Dickinson

Academic Bulletin

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Academic Bulletin | I

As of July 1, 2020

Production of this bulletin is under the direction of the Office of Academic Affairs.

Information given here is correct as of July 1, 2020. Revisions and current information

are made regularly and may be found on the Dickinson College Web site:

http://www.dickinson.edu/bulletin.

Students entering the college in the academic year 2020-2021 should refer to this

version of the Bulletin. The degree requirements which they must fulfill are listed on

page 7.

The listing of a course or program in this bulletin does not constitute a guarantee or

contract that the particular course or program will be offered during a given year.

Dickinson College is accredited by the Commission on Higher Education of the Middle

States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104,

267-284-5000. The Commission on Higher Education is an institutional accrediting

agency recognized by the U.S. Secretary of Education and the Commission on

Recognition of Postsecondary Accreditation.

Other agencies accrediting or recognizing Dickinson are the University Senate of the

United Methodist Church, the Pennsylvania Department of Education, and the

American Chemical Society.

Dickinson College is a member of the Central Pennsylvania Consortium. The other

members are Franklin & Marshall College and Gettysburg College.

Dickinson College is an intellectual and social community that values justice, free

inquiry, diversity, and equal opportunity. It is a fundamental policy of the college to

respect pluralism and to promote tolerance, civility, and mutual understanding within

its community. The college does not discriminate on such bases as race, color, sex,

political and religious beliefs, marital status, age, sexual orientation, National and

ethnic origins, veteran’s status or disability.

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Table of Contents 
 
Information About Dickinson College .............................................................................. 1 
Requirements for the Degree ........................................................................................... 7 
Special Approaches to Study .......................................................................................... 16 
Academic Policies and Procedures ................................................................................. 23 
Africana Studies.............................................................................................................. 24 
American Studies ........................................................................................................... 32 
Anthropology ................................................................................................................. 37 
Arabic ............................................................................................................................. 53 
Archaeology ................................................................................................................... 55 
Art & Art History ............................................................................................................. 75 
Astronomy ...................................................................................................................... 95 
Biochemistry & Molecular Biology ................................................................................. 96 
Biology ............................................................................................................................ 99 
Chemistry ..................................................................................................................... 119 
Chinese ......................................................................................................................... 127 
Classical Studies ........................................................................................................... 128 
Community Studies ...................................................................................................... 138 
Comparative Civilizations ............................................................................................. 139 
Computer Science ........................................................................................................ 140 
Creative Writing ........................................................................................................... 154 
Dance ........................................................................................................................... 156 
Dance and Music .......................................................................................................... 157 
Dickinson College’s Ballet Certificate Program with CPYB ........................................... 158 
   

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Earth Sciences .............................................................................................................. 159

East Asian Studies......................................................................................................... 176

Economics .................................................................................................................... 193

Educational Studies ...................................................................................................... 205

English .......................................................................................................................... 213

Environmental Studies and Environmental Science ..................................................... 221

Ethics ............................................................................................................................ 239

Film and Media Studies ................................................................................................ 240

Food Studies ................................................................................................................. 244

French and Francophone Studies ................................................................................. 247

German ........................................................................................................................ 257

Greek ............................................................................................................................ 268

Health Studies .............................................................................................................. 269

Hebrew ......................................................................................................................... 273

History .......................................................................................................................... 274

Humanities ................................................................................................................... 296

Interdisciplinary Studies ............................................................................................... 299

International Business & Management ........................................................................ 301

International Studies .................................................................................................... 308

Internships ................................................................................................................... 318

Italian and Italian Studies ............................................................................................. 320

Japanese ....................................................................................................................... 335

Journalism .................................................................................................................... 336

Judaic Studies ............................................................................................................... 337

Latin .............................................................................................................................. 349

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Latin American, Latinx and Caribbean Studies ............................................................. 350

Law & Policy ................................................................................................................. 364

Mathematics ................................................................................................................ 370

Medieval & Early Modern Studies ................................................................................ 378

Middle East Studies ...................................................................................................... 385

Military Science ............................................................................................................ 395

Modern Greek .............................................................................................................. 399

Music ............................................................................................................................ 400

Neuroscience ................................................................................................................ 421

Philosophy .................................................................................................................... 428

Physics and Astronomy ................................................................................................ 440

Political Science ............................................................................................................ 455

Portuguese ................................................................................................................... 475

Portuguese and Brazilian Studies ................................................................................. 476

Pre-Business-Management .......................................................................................... 480

Pre-Engineering ............................................................................................................ 482

Pre-Health program ..................................................................................................... 484

Pre-Law ........................................................................................................................ 487

Psychology .................................................................................................................... 489

Public Speaking ............................................................................................................ 505

Quantitative Economics ............................................................................................... 506

Religion ......................................................................................................................... 507

Russian ......................................................................................................................... 524

Science, Technology and Culture ................................................................................. 538

Security Studies ............................................................................................................ 542

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Sexuality Studies .......................................................................................................... 543

Social Innovation and Entrepreneurship ...................................................................... 544

Sociology ...................................................................................................................... 549

Spanish and Portuguese ............................................................................................... 562

Portuguese ................................................................................................................... 575

Sustainability ................................................................................................................ 579

Theatre & Dance .......................................................................................................... 581

Women's, Gender and Sexuality Studies ...................................................................... 604

Writing Program ........................................................................................................... 615

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Information About Dickinson College

ACCREDITATION

Dickinson College is accredited by the Commission on Higher Education of the Middle

States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104,

267-284-5000. The Commission on Higher Education is an institutional accrediting

agency recognized by the U.S. Secretary of Education and the Commission on

Recognition of Postsecondary Accreditation.

Other agencies accrediting or recognizing Dickinson are the University Senate of the

United Methodist Church, the Pennsylvania Department of Education, and the

American Chemical Society.

Dickinson College is a member of the Central Pennsylvania Consortium. The other

members are Franklin & Marshall College and Gettysburg College.

THE MISSION OF DICKINSON COLLEGE

Dickinson College was created explicitly for high purposes- to prepare young people, by

means of a useful education in the liberal arts and sciences, for engaged lives of

citizenship and leadership in the service of society. Founded by Dr. Benjamin Rush, a

signer of the Declaration of Independence, the college was chartered in 1783, just days

after the conclusion of the American Revolution with the specific purpose of preparing

the citizens and leaders who would ensure the success of the new democracy. The

college was to offer a distinctively original form of American education - one that was

rigorously rooted in the traditional liberal arts and was, at the same time, innovative,

forward-looking and ultimately useful. It was a revolutionary education designed for a

revolutionary age.

As we face the challenges and complexities of the 21st century, Dickinson continues to

seek direction from this revolutionary heritage within a contemporary context. A

Dickinson education prepares its graduates to become engaged citizens by

incorporating a global vision that permeates the entire student experience, creating a

community of inquiry that allows

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students to cross disciplinary boundaries and make new intellectual connections, and

encouraging students to be enterprising and active by engaging their communities, the

nation and the world.

Dickinson offers a liberal arts education that is distinctive in purpose and approach. Our

founders intended Dickinson graduates to use their liberal arts education as a powerful

agent of change to advance the progress of humankind. We expect no less today.

FACTS ABOUT THE COLLEGE

Character: A nationally recognized selective liberal-arts-college—private,

coeducational, and residential

History: Founded by Benjamin Rush, the first college chartered in the newly-recognized

United States of America in 1783. Named to honor John Dickinson, the penman of the

American Revolution and a signer of the Constitution.

Location: Carlisle, a historic town in south central Pennsylvania; part of the

metropolitan region of Harrisburg, the state capital (regional population 578,000)

Enrollment: 2,091 full-time students, representing 42 states and territories plus the

District of Columbia, and 46 foreign countries

Faculty: 271 faculty members; 95% of full-time faculty hold Ph.D.'s or the highest

degree in their field

Student-Faculty Ratio: 8:1

Average Class Size: 14 students

Degrees Granted: Bachelor of Arts and Bachelor of Science (45 majors)

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Study Abroad: Dickinson offers study-abroad options including 18 Dickinson-run global

programs, 30 plus partner programs, Global Mosaics, summer offerings and winter

and spring break trips tied to semester and yearlong courses; 67% of all Dickinson

students participate.

Financial Aid: In 2019-2020, Dickinson awarded $58 million in grants; 77% of students

received merit or need-based awards

Retention: 87% of the Class of 2022 returned for their sophomore year; 79% of the

Class of 2020 graduated in four years

Library Facilities: The Waidner-Spahr Library collection contains over 492,695 printed

books (including government documents), 621,247 electronic book titles, 2,985 current

serial titles with an additional 107,495 digital or electronic titles, over 272,756 digital or

electronic audiovisual materials and 25,338 CDs, LPs, DVDs, and video cassettes.

Librarians work actively with students to help them use collections to their fullest and

to assist them in the research process.

Residential Facilities: Dickinson offers a wide variety of housing options, from

traditional residence halls to small houses and apartments. Occupancies range from

eight person suites to single rooms. All residence halls are co-educational. Most

residential spaces house men and women side-by-side in separate rooms, and we do

have a gender-neutral housing policy.

Small houses and apartments offer a variety of unique facilities for Dickinson students,

typically in their junior and senior years. This ranges from row apartments and houses

for three to eight students to larger apartment buildings with three, four, and five

person apartments.

Special interest housing (SIH) gives students a unique opportunity to collaborate with

other students by creating affinity communities with common goals and purpose. SIH

creates the conditions for engaged citizenship and self-governance that enables self-

directed living environments around a shared theme, issue or interest. The SIH program

encourages group and individual social and intellectual development while

simultaneously contributing to the intellectual and social life of the College.

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Athletics: A member of the Centennial Conference (NCAA Division III); 12 men's and 13

women's varsity sports, plus club sports

Extracurricular Features: More than 153 clubs and activities, including music and drama

groups, student publications, fraternities and sororities, and religious, political, special-

interest, and community service organizations

STATEMENT ON DIVERSITY

Dickinson is deeply committed to diversity. Twenty-two percent of our most recent

incoming class are students of color. In fall 2019, 280 international students from forty-

six countries were enrolled at Dickinson. Seventeen percent of our faculty members

and nine percent of our administrative and service staff are persons of color.

Diversity in Student Life: There are a number of student groups dedicated to the

concerns of diversity and social justice. These include American Association of

University Women (AAUW), Amnesty International, Anwar Bellydance, Asian and Asian-

American Collective (AAAC), Black Student Union, Catholic Campus Ministry, Chinese

Students and Scholars Association, Dickinson Christian Fellowship, DiscipleMakers

Christian Fellowship, Exiled Poetry Society, Feminist Collective, Finding Relationships

Under Inspired Truth (FRUIT), French Club, German Club, Global Gastronomy Group,

Her Campus, Hillel, Italian Club, JStreet U, Kingdom Builders, Kpop Club, Latin American

& Caribbean Club, Minority Association of Pre-Health Students (MAPS), Muslim

Educational and Cultural Association, Portuguese Club, Russian Club, Spanish Club,

Spectrum: Queer Student Union, Trendsetters, Vietnamese Students’ Association, We

Introduce Nations at Dickinson (WIND), Women in Business and others. In addition,

there are a number of offices and centers that support the college's diversity efforts.

The Popel Shaw Center for Race & Ethnicity is a resource open to the entire Dickinson

community and charged with advancing Dickinson's commitment to broadening the

understanding of - and building - a pluralistic society that promotes equality and

integrity on the campus, in the community, and the world. The Women's & Gender

Resource Center is a resource that builds gender education and equality into the life of

the institution through space and community, resources and skills, and events and

opportunities. The Center for Spirituality and Social Justice engages students in

community service, encourages conversations on faith, meaning-making and purpose

and is committed to exploring the social justice issues that interact with community,

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service and faith. The Milton B. Asbell Center for Jewish Life provides a central space for

Jewish students to meet, socialize, celebrate the Sabbath and other Jewish holidays,

take classes with visiting rabbis, and host interfaith dialogues with other religious

groups on campus.

The Office of LGBTQ Services provides support for LGBTQ students and allies and

enhances campus education to foster a more inclusive and safe environment for all

individuals. In addition, one of the goals of the Office of Institutional Effectiveness &

Inclusivity is to advance the college's mission to build and maintain a diverse and

inclusive community committed to broadened educational opportunities within an

atmosphere of respect for others.

Diversity in the Curriculum: The college's curriculum reflects a strong focus on issues of

diversity defined in terms both of domestic and of global diversity. All students at

Dickinson are required to take at least one course in US Diversity in order to graduate.

They must also complete one course in "Global Diversity" (the study of a culture other

than that of the West) and become proficient in a foreign language. Dickinson's

Community Studies Center also promotes diversity through fieldwork research projects

that take Dickinson students into diverse cultures and environments within and outside

the United States. Among the center's program are the American Mosaic, in which

students devote an entire semester to community-oriented fieldwork, and the Global

Mosaic, which extends fieldwork abroad. Overall, 67% of the Class of 2020 studied in a

foreign country during their four years at Dickinson. Dickinson's global programs offer

students the opportunity to study in Africa, Central America, and Asia as well as the

traditional programs in Europe. In addition, Dickinson's grant from the Freeman

Foundation established a new professorship in Asian law and culture that takes a

leadership role in advancing Asian Studies and infusing Asian and comparative

materials into course work in other departments.

Diversity in Academic Resources: Dickinson has devoted significant academic resources

to diversity. The Waidner-Spahr library boasts one of the largest private collections of

Asian Studies in the country, the Norman and Margaret Jacobs Collection. The

collection includes over 20,000 volumes covering China, Japan, Korea, Vietnam,

Thailand, India, and other Asian countries. The East Asian Studies Reading Room houses

most of the library's East Asian language collections, which consists of monographs,

journals and DVDs in Chinese

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and Japanese, as well as a small collection of Korean titles, including artifacts. The Trout

Gallery possesses a substantial collection of African Art totaling slightly more than

600 pieces. The pieces represent a wide swath of Africa including Ethiopia, the Sepik

River region, the Upper Volta, Burkina Fasso, Mali, Sudan, the Ivory Coast, Angola,

Tanzania, Ghana, Benin, and other countries within Africa. The collections include

various cultural materials such as sculptures, textiles, baskets, pottery, masks, and

archeological materials.

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Requirements for the Degree

FOR STUDENTS MATRICULATING FALL 2020

THROUGH SPRING 2021

Dickinson offers a rich educational experience. Students learn key skills at the core of

the liberal arts and sciences including inquiry and analysis, critical thinking, creativity,

effective written and oral communication, information literacy, problem solving, and

integrative and applied learning. We also strive to make our students responsive to

emerging new knowledge and the challenges of the day. Our curriculum places the

liberal arts and sciences within a contemporary context.

Above all, our students acquire the ability to learn how to learn, to apply the

multifaceted capacities engendered by a liberal arts and science education innovatively

in a rapidly changing, complex world. Students enjoy independence to craft individual

educational programs. They are encouraged to find their own voices and to develop a

sense of purpose as learners and citizens. The ability to follow their own interests

enhances students’ intellectual curiosity and engagement, builds capacity for lifelong

learning and inculcates a sense of accountability for decisions.

The academic program at Dickinson can be envisioned in terms of three dimensions.

The first is composed of elements infused across the curriculum. These elements

include critical thinking, and pedagogical approaches, such as active learning, research

and internship possibilities or interdisciplinary work. Our faculty are innovative,

providing a range of programming and pedagogy that enriches our students’ learning.

The second dimension is constituted by an enviable set of majors, certificates, minors,

and off-campus study options. Our requirement for a major concentration of study in

one area ensures that each student engages in complex levels of intellectual

examination and inquiry.

Finally, there is a third dimension of the curriculum made up of experiences which we

believe are essential to a Dickinson liberal arts education for all students – our general

requirements for the degree.

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1. General requirements for the degree:

The requirements include an opportunity for students to focus on two specific skills:

writing and quantitative reasoning. Regardless of the specific path one chooses, it is

necessary to be able to write well. Therefore, we require two courses – the first-year

seminar and writing in the discipline – where students can develop and refine their

writing. Because quantitative information is all around us, students must develop the

ability to critically evaluate that information so that they can make informed decisions.

First-year seminar: The First-Year Seminar introduces students to Dickinson as a

"community of inquiry" by developing habits of mind essential to liberal learning.

“Seminar” indicates that there will be discussion and interaction among students and

between students and their professor. Through the study of a compelling issue or

broad topic chosen by their faculty member, students will develop skills in the areas of

critical analysis, writing, and information literacy. All students are required to pass the

First-Year Seminar with a D- or better in order to graduate, with the exception of

transfer students who have taken an equivalent course, as determined by the Director

of the Writing Program in consultation with the Subcommittee on Writing.

This course does not duplicate in content any other course in the curriculum and may

not be used to fulfill any other graduation requirement.

Writing in the Discipline (WiD): The Writing in the Discipline course builds on the

writing and information literacy skills learned in First-Year Seminar. Preferably

completed in the major or other related field, WiD courses teach students about a

discipline and its discourse community. In WiD courses, students learn how members

of a discipline effectively communicate new knowledge – their specific research and

writing processes, the forms and conventions they use to deliver knowledge, the

purpose of those forms and conventions, the ways to appeal to disciplinary audiences,

and the ways to position themselves as members of the discipline in a piece of writing.

Quantitative Reasoning Course (QR): The Quantitative Reasoning Course provides a

foundation for the interpretation and critical understanding of numbers, logic and/or

graphics. Both words – quantitative and reasoning – are carefully chosen:

"quantitative" suggests having to do with relations and logic, while "reasoning" refers

to the creation and interpretation of empirical and/or analytical arguments.

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2. Distibution Courses:

The challenges and opportunities facing our students require complex and

sophisticated responses. Therefore, we require courses that introduce students to the

special nature of inquiry in each of the four fundamental branches of the academic

curriculum: the arts, the humanities, the social sciences, and the laboratory sciences.

Normally, the expectation is that distribution courses will be completed by the end of

the sophomore year.

Arts: Courses that fulfill the arts requirement allow students to explore the nature

of art, both past and present, as a distinct form of human communication. This

occurs through the specific mediums of dance, film, music, theatre, visual arts, and

creative writing.

NOTE: Two half-credits of performance studies or dance in the same instrument/genre

OR four semesters of the same music ensemble will satisfy the requirement.

Humanities: Courses that fulfill the humanities requirement allow students to

understand, explore, analyze and interpret the historical, cultural, and philosophical

dimensions of human experience. This occurs through focused analysis of texts,

narratives, rituals and/or other media as well as philosophical argumentation.

Social Sciences: Courses that fulfill the social sciences requirement allow students to

explore the ways that human beings actively shape the social world, and social and/or

cultural processes shape human experiences. This occurs through examining the social

and/or cultural components of human experiences through analysis and interpretation

of people, structures, ideas, and institutions.

Laboratory Science: Courses that fulfill the laboratory science requirement allow

students to understand the natural processes that govern Earth and its inhabitants,

as well as the universe. This occurs through systematic observations and

experimentation, formation and verification of theories, and computational

methods in a laboratory setting.

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3. Cross-cultural studies:

The college requires three different types of course work to familiarize students with

the ways in which the diversity of human cultures has shaped our world. In an

interdependent world, students must be aware of the breadth of voices, perspectives,

experiences, values, and cultures that constitute the rich tapestry of life and history.

Languages: Courses that fulfill the language requirement allow students to expand their

horizons and reflect on their own worldview through the understanding of others as

well as through a grasp of the complex relationship between language and culture. This

occurs by obtaining intermediate level skills which will prepare them to be immersed in

another language and culture.

This includes languages not currently taught at Dickinson College, including American

Sign Language. Fulfillment of this requirement may take the form of college-level

courses for which credit is earned at Dickinson (or transferred from another institution)

or through certification based on approved testing without the posting of college credit.

Intermediate language courses for which credit is posted may not fulfill any other

general or distribution requirements at the college, except the sustainability

requirement. Students for whom English is not their native language, may be able

to use English to fulfill this requirement. No exemptions of the language requirement

will be provided.

U.S. Diversity: Courses that fulfill the U.S. diversity requirement allow students to

explore the ways in which diversity has enriched and complicated people’s lives by

examining the intersections of two or more of the following categories of identity in the

United States: race, ethnicity, gender, class, religion, sexual orientation, and/or

disability. This occurs by considering people’s lived experiences as members of

dominant and subordinated groups, this course equips students to engage a complex,

diverse United States.

Global Diversity: In the U.S., dominant intellectual and cultural traditions derive

primarily from Europe. Courses that fulfill the global diversity requirement encourage

students to examine societies and cultures that have been shaped predominantly by

other historical traditions.

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4. Sustainability:

Rapid climatic, environmental, social and economic changes present complex and

interdependent challenges and opportunities for equitably and sustainably meeting the

needs and improving the wellbeing of present and future generations. The causes and

consequences of the changes, and responsibilities and capacities for responding, are

widely but not equally shared. Students are required to take one course that explores

questions about sustainability challenges and opportunities, drawing on the knowledge

and approaches of the arts and humanities, social sciences and/or natural sciences. To

fulfill this requirement, students must complete one course coded as either

Sustainability Connections – SCON or Sustainability Investigation – SINV):

Sustainability Investigations courses engage students in deep and focused exploration

of sustainability.

Sustainability Connections courses build competencies and knowledge in a field that is

relevant to understanding sustainability and apply them to a sustainability issue.

Important notes:

•

It is the responsibility of the student to choose and satisfactorily complete courses

that fulfill the requirements for graduation.

•

All students must complete the general course requirements as described above. Be

aware of the following restrictions:

•

A single course may be used to fulfill a distribution requirement in only one of the

four fundamental branches of the academic curriculum (the Arts, Humanities, Social

Sciences, Laboratory Sciences).

•

A single course that fulfills a distribution requirement and another requirement may

be used to fulfill each requirement, but counts as only one of the 32 required for

graduation. The following exception applies: A course that fulfills both the laboratory

science and quantitative reasoning (QR) may fulfill only one or the other.

•

Students must complete a major, the specific requirements for each are listed in the

sections describing the courses of study.

•

Only those students who have completed all requirements for the degree are eligible

to participate in the Commencement ceremony each May.

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•

A student must pass 32 courses with a cumulative average of 2.00.

•

A student must complete a minimum of 16 courses on campus; twelve courses must

be completed on campus after the student has matriculated and has declared a

major. The final four courses or six of the last eight courses immediately preceding

graduation must be completed on campus. To be considered "on campus" a student

must be registered for a numbered course at Dickinson and must be physically on the

Dickinson campus for this course

5. Major:

Students must complete all requirements for a major. Majors consist of 10 to 16

courses.

See the "Courses of Study" section below for the list of majors available to students.

The major is normally selected during the spring of the student's sophomore year. The

departments determine the student's acceptance as a major upon the basis of stated

criteria. The department assigns the accepted student to an advisor, using the student's

preference as one of the bases for assignment. A student must be accepted for a major

field of concentration by the time they earn junior standing. A student who does not

have a declaration of a major on file in the Registrar's Office by the end of the semester

in which the sixteenth course (counting towards the degree) is completed may be

required to withdraw from the college.

The student may also elect a minor field of study which usually consists of six courses of

academic work specified by the department offering the minor. If a student completes

a minor in one or more fields of concentration, this fact will be noted on the permanent

record when the degree is posted.

If a student intends to major in more than one department, approval must be secured

from each department. This student must develop a program in consultation with both

departments, and therefore must be advised jointly by a member from each

department and must secure approval of both advisors. The same course may be

counted for more than one major except for courses under the self-developed major

program. However, a student will receive only one degree.

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Students who wish at any time to change a major must be accepted by the new

department in accordance with normal procedures for declaring a major.

ACADEMIC HONORS

Latin Honors: A student in any field who attains an average of 3.90 - 4.00 in the total

program at Dickinson College shall be awarded the degree summa cum laude. A

student who attains an average of 3.70 - 3.89 in the total program at Dickinson College

shall be awarded the degree magna cum laude. A student who attains an average of

3.50 - 3.69 in the total program at Dickinson College shall be awarded the degree cum

laude.

Academic Honorary Societies: The Pennsylvania Alpha chapter of Phi Beta Kappa was

established at Dickinson College on April 13, 1887. Election to membership is the

highest academic honor available to a Dickinson student. To be considered, a student

must first satisfy specific criteria (GPA, total number of courses, number of Dickinson

graded courses) set for each of the two elections held annually. For each class, the

number of students considered does not exceed 10 percent of the total number

graduating in the class. Student members are elected primarily on the basis of

academic achievement, broad cultural interests, and good character.

Alpha Lambda Delta, chartered at Dickinson in 1989, is a national academic honor

society for students who have high academic achievement during their first year in

college.

The National Society of Leadership and Success was chartered at Dickinson in 2018.

Sophomore students with a cumulative GPA of 3.0 or higher are eligible for nomination.

Those who are inducted can reap the benefits of membership well beyond graduation,

with access to scholarships and awards, job and internship placement resources,

custom recommendations, professional communication training and an extensive

nationwide network.

Additionally the following honor societies recognize achievement in a specific field of

study: Eta Sigma Phi (Classics), Phi Alpha Theta (History), Pi Delta Phi (French), Delta Phi

Alpha (German), Pi Mu Epsilon (Mathematics), Pi Sigma Alpha (Political Science), Psi Chi

(Psychology), Sigma Beta Delta (International Honor Society in Business Management &

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Administration), Sigma Delta Pi (Spanish), , Sigma Iota Rho (International Studies),

Sigma Pi Sigma (Physics), Upsilon Pi Epsilon (Computer Science), Kappa Delta Pi

(Education).

See Dean's List at Academic Policies and Procedures

See Honors in the Major at Special Approaches to Study and individual department

majors.

COURSES OF STUDY

Students may elect either of two broad approaches to the curriculum: the Bachelor of

Arts or the Bachelor of Science. General graduation requirements are the same in

either case. Only those students with a major in one of the natural or mathematical

sciences may choose the Bachelor of Science rather than Bachelor of Arts, but the

requirements for the major are the same in either case. Regardless of the number or

type of majors a student completes, each student earns only one degree. Students also

study in some depth at least one disciplined approach to knowledge. Dickinson

students, therefore, develop a concentration in a major. The arts and humanities

provide 12 such concentrations; in the social sciences there are seven concentrations;

the natural and mathematical sciences provide six. These 25 disciplinary majors

represent the basic academic disciplines that outline the liberal arts. They are

complemented by 20 interdisciplinary majors and six interdisciplinary certification

programs.

Major fields of concentration offered are (those that also offer a minor are indicated

with an asterisk): Africana Studies*, American Studies*, Anthropology*, Archaeology*,

Art & Art History*, Biochemistry & Molecular Biology, Biology*, Chemistry*, Chinese*,

Classical Studies*, Computer Science*, Dance & Music, Earth Sciences*, East Asian

Studies, Economics*, Educational Studies*, English*, Environmental Science*,

Environmental Studies*, French and Francophone Studies*, German*, History*,

International Business & Management, International Studies, Italian Studies, Japanese*,

Judaic Studies*, Latin American, Latino & Caribbean Studies*, Law and Policy,

Mathematics*, Medieval & Early Modern Studies*, Middle East Studies, Music*,

Neuroscience, Philosophy*, Physics*, Political Science*, Psychology*, Quantitative

Economics, Religion*, Russian*, Sociology*, Spanish*, Theatre Arts*, and Women's,

Gender and Sexuality Studies*.

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In addition, minors are offered in several areas for which we do not have a major.

These are: Arabic, Astronomy, Creative Writing, Film and Media Studies, Italian, and

Portuguese and Brazilian Studies.

Certificate programs can be completed in Food Studies, Health Studies, Security

Studies, Army ROTC Global Preparedness, Social Innovation and Entrepreneurship, and

Dickinson College’s Ballet Certificate Program with Central Pennsylvania Youth Ballet.

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Special Approaches to Study

Independent research and study, internships, special majors and tutorial study all

encourage Dickinson students to pursue individual academic interests and allow

students with the requisite ability and motivation to undertake more self-directed

programs of study under faculty guidance. The following areas can be explored on the

self-developed academic path.

•

Tutorial study

•

Independent study and research

•

Student-faculty collaborative research

•

Transcript notation (internship or research experience)

•

Honors in the major

•

Integrated independent study/research

•

Foreign language integration option

•

Special majors

TUTORIAL STUDY, INDEPENDENT STUDY AND

RESEARCH

The following options describe programs of tutorial study, independent study, and

research possible in any academic area in which faculty have training and in which the

student has the approval of the appropriate department or coordinating faculty

committee. These general guidelines may vary among individual programs.

Tutorial Study: Tutorial study is occasionally approved for students who, by agreement

with the instructor, need to take a course listed in the bulletin on a one-to-one or

limited enrollment basis. Such a need might be justified in the case of a course which is

offered only on an alternate year basis or at some other frequency which would not

allow for the completion of the student's program. Approved tutorial studies are added

during the schedule adjustment period in the Registrar's Office.

Independent Study and Research for First-Year Students: First-year students who,

on the basis of advanced placement, have qualified for credit in an introductory course

(except foreign language courses below 230 and such other courses as may be

designated by the departments) and desire to work more extensively at the survey or

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Academic Bulletin | 17

principles level of a discipline may enroll for a tutorially directed course or half-course

in independent study within the same body of knowledge.

A first-year student who wishes to take a second independent study, or a course of

independent study or research on terms available to sophomores, juniors, and seniors,

must petition the Subcommittee on Academic Standards, with supporting statements

from the academic advisor and proposed supervisory instructor.

Independent Study for Sophomores, Juniors and Seniors: Independent studies allow a

student to pursue an academic interest outside the listed course offerings. The study

may include experimental work and reading and may culminate in several short papers,

a single paper, or any other project acceptable to the supervising faculty member and

the student. The work may be supervised by one or several instructors from one or

several departments. Such interdepartmental studies must be approved beforehand by

the Subcommittee on Academic Standards. Sophomores may undertake one

independent study or research course and may, with the support of the student's

academic advisor, petition the Subcommittee on Academic Standards for permission to

take two independent studies or independent research courses in one semester. Juniors

and seniors may undertake two such courses without special approval and may petition

the Subcommittee on Academic Standards for additional independent study or

research courses. In addition, the student must have a cumulative average of 2.00 or

the permission of the Subcommittee on Academic Standards.

Independent Research for Sophomores, Juniors and Seniors: Independent research

allows a student to pursue an academic interest beyond the listed course offerings. The

project should be designed as original research and practice in presenting the results of

an investigation. This pursuit must culminate in the student's own contribution to a

discipline, whether in the form of fully-supported conclusions or in the form of a

creative effort. Students may initiate a research project independently or in

consultation with supervising faculty from one or several departments. The final project

must be presented to the advising faculty no later than two weeks prior to the end of

the evaluation period. The program may be elected for a maximum credit of four full

courses. Programs of independent research involving more than two such courses per

semester must be approved by the Subcommittee on Academic Standards.

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STUDENT-FACULTY COLLABORATIVE RESEARCH

Student-faculty collaborative research allows a student to conduct original research in

close partnership with faculty collaborator(s). The project should be designed as an

investigation yielding novel results that contribute to the area of study. With the

faculty collaborator(s), students will develop the project and participate in all aspects of

the research. It is expected that the faculty member will work closely with the student

for at least half of the time the student is pursuing the research. The final project must

be presented to the faculty collaborator(s) no later than one week prior to the end of

the evaluation period. The course will typically earn one half or one full course credit

per semester.

TRANSCRIPT NOTATION (INTERNSHIP OR

RESEARCH EXPERIENCE)

The following options describe the non-credit transcript notation programs for

internship and research experiences. If students have questions about the notation

options, they should contact the Director of Internship Programs.

•

Internship Notation Program (INP): Through reflective exercises, assessments, and

feedback, students address program goals related to self-assessment, self- directed

learning, values integration, career exploration and professional development. The

INP is available to matriculated students in any class year or major who have secured

an eligible internship experience. The program runs in the fall, spring, or summer

terms. Several majors and certificate programs allow or require the INP to fulfill a

requirement. Students receive a non-credit notation upon successful completion of

the internship and INP components through the INTR 7xx course number.

Arrangements for the internship and INP registration must be coordinated at the

beginning of the experience; retroactive notations are not granted.

•

Research Experience Notation (REXP): The Research Experience transcript notation is

intended to provide formal documentation of non-credit scholarly research

experiences that take place under the supervision of a professional researcher at

Dickinson or at another institution. The principle activity and focus of the research

experience is original investigation designed to create new knowledge in a recognized

field of inquiry. Examples include student-faculty research with a Dickinson faculty

member (on campus or at a field site), or participation in a summer research project

at another research organization (typically a college or university, private research

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Academic Bulletin | 19

foundation, or research and development division of a corporation). Upon successful

completion of a research experience and corresponding departmental component

(overseen by the department chair and supported/processed by the Director of

Internship Programs), documentation is placed on the official transcript through the

REXP 7xx course number.

HONORS IN THE MAJOR

Honors in the major are conferred at graduation upon students who meet the

departmental standards for graduation with honors. Every department is responsible

for specifying and communicating what the standards are. Every department is also

responsible for specifying and communicating the procedures. These would include but

are not limited to eligibility criteria, the nature of and submission process for an honors

proposal, a calendar for conducting and completing the project, and how the project

will be evaluated. The nature of the project may vary depending upon the field and

the goals of the student. It is a normal expectation that an honor's project would

conclude in an evaluated oral presentation, performance, or critique. Departments

are responsible for approving the professor/advisor to each honors project. In

departments where the senior capstone experience (e.g., a seminar paper) is

considered a potential project for honors, the seminar professor may serve as the

advisor. Granting of honors will be based on a vote of the department. If, in the

judgment of the department, a candidate meets the standards for graduation with

honors, the designation will appear on the student's record (official transcript and

diploma). Consult the web page of the academic program and/or program contact

person to clarify the procedure. For specifications regarding format for the honors

thesis see the Library Services web pages.

INTEGRATED INDEPENDENT STUDY AND/OR

INDEPENDENT RESEARCH FOR JUNIORS AND

SENIORS

This provision allows a student, with the guidance of their major department and any

supporting departments, to plan an entire program either for the last two years of

study or for the senior year. The program, which must be approved by the

Subcommittee on Academic Standards, may combine independent study, independent

research, and course participation. Work under the program normally proceeds

without grade, but upon the student's completing the plan, the supervising department

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Academic Bulletin | 20

will prepare a precise description of the work accomplished and an evaluation of its

quality which will become part of the student's permanent record.

FOREIGN LANGUAGE INTEGRATION OPTION

A number of courses are designated each semester as carrying the foreign language

integration option. These are courses in which students who wish to try their language

skills in courses outside the language departments can choose to do some work in the

designated foreign language. The amount and type of language work involved (readings

from articles, newspapers or books and/or some paper writing) is determined by the

professor in conjunction with the student. Foreign language work is tailored to meet

the needs and language level of the individual student. Typically, work in a foreign

language is substituted for English language materials, so as not to constitute an added

responsibility. Successful completion of the foreign language integration option is

noted on a student's transcript, thus certifying the student has had extra training in the

language. This option is entirely voluntary. Students who register for courses with this

option are not required to do work in a foreign language and may take the courses on

the regular basis. Evaluation of the foreign language integration work does not affect

the student's grade in the course.

SPECIAL MAJORS

Tutorial Departmental Major: Some departments may approve superior students as

tutorial majors. Such a program differs from independent studies and research in

several ways. For one, the student is guided in a program in the component areas of an

entire discipline for approximately two years. That program's balance is ensured by

prior departmental approval. Secondly, the student is free to take regular courses in the

student's major discipline with the approval of the tutor. Normally, the student will

receive a letter grade for a 600 series course, but the Pass/Fail option is also available

under the same restrictions as in standard courses.

The student meets on a regular basis with a tutor to discuss essays and readings dealing

with particular problems posed by the tutor. Finally, the student sits for a

comprehensive examination, both written and oral, administered by a committee

composed of the department and one person outside the department. Normally, at

least one-quarter of the student's final semester is given over to preparation for these

examinations. One reexamination may be permitted within the calendar year. Students

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Academic Bulletin | 21

will be graded on the examination as having passed, failed, or passed with honors in the

major. Approved students may register for up to four courses per semester under the

tutorial rubric.

The Self-Developed Interdisciplinary Major: Students, after completion of one

semester of study at Dickinson (2nd semester of first year), who believe their academic

goals cannot be met by the current 25 disciplinary and 20 interdisciplinary majors, 8

stand-alone minors, 6 certificates and use of electives, may make a proposal for a self-

developed major.

A proposal for a self-developed major must be:

•

in a coherent area of study

•

relevant to the liberal arts and

•

not substantially addressed by any existing programmatic options at the college

(major/minor/certificate)

Pursuing a self-developed major is a rigorous and time-intensive process. The Academic

Program and Standards Committee (APSC) reminds students and faculty that self-

developed majors:

•

will meet the same rigorous review as any new or revised major at the college

•

are expected to have the structure of an existing major: learning goals, hierarchy,

depth, senior capstone

•

have at least 10 and no more than 16 courses and at least half of the courses

completed in residence (i.e., either Carlisle or Dickinson course on a Dickinson

program)

•

must include courses taught by at least two different faculty members and

•

will be the student's only major since such a proposed course of study when

approved acknowledges that the student is released from the structure of a major

offered at the college.

Early on, a student interested in a self-developed major will identify four (4) faculty

members who will serve as the core faculty members for the self-developed major.

These faculty should have expertise and/or research experience relevant to the

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Academic Bulletin | 22

proposed self- developed major field of learning. One of these faculty members will be

the student's primary advisor.

Once the proposal is finalized, the student will submit the completed self-developed

major proposal form, the completed and signed statement from the faculty committee

via email to the Academic Program and Standards Committee for approval. Deadline for

submission to APSC is the end of the first semester of the Sophomore year. Late

proposals will not be accepted.

If approved by the Academic Program and Standards Committee, the student will work

with the primary advisor from The Core Faculty Committee. The student is expected to

complete the program as proposed and approved. Should changes become necessary,

the student will submit a request for change of the approved program, along with

written support from the primary advisor.

Upon the completion of every semester, the student will submit to the Academic

Program and Standards Committee (with a copy to the primary advisor) an evaluation

statement of progress and commitment to the major as a whole, experience in

individual courses, and work with the primary advisor. The primary advisor submits to

the Academic Program and Standards Committee, and to the student, an evaluation

describing the student's progress, achievement, and commitment.

At the conclusion of the student's work, the transcript describes the major as follows:

Self-Developed Major: [Title].

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Academic Bulletin | 23

Academic Policies and Procedures

https://www.dickinson.edu/download/downloads/id/10480/academic_policy_and_procedure

s.pdf.

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Academic Bulletin | 24

Africana Studies

MAJOR

Eleven (11) Courses and an Experiential Learning Component

•

AFST 100: Introduction to Africana Studies

•

AFST 200: Approaches to Africana Studies

•

Four Africana Studies approved courses, two in Africa and two in the Diaspora

•

Three courses in an area of concentration (e.g., with focus on Africa or the Diaspora)

•

AFST 400: Writing in Africana Studies

•

One elective, which focuses on topics relevant to Africana Studies, including courses

which study race, diaspora, Latin America, colonialism, post-colonialism, etc.

•

Experiential Learning Component requires students to engage with the actual

experiences of people of African descent, in Africa or in the Diaspora, whereby

students understand and evaluate issues relevant to these communities through

some form of cultural immersion, approved by the department. Examples include:

Study Abroad, Service Learning Course, Mosaic Program, Internship, Independent

Research.

MINOR

Six (6) courses

Two (2) Required Courses

•

AFST 100: Introduction to Africana Studies

•

AFST 200: Approaches to Africana Studies

Four (4) Elective Courses

•

One (1) course focusing on Africa

•

One (1) course focusing on the African Diaspora

•

Two (2) 300-level Africana studies courses (Africa or Diaspora)

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SUGGESTED CURRICULAR FLOW THROUGH THE

MAJOR

First Year

AFST 100

AFST 200

Sophomore Year

Three courses to fulfill the 220/300 Africa/African Diaspora course requirement

Africana Studies Elective

Junior Year

One course to fulfill 220/300 Africa/Africana Diaspora course requirement

Two 300-level Africana Studies courses in an area of concentration (Africa or Diaspora)

Experiential Learning requirement

Senior Year

One 300-level Africana Studies course in an area of concentration (Africa or Diaspora)

AFST 400

Senior Thesis

During the spring of their senior year, Africana Studies majors are required to complete

a thesis or project that is based on an original research topic that resonates with their

concentration in African or Diasporan studies. The thesis/project must clearly

demonstrate that the student understands the concept of African agency, can apply

theories and methods of the discipline, and articulate the historical trajectory of the

particular topic being examined.

INDEPENDENT STUDY AND INDEPENDENT

RESEARCH

The Africana Studies Department encourages advanced students in the major to

undertake independent research and independent study projects. The student, in

consultation with the supervising professor, will submit a topic proposal and program

of work the semester before the study is undertaken.

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Independent study allows a student to pursue an academic interest outside the listed

course offerings. The study may include library research and reading and may

culminate in several short papers, a single paper, or any other project acceptable to the

supervising faculty member and the student.

Independent research, like independent study, allows a student to pursue an academic

interest outside the listed course offerings, but it involves primary research which is

largely self-initiated and self-directed. Students are encouraged to present the results

of independent research at a professional conference, regional meeting, or other public

forum.

HONORS

Criteria

To be eligible for consideration for honors, an Africana Studies major must have a

minimum 3.5 grade point average in the major by the end of the fall semester of junior

year and must maintain this GPA through the spring semester. The student normally

must not have any breach of the College’s academic code of conduct. Candidates for

honors must find a departmental advisor in their area of interest willing to supervise

their project during the fall semester of the senior year.

Independent Study (AFST 500)

During the fall of the senior year, the candidate will take an independent study with the

advisor. The candidate will develop and submit a prospectus during the 10th week of

the fall semester. A prospectus is a detailed research proposal that includes an

annotated bibliography of both primary and secondary sources. A candidate must

receive formal approval of their prospectus from the Africana Studies Department in

order to proceed.

Africana Studies 400

During the spring semester, the candidate will enroll in Africana Studies 400.

Applying for Honors

The department chair, in consultation with the candidate and advisor, will recommend

a secondary reader. The primary advisor will assign one grade at the end of the spring

term for work in both semesters. Honors candidates will present their work in a public

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forum as part of Africana Studies 400. The department faculty will read the final thesis

and engage each candidate in an oral defense before rendering a decision on honors.

An honors thesis should be approximately 50 pages in length and should demonstrate

advanced research and writing skills; extensive use of primary and secondary sources;

and effective utilization of key theories and methods in Africana Studies.

Time-Line for Honors

Beginning of spring semester of the junior

year

Students are notified of eligibility.

By Roll Call of the spring semester of the

junior year

Choose and consult with departmental advisor.

Submit a signed declaration of intent form.

During spring registration for the fall

semester of the senior year

Enroll in AFST 500 (Independent Study)

Week 10 of fall semester

Submit prospectus for departmental review.

Week 12 of fall semester

Student will be notified of departmental

approval to continue the honors project.

During fall registration for the spring

semester of the senior year

Enroll in AFST 400 (Writing in Africana

Studies).

Week 12 of the spring semester

Submit honors thesis to advisors.

Week 14 of the spring semester

Oral defense of honors thesis and notification of

decision.

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INTERNSHIPS

Students may choose to pursue an internship that will meet the experiential learning

requirement. To satisfy the academic requisite, students will apply specific aspects of

the histories and theories of Africana Studies to the work experience. The internship

must be approved and will be supervised by the Department Coordinator. Upon

completion of the internship, the student will submit a final report.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

In order to gain a deeper understanding of African and African diasporic communities,

students are encouraged to study abroad. Typically, students have studied in Cameroon

or Tanzania. For a full list of study abroad options, students should contact the Center

for Global Study and Engagement.

COURSES

100 Introduction to Africana Studies

This interdisciplinary introduction to Africana Studies combines teaching foundational

texts in the field with instruction in critical reading and writing. The course will cover

Africa and the Atlantic Slave Trade, the creation of African Disaporic communities, the

conceptualization and representation of Black culture and identity, and the intellectual

and institutional development of Black and Africana Studies.

This course is cross-listed as LALC 121.



Attributes: AMST Representation Elective, Appropriate for First-Year, ENST Discip Spec

(ESDS), Global Diversity, Lat Am, Latinx, Carib St Elect, Social Sciences

170 African Civilizations to 1850

This course provides an overview to the political, social, and ecological history of Africa.

We will examine the peopling of the continent, the origins of agriculture, the growth of

towns and the development of metal technology. Written sources before the 1400s are

almost nonexistent for most of Africa, and so we will use archaeological and linguistic

sources. The geographic focus of the course will be the Middle Nile, Aksum in Ethiopia,

the Sudanic states in West Africa, Kongo in Central Africa, the Swahili states of the East

African coast, and Zimbabwe and KwaZulu in Southern Africa. We will also examine the

Atlantic Slave Trade and the colonization of the Cape of Good Hope.

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This course is cross-listed as HIST 170.

Attributes: AFST - Africa Course, Appropriate for First-Year, Global Diversity, Social Sciences,

Sustainability Connections

171 African History since 1800

In this course we will study the political, social, economic and ecological forces that

have shaped African societies since 1800. We will examine in depth the Asante kingdom

in West Africa, the Kongo kingdom in Central Africa, and the Zulu kingdom in Southern

Africa. European's colonization of Africa and Africans' responses will be a major focus of

the course.

This course is cross-listed as HIST 171.

Attributes: AFST - Africa Course, Global Diversity, Social Sciences

200 Approaches to Africana Studies

This course will investigate the importance of conceptual analysis and the development

of concepts in the theoretical and textual research of Africana Studies. Thus, the course

will focus on various interpretive frameworks and approaches to organizing and

understanding Africana Studies, including but not limited to the African model,

Afrocentricity, diaspora model, critical race theory, post-modernism, and post

colonialism.

Prerequisite: 100.

Attributes: AMST Struct & Instit Elective, Social Sciences, Writing in the Discipline

220 Topics in Africana Studies

Selected topics in Africana Studies at the intermediate level. The subject matter will

vary from year to year dependent upon the interests of core and contributing Africana

Studies faculty as well as the needs and interests of students. Topics may include the

Atlantic Slave Trade and Africans in the Making of the Atlantic World, Major African

American Writers, Caribbean Diasporic Identities, among others.

Prerequisite dependent upon topic.

Attributes: Africana Studies Elective, Social Sciences

235 Introduction to Caribbean Studies

The greater Caribbean region was at the center of the formation of the modern African

Diaspora. Over the years, the Caribbean region has played an influential role in the

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development of social and cultural movements throughout the African Diaspora. This

class will survey the Caribbean, examining its location, population, diversity, and

significant role in shaping world events. Students will become familiar with the

Caribbean region, its place as a site of empire, and the important role of key

intellectuals who were foundational in developing anti-colonial and post-colonial black

consciousness. The course will cover the following areas of inquiry: geography and

sociology of the region, key theoretical concepts, leading intellectuals, transforming

world events and cultural production.

This course is cross-listed as LALC 122.

Attributes: AFST - Diaspora Course, Appropriate for First-Year, ENST Discip Spec (ESDS), Lat

Am, Latinx, Carib St Elect, Social Sciences

304 Afro-Brazilian Literature

This class analyzes the literary production of Afro-Brazilians writers, as well as the

representation of Afro-Brazilian characters in literary texts. It reviews different literary

periods and the images those periods created and/or challenged and how they have

affected and continue to affect the lives of Afro-Brazilians. Also, by paying particular

attention to gender and social issues in different regional contexts, the class considers

how Brazilian authors of African descent critically approach national discourses, such as

racial democracy and Brazilianness.

Taught in English. Available as a FLIC option in Portuguese.



This course is cross-listed as PORT 304 and LALC 304.

Offered every two years.



Attributes: AFST - Diaspora Course, Humanities, Lat Am, Latinx, Carib St Elect,

Portuguese & Brazilian Studies, Writing in the Discipline

310 Special Topics in Caribbean History and Culture

This course offers a critical examination of issues related to the study of the Caribbean

within the wider African diaspora. Examples of topics that would be offered at this level

are "The Anthropology of Music in the Caribbean" and "The Caribbean and its African

and Indian Diasporas."

Attributes: Social Sciences

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320 Topics in Africana Studies

Selected topics in Africana Studies at the advanced level. The subject matter will vary

from year to year dependent upon the interests of core and contributing Africana

Studies faculty as well as the needs and interests of students. Topics may include

Representation of the Black Power Revolution, Black Feminisms, African American

Women Writers, African Women's History, Race, Gender and the Body, Post-Colonial

Feminist Science Studies, and Black Aesthetics and Visual Culture, among others.

Prerequisite dependent upon topic.

Attributes: Africana Studies Elective, Social Sciences

400 Writing in Africana Studies

This course will build on experiences in the methods course. Students in this course

continue research toward and writing of a senior thesis. The emphasis is on writing

skills and course material; assignments link those skills to work in Africana Studies.

Seniors in the major will work independently with the director of Africana Studies and a

second faculty reader (representing a discipline closer to the senior's interest) to

produce a lengthy paper or special project which focuses on an issue relevant to the

student's concentration. Under the direction of the director of Africana Studies,

students will meet collectively two or three times during the semester with the

directors (and, if possible, other Africana Studies core and contributing faculty) to share

bibliographies, research data, early drafts, and the like. This group will also meet at the

end of the semester to discuss and evaluate final papers and projects.

Prerequisites: 100 and 200; four 200/300-level AFST approved courses (2 Africa, 2

Diaspora); three 300-level (in area of concentration).

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American Studies

MAJOR

Thirteen courses

Core courses:

•

201, 202, 303, 401, 402

•

200- or 300-Level American Studies Topics: one course.

•

Structures and Institutions: two courses, from two different departments.

•

Representation: one course.

•

History: two courses: HIST 117 or 118, and one additional U.S. History course (or

comparative history course approved by the student's AMST advisor) at or above the

200-level.

•

Literature: 2 courses in American Literature (or comparative literature courses

approved by the student's AMST advisor); one of the courses must be at or above the

200-level.

MINOR

Six (6) courses

•

201, 202, 303;

•

One topics course at or above the 200-level;

•

One American literature course; one U.S. History course.

SUGGESTED CURRICULAR FLOW THROUGH THE

MAJOR

First Year/Sophomore Year

AMST 201 Introduction to American Studies

AMST 202 Workshop in Cultural Analysis

One course in American History

One 200-level course in American Studies

One course in American Literature

One course in Structures & Institutions

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Junior Year

AMST 303 Topics in Cultural Theory/Workshops in Cultural Theory

One course in Representation

One course in American Literature at the 300-level

One course in Structures & Institutions

One course in History at or above the 200-level

Senior Year

AMST 401 Research and Methods in American Studies (Fall)

AMST 402 Writing in American Studies (Spring)

Any courses remaining to fill out the major

HONORS

To be eligible for consideration for honors, an American Studies major must be

recommended by their AMST 401 instructor, must have a minimum 3.5 grade point

average (rounded) in the major by the end of the fall semester of their senior year, and

must have no breaches of the college's academic community standards. A student

pursuing honors must complete a research manuscript in 402 that goes beyond the

merit of an "A" paper. An "honors" thesis should be at least 50 pages in length and

should demonstrate skilled writing and extensive research; a nuanced ability to make

connections between the specific issue studied and larger social and cultural issues;

extensive use of primary sources; an awareness of key theory and methods; an

engagement with current critical questions within American Studies; and, finally, an

ability to work on all three levels essential to an American studies project - history,

representation, and structures and institutions. An Honors Committee, made up of

three core American Studies faculty, shall assess the project(s).

INTERNSHIPS

Internships become appropriate when they are relevant to the thematic concentration

of the student. Students have interned with Student Services, Carlisle Youth Services,

the borough of Carlisle, the county public defenders office, CBS Evening News, the

Smithsonian Folk Life Division, the Carlisle School District, the American Cancer Society,

the Evening Sentinel, WITF Public Television, Domestic Violence Services,

Communications and Development, MTV, Carlisle Police Department.

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OPPORTUNITIES FOR OFF-CAMPUS STUDY

American Studies majors often study in Dickinson's East Anglia program in Norwich,

England because East Anglia has a strong American Studies department. Other

programs of interest to American Studies majors include the Washington Center for

Internships and Academic Seminars, and Dickinson's other programs abroad. American

Studies majors have also participated in the Dickinson programs in Australia,

Cameroon, India, Italy, and Mexico. Other majors have spent semesters abroad through

non-Dickinson programs in England, Ireland, and South Africa.

These off-campus programs are usually part of the Junior year and should be planned

well in advance of the semester they are to be engaged in.

COURSES

101 Topics in U.S. Cultural Diversity



These courses explore cultural diversity in the United States through an

interdisciplinary framework combining historical, literary, and cultural analysis.

Students are introduced to the methods and questions central to the interdisciplinary

field of American Studies, and special attention is paid to issues of race, ethnicity,

gender, class, and sexualities in exploring American histories and cultures. Topics may

include ; Class and Culture; Body Politics; Comparative Ethnicities; The New Negro

Movement; Race, Class, and the American Dream; Urban Landscapes.

Attributes: Appropriate for First-Year, Social Sciences, US Diversity

200 Aspects of American Culture



Selected topics in American studies at the introductory level. The subject matter will

vary from year to year dependent upon the interests of faculty and the needs and

interests of students. Recent topics have included mass media; health, illness, and

culture; Latino/a U.S.A.; racial politics of popular music; Caribbean-American literary

and visual cultures; Black feminisms.

This course is cross-listed as LALC 123 when topic is relevant.



Attributes: Appropriate for First-Year, Social Sciences

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201 Introduction to American Studies



Introduces students to basic theories and methods used for the interdisciplinary

analysis of United States and hemispheric cultural materials and to the multiplicity

of texts used for cultural analysis (mass media, music, film, fiction and memoir,

sports, advertising, and popular rituals and practices). Particular attention is paid to

the interplay between systems of representation and social, political, and economic

institutions, and to the production, dissemination, and reception of cultural materials.

Students will explore the shaping power of culture as well as the possibilities of

human agency.

Attributes: Appropriate for First-Year, ENST Discip Spec (ESDS), SINE Elective, Social

Sciences

202 Workshop in Cultural Analysis



This intensive writing workshop focuses on theoretical approaches to the interpretation

of social and cultural materials. The course provides an early exposure to theories and

methods that will be returned to in upper level departmental courses. Intended to

develop independent skills in analysis of primary texts and documents.

Attributes: Social Sciences, Writing in the Discipline

301 Topics in American Studies



Selected topics in American studies at the intermediate level. Topics offered will vary

from year to year, reflecting the interests of faculty and students as well as evolving

concerns of the field.

Prerequisite: 201 or permission of the instructor. This course is cross-listed as LALC 301

when topic is relevant.

NOTE: When cross-listed with Film Studies, prerequisite is one course in either American

Studies or Film Studies.

303 Topics in Cultural Theory/Workshops in Cultural Theory



This seminar course develops majors' knowledge of and facility with various theoretical

approaches and research methods informing the interdiscipline of American Studies.

Topics will vary based on instructors' expertise, and will draw upon key sources of

American Studies thought and scholarly practice such as literature, sociology, cultural

studies, philosophy, women's and gender studies, cultural anthropology, and history.

The course will further

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develop students' research and writing skills, bridging the 200-level core courses (201

and 202) and the senior seminar sequence (401 and 402). Majors should take this

course prior to taking 401, though taking both courses at the same time is possible; but

majors must take AMST 303 prior to their taking AMST 402.

Prerequisite: 201, 202 or permission of the instructor.

401 Research and Methods in American Studies



This integrative seminar focuses on the theory and methods of cultural analysis and

interdisciplinary study. Students examine the origins, history, and current state of

American studies, discuss relevant questions, and, in research projects, apply

techniques of interdisciplinary study to a topic of their choosing.

Prerequisite: 303, Senior American studies major, or permission of the instructor.



Attributes: Social Sciences

402 Writing in American Studies



Students research and write a substantial research project, normally drawing on their

work in 401.

Prerequisite: 303, 401.



Attributes: Social Sciences

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Anthropology

MAJOR

Eleven (11) courses.

•

Required courses are the three introductory courses (100, 101, and 110),

•

One methodological course designated as “Research in Anthropology” (220, 225, 240,

241, 290),

•

Senior Colloquium (400).

•

Students choose six additional anthropology courses: three elective courses must be

taken at the 300-level, from at least two subdisciplines (cultural anthropology,

biological anthropology, and archaeology), and one must be designated WiD.

•

A maximum of two of these six electives may be taken with the designation of

“Anthropology in Other Fields” (ANTH 205); students may petition the department to

accept one non-cross-listed course in lieu of an “Anthropology in Other Fields”

course.

MINOR

Six (6) courses

•

Including 100, 101, and 110 and

•

Three additional anthropology courses.

•

Students who are interested in a minor should consult with the department.

SUGGESTED CURRICULAR FLOW THROUGH THE

MAJOR

These guidelines suggest courses to take each year rather than specifying a required

sequence; the exception is Senior Colloquium, which is taken in the fall semester of the

senior year. Students can tailor these guidelines to their circumstances in discussions

with an Anthropology faculty member. We recommend completing the "Research in

Anthropology" course prior to study abroad, in case the student has a fieldwork

opportunity while there. Many students who study abroad complete the Anthropology

major and a second major, and some complete three majors.

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First Year

Begin 100-level coursework:

ANTH 100, Introduction to Biological Anthropology

ANTH 101, Introduction to Cultural Anthropology

ANTH 110, Archaeology and World Prehistory

Recommend at least two of the three in First Year

Consider taking a 200-level elective: refer to Academic Bulletin: Anthropology

Sophomore Year

Complete 100-level coursework

Research in Anthropology course: refer to Academic Bulletin: Anthropology

ANTH general electives 200 and 300-level: refer to Academic Bulletin: Anthropology

If planning full year study abroad, plan to take a WiD course.

Junior Year

ANTH 300-level electives: refer to Academic Bulletin: Anthropology

Study Abroad – Full year or semester where Anthropology electives are available

If interested in Senior Honors Thesis consider fieldwork opportunities while abroad

Senior Year

ANTH 400, Senior Colloquium (register in Fall semester only)

Finish any remaining ANTH requirements or electives

If pursuing Department Honors, ANTH 495 (Spring semester only)

FIELDWORK

The anthropology program is a unique major characterized by an emphasis on

understanding the cultures, meanings, and practices of various social groups in the

context of a rapidly changing world. Fieldwork, the hallmark of anthropological inquiry,

is built into the department's methods courses and is encouraged and supported in

student work abroad.

HONORS

Eligibility for honors candidacy requires a minimum overall GPA of 3.6. By the

beginning of their senior year, students wanting to be considered for honors in

anthropology must identify themselves to the department faculty and submit a two-

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page proposal for an honors project to the department chair. In the senior year, the

prospective honors student participates in the senior colloquium (ANTH 400) in the Fall

and will continue with ANTH 495 in the Spring. The quality of the senior thesis project,

judged "exceptional" by the anthropology faculty, is the primary basis for awarding

honors to graduating seniors at the end of the spring semester.

We strongly recommend that students consult with their advisor in the Junior year if

they are considering the thesis option, as preparation for the project may start prior to

the beginning of the Senior year. The strongest projects emerge from field or

laboratory projects initiated in prior coursework, study abroad, or field experiences.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Most students majoring in anthropology study abroad at some point during their time

at Dickinson. Others pursue opportunities for off-campus study in the United States.

Students gain unique, hands-on experience in anthropology by participating in field

schools in cultural anthropology or archaeology, or through internships at museums

and other sites. Opportunities for such experience exist with the Summer Field School

in Cultural Anthropology (ANTH 396), for the six-week summer ethnographic field

school in Tanzania, East Africa, or for other field schools.

Co-curricular activities/programs

Anthropology Club



The Anthropology Club has weekly meetings that involve activities such as watching a

film/TV series related to topics in Anthropology, museum visits, and more. The club also

plans trips to see exhibits in nearby cities (Philadelphia, DC). They also plan events of

campus related to Anthropology Day and helping to plan exhibits and events that help

share anthropological perspectives across campus.

Human Cultures House



The department helps to support a Special Interest House for Anthropology and

Archaeology Majors. Students living in the house study together and bring classroom

and campus discussions about human cultures to their living spaces. The house also

hosts BBQs and events with students and faculty.

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COURSES

100 Introduction to Biological Anthropology

This course provides a comprehensive introduction to the field of biological

anthropology. We will examine the development of evolutionary theory. We will then

apply evolutionary theory to understand principles of inheritance, familial and

population genetics in humans, human biological diversity and adaptations to different

environments, behavioral and ecological diversity in nonhuman primates, and the

analysis of the human skeleton and fossil record to understand the origin and evolution

of the human family.

Three hours classroom and three hours laboratory a week. Offered three semesters over

a two-year period.



Attributes: Appropriate for First-Year, ENST Foundations (ESFN), Lab Sciences

101 Introduction to Cultural Anthropology

This course is a comprehensive introduction to how cultural anthropologists study

culture and society in diverse contexts. We will use ethnographic case studies from

across the world to examine the ways people experience and transform social

relationships and culture in areas including families, gender, ethnicity, health, religion,

exchange, science, and even what it means to be a person. We will examine how

culture and society are embedded within, shape, and are shaped by forces of

economics, politics, and environment.

Offered every semester.



Attributes: AMST Struct & Instit Elective, ARCH Area B Elective, Appropriate for First-

Year, ENST Discip Spec (ESDS), Global Diversity, Social Sciences, Sustainability

Connections

110 Archaeology and World Prehistory

Archaeology is the primary means by which we decipher human prehistory. Using

archaeology as a guide we will start with the origins of culture from its rudimentary

beginnings nearly 4 million years ago, follow the migrations of hunters and gatherers,

explore the first farming villages and eventually survey the complex urban civilizations

of the Old and New Worlds. We will examine the development of technology, economic

and social organization through the lens of archaeological techniques and discoveries

throughout the world.

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This course is cross-listed as ARCH 110. Offered every year.



Attributes: Appropriate for First-Year, ENST Env Stud Spec (ESSP), Food Studies Elective,

Global Diversity, SINE Elective, Social Sciences

205 Anthropology in Other Fields

Courses offered by anthropologists in other fields that cover topics in anthropology.

Prerequisite: dependent upon topic.

Attributes: Social Sciences

210 Language and Culture

This course examines the relationship of language to culture and society. It includes the

study of sociolinguistics, language acquisition, cognition, and descriptive linguistics. The

student is introduced to major perspectives on language from Whorf, Hymes, de

Saussure, and Levi-Strauss.

Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, NRSC Non-Div 3

Elective, Social Sciences

211 Sociolinguistics

Sociolinguistics is the branch of linguistics which studies language as social and cultural

phenomena. Language is inseparably associated with members of a society where it is

spoken, and thus social factors are inevitably reflected in those members' speech. This

course surveys topics on language and social class, language and ethnicity, language

and gender, language and context, language and social interactions, language and

nation, and language and geography. These topics show how language unites speakers

as much as it divides speakers within a society and/or across societies. The topics are

approached through lectures, class discussions, readings, as well as social surveys.

Offered every other year.



Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, NRSC Non-Div 3

Elective, Social Sciences

212 Development Anthropology

Sociocultural change, development, and modernization in both Western society and

the Third World are examined in terms of theory and practice. Emphasis is on the

planning, administration, and evaluation of development projects in agriculture,

energy, education, health, and nutrition. The increasingly important role of professional

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anthropologists and anthropological data is examined in the context of government

policies and international business.

Offered every other year.

Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, ENST Discip Spec

(ESDS), INST Globaliz & Sustain Course, SINE Elective, Social Sciences

214 Ecological Anthropology

An examination of human adaption to changing environments with an emphasis on

systems analysis. Special attention to development and current environmental

problems.

Offered every other year.

Attributes: ANTH Cultural Anth Elective, ARCH Area B Elective, Appropriate for First-

Year, ENST Society (ESSO), INST Globaliz & Sustain Course, SINE Elective, Social Sciences

216 Medical Anthropology

Comparative analysis of health, illness, and nutrition within environmental and socio-

cultural contexts. Evolution and geographical distribution of disease, how different

societies have learned to cope with illness, and the ways traditional and modern

medical systems interact.

Offered every other year.



Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, ENST Discip Spec

(ESDS), Health Studies Elective, NRSC Non-Div 3 Elective, Social Sciences

217 Gender, Culture, and Transnationalism

This course draws together three important ideas in anthropology --gender, culture,

and transnationalism -- to provide insight into the basis for similarities and variations in

gender constructs, roles, and statuses across different cultural, political, and economic

landscapes. While the course is comparative, it also examines the margins of

populations and more abstract collectivities to analyze how new, hybrid gender

identities and imagined cultures are produced and experienced, as people and ideas

move around the globe.

Offered every other year.



Attributes: ARCH Area B Elective, Appropriate for First-Year, Global Diversity, INST

Globaliz & Sustain Course, Social Sciences

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220 Ethnography

Ethnography is a unique form of research through which we learn about people’s

experiences in the world and their own perspectives in their everyday lives.

Ethnographic research is done in any context, from rural farms, to urban train systems,

from medical tourism networks, to nuclear power plants. This course examines

ethnographic scholarship with attention to the methods of research. Students learn

about the methods ethnographers employ in their work, how they use them, and the

kinds of results those methods yield. Examples draw from ethnographic work on

diverse topics and in varied contexts throughout the world. Students develop brief

projects using some of the methods that are examined.

Prerequisite: 101



Attributes: ANTH Cultural Anth Elective, Global Diversity, Writing in the Discipline

222 Anthropology of Latin America

This course is an ethnographic exploration of contemporary life in Latin America. It is

designed to introduce students to the major themes and debates in the anthropology

of Latin America. It is aimed at understanding the cultural and historical development

of Latin America, and it seeks to make sense of the cultural similarities and differences

that have both captured the interest of anthropologists and helped to make Latin

America an important site of anthropological study and theorizing. In the process of

examining the histories and cultures of Latin America, we will also look at how power

and structural inequalities have shaped the region. The course will study Latin American

cultures and societies in relation to neighboring nations - the United States, Canada and

the Caribbean - given their shared history and experiences of colonialism and slavery as

well as their economic interdependence.

This course is cross-listed as LALC 222. Offered every other year.



Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, ENST Discip Spec

(ESDS), Global Diversity, INST Latin America Course, Lat Am, Latinx, Carib St Elect,

Portuguese & Brazilian Studies, Social Sciences

225 Human Osteology

This course offers an intensive examination of human biological diversity as revealed

through the study of human skeletal remains. We will focus on techniques used to

identify skeletal remains in archaeological, paleontological, and forensic contexts, as

well as examining human skeletal responses to environmental stress and human

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growth and development throughout the life cycle.

Prerequisite: 100 or 229 or permission of the instructor.

Offered every other year.



Attributes: ANTH Biological Anth Elective, ARCH Area B Elective, Health Studies Elective,

NRSC Non-Div 3 Elective

229 Human Variation and Adaptation

This course explores anthropological perspectives on modern human biological

diversity. We examine genetic variation, biological and cultural responses to

environmental stressors, including climate, altitude, nutrition, infectious and chronic

diseases, and population growth and demography. We use our understanding of

human biological diversity to examine the notion that race is a social phenomenon with

no true biological meaning.

Offered every other year.



Attributes: ANTH Biological Anth Elective, Appropriate for First-Year, ENST Discip Spec

(ESDS), Food Studies Elective, NRSC Non-Div 3 Elective, Social Sciences

230 Ethnography of Postcolonial Africa

This course is intended as both an introduction to the ethnography of Africa and an

examination of postcolonial situations in Africa. We will learn a great deal about the

cultural, social, political, and economic diversity of the continent while avoiding the

typological thinking that once characterized area studies. Through ethnography we will

learn about African cultures, their historical contingencies, and their entanglements in

various fields of power. We will assess the changing influences of pre-colonial

traditions, colonialism, postcolonial states, and the global economy.

Offered every fall.



Attributes: ANTH Cultural Anth Elective, ARCH Area B Elective, Global Diversity, INST

Africa Course, Social Sciences

232 Modern China and Its Diaspora Communities

This is a comparative course that examines contemporary Chinese communities in the

PRC, as well as Chinese immigrant cultures located in Southeast Asia and the U.S. The

focus is on both the structure of these communities and the processes of identity

formation and re-imagining the "home" country or "native place" in the midst of

considerable flux. The course explicitly uses comparison to deconstruct staid truths

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about "the Chinese" and monolithic "Chinese culture."

Offered every other year.



Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, EASN Elective Set 3,

Global Diversity, INST Asia Course, Social Sciences

233 Anthropology of Religion

A cross-cultural survey of the functions of religion, magic, and myth in simple and

complex societies. Religion and communication. Myth and social structure. A historical

summary of the scientific study of religion.

Offered every other year.



Attributes: ANTH Cultural Anth Elective, ARCH Area B Elective, Appropriate for First-

Year, ENST Discip Spec (ESDS), Global Diversity, Social Sciences

234 African Diaspora

This course examines the presence and contributions of people of African descent

outside the African continent. While we generalize about the Black diasporic

experience across continents, we also pause to examine the ways that stories unfold in

particular places and at specific historical moments. Because most representations of

Africa and her descendants have left Africans on the margins of world history, in this

course we pay particular attention to alternative ways of understanding Black diaspora.

We draw upon case studies from the United States, the Caribbean, Brazil and Europe

during different historical periods.Cross-listed with AMST and SOCI.

Offered every other year.



Attributes: AFST - Diaspora Course, ANTH Cultural Anth Elective, Appropriate for First-

Year, INST Africa Course, Social Sciences, US Diversity

235 State and Ethnicity in Upland Asia

This course examines the borderlands shared by states in upland Southeast Asia, such

as Thailand, Burma and Laos, with China. It looks at dimensions of contemporary

migrations and transnationalism among populations historically marginalized, such as

the Hmong, and among populations that have a strong identification with states. Linked

to political economies and global markets, nationalism and other ideologies defining

peoples and their cultures are explored with an eye toward understanding how ideas

about race and the other take shape.

Offered every other year.



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Attributes: ANTH Cultural Anth Elective, Appropriate for First-Year, Global Diversity,

INST Asia Course, Social Sciences

236 Japanese Society

This course is an introduction to contemporary Japanese society. The course examines

what everyday life is like in Japan from anthropological and historical perspectives. It

explores such major social institutions as families, gender, communities, workplaces,

and belief systems. The course focuses as well on the ways in which modernization has

affected these institutions and the identities of Japanese people.

Attributes: ANTH Cultural Anth Elective, ANTH Ethnographic Course, EASN Elective Set 3,

Global Diversity, Social Sciences

240 Qualitative Methods

This course introduces students to the theory and methods of social science research,

beginning with an examination of the philosophies underlying various research

methodologies. The course then focuses on ethnographic field methods, introducing

students to the techniques of participant observation, structured and informal

interviewing, oral histories, sociometrics, and content analysis. Students design their

own field projects.

Prerequisite: ANTH 101 or SOCI 110.



Attributes: ANTH Cultural Anth Elective, Social Sciences, Writing in the Discipline

241 Measurement and Quantification in the Social Sciences

This course focuses on quantitative data analysis. Students learn how to design, code,

and analyze interviews and surveys. Selected databases and statistical programs are

used to analyze current social issues and compare samples.

Prerequisite: At least one course in SOCI, ANTH or AMST.



Attributes: ANTH Cultural Anth Elective, ARCH Area A Elective, ARCH Area B Elective,

LPPM Empirical Social Analysis, Quantitative Reasoning, Writing in the Discipline

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245 Selected Topics Anthropology

Courses offered on an occasional basis that cover special topics such as African women

in development, theories of civilization, anthropology and demography, or

anthropological genetics.

Attributes: ARCH Area B Elective, Social Sciences

255 Global Eastern Africa

This course examines global connections in the intersections of culture and power that

underlie contemporary issues in eastern Africa. The globally marketed indigenous

cultures and exotic landscapes of eastern Africa, like current dilemmas of disease and

economic development, are products of complex local and transnational processes

(gendered, cultural, social, economic, and political) that developed over time. To

understand ethnicity, the success or failure of development projects, the social and

economic contexts of tourism, responses to the AIDS crisis, the increasing presence of

multinational corporations, and other contemporary issues, we will develop an

ethnographic perspective that situates cultural knowledge and practice in colonial and

postcolonial contexts. While our focus is on eastern Africa, the course will offer

students ways to think about research and processes in other contexts.

Offered every two years.



Attributes: ANTH Cultural Anth Elective, ARCH Area B Elective, ENST Discip Spec (ESDS),

Global Diversity, INST Africa Course, Social Sciences

256 Health and Healing in Africa

This course addresses three interrelated aspects of health and healing in Africa. We

examine health in Africa from a biomedical perspective, learning about disease,

morbidity, mortality, and biomedical care. We place African health and health care into

a framework of political economy, examining the causes and consequences of illness

and disease and the forces that shape and constrain care. We also examine the cultural

and historical dimensions of health and healing in specific regions of the continent,

bringing ethnographic knowledge to bear on contemporary health problems and

thereby gaining an understanding of the lived experiences of health and healing in

Africa.

Attributes: ANTH Cultural Anth Elective, ENST Discip Spec (ESDS), Global Diversity,

Health Studies Elective, NRSC Non-Div 3 Elective, Social Sciences

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260 Environmental Archaeology



The study of the human past requires knowledge of the biological and geophysical

systems in which cultures developed and changed. This course explores past

environments and the methods and evidence used to reconstruct them. Emphasis is on

the integration of geological, botanical, zoological, and bioarchaeological data used to

reconstruct Quaternary climates and environments.

This course is cross-listed as ARCH 260.

Offered every two years.



Attributes: ARCH Area A Elective, ARCH Area B Elective, ENST Society (ESSO), Food

Studies Elective, Global Diversity, SINE Elective, Social Sciences

261 Archaeology of North America



This course reviews Pre-Columbian landscapes north of Mesoamerica. We consider

topics including the timing and process of the initial peopling of the continent, food

production, regional systems of exchange, development of social hierarchies,

environmental adaption and the nature of initial colonial encounters between

Europeans and Native Americans. These questions are addressed primarily by culture

area and region.

This course is cross-listed as ARCH 261.

Offered every two years.



Attributes: AMST Struct & Instit Elective, ANTH Archaeology Elective, ARCH Area B

Elective, ENST Discip Spec (ESDS), Social Sciences, US Diversity

262 South American Archaeology



This course examines the development of prehistoric societies in the South American

continent through archaeological data. This course will explore the interactions of

culture, economics, and politics in the prehistory of two major regions: the western

Andean mountains and Pacific coast, and the eastern lowlands focusing on the

Amazon River basin and Atlantic coast. In addition to learning the particular

developments in each region, we will address three overarching themes: 1) What

role did the environment play in shaping socio-political developments? 2) What

influence do ethnographic and ethno-historical sources have on the interpretation of

pre-Hispanic societies in South America? 3) What were the interactions between

highland and lowland populations, and what influence did they have (if any) on their

respective developments?

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This course is cross-listed as ARCH 262 and LALC 262.



Attributes: ANTH Cultural Anth Elective, ARCH Area B Elective, Appropriate for First-

Year, ENST Env Stud Spec (ESSP), Global Diversity, Lat Am, Latinx, Carib St Elect, Social

Sciences, Sustainability Connections

290 Archaeologica Methods



This course focuses on archaeological field and laboratory methods through readings,

lectures, and hands-on experiences and the data these practices generate. It will cover

the essential field methods employed in archaeological survey (pedestrian, aerial, and

geophysical) and excavation. This will include the fundamentals of documentation

including note-taking, drawing, photography, and map-making. It will also introduce

how archaeologists organize and analyze the large quantities and wide range of data

recovered in these processes with particular attention to the use of computer

databases, especially Geographic Information Systems (GIS). It will provide a general

overview of different types of laboratory analysis including lithics, ceramics, metals,

plant and animal remains, and discuss the available dating methods. Students will have

the opportunity to practice many of the field and lab methods in the Simulated

Excavation Field (SEF), and, when available, archaeological sites in the Cumberland

Valley. Through these experiences and interactions with a range of archaeological

datasets, students will learn how the archaeological record is formed and what its

patterns can teach us about ancient human livelihoods. Finally, students will learn to

synthesize and present the results of field and laboratory research in reports, a critical

genre of writing in the discipline.

This course is cross-listed as ARCH 290.

Prerequisite: Any two ARCH courses at 100- or 200-level; ARCH 110 highly

recommended.



Attributes: ANTH Archaeology Elective, ENST Discip Spec (ESDS), Writing in the Discipline

295 Field School in Cultural Anthropology



Ethnographic field school of selected anthropological problems with appropriate

methodologies. Pre-departure workshops, at least four-weeks course duration, and

post-fieldwork write-up. Non-Dickinson programs require prior approval by faculty.

Prerequisite: Research in Anthropology course, ANTH introductory course or comparable

course with approval.

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Offered in summer school only.



Attributes: ANTH Cultural Anth Elective, Global Diversity

300 Archaeological Theory and Interpretation



This course explores the concepts and theories archaeologists employ to develop

interpretations about and reconstructions of past societies. It examines the history of

archaeological inquiry from amateur collecting to a profession and science dedicated to

the systematic discovery and analysis of material remains and their interpretation. It

will explore different traditions of archaeological inquiry particularly in Europe and the

study of Classical archaeology and in the Americas with its roots in anthropology.

Students will become conversant with contemporary trends in archaeological theory in

both areas from evolutionary, ecological, and systems theory perspectives to agent-

based approaches that consider gender, power, and daily practices in shaping past

societies. Finally, students will engage with pertinent ethical issues surrounding

archaeological patrimony.

Prerequisite: ARCH 290. This course is cross-listed as ARCH 300.

Offered every spring.



Attributes: ANTH Archaeology Elective, Social Sciences, Writing in the Discipline

310 Nutritional Anthropology



Food is a biological necessity, yet food preferences and dietary practices are culturally

determined and highly variable across time and space. This course examines nutrition

and dietary variation from an anthropological perspective. We will first study the basics

of food and nutrition, including the nutritional composition of food, nutritional

requirements across the human life cycle, and standards for assessing dietary quality in

individuals and populations. We will then examine the evolution of human dietary

practices and we will explore how dietary variation is at the interface of biology, health,

culture, and the environment. We will also learn about the effects of globalization and

the commoditization of food on dietary choices, the health consequences of under- and

over-nutrition, and the social and historical constraints on food production and

consumption in different societies.

Prerequisite: At least one course in anthropology or health studies, or permission

of instructor.



Attributes: ANTH Biological Anth Elective, ENST Discip Spec (ESDS), Food Studies

Elective, Health Studies Elective, NRSC Non-Div 3 Elective

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331 Human Evolution



This course offers an intensive examination of the evolution of the human family, from

our earliest ancestors to the origin and dispersal of modern humans. We use skeletal

biology, geology, and archaeology to understand the human evolutionary record.

Prerequisite: Any of the following: 100, 216, 218, 229 or BIOL 100-level course.

Offered every spring.



Attributes: ARCH Area B Elective, ENST Discip Spec (ESDS), NRSC Non-Div 3 Elective,

Writing in the Discipline

336 Theory in Cultural Anthropology



This course examines how cultural anthropologists conceptualize their research, the

topics and people they study, and their roles as intellectuals. Students read, discuss,

and apply primary writings on theories addressing culture, society, power,

representation, gender, race, identity, belonging and exclusion, and other experiences

in diverse contexts, as well as ethical scholarship. Students join anthropologists in an

extended conversation about theories, their uses, and their implications.

Offered every fall.



Prerequisite: 101.

Attributes: ARCH Area B Elective, Writing in the Discipline

345 Advanced Topics Anthropology



Courses offered on an occasional basis that cover special topics such as African women

in development, theories of civilization, anthropology and demography, or

anthropological genetics.

Prerequisite dependent upon topic.



Attributes: Social Sciences

395 Archaeological Field Studies



Application of the fundamentals of archaeological survey, excavation and the

laboratory processing and cataloging of artifacts.

This course is cross-listed as ARCH 395.



Attributes: ARCH Area B Elective

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397 Advanced Field School in Cultural Anthropology



Advanced ethnographic fieldwork of selected anthropological problems

using appropriate methodologies. Can be done as part of a field school or

independent research.

Prerequisite: One Research in Anthropology course (220, 225, 240, 241 or 290).



Attributes: Global Diversity

400 Senior Colloquium



Offered every fall semester, senior anthropology majors will meet to learn about

professional career opportunities in anthropology as well as a write a research paper

that incorporates primary sources in anthropological writing and/or original

anthropological scholarship involving fieldwork or laboratory research.

Prerequisite: Research in Anthropology course.

495 Senior Thesis



Senior anthropology majors who qualify with a cumulative GPA of 3.6 or higher by the

end of the junior year can take this course during the spring semester of their senior

year. This course involves writing a senior thesis based on original fieldwork or

laboratory research and used to determine departmental honors.

Prerequisite: ANTH 400.

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Arabic

MINOR

Five (5) courses

•

Four Arabic language courses: two 200-level and two 300-level

•

One 200-level Middle East Studies course

COURSES

101 Elementary Arabic

An introduction to Modern Standard Arabic (MSA). Introduction to speaking, listening,

reading and writing skills in the standard means of communication in the Arab world.

Attributes: Appropriate for First-Year

102 Elementary Arabic

Continued introduction to MSA with more advanced development of speaking,

listening, reading and writing skills through a greater degree of interaction in the

classroom.

Prerequisite: 101.

201 Intermediate Arabic

Introduction to conversation and composition building on the skills developed in

101and 102.

Prerequisite: 102.

202 Intermediate Arabic

Continued development of conversation and composition skills using current political

and social events, stories, essays, and other materials as the topics for discussion and

writing assignments.

Prerequisite: 201. This course fulfills the language graduation requirement.

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360 Topics in Arabic Language and Culture

Thematic study of Arabic language and culture, with emphasis on close reading,

comprehension and interpretation, and on honing oral expression and comprehension.

Prerequisite: 202, or permission of instructor.

Attributes: Humanities

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Archaeology

MAJOR

Twelve (12) courses plus field experience:

I. METHODOLOGICAL CORE (Six courses)

1) ARCH 110/ANTH 110: Archaeology and World Prehistory

2) ARCH 290/ANTH 290: Archaeological Methods

3) ARCH 300/ANTH 300: Archaeological Theory and Interpretation

4) ARCH 390: Advanced Studies in Archaeology

5) ANTH 100: Introduction to Biological Anthropology

6) ERSC 151: Foundations of Earth Sciences

II. SPECIALIZATION/CONCENTRATION (Six elective courses)

In consultation with your faculty advisor, choose an area of emphasis (Area A or Area B)

and select a coherent set of 6 courses based on your interests. Five of the electives

must be within your chosen area of concentration and one must be in the other area:

AREA A: Mediterranean Archaeology and Art

•

ANTH 241: Measurement and Quantification in the Social Sciences

•

ARCH 120/CLST 221: Greek Art and Archaeology (only counts if not already taken in

the core)

•

ARCH 130/CLST 224: Roman Archaeology (only counts if not already taken in the core)

•

ARCH 140: Egyptian Art and Archaeology (only counts if not already taken in the core)

•

ARCH 150: Near Eastern Art and Archaeology (only counts if not already taken in the

core)

•

ARCH 200: Selected Topics in Archaeology

•

ARCH 210: Prehistoric Aegean Art and Archaeology (only counts if not already taken

in the core)

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•

ARCH 221: Ancient Greek Architecture

•

ARCH 222: Ancient Greek Sculpture

•

ARCH 223: Ancient Greek Painting

•

ARCH 250: Ancient Greek Religion and Sanctuaries

•

ARCH 260/ANTH 260: Environmental Archaeology

•

ARCH 301: Summer Fieldwork in Classical Archaeology (counts after the Field

Experience requirement has been fulfilled)

•

ARCH 500: Independent Study (only with permission of advisor and consent of

instructor)

•

ARCH 560: Student/Faculty Collaborative Research

•

ARTH 202: Ancient Art and Art History

•

ARTH 206: Museum Studies

•

ARTH 302: Roman Painting

•

ARTH 303: Roman Portraiture

•

ARTH 391: Studies in Art History

•

CLST 100: Greek and Roman Mythology

•

CLST 110: Introduction to Greek Civilization

•

CLST 200: Special Topics in Classical Civilization (dependent upon topic)

•

CLST 253: Roman History

•

ENST 313: Geographic Information Systems

•

ERSC 309: Sedimentology and Stratigraphy

•

MATH 121: Elementary Statistics

•

MATH 225: Probability and Statistics I

AREA B: Archaeology, Anthropology, and the Environment

•

ARCH 200: Selected Topics in Archaeology

•

ARCH 260/ANTH 260: Environmental Archaeology

•

ARCH 261/ANTH 261: Archaeology of North America

•

ARCH 262/ANTH 262/LALC 262: South American Archaeology

•

ARCH 395/ANTH 395: Archaeological Field Studies (counts after the Field Experience

requirement has been fulfilled

•

ARCH 500: Independent Study (only with permission of advisor and consent of

instructor)

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•

ARCH 560: Student/Faculty Collaborative Research

•

ARTH 206: Museum Studies

•

ANTH 101: Anthropology for the 21st Century (Strongly recommended)

•

ANTH 205: Native Peoples of Eastern North America

•

ANTH 214: Ecological Anthropology

•

ANTH 217: Cross Cultural Perspectives on Gender

•

ANTH 225: Human Osteology

•

ANTH 230: Ethnography of Postcolonial Africa

•

ANTH 233: Anthropology of Religion

•

ANTH 241: Measurement and Quantification in Social Sciences

•

ANTH 245: Selected Topics in Anthropology

•

ANTH 255: Global Eastern Africa

•

ANTH 331: Human Evolution

•

ANTH 336: Social Distinctions

•

ERSC 141: Earth's Hazards

•

ERSC 142: Earth's Changing Climate

•

ERSC 201: Surface Processes

•

ERSC 205: Introduction to Soil Science

•

ERSC 305: Earth Materials

•

ERSC 307: Paleontology

•

ERSC 309: Sedimentology and Stratigraphy

•

ERSC 333: Environmental Geophysics

•

ENST 313: Geographic Information Systems

•

MATH 121: Elementary Statistics

•

MATH 225: Probability and Statistics I

111. FIELD EXPERIENCE

May be fulfilled by either: a) summer excavation fieldwork; or, b) museum/lab

internship. Students are strongly encouraged to complete the field experience through

the offerings by department faculty. The museum/lab internship may be taken as part

of an independent study for academic credit through the department OR for a

transcript notation through the Office of Academic Advising. All non-Dickinson field

schools and museum/lab internships must be pre-approved by your advisor and the

program chair.

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Ancient & Foreign Languages.

Latin or Ancient Greek is strongly recommended for those specifically interested in

Greek and Roman archaeology within the Mediterranean Archaeology and Art

emphasis (Area A concentration) or double majoring or minoring in Classical Studies.

Four semesters of a recommended ancient language may be counted collectively as

two course credits towards the total of six for the area emphasis.

If it is appropriate to the location of the student's intended field experience (for either

area), and with the faculty advisor's and chair's approval, two courses of a

recommended modern language may count collectively as one course credit towards

the total of six for the area emphasis (maximum one credit allowed).

MINOR

Six (6) courses plus field experience:

I. METHODOLOGICAL CORE (Four courses)

1) ARCH 110/ANTH 110: Archaeology and World Prehistory

2) ARCH 290/ANTH 290: Archaeological Methods

3) ARCH 300/ANTH 300: Archaeological Theory and Interpretation

4) ANTH 100: Introduction to Biological Anthropology

II. AREA EMPHASIS (two courses):

In consultation with your faculty advisor, choose an area of emphasis and select a

coherent set of courses based on your interests from one of the following two groups:

Area A: Mediterranean Archaeology and Art

At least two courses from among the following:

•

ANTH 100, 205 (dependent upon topic), 241,

•

ARCH 120/CLST 221,

•

ARCH 130/CLST 224,

•

ARCH 140, 150, or 210,

•

ARCH 221, 222, 250,

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•

ARCH 260/ANTH 260,

•

ARCH 200,

•

ARCH 301 (after the Field Experience requirement has been fulfilled),

•

ARCH 390, 500, 560; ARTH 202, 302, 303, 391;

•

CLST 100, 110, 200, 253;

•

ENST 313;

•

ERSC 141, 142, 309;

•

MATH 121, 22

Area B: Archaeology, Anthropology, and the Environment

At least two courses from among the following:

•

ANTH 100, 101, 205, 214, 217, 225, 230, 233, 241, 245, 255,

•

ARCH 260/ANTH 260, ARCH 261/ANTH 261, and

•

ANTH 331, 336,

•

ANTH/ARCH 395, (after the Field Experience requirement has been fulfilled);

•

ARCH 200, 500, 560; ERSC 141, 142, 201, 305, 307, 309;

•

ENST 313; MATH 121, 225

III. FIELD EXPERIENCE

May be fulfilled by either: a) summer excavation fieldwork; or, b) museum/lab

internship. Students are strongly encouraged to complete the field experience through

the offerings by department faculty. The museum/lab internship may be taken as part

of an independent study for academic credit through the department OR for a

transcript notation through the Center for Advising, Internships & Lifelong Career

Development. All non-Dickinson field schools and museum/lab internships must be pre-

approved by your advisor and the program chair.

SUGGESTED CURRICULAR FLOW THROUGH THE

MAJOR

The Archeology major is designed to introduce students to archeological methods and

theories used by archeologists across the globe and to help students gain greater, more

in-depth experience in one of two areas. Students who choose to pursue Area A of the

major focus on the Mediterranean and Classical Archaeology. Students who choose to

pursue Area B of the major focus on Anthropological Archaeology of the Americas and

other world regions as well as Environmental Archaeology. Students are encouraged to

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explore both areas of study in coursework and in field experiences.

These guidelines suggest courses to take each year rather than specifying a required

sequence. Students can tailor these guidelines to their circumstances in discussions

with an Archaeology faculty member.

First Year

ANTH 100, Introduction to Biological Anthropology (Fall only)

ARCH 110, Archaeology and World Prehistory (Spring only)

Any 100- or 200- level electives in Areas A or B

ERSC 151, Foundations of Earth Science

Sophomore Year

ARCH 110, Archaeology and World Prehistory (if not taken in First Year)

ARCH electives within chosen Area A or Area B Concentration

ARCH 290: Archaeological Methods (Spring only)

ANTH 100, Introduction to Biological Anthropology,

or ERSC 151 Foundations of Earth Science

Summer Field/Lab Experience

Junior Year

Study Abroad (one or two semesters) can fulfill electives for Area A or Area B, with

departmental approval

ARCH electives within Area A or Area B

ARCH 300, Archaeological Theory and Interpretation (Fall only)

Senior Year

Complete ARCH electives within Area A or Area B

ARCH 300, Archaeological Theory and Interpretation (Fall only)

ARCH 390, Advanced Studies in Archaeology (Spring only)

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INDEPENDENT STUDY AND INDEPENDENT

RESEARCH

Independent studies are available. Any independent study must involve an

interdisciplinary research topic in Archaeology. No more than two independent studies

may be counted toward the major. Topic proposal and program of work must be

approved by the instructor.

Independent research leading to Honors in the Major or student/faculty collaborative

research may be undertaken with one of the contributing departments.

HONORS

Honors may be granted in Archaeology for a two-semester project that results in a well-

researched, sophisticated, finely crafted thesis within the range of sixty to one hundred

pages. Students are self-selected but acceptance as an Honors candidate is based on

the judgment of the department faculty and their assessment of the student's

academic ability and potential for successfully completing the project. They will work

closely with one advisor but will receive guidance and resources from other members

of the department. Only the best projects will be granted Honors, but any student who

completes the project will receive credit for the two semesters of independent study.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Field experience in archaeology is an important component of the Archaeology

major/minor; students are trained in the techniques and methods of field archaeology

and provided with invaluable hands-on experience. All students are encouraged to

spend part of at least one summer at an excavation or survey, either in the United

States or abroad. Students have the opportunity to participate every summer in the

archaeological survey, excavation, and Museum research at Mycenae, Greece

(D.E.P.A.S. project, headed by Prof. Maggidis, Assistant to the Director of Mycenae).

The Department of Anthropology offers regularly a summer field course in Tanzania,

Africa; students may also participate in other excavations in the region, such as the

Cloisters, Ephrata, PA (State Museum of Harrisburg on City Island).

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Students are also encouraged to pursue Museum internships offered at the Trout

Gallery by the Department of Art & Art History, research internships and training

(digital research projects) at the J. Roberts Dickinson Archaeology Lab, or Museum/lab

summer research at Mycenae, Greece. The Department of Classical Studies also offers

four-week travel opportunities in Italy and Greece; other opportunities are also

available, including Durham University (Department of Archaeology), the Intercollegiate

Center in Rome and the College Year in Athens. Contact the department chair for

further information.

ANCIENT & MODERN FOREIGN LANGUAGES

At least two semesters of Latin or ancient Greek are required for those choosing the

Classical Art and Archaeology area emphasis. Recommended modern foreign languages

include any of the following: German, French, Modern Greek, or Italian. Four semester

courses of a recommended ancient or modern foreign language may be counted

collectively as one (maximum allowed) of the four elective courses toward the

Archaeology Major.

CO-CURRICULAR ACTIVITIES/PROGRAMS

Archaeology Club

The Archaeology Club meets weekly to discuss topics in archaeology and to plan

activities related to archaeology. Past activities have included campus events for

International Archaeology Day (mock excavations and artifact analysis), flint knapping

and atlatl experiments, cooking ancient recipes, ceramic workshops, movie nights, and

visits to museum exhibits in nearby cities (Philadelphia, Washington DC, etc.)

Human Cultures House

The department helps to support a Special Interest House for Anthropology and

Archaeology Majors. Students living in the house study together and bring classroom

and campus discussions about human cultures to their living spaces. The house also

hosts BBQs and events with students and faculty.

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Archaeological Institute of American (AIA) Lectures

Dickinson College hosts one to two AIA lectures each year. The lectures are given by

distinguished archaeologists working around the world on a variety of major topics in

the field. In addition to attending the lectures, students often have an opportunity to

meet the speaker during an information gathering at the campus café. Students learn

about the guests' research and teaching and can ask questions about opportunities for

research and education.

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COURSES

110 Archaeology and World Prehistory

Archaeology is the primary means by which we decipher human prehistory. Using

archaeology as a guide we will start with the origins of culture from its rudimentary

beginnings nearly 4 million years ago, follow the migrations of hunters and gatherers,

explore the first farming villages and eventually survey the complex urban civilizations

of the Old and New Worlds. We will examine the development of technology, economic

and social organization through the lens of archaeological techniques and discoveries

throughout the world.

This course is cross-listed as ANTH 110.



Attributes: Appropriate for First-Year, ENST Env Stud Spec (ESSP), Food Studies Elective,

Global Diversity, SINE Elective, Social Sciences

120 Greek Art & Archaeology

A general introduction to the art and archaeology of ancient Greece from Prehistoric to

Hellenistic times: Bronze Age civilizations (Cycladic, NE Aegean and Trojan, Minoan,

Helladic/Mycenaean); Protogeometric, Geometric, Archaeic, Classical, and Hellenistic

Greece. A survey of architecture (temple, secular, funerary), sculpture, vase-painting,

monumental painting, metalwork, and minor arts of these periods, both on mainland

Greece and in the Greek colonies (Asia Minor, Pontus, Syria, Phoenice, Egypt, S. Italy

and Sicily); comparative study of typological, iconographical, stylistic, and technical

aspects and developments; styles and schools, regional trends. Historical

contextualization of ancient Greek art and brief consideration of socio-economic

patterns, political organization, religion, and writing. Evaluation of the ancient Greek

artistic legacy and contribution to civilization. Field trips to archaeological collections

and Museums.

This course is cross-listed as CLST 221.

Offered every fall.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Appropriate for First-Year, Arts

130 Roman Archaeology

A general introduction to the art and archaeology of the Roman world from the Late

Republic to the 4th century AD. A survey of architecture (temple, public, domestic,

palatial, funerary), monumental painting, sculpture, metalwork, and minor arts of these

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periods in Italy and the rest of the Roman world; particular emphasis on Rome,

Pompeii, Herculaneum, Ostia, Greece/Asia Minor, and North Africa. Comparative study

of typological, iconographical, stylistic, and technical aspects and developments;

regional trends and foreign influences. Historical and cultural contextualization of

Roman art and architecture with consideration of socio-economic patterns, political

developments, religion, and writing.

This course is cross-listed as CLST 224.

Offered occasionally.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Appropriate for First-Year, Arts

140 Egyptian Art and Archaeology

A general introduction to the art and archaeology of ancient Egypt from the pre-

dynastic period to the Hellenistic era, focusing mainly on the archaeological record of

the Old, Middle, and New Kingdom. The course includes a survey of public architecture

(temple, palatial, funerary) and domestic/secular architecture, sculpture, wall-paintings

and reliefs, metalwork, seal-stones, faience/ivory-carving, and pottery, complemented

with a comparative study of typological, iconographical, stylistic, and technical aspects

and developments. Special emphasis is given to historical developments and the

archaeological evidence for the complex political, socio-economic, and cultural

evolution of ancient Egypt, including urbanization and centralization of government,

administration and writing (hieroglyphics), social hierarchy and craft specialization,

ancient environment and technology. Religion, mythology, and literature are also

explored, as well as historical sources, relative and absolute chronology, military power

and expansionism, diplomacy, international dynamics and trade contacts, and the

legacy and impact of ancient Egypt on the modern world. Course content will also

include visits to archaeological collections and/or museums and educational CD-ROMs

and videos.

Offered every two years.



Attributes: ARCH Area A Elective, Arts, Global Diversity

150 Near Eastern Art and Archaeology

A general introduction to the art and archaeology of the ancient Near East from the

time of the first settlements to the Hellenistic era. This course is a historically oriented

survey of the archaeological record of the main cultures that emerged and flourished in

the ancient Near East, including the Sumer, Akkadians, Babylonians, Hittites, Assyrians,

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and Persians. The course includes a survey of public, secular, and funerary architecture,

sculpture, wall-paintings, metalwork, and pottery, complemented with a comparative

study of typological, iconographical, stylistic, and technical aspects and developments.

Special emphasis is given to the archaeological evidence for the complex political,

socio-economic, and cultural evolution of the ancient Near East, including urbanization,

complex systems of government, socio-economic organization, literacy, with careful

consideration of the historical record. Religion, mythology, literature, and science are

also explored, as well as military power and expansionism, diplomacy, international

dynamics and trade contacts, and the legacy of the ancient Near East to world

civilization. Course content includes visits to archaeological collections and/or

museums and educational CD-ROMs and videos.

Offered every two years.



Attributes: ARCH Area A Elective, Arts, Global Diversity

200 Selected Topics in Archaeology

Courses offered on an occasional basis that cover special periods, methods or topics in

archaeology not dealt with in the rest of the curriculum.

Prerequisite: course in DIV I or DIV II, depending upon topic.



Attributes: ARCH Area A Elective, ARCH Area B Elective

202 Reality, Idealism, Beauty, and Power: Topics in the Art & Architecture of Ancient

Greece and Rome

How can we understand the representation of reality, idealism, beauty, and power in

the cultures of ancient Greece and Rome through studying their art and architecture?

How can these issues in ancient art illuminate our understanding of the visual and

structural expression of human experience? In this course, we will examine major

monuments in painting, sculpture, and architecture in both cultures from a variety of

interpretive perspectives through which they have been addressed in primary sources

and scholarly literature. Students will study and analyze textual, art-historical, and

archaeological “readings” of these monuments and compare the strengths and

weaknesses of the authors' arguments in terms of methodological approach and

evidence. In addition, the authors' cultural assumptions, interpretive premises, and

ideological goals (if any) will also be addressed in attempting to understand how these

works of art have acquired a particular meaning over time and what constitutes that

meaning. Students will also acquire competency in recognizing and analyzing diverse

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stylistic initiatives and their aesthetic significance.

This course is cross-listed as ARTH 202.

Offered every year.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Arts

206 Museum Studies

Introduces students to the history, role, nature, and administration of museums. It

examines the emergence and development of museums and the political, social, and

ethical issues that they face. Case studies include: government funding of the arts, the

lure and trap of the blockbuster, T-Rex "Sue", the Nazi Entartete Kunst exhibition, the

Enola Gay exhibition, war memorials, the Holocaust Museum, public sculpture,

conservation, museum architecture, auction houses, and the repatriation of cultural

property. This course is open to all students and is especially relevant to those studying

the fine arts, anthropology, archaeology, history, American studies, and public policy.

This course is cross-listed as ARTH 206.

Offered every two years.



Attributes: Arts, ENST Discip Spec (ESDS)

210 Prehistoric Aegean Art and Archaeology

A general introduction to the art and archaeology of the Prehistoric Aegean, including

the Neolithic, Cycladic, NE Aegean and Trojan, Minoan, Helladic and Mycenaean

civilizations, with consideration of both the Aegean sites and the Minoan/Mycenaean

trade posts and colonies in Asia Minor, Cyprus, Syropalestine and Egypt. A survey of

architecture (palatial, secular, temple and funerary), pottery, sculpture, frescoes, seal

stones, metalwork (metallic vases, weapons, jewelry), stone- and ivory-carving;

comparative study of typological, iconographical, stylistic, and technical aspects and

developments. Cultural contextualization and brief consideration of the historical

framework, socio-economic, political and administrative context, writing and religion.

Major interpretative issues and problems in Aegean Prehistory, including relative and

absolute chronology, emergence and formation process, collapse and fall of the

Minoan palaces and the Mycenaean citadels, spatial definition and multiple function of

the palatial networks, military power and expansionism, international dynamics and

contacts. Evaluation of the Prehistoric Aegean legacy and contribution to ancient Greek

and Western Civilization. Visits to archaeological collections and Museums.

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Offered every fall.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Appropriate for First-Year, Arts

218 Geographic Information Systems

Geographic Information Systems (GIS) is a powerful technology for managing,

analyzing, and visualizing spatial data and geographically-referenced information. It is

used in a wide variety of fields including archaeology, agriculture, business, defense and

intelligence, education, government, health care, natural resource management, public

safety, transportation, and utility management. This course provides a fundamental

foundation of theoretical and applied skills in GIS technology that will enable students

to investigate and make reasoned decisions regarding spatial issues. Utilizing GIS

software applications from Environmental Systems Research Institute (ESRI), students

work on a progression of tasks and assignments focused on GIS data collection,

manipulation, analysis, output, and presentation. The course will culminate in a final,

independent project in which the students design and prepare a GIS analysis

application of their own choosing.

Three hours classroom and three hours of laboratory per week.

This course is cross-listed as ENST 218 and ERSC 218.



Attributes: ARCH Area A Elective, ARCH Area B Elective, ENST Foundations (ESFN),

Quantitative Reasoning, Sustainability Connections

221 Ancient Greek Architecture

A survey of ancient Greek architecture from the 11th century BC to the 1st century BC,

on mainland Greece and the Greek colonies. Temple architecture, altars and

sanctuaries; secular architecture (houses, villas, and palaces); public architecture

(agoras, stoas, prytaneia, propyla, theaters, gymnasia, stadiums, fountains and

aqueducts, fortifications, roads, bridges); poleodomy or city-planning; funerary

architecture (tombs, heroa, mausoleums and other funerary buildings). Building

materials and techniques; orders and principles of ancient Greek architecture; ancient

theory and techniques, typological developments and technological advances,

architectural masterpieces; ancient Greek masters. Consideration of epigraphical and

ancient literary sources (including readings from Vitruvius, Pliny the Elder, Pausanias).

Offered every third year.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Appropriate for First-Year

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222 Ancient Greek Sculpture

A thorough survey of ancient Greek sculpture from 1050 BC to 31 BC, with

consideration of both mainland Greece and the Greek colonies (Asia Minor, Pontus,

Syria, Phoenice, Egypt, S Italy and Sicily). Daedalic, Archaic, Classical and Hellenistic

periods; sculpture in the round and architectural sculpture, monumental and small-

scale sculpture. Materials, techniques, and principles; subject matter and iconography,

stylistic and technical developments; styles and regional trends; ancient Greek masters

and their schools, legendary contests; consideration of ancient literary sources

(including readings from Pausanias and Pliny the Elder) and Roman copies of Greek

originals. Visits to archaeological collections and Museums; hands-on examination of

selected important sculptures (prospective cast collection on-campus).

Offered every third year.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Appropriate for First-Year, Arts

223 Ancient Greek Painting

A survey of ancient Greek vase-painting (Protogeometric, Geometric, Archaeic,

Classical, and Hellenistic periods, from 1050 BC to 31BC) with consideration of both

mainland Greece and the Greek colonies, and study of ancient Greek (with special

emphasis on recently discovered large-scale frescoes in Macedonian tombs), Etruscan,

and Roman monumental painting (including selective mosaics). Materials, techniques,

and principles; iconography, stylistic and technical developments; styles and regional

trends; ancient Greek and Roman masters and their schools; consideration of ancient

literary sources (including readings from Pausanias, Pliny the Elder, Cicero). Visits to

archaeological collections and Museums.

Offered every third year.



Attributes: ARCH Area A Elective, ARTH Ancient Art, Appropriate for First-Year, Arts

250 Ancient Greek Religion and Sanctuaries

A survey of the origins, history, structure, and evolution of ancient Greek religion and sanctuaries

from Mycenaean to Hellenistic times. A comparative study of official religion vs. folk

religion, pantheon of gods and heroes vs. daemonic cults and magic (ritual binding,

cursing, charming), myths, oracles, festivals and games vs. house cult; an insight into

mysteries and chthonic cults, burial customs and eschatology, soul and the Homeric

underworld, the mnemoscape of death and reincarnation. A review of loci of worship

(caves, shrines, temples, sanctuaries); analysis and meaning of the worship ritual,

offerings, dedications, animal and human(?) sacrifices; interpretation of sacred

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symbols, ritual implements and paraphernalia: idols and figurines, large-scale

anthropomorphic concretions, cult statues. A comparative study of the history and

development, organization and lay-out, architecture, portable finds and dedications of

the most prominent Mycenaean and ancient Greek sanctuaries (Mycenae Cult Center,

Tiryns shrines, Aghia Irene temple; Olympia, Delphi, Eleusis, Delos, Nemea, Dodone,

Kos, Samos, Priene, Pergamon) involving a synthesis of archaeological and

iconographical evidence, Linear B documents, epigraphic evidence, and ancient literary

sources. Additional issues to be addressed include: Greek anthropomorphism and

polytheism; the power of religion as collective memory; the sociopolitical role of

organized religion; priesthood and the gradual appropriation of religion by the ruling

hierarchy and the state (polis); chronological development of ritual vs. unchanging core

of beliefs; patterns of uniformity and regional variation; survival of ancient Greek

religious elements in Christianity.

Offered every third year.



Attributes: ARCH Area A Elective, Appropriate for First-Year

260 Environmental Archaeology

The study of the human past requires knowledge of the biological and geophysical

systems in which cultures developed and changed. This course explores past

environments and the methods and evidence used to reconstruct them. Emphasis is on

the integration of geological, botanical, zoological, and bioarchaeological data used to

reconstruct Quaternary climates and environments.

This course is cross-listed as ANTH 260.

Offered every two years.



Attributes: ARCH Area A Elective, ARCH Area B Elective, ENST Society (ESSO), Food

Studies Elective, Global Diversity, SINE Elective, Social Sciences

261 Archaeology of North America

This course reviews Pre-Columbian landscapes north of Mesoamerica. We consider

topics including the timing and process of the initial peopling of the continent, food

production, regional systems of exchange, development of social hierarchies,

environmental adaption and the nature of initial colonial encounters between

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Europeans and Native Americans. These questions are addressed primarily by culture

area and region.

This course is cross-listed as ANTH 261.

Offered every two years.



Attributes: AMST Struct & Instit Elective, ARCH Area B Elective, ENST Discip Spec (ESDS),

Social Sciences, US Diversity

262 South American Archaeology

This course examines the development of prehistoric societies in the South American

continent through archaeological data. This course will explore the interactions of

culture, economics, and politics in the prehistory of two major regions: the western

Andean mountains and Pacific coast, and the eastern lowlands focusing on the Amazon

River basin and Atlantic coast. In addition to learning the particular developments in

each region, we will address three overarching themes: 1)What role did the

environment play in shaping socio-political developments? 2) What influence do

ethnographic and ethno-historical sources have on the interpretation of pre-Hispanic

societies in South America? 3) What were the interactions between highland and

lowland populations, and what influence did they have (if any) on their respective

developments?

This course is cross-listed as ANTH 262 and LALC 262.



Attributes: ARCH Area B Elective, Appropriate for First-Year, ENST Env Stud Spec (ESSP),

Global Diversity, Lat Am, Latinx, Carib St Elect, Portuguese & Brazilian Studies, Social

Sciences, Sustainability Connections

290 Archaeological Methods