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 two 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). 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.
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 Language (upper-level courses), Hindi, Persian, Swahili, Turkish, Urdu
Currently Offered in Supervised Independent Format:
African languages: Afrikaans, Amharic, Twi, Wolof, Yoruba, Zulu
European languages: Albanian, Bosnian-Croatian-Serbian, 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, Indonesian, Khmer, Lao, Malay, Mongolian, Nepali, Pashto, Sinhala, Thai, Tibetan, Vietnamese
Languages of the Americas: Haitian Creole
Spoken Arabic dialects: Egyptian Arabic, Levantine Arabic, Moroccan Arabic
Anthropology
FELICITY AULINO, Assistant Professor of Anthropology (at the University of Massachusetts Amherst in the Five College program).
Anthropology 697AM. ST- Advanced Medical Anthropology. This class explores exciting developments in medical anthropology. We will read a series of new ethnographies, along with supplemental materials to help place current debates in historical context. Topics will include: mental health, the politics of science, cultures of medicine, care and giving, indigenous theory and decolonizing methodologies, ecologies of interconnection and planetary wellness, and more.
Fall semester. University of Massachusetts.
Arabic
HEBA ARAFAH, Five College Lecturer in Arabic.
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.
MAY GEORGE, 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.
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 301. Third-Year Arabic I. See ARAB 301.
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.
BRAHIM OULBEID, Visiting Five College Lecturer in Arabic
JOHN WEINERT, Five College Lecturer in Arabic.
Arabic 201. Intermediate Arabic II. See ARAB 201.
Fall semester. Amherst 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.
Archaeology
ELIZABETH KLARICH, Associate Professor of Anthropology (at Smith College in the Five College Program).
Anthropology 216CA. Collecting the Past. Early European explorers, modern travelers, collectors, curators, and archaeologists have contributed to the development of ancient Latin American collections in museums across the globe. This course traces the history of these collecting practices and uses recent case studies to demonstrate how museums negotiate--successfully and unsuccessfully--the competing interests of scholars, donors, local communities, and international law. Students will learn how archaeologists study a variety of artifact types within museum collections and will have the opportunity to conduct independent research projects using pre-Columbian pottery collections from the Mount Holyoke Art Museum.
Fall semester. Mount Holyoke College.
Architectural Studies
NAOMI DARLING, Assistant Professor of 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. Prereq: 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).
First Year Seminar 110DC. Chinese Diasporic Communities. How does a study of the Chinese diasporic communities in Southeast Asia, the U.S., and other parts of the world help us rethink concepts of 'Chinese-ness'? We seek to answer the question in this introductory history seminar on the Chinese diaspora. Coverage spans from the 1500s to the present. Readings focus on the question of Chinese-ness as constructed and negotiated by different groups and individuals. Themes include imperialism, race, ethnicity, gender, nationalism, transnationalism, orientalism, hegemony, and globalization.
Fall semester. Mount Holyoke 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). Professor Sheldon will be on sabbatical during the Fall 2019 semester.
Dance
SHAKIA JOHNSON, Visiting Artist in Dance (at Mount Holyoke College and Smith College in the Five College Program).
THDA 122H. Hip Hop. See THDA 122H.
Fall semester. Amherst College
Dance 132. Introduction to Hip Hop. Contact faculty member for more information about this course.
Fall semester. Hampshire College
Dance 232. Intermediate Hip Hop. Contact faculty member for more information about this course.
Fall semester. Hampshire College
DAN 146. Hip Hop Dance. Hip hop is a popular form of Afro-diasporic cultural production and, for many, a lifestyle. In this studio course for beginner dancers, student learn movements from the poppin', lockin', house and breakin’ dance techniques. This study of movement vocabulary is contextualized in analyses of hip hop’s history, culture and current trends.
Fall semester. Smith College
English
JANE DEGENHARDT, Associate Professor of English (at the University of Massachusetts in the Five College Program).
HACU 248. Shakespeare's Non-Humans. This course is designed for students who want to explore Shakespeare's plays as the basis for critical and creative writing inspired by non-human life forms, including monsters, creatures, demons, mythical figures, and hybrids. What do these figures tell us about the boundaries of what is considered human or non-human? In what ways are these beings sub- or super-human in terms of ability, moral capacity, emotion and empathy, cognition, biology, or spiritual status? For example, we may consider the creaturely status of Caliban, the diabolical nature of Macbeth, the bodily deformity of Richard III, the undead status of Hamlet Sr's ghost, the personified powers of nature and magic in A Midsummer Night?s Dream, or the material unfixedness of Hermione's statue. How do Shakespeare's non-humans provide a basis for devising emerging categories of race, gender, and sexuality? What roles do non-human characters continue to play in the fantasies and nightmares of our own popular culture? Assignments will include critical writing, a creative piece, a visual catalogue, and a final project. Students are expected to spend 6-8 hours per week outside of class on reading, writing, and research.
Fall semester. Hampshire College.
English 397. ST- Shakespeare's Non-Humans. This course is designed for students who want to explore Shakespeare's plays as the basis for critical and creative writing inspired by non-human life forms, including monsters, creatures, demons, mythical figures, and hybrids. What do these figures tell us about the boundaries of what is considered human or non-human? In what ways are these beings sub- or super-human in terms of ability, moral capacity, emotion and empathy, cognition, biology, or spiritual status? For example, we may consider the creaturely status of Caliban, the diabolical nature of Macbeth, the bodily deformity of Richard III, the undead status of Hamlet Sr's ghost, the personified powers of nature and magic in A Midsummer Night?s Dream, or the material unfixedness of Hermione's statue. How do Shakespeare's non-humans provide a basis for devising emerging categories of race, gender, and sexuality? What roles do non-human characters continue to play in the fantasies and nightmares of our own popular culture? Assignments will include critical writing, a creative piece, a visual catalogue, and a final project. Students are expected to spend 6-8 hours per week outside of class on reading, writing, and research.
Fall semester. University of Massachusetts.
English 891TS. S- Human, Post-Human, Race. This course explores a neglected encounter in the academy's interest in theories of the post-human--either from an ecological animal studies or technological paradigm: the relationship between the post-human and race. While theories attempting to move beyond the human/non-human divide often dissolve or deny differences of race, contemporary critics working in the tradition of Afro-pessimism have demonstrated how theories of the human always imply a logic of race. This course will trace the early modern roots of race in popular humanist discourses, joining early modern writings to contemporary theoretical writing and cultural productions. Taking a historicized approach, we will read a range of early modern texts that seek, implicitly or explicitly, to define the limits of the human in relation to categories of the divine, the animal, and the inanimate. These texts will include prose writings in natural philosophy, religion, and travel, as well as plays by Shakespeare and fictional writings such as Blazing World, The New Atlantis, and Oroonoko. We will consider theories of disability and emerging questions about what abilities or characteristics make a person more or less human. We will trace the uneven process by which the human assumed a hierarchical distinction within the realm of nature, how this hierarchy became manifested through new perspectives on the relationship between human and world, and the origins of further categorical distinctions such as kind, species, personhood, and race. Surveying foundational and emerging theory ranging from Michel Foucault and Bruno Latour to Cary Wolfe, Donna Haraway, and Judith Halberstam, to Sylvia Wynter, Zakiyyah Iman Jackson, and Mel Chen, we will seek to take stock of what is gained and lost by the post-human theoretical move. We will also consider how understandings of the human inform a philosophy of human rights and ethics--engaging a sampling of writings by Hannah Arendt, Emmanuel Levinas, and Edouard Glissant. Finally, we will think about what specific questions are brought to bear on the post-human by critics of race and colonialism, as well as gender and sexuality, and whether these theoretical approaches might be reconciled. Course assignments include conference paper presentation, annotated bibliography, and final seminar paper.
Fall semester. University of Massachusetts.
Film/Video
BERNADINE MELLIS, Senior Lecturer in Film Studies (at Mount Holyoke College in the Five College Program).
Film and Media Studies 210VP. 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.
Fall semester. Mount Holyoke College.
Geosciences
J. MICHAEL RHODES, Professor of Geochemistry, Petrology and Volcanology (at the University of Massachusetts in the Five College Program).
Hebrew
JOANNA CARAVITA, Lecturer in Modern Hebrew Language.
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.
CHAN YOUNG PARK, Five College Senior Lecturer in Korean.
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 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
KYAE-SUNG PARK, Five College Lecturer in Korean.
Asian Studies 160. 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.
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.
Music
BODE OMOJOLA, Professor of Music (at Mount Holyoke College in the Five College Program). Professor Omojola will be on sabbatical during the Fall 2019 semester.
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.
Russian, East European, Eurasian Studies
EVGENY DENGUB, Five College Lecturer in Russian.
Russian, East European, Eurasian Studies 100Y. 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, all tenses and verbal aspect. By the end of the course, students are able to sustain conversation on basic topics, write short compositions, read short authentic texts, as well as develop an understanding of Russian culture through watching, discussing and writing on movies, short stories, folk tales and poems. This is a full-year course. Yearlong courses cannot be divided at midyear with credit for the first semester.
Fall semester. Smith College.
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 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
SERGEY GLEBOV, Associate Professor of History (at the Smith [Home Campus] and Amherst colleges in the Five College Program).
History 444. Ethnic Cleansing in History. See HIST 444.
Fall semester. Amherst College.
History 300. Nationalism. Contact faculty member for more information about this course.
Fall semester. Smith College.
IRINA KOGEL, Five College Lecturer in Russian.
Russian 110. 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.
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.
Prerequisite: a year of intermediate Russian or equivalent.
Fall 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 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.
Women’s Studies
ANGELA WILLEY, Associate Professor of Women’s Studies (at the University of Massachusetts in the Five College program).
Gender Studies 33FS. Feminism’s Sciences. Feminists have insisted on the importance of thinking about science, nature, and embodiment to understanding the worlds in which we live and imagining others. I use "feminism's sciences" to refer to sciences feminists have revised and reclaimed as well as to those knowledge-making projects that have been excluded from the definition of science, including epistemological, methodological, conceptual, and other critical-creative insights from a range of feminist theories and projects. We will explore rich debates in feminist theories of science and materiality over the last several decades and today and explore possibilities for contemporary queer feminist materialist science studies.
Fall semester. Mount Holyoke College.
Study of Women and Gender 228. Theorizing Queer Feminism. This course is an introduction to queer feminist theory. We will consider varied articulations of both feminism and queerness and ways the relationship between them has been narrated and debated. Questions explored include: what might it mean to “queer” feminism? What might it mean to understand queerness through a feminist lens? How might we understand the place of the figure of the lesbian in imagining queer feminism? What sorts of ethical questions might queer feminist perspectives center? Concepts explored include: the centrality of race to concepts of gender and sexuality, relationships among feminist, queer, and trans studies, and sexual ethics.
Fall semester. Smith College
Faculty First Year Seminars 191WG1. Queer Feminism. This course will provide an introduction to queer feminist thinking. Over the course of the semester we will explore topics such as desire, love, pleasure, monogamy, polyamory, pornography, marriage, friendship, and community. We will begin by looking at different ideas about what feminism and queerness are and ways the relationship between them has been explained and debated. We will use short readings, videos, poems, and mini-lectures to frame our discussions. Some of the big WGSS questions will encounter include: what are feminist studies, queer studies, and trans studies and how are they connected?; what do "normal" and "healthy" mean?; how do things like healthcare and inheritance shape relationships?; how are ideas about sex and family connected to other sorts of ideas that often seem to have nothing to do those "personal" matters?
Fall semester. University of Massachusetts.
Women, Gender, and Sexuality Studies 692R. S- Sex, Love and Relationships. This course will provide an introduction to queer feminist thinking. Over the course of the semester we will explore topics such as desire, love, pleasure, monogamy, polyamory, pornography, marriage, friendship, and community. We will begin by looking at different ideas about what feminism and queerness are and ways the relationship between them has been explained and debated. We will use short readings, videos, poems, and mini-lectures to frame our discussions. Some of the big WGSS questions will encounter include: what are feminist studies, queer studies, and trans studies and how are they connected?; what do "normal" and "healthy" mean?; how do things like healthcare and inheritance shape relationships?; how are ideas about sex and family connected to other sorts of ideas that often seem to have nothing to do those "personal" matters? How do we narrate what our relationships mean to us and what we want from them?
Fall semester. University of Massachusetts.