage Trust to needy students in the College of Arts a nd Sc1ence.

William Eastwood Scholarships. Establishc:d in 1953 by Albert B. Eastwood for deserving undergraduates.

Educational Modules, Inc. Scholarships. Sponsored by the local Rochester corporation specializing in products fo r the science educator. Preference is ex tended to students fro m up­state No::w York whose field of concentration is biology, chemistry, or science education.

M . Herbert Eisenhart Scholarships. Established in 1976. the M. Herbert Eisenhart Scho lars hips are available to pro­vide eqt.al opportunity in ed uca tion to students from lo w- and middle- income families.

Helen Martin Emery Scholarships. Established in 1963 by John A . Emery in memory of his wife. Preference is given to students interested in social service as a career.

The Engineering Women's Club Scholarship. Awarded to an engineering student entering the j unior or senior yea r. Criteria for award include motiva tion fo r a caree r in engi­neering, academic promise, and achievement. P reference is given to a qualified woman engineering student.

Faculty Scholarships. Established in 1967 from gifts by fac­ulty members. Funds to be used for scholarsh ips for able, needy undergraduate students, with preference given to those from the Rochester area.

John Fahy Scholarships. Established in 1959 by C. Harold Fahy, Class of 1915, in memory o f his father, Class of 1866, for undergraduate scholarships.

Barbara Finch Scholarship for Women. Endowed by a be­quest of Charles E. and Mary B. F inch in honor of their da ughter Barbara. To be awarded to female students.

Grace Firman-George Winthrop Johnson Scholarships. Three scholarships for undergraduates, established by be­quest: T he Warren S. and Margaret Cox Firman Memorial Scholarship, The Grace Firman and George Winthrop John­son Memorial Scholarship, and The George Winthrop J ohn­son Memorial Scholarship.

Henry S. and Kate Fredendall Scholarship. Established by Faythe B. Fredendall, C lass of 1918. Preference given to a student from Rose, New York, and secondly. from Wayne County, New York.

Lysle "Spike" Garnish Memorial Scholarship. Established in 1971 by Drs. Richard a nd John Garnish. Classes of 1949 a nd 1951 (sons of Lysle Garnish), and friends in memo ry of Lysle Garnish, 19 years as athletic trainer and assistant foot­ball, basketball, and baseball coach. To be used for scholar­ships for undergraduate students, with preference given to those who have participated in at hletics in either high school or college.

Grneral Motors Engineering Scholarships. Awarded to juniors in the College of Enginee ring and Applied Science on the b'lsis of academic performance a nd ex tracurricular in­volvement. The General Motors C orporation selects reci pi­ents on the basis of recommendations made by the Dean of the College.

Genese~ Scholarships. Originally established for students living a ~onsiderable distance from Rochester. Preference nuw extended to well-yualified applicants from foreign countri-:s

The Genesee Valley Delta Upsilon Foundation Scholarship. Awarded to a student on the basis of achievement, promise, md financial need. Founded by a lumni of the Delta Upsilon Cha pter form~rly at Rochester.

Charles F . and Elizabeth Filkins Gessler Scholarships. Es­tablished by Mr. and Mrs. Gessler of the Gessler Publishing Co. Mrs. Gessler is an alumna of the University. Preference for worthy women students interested in the Romance lan­guages, especially French.

Gleason Memorial Scholarship. Awarded to students in engineering. Provided through the generosity of the Emmet B:akeney Gleason Memorial Fund Incorporated in memory ol Emmet Blakeney Gleason.

Elizabeth Brown Goldstein Memorial Scholarships. Estab­lished in 1972 by Dr. Jacob Goldstein. Protessor Emeritus of Medicine, his two sons, and friends in memory of Dr. Gold­stein'; wife. Awarded to junior and senior undergraduates in the School of Nursing.

Hy Goldstein S"holarships. Esta blished in 1973 by fri ends of Mr. and Mrs. Hy Goldstein in honor of their 50th a nniver­sary. For undergraduate students.

Edwin Lee and Portia Strong Gosnell Scholarships. A be­quest in 1960 for the establishment oi scholarships for under­graduate students.

The Granex Prize Scholarships in Mechanical Engineering. Endowed bv Graflex, Inc. Awarded to a student a t the begin­ning of the junior year on the basis of personal qualifications, achievement. and aptitude in the field of mechanical engi­ne~ring. Preference is given to a child or grandchild of an employee ot the company.

Granex St·holarship. Endowed by Graflex, Inc. Income to be used fo r a scholarship to a University of Rochester student wto is a son, daughter, or relative of a member of the Graflex organi1ation.

Sylvia Hansen Griffin Scholarship. Esta blished in 1977 by Herbert W. Grifli n in memory of his wife. P reference is given to a student interested in international relations as a ca reer.

Charles and Nettie Grosberg Foundation Scholarship. Es­tablished in 1'175 by Stephen M. Grosberg, an a lumnus of the University. To be awarded to students who have demon­strated their efforts to meet a significant portion of college costs through employment.

Statira Johnson Gruppe Memorial Scholarships. Awarded to undergraduates in the School of Nursing. Preference is given to students from western Connecticut.

Undergraduate Scholarships 193

Ezra A. and Josephine Booth Hale Scholarship. Estab­lished by Ezra Hale, Class of 1916, in memory of his wife, a member of the Class of 191 7, to commemorate their long and rich association with the Univt.'rsity. Awarded to deserving undergraduates on the basis of achievement. promise, and need for financial assistance.

Henry Bradford Hanley Scholarships. Established in 1968 by bequest of Bertina T. Hanlt.'y in memory of her husband. Income to be used for scholarships for worthy and needy students who propose to study medicine or who are enrolled in tht.' medical school of the University.

Jack and Lester Harrison Memorial Scholarships. Estab­lished hy members of the family in 1972 in honor of Jack Harrison, an alumnus of the Class of 1931. Recipients are selected on the basis of achievement a nd promise, with preference to men who have demonstrated achievement in athletics.

Samuel M. Havens Prize Scholarships. Established in 1954 by a bequest of Mr. Havens, Class of 1899 and a former trus­tee. Awarded to promising candidates, for any of the colleges or schools of tht.' University, who are resi'dents of the state of Illinois and who are in need of fi nancial assistance.

Ercil and George Haywood Hawks, Jr. Scholarship Fund. Endowed by the gift of Mr. George Hawks to be used for undergraduates interested in the legal profession.

Elihu Hedges Memorial Scholarship. Established in 1969 by members of Mr. Hedges' family in memory of Elihu Hedges, Class of 1924. Awarded to a male member of the sophomore class who has demonstrated both academic and athletic proficiency.

Leonard H. Henderson Memorial Scholarships. Established in 1978 by the family of Leonard H. Henderson for River Campus undergraduates.

Alec A. Herschler Memorial Fund. Established by the late Sophye Ann Herschler of Rochester in memory of her broth­er, Alec A. Herschler. The scholarships are to be awarded to worthy Rochester city high school graduates. Preference is given to undergradua tes of the College of Arts and Science.

Sol Heumann Scholarships. Endowed by the la te Sol Heu­mann. Awards to ma le students in equal numbers fro m each of three faiths: Jewish, Protestant, and Roman Catholic.

The Burlew Hill Memorial Scholarships. Established in 1960 by a bequest of Burlew Hill, Class of 1903, for the pur­pose of scholarships.

Jill Hirsh Memorial Scholarship. Established in 1974 by the parents of Jill Hirsh, a 1973 graduate, in memory of their daughter to provide scholarship assistance to a worthy grad­uate or undergraduate student of the Department of Foreign La nguages, Literatures, and Linguistics, with preference to a student of Russian.

The Augusta Laney Hoeing Scholarships. Awarded through contributions of the alumnae of the Alpha Sigma Sorority and Mrs. Charles Hoeing, an honorary member of the soror­ity. Restncted to the River Campus, with preference given to temale students.

The Katy B. Hofheinz Scholarships. Endowed in 1939 by a gilt from Mrs. Rudolph Hofheinz. Awarded upon entrance to freshman men or women.

Rudolph Hofheinz Scholarships. Established in 1945 hy !Jr. Rudolph Hofheinz for deserving undergraduates .

The Luther Emmett Holt Prize Scholarships. Endowed by the late F rancis R. Welles, A.B., 1875, in memory of his ,,Jassmate, Dr. Luther Emmett Holt, and awarded to candi­dates from Chicago or New York who mtend to follow a pre­medical course.

The Susan Huntington Hooker Scholarship. Honors Mrs. Horace B. (Susan Huntington) Hooker (daughter of Elon Huntington, a founder and trustee of the University), who was widely known and loved for her cultural and civic interests and activities in Rochester over a long lifetime. In providing for thi, schnlarship, the donor expresses the hope that it will be of assistance to a woman undergraduate or graduate who gives promise ot comparable service in her own community.

.Jesse S . Horwitz Memorial Scholarships. To be used for scholarship aid to students from the Rochester and Genesee Valley area.

Orilla Inman Scholarships. Endowed by the bequest of Wil­liam H. Inman in memory of his sister. Preference given to students [;om Clarendon, New York, and, secondly, from Orleans County. New York.

Institute of Optics Alumni Scholarships. Supported by con­tributions !rom a lumni of The Institute of Optics. Awarded upon recommendation of the Director to undergraduates pursuing a degree in optics.

George Winthrop Johnson Memorial Scholarships. Estab­lished by the be4uest of Grace Firman Johnson. Awarded to th<>se students whose 4ualifications are consistent with the University's standards of award.

Kenneth B. Keating Scholarship. Established in memory of Kenneth B. Kea ting, a most distinguished alumnus, Class of 1919, Congressman, U.S. Senator, Ambassador to India and Israel. To be awarded to worthy River Campus undergrad­uates.

Ray W. Kimball Scholarships. Established from the estate o f Ray W. Kimball , M .D., who was a member of the staff of St. Mary's Hospital in Rochester for many years.

John Knight Scholarships. Established in 1958 by the be­quest of John Knight. an alumnus of the Class of 1893. In­come to be used for scholarships to worthy and deserving students, with a preference for residents of Wyoming County, New York.

Undergraduate Scholarships 195

William ('. Kohlmetz Scholarships. Established by Eliza­beth H . Kohlmetz. Income to be used to assist needy under­graduate students.

The Professor Willard R. Line Scholarships. To be awarded to able and needy students in chemistry. Provided by Mr. and Mrs. Joseph L. Noble.

The Livingston Par!< Seminary Alumnae Scholarship. En­dowed by alumnae of the Livingston Park Seminary in com­memoration of the institution. Awarded to a woman from the Rochester area on the basis of ability, achievement, charac­ter, and need. The award is made annually and preference is given to descendants of alumnae.

T. Richard Long-Isabel K. Wallace Memorial Scholarship. Established in 1969 by the Class of 1944 in honor of Isabel Wallace. Class of 1916, who served the University for many years as Freshman Adviser .and Women's Counselor; and Professor Long, Class of 1921 , for 27 years a member of the mathematics faculty. Awarded to junior men and women on the basis of achievement and promise of future service to the University as alumni.

Lowell and Esther MacMillan Scholarships. Established in I 978 for the purpose of providing scholarships for deserving River Campus students.

Arthur J . May Scholarships. Established in 1970 by the Class of 1945 in memory of Arthur J. May, Professor of His­tory, 1925--1964, Professor Emeritus and University His­torian, 1964- 1968. Income to be used for undergraduate scholarships.

Mcintosh Educational Fund Scholarships. Established by Josieannie Duff Mcintosh for the education of students prefe ra bly of Scottish parentage or descent and to be selected annually upon recommendation of the Scottish Women's Society of Rochester, New York.

The Ellen McMaster Scholarship. Endowed by a gift from Donald McMaster. Awarded to an engineering student upon the recommendation of the College of Engineering and Ap­plied Science. Preference will be given to undergraduate members of Tau Beta Pi .

The Fred S. and Ella F. Miles Scholarship Funds. Income to be used by the University in assisting needy students, either men or women, from Rochester, New York, public schools.

Etta Miller Scholarships. Established in 1921 by R. T. Mil­ler, Jr. Income to be used for the aid and encouragement of worthy and needy students.

John M. Milne Memorial Scholarships. Established in 1909 in memory of Dr. John M. Milne, Class of 1879, by the Na tha niel D. Hubbell Alumni Association of Geneseo Nor­ma l College. The scholarships are restricted to students from the town of Geneseo.

Professor Howard D. Minchin Scholarships. Established in 1966 by Florence Minchin Mather in memory of her father, a

196 Financing an Education

former professor at the University of Rochester and teacher at Monroe High School in Rochester, New York. Income to be used for scholarships for undergraduak students at the University who are graduates of Monroe High School.

Clarence King Moore Scholarships. Established in 1956 by a bequest by Professor Clarence King Moore. Income to be used for scholarships in Romance languages to worthy men.

The Rida S. Moore Scholarships. Endowed by the late Mrs Clarence King Moore for worthy female students.

Mabel A. Morgan Fund. Established by a bequest in 1970 from the estate of Mable A. Morgan to assist worthy stu­dents in the School of Nursing to complete their education.

The National Fund for Minority Engineering Students Schol­arship. Sponsored by the National Fund for Minority Fn­gineering Students. Awarded to black, Puerto Ri~an, Mexi­can American, or American Indian first-year or transfer students intending to major in the College of Engineering and Applied Science.

National Merit Scholarships. Awarded to freshmen who are National Merit Finalists. (See page 189 for details.)

Nursing Alumni Scholarships. Awarded to entering trans­fer students in the School of Nursing upon the recommenda­tion of the Nursing Admissions Committee. Supported bv contributions from the Alumni Association of the School of Nursing.

Piadeia Scholarship (from the Greek word meaning "~ul­ture, humanity"). To be awarded to students from the metro­politan New York area who show promise of developing the characteristics of thoughtfulness, receptiveness to beauty, humane feelings, understanding, a nd imagination.

Julia A. Peel Scholarships. Endowed by the bequest of Julia A. Peel for worthy students. Preference to be shown in favor of graduates of Pittsford High School.

H. 0. Porter Scholarships. Established in 1972 by a gift from the Porter Foundation. Provides scholarships for the School of Nursing.

Present Company Scholarship. Established by gifts from Mr. Gordon S. Present. To be awarded to a freshman student for one year who is a graduate of a Monroe County second­ary school.

Reader's Digest Foundation Scholarship. Endowed in 197 3 by the Reader's Digest Foundation. The tota l income maj be assigned to a number of individual scholarships.

The Mildred Cadwallader Reif Scholarships for Students of Nursing. Established in 1970 by a gift of Mildred C. Reif for scholarships for students of nursing.

Francis K. and Carolyn Lyon Remington Scholarships. Es­tablished in 1980 by Francis K. and Carolyn Lyon Reming­ton to commemorate in perpetuity the longstanding relation-

ship' oi the Remington and Lyon families with the Unive rsity. To be awarded to deserving undergraduates.

The Charles Resler Scholarships. Established in 1972 by Mr. Resler, C la>s of 1930. Awarded to students who have demonstrated leadership and interest in extracurricular ac­tivities through participatit>n in athletics.

Rush Rhees Scholarships. Founded in memory of Rush Rhees, President of the University from 1900 to 1935. These scholarships are awarded to male students, contingent upon satisfactory conduct. and are renewable fo r remaining under­graduate years if the recipient>' genera l performance and fi­nancial circumstances warrant.

Albertus D. Richards Scholarships. Established in 1969 by a bequest from the estate of Edith l.. Richards, sister of Albertus D. Richards. Income to be used to assist worthy, needy young men of the Protestant faith .

River Campus Memorial Scholarships. Established in 1973 through a combination of memorial gifts to the University for the purpose of unrestricted scholarships.

Milton K. Robinson Scholarships. Created in 1976 by Helen H. Robinson, fo rmer President of the University of Roch­ester Alumni Association, in memory of her husband, Milton K. Ro.Jinson, Class of 1<11 2. To be used to aid deserving stu­dents from middle-income families.

Rochester Engineering Scholarships. Upon recommenda­tion of the faculty of the College of Engineering and Applied Scienc~. For additional information see page 189.

The Rochester Gamma Pi of Sigma Chi Foundation Scholar­ship. Awarded to students on the basis of the general cri­teria d award used by the University in granting scholarship assistance. Preference is given to members of the Gamma Pi Chapter of the fraternity.

Rochester-Monroe County Scholarships. Awarded from Unive~sity funds to graduates of high achievement from pub­lic or private secondary schools in Monroe County. The Uni­versity welcomes nominations from secondary schools; how­ever, the absence of such nominations will not eliminate eligible students from consideration.

Rochester National Scholarships. Available upon entra nce to students who are judged to have high academic promise. These have an adjustable stipend and are renewable for I·our years.

Rochester Prize Scholarships. Several ava ilable in each class to outstanding students. The amount of the award is based on financial need and may be renewed for four years.

The Frances Smith Rogers Scholarships. Established by the Herbert E. and Anne E. Rogers Foundation, Inc. in 1965. Awarded to two women students in the Department of Nur>­ing. Criteria for award include academic achievement, per­sonal qualifications, and financial need.

Rosenthal Memorial Scholarships. Awarded to undergrad­uaw. in the School ot Nursing.

Thomas Trelea~e Rowe Scholarship. Established in 1923 for a student who is pledged to enter the ministry of the Genesee Conference of the United Methodist Church.

!Henry Schwarm Scholarships. Awarded to students with high academic promise, achievement, and suitable personal yualiticatiom. Prefer~n,·e is given to graduates of West High School in Rochester, New York.

Phillip 0. Schwarz Scholarships. Income to be used for scholarships for needy and worthy undergraduate students.

Sigma Kappa Upsilon Sorority Scholarship. Established in 1938 by the former Rochester sorority. Awarded to a deserv­ing woman student.

B. Franklin Snow Scholarships. Established in 1916 for students in engineering.

Irene M. Streb Scholarships. Provides income to be used for scholarships for deserving undergraduate students.

Abraham J. and Esther Tatelbaum Scholarship. Estab­lished in 1979 in recognition of the support given by Dr. Abraham J . Tatelbaum, Class of 1932, and his wife.

Anna M . Tausch Memorial Scholarships. Established in 1968 by the Tausch family. Income to be used for scholar­ships for juniors in an approved Study Abroad program in Germany, with preference given to a student planning to study at the University of Tuebingen.

Raymond L. Thompson Scholarships. Established in 1971 from gifts in memory of Raymond L. Thompson, Class of 1917, and fo rmer Senior Vice President and Treasurer of the University. Funds to be used for undergraduate scholarships.

Martin F. Tiernan Scholarships. Endowed by gifts from Martin F. Tiernan, Class of 1906, and from his estate. Terms provide that some awards may be made partly in the form of loa ns.

Undergraduate Scholarships 197

Tiernan-Roeser Chi Funds. Established in 1978 for the purpus~ of undergraduate scholarships. Restricted to mem­bt>rs of the University's Chi Charge of Theta Delta Chi fra­ternity upon recommendation of an advisory committee.

Mr. and Mrs. H. W. Tripp Scholarships. Established in 1965 by M1. H. W. Tripp, former Vice President for Invest­ments, Trustee of the University, and Chairman of the Invest­ment Committee. Income to be used for scholarships, with preference given to students frorri the state of Maine.

University of Rochester Nursing Scholarships. Sponsored by alumnae and friends of the Department of Nursing. Awarded tu yualified junior-year nursing students who trans­fer to the University twm other institutions.

Wolf Vishniac Scholarships. Endowed by family and friends in memory of Professor Wolf Vishniac of the Department of Biology to provide scholarships for students selected on the basis of need.

Hila Mae Weeks Scholarship. Esta blished from the estate of Nao mi S. Weeks in memory of her da ughter to provide scholarships for deserving women.

John F. Wegman Foundation Scholarships. Provided through annua l grants from the Foundation. Eligibility is restricted to residents of Monroe County and preference is given to candidates from disadvantaged backgrounds.

Francis R. Welles Scholarships. Established in 1927 by a gift of Mr. Welles, Class of 1875. Scholarships to br awarded to students from the Chicago a rea.

Ray Hill White Scholarships. Established in 1957 by Fran­ces French White in memory of her husband, Class of 1901, to be awarded to undergraduate men.

Joseph C. Wilson Scholarships. Offered to a limited num­ber of selected freshmen. See description on page 189.

Katherine Upton Wilson Scholarships. Established in 1959 by a gift from members of the Wilson family. Eligibility is limited to sons and daughters of employees of the Xerox Corporation, formerly Haloid Compa ny, with three or more years of service.

198

199

ACADEMIC SERVICES AND INFORMATION

Academic Advising Offices All undergraduate students are strongly encouraged

to use the services of the academic advising offices throughout their college careers. Staff members in these offices assist students in arranging their pro­grams. suggesting courses. obtaining faculty advisers, a nd making the unavoidable paper work as simple as possible. Preliminary questions concerning interde­partmental studies and many other concentrations will be answered. The Study Abroad Office, Univer­sity TutLlring Office. and Orientation Program Office are located in the College of Arts and Science Aca­demic Advising Office. Lattimore 312. Located just (•Ubide Lattimore 312 is the Academic Information Counter, which serves as a focal point for satisfying quickly many routine academic inquiries, for making immediate appointments or walk-in arrangements tv see an academic adviser, and for providing fast re­ferrals h.' other offices. T he counter is open on week­days from 8:30 a.m. to 5 p.m., including the period from no.:>n to I p.m. Most College of Arts and Science f<Hms and general academic material can be picked up at this counter. Students should feel free to consult members of the staft whenever they have questions about courses, degrees, or any other academic mat­kr. The College of Engineering and Applied Science offer~ academic advising through a faculty advising system and the Dean's Office, Gavett 204.

Program Planning One of the University's goals is to help undergrad­

uates plan an integrated program of study which will provide intelledual satisfaction and challenge. Pro­gram planning begins during Freshman Orientation and continues throughout a student's academic career at Rochester. Advice should be sought from faculty advisers and the college advising offices. Discussions with advisers are useful in working out a schedule of courses for a particular semester as well as an overall

plan for future semesters. Many of the special services designed to assist undergraduate students are de­scribed below. Students should feel comfortable at any time in directing specific questions to the academic advising offices of the colleges.

Program Planning Workshops and Registration

During summer orientation sessions. faculty mem­bers representing all River Campus academic areas are on hand to assist new students in choosing and registering for courses. In November and in March, Juring a period called "early registration," students already enrolled select their courses and submit their class schedules for the following semester to the Reg­istrar. Each semester, just prior to early registration, the academic advising offices sponsor an advising workshop where faculty, staff, and student advisers are available to help in program planning and to an­swer questions about concentrations and the ways in which academic goals may be fulfilled .

F acuity Advisers Freshmen are encouraged to request a faculty ad­

viser at the Academic Advising Office in the College uf Arts and Science after their arrival. Also, a panel of undergraduate faculty advisers maintains weekly of­fice hours in the Academic Advising Office, Lattimore 312. For general questions, students are invited to make appointments with these advisers at the Aca­demic Information Counter outside 312 or to call ( 716) 275-2354.

Students interested in degree programs in the Col­lege of Engineering and Applied Science have faculty advisers assigned to them at the beginning of the freshman year and are encouraged to consult with them fre4uently. Students who plan to receive degrees iu nursing also have faculty advisers assigned in the freshman year.

200 Academic Services and Information

Students in the College of Arts and Science, a fter being admitted to an area of concentration at the end of the sophomore year, are assigned faculty advisers in their area of concentration.

University Tutoring Program The University Tutoring Program is administered

through the College of Arts and Science Academic Advising Office. It was established to assist students who are having difficulty in achieving a satisfactory grade in a pa rticular course or courses. The tutor's role is to help provide the student with a better under­standing of a subject and to help discover and remedy whatever is causing the student to be weak in that specific area.

This university-wide service provides, through a carefully selected group of tutors, supplementary tu­torial assistance to students based on their ind ividual needs. Students interested m tutorial assistance should apply at the Academic Advising Office. Finan­cial help to those students needing it may be a rranged through the Office of Admissions and Student Aid .

Only tutors approved by the University Tutoring Office will be paid for their services. Students inter­ested in becoming tutors should apply at that office, after which their application will be processed by the Student Employment Office.

Study Skills Center Counselors in the Study Skills Center, Lattimore

107, assist students in examining their study habits and suggest ways that will help them study more ef­fectively and efficiently through practice. (See page 21 I .)

Program of Courses A normal schedule for regularly enrolled students

is four courses per semester. This permits completion of the 32 courses required for graduation in eight se­mesters. Students are expected to take four yea rs for the degree. A few accelerate. Others occasionally find it necessa ry to make up work during the summer. Tak­ing an extra course is not considered a means of speed­ing up the timetable for attaining a degree, but rather a means for enriching an academic program. Only stu­dents with a "B" or better average a re permitted to

take more than four and one-half courses per semes­ter. This is referred to as an "overload." Fewer than four cc•urses is termed an "underload." First-semester freshmen are not permitted an overload. Programs of fewer than four courses (I 6 credit hours) or more than four and one-half courses ( 18 credit hours) must be approved by the dean of the college in which the stu­dent is enrolled. If credits in excess of the standard four-course load are used to accelerate completion of degree requirements, a retroactive tuition adjustment will be assessed for all overload courses counting toward degree requirements.

Course Definition T he ordinary unit of undergraduate instruct ion is

the course. Each course numbered between 100 and 399 carries the equivalent of four hours of cred it , ex­cept for some partial courses which carry one or two credit hours. Every full course requires approxi­mately one-quarter of the student's working time for one term. Restrictions concerning prerequisites and approval required are noted in each semester's sched­ule of courses and must be observed carefully. In some cases, special forms are required and may be obtained in the academic advising offices of the colleges.

Course Numbering System 1- 99 Non-credit courses

100- 189 Introductory courses- usually at the fresh­man and sophomore level; no graduate credit

190- 199 Freshman preceptorials

200-299 Courses at the junior and senior level that may also ca rry graduate credit

300 Study Abroad

301- 399 Experimental courses, independent courses, courses toward degree with distinction or honors

400-489 Gradua te courses a t the master's level or the first year of grad ua te study; open to undergraduates by special permission

490-499 Master's-level reading o r research courses

500-589 Advanced or specialized graduate courses - usua lly at the doctora l level

590-599 Ph.D. reading or research cou rses

Class Attendance Each mstructor sets the regulations regarding atten­

dance for each class; many do not make class atten­dance mandatory. However, consistent absence from class may determine whether or not students pass a course. When it is necessary to be absent because of travel or illness, students are expected to make ar­rangements with instructors for catching up on class work they miss.

Any illness that causes a student to be absent from class should be reported to the University Health Ser­vice, even if a physician not connected with the U ni­v.:rsity is sought for treatment. The Health Service submits to the college offices the names of all students who appear on the "sick list."

Student Retention Of the I ,089 full-time, first-time freshmen who en­

rolled at the University of Rochester in the fall of 1974, 61.2 percent had graduated by spring of 1978; by fall of 1979, 65.7 percent had graduated and an additional 1.4 percent were still enrolled.

Special Academic Opportunities Student~ are encouraged to take courses offered by

any University school or college-or study elsewhere if necessary- to fulfill academic goals. Admission to cer­tain courses re4uires special permission. Usually, this means permission of the instructor, whose signature is then required on the registration form. Special re­quirements must be met in the following instances:

Ajjlliated Area College Courses. Students who wish to take a course at one of the area colleges in order to complement their programs of study may obtain infor­mation and registration forms at the College of Arts and Science Academic Advising Office. Grades re­ceived in approved courses are noted on the transcript but are not used in computing the cumulative average.

Music Courses at the Eastman School ol Music. Stu­dents desiring to enroll in one of these courses should consult the Music Adviser on the River Campus. Reg­istration forms for applied music courses are available from the Registrar's Office and the College of Arts and Science Academic Advising Office.

Audited Courses. If a student plans to participate in class sessions and work without earning a grade for a

Special Academic Opportunities lUI

course, and without earning credit toward a degree, the course may be included in the class schedule at the time of registration. There is no extra cost, but per­mission of the instructor in the class to be audited is necessary. The audited course will not appear on the transcript.

Bullerin Board Courses. These courses take their name from a practice of students who post the descrip­tion of a new course they want offered on a special bul­letin board. If enough student interest is generated, and if a faculty member can be enlisted to teach the proposed course, it is considered by a student-faculty committee and, it approved , is offered for full credit.

Freshman Preceptorials. Announcements of these offerings are advertised prior to each semester. Each preceptorial is open to about 15 freshmen in order to stimulate discussion and interaction between the in­structor and students in a seminar setting. (See page 33.)

Graduate Courses. Qualified undergraduates may. with the written permission of the instructor and the approval of their dea n, register for graduate-level courses.

Honors Seminars. Special application is required in some cases. Courses and restrictions are listed in the schedule of courses.

Internship. These off-campus learning experiences require that arrangements be made by the beginning of the semester. A maximum of eight hours of credit for Rochester-area internship may count toward the degree. Admission to some programs is highly selec­tive. Students who obtain approval from the Intern­ship Committee for work outside the Rochester area may receive as much as a full semester's credit toward their degree. Questions should be addressed to the Academic Advising Office in Lattimore.

Study A broad. Foreign study is most effective when it forms an integral part of the student's academic pro­gram. Applicants should consider carefully the rela­tion of a year abroad to their total program of study and future plans. Students interested in studying in Great Britain should file an application as early as possible during the fall semester of the year preceding study abroad. Students interested in programs in other countries should consult catalogs in the Study Abroad library, Lattimore Hall, for specia l application dead­lines.

Study Abroad students pay an administrative fee to the University of Rochester and are eligible to submit

20:! Academic Services and Information

applications for renewal of partial aid during the peri­od of foreign study. Prior to study abroad, an academic plan must be outlined and approved by the student's department of concentration and by the director of the program. Upon return to the campus, credit is awarded for work successfully completed in accordance with that plan. No letter grades are assigned for work done abroad, except for work taken through special Univer­sity of Rochester programs. In these cases course titles and grades are recorded on the student's official tran­script, but only grades earned in internships supervised by University of Rochester faculty are averaged into the cumulative grade-point average. See page 16 for University of Rochester program information.

Independent SIUdy Courses. Arrangements mus t be made with appropriate faculty members prior to the beginning of the semester for these special reading or research courses. An Independent Studies Form, de­scribing the nature of the course, is submitted to the college advising office after the signatures of the fac­ulty member and department chairman have been ob­tained . At the conclusion of the term the instructor provides a written evaluation of the student's progress. The Independent Studies Form and the evaluation are kept in the student's academic file. Students are eligi­ble to apply for a four-credit-hour independent course each semester. Independent study courses re4uired specifically for a concentration are listed under depart­mental offerings. Internships (see page 20 I) provide another kind of independent study.

Summer Sehoul ( ·aurses. Credit for ~ummer study may re4uire approval from the department offering comparable work at the University of Rochester. Fur­ther information and approval forms are available at the college advising offices. Approved summer work completed with a grade of "C-" or better is recorded in terms of course credit. Summer course credit is not u~ed in computing the student's cumulative average. Students in the College of Engineering and Applied Science may count approved summer courses at U ni­versity College for credit and grades toward an engi­neering degree.

University Colle{{e Courses. Full-time students in the College of Arts and Science and the College of Engineering and Applied Science may normally re­ceive credit for courses taken in the University College of Liberal and Applied Studies only by permission, when a desired course is otherwise unavai lable, and for a course compara ble to a College of Arts and Sci­ence offering. A master list of comparable courses and approval forms are available at the college advising offices. University College courses may be counted

for technical electives toward a degree from the Col­lege of Engineering and Applied Science, provided they are approved by the undergraduate committee in the student's department.

"X" Perivd. Students who wish to work with faculty members on individual "X" Period projects must ob­tain the written approval of the faculty members.

Double Majors Students enrolled in the College of Arts and Science

or in the College of Engineering and Applied Science may choose to pursue two concentrations, provided that both lead to the same bachelor's degree. In most instances students may do so by fulfilling concurrently the ~oncentration re4uirements determined by each of the two departments and by receiving written per­mission (usually on the concentration forms) from the respective concentration advisers to pursue a double major in the other area. Questions concerning double majors can be addressed to the college advising offices and the appropriate concentration advisers.

Double Degrees Students who plan a program leading to more than

one baccalaureate degree, such as a bachelor of a rts and a bachelor of science, are required to meet all re­quir.::ments for each degree and to augment the mi ni­mum number of courses or credits usually required for either degree. The amount of augmentation will be determined individually by faculty members and deans in each area, taking into account the quality of work submitted. The approval forms are available in the dean's offices of the colleges awarding undergraduate degrees. Students who wish to complete work in two areas of concentration as part of a single degree need only obtain approval for each concentration a nd for the double major (see Double Majors above). T he re­quirements for double degrees within the College of Engineering and Applied Science are specified on page 141.

Academic Procedures Course Changes

Course programs may be changed after the begin­ning of the semester. It is necessary to obtain a Change Notice (drop-add form) from the a ppropriate academic advising office. It is possible to withdraw from a course, add a course, or drop one course and substit ute another.

Students in the College of Arts and Science may add courses through the fourth week and drop them with­out penalty through the last day of classes. After the third week (thirteenth week in the case of first-semes­ter freshmen and transfer students during their first semester), the drop action and the week of the semes­ter in which the course is dropped arc recorded on the transcript.

Students in the College of Engineering and Applied Science may add or drop a course during the first sev­en weeks. Courses added require the instructor's sig­nature. Courses which are dropped in the first seven weeks will be deleted from a student's record. Courses may be dropped after the seventh week, with the in­structor's consent. When signing the Change Notice, the instructor will specify either a drop-delete (no rec­ord on the transcript) or a drop with a "W" and a letter grade (if the instructor believes one can be deter­mined). The "W ," along with the letter grade if as­signed, appears on a student's transcript but does not affect the grade-point average.

School of Nursing courses may not be <Uided after the start of the semester; courses may be dropped at any time during the semester with the permission of the Dean.

In all colleges, course changes can be made only if the college's deadline is met, if the instructors of the affected courses approve, and if the change meets the provisions outlmed earlier for overload or underload schedules. Students in the College of Engineering and Applied Science must also obtain the approval of their faculty adviser and dean's office.

Student Petitions The faculty of each college establishes degree re­

quirements within that college. The faculty recognizes that there are instances in which interpretations are required and exceptions should be made. The Admin­istrative Committee of each college, comprising both faculty and students, reviews requests for exceptions to faculty regulations.

Students seeking exceptions to regulations must submit a written petition to their academic advising office for review by the appropriate committee. It is an advantage to discuss the content of the petition with a faculty or academir adviser before submitting the pe­tition. Students will be informed in writing of the com­mittee's artion.

Satisfactory-Fail Option Undergraduate students are encouraged to venture

Academic Procedures 203

outside areas of their concentration, investigate new disciplines, and discover new, perhaps unsuspected, interests. If the student chooses, the satisfactory-fail option may reduce anxiety about electing a course in an area in which the student has had little or no prior experience.

Students enrolled in the College of Arts and Science and the College of Engineering and Applied Science may elect to take one course per semester up to a max­imum of eight courses and receive grades of Satisfac­tory lS) or Fail (F). The grades ''S" and "F" do not affect the cumulative grade-point average.

Instructors assign and submit regular letter grades for students choosing this option, as they are not in­formed which students have elected the option. The Registrar records "S" for letter grades "A" through "[)-" or "F" for the letter grade "E" on the student's permanent record, retaining the letter grades "A" through "E" on file. Students who are interested in conveying maximum information on the transcript to professional and graduate schools should speak to an adviser prior to electing the option.

Students enrolled in the College of Arts and Science may declare the option through the third week of classes, and, except for first-semester freshmen and transfer students who may change or declare the op­tion through the thirteenth week of that semester, the option may not be changed. The option may not be elected for courses used to fulfill concentration or dis­tribution requirements or to satisfy the English re­quirement.

Students enrolled in the College of Engineering and Applied Science must declare the option in the Dean's Office, Gavett Hall, during the seventh week of the semester. Once declared, the option may not be changed. Students planning degrees from the College of Engineering and Applied Science should note that courses taken with the satisfactory-fail option may be used to satisfy distribution or English requirements (sec page 140) or as free electives for an engineering degree. Further, all courses taken beyond those re­quired for a degree may be taken with the option.

Procedure for "Incomplete" If a student in the College of Arts and Science or the

College of Engineering and Applied Science is unable to complete course work by the end of the semester, a form requesting a grade of "Incomplete" should be obtained from the student's college advising office. This form, indicating the work outstanding and the deadline for its completion, must be signed by both

204 Academic Services and Information

the student and the instructor and submitted to the appropriate college office. In both colleges, the stu­dent's failure to complete the form may result in the assignment of the grade of "E" for the course. At the time the course is completed, the "I" on the transcript will be slashed ("J") and a grade recorded. Failure to complete the course work will result in a grade of "E" for the course.

In the School of Nursing, a student receiving an "Incomplete" must complete the course work prior to the beginning of the following semester. A form re­questing the "Incomplete" grade may be obtained from the Office of Admissions and Registration in Helen Wood Hall and must be completed according to the instructions on the form. Failure to file this form will result in a grade of "E" for the course.

Repeating a Course for a Grade There are times when students wish to demonstrate

on their official record that they understand the ma­terial better than their grades indicate. Students are encouraged to discuss with their advisers the appro­priateness of retaking a course for a better grade. When a course is repeated for a grade, only the second grade is used in computing the grade-point average, although both grades appear on the transcript.

Senior Year in Absentia Students in the College of Arts and Science who are

admitted to a professional or graduate school at the end of their junior year may be eligible to spend their senior year in absentia. All distribution and concentra­tion requirements should be completed by the end of the junior year. Those students considering a senior year in absentia should discuss the possibility in the Academic Advising Office and petition the Adminis­trative Committee for approval. If in absentia status is approved, the student will earn a baccalaureate degree from the University of Rochester following successful completion of the first year in the graduate or profes­sional program. Students who have spent their junior year abroad will not receive approval to spend the senior year in absentia.

Because a student's most advanced work can be done in the senior year, the College of Engineering and Applied Science and the School of Nursing do not encourage their students to take that year in absentia. Students interested in attending other colleges as special students or in beginning medical or law school early should consult their faculty advisers.

Withdrawal and Inactive Status If a student contemplates withdrawal from the U ni­

versity at any time, the appropriate academic advising office should be consulted. Failure to notify the appro­pLate dean's office of intended withdrawal by the date specified in the calendar will result in forfeiture of the enrollment deposit.

Students wishing to spend a semester or more away from the University to work, to travel, or to study at another institution may apply for "inactive" status in their . .c~cademic advising office. Those students who are placed on inactive status pay a nominal fee, receive pre-registration materials, and maintain housing pri­ority in accordance with their classification.

Students holding residence halls contracts who with­draw or are withdrawn from the University for any reason should be aware that their residence halls con­tracts are automatically cancelled upon receipt of a withdrawal notice from the appropriate academic ad­vising office and that the withdrawn student has no further claim to any previously assigned space. Students who are reinstated by the University and who wish to live in the residence halls must submit a new contract, and they will be placed on a space-available basis. These conditions also apply to students in absentia, Study Abroad students, students in internship pro­grams, and students going on inactive status who re­quest reinstatement for the semester in which they onginally had intended to be away.

Adjustment of Charges, Withdrawal and Inactive Status

For students who withdraw or declare inactive sta­tus during the first four weeks of the semester, tuition and :esidence halls room charges will be adjusted according to the schedule that follows. The period fo r tuition adjustment will be measured from the begin­ning :Jf classes to the withdrawal date determined by the appropriate academic dean's office. The period for adjustment of the room charge will be measured from the first day of scheduled room occupancy to the date of contract termination.

Withdrawal during first seven days: 80% reduction of semester charges

Withdrawal during second seven days: 60% reduc­tion of semester charges

Withdrawal during third seven days: 40% reduc­tion of semester charges

Withdrawal during fourth seven days: 20% reduc­tion of semester charges

Withdrawal after fourth seven days: no reduction of semester charges

rhe board charge, after deduction of a fixed facili­ties charge, will be adjusted on a daily prorated basis measured from the beginning of the contract period to the date of contract termination.

Adjustment of Financial Aid, Withdrawal and Inactive Status

Because financial aid is based upon total anticipated costs, adj us tments in these costs because of withdraw­al ordinarily will result in a reduction of previously committed financial assistance. The calculation of the reduction will be made by the Financial Aid Officer after verification of the date of withdrawal by the Dean and the determination of actual costs by the Bursar and the Director, University Services Division. Any allowa ble refund will then be issued to the stu­dent.

The Grading System, Transcript, and Degrees Grades

The undergraduate grading system for all R1ver Campus colleges is as follows:

Letter Performance Grade Grade Level Points

A Excellent 4.0 A- 3.7 8+ 3.3 8 Above Average 3.0 8 - 2.7 C+ 2.3 c Minimum Satisfactory Grade 2.0 c- 1.7 D+ 1.3 D 1.0 D - Minimum Passing Grade 0.7 E Failure 0.0

Grades which carry no grade points:

I Incomplete W Withd raw without effect on the grade-point

average P Pass (mandatory grading syste m in ce rtain

courses) S Satisfactory (Satisfactory-Fail option) F Failure (Satisfactory-Fa il option)

Academic Procedures 205

Dean's List An overall semester grade-point standing of 3.0 and

completion of four full courses are required for a stu­dent to be named to the Dean's List. For example, a student who receives grades of "A," "B," "B," and "C" would have a 3.0 grade-point average and would qualify for placemt'l1t nn the Dean's List.

Probation and Separation !he colleges regularly review the academic progress

of registered students and act to place on probation or separate those not making satisfactory progress to­ward their degree. The standards for "satisfactory progress" are: • An overall (or cumulative) grade-point standing for

a ll semesters completed of at least 2.0 • A grade-point average for the latest semester of at

least 2.0 • Acceptance in to an a rea of concentration before

achieving junior standing • A paid-up term bill.

Usua lly, a college warns a student of impending difficulty by placing him o r her on probation for a semester before considering separation. Students on probatio n are encouraged to seek advising, tutoring, and counseli ng assistance. Any student whose enroll­ment is co ntinued will be considered to be in good aca­demic stand ing.

The dean of the college can be asked to review ac­tions on separat io n. Any request must be made in writing. Reviews are granted only when pertinent new evidence is presented.

T he lJ niversity retains the right to determine the student's sta tus within the lJ niversity. The University has discret ionary powers to maintain a student's en­rollment, to grant academic grades, to authorize grad­uatio n, or to confer any degrees or grant any certifi­cates. Each student concedes to the University the right to require the st udent's wi thdrawal at any time for any valid reason.

Academic Honesty C heating or plagiarism is a concern not only of the

student and the professor invo lved , but of the ent ire University. Eac h student is expected to perform all required work without imp roper or unauthorized help .

Find ings of gu il t or innocence in cases of suspected academic dishonesty are decided by the Board on Academic Ho nesty, not by individual faculty members

206 Academic Services and Information

or proctors. When a complaint is received by the chair­man of the Board, the student's enti re file is reviewed and a decision is made whether or not to bring a charge of academic dishonesty. After due notice to the stu­dent, the Board hears and decides the case, giving the st udent a fair opportunity for defense against the charge .

The Board forward' its findings, the complete file on the student, and its recommendation for ac tio n to the dean of the 'tudent's college. Appeals fro m penal­ties imposed by the dean may be made to the President of the University.

Grade Reports Students receive grade reports from the Registrar's

Office at the conclusion of each semester. The report includes: cou rses taken, grades received , credit hours earned , and semester and cumulative grade-point averages.

Parents or guardians of dependent students will re­ceive grade reports a pproximately three weeks after the semester ends. It is the policy of the University to co nsider all students dependent un less they formally declare their independence. Procedures to be followed are available in thei r college dean's office.

Academic Transcripts Offic ial academic transcripts, which incl ude a rec­

ord of the student's entire undergraduate program, are issued by the Regis trar's Office to other institutions or prospective employers at the student's written request. The University reserves the right to withhold acad em­ic transcripts in the event of an outstanding balance owed the Univers ity.

Bachelor's Degree cum Laude, Magna cum Laude, and Summa cum Laude

T he College of Arts and Science recognizes out­sta nding college-wide achievement of its students by awardi ng these degrees. The dean of the College as­signs the levels of award , based on crite ria established by the Steering Committee of the Facul ty Council.

Bachelor's Degree with Distinction T he bachelor's degree may be awarded in three

grades of distincti on: with distinction, with high dis­tinction, and with highest d istinction. This award is

based on performance in special programs and course sequences established by individual departments or colleges. Students interested in further information on standards for degrees with distinction should consult the undergraduate adviser in their area of concentra­tion.

Bachelor's Degree with Honors Selected concentrators in the fields of biology, mi­

crobiology, and political science may follow programs leadi ng to the bachelor's degree with honors. Descrip­tions of these programs are included in the depart­mental listings.

Transferring Within the University College of Engineering and Applied Science

Engineering students enroll in the College of Arts and Science for the first two years. Those who have met the requirements (see pages 3 I-32) for their particular programs are then admitted to the College of Engineering and Applied Science fo r the last two years. Students should seek assistance from engineer­ing faculty members, particularly their faculty ad visers (assigned early in the fresh man year) , and Dean's Of­fice perso nnel to help insure that first-year courses bot h explore potential areas of concentration and pre­pare the student for each one which might be chosen. Students who satisfactorily complete the four-year sequence receive a B.S. degree in chemical engineer­ing, electrical engineering, engineering and applied science, geomechanics, mechanica l engineering, or optics.

Students who wish to enrich their program in the libera l arts can devote a total of five years to under­graduate study . The ext ra year may be used to satisfy requirements for a bachelor of a rts degree in addition to the bachelo r of science degree in engineering.

School of Nursing Stud ents intending to complete wo rk fo r a degree in

the School of Nursing are directed to the requirements, page 185 of this bulletin.

Members of the School of Nursing faculty are ap­pointed as advisers to students declaring their intention to major in nursing. Therefore, students are encour­aged to declare their intention early.

207

CAREER AND COUNSELING SERVICES

Students considering graduate. studies or em­ployment obtain help from faculty and staff members, college and departmental offic.:s, and the centers described below. Students seek advice and assistance from appropriate departmental advisers and departmental of­

fices in conjunction with utilizing the following re­sources and services.

Career Services and Placement Center

The Career Services and Placement Center offers advising and assistance to undergraduates, graduate students, and alumni who are preparing and applying for admissio n to professional and graduate schools, and to those who are seeking career information or full-time employment. The Center is used primarily by students and alumni of the College of Arts and Sci­ence, the College of Engineering and Applied Science, and the Graduate School of Education and Human De­velopment. Faculty committees, staff advisers, and career counselors help students plan programs most likely to enhance their credentials. Located on the sec­ond floor of Lattimore Hall, the Center is open from 9 a.m. to 5 p.m. Monday through Friday.

Upon request from a student, an individual creden­tials file will be set up and maintained by the Center's staff. The file will contain letters of recommendation which the student has requested from faculty mem­bers and employers with whom he or she has studied or worked . Additional information maintained in the credentials file may include a resume, prepared by the student with the assistance of the Center's counselors; an unofficial transcript; records concerning the trans­mission of the student's credentials; and copies of cor­respondence. When the time comes for students to submit applicatwns for fellowship awards, special honors, the Rochester Plan Early SelectiOn Program, graduate or professional schools, or employment, the file becomes a necessary and valuable source of infor­mation. In addition, when appropriate a nd at the stu­dent's request, letters of recommendation are prepared and forwarded by the Career Services and Placement Center.

All students are encouraged to become familiar with the resourct's of the Center early in their college ca­reers. Whether a student has as yet no definite career objective, has many possible career goals, or has one seemingly definite objective as an entering fresh man, it is not too soon to start exploring opportunities and to start thinking about and preparing for life after col­lege.

A student's introduction to the Center may be to come in and look over the library. It contains general reference material such as Peterson's Annual Guide to Graduate Study and information on fellowships; other graduate catalogs from universities; career informa­tion such as the Occupational Outlook Handhook and (Juide to Careers Through Colle~?<' Majors; information on careers and employment in education, including job vacancies; catalogs for law schools and graduate schools of business; catalogs for graduate programs in the health professions; files containing specific de­scriptions of careers or programs in over 50 health care and health science professions; files containing career descriptions or programs on over I 00 other careers from accounting/ auditing to zoology; a file on federal career and employment opportunities; and files for employers · ·-many of whom recruit at the U ni­versity- describing ~omething about the company and their employment opportunities. Magazines including the Journal uf Medical Education, (JraJuating Engi­neer, and Juris Ductur (for the new lawyer) are dis­played for reading in the library. In addition, students may pick up their own copy of many University bro­chures on departments and special programs. A staff member or counselor familiar with the library is al­ways available to help students find what they need. Appointments can be made in the library for prepro­fessional career and placement counseling and advice. Confidentiality, recommendation, and resume forms for setting up a credentials file are available there.

If a student is considering the possibility of pro­fessional school for law, busi ness, one of the health professions, or education, he or sh.: can consult with one of the advisers who specializes in that area, learn about sp.:cial workshops and informational meetings with faculty members and staff, plan to attend one of the annual care.:rs fairs wher.: professionals from the community speak to students on a one-to-one basis,

208 Career and Counseling Services

and become acquainted with specific sections of the Center's library.

Students who are unsure about their career goals, or who arc having difficulty in matching their interests with a career area, may find it helpful to a ttend some of the special panel presentations, discuss specific careers with volunteers from RACE RS (Rochester Alumni Career Exploration Referral Service), or join a career decision-making group run jointly by Coun­seling and Psychological Services and the Career Ser­vices and Placement Center.

Each year from September through May the place­ment staff arranges for about 200 firms to visit the River Campus for individual employment interviews with seniors and graduate students. Background in­formation about these and other firms, federal a nd state departments and agencies, and their employment opportunities are maintained on file in the Center's library. Students who plan on immediate employment after graduation are encouraged to begin pursuing this information early and to seek advice from a place­ment counselor. In preparation for employment appli­cations and interviews, the staff helps students learn how to analyze their job-related skills, to prepare an effective resume, and to ha ndle a n interview situation with poise and confidence. Interview skills workshops are held several times each semester. Current job op­portunities for openings in business, government, and industry are maintained throughout the year. What­ever the anticipated field, the Center will work active­ly to acquaint the student with job possibilities in his or her a rea(s) of interest.

Of those students in the C lass of 1979 who reported their plans to the Career Services and Placement Cen­ter, 50 percent were accepted into gradua te or profes­sional school and 36 percent entered employment. At the time of that survey (in the summer after gradua­t ion) the plans for 10 percent of the graduates were not yet final.

Generally, five of every 10 students at the Univer­sity of Rochester go on to professiona l or graduate studies, many in the best programs in the country, after earning the bachelor's degree. Below are detailed descriptions of several of the specialized preprofes­sional advising services available.

Health Professions At the University of Rochester the educationa l

needs of students preparing for careers in the hea lth professions and hea lth sciences a re fulfi lled through a

broad curriculum and a comprehensive advising pro­gram. Ample opportunities are provided for students to test their talents in medical research. Faculty mem­bers from both the River Campus and the Medical Center are involved in the teaching and advising of undergraduates. The discontinuity between health sci­ence and general education and between preprofes­siona l and professional education in the health sci­ences is being removed (see the Rochester Plan). The proximity of the Medica l Center to the River Campus has enabled the University to offer preprofessional students in the classroom and in the laboratory the opportunity to acquire knowledge concerning the op­eration of the health care system and the roles of health professionals.

Admission to graduate degree programs in the health professions and health sciences is highly selective. Applicants must have excellent academic credentials as well as personal commitment, knowledge of the health sciences and health care issues, and experience in a health care environment. For example, nationally only one of every three applicants gains admission to medical or denta l school. At the University of Roches­ter, 65 percent of those seniors who applied last year are now in medical school and over 92 percent were accepted to dental school.

Graduate and professional schools encourage pre­professional students to pursue a baccalaureate degree program in the libera l arts. Even students pursuing professiona l degrees at the bacca laureate level (see School of Nursing) are required to complete the first two years in a liberal arts curriculum. Students may choose a concentration in the humanities, social sci­ences, or engineering as an alternative to a concen­tration in the natural sciences. In order to encourage diversity in study, the College of Arts and Science does not offer a concentration in "premed," "predent," or any other preprofessional area. With the assistance of counselors in the Career Services and Placement Center and faculty advisers from both the River Campus and the Medica l Center, students develop an integrated program. Although professional schools usually have core course admission requirements­including an academic year of general chemistry, or­ganic chemistry, general physics, college mathematics, and biology beyond the introductory level- most of these schools a lso recommend familiarity with a broad spectrum of disciplines. In order to qualify for admis­sion to many medical and dental schools, a year of English is required .

Health professions counseling begins d uring the Freshman Orientation Programs and continues through-

out a nd sometimes beyond four years. Preprofessional students are encouraged to utilize fully the Career Services and Placement Center facilities , where they can seek advice from health professions counselors, establish a credentials file during the freshman year for use later on, and explore informational materials in the hea lth professions library. The library contains graduate catalogs, specialized admission and refer­ence books, a section devoted to career and graduate program descriptions, relevant articles and magazines, as well as advising booklets prepared by the U niver­sity of Rochester.

The Rochester Plan Several years ago, a group of faculty members a nd

administrators at the University of Rochester began to study ways of improving education for the health pro­fessions. T he University proposed to organize its re­sources- faculty, facilities, and counseling services­into the Rochester Plan. In November 1975 the first of two grants was awarded to the University by the Com­monwealth Fund to assist in its design, operation, and evaluation. The Plan continues to evolve. Because the structure of health education is complex and the prob­lems of different areas are intertwined, the Plan is a rich and subtle blending of many components: curric­ulum development a nd change, including design and implementation of new degree programs; improve­ment of undergraduate academic and career counsel­ing; a nd integration of undergraduate and medica l education.

T he Rochester Plan helps students prepa re for sat­isfying careers while they reap simultaneously the full benefits of a liberal education. It is a University-wide effort that crosses traditional boundaries between de­partments a nd colleges.

The choice of a career in the health professions should be a positive decision evolving fro m the stu­dent's own interests, talents, and humanitarian con­cerns. Such a decision should be based on an education which includes strong health sciences courses and courses relevant to an understanding of the scientific, historical, legal, social, and ethical issues of hea lth care. Whenever possible, students should have famil­iarity with specific careers, the roles of hea lth profes­sionals, a nd the interaction of a hea lth ca re team. T o accomplish these ends, new courses and programs, many of them interdisciplina ry, are being introduced.

A clearinghouse service and a n undergraduate fel­lowship progra m have been fo rmulated to encourage

Career and Counselinf? Services 209

undergraduate 'tudents to pursue independent re­search and study during the summer and academic year. The Rochester Plan Summer Project Program has assisted enterprising students in finding and pur­suing opportunities to work in research laboratories a nd on research studies with faculty members on the River Campus and in the Medical Center.

An early selection program provides the opportu­nity for up to I o sophomores to be granted early ad­mission to the University of Rochester med ical school each year. After completing two years of libera l arts education, students granted ea rly selection design, under the guidance of faculty advisers, individual four-· year programs integrating undergraduate a nd pre­clinical medical education. The final two years are devoted to traditional clinical study. Alth;mgh the normal eight-yea r time sequence needed to ea rn the B.A. (or B.S.) a nd the M.D. degrees is not shortened, the integration of courses during the middle four years allows students freedom to develop perso nal ized pro­grams usually not possible under the regular four-four, premedical-medical sequence. Some students are able to develop and combine B.A.-M.A. or B.S.-M .S. pro­grams while simultaneously completing the preclinica l medica l requirements.

For more information about health professions a t the University of Rochester, please write to Hea lth Professions Advising, Career Services and Placement Center, Lattimore Hall, University of Rochester, Roch­ester, New York 14627.

Nursing The major purpose of graduate educa tion in nursing

is the scholarly pursuit of knowledge a bout human­kind in health and illness. Focused on tomorrow and designed for the student whose career goal is leader­ship for flex ible and innovative professional practice, graduate education includes the study of the basic sciences and humanities, the development of an ad­vanced level of competence in a clinical a rea, and the development of research and leadership skills. While mainta ining professional individuality, the student a lso learns to function collaboratively with other dis­ciplines and professions. F urther info rma tion about master's and doctoral education in nursing may be ob­tained from the University of Rochester School of Nursing Graduate Studies Office, from graduate pro­gram catalogs of schools of nursing, a nd by writing to the National League fo r Nursing, 10 Columbus C ircle, New York, New York 10019.

210 Career and Counseling Services

Law The most important criteria used by law schools in

evaluating a candidate for admission are the individ­ual's undergraduate record, the Law School Admission Test (LSAT) score, and the quality of the undergrad­uate institution.

Prelaw students at the University of Rochester have an extraordinarily wide range of options available in shaping their undergraduate curricula. From the point of view of the law schools, a student's undergraduate major is relatively unimportant. Whatever major a prelaw student chooses, law schools will be interested primarily in the breadth and depth of the intellectual challenges represented by the overall undergraduate record.

We are concerned that our students make the best use of the University's offerings for their personal in­tellectual growth as well as in preparation for the study of law. For each of the past five years, something over 85 percent of University of Rochester students seeking admission to law school have been accepted at one or more schools. This is well above the national average.

Prelaw advising is offered through the Career Ser­vices and Placement Center in Lattimore Hall. With the assistance vf faculty members and deans, the pre­law advisers offer students, on a daily basis, detailed academic information and advice about undergraduate preparation at Rochester, law school admission cri­teria, the procedure for applying, and careers in the lega l profession. The prelaw advisers are in regular contact with law school deans and staff, and with Rochester graduates now enrolled in law schools, in order to provide current undergraduates with up-to­date, practical, and factual information. rhey con­tinually collect and analyze data , including the grade­point averages and !.SAT scores of all those offered admission to individual law schools each year. Beyond using published data, the prelaw advisers do their own surveys of law schools around the country. ln addition to the advice based upon data, the prelaw advisers provide opportunities for students to obtain direct advice from visiting law school representatives and from practicing lawyers. The following are among the special services provided by the prelaw specialists and the Career Services and Placement Center.

A d visinJ,; meetings acquaint prospective la w school applicants with the ABC's of the application process, including information about preparing to take the LSAT, compiling recommendations in a credentia ls

file , the best time to apply, and other ways to en­hance the applicants' chances.

A nnw;llr revised Universilr publications include two booklets, Undergraduate Preparation for the Legal Profession and Guide 10 the Application Process f or Law School; information about where the most recent Rochester applicants were accepted, rejected, and/ or wait-listed; and The Law School Locator which en­ables students to see at a glance the median grade­point average and LSAT scores of students accepted at law schools throughout the country for the preced­ing year. Used in conjunction with the Pre-Law Hand­huuk the Locator contributes substantially to Roch­ester\ high rate of successful application to law school.

On-campu:s visits by law school representatives each fall semester include deans or other admission officers from 15 to 20 law schools who meet informally with prospective and current applicants individually or in small groups.

Recent law school J,;raduates are invited to speak about their experiences in law school to all prospec­tive and interested prelaw students. S peaking person­ally and often having very dissimilar backg rounds, they compare undergraduate and professional t ra ining, citing what they discovered to be useful and needed as pc.rt ·Jf their preparation and what law schoo l study entails.

The Law Career Options Panel each fall includes six experienced lawyers from a variety of settings, ranging from a legal assistance office to co rporate work, who speak about their roles, often provide brief biographical sketches, and profile a typical day in their lives.

Comments from recent Rochester Kraduates now enrolled in lav.· school are available in a notebook in the prelaw library, so that students may have a source of info rmation from knowledgeable colleagues. T he ca ndid replies reflect a rea l concern for their prospec­tive classmates and are full of sound advice, humor, and common sense.

Early in their college careers, prospective prepro­fessional students are advised to set up credentials .files for the purpose of compiling- over the next three to four years- - recommendations from professors a nd employers. At the time a student applies to law scho ols, a curnpositt! leila of recommenda tion based upon a nd using these materials is sent to each law school to which a student applies.

Just as the Association of American Law Schools stresses the necessity of a strong liberal arts education, the Associat ion also notes the importance of gaining some familiarity with the legal prolession before de­ciding to apply to law school. Such exposure may be valuable to the admission committee of a law school; but, even more important, it will ass ist students in making a wise career choice. At Rochester, students have direct personal contact with lawyers through the programs al ready mentioned above; and, in addition, the University offers academic opportunitie~ . includ­ing internships, for students to gain firsthand expe1 i­ence with lawyers a nd their activities.

Counseling and Psychological Services (CPS)

C PS is located in Lattimore 107. Counselors ca n be seen by appointment Monday th rough F riday from 9 a. m. to 5 p.m. An appointment can be made in per­son o r by calling extension 2361 d uring off ice hours.

CPS offers counseling services to help students with personal, vocational , and educational concerns. Specific help is available for interpersonal relationship problems, clarifying vocational goals, improving aca­demic effect iveness, ha ndling externa l pressures, and coping with interna l stress and discomfort.

Academic effectiveness is a maj o r concern of ma ny students, and CPS offers a number of specialized programs to meet this need. These programs include assistance with:

Reading Effect iveness- improving reading effective­ness th rough individually tailored programs.

S tudy Skills- mastering texts a nd other assigned readings; preparing fo r and ta king exams; organizing a nd using time effec tive ly; listening; memory skills.

Examination A nx iety- reducing a nxie ty that may be interfering with performance on exams.

Academic Mo tivation- exploring a nd achieving aca­demic motivatio n. Sessions a re semistructured a round such topics as "Why a m I in school?" o r " How ca n I decide on what to study?" or "What do I want from college?"

Writing Skills- providing a n opportu nity to develop writing ski lls; working on problems in researching, organizing, and articulating without the pressu res in­herent in course work.

Career anJ Counseling Servires ] II

Ma1honancul Skills- acquiring mathematical thmk­ing skills at an appropriate level to assist in imple­menting academic and/ or career plans. The primary aim of this service is not remediation, but enhance­ment.

All of C PS's services are offered on a confidential basis. The content of conversations with a counselor will not be released to anyone without the student's written consent. Staff members are willing to see stu­dents who a re not yet sure they need particular help. It is often useful to talk with someone in order ti.l ex­press feelings about how things are going.

A number of other advising and counseling resources are described in this catalog. Of these, the mental health section of the University Health Servict' IS an­other particularly fine resource for perso nal counsel­ing assistance.

Testing The Testing Office administers testing programs

a nd services in conjunction with counseling and, in addition, administers those tests which are required fo r advanced work or spec ial progra ms.

Additiona l information about testing programs can be obtained in the Testing Office in Lattimore 312. Recent changes in New York S ta te law make it advis­able fo r students to consult the Testing Office for cur­rent information regard ing test administration and reporting of results. The major testing programs ad­ministered by this office in recent years include:

Foreign Language Proficiency Examina tions G raduate Record Exam ina tion America n Dental Associatio n Aptitude Test Law School Admission Test Gradua te Management Admissio n Test (GMAT) New York S tate Proficiency Exams G radua te School Foreign Language T est Test of English as a Foreign La nguage Natio nal Teacher Examinat ions

Questions a bout other nationa l testing programs should be directed to the Testing Office. If the tests in q uestion a re not given th~::re, students will be re­ferred to the proper locations.

213

STUDENT LIFE

T ht> University recognizes that students de­velop not only intellectually, but physica lly, emotionally, and socially as well. This devel­opment is supported by the services and in­formal educational opportunities provided through the professional staffs of several

~tudent services departments. Many students consider their informal learning ex­

periences outside the classroom to be among thei r mu~t significant and enduring experiences as under­graduates. In many instances these experiences com­plement students' academic and intellectual develop­ment; in others, they are simply for relaxation and enjoyment. Informal learning at Rochester includes broadly diversified opportunities in major areas of involvement: intramura l sports, interco llegiate spo rts, individualized sports skills, religious life, intercul­tu ral programs. informal lea rning experiences geared t•) personal development, clubs and activities, resi­dence hall programs, off-campus experiences, oppor­tunities for leadership development, and the planning and execution of entertainment events.

Office of Student Life T he Office of Student Life helps students improve

the quality of their lives outside the classroom through services and informal education programs. Areas in which the Office can provide assistance include:

Student Problems. In a ny complex community such as the University, some problems affec t many mem­bers of the community. The Office of Student Life often works with students to pinpoint a nd solve such problems.

Information. Coping in any large organization re­quires mo re informatio n than most individua ls have at any given time. T he Student Life sta ff will answer a student's quc;:stions about the University or will refer the student directly to the office which can answer them.

Change. To prosper, the University must continu­ally change a nd students must be among the prime initia tors of change. Working through the Office,

students have initiated changes in student-faculty re­lations, security, buildings a nd grounds, programs of informal learning, and in developing new student organizations.

Research. Students' attitudes, opinions, and evalua­tions collected by the Office are an important source of information for faculty a nd staff. Both on its own and in coopera tion with student organitations, Stu­dent Life conducts research on such topics as stu­denb' cha nging a ttitudes, the effectiveness of various committees, the effects of residence hall life on stu­dents, and students' preferences for changes in the academic calendar or board plan options.

Student Course Opiniun Project. A survey is taken at the end of each semester to determine students' perceptions of the quality of instruction provided in participating courses. T his procedure helps faculty to be more knowledgeable about the impact of their work.

Discipline. The Dean of Student Life is responsible for nonacademic discipline. A system of student judi­cial boards helps to ma inta in o rder within the U ni­versity community and to insure that individua l r ights are respected .

Appeals. Students may consult the Office to request a third-party review of their problems.

Emergency Loans. Short-term, no-interest loans are available to all full-time River Campus students through the Office.

Student Activities The Wilson Commons/ Student Activities staff pro­

vides professional advice and planning for the active pa rticipation of students in a diversified program of socia l, cu ltural, and recreationa l activities (for the University co mmunity). The student act ivities pro­gram is as varied and broad as campus fac ilities a nd student interests permit. Weekdays, evenings, and weekends througho ut the academic year are scheduled with a variety of events by students, campus organ­izations, a nd academic departments.

214 Student Life

Wilson Commons, the Uniwrsity center conta ining a variety of facilities and services, is the focal point fo r out-of-class life on the River Campus. The Commons is the place to meet friends , schedule meetings, plan programs and events, make informal contacts with faculty and staff, o r just relax. Located in the Com­mons are offices for student organization>, a snack bar a nd rathskeller, a recreation center, meeting rooms, the Hartnett Art Gallery, the Student Activi­ties Office, the Hair Company, and the Music Office.

Wilson Commons Schedule of Hours 1980-81 Information Desk

Monday- Wednesday ............... 8 a .m.- I a.r1. Thursday and Friday ... .. .. . . ...... 8 a .m. 2 a.rn. Saturday ... . ..... . ....... .. ....... 9 a.m.-2 a. m. Sunday . . . .......... . ............ II a.m ... ] a.m.

The Common Market

C loses 15 minutes before building closes

Ticket Service

Closes 15 minutes before building closes

Recreation Desk

Monday-Friday ................ upens at 10 a.m . Saturday a nd Sunday ............ opens a t II a .m. Closes 15 minutes before building closes

Snack Bar

Opens at the same time as the building Closes one hour before building closes

Rathskeller

Opens a t 4 p.m. da ily Closes at the same time as the building Last call 15 minutes before closing

Hair Company

Tuesday-Friday ........ . ........... 9 a.m.-6 p .m. Saturday ... ...... .. .. . . ... . .. .. ... 9 a. m.-3 p.m.

Music Office

M onday- Friday ....... . .... . . 8:30 a .m.- 4:30 p.m. The schedule cha nges during semester breaks :'. nd

scheduled vacations.

l'a rticipation in the student activities program at the U nivcrsity can hclp students develop ski lls. ex­pion~ new ideas, develop leadership potent ia l. and learn more a bout themselves.

lhe StudL·nts' Associatio n includes all undergra d­uates and is governed hy a student-elected sena te a nd pre>ident. The Student Senate and its 50 fund ed or­ga nizations a re supported by the student ac tivit ies fee. which is assessed to a ll undergraduate students. T he Senate has six standing com mittees : the Extra­curricular Committee, the S tudent Life Committee, the University Relations Committee, the Ap prop ri­ations C ommittee, the Financia l Affa irs Committee, and the S teering Committee.

Students may obta in ed itoria l, business, a nd writ­ing experience working o n publicatio ns, including the Campus Times (a da ily student paper), lnrerpres (a yea rboo k edited by the junior class), a nd Lof{os (a lit­erary magazine).

S tudents may ga in experience in broadcasting, an­nouncing, a nd engineering by joining WR UR, the stu­dent-operated AM a nd F M radio sta tion, o r t he A ma­teur Radio C lub (K2ZWI).

Various dramatic productions a llow students to develop their skills as actors, set designers, theater technicians, or playwrights. The principa l drama or­ganizations are the Committee on the Performing Arts and the Association for Black Drama and the Arts.

Informal act ivities which complement classroom learni ng a nd which concentrate on students' special interests are available through departmenta l orga niza­tions and through groups such as the Outside Spea kers Committee, International S tudents Associatio n, Black Student Unio n, Campus C inema Group, Outing C lub, Bridge C lub, C hess C lub, a nd severa l dozen other clubs.

fherc are II active social fraternities and three sororities on campus, as well as a number of honorary societ ies for those who have excelled academically or have been recognized for outsta nding co nt r ibutions to the University community.

The professiona l staff of the R1 ver Campus Music Office helps individua ls develop their interests a nd taknts in music. River Cam pus musical organiza tio ns include the C hapel Choir, Wome1~'s and Men's G lee Clubs. Y ~llowjackets, Women's Ensemble, Unive rsity Symphony Orchestra, University Chamber Orchestra. Symphonic Band, Jan Ensemble, Varsity Band, a nd Vocal Point.

Counseling and Special Services Counseling and Psychological Services (CPS)

C PS IS located in La ttimo re 107. Counselors ca n be seen by a ppointment M o nday th roug h Friday fro m 9 a .m. to 5 p.m. A n a ppo intment ca n be made in pe r­son o r by calling ex tension 2361 during office hours.

C PS offers counseling services to help students with personal, vocational, and educationa l concerns. S pecific help is a vaila ble for interpersona l rela tion­ship problems, cla rifying voca tio na l goals, improving acade mic effectiveness, ha ndling ex te rna l p ressures, a nd coping with inte rna l stress and discomfort. The S tudy S kills Center, which is a part o f C PS , o ffers a range of services to aid student academic effective­ness. See page 211 for a more detailed description of C PS's services.

Career Services and Placement Center Located on the seco nd floor of Latt imo re Ha lL the

Ca reer Services a nd Placeme nt Ce nter serves as the foca l poi nt in a student's sea rch fo r vocatio nal infor­mation, advice, and placement. Offices are open fro m 9 a. m . to 5 p.m. Monday through F riday. See page 207 fo r a deta iled description of its services.

Chaplains' Office The C ha pla ins' O ffice, located in the University's

Interfaith C hapel, offe rs students a va riety of oppor­tunities fo r religious wo rship and medita tio n, social service and personal counsrling, a nd cultura l a nd so­cial events. Roma n Catho lic, Protesta nt , a nd J ewish chapla ins a re ava ila ble to work wit h a ll mem bers of the University community .

T he Protesta nt community focuses on the weekly Sunday service. A ttempts a re made .. bo th forma lly and info rma lly, to raise a nd deal with importa nt 1ssues with in the University, churc h, and society a nd to in­volve community a nd church in University life. Other groups such as the C hapel Cho ir, the Gospel C ho ir, and Inte r-Varsity C hristia n Fellowship offe r addi­t iona l opportunities fo r religious express io n.

As the Catholic campus pa rish, t he Newma n Com­munity welcomes undergrad uate students as well as other members of t he University. T he 1\!ewma n Co m­munity provides a regula r schedule of S unday a nd daily Masses a nd other sacra mental cele bra tio ns a nd

Counseling and Special Services 215

offe rs a wide range of o pportunities for perso na l en­richment, educatio n, service, and social events.

The Hille l Foundation serves to transmit the J ewish heritage through educationaL re ligious, cu ltural, socia l, and counseling services. The Hillel student leade rship is com mitted to projects on wide ly dive r­gent a spects of Judaism.

I he C hapla ins' Office mai nta ins close contact with rerresentatives of other religious groups such as the Hindu Students Associatio n, the Mus lim Students Associa tion, Baha'i, yoga gro ups, and the C hristian Science O rgani?atio n.

The Executive Secretary of the Inte rfa ith C hapel wo rks with students, .chapla ins, a nd University de­partments to facilitate a nd coo rdinate the ma ny pro­grams carried on within· the cha pel.

The Service Lea rning Cente r (S l.C) is a student-run agency tha t assists stude nt volunteers who wish to wo rk in local hospita ls, settlement huuses, a nd c ity schuo ls. T he Camrus " Y" Project also he lps students beco me involved in community service projects. Both the Cam pus Y a nd the SLC are located in the Ruth Me rrill Student O rganizatio n Center o f Wilson C om­mo ns.

University Health Service T he University Hea lth Service provides a compre­

hensive medica l care program fo r a ll full-time students, postdocto ra l fe llows, a nd S tro ng M em oria l Hos pita l reside nt staff. Med ical care is availa ble 24 hou rs a day throughout the year. T he prima ry med ical outpatient department for a ll students is loca ted in the Medical Center at 250 C rittenden Bouleva rd. Additional fac il­ities a re o pe n during the day a nd evening o n t he River Campus a nd a t the Eastma n School fo r the conve­nience of students who need mino r a mbula tory hea lth care or information. A t the River Cam pus the Health Service operates a fou r-bed infi rmary and an observa­tio n room for st udents who need nona mbulatory care o r o bservati on but d o not require hospita liza tion. In case of serious illness o r inj ury, students may be ad­mitted to the University's Strong Memo ria l Hospita l. Me nta l hea lth consulta tion a nd short-term psycho­the rapy are a lso a va ila ble th rough the Hea lth Service.

·r he relat ionship between the Hea lth Service physi­cia ns a nd their student patients is confide ntia l. It is assumed tha t pare nts a nd students agree that the stu­de nt is able to give consent fo r most medica l treatment, inc luding mino r surgical procedures. Noti ficat ion of others, including pa rents, is genera lly considered the

216 Student Life

student's responsibility unless the condition is serious or tht> student is unable to assume re~ponsibility for informing others.

The mandatory hea lth fee provides full-time stu­dents unlimited access to care at the University Health Service 12 months a year in accordance with the pro­vision~ of the Student Hea lth Broc hure distributed to all new students and available on request. S hould a student choose to see a private physician or go to a n outside facility, the student assumes all responsibility (including financial responsibility) for his or her care.

The health fee also includes an extended Blue Cross­Blue Shield health insurance policy that provides hos­pitaliza tion, infirmary admission, and other medical benefits. 1 his full-year coverage continues as long as the student is enrolled on a full-time basis. If the stu­dent is already covered by health insurance compa r­able to the University's Blue Cross-Blue Shield plan, a portion of the health fee inay be waived . An insur­ance plan for student dependents is also available.

All entering students must submit a University health history form which includes immunization in­formation. The health program is described in full in a brochure available upon request from the Hea lth Service, Box 61 7, Rochester, New York 14642.

Department of Special Student Services

fhe Department of Special Student Services helps individual students within a group context to learn to use an array of academic and nonacademic resour:es for intellectual a nd personal growth.

Handicapped Student Services. The University of Rochester admits students without regard to sex, race, color, na tional or ethnic origin, or handicap. S taff in the Department of Special Student Services work closely with disabled students providing support ser­vices, resources, and counseling. Note-tak ing assis­tance and coordination of special programs may be arranged through this department.

Minoritl ' Student Affairs. The Office of Minority Student Affairs contin-ues the growth and develop-­ment of a pluralistic, multicultural learning commu­nity by assisting in the recruitment of minority ;tu­dents and in working to enhance the ir experiences a t the University through specia l programs and services. The New York State Higher Education Program, the Summer Early Connection Program, and the Peer

Counseling Program are some of the progra ms co n­ducted by this office.

Staff are a lso available to provide individual coun­seling. In addition, the Learning Resource Center in the Office of Minority Student Affairs provides regu­la r study-tutorial sessions, group workshops, and in­dividual lea rning opportunities for students.

international Student A/f'airs. T he Internatio nal Student Affairs staff provides counseling on nonaca­demic matters for all nonimmigrant foreign students. This office also coordinates campus and community resources and services available to foreign students; provides information concerning the Immigration a nd Naturalization Service; and conducts activities to in­terpret foreign students' backgrounds, needs, and probk:ms.

Sports and Recreation The Sports and Recreation program encourages stu­

dent participation in intercollegiate athletics, in int ra­mural competition, and in a variety of recreational activities.

lntercul/egiate Athletics. The intercollegiate pro­gram seeks to a ttract as many participants a~ pllssiblt. SchedJles are designed to be compatible with st u­de nts' academic programs. There is interco llegi~te competition for men in baseball, basketball, cros;.­cour,try, football, golf, lacrosse, soccer, squash, swim­ming, tennis, and track and field. There is intercol­legiate competition for wome n in basketball, field hockey, lacrosse, soccer, swimming, tennis, and volley­ball. There are coed opportunities in track, golf, ~nd squash.

lnllamurals. Nearly 60 percent of R ochester's stu­dents participate in the University's extensive intra­mural program, which includes men's, women's, a nd coed com peti tion in tea m and individual sports. Bas­ketball, touch football, soccer, softball, tennis , volley­ball, water basketball, and water polo are some of the intramural sports available.

Sports and Recreation. Ma ny recreational a nd in­structional activ ities are offered for all studenb, fac­ulty, a nd staff. They include bicycling, bowling, golf, horseback riding, lifesaving, racquetball. ski ing, skin diving, tennis, a nd yoga. In many activities, instruc­tion is provided through clinics, m ini-courses, and in­dividual sessions.

Athletic Facilities In the spring of 1980 the University embarked on a

major expansion and renovation of its athletic facili­ties. The program is scheduled for completion during the fall of 1981. At that time the University's athletic facilities will include:

Spans and Recrealion Center: A new building hous­ing a swimming pool 25 meters long and 25 yards wide with a well for three-meter and one-meter diving, three regulation basketball courts, four indoor tennis courts, multipurpose areas for volleyball, badminton, fitness work outs, and meetings, and a student lounge.

Alexander Palestra: Home site for University inter­collegiate basketball a nd volleyball, with permanent seating capacity of 3,000. Also houses coed training room.

Alumni Gymnasium: Office of Sports and Recrea­tion, Roman L. Speegle Pool, six racquetball courts, five squash racquet courts, and calisthenic and weight rooms.

Field House: 12,000-square-foot indoor playing sur­face covered by artificial turf with a 225-yard poly­urethane-surface running track around the perimeter (and extending through a tunnel under the adjoining Palestra). The area is used for activities of most Uni­versity intercollegiate athletic teams, many intramural events, and many recreational classes.

Spurrier Gymnasium: Gymnasium, Wilbra ham Swimming Pool, dance studio, and coed training room.

Fauver Stadium: 6,000-seat concrete and brick sta­dium and lighted, all-weather playing field with 400-meter eight-lane track. Site of intercollegiate football, field hockey, soccer, lacrosse, track and field, and a full range of intramura l and recreational activity. Also ho uses coed training room.

Other Owduor Facilities: 12 lighted tennis courts, baseball and softball fields, soccer pitch, field hockey area, and a large natural-grass intramural field.

Construction and renovation have been planned so there will be only minor dislocations of existing pro­grams (principally affecting tennis) until the project is completed.

Residence Halls The residence halls program is designed to enhance

students' academic progress by providing comfortable

Athletic Facilities 217

living arrangements and opportunities for personal growth. Through contacts with various staff members, residents are encouraged to share interests with their roommates and neighbors and to participate actively in the functioning of their residence hall. For example, there are many opportunities for students to become involved in the development of their living area by par­ticipating in a ha ll's student government or serving on one of its committees for social, cultural, and educa­tional programming. In addition, the program comple­ments students' academic growth through its faculty­in-residence program and informal student-faculty­staff interaction within the halls. About 85 percent of undergraduate students live on campus in residence ha lls.

Freshmen are required to live on campus (unless they live with parents or relatives in the Rochester area) and are housed in double rooms in various resi­dence areas throughout the campus. One of the stu­dent's earliest contacts with the residence halls staff is with the Resident Advisor (RA). RA's, who are care­fully selected upperclassmen, are assigned to floors or corridors where freshmen reside and provide informa­tion and referra l concerning the various student ser­vices available on campus. T hey also assist freshmen in making the adjustment to academic and campus routines and in developing friendly relationships with roommates and other students living nearby.

Opportunities for diversified living arrangements expand gradually beyond the freshman year. Although most freshmen and sophomores live in double rooms, s ix-person suites and single rooms become increasingly available to upperclassmen on a limited basis. These spaces are allocated by a lottery system, with seniors drawing first, juniors next, then sophomores. Rooms are selected by students in the spring for occupancy during the following academic year. Usually there are some sophomores who remain unassigned after room selection; these students are placed as vacancies occur during the summer. In certain buildings sophomores, juniors, and seniors may choose not to participate in the University's board plan.

Because a significant portion of a student's time at the University is spent in the residence halls, it is im­portant that students recognize the wide variety of opportunities for personal growth within the residen­tial setting. To this end students are encouraged by staff and by other students to utilize the University's resources in maximizing such growth. The residence halls staff supports student needs and interests with a variety of programs and services such as special-inter­est living arrangements, the faculty-in-residence pro-

- -------

218 Student Life

gram, student-staff committees, and special program corridors where students with similar academic or extracurricular program interests may live together.

Residence Areas The Quad. Burton, Crosby, Gilbert, Hoeing, Love­

joy, and Tiernan Halls are individual buildings offer­ing single and double rooms. Hoeing and Burton Halls house men only; Lovejoy Hall houses women only. The remaining halls are predominantly coeducational by corridor or floor. Tiernan Hall is available by applica­tion to those students who wish to commit themselves to an organized program of community development for that hall. Freshmen and upperclassmen live in all buildings except Crosby, which is reserved for upper­classmen only. Resident Advisors live in all areas where there are freshmen.

Anthony Halls. Susan B. Anthony Halls compnse Gannett, Gates, Hollister, and Morgan Halls. These halls include both single and double rooms. Floors are coeducational and consist primarily of alternating male and female corridors, each staffed with a Resident Advisor. One floor houses males and females in a ran­dom arrangement on all four corridors of that floor.

Hill Court (Chambers, Fairchild, Gale, Kendrick, Munro, and Slater Houses) is a group of six small­scale, four-story units for sophomores, juniors, and seniors. Each house contains suites, which include six single rooms, private bath, and common living room. All houses are coeducational and are staffed either by a Graduate Resident Advisor or by faculty-in-resi­dence.

Founders Court (Anderson and Wilder Towers) in­cludes both suites and double rooms. Suites include four single rooms and one double room, with private bath and common living room. Double rooms include adjoining bathrooms. A Graduate Resident Advisor and three RA's staff each of the Towers units. The Towers are coeducational. Freshmen live in the Tow­ers in double rooms and a few suites; other residents of the Towers are upperclassmen.

Helen Wood Hall, across from the University Medi­cal Center, is a coeducational residence with pre­dominantly single rooms. A Graduate Resident Ad­visor staffs this building, which houses upperclassmen only.

The Quad Annex includes several fraternity and special-interest houses. Students occupying these small living units live primarily in single and double rooms and are members of groups which, for the mcst

part. apply for special-interest living arrangements on an annual basis.

The Gradua1e Uving Center will a lso house under­graduates for the 1980-81 academic year in two- and three-person apartments in de Kiewiet Tower. A Grad­uate Resident Advisor staffs this building, which house' upperclassmen only.

Auxiliary Services The Office of the Associate Treasurer is responsible

for managing University-provided food services, book­stores, off-campus apartments, parking, security, telephone service, and a number of other supporting services. University policy requires that parking, food, bookstore, and housing services- services which are used selectively and substantially as matters of indi­vidual preference- - be sustained by the fees and other charges paid by those who use them, including prc>­visions for depreciation, replacement of equipment, and maintenance. Those services, therefore, are not supported from the University's tuition and other edu­cational income.

Student Identification Cards Each year identification cards are provided by the

Universtty for all students. They are required for charging out books from the library. for cashing checks on campus. and for admission to various campus events and activities. The card is embossed with stu­dent name. identifying number, and local address. It also shows the student's birth date, signature, and pic­ture. Students at the Medical Center are required to wear identification badges. The regular student iden­tification card serves this purpose; worn as a lapel badge, one side of the card carries the student's na me and photograph. The same cards, with special mag­netic endorsements, serve to identify those student> who have purchased board contracts and are entitled to meals at University dining centers. In addition, the cards are useful for security purposes and for positive identification on campus and elsewhere.

Ente-ing freshmen are photographed during the Freshman Orientation Programs. Undergraduates who will be returning the following fall may be photo­graphed annually during the last few weeks of the sec­ond semesier. T ransfer students are photographed early in the fall and spring terms. No charge is made for the identification card, but there is a $6 fee for re­placement of a card.

219

220 Student Life

Bookstores The River Campus Bookstore, operated for the U ni­

versity by Barnes & Noble Bookstores, Inc., provides goods and services that reduce the need for students to leave the campus. In addition to required textbooks and supplies, it stocks paperback and hardbound titles in a wide range of subjects and a variety of clothing and other merchandise to serve personal needs. In addition to new texts, the Bookstore carries a substan­tial stock of lower-priced used textbooks.

The Bookstore is located on the ground Ooor of the Frederick Douglass Building and is open weekdays and Saturdays. Branches of the Bookstore are located at the Eastman School of Music and at the Medical Center to serve students who take all or part of their programs there. VISA and Master Charge credit cards, as well as personal checks, are accepted.

University Food Service The University operates its own food service under

the direction of professional food-service administra­tors. The University dining service plan provides either 14 or 20 meals per week, for which the student con­tracts at the beginning of the year. Board plan partici­pants may take their meals at either of the River Cam­pus dining centers (Danforth Dining Center or the Frederick Douglass Dining Center) or at Eastman School of Music residence halls. On the River Campus the dining centers serve three meals a day Monday through Saturday, with brunch and supper served on Sunday. At the Eastman School two meals, breakfast and dinner, are served daily. These meals can be pur­chased for cash or on a prepaid board plan. Board plan contracts are for the fall or spring semester of each academic year and are effective from the first day of classes in the fall to Commencement the following May, excepting periods specifically designated in the University calendar as academic recesses. Meal hours and food service locations are adjusted from time to time as the number of students on campus and special events require. Regular schedules of meal services are published in University newspapers and posted at the dining centers and in residence halls. Notices of any changes in the schedules are distributed in advance at the dining centers and also posted in the residence halls. Upper-class students who live in certain resi­dences may elect not to participate in the University's contractual service, but any student who so chooses is charged a facilities fee each semester to help defray fixed operational costs. The cafeteria-style service pro­vides a variety of main courses at each meal (generally

on an a~-much-as-you-would-like basis), a nutritionally balanced as well as an attractive menu. Other services include snack bars, confection and beverage vending machines, and a catering department. The Wilson Commons snack bar and rathskeller provide food and beverage service late into the evening as well as during the day.

University Security The University has its own Security and Traffic Di­

vision for the protection of students, members of the University community, and their property.

The Division, with headquarters on the ground tloor of the University Medical Center, operates 24 hours daily and has radio-equipped patrol cars and officers. A branch office is also located on the River Campus. Matters involving security, traffic, fire, or police should be reported to either office for investigation and ac­tion. The emergency telephone number when dialed from ar;y University telephone is the two-digit number 13. From outside the University the Security office number is 275-3333.

Student Employment Office On-campus employment of University of Rochester

students is coordinated by the Student Employment Office, a unit of the University Personnel Department. Students seeking part-time jobs at the University should visit this office, located in Todd 107. Regular office hours are 9 a.m. to 5 p.m. weekdays.

University Intercessor The Intercessor's office was established in 1972 to

provide a resource for solving problems that do not seem to belong elsewhere in the University. Students. staff, or faculty members who have concerns about their university experience that cannot be worked out through obvious channels are encouraged to contact the Intercessor's office for assistance. This office is particuiarly interested in identifying patterns of prob­lems that indicate a need to change organizational structures or procedures. Helping individuals is an im­portant way to learn what needs to be done to improve the total program. The Intercessor's office is located in the Frederick Douglass Building and can be reached by phone at extension 5230.

Lost and Found Office A lost and found service is maintained in Wilson

Commons for the River Campus. Articles found are

turned in there for safe keeping until they can be iden­tified and claimed by their owners. Articles found else­where on University premises are turned in to the Security headquarters at the Medical Center.

Intercampus and Public Transportation The University provides free, scheduled shuttle bus

service from the River Campus to the University Park area, Whipple Park, the Medical Center, Goler House, and designated parking lots. Service is also provided between the River Campus and the Eastman School of Music, \1emorial Art Gallery, Eastman School resi­dences, and other designated points.

Regional Transit Service provides regular, sched­uled service between downtown Rochester and U ni­versity facilities. RTS bus No. 5 (South Avenue) runs between downtown and Strong Memorial Hospital. The Eastman School of Music residence halls and the Memorial Art Gallery on the Prince Street Campus are served by RTS bus No. 4 (University Avenue). RTS bus No. 19 (South Plymouth) operates between Main Street and Clinton Avenue at the city center to both the River Campus (where the principal stop is at Rush Rhees Library) and the University Medical Center.

Automobiles and Parking Students may bring cars to the University at any

time. Free parking is allowed on both sides of the street in many sections of Wilson Boulevard, the main road adjacent to the River Campus. On-campus parking for students, faculty, and staff is by permit, and several options a re available. Students may purchase a special permit for $84 per year (in 1980-81 ), which entitles them to park in particular areas near residence halls. For $25 per year (in 1980-81), students may purchase a permit to park in a University lot which is a IS-min­ute walk from the River Campus. This lot is served regularly by a free shuttle bus to and from the campus; students holding permits for this off-campus lot also may park on campus after 8 p.m. on weekdays and a t any time on weekends. Applications for parking per­mits, along with further information, may be obtained from the Parking Office, Gates Wing, Susan B. An­thony Halls.

Because of the expectation that financial aid recipi­ents must watch their spending patterns closely, it is usually difficult to justify ownership of an automobile. Students receiving financial aid are expected to notify the Office of Admissions and Student Aid if a car is obtained and to provide an adequate explanation of the necessity for its use.

Auxiliary Services 221

Bicycles and Motorcycles In all but the snowiest of seasons, bikes are a con­

venient and popular means of getting between Univer­sity buildings and to nearby shopping areas. Bicycles may not be brought into academic buildings, offices, or residence halls or into Medical Center buildings, nor may they be chained to trees, lamp standards, balas­trades, or the like on campus. ln a number of residence halls, particular rooms are designated for bicycle storage. Bicycle racks are available at most locations on the River Campus, as well as at the Medical Center and the Eastman School of Music.

Motorcycles, mopeds, and other motorized vehicles may not be operated on walkways and are otherwise subject to the same regulations as automobiles.

Telephone Service All residence hall suites and rooms have telephones.

The cost of the basic service is included in the room fees. This provides dial access without extra cost with­in the University of Rochester telephone system, in­cluding security services and emergency medical facil­ities, and to Rochester and suburban areas. Calls to students may be dia led directly to the individual's room or suite telephone.

For toll calls, Rochester Telephone Corporation provides each resident student with a special toll-bill­ing number. The student is responsible for all charges generated against that account, for which the Roches­ter Telephone Corporation will bill the student directly each month.

University Apartments Furnished and unfurnished apartments are available

for married undergraduates in the University's Grad­uate Living Center, University Park, and Whipple Park, all of which are served by University shuttle buses. Some single upperclass students will be housed in the Graduate Living Center in 1980- 81 as a part of the River Campus residence halls program, at standard academic-year room contract rates, but other tenants in those facilities are expected to undertake a full-year lease commitment, including the summer and other recess periods. The same is true of Goler House, a 13-story apartment building, which can accommodate single students sharing apartments, as well as married students.

Brochures describing the apartment facilities and giving current rents can be obtained from the Univer­sity Apartments Office, George Washington Goler

222 Student Life

House, 70 Crittenden Boulevard, Rochester, New York 14620.

Hotel Accommodations The Americana lnn-Towne House, at Elmwood

Avenue (U.S. Route 15), is a modern 186-room motel facility which also has full restaurant, cocktail, and banquet services. It is adjacent to the University Medi­cal Center, a 10-minute walk from the River Campus, and just a short drive (or taxi trip) from the Eastman School of Music and the Prince Street and South Cam­puses.

Banking Services Branches of the Lincoln First Bank of Rochester are

located at both the River Campus and the Medical Center. Each provides full checking, savings, and loan services. Check cashing also is provided for students who have Lincoln First accounts. Such service ah.o

may be provided at a nominal charge tor others with a University identification card, $100 maximum.

Banking hours at the University branches are set es­pecially to meet student needs. Saturday services are available throughout the year at the Medical Center.

Postal Services The U.S. Postal Service operates a branch (River

Station, Rochester, New York 14627) in Todd Building on the River Campus. All classes of mail are handled there, ;ncluding parcel post. All undergraduate stu­dents who live in campus residences are rented com­bination-locked postal boxes at rates set by the Postal Service. This box number (with the post office name, city, and zip code) serves as the student's mailing ad­dress and is required for delivery of mail. (Items ad­dressed to residence halls or room numbers must be rerouted and hence are delayed.) Box numbers are assigned upon application as soon as students arrive on campus or in advance at freshman and transfer stu­dent orientations.

GENERAL REGULATIONS General Responsibility

Students are expected to abide by the rules of the University and its faculties and to conduct themselves in accordance with accepted standards of good citizen­ship, honesty, and propriety, and with proper regard for the rights of others. When the University delegates judicial and disciplinary responsibilities to faculty or student groups, students must abide by their decisions. Of course, students must obey fed eral, state, and local laws as would any other citizens.

The following paragraphs indicate some of the stan­dards expected of the Rochester student. More specific regulations are to be found in the University's "Stan­dards of Conduct and Procedures," the room and board contract, the University's parking regulations, and the policy statements issued by the various deam,' and di­rectors' offices and student activities centers.

Disciplinary sanctions up to and including suspen­sion, expulsion, or termination may be imposed upon members of the University community for:

1. Academic cheating or plagiarism,* furnishing false information to the University or to members of the University community, forgery, alteration or misuse of University documents, records, o r identification cards, or violation of fire safety regulations.

2. Acts which are illegal under the law are also viola­tions of University regulations. These would in­clude, but are not limited to, theft; disorderly con­duct; manufacture, sale, possession, or distribution of illegal drugs; possession or use of firearms or explosive ma terials; assault or battery; vandalism; reckless endangerment of other persons; unauthor­ized possession of master keys; or failure to comply with reasonahle requests of University officials act­ing in performance of their duties.

University Records The University policy on student records is available

to students a nd their parents through the Office of the Vice President for Student Affairs.

*Plagiarism is more explicitly dctmed in tht Policy on 4cudemic Honestr which a lso del ineates the procedures for adjudica ting such charges.

t

223

224 General Regulations

Inventory of Registered Programs following inventory. A listing of graduate programs may be found in the Graduate Studies Bulletin. Pro­grams offered at the Eastman School of Music may be found in the Eastman School's official bulletin.

The New York State Education Department has authorized the University of Rochester to offer the undergraduate-level programs which appear in the

College of Arts & Science

Program Hegis Code Code Program N arne

10797 2202 Anthropology 10608 0401 Biology 10612 040101 Biology 7- 12 10609 4902 Biology-Geology 10767 1905 Chemistry 10766 1905 Chemistry 10770 190501 Chemistry 7-12 78521 190501 Chemistry 7- 12 10780 191701 Earth Science 7-12 78522 191701 Earth Science 7- 12 10798 2204 Economics 10729 1501 English 10731 150101 English 7-12

Fine Arts 10677 1003 Art History 10676 1002 Studio Arts

Foreign Languages, Literatures, & Linguistics

10716 1107 Chinese 10736 1504 Classics Literature 78107 1503 Comparative Literature 78106 1503 Foreign Literature 10702 1102 French 10697 110201 French 7-12 10706 1103 German 10703 110301 German 7-12 10739 1505 Linguistics 10715 1106 Russian 10714 1105 Spanish 10709 110501 Spanish 7-12 10813 4902 General Science 10776 1914 Geology 10779 1914 Geology 10669 0912 Geomechanics 10802 2205 History 10812 4901 Interdepartmenta l

Degree Program 10744 1701 Mathematics 10747 170101 Mathematics 7-12

*B = provisional teacher certification.

Degree Cert*

BA BA BA B BS BA BS BA B BS B BA B BS B BA BA BA B

BA BA

BA BA BA BA BA BA B BA BA B BA BA BA BA B BA BA BS BS BA

BA BA BA B

Program Hegis Code Code

77418 1799 77755 0411 10691 1005 79420 0425 10740 1509 10756 1902 10758 1902 10753 190201 78520 190201 10775 1901 10774 1901 10805 2207 09314 2001 10743 1510 10793 220101 10807 2208 10751 1702

*B ::: provisional teacher certification.

Program N ane

Mathematics & Statistics Microbiology Music Neuroscience Philosophy Physics Physics Physics 7-12 Physics 7-12 Physics & Astronomy Physics & Astronomy Political Science Psychology Religious Studies Social Studies 7-12 Sociology Statistics

Inventory of Registered Programs 225

Degree

BA BS BA BS BA BA BS BA BS BA BS BA BA BA BA BA BA

Cert*

B B

B

College of Engineering & Applied Science

Program Hegis Code Code Program N arne Degree

10662 0906 Chemical Engineering BS 10663 0909 Electrical Engineering BS 10655 0901 Engineering & Applied Science BS 10669 0912 Geomechanics BS 10668 0910 Mechanical Engineering BS 10673 0999 Optics BS

School of Nursing

Program Hegis Code Code Program Name Degree

10721 1203 Undergraduate Nursing BS

226

BOARD OF TRUSTEES David T. Kearns, Chairman Robert l.. Sproull, Presid~nt

Alfred C. Aman, Jr. William Balderston Ill Colby H. Chandler Edwin I. Colodny Angelo A. Costanza Virginia A. Dwyer Walter A. Fallon Janet P. Forbes Robert B. Frame Donald A. Gaudion James S. Gleason Emanuel Goldberg Elliott W. Gumaer, Jr. Edward Harris Marion J. Hawks Jeremiah Kaplan William F. May C. Peter McColough

Gilbert G. McCurdy George M. Mullen Andrew H. Neilly, Jr. H. Scott Norris, Jr. David S. Potter Ernest I. Reveal Arthur M. Richardson 0. Cedric Rowntree Robert H. Scheerschmidt Robert A. Sherman Richard L. Turner William G. vonBerg Margaret D. Waasdorp William B. Webber George R. Williams James P. Wilmot Marie C. Wilson G. Robert Witmer Alejandro Zaffaroni Gerald B. Zornow

Honorary Trustees:

Willard M. Allen, M.D. David M. Allyn John H. Brinker J. Douglas Brown Mercer Brugler Albert K. Chapman Wilmot R. Craig Edward Peck Curtis Cornelis W. de Kiewiet J. Wallace Ely Matthew E. Fairbank, M.D. Bernard E. Finucane Marion W. Fry Ezra A. Hale C. Grandison Hoyt Arthur R. KantrowitL

Nancy C. Kennedy Robert P. Larson Monica M. McConville William W. McQuilkin Mitchell W. Miller Joseph E. Morrissey Ernest A. Paviour Richard B. Secrest George Graham Smith Samud J. Stabins, M.D. The Hon. Samuel S. StratiL>n Hulbert W. Tripp WilliamS. Vaughn W. Allen Wallis Robert L. Wells Robert A. Woods Clarence L.A. Wynd

ADMINISTRATION President ... Robert L. Sproull Provost. . . Richard D. O'Brien

Senior Vice President a nd Treasurer. .. l.a Roy B. Thompson Vice President for Public Affairs . . . George M. Angle Vice President for Pla nning a nd Director of Budgets ...

Robert R . France Vice President for Campus Affairs ... Donald K. Hess Vice President for Investments ... Phillip Horsley Vice President for Student Affairs

Chancellor . . . W. Allen Wallis

Assistant ttl the President. .. Kenneth F. Wood University Dean of Graduate Studies . .. William H. Riker Dean of Student Life .. . Ronald E. A. Jackson Director of Residence Halls ... Stuart M. Zellmer Dean of Admissions and Student Aid ...

Timothy W. Scholl Director of University Libraries ... James F. Wyatt Director of University Health Service ...

Clifford B. Reifler, M.D. University Secretary ... Harmon S. Potter University Registrar . .. Jerome D. Diver

OFFICIAL BULLETINS OF THE UNIVERSITY OF ROCHESTER

Undergraduate Studies College of Arts and Science

Graduate School of Education a nd Human Development

College of Engineering and Applied Science

School of Nursing

Eastman School of Music Regular and Summer Sessions

Gradua te Studies

Graduate School of Management

School of Medicine & Dentistry

Graduate Studies

University College of Liberal & Applied Studies

Address requests to:

Director of Admissions Morey Ha ll Un iversity of Rochester Rochester, New Yo rk 14627

Director of Admissio ns Eastman School of M us ic 26 Gibbs Street Rochester, New York 14604

Dean, Graduate School of Management Dewey Ha ll University of Rochester Rochester, New Yo rk 14627

Dean, School of Med icine & Dentistry Medica l Center lJ niversity of Rochester 60 I Elmwood Avenue Rochester, New Yo rk 14642

The Secretary of Gradua te Admissions Office of Admissions Morey Hall lJ niversity of Rochester Rochester, New Yo rk 14627

Dean, U nivc rsity College of Libera l & Ap plied Stud ies

Harkness Ha ll University of Rochester Rochester, New York 14627

227

228

INDEX A Academic Advising ... .... . . .... ... . . . .. . . . . . . ... .. .. 10, 141, 199 Academic Information Counter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I i/9 Academic Opportunities, Special . . . . . . . • . • . . . . . . . • . . . . . . . . 15, 20 I Academic Services and Information . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 200 Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170, 172 Achievement Tests ........ . ... . .... ... •. .. ......... . ...... Activities, Student .. . . .. .... .. •.......... .. . .. .. ...........

see also Out-of-Class Life

182 213

Activity Fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Adjustment of Charges, Withdrawal and Inactive Status . . . . . . . . 204 Administration, University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Admissions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Achievement Tests . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . 182 Advanced Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 American College Test . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 182 Applying to Rochester . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 182 College Credit for Prior Course Work.. . ............... . ... 184 Deferred Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 183 Early Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Entrance Examinations . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 182 Foreign Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Interviews and Visits........ . . .. ..... .. ......... . ........ 181 Music, Admission to Degree Program in .... ...... . ......... 183 Notification of Admission Decision . . . . . . . . . . . . . . . . . . . . . . . . 183 Readmission...... . .............. . .. .. .................. 185 Recommended Preparation for Admission . . . . . . . . . . . . . . . . . . 181 Scholastic Aptitude and Achievement Tests . . . . . . . . . . . . . . . . . 182 School of Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185

Registered Nurses Early Option Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Regular Admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . 186

Special Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . 185 Transfer Admission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 184 Travel Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Administrative Officers College of Arts and Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 College of Engineering and Applied Science . . . . . . . . . . . . . . . . . 139 Graduate School of Education and Human Development . . . . . 175 Graduate School of Management . . . . . . . . . . . . . . . . . . . . . . . . . . 169 School of Nursing............... .. . . . . ....... . . . .. .. . . . . 163

Advanced Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Advisers, Faculty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Advising, Academic ................................. 10, 141 , 199 Affiliated Area College Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 I Airlines .. . ..... .. . ... .. ......... .. .... . .. .. . .. ..... . ... .. 182 American College Testing Program . . . . . . . . . . . . • . . . . • . . . . . . . . 182 Anthropology, Department of. .... .. .. . . . .. ........ ....... . . 35 Apartments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Applying to Rochester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Art Gallery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . 12 Art History .... .. .. . ....... ..... ..... . ......... . .. . . . . . . . 64, 66 Arts and Science, College of ...... . .... ..... .......... . ... . 25, 31

Administrative Officers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Certificate Programs...... . . . .......... . . . . . . . . . . . . . . . . . . 21

Course Changes . . . . . . . . . . . . . . . . . . . . . . . . . • . . • . . . . . . . . . . . . 202 Courses of Instruction (by Department) ... .. ... .. ...... ... 35-137 Degree Requirements

Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . 31 Bachelor of Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . 32

Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Double Majors . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . 202 Faculty (by Department) . ... .. ... .............. . ........ 35-137 Faculty Advisers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Incomplete, Procedure for . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Interdisciplinary Offerings . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . 32 Preceptorial Courses . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . 15, 33, 20 I Satisfactory-Fail Option.... . .. .... .. ... . . . . . . . . . . . . . . . . . . 203 Senior Year in Absentia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Arts, Fine ... ... .... . ....... . ..... . .. . . ............. .. . · . . 63 Arts, Studio .. .... . . . ...... . . . •... · · · · · · · · · · · · · · · · · · · · · · · 64, 6378 Asian Studies ......... ... . . . . . . . . . ..... . ..... .. . . ... .... · .

~:~~~~~~~~iii;i~~.: : : : : : : : :: : :: : : : :: : : :: : : : : : : : : : : : : : : :: : : : ~: ~ Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . 179, 216 Attendance, Class .. . ... . . . ..• .•.. . .•.... .. . . . . .. ... . . . . · · . Audited Courses .. ... .... . ..... . . . . . . .. . . . . .. . . .. . . .. •. · · Automobiles and Parking ..... . .... . . .. • .. . . . . .. .. . .. . .. .. . Auxiliary Services .. . ..................• .. •............. · · ·

B Bachelor of Arts Degree

College of Arts and Science ..........•..•. . .... . . . ........ Bachelor of Science Degree

College of Arts and Science ...... .. ......... . .. . .... . . ... . . College of Engineering and Applied Science .. . .•... ..... ... . School of Nursing ....... .. . . ... . . ... .... .. ...•.... . .. · . .

Banking Services ................................ . ........ . Behavioral Sciences in Industry ...•. . ............. . ... .. . . .. Bicycles and Motorcycles ..... .. . .•. . ... . . • . • ..•. • .... .. . . .. Biochemistry . ....... . ... . ... .. .... ..•.. • ... ... ... ........ Biology, Department of .............. .. .. . .. . .. . .. . ... • .

Honors Program in Biology ....• .. . . ........... • ... . . . .. . Biology-Geology . ......... . .... . . . .. . . ... . . . .•.. .... .• .... Biomedical Engineering ...... .. ... . .. . . ..• . ..... . .... . • . .. . Board of Trustees ................... . • ... . ........•. . •... . Bookstores .... .. ..... . ......... .... . .... ... ...... .. ..... . Brain Research, Center for ....... . ........ ... .. . .. . . .... . . . British Politics Semester. ........... . .. • ..•.. . ....•......... Budget, Estimated Student . . ... ..•. . .. . ..... ... . ........... Buildings, see Map Bulletin Board Courses . . ........ . . . ... . .. .. . . . • .. . .... .. ... Bulletins, Official .... ... ..... ..... . ... • ... . . . ... . ......... . Business Administration . . . ....... ... . . . . . . .. ... .. .. .. .... . . Business Career, Preparing for

c

201 201 221 218

31

32 139 166 222 172 221 39 40 42 81

141 226 220 44 16

187

201 227 173

19

Calendar..... . . .. ................ . . .. ... . ............. . .. 6 Campus, the. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Campus Life ......•..................... . ... ...... . .. II, 12, 213

Campus Map . . . . . . . . . . . . . . . . . . . . . . . . • . . . . • . . . . . . . . . . . . . . . 234 Candidates' Reply Date . . . . . . . . . . . . . . . . . • . . . . . . . • . . . . . . . . . . 183 Career and Counseling Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Career Services and Placement Center ..... , . . . . . . . . . . . . . . . . . . 207 Cars, Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . • . . . . . . . . . . 221 Ceriter for Brain Research . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . 44 Center for Special Degree Programs . . . . . . . . . . . . . . . . . . . . . . . . . 45 Center for Visual Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Certificate Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Chapel, Interfaith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . .. . . 215 Chaplains' Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Chemical Engineering, Department of.................... . ... 142 Chemistry, Department of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Chinese ... . ....... . ... . .... . . . .. . ... . .. .... • .. .. .. . ..... 71, 74 Cinema ............................•.. . ........... ... ... 62, 67

see also Film Studies Classics

Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 74 Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Literature in Translation . . . . . . . . . . . . . . . . . . . . . • . . . . • . . . . . . 73

Clubs .... . ............................................ 179, 213 Colgate Rochester Divinity School. . . . . . . . . . . . . . . . . . . . . . . . . . . 29 College Entrance Examinations . . . . . . . . .. . .. . . . . .. .. .. . .. .. . 182 College of Arts and Science,

see Arts and Science, College of College of Engineering and Applied Science,

see Engineering and Applied Science, College of Colleges and Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Computing Facilities . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . 29 Eastman School of Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Graduate Studies. . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . 29 Libraries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Medical Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Other Colleges in the Rochester Area . . . . . . . . . . . . . . . . . . . . . . 29 River Campus Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 South Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Special Research Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Colleges in the Rochester Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Combining Graduate and Undergraduate Study . . . . . . . . . . . . . . . 19 Community Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Comparative Literature .. . .. . .. ... ...... .... .. . .... . .. . .. . 71, 72 Computer Engineering.... . .. . ......... . ........ 141 , 146, 151 Computers and Information Systems Option (M.B.A.).. . ....... 170 Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Center for Special Degree Programs . . . . . . . . . . . . . . . . . . . . . . . 45 College of Engineering and Applied Science .. . . . . . . .. 141, 146, 151 General Science Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Graduate School of Management . . . . . . . . • . . . . . . . . . . . . . . . . . 170 Mathematics, Department of. .. . ... . . .. ... ... . . ... . . .. . . .. 95

Computing Center. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Graduate School of Management . . . . . . . . . . . . . . . . . . . . . . . . . . 172

Computing Facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Concentration Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . 46 Counseling and Psychological Services . . . . . . . . . . . . . . . . . . . . . . . 211 Course Changes ..... .. ......... . . .... .. .. .. ... . ... , . . . . . . . 202 Course DefinitiOn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Course Numbering System . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . 200 Courses, Program of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

D Dance ...... . .... . .. . .... ... ... . ... . . ..... ... .. . .. .. ... . Dean's List ..... .. ... . .. . . . ... . ... .. ... ... ...... . .. . ..... . Deferred Admission ...... . . .. ........... .. ...... • .... • ....

68,69 205 183

Index 229

Degree cum Laude, Magna cum Laude, Summa cum Laude . . . 206 Degree with Distinction . . . . . . . . . . . . . 206

see also individual departmental listings Degree with Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Degrees Awarded . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Dining Centers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Double Degrees. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Double Majors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Drama............ . ..... .. . ... . .... ........ .... ...... . .. 214

Courses in ................... . ... . ... . ........... . .. ... 60,61 Drama Center . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . II Drawing . ................ . .......... , . . . . . . . • . . • . • . . . . . . . 68 Drop-Add. . . . . . . . . . . . . . . . . . . . . • . . • . . . . . . . . . . • . . . . . . . . . . . . 202

E Early Decision Admission . . . . . . .. . . .. . . .. . . .. . .. .. . 182 East Asian Language and Area Program. . . . . . . . . . . . . . 38 Eastman School of Music . . . . . . . . . . . . . . . . . . . . . 16, 27

Courses for River Campus Students ... . ............. 101 , 183,201 Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Eastman Theatre................. .. ... .. ......... .. ... .... 12 Economics, Department of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Economics Option (M.B.A.) .. .. ... . .... . . ......... .. .... ... 170 Education and Human Development,

Graduate School of. .. . . . .. .. ......... .. 25, 175 Admission Requirements.. . . . . . . . . . . . . . . . . . . . . . . . 175 Application Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Certificate Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Courses of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Dean............ . ... ... .... . . . .. . .. . .... .. 175 Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 21 Elementary School Teaching .... . . . . . . . . . • . . . . . . . . . . . . . . . . 175 Secondary School Teaching...... . . . . . . . . . . . . . 175 Student Teaching .. . .. .. ..... ..... .. .. . . . .. . . . . . . .. . . 175, 177

Electrical Engineering. Department of. . . . . . . • . . . . . . . . . . . . . . . . 145 Elementary School Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Employment, Student...... . . . . . . . . . . . . . . . . . . . . . . . . . . 190, 220 Engineering and Applied Science, College of ... . ..• .. ..... . . 25, 139

Academic Information and Advising.... . . ... . ....... . ... .. 141 Administrative Officers . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . 139 Biomedical Engineering . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . • . . . 141 Chemical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Common First Year . . . . . . . . . . . . . . • . . . . . . . . . . . . . 140 Computer Engineering... . ..... . . ... .. ... . .... .. . 141 , 146, 151 Course Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Courses of Instruction (by Department) ............ . . . . .. 144-161 Degree Requirements . . . . . . . . . . . . . . . . . . . . . . . . 139 Degrees Awa rded . . . .. . . . .. . . .. . .. .. .. . . . .. . .. . . . 21 Double Degrees. .. . . . .. . . . . .... ..... .... .. ....... . 141 Double Majors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 Electives . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . • . . . . . . . . . . . . . . 143 Electrical Engineering........ . . . . • . . . . • . . . . . . . . . . . . . . 145 Enriched Five-Year Program .. ..... ... , . . . . . . . . . . . . . . . . . . . 140 Faculty (by Department)... . .... ... ....... .. . .. .. . . .. 142-158 Faculty Advisers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Geomechanics . . . . . . .. .. .. . .. . . . . . .. . . . . .. . .. . . . 153 Incomplete, Procedure for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Interdepartmenta l Pr<>gram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Introductory Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Mechanical and Aerospace Sciences. . .. ..... ... ..... . ... . .. 151 Mechanical Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Optics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Satisfactory-Fail Option. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

230 Index

Senior Year in Absentia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 3-2 Program . . . . . . . . . . . . . . . . . . • . . . . . . . . . • . . . . . . . . . . . . . . 141 Two-Degree Program. .... . .... . ........... . ........... .. 14-1

English, Department of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Entrance Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Enrollment Deposit, Forfeiture of . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 7 Environmental Living Center . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . II Expenses

River Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 School of Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 187

Extracurricular Activities, see Out-of-Class Life and Student Activities

F Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Faculty

Arts and Science (by Department) . .. . . . ..... .. .. . ... . ... . 35- 137 Engineering and Applied Science (by Department) . . . . . .. . . 142- 158 Nursing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Sports and Recreation . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . 179

Fees .. . . . . ....................... . . . • . ... . ... ..... . ... 187, 188 Film Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Finance Option (M.B.A.)... .. ........ . . . .... .... . .. . ... .... 170 Financing a n Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Acceleration . . . . . . . . . . . . . . . . . . • . . . . . . . . . • . . . . . . . . . . . . . . . 200 Budget, Estimated Student . . . . . . . • . . . . . . . • . . . . • . . . . . . . . . . 187 Costs...... ......... . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Employment, Part-time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Fees

Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . • . . • . . . . • . . 188 Health............. . ... . . . . . .. .. .. ... .. ......... . . ... 188

Financial Aid . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Application for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . 188 Basis for Awards .. ................. ... ................ 188 Verification of Financial informatio n . . . . . . . . . . . . . . . . . . . . 189 Types of Financial Assistance . .. .. . ... .. ........ . . . . . . . . 189

Monthly Option Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Room and Board. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Scholarships

Undergraduate . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . • . . . . 190 University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . 187 Withdrawal and Inactive Status

Adjustment of Charges.. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Adjustment of Financial Aid . . . . . • . . . . . . . . . . . . • . . . . . . . . . 205

Fine Arts, Department of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Art History ...... .. . ...... ...... ... . . .. .... . . . . .. .. . . .. 64, 66 London Semester . . . . . . . . . • . . . . • . . . . . . . . . . . . . . • . . . . . . . . . 64 Studio Arts ...... . ... .. . ..• .. .... . .. . .. .. . ......... . . . . 64, 68

Fine Arts Semester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 16, 64 Food Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Foreign Language Corridors .. . .... . ...... ... ..... . . .. . . . .. . II Foreign Languages, Literatures, a nd Linguistics,

Department of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Foreign Literature............. . . . .. .. . . . .. .. . . .. .. .. ..... . 7 1 Foreign Students . . . ... ... . .. .. .. .. .. . . . . .. ... . . .. . . .. . . . . . 183 Foreign Study in Paris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

see also Study Abroad Program Fraternities ......... . ... . .. .... .... . .. . . .. . . ..•. .. ... .. 214, 218 French .. ... .. .. . .... .. .... ...... . .. . . . . .. ... . ... . . ... ... 7 1, 75 Freshman Orientation ..... . .. . . . . ... . . . . ... ..... . .. ... I, 10, 199 Freshman Preceptorials .... .. ......... . . .. ... . ........ 15, 33, 201

G General Business Administration . . . . . . . . • . • . . • . . . . . . . . . . . . . . 17 3 General Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 General Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Geological Sciences, Department of.... . . . . . . . . . . . . . . . . . . . . . . 80 Geology Internship in Marine Sciences .. . . . . . .. . . .. . . ..... . . 16, 82 Geomechanics . .... ... . ..................•. .. .• . .... . ... 82, 153 German . . . .... ....... . ... ...... . .. .. . . .......... •. • .. ... n, 76 Government Career, Preparing for . . . . . . . . . . . . . . . • . . • . • . . . . . . 19 Grade Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Grades ........... .. . . .. . ................. ... ... . ......... 205 Graduate School of Education and Human Development,

see Education and Human Development, Graduate School of Graduate School of Management,

see Management, Graduate School of Graduate Studies . . .. . .... . ... . ......... . . ... 29, 169, 175,201 , 209 Greek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73. 74

H Handicapped Student Services . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . 216 Health, Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Health Fee . . . . . . . . . . . . . . . . . . • . • . . • . . . . . . . . . . . . . . . . . . . . . . . 188 Health Professions . . . . . . . . . . . • . . • . • . . • . . . . • . . . . . . . . . . . . . . . 208 Health Service, University .... .... . . ... .. .. . . . . .. ... . . . .. 201. 215 Hebrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73. 77 Hillel Foundation. . . .. . .. .. .. . ....... . . . . .. ........ . .. .... 2 15 History, Department of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Distinction in History. . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . 85 History of Women in Culture and Society . . . . . . . • . . . . . . . • . • . . 85 Honorary Societies..... . ... . ... .. . .. ... . . .. . ........... . . . 214 Honors Programs

Biology. . ... .. .. . .... . . .. ... ...... . ... ... . ... . ......... 42 Microbiology.. ..... . . . ..... .. . ... . ... .. . ..... .. . .. . . . .. 100 Political Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Honors Seminars.... . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . 201 Hospital, Strong Memoria l . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . 18 Hotel Acco mmodations . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . 222 Housing, see Residence Halls

Off-Campus . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . • . . . . • . . . . 221

Identification Cards, Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Illness .. .. ...... .. . . ........... ... . ... . _ ... . .. . .. ..... 201 , 215 In Absentia. Senior Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Incomplete, Procedure for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Independent Study Courses . .. . . .. .. . . .. .. . . .. .. . . . . . . . . .. 15, 202 Institute of Optics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 Intercampus and Public Transportation . . . . . . . . . . . . . . . . . . . . . . 22 1 Intercessor, University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Intercollegiate Sports ................ . ... .. .......... ... 179, 216 Interdepartmental Degree Programs . . . . . . . . . . . . . . . • . . . . . . . . . 15

College of Arts and Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 College of Engineering and Applied Science . . . . . . . • . . . . . . . . . 149

Interdisciplinary Courses . .. .. ....... . . . ... . .... . . . . . . .... . 15, 32 Interfaith Chapel ... ................. . . . . .. . ... .... . . .. . ... 21 5 Internationa l Museum of Photography . .. . ... . . ..... .... .. . . 12, 18 International Relations . ... .. . . .. ..... . ... .. . .. .... . .. ... . . 91,93 International Student Affa irs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 Internships . . .. . .... .. . ... . .. . . .. . . .. . .. . . . . . . ...•. . . .. . 16, 201 Interviews .... . .. .. ... .. ...... ..... .. .. .... .. .. ... .... . ... 18 1 Intramurals .. . . . .. . .. . . . .. . . .. . .. . .. .. . . . .. . .. . .. .. . .. . . . 216 Inventory of Registered Programs . . . . . . . . . . . . • . . . . . . . • . . . . . . 224

J Japanese.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. 73, 77 J obs, Student................. . ............... , ...... 190, 220 Junior Year Abroad, see Study Abroad Program

L Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Law......... ... . . .. . • . . . .. . . ...... .. . . . . . . .. 173, 210 Libraries ....... . ...................... , . . . . . . . . . . . . . . . . . . 27

Affiliations and Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 7 I Medical (Edward G . Miner) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Rush Rhees . . . . .. . . . . .. . . . . . . .. . . . . . . .. .. .. . . . . . .. . . . 28 Sibley Music ............... . . ........... . ... .. .. .. . .. .

Linguistics . . . . . . . . . . . . ..... . ............. . . . ..... . Literature 10 Translation .... . .....•...... . ...... . ........ Loans, Student . . . . . . . . . . . . . . . .......... . .. . .. . .. .. . .. . London Semester (Fine Arts) ......... . . . .... . ... . Lost and Found Office ................. .. .... . .... . .. .. ... .

M

27 72,78

73 190 64

220

Management, Graduate School of . . . . . . . . . 2'i, 169 Accounting Option . . . . . . . . . . . . . . . . . . . I 70 Admission Requirements... . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 69 Computers and Information Systems Option . . . . . . I 70 Computing Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 72 Courses of Instruction . . ... . .. ...... . . ........... . . ... . I 72 · I 73 Curriculum .... . .................•..... . ............ . 170 Dean . .. ... . . . . .......... . ...... , ..... , . , .. . ....... . ... 169 Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Distribution of Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 7 I Economics O ption. . . . . . . . . . . . . • . . • . . . . • . . . . . . . . . . . . . . 170 Finance Option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . I 70 Library .. .... ...... ..... ... .. ... . ..... , . . . . . . . . . . . . . . . . I 71 Marketing Option. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 70 M.B.A. Study Under the 3- 2 Program . . . . . . . . . . . . . . . . . . . . . 169 Operations Manage ment Option. . . . . . . . . . . . . . . . . . . . . . . . . • . I 70 Placement Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 72 Research Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 7 I 3-2 Progra m . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Map, Campus . . . . . . . . . . . . . . . . . . . • . . . . . . . . . 234 Ma rine Sciences, Geology lnternsh1p m ... . .... . .. .... .... . . . 16,82 Marketing .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170, 173 Master of Business Administration Degree . .. . . ... . . . . . .. . . . .. . . I 69 Mathematics, Department of. . . . . . . . . . . . . . . . . . . . . . . . • . . • . . . . 94 Mechanical a nd Aerospace Sciences, Department of . . . . . . . . . . . . 15 I Mechanical Engineering. . . . . . . . . . . . . . . . . . . . . . . . . . 1.)2 Medical Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Medical Research / Health Care Administration Semeste1.. I 6 Medicine and Dentistry, School of ..... . .. .. . . ... ... . . · ... .. . 18, 26

Degrees Awa rded . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 22 Medieval Studies Center . . . . . . . . . . . I I Memorial Art Gallery . . . .. . . ..... . .. .. . . . . . . .. . . .. . . . . . . . . . . . . I 2 Microbiology . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . 99

B.S. with Dist inction in Research . ... .. . . ...... . . 100 B.S. with Honors . .. ... ... ..... .. . ... .. . ...... 100

Minority Student Affa irs . . . . . . . . . . . . . . . . . . . • . . • . • . . • . . . . . . . 2 I 6 Monthly Option Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 Motorcycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Museums . . . . . . . . . . . . . . . . . . . • . . . . . . . • . . . . . . . . . . . . . . . . . . . 12

Index 231

Music ............ . . . ............................. 101, I 83, 201 Performing Organizations . . . . . . . . . . . . . . . . I 02

Music Floor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II Musical Organizations .... .. . . .. ...... .. .. .. , ..... .. .... 102, 214

N Naval Science, Department of............... .. . . ...... . 104 Neuroscience . . . . . . . . . . . . . . . . . . . . . . 106 Newman Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 NROTC P rogram . . . . . . . . . .. . .. . . . . . . . . .. .. .. . .. . . . 105 Nursing, School of . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

0

Administrative Officers . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . lo3 Admission ................. . ... •.. . .... , . . . . . . . . . . . . . . . 185

Registered Nurses .......... . . . ... • .... , . . . . . . . . . . . . . . . I 86 Course Changes....... . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . 203 Courses of Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I o7 Degree cum Laude 166 Degree Requirements . . . . . . . . . . . . . . . . . . . . 166 Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Faculty . . . . ............. , . . . . . . . . . 163 Facult y Advisers ................ , .. . ....... , . . . . . . . . . . . . I 99 Financ1al Aid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I 89, I 90 Graduate Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Incomplete, Procedure for..... . ...... ... ............. .. .. 205 Program, Bas~e 166 Registered Nurses, Admission. .. .. . .. . ..... . . . . . . . . . . . . . IR6 Residence Areas 217 Senior Year in 4bsentia . .. . .. . ........ . .. . ... .. 204 Tuition a nd Fees . . . . . . . . . • . . • . . . . . . . . . . . . . . I 87

Operations Management Option (M .B A.) ... . .•........ .. . 170 Optics .. .. . . .. . Orientation Programs ... . ... .... .. . ... . Out-of-Class Life; see also Student Life

Off Campus . . . . .. ... . . ... . . . On Campus ..... ....... . . . . . . . ... ...... . •.. . . ..

157 I. 10, 199

Overload.. . . .............. . .. .. .. . .. . ...... . . · · · · · · · · · · ·

11 II

200

p Painting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Parking. . 221 Performmg Organizations (Music). . . . . . . . . . . . . . . . . . . . . . . . . . 102 Petitions. St udent . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 Philosophy, Department of .. . 107

B.A. with Distmctio n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Photography . ... . .. . ....... .. .. .. . .... ..... . .. . . ..... 67, 68. 69

International Museum of.................. . ... . . . .. . .... 18 Physical Education, see Sports and Recreation Physics and Astronomy, Department of . . . . . . . . . . . . . . . . . . I I I Placement Office, Graduate School of Ma nagement . . . 172

see also Career Services a nd Placement Office Plagiarism . ... , ... . .... . . . . . . ... , . . . . . . . . . . . . . . . . . . 223 Political Science, Department of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 5

Honors Program in Political Science. ........ . .. . .... .. . . .. 11 9 3-2 Program in Public Policy Analysis . . . . . . . . . . . . . I I 7

Postal Services, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Practica . . . ... , ................ . .. ... .. . .. ... , . . . . . . . . I 6 Preceptorials, Freshman...... . .. .. . ...... ..... 15, 33, 201 Probatio n and Separation . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . 205

232 Index

Program Planning Workshops and Registration . . . . . . . • . . . . . . . 199 Protestant Community............ . ...... . . . . . . . . . . . . . • . . 215 Psychology, Department of.................... . .. . .... . .... 119 Publications, Student........ . ... .. ... ... ............... . .. 214 Public Policy Analysis Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

R

M.S. with a Specialty in Pharmaceutical Issues . . . . • . . . . . . . . . 126 M.S. and Ph.D. in Education . . . . . . . . . . . . . . . . . . . • . • . . . . • . . 126 3-2 Option... .. ............... . ......... . ............. . 125

Radio Stations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . 214 Readmission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . 185 Records, University........................................ 223 Recreation Activities .................................... 179, 216 Refund Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . 183, 204 Registered Programs, Inventory of..... . . . . . . . . . . . . . . . . . . . . . . 224 Regulations, General . . . . . . . . . . • . . . . . . . • . . . . . . . . . . . . . . 223 Religious Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Religious Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Repeating a Course for a Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Research Activity, Graduate School of Management . . . . . . • . . . . 171 Research Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Residence, Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II Residence Halls . . . . . . . . . . . . . . . • . . . . • . . . . . . . . . . . . . . . . . . . . . . 217 Resources, University . . . . . . . . . . • . . • . . • . • . . • . • . . . . . . . • . . . . . . 16 Responsibility, General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 River Campus Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Rochester Area, see Out-of-Class Life Rochester Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IS, 209 Romanian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Room and Board Charges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Adjustment of Charges, Withdrawal and Inactive Status . . . . . . 204 ROTC Program............................. ... ........... 105 Russian ........ . ......... . .•. .... .•....... • ... . ...... 72, 73, ~7 Russian Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

s Satisfactory-Fail Option... .. ...... . .. . ....... ... ....... . ... 203 Scholarships

Undergraduate................. . ................. . . . . .. . 190 University.... . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . 189

Scholastic Aptitude and Achievement Tests . . . . • . . . . . . . . . . . . . . 182 School of Medicine and Dentistry.

see Medicine and Dentistry, School of School of Nursing, see Nursing, School of Sculpture . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . • . . . . . . 68 Secondary School Teaching . .......... . ........... ... ....... 175 Security. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Senate, Student.. . .... . ................ . . . ........ . ... . ... 214 Senior Year in Absentia.................. .. ........... . .... 204 Separation from University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Sociology, Department of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Sororities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214 South Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Spanish .. . ..... . ...... .. .............. . . ... .. .. . .... . 72, 74, 78 Special Academic Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . IS, 20 I Special Degree Programs, Center for. . . . . . . . . . . . . . . . . . . . . . . . . 45 Special Students, Admission . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . 185 Special Student Services, Department of . . . . . . . . . . . . . . . . . . . . . . 216

Handicapped Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 International Student Affairs . . . . . . . . . . . . . . • . . . . . . . • . . . . . . 216 Minority Student Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Sports and Recreation ....................... . ....... . .. 179,216 Statistics, Department of..... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Joint and Double Majors..... . .. . .. . .. . . . . .. .... . . ...... . 135 Strong Memorial Hospital ... .. .... . .... . ....... . . . . ....... 18, 27 Student Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213

see also Out-of-Class Life Student Employment ....... . .....•... . •.. . . . . .... . . . ... 190, 220 Student Life........... . .. . . . .. . . .. .. . . . . . . . . .. . . . . • . . . . . . 213 Student Publications....... . . ... . . . . .. . . .. .. . .. ............ 214 Student Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 Student Responsibility . . . . . . . . . . . . . . • . . . . . • . • . . . . . • . . . . . . . . 223 Student Retention . ......... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Student Senate.. . . . ......... . ......... .. .. . . . . .. .... . ..... 214 Student Teaching .. .............................. .. . 72. 175, 177 Students' Association ........ , . . . . . . . • . . . . . . . . . • . . . . . . . . . . . 214 Students, Foreign . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . 183 Students, Special . . . . . . . . . . . . . . . . . . . . . . . . . • . . • . . . . . . . . . • . . . 185 Studio Arts..... . . ... . ... . ............ .. ... . .............. 68 Study Abroad Office . .... . . .... .. ........ .. . . ....... .... .. . 199 Study Abroad Program . . .. ...... . ....... . •....•..•...... 16, 201 Study Skills Center . . . .. . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . 200 Summer School Courses ..... . ....... . .... . ....... , . . . . . . . . 202 Summer Semester . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . 15

T Teaching

Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Secondary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Student .. . . .. .. .............. . .. ... ..... . .. .. .. .. 72, 175, 177

Telephone Service......................................... 221 Testing .. .. . . . . .. . . . .. • .. . . .. .. . . . . .. .. .. . . . . .. . . .. . . . . .. 211 Theater .............. . ..... . . . .. . . . .. . . . .....•.... , .. , . . . 214

Courses in . .......................•. ... , . . . . . . . . . . . . . . . . 60 3-2 Programs. . . . ...... . ......... .. ... .. .. , .... , . . . . . . 22

Community Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . • . . . . • . • . . • . . . 140 Graduate School of Management. . .. • . . . . . . . . . . . . . . . . . . . . . 169 Optics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . . . . . . 159 Public Policy Analysis .......... .. .. .. ... .. .. , .... , . . . . . . 117

Transcripts, Academic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Transfer Admission . ........................... , .. ,., . .. .. . 184 Transferring Within the University. . . . . . . . . . • . . . . • . . . . • . . • . . . 206 Transportation, Intercampus and Public.... . ................. 221 Travel Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Trustees, Board of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 Tuition and Fees. . . ............ . ...... . ... . ....... . .. . .... 187

Adjustment of Charges, Withdrawal and Inactive Status . ...... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Tutoring Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Tutoring Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 Two-Degree Program (Engineering and Applied Science) 141

u Undergraduate Opportunities .... .. .... ... .. . . ..... . . ..... 15, 201 Undergraduate Summer Project Program ..... . . .... . . . . .. . ... IS Underload . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 University College of Liberal and Applied Studies .... . ... . . . . 25, 202

Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 University Records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 University, Some Notes About the.... . ..... . ............... . 9 University-Wide Studies............. . . ..................... 91

Degrees Awarded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

v Visits to the University... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Visual Science, Center for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

w Washington Semester Program ............ . . .. . . ... . .. .... 16, 117 Wilson Commons, Schedule of Hours.. . . . . . .... . .. .... ...... 214

Index 233

Withdrawal and Inactive Status . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Adjustment of Charges. . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . 204 Adjustment of Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Woman in Culture and Society, History of.. . . . . . . . . . . . . . • . . . . 85 Worship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

X "X" Period ... . . ........ ... . . . . . .. . . . . . . . .......... .. 15, 202

234

FACILITIES (SEE MAP)

2. Psychology Bldg.: Department ol Psychology, c~nter for Visual Science, administrative offices, and general classroom fac:ilitics.

3. Morey Hall: Departments of English and l-ine Arts; Center lor Audio-Visual and I echnical Services; faculty offices for the Department of Foreign Languages, Literatures, and Lin· guistJc>; Office of Admissions and Student Aid .

4. Lattimore Hall: Graduate School of l:ducation and Huma n Development, Ollice of the Dean and Academic Adv ising Office of the College of Arts and Science, Career Services and Plac•;ment Center, Department of Special Student Ser­' ices, Cuunseling and Psychological Services, Orientation Office, a 153-sca t auditorium. administrative offices for the Rocheste : Plan, and classrooms and seminar rooms.

5. Wilson Commons: A $9.5 million campus center; student organization ,Jffices. a recreation center, lounges, meeting and performing facilities, a snack bar and rathske ller, the River Campus Music Office, William H Stackel Meeting Room, Hartnett Gallery, Arthur J. May Multi-Purpose Room, Samuel M. Havens Lounge, Gowen Room, Ruth Merrill Stu­dent Organization Center, and George Gra ham Smith Plaza.

6. Dewey Hall: Departments o f Fo reig n Languages, Litera­tures. a nd Linguistics and Philoso phy; G raduate School o f Management; Language Laboratory.

7. Hoyt Hall: 350-seat auditorium for lectures, meetings, and conferences.

8. Bausch & Lomb Hall: Department of Physics and As­tronomy.

9. Harkness Hall: Offices of the Departments of Anthropol­ogy, Economics, Political Science, and Sociology; adminis­trative offices of the University College of Liberal a nd Applied Studies.

10. Gavett Hall: Administrative offices of the College of Engineering and Applied Science; offices, d assrooms, a nd laboraturies of the College's Department of Chemical Eng i­neering.

II. Hopeman Engineering Bldg.: Offices, classrooms, and lahoraturies of the Departments of Electrica l Engineering and Mechanical and Aerospace Sciences.

12. Taylor Hall: Unive rsity Computing Center terminal fa­cility.

14. Space Science (enter: Offices, seminar, and laboratory facilittes for The Institute of Optics.

15. Mathematical Sciences Bldg.: Classrooms, conference rooms, commons rooms, semina r rooms, and offices of the Departments of Mathematics, Stati stics, a nd Computer Sci­ence.

16. Hutchison Hall: C lassrooms, lecture halls, laboratories, offices, and commons rooms of the Departments of Biology, Chemistry. and Geological Sciences, a greenho use complex, and a n aviary complex.

Hubbell Auditorium: 483-seat aud itorium in Hutchison Hall fo r lectures, special meet ings, a nd confe rences.

17. Administration Bldg.: University adm inistrat ive offices and offices of the Regist ra r a nd the Bursar.

18. Interfaith Chapel: Center fo r campus re lig ious act ivities and chaplains' offices.

Facilities 235

19. Strong Auditorium: Two hall s, seating I ,347 and 480 per­sons, used for lectures. films. stage productions, and concerts.

20. Todd Building: Noteworthy as one of the first student unions in the United States; essentially replaced by Wilson Commo ns. Houses the Student Employment Office, the of­fices of N ROTC. a U.S. post office , a ban k, a theater, and two student radio clubs, WR UR-AM a nd FM and K2Z WI.

21. Frederick Douglass Building: A student di ning hall , meeting rooms, Universit y Bookstore , Faculty Club, Fa ir­bank Alumni Center.

22. Alumni Gymnasium•: Office of Sports a nd Recreation, Roman L. Speegle Pool, basketball courts, racquet courts, and wrestling and weight rooms.

23. Alexander Palestra: Home site for Unive rsi ty intercol­legiate basketball and vo lleyball, with permanent seating capacity of 3,000.

24. Field House: 12,000-square-foot indoor playing surface covered by artificial turf; a Yx-mile running track a ro und the perimeter.

25. Fauver Stadium: 6.000-seat concrete a nd brick stadium; also houses coed training room; a quarter-mile track encir­cling playing field; site of intercollegia te football , lacrosse, a nd trac k a nd field.

26- 30. Susan B. Anthony Halls: Undergraduate residence a nd dining center, Office of Student Life. infirmary, Univer­sity Security offi ce.

31. Spurrier Gymnasium: Gymnasium, Wilbraham Swim­ming Pool, dance studio, and coed tra ining room.

33. Sage Art Center: T eaching and studio facilities for fine a rts programs.

53, 54. Medieval Studies Center and Drama Center: Resi­dence-a nd-study ho uses with regular p rograms of public lectu res. readings. a nd specia l events.

67. Helen Wood Hall: Reside nce facilities for unde rgraduate students and administrative offices fo r the School of Nursing.

68. Goler House: 13-story apartment building for a limited number of gradua te students and undergraduate students.

*For a de~cription of University athle tic facilities scheduled for completion in 1981. see page 217.

236

Key I. Rush Rhees Library 2. Psychology Bldg* 3. Morey Ha ll*

Eastman Kodak Colonnade 4. Lattimore Hall* 5. Wilson Commons* 6. Dewey Hall* 7. Hoyt Hall* 8. Bausch & Lomb Hall* '!. Harkness Hall*

10. Gavett Hall* II. Hopeman Engi neering Bldg* 12. Taylor Hall* 13. Purchasing Bldg. 14. Space Science Center* 15. Mathematica l Sciences Bldg* 16. Hutchison Hall*

Hubbell Aud itorium* 17. Administration Bldg* 18. Interfaith C hapel* 19. Strong Auditorium* 20. Todd Building* 21. Frederick Douglass Bldg.*

Fairbank Alumni Center Bookstore Faculty Club Dining Center

22. Alumni Gymnasium* 23. Alexander l'alestra* 24. Field House* 25. Fauver Stadium* 26-30 Susan B. A nthony Halls

26. Gates Hall 27. Morgan Hall 28. Hollister Hall 29. Gannett Ha ll 30. Danforth Hall

3 1. Spurrier Gymnasium 32. Wilbraham Pool 33-35 Founders Court

33. Sage Art Center* 34. Anderson Tower 35. Wilder Tower

36. Americana lnn-Towne House 37- 42 Hill Court

37. Slater House 38. Munro Ho use 39. Kendrick House 40. Gale House 41. Fa irchild House 42. Chambers House

43. Frank & Caroline Gannett Emergency Center

,, ®

~~ ~- ~ MT. HOPE "' CAMPUS

N~ MEDI

UNIVERSITY OF ROCHESTER July 1980

237

44. Crosby Hall 45. Burton Hall 46. Hoeing Hall 47. Lovejoy Hall 48. Gilbert Hall 49. Tiernan Hall 50. 1 hcta Delta Chi 51. Sigma Alpha Mu 52. Sigma Chi 53. Medieval Studies Center* 54. Drama Center* 55. Delta Kappa Epsilon 56. Alpha Delta Phi 57. Theta Chi 58. Psi Upsilon 59. Medical Education Bldg. 60. Wing "R" Psychiatric Clinic 61. Eastman Dental Center

(independent affiliated agency) 62. Rehabilitation & Diagnostic Center 63. Radiation Therapy Center 64. University Health Service 65. Supplies & Accounts Bldg. 66. Strong Memorial Hospital 67. Helen Wood Hall* 68. Go!er House* 69. Elmwood Medical Bldg. 70. Computing Center 71. Department of Energy Project Annex 72. Central Utilities Plant 73. 575 Mt. Hope Avenue 74. 590 Mt. Hope Avenue 75. 630 Mt. Hope Avenue

Peter Barry House 76. 668 Mt. Hope Avenue

Ellwanger & Barry Bldg. 77. 685 Mt. Hope Avenue 78. 692 Mt. Hope Avenue

Patrick Barry House 79. Cancer Center 80- 88 Graduate Living Center

80. John P. Munn House 81. William Kelly House 82. John B. Trevor House 83. Alan Valentine Tower 84. Edward Bright House 85. Edward M. Moore House 86. Cornelis W. de Kiewiet Tower 87. Rufus A. Sibley House 88. Lewis P. Ross House

89. University Park 90. Laboratory for Laser Energetics 9 I. Nuclear Structure Research Laboratory 92. Whipple Park Apartments

*Detailed description on pages 232 and 233.

Official Bulletin University of Rochester Rochester, New York 14627 USPS 403-440

Second-class postage paid at Rochester, New York 14692