FIVE COLLEGE FACULTY COURSE OFFERINGS
Languages through the Five College Center for the Study of World Languages
The Five College Center for the Study of World Languages offers courses in less-commonly taught languages not available through regular Five College classroom courses. The Center also offers courses in Spoken Arabic dialects for students who have learned Modern Standard Arabic in the classroom. The Center encourages students to embark on language study during their first year of college so that they can achieve the fluency needed to use the language for work in their major field.
Each language offered by the Center is available in one of three course formats depending upon the resources available for that language. Mentored courses provide the highest level of structured support for learning and cover all four primary language skills (speaking, listening, reading, and writing). Independent Plus courses focus on speaking and listening skills, plus the development of basic literacy in the language. Supervised Independent courses focus only on oral skills and rely on more independently organized learning than the other course formats.
All courses emphasize development of oral proficiency through weekly conversation practice sessions. Conversation sessions focus on using the language in the types of situations one might encounter in everyday life. Students commonly engage in role plays, question and answer activities, description, narration, and problem-solving exercises. More advanced students practice expressing opinions, giving reasons in arguments, and discussing current events and cultural issues.
Students in Mentored courses also have one-on-one tutorials with a professional language mentor trained in language pedagogy. The individual sessions allow each student to get help with his/her particular questions and concerns. The language mentor goes over written homework, explains grammatical concepts, and engages the student in skill-building activities. Language mentors also work with students who are already fluent speakers of a language but who need to learn to read and write in the language.
Students in Independent Plus courses have a modified version of the weekly individual tutorial that involves a one-on-one meeting with a peer-tutor who is a well-educated native speaker of the language. Peer-tutors help students identify and self-correct errors in speech and written homework and facilitate activities that practice basic literacy and communication in the language.
Supervised Independent courses offer students with excellent language skills an opportunity to study a variety of less commonly taught languages independently. Students approved for Supervised Independent language study are highly motivated, have a record of past success in language learning, and demonstrate readiness to undertake independent work. Courses emphasize development of oral skills.
A standard course through the Center is a half course. Half courses require one hour a day (seven hours per week) of individual study plus weekly conversation and/or tutorial sessions. It takes four half courses (levels I, II, III, and IV) to complete the equivalent of one year of study in a traditional elementary-level classroom course. Some languages offered in the Mentored format are also available as full courses allowing students to progress at the same rate as in traditional classroom courses. Full courses require two hours per day (14 hours per week) of individual study plus conversation and tutorial sessions.
Students interested in studying a language through the Center should read the informational websites thoroughly and follow the application instructions. While the application process is handled by the Five College Center for the Study of World Languages, the tutorial and conversation sessions are held on all five campuses.
For program information and application forms, go to http://fivecolleges.edu/fclang
For language resources produced by the Center, see http://langmedia.fivecolleges.edu
Language offerings change depending upon available resources. Not all languages are available every semester. Please see the Center’s website for current information or contact the Center to find out about a language not listed here.
Currently Offered in Mentored Format: American Sign Languages (upper-level courses), Hindi, Persian, Swahili, Turkish.
Currently Offered in Independent Plus Format: Indonesian, Urdu, Bosnian-Croatian-Serbian.
Currently Offered in Supervised Independent Format: African Languages: Afrikaans, Amharic, Twi, Wolof, Yoruba, Zulu.
European Languages: Albanian, Bulgarian, Czech, Danish, Dutch, Finnish, Georgian, Modern Greek, Hungarian, Modern Irish, Norwegian, Romanian, Ukrainian.
Asian Languages: Bangla/Bengali, Burmese, Cantonese for Mandarin Speakers, Dari, Filipino, Khmer, Lao, Malay, Mongolian, Nepali, Pashto, Sinhala, Thai, Tibetan, Vietnamese.
Languages of the Americas: Haitian Creole.
Spoken Arabic Courses in Mentored or Supervised Independent Format: Egyptian Arabic, Levantine Arabic, Moroccan Arabic, and other dialects
Anthropology
FELICITY AULINO, Assistant Professor of Anthropology (at the University of Massachusetts Amherst in the Five College program).
Anthropology 355. Time, Belief, and Mind. See ANTH 355.
Fall semester. Amherst College.
Anthropology 397CS. ST- Case Studies/Global Health.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts.
Arabic
HEBA ARAFAH, Five College Lecturer in Arabic and Interim Director of the Five College Arabic Language Initiative (Spring 2019).
Asian 130. First Year Arabic I. The first half of a yearlong course that introduces the basics of Modern Standard Arabic, this course concentrates on all four skills: speaking, listening, reading, and writing. Beginning with a study of Arabic script and sound, students will complete the Georgetown text Alif Baa and finish Al Kitaab Book 1 by the end of the academic year. Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts. In addition to the traditional textbook exercises, students will write short essays and participate in role plays, debates, and conversations throughout the year.
Fall semester. Mount Holyoke College.
Asian 232. Second Year Arabic I. Students in this course will continue perfecting their knowledge of Arabic, focusing on the four skills: speaking, listening, reading, and writing. Students should expect text assignments;as well as work with DVDs, audio, and websites. Exercises include writing, social interactions, role plays, and the interplay of language and culture. Students will use Al Kitaab, Book 2 (3rd edition), completing Chapter 4 by the end of the semester.
Fall semester. Mount Holyoke College.
Asian 131. First Year Arabic II. The second half of a yearlong course that introduces the basics of Modern Standard Arabic, this course concentrates on all four skills: speaking, listening, reading, and writing. Beginning with a study of Arabic script and sound, students will complete the Georgetown Textbook "AlKitaab". Book 1, 3rd edition by the end of the academic year. Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts. In addition to the traditional textbook exercises, students will write short essays and participate in role plays, debates, and conversations throughout the year.
Spring semester. Mount Holyoke College.
Asian 233. Second Year Arabic II. Students in this course will continue furthering their knowledge of Arabic, focusing on the four skills: speaking, listening, reading, and writing. Students should expect text assignments as well as work with DVDs, audio, and websites. Exercises include writing, social interactions, role plays, and the interplay of language and culture. Students will continue using Georgetown Textbook Al Kitaab, Book 2, 3rd edition. The prerequisite is Arabic 130-131 or the equivalent.
Spring semester. Mount Holyoke College.
MAY GEORGE, Visiting Five College Lecturer in Arabic.
Arabic 100. Elementary Arabic I. This course introduces the basics of Modern Standard Arabic in addition to brief exposures to one of the Arabic dialects. It is aligned with the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Following ACTFL proficiency standards, students should be at the Novice-Mid level by the end of this course. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet and progresses quickly toward developing beginner reading, writing, speaking and listening proficiencies as well as cultural competence. It covers vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts at the Novice level.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Arabic 100Y. Elementary Arabic. This course introduces the basics of Modern Standard Arabic in addition to brief exposures to one of the Arabic dialects. It is aligned with the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Following ACTFL proficiency standards, students should be at the Novice-Mid level by the end of this course. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet and progresses quickly toward developing beginner reading, writing, speaking and listening proficiencies as well as cultural competence. It covers vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts at the Novice level.
Spring semester. Smith College.
Arabic 202. Second Year Arabic II. Students in this course will continue furthering their knowledge of Arabic, focusing on the four skills: speaking, listening, reading, and writing. Students should expect text assignments as well as work with DVDs, audio, and websites. Exercises include writing, social interactions, role plays, and the interplay of language and culture. Students will continue using Georgetown Textbook Al Kitaab, Book 2, 3rd edition. The prerequisite is Arabic 130-131 or the equivalent.
Spring semester. Smith College.
Arabic 402. Fourth Year Arabic Topics in Arabic Language and Culture. See ARAB 402.
Spring semester. Amherst College.
MOHAMED HASSAN, Senior Lecturer in Arabic and Director of the Five College Arabic Language Program.
Arabic 101. First-Year Arabic I. See ARAB 101.
Fall semester. Amherst College.
Arabic 201. Second-Year Arabic I. See ARAB 201.
Requisite: ARAB 102 or equivalent. Limited to 18 students. Fall semester. Amherst College.
Arabic 401. Media Arabic. See ARAB 401.
Requisite: ARAB 302 or equivalent. Limited to 18 students. Fall semester. Amherst College.
NAHLA KHALIL, Five College Lecturer in Arabic.
Arabic 101. Elementary Four-Skilled Arabic I. This first semester of a year-long course introduces the basics of Modern Standard Arabic, also known as Classical Arabic. It begins with a coverage of the alphabet, vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will concentrate on speaking and listening skills, as well as on learning the various forms of regular verbs, and on how to use an Arabic dictionary.
Fall semester. University of Massachusetts.
Arabic 201. Intermediate Four-Skilled Arabic I. Students in this course will continue perfecting their knowledge of Arabic focusing on the four skills: speaking, listening, reading, and writing. Emphasis will be on the development of all language skills using a communicative-oriented, proficiency-based approach. By the end of the academic year, students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to communicate in a variety of situations. Students should expect text assignments as well as work with DVDs, audio and websites. Exercises include writing, social interactions, role plays, and the interplay of language and culture.
Requisite: ARABIC 102/LLC 197FB or consent of instructor. Please note: Actual instruction time is 50 minutes/day, 5 days/week. Fall semester. University of Massachusetts.
Arabic 102. Elementary Four Skilled Arabic II. This course is a continuation of Arabic 101. Students will complete the study of the Elementary Arabic book sequence. Emphasis will be on the development of all language skills using a communicative-oriented, proficiency-based approach. By the end of the academic year, students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to communicate in a variety of situations. In addition to the traditional textbook exercises, students will write short essays and participate in role plays, discussions, and conversations throughout the semester.
Permission is required for interchange registration during the add/drop period only.
Requisite: ARABIC 101. Open to students who have completed Arabic 101 or Arabic 126. Spring semester. University of Massachusetts.
Arabic 202. Intermediate Four Skilled Arabic II. Students in this course will continue perfecting their knowledge of Arabic focusing on the four skills: speaking, listening, reading, and writing. Students should expect text assignments as well as work with DVDs, audio and websites. Exercises include writing, social interactions, role plays, and the interplay of language and culture.
Permission is required for interchange registration during the add/drop period only.
Requisite: ARABIC 201. Open to students who have taken Arabic 201 or Arabic 226. Otherwise, registration is by consent of the instructor. Spring semester. University of Massachusetts.
BRAHIM OULBEID, Visiting Five College Lecturer in Arabic
LS 110. Elementary Arabic I. This course introduces the basics of Modern Standard Arabic in addition to brief exposures to one of the Arabic dialects. It is aligned with the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Following ACTFL proficiency standards, students should be at the Novice-Mid level by the end of this course. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet and progresses quickly toward developing beginner reading, writing, speaking and listening proficiencies as well as cultural competence. It covers vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts at the Novice level.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Hampshire College.
LS 110. Elementary Arabic II. The second semester of first-year Arabic that introduces the basics of Modern Standard Arabic, this course concentrates on all four skills: speaking, listening, reading and writing. Students will begin with chapter 6 of Al Kitaab Book I and complete Chapter 13 in Al Kitaab Book I by the end of the academic year. Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts. In addition to the traditional textbook exercises, students will write short essays and participate in role plays, debates, and conversations throughout the year. The course follows an integrated methodology of language instruction through introducing one of the Arabic dialects to be integrated with the Modern Standard Arabic Instruction. Part of the Five College language consortium.
Culture, Humanities, and Languages Independent Work Students are expected to spend two hours to prepare for each class.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Hampshire College.
ALAA RAZEQ, Visiting Five College Lecturer in Arabic.
LS 110. Elementary Arabic I. This course introduces the basics of Modern Standard Arabic in addition to brief exposures to one of the Arabic dialects. It is aligned with the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Following ACTFL proficiency standards, students should be at the Novice-Mid level by the end of this course. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet and progresses quickly toward developing beginner reading, writing, speaking and listening proficiencies as well as cultural competence. It covers vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts at the Novice level.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Hampshire College.
Arabic 301. Four-Skilled Third Year Arabic I. The course aims to help students achieve an Intermediate-High level of proficiency in Modern Standard Arabic with an exposure to one Arabic colloquial dialect through the practice of the four language skills.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts.
Arabic 102. First-Year Arabic II. See ARAB 102.
Spring semester. Amherst College.
Arabic 302. Four-Skilled Third-Year Arabic II. The course aims to help students achieve an Advanced-Low level of proficiency in Modern Standard Arabic with an exposure to one Arabic colloquial dialect through the practice of the four language skills.
Permission is required for interchange registration during the add/drop period only.
Spring semester. University of Massachusetts.
JOHN WEINERT, Five College Lecturer in Arabic.
Arabic 100. Elementary Arabic I. This course introduces the basics of Modern Standard Arabic in addition to brief exposures to one of the Arabic dialects. It is aligned with the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Following ACTFL proficiency standards, students should be at the Novice-Mid level by the end of this course. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet and progresses quickly toward developing beginner reading, writing, speaking and listening proficiencies as well as cultural competence. It covers vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts at the Novice level.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Arabic 200. Intermediate Arabic I. According to the ACTFL standards, this course is Intermediate Low Arabic. It covers the four skills of the language. Writers at the intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. At the intermediate level, listeners can understand information conveyed in simple, sentence-length speech on familiar or everyday topics while readers at the same level can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement. Speakers at the intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Arabic 300. Advanced Arabic I. This helps students achieve an advanced level of proficiency in Modern Standard Arabic with an exposure to one Arabic colloquial variety using the four-skills (reading, writing, speaking, listening) approach. Students read within a normal range of speed, listen to, discuss and respond in writing to authentic texts by writers from across the Arab world. Text types address a range of political, social, religious and literary themes and represent a range of genres, styles and periods. All of these texts may include hypothesis, argumentation and supported opinions that covers both linguistic and cultural knowledge. This course covers Al-Kitaab, Book 3, units 1–5 in addition to extra instructional materials. Prerequisite: ARA 202, or the completion of Al-Kitaab, Book 2, or its equivalent. Students must be able to use formal spoken Arabic as the medium of communication in the classroom.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Arabic 100Y. Elementary Arabic. This course introduces the basics of Modern Standard Arabic in addition to brief exposures to one of the Arabic dialects. It is aligned with the American Council on Teaching of Foreign Languages (ACTFL) proficiency guidelines. Following ACTFL proficiency standards, students should be at the Novice-Mid level by the end of this course. The course begins with a focus on reading, pronouncing and recognizing Arabic alphabet and progresses quickly toward developing beginner reading, writing, speaking and listening proficiencies as well as cultural competence. It covers vocabulary for everyday use, and essential communicative skills relating to real-life and task-oriented situations (queries about personal well-being, family, work, and telling the time). Students will acquire vocabulary and usage for everyday interactions as well as skills that will allow them to read and analyze a range of texts at the Novice level.
Spring semester. Smith College.
Arabic 201. Intermediate Arabic II. A continuation of ARA 200. We complete the study of the Al Kitaab II book sequence along with additional instructional materials. In this course, we continue perfecting knowledge of Arabic integrating the four skills: speaking, listening, reading and writing, using a communicative-oriented, proficiency-based approach. By the end of this semester, you should have sufficient comprehension in Arabic to understand most routine social demands and most nontechnical real-life conversations as well as some discussions on concrete topics related to particular interests and special fields of competence in a general professional proficiency level. You gain a broad enough vocabulary that enables you to read within a normal range of speed with almost complete comprehension a variety of authentic prose material and be able to write about similar topics. Also by the end of this semester, you should have a wide range of communicative language ability including grammatical knowledge, discourse, etc.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Smith College.
Arabic 301. Advanced Arabic II. This course helps students reach advanced proficiency in Arabic through language study and content work focused on Arab history, literature and current events. We continue to focus on developing truly active control of a large vocabulary through communicative activities. Grammatical work focuses on complex grammatical constructions and demands increased accuracy in understanding and producing complex structures in extended discourse. Preparation for class and active, cooperative participation in group activities are essential to students’ progress in this course. Requirements also include active participation in class, weekly essays, occasional exams and presentations and a final written exam. This course covers Al-Kitaab, Book 3, units 5–10 in addition to extra instructional materials. Prerequisite: ARA 301, or the completion of Al-Kitaab, Book 3, lessons 1–5, or the equivalent. Students must be able to use formal spoken Arabic as the medium of communication in the classroom.
Spring semester. Smith College.
Archaeology
ELIZABETH KLARICH, Associate Professor of Anthropology (at Smith College in the Five College Program).
Anthropology 216AF. Archaeology of Food. This course explores how and why humans across the globe began to domesticate plant and animal resources approximately 10,000 years ago. The first half of the course presents the types of archaeological data and analytical methods used to study the "agricultural revolution." The second half examines case studies from the major centers of domestication in order to investigate the biological, economic and social implications of these processes. Special emphasis will be placed on exploring the relationship between agriculture and sedentism, food and gender, the politics of feasting, and methods for integrating archaeological and ethnographic approaches to the study of food.
Requisite: ANTHR-105.
Fall semester. Mount Holyoke College.
Anthropology 135/Archaeology 135. Introduction to Archaeology. This course studies past cultures and societies through their material remains and explores how archaeologists use different field methods, analytical technique and theoretical approaches to investigate, reconstruct and learn from the past. Data from settlement surveys, site excavations and artifact analysis are used to address economic, social, political and ideological questions across time and space. This course is taught from an anthropological perspective, exploring key transitions in human prehistory, including the origins of food production, social inequality and state-level societies across the globe. Relevance of archaeological practice in modern political, economic and social contexts is explored.
Limited to 30 first- and second-year students.
Fall semester. Smith College.
Anthropology 220. Collecting the Past: Art and Artifacts of the Ancient Americas. See ANTH 220.
Spring semester. Amherst College.
Anthropology 237. Native Americans.
Spring semester. Smith College.
Architectural Studies
NAOMI DARLING, Assistant Professor of Sustainable Architecture (at Mount Holyoke College in the Five College Program).
Architecture 225ED. Intermediate Studies in Architecture: 'Environmental Principles'. This hybrid studio addresses human comfort with lectures and problem work sessions integrated with design projects. We start with an in-depth study of the world's climate regions, the sun, and the earth's tilt and spin. Primary methods of heat transfer are investigated as students research two architectural solutions (vernacular and contemporary) within each climate. Using daylight, the sun's movement, and sun-path diagrams students will design, draw and build a functioning solar clock. Issues in day-lighting and thermal comfort will then drive an extended design problem. Students will be asked to solve numerical problems and present design solutions using both drawings and models.
Prereq: ARCH-205.
Fall semester. Mount Holyoke College.
Architecture 403. Design V Studio. Projects developed to explore the principles and process of architectural design and the development of structure and enclosure. Design projects, sketch problems. Satisfies the Integrative Experience requirement for BFA-Arch majors.
This course is open to Undergraduate Architecture (BFA) majors only. Pre Req: ARCH 401
Fall semester. University of Massachusetts
Art and Technology
JOHN SLEPIAN, Associate Professor of Art and Technology (at Hampshire [home campus] and Smith Colleges in the Five College Program) and Dean of Interdisciplinary Arts, Hampshire College.
Asian/Pacific/American Studies
RICHARD CHU, Associate Professor of History (at the University of Massachusetts in the Five College Program).
CSI 245. Race, Empire/Transnationalism. How does a study of the Chinese diasporic communities in Southeast Asia, the Caribbean, the United States, and other parts of the world help us understand the questions of ethnic identity formation, construction, and negotiation? More specifically, how does the study of their history and experiences force us to rethink the concepts of "China" and "Chinese-ness"? These are the main questions that we seek to answer in this introductory course to the history of the Chinese diaspora. We will begin by looking into the history of Chinese migration to the United States and then move on to particular geographical areas in the world, including the Southeast Asia and the Caribbean. All throughout the course we will also examine how these diasporic people and their families manipulated and continue to manipulate attempts by dominant groups to control their identities, bodies, and resources, and how their lives challenge the meanings of "China" and "Chinese-ness." Other questions to be discussed during the course are: What caused people from China to move, and to where? What forms of discrimination and control did they experience? How do their experiences and histories deepen our understanding of "race," "empire," and "transnationalism"? Themes to be discussed throughout the course include diaspora, imperialism, colonialism, race, ethnicity, gender, nationalism, transnationalism, orientalism, hegemony, and globalization. Requirements include reflection papers, discussions, a group presentation, a final paper, and a day-trip to New York's Chinatown on a weekend.
Power, Community and Social Justice Independent Work Multiple Cultural Perspectives Writing and Research Students are expected to spend 6-8 hours weekly on work and preparation outside of class time.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Hampshire College.
History 253H. Asian/Pacific/American History Honors.
Open to Seniors, Juniors & Sophomores only. Course requirements include three weekend trips (lasting 3 - 4 hours per trip) to community events and a final group report that will involve community visitations and/or interviews) on the different Asian subgroups found in the Pioneer Valley/Western Massachusetts, and focusing on topics such as the immigration history of a particular ethnic group to the area; community needs and issues; and other such topics related to civic engagement.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts.
Computer Science
DANIEL SHELDON, Assistant Professor of Computer Science (at the University of Massachusetts Amherst [home campus] and Mount Holyoke College in the Five College program).
Computer Science 312. Algorithms. How does Mapquest find the best route between two locations? How do computers help to decode the human genome? At the heart of these and other complex computer applications are nontrivial algorithms. While algorithms must be specialized to an application, there are some standard ways of approaching algorithmic problems that tend to be useful in many applications. Among other topics, we will explore graph algorithms, greedy algorithms, divide-and-conquer, dynamic programming, and network flow. We will learn to recognize when to apply each of these strategies as well as to evaluate the expected runtime costs of the algorithms we design.
Requisite: COMSC-211 and MATH-232.
Fall semester. Mount Holyoke College.
Computer Science 311. Introduction to Algorithms. The design and analysis of efficient algorithms for important computational problems. Emphasis on the relationships between algorithms and data structures and on measures of algorithmic efficiency. Sorting (heapsort, mergesort, quicksort), searching, graph algorithms. Experimental analysis of algorithms also emphasized. Use of computer required.
Spring semester. University of Massachusetts.
Dance
DASHA CHAPMAN, Visiting Assistant Professor in Critical Dance Theory (at Hampshire College in the Five College Program).
HACU 236. Haitian Dance Techn & Theory. In this combined technique and theory course, students will engage in the practice of Haitian dance, and support this embodied learning with study of Haitian artists, history and culture. Bi-weekly physical practice introduces students to the foundations of Haitian dance, and reading, writing and discussion familiarizes students with both important Haitian dance artists and history, and related topics in Haitian studies (the Haitian Revolution, Vodou religion, migration). We will read from the fields of history, ethnography, religious studies, performance studies and literary fiction, and get to know the landscape of iconic and contemporary Haitian dancers. No previous dance experience necessary.
Arts, Design, and Media Independent Work Multiple Cultural Perspectives In this course, students can expect to spend 6-8 hours weekly on work and preparation outside of class time.
Permission is required for interchange registration during the add/drop period only.
MARILYN SYLLA, Five College Lecturer in Dance (at Smith College in the Five College Program)
Dance 142. West African Dance. The objectives of the course are for students to understand the profound influence African dance has had on American dance forms, to understand the significance of dance in African culture, and to understand the connection between drummer and dancer and to appreciate and respect a culture that is different yet similar in many ways to American culture. Repeatable for credit.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
Dance 142. Dance Form I: W African. Topics course. Enrollment limited to 30.: This course introduces African dance, music and song as a traditional mode of expression in various African countries. It emphasizes appreciation and respect for African culture and its profound influence on American culture and art.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
English
JANE DEGENHARDT, Associate Professor of English (at the University of Massachusetts in the Five College Program).
HACU 266. Narratives- Trauma & Redemption. This course explores different forms of personal and communal trauma, and the ways that writing offers a means to redemption. By analyzing a range of novels, poetry, memoirs, and films, we will consider the different ways that trauma has been turned into narrative and how narrative in turn seeks to transform trauma into something else. Primary texts will focus heavily on ethnic American literature. The forms of trauma we will discuss range from personal and sexual violence, to large-scale communal and cultural violence. This course will take the form of a discussion-based seminar and interactive workshop. Students will engage in expository, creative, and analytical modes of writing. You must be open to sharing your writing with the class. Writing prompts will be offered, but in many cases you will have the freedom to choose your topic and mode of expression.
Independent Work Multiple Cultural Perspectives Writing and Research Students are expected to spend approximately 6 hours weekly on work and preparation outside of class time.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Hampshire College.
English 254H. Writ&Reading Imag Lit/Honors. Students will examine problems of form, content, and development in fiction and poetry. Students will also write in the various models of fiction, poetry, drama, and essay. Gen.Ed.(AL)
Open to students in the Contemplations in Literature Honors RAP.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts.
Film/Video
BERNADINE MELLIS, Senior Lecturer in Film Studies (at Mount Holyoke College in the Five College Program).
Art & the History of Art 221. Video Production. See ARHA 221 and FAMS 221.
Fall semester. Amherst College.
Film and Media Studies 280. Introduction to Video Production. This course provides a foundation in the principles, techniques, and equipment involved in video production. Students will make several short videos over the course of the term as well as one final piece. We will develop our own voices while learning the vocabulary of moving images and gaining production and post-production skills. In addition to technical training, classes will include critiques, screenings, readings, and discussion.
A lab fee may be charged.
Permission is required for interchange registration during all registration periods.
Requisite: FLMST-201.
Fall semester. Mount Holyoke College.
Geosciences
J. MICHAEL RHODES, Professor of Geochemistry (at the University of Massachusetts in the Five College Program).
Hebrew
JOANNA CARAVITA, Five College Lecturer in Hebrew.
Jewish Studies 101. Elementary Modern Hebrew I. The first half of a two-semester sequence introducing modern Hebrew language and culture, with a focus on equal development of the four language skills: reading, writing, speaking and listening. Learning is amplified by use of online resources (YouTube, Facebook, newspapers) and examples from Hebrew song and television/film. No previous knowledge of modern Hebrew is necessary. Enrollment limited to 18.
Fall semester. Smith College.
Hebrew 110. Elementary Modern Hebrew I. Preparation for basic proficiency in speaking, writing, listening to, and reading Modern Hebrew. Emphasis on speaking. Language lab.
Fall semester. University of Massachusetts.
Hebrew 230. Intermediate Modern Hebrew I. To improve third year students' grammar, vocabulary, and fluency through graded readings to advanced level of reading, listening, oral, and written proficiency. A structured approach to literature.
Permission is required for interchange registration during the add/drop period only.
Requisite: Hebrew 120 or Instructor Consent.
Fall semester. University of Massachusetts.
International Relations
JON WESTERN, Professor of International Relations (at Mount Holyoke College in the Five College Program) will be serving as Vice President for Academic Affairs and Dean of the Faculty at Mount Holyoke College.
Korean
SUK MASSEY, Five College Lecturer in Korean.
Korean 101 (Sections 1 & 3). Korean I. Beginning Korean I is the first half of a two-semester introductory course in spoken and written Korean for students who do not have any previous knowledge of Korean. This course is designed to improve students’ communicative competence in daily life, focusing on the four language skills: speaking, listening, reading and writing. Some of the activities include oral dialogue journals (ODJ), expanding knowledge of vocabulary, conversation in authentic contexts, in-depth study of grammar, listening comprehension, pronunciation practice, mini-presentations, Korean film reviews and Korean film making.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Korean 301. Korean III. This course helps students become proficient in reading, writing and speaking at an advanced level of Korean. This course is particularly appropriate for Korean heritage language learners, that is, those who have some listening and speaking proficiency but lack solid reading and writing skills in Korean. In addition, this course would fortify and greatly expand the skills of those who have studied Korean through the intermediate level or who have equivalent language competence in Korean. Class activities include (1) reading of Korean literature and current news sources; (2) writing assignments such as Korean-film responses, journal entries and letters; (3) expanding vocabulary knowledge; (4) practicing translation skills; (5) understanding Korean idioms; (6) learning basic Chinese characters.
Requisite: KOR 202 or permission of the instructor.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Korean 235. Intermediate Korean I. This course aims at the acquisition of language skills to read, write, listen and speak in intermediate-level Korean. It is designed for students who have taken Elementary Korean courses with a passing grade or have the equivalent training in basic-level language ability of reading, writing, listening, and speaking. In addition to the classroom instruction, there will be an hour of conversation session with the tutors, which students have to attend every week to practice speaking. In accordance with the national standards in foreign language education, all Five Cs (Communication, Cultures, Connections, Comparisons, and Communities) will be emphasized in the course. Students need to complete level 245 to satisfy the intermediate language level required by HFA.
Fall semester. University of Massachusetts
Korean 102. Korean I. Beginning Korean II is the second half of a two-semester introductory course in spoken and written Korean for students who have some previous knowledge of Korean. This course improves students’ communicative competence in daily life, focusing on the four language skills: speaking, listening, reading and writing. Some of the activities include vocabulary-building exercises, conversation in authentic contexts, in-depth study of grammar, listening comprehension and pronunciation practice, mini-presentations, Korean film reviews and Korean film making.
Requisite: KOR 101 or permission of the instructor.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Smith College
Korean 202. Korean II. Intermediate Korean II is the second part of a one-year intensive course for students who have already completed the intermediate-level Korean course, Intermediate Korean I, or who have the equivalent language competence in Korean. Designed for students seeking to become bilingual (or multilingual), this course provides numerous and varied opportunities to develop and practice speaking, listening, reading and writing skills. Activities include expanding vocabulary, conversing in authentic contexts (conversation cafe), studying grammar intensively, reading stories and news articles, reviewing Korean films and Korean film making.
Requisite: KOR 201 or permission of the instructor.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Smith College.
CHAN YOUNG PARK, Five College Lecturer in Korean.
Asian 262. Second Year Korean I. Second Year Korean I is the first half of a two-semester intermediate Korean course. It is designed to provide students with intermediate proficiency in Korean speaking, listening, reading, writing, and culture. The course will strengthen students' communicative;skills on familiar topics related to everyday events and situations. Students will also develop discourse/pragmatic competence in various social contexts of communication.
Prereq: ASIAN-161 or equivalent.
Fall semester. Mount Holyoke College.
Korean 115 (Sections 1 & 2). Beginning Korean I. This is an introductory Korean course, which is designed to help students acquire fundamental skills to read, write, listen and speak in elementary level Korean. Students will learn Korean writing system, Hangul, simple sentence patterns, and basic everyday conversations. By the end of the class, students will be able to carry a short conversation about people's backgrounds, likes and dislikes, attributes, as well as locations, numbers and counters. Students will also be able to talk about present, past and future events. In addition to the classroom instruction, there will be a conversation session with the tutors, which students have to attend every week to practice speaking. In accordance with the national standards in foreign language education, all Five Cs (Communication, Cultures, Connections, Comparisons, and Communities) will be emphasized in the course.
Fall semester. University of Massachusetts.
Korean 125 (Section 2). Beginning Korean I. This is an introductory Korean course, which is designed to help students acquire fundamental skills to read, write, listen and speak in elementary level Korean. Students will learn Korean writing system, Hangul, simple sentence patterns, and basic everyday conversations. By the end of the class, students will be able to carry a short conversation about people's backgrounds, likes and dislikes, attributes, as well as locations, numbers and counters. Students will also be able to talk about present, past and future events. In addition to the classroom instruction, there will be a conversation session with the tutors, which students have to attend every week to practice speaking. In accordance with the national standards in foreign language education, all Five Cs (Communication, Cultures, Connections, Comparisons, and Communities) will be emphasized in the course.
Spring semester. University of Massachusetts.
Korean 125 (Section 1). Beginning Korean II. This course is the second part of the Beginning Korean sequence, which is designed to teach the fundamental skills to read, write, listen and speak in elementary level Korean. Prior to taking this course, students are expected to read Hangul and to be able to talk about simple daily activities and carry a limited conversation with memorized phrases. Compared to the first semester, more advanced vocabulary and grammar patterns will be introduced, and the students will learn how to integrate them into developed forms of application. By the end of the course, students will be able to handle a variety of uncomplicated communicative tasks successfully and will be able to ask a few formulaic questions. In addition to the textbook study in the classroom, audio-visual materials and activities will be used in class.
Spring semester. University of Massachusetts.
Korean 4xx. Advanced Korean.
Spring semester. University of Massachusetts.
KYAE-SUNG PARK, Five College Lecturer in Korean.
Asian Studies 160 (Sections 1 & 2). First Year Korean I. First Year Korean I is the first half of an introductory two-semester course. It is designed to provide students who have little or no knowledge of Korean with basic proficiency in Korean speaking, listening, reading, writing, and culture. The course will cover the foundations of Korean vocabulary, grammar, and pronunciation and how these can be used in context.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
Korean 101. Korean I. Beginning Korean I is the first half of a two-semester introductory course in spoken and written Korean for students who do not have any previous knowledge of Korean. This course improves students’ communicative competence in daily life, focusing on the four language skills: speaking, listening, reading and writing. Some of the activities include oral dialogue journals (ODJ), expanding knowledge of vocabulary, conversation in authentic contexts, in-depth study of grammar, listening comprehension, pronunciation practice, mini- presentations, Korean film reviews and Korean film making.
Fall semester. Smith College.
Asian Studies 161. First Year Korean II. Beginning Korean II is the second half of a two-semester introductory course in spoken and written Korean for students who have some previous knowledge of Korean. This course is designed to improve students' communicative competence in daily life, focusing on the four language skills: speaking, listening, reading and writing. Some of the activities include vocabulary-building exercises, conversation in authentic contexts, in-depth study of grammar, listening comprehension and pronunciation practice, mini-presentations, Korean film reviews and Korean film making.
Requisite: ASIAN-160 or equivalent proficiency.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Mount Holyoke College.
Asian Studies 263. Second Year Korean II. Second Year Korean II is the second part of a one-year intensive course for students who have already completed the intermediate-level course, Intermediate Korean I, or who have the equivalent language competence in Korean. Designed for students seeking to become bilingual (or multilingual), this course provides numerous and varied opportunities to develop and practice speaking, listening, reading and writing skills. Activities include expanding vocabulary, conversing in Authentic contexts (conversation café), studying grammar intensively, reading stories and news articles, and reviewing Korean films and Korean film making.
Requisite: ASIAN-262 or equivalent.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Mount Holyoke College.
Music
BODE OMOJOLA, Professor of Music (at Mount Holyoke College in the Five College Program).
Music 226. World Music. This course is a survey of selected musical traditions from different parts of the world, including Africa, Indonesia, Indian, the Caribbean, and the United States. The course adopts an ethnomusicological approach that explains music as a cultural phenomenon, and explores the social and aesthetic significance of musical traditions within their respective historical and cultural contexts. It examines how musical traditions change over time, and how such changes reflect and relate to social and political changes within a given society. Weekly reading and listening assignments provide the basis for class discussions. Students are expected to undertake a final project in music ethnography.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
Music 220. Topics: World Music- African Pop. Topics course.: This course focuses on twentieth century African popular music: it examines music genres from different parts of the continent, investigating their relationships to the historical, political and social dynamics of their respective national and regional origins. REgional examples like highlife, soukous and mbaqanga will provide the basis for assessing the significance of popular music as a creative response to the colonial and postcolonial environment in Africa. Themes explored include the use of music in the construction of social identity and the interaction of local and global elements. No prerequisites. Maximum enrollment 30 students.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Physics
COURTNEY LANNERT, Associate Professor of Physics (at Smith College [home campus] and the University in the Five College Program).
Physics 281. Computational Physics. Computational physics in a computer laboratory setting. Numerical simulations of a variety of physical systems taught concurrently with programming skills using languages such as C, Mathematica or Matlab in a UNIX environment. No prior computer experience required.
Requisites: PHYSICS 181 or 151, and MATH 132. Co-requisite: PHYSICS 182 or 152.
Fall semester. University of Massachusetts.
Physics 117. Introductory Physics. The concepts and relations (force, energy and momentum) describing physical interactions and the changes in motion they produce, along with applications to the physical and life sciences. Lab experiments, lectures and problem-solving activities are interwoven into each class. Discussion sections offer additional help with mathematics, data analysis and problem solving. This course satisfies medical school and engineering requirements for an introductory physics I course with labs. Prerequisite: one semester introductory calculus course covering the basic principles and methods of integration and differentiation (MTH 111 or equivalent). In the spring semester, first-year students have the first opportunity to enroll. Students are enrolled in the following priority order: first-year students, then second-years, then juniors, then seniors. All upper-class student are wait-listed until first-years have registered. Sections are capped at 28.
Spring semester. Smith College.
Russian, East European, Eurasian Studies
EVGENY DENGUB, Five College Lecturer in Russian.
Russian, East European, Eurasian Studies 221. Intermediate Russian I. The first half of a two-semester sequence. Students practice all four language modalities: reading, listening, writing and speaking. The course incorporates a variety of activities that are based on a range of topics, text types and different socio-cultural situations. Authentic texts (poems, short stories, TV programs, films, songs and articles) are used to create the context for reviewing and expanding on grammar, syntax and vocabulary.
Requisite: RES 100Y or equivalent.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
Russian, East European, Eurasian Studies 331. Advanced Russian. This course aims at expansion of students' vocabulary and improvement of reading, writing, and speaking skills. The course is intended for students who have completed at least four semesters of Russian or the equivalent. Heritage learners of Russian (those who speak the language) will also benefit from the course. With a strong emphasis on integrating vocabulary in context, this course aims to help students advance their lexicon and grammar, increase fluency, and overcome speaking inhibitions. We will read and discuss a variety of texts in the original Russian including articles, short stories, and poems.
Requisite: RES 222 or permission of the instructor.
Permission is required for interchange registration during all registration periods.
Fall semester. Smith College.
Russian 230. Intermediate Russian I. Emphasis on grammar, simple conversation and readings. Conducted primarily in Russian.
Requisite: RUSSIAN 120 or equivalent.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts
RES 222. Intermediate Russian II. The course is designed to address the needs of both second language learners (those who completed Elementary Russian) and heritage students (who speak Russian at home). Students practice all four language modalities: reading, listening, writing and speaking. The course incorporates a variety of activities that are based on a range of topics, text types and different socio-cultural situations. Authentic texts (poems, short stories, TV programs, films, songs and articles) are used to create the context for reviewing and expanding on grammar, syntax and vocabulary. This is a full-year course.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Smith College.
Russian 120. Elementary Russian II. Goal: ability to carry on elementary conversation, read and write simple prose.
Requisite: RUSSIAN 110 or equivalent.
Permission is required for interchange registration during the add/drop period only.
Spring semester. University of Massachusetts.
Russian 240. Intermediate Russian II. The course is designed to address the needs of both second language learners (those who completed Elementary Russian) and heritage students (who speak Russian at home). Students practice all four language modalities: reading, listening, writing and speaking. The course incorporates a variety of activities that are based on a range of topics, text types and different socio-cultural situations. Authentic texts (poems, short stories, TV programs, films, songs and articles) are used to create the context for reviewing and expanding on grammar, syntax and vocabulary. This is a full-year course.
Permission is required for interchange registration during the add/drop period only.
Spring semester. University of Massachusetts.
SERGEY GLEBOV, Associate Professor of History (at the Smith [Home Campus] and Amherst colleges in the Five College Program).
European Studies 238. USSR During Cold War. See HIST 236 [EU], EUST 238, and RUSS 237.
Fall semester. Amherst College.
History 240. Colq: Stalin and Stalinism. Joseph Stalin created a particular type of society in the aftermath of the Russian Revolution. Stalinism became a phenomenon that influenced the development of the former Soviet Union and the Communist movement worldwide. This course covers the period on the eve of and during the Russian Revolution, Stalinist transformation of the USSR in the 1930s, WWII and the onset of the Cold War. We consider several questions about Stalinism: Was it a result of Communist ideology or a deviation? Did it enjoy any social support? To what extent was it a product of larger social forces and in what degree was it shaped by Stalin’s own personality? Did it have total control over the people’s lives? Why hasn’t there been a de-Stalinization similar to de-Nazification? How is Stalinism remembered? The course is a combination of lectures and class discussions.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Smith College.
IRINA KOGEL, Five College Lecturer in Russian.
Russian 110 (Sections 1 & 2). Elementary Russian I. Beginning of four-skill language course. Russian spoken in class, grammar introduced gradually. Regular written assignments to develop proficiency in all four language skills. No previous language experience required.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts.
RES 101. Elementary Russian II. Goal: ability to carry on elementary conversation, read and write simple prose.
Requisite: RUSSIAN 110 or equivalent.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Mount Holyoke College.
RES 202. Intermediate Russian II. Emphasis on grammar review and conversation based on short reading selections. Conducted primarily in Russian.
Requisite: RUSSIAN 230 or equivalent.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Mount Holyoke College.
Russian 302. Advanced Russian II. This course aims at expansion of students' vocabulary and improvement of both writing and speaking skills. The course is intended for students who have completed at least four semesters of Russian or the equivalent. Heritage learners of Russian (those who speak the language) will also benefit from the course. With a strong emphasis on integrating vocabulary in context, this course aims to help students advance their lexicon and grammar, increase fluency, and overcome speaking inhibitions. We will read and discuss a variety of texts including short stories, films, and articles.
Permission is required for interchange registration during the add/drop period only.
Spring semester. University of Massachusetts.
SUSANNA NAZAROVA, Five College Lecturer in Russian.
RES 101. Elementary Russian. The four-skills (listening, speaking, reading, and writing) introduction to the Russian Language with the focus on communicative skills development. Major structural topics include pronunciation and intonation, all six cases, basic conjugation patterns, and verbal aspect. By the end of the course the students will be able to initiate and sustain conversation on basic topics, write short compositions, read short authentic texts and comprehend their meaning, develop an understanding of the Russian culture through watching films and listening to songs.
Corequisite: RES-101L.
Multiple required components--lab and/or discussion section. To register, submit requests for all components simultaneously.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
RES 101L (Sections 1 & 2). Elementary Russian Lab.
Corequisite: RES-101L.
Multiple required components--lab and/or discussion section. To register, submit requests for all components simultaneously.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
RES 201. Intermediate Russian. In-depth review of grammar topics and expansion of vocabulary with the goal of developing communicative proficiency. Readings include short stories, poetry, and newspaper articles. Students watch Russian films and discuss them orally and in writing. Classes are conducted mostly in Russian.
Requisite: RES-101.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
RES 301. Advanced Russian Language. This course aims at expansion of students' vocabulary and improvement of both writing and speaking skills. The course is intended for students who have completed at least four semesters of Russian or the equivalent. Heritage learners of Russian (those who speak the language) will also benefit from the course. With a strong emphasis on integrating vocabulary in context, this course aims to help students advance their lexicon and grammar, increase fluency, and overcome speaking inhibitions. We will read and discuss a variety of texts including short stories, films, and articles.
Requisite: RES-202.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Mount Holyoke College.
Russian 301. Advanced Russian. Conducted in Russian. Grammatical structure, principles of word building, exercises, translation, readings, close analysis of texts. Goal: understanding lectures in Russian; ability to respond with some degree of fluency; vocabulary sufficient to be able to read using a dictionary.
Requisite: a year of intermediate Russian or equivalent.
Permission is required for interchange registration during the add/drop period only.
Fall semester. University of Massachusetts.
RES 302. Advanced Russian II. This course aims at expansion of students' vocabulary and improvement of both writing and speaking skills. The course is intended for students who have completed at least four semesters of Russian or the equivalent. Heritage learners of Russian (those who speak the language) will also benefit from the course. With a strong emphasis on integrating vocabulary in context, this course aims to help students advance their lexicon and grammar, increase fluency, and overcome speaking inhibitions. We will read and discuss a variety of texts including short stories, films, and articles.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Mount Holyoke College.
RES 332. Advanced Russian II. This course aims at expansion of students' vocabulary and improvement of both writing and speaking skills. The course is intended for students who have completed at least four semesters of Russian or the equivalent. Heritage learners of Russian (those who speak the language) will also benefit from the course. With a strong emphasis on integrating vocabulary in context, this course aims to help students advance their lexicon and grammar, increase fluency, and overcome speaking inhibitions. We will read and discuss a variety of texts including short stories, films, and articles.
Permission is required for interchange registration during the add/drop period only.
Spring semester. Smith College.
Women’s Studies
ANGELA WILLEY, Associate Professor of Women’s Studies (at the University of Massachusetts in the Five College program).
CSI 326. Feminism’s Sciences. For decades now feminists have insisted on the importance of thinking about science, nature, and embodiment to understanding the worlds in which we live and to imagining other worlds. I use "feminism's sciences" here to refer to the sciences feminists have critiqued, revised, reinterpreted, and reclaimed as well as to those feminist knowledge-making projects that have been excluded from the definition of science. The class will draw the parameters of feminist sciences wide here to include epistemological, methodological, conceptual, metaphysical, and other critical-creative insights of a wide range of feminist theories and projects. We will read about feminist concerns with knowledge, power, and embodiments to explore possibilities for a contemporary queer feminist materialist science studies. This class will be reading and research intensive. We will explore rich debates in feminist theories of science and materiality over the last several decades and today. You will practice interdisciplinary research as well as developing both written and oral communication skills.
Independent Work Writing and Research Students are expected to spend 6-8 hours a week of preparation and work outside of class time.
Permission is required for interchange registration during the add/drop period only.
Fall semester. Hampshire College.
WGSS 290C. History of Race and Sexuality in the U.S.
Spring semester. University of Massachusetts.