Catalog Final

Undergraduate Catalog 2008-2010
Contents
Academic Resources Special Opportunities The First-Year Experience Life on the UMBC Campus Continuing and Professional Studies Admission to UMBC Tuition and Fees Paying for College Academic Requirements and Regulations Requirements for the Bachelors Degree Academic Programs Course Descriptions University Officials Faculty Student-Related Administrative Offices Appendices Index Campus Map 1 5 9 11 16 18 22 25 28 34 37 188 343 344 366 368 391 398
At UMBC, you find dynamic, nationally known faculty who are also great teachers. Whether you choose science, social science, humanities or fine arts, you will be learning from some of the very best. With UMBCs Baltimore-Washington location and connections to business, industry and government, you can access a wealth of realworld experience. And the friendly environment makes learning exciting and fun.
ACADEMIC RESOURCES
Academic Resources
At UMBC, students find many resources to help them achieve their academic goals. Listed below are special programs and facilities available to enhance students academic pursuits.
academic Services
office for academic and Pre-professional advising
The Office for Academic and Pre-professional Advising provides advising services to exploratory (undeclared) and pre-professional students and manages a comprehensive system of academic advising for all undergraduate students that begins at orientation prior to enrollment at UMBC and continues through graduation. The office organizes and trains a team of academic advisors who assist entering students in selecting and registering for their first classes at UMBC as part of the orientation program. Ongoing academic advising at least once each semester is provided primarily by faculty or professional advisors in a students major department, with exploratory students advised by staff in the advising office. The office also advises students pursuing allied health careers (such as pre-nursing, pre-pharmacy, pre-physical therapy) in concert with advising in the academic major, if one has been declared. Pre-professional students in medicine, dentistry, veterinary medicine and optometry receive advising from a specialist housed in the College of Natural and Mathematical Sciences who supplements the advising provided by the major department. This advising helps students develop competitive application portfolios and supports students throughout the complex application process for admission to professional school. A Health Professions Evaluation Committee, composed of faculty and coordinated through the College of Natural and Mathematical Sciences and the advising office, helps students prepare for and gain entry to medical, dental, optometry or veterinary medicine programs. In addition to individual student advising in connection with orientation and registration, the Office for Academic and Pre-professional Advising provides information and appropriate referrals to students about academic enrichment and career development opportunities, such as study abroad, undergraduate research, experiential learning and internships. The advising office is particularly active in assisting undeclared students to explore majors and associated careers. Through workshops, a handbook, an online occupational preference inventory and a variety of printed and online materials, exploratory students are able to assess their interests and find fields most closely matched to those interests. Similarly, in support of its role advising for the health professions, the office offers workshops, fact sheets, lists of relevant links to professional societies, program materials from specific professional schools, directories and other resources useful to students planning or consid-
ering careers in those fields. The office also develops and distributes a comprehensive calendar of health professions related events on campus, including visits by deans or admissions officers from professional schools. Decision-making and application-preparing support is also provided to students who plan to enter other graduate programs in the arts, humanities, sciences and engineering. The Office for Academic and Pre-professional Advising also collaborates with the Office of the Registrar to identify students who are struggling academically at UMBC. The advising office coordinates a campus-wide process for evaluating specific cases for the appropriate academic action and/or advising intervention. Students who receive letters about academic jeopardy, probation, suspension or dismissal and have questions about their status or need help planning next steps are assisted by advisors in the office, as are students later seeking reinstatement after a period of suspension. The office works with the Learning Resources Center to provide academic skills training to students experiencing academic difficulties through the LRC 101A courseAcademic Success for Lifelong Learning. Trained undergraduate students employed as peer advisors assist students making advising appointments, seeking answers to basic advising questions or perusing the library of major/career/graduate school materials. These trained peer advisors provide additional support to the office through advising outreach in the residential communities, through commuter services offices, student clubs and organizations and other campus venues. Graduate students and recent graduates called Graduate Advising Fellows provide front-line advising services and carry out special projects helping to assess the effectiveness of advising services at UMBC. The fulltime staff and the part-time
peer advisors and Graduate Advising Fellows collaborate to provide extensive programming across campus, including workshops and briefings for faculty, staff and students on advising-related issues. The Office for Academic and Pre-professional Advising evaluates student requests to enroll for credits in excess of the normal limits per semester or per special session, based in part on a recommendation from the students academic advisor in the major. The students overall academic performance, the nature of the course schedule proposed and how well the student has managed overload semesters in the past are other factors taken into account in these decisions. Finally, the office provides leadership to academic advising efforts across the campus through regular meetings of the academic advising community and other communications. the office for academic and Pre-professional advising is located in room 102 of the academic Services Building. appointments and walk-in advising hours are Monday through Friday from 9 a.m. to 4 p.m., with some later appointments available upon request. a person in the office may be reached by calling 410-455-2729 at any time during service hours.
new Student orientation Programs

UMBC conducts New Student Orientation for new freshmen and transfer students prior to the fall and spring semesters. The program begins with Course Selection Day, a day-long event designed to provide students with information necessary to begin their academic career at UMBC. During the program, students will learn more about academic requirements, meet with an academic advisor and register for classes online. The program includes sessions designed to give students an introduction to
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the values of UMBC and life outside the classroom. New Student Orientation continues with Welcome Week, a week-long series of social and educational events. In addition, a family orientation program is offered for family members who want to learn more about UMBC, as they too become part of the university community. During the program, families learn more about the activities and opportunities available to students at and around UMBC. First-Year Seminars and Introduction to an Honors University (IHU) Seminars are also available to students to further assist in their transition to UMBC. For more information about UMBCs orientation program, call 410-455-3244 or visit www. umbc.edu/orientation. The Freshman-Year Intervention (FYI) Program, a mid-semester notification program that informs freshmen about their academic performance The UMBC Placement Testing Program Skill development courses in mathematics, college reading, academic success, and ESL oral communication. Services for non-native English speakers who wish to improve their spoken and written English Study skills resource materials for developing testtaking, college reading, note-taking skills, and timemanagement strategies A staff of academic coordinators who work with students and the community to develop programs and activities in mathematics/ science, writing, English as a second language, reading and study skills lrC is located in the academic IV Building, B-wing, room 345. For more information, call 410-455-2444 or visit www.umbc.edu/lrc TOEFL preparation For more information, call 410-455-2831 or visit www. umbc.edu/elc. ademic data, SSS identifies those students whose academic profiles indicate they may experience difficulty with some introductory courses. Once identified, these students are invited to apply to participate in SSS. Applicants are screened to determine if they meet the federally defined eligibility criteria. They must: Be first-generation, degree-seeking candidates (neither parent has a bachelors degree) Have family incomes below the maximum level established by the federal government for the current year. Academic skills specialists are available to help in critical areas such as reading, English composition, study skills, mathematics, foreign languages and English as a second language. Also available are personal counseling services that assist participants in managing problems that may not be academically based. Participants who experience difficulty with courses may request and receive private tutoring for most lower-level and many upper-level courses. Academic and career planning services are available to all participants. Special-topic workshops, designed to help participants overcome some of the major pitfalls of college life, are offered regularly. For more information about SSS, visit the office on the third floor of the academic IV Building, B Wing, room 345; call 410-455-3250 or visit www.umbc.edu/sss.
International education Services (IeS)

As a vibrant research university, UMBC attracts a large population of international students who come from about 97 countries. UMBCs Office of International Education Services offers comprehensive assistance to the universitys population of international students and scholars to ensure all international members of the UMBC community are able to complete their programs of study and research in legal status. The IES office assists international students with the documentation needed to obtain their F-1 or J-1 visas and reports arrival and enrollment data to the Department of Homeland Security via the Web-based SEVIS program. Throughout the students stay at the university, IES provides guidance on matters related to travel, work opportunities off campus, practical training and other matters related to life in the United States. All new international students are required to attend the orientation program sponsored by IES at the beginning of each semester. The program is designed to provide valuable information, as well as answer any questions they may have. For further information, contact IeS staff at 410-4552624 or electronically at ies@umbc.edu or visit www.umbc.edu/ies.
learning resources Center (lrC)

The Learning Resources Center (LRC) provides academic support services to students who want to improve their academic standing. These services complement instruction in 100- and 200-level courses and help students apply college-level learning and study skills to their courses. Specifically, the LRC has: A free peer tutoring service for 100- and 200-level courses in biology, chemistry, physics, mathematics, computer science, engineering, information systems, economics, geography, history, political science, psychology, sociology, social work, ancient studies, archaeology, philosophy, Chinese, French, German, Hebrew, Japanese, Latin, Russian, Spanish and English as a second language (ESL) Walk-in tutoring labs in the Albin O. Kuhn Library for assistance with writing assignments for any UMBC course and with mathematics courses in the 100-level sequence through elementary Calculus II
english language Center (elC)

The ELC offers courses for students admitted to the university who require additional academic English. ELC students who successfully complete level-four courses are eligible for conditional admission to undergraduate programs without taking the TOEFL exam. Our Intensive English Program (IEP) offers 21 to 28 hours of integrated language skill instruction per week year round. The center provides: Online and traditional classes Tutoring Language software Student advising
Student Support Services (SSS)

The Student Support Services Department (SSS) has a federally funded program designed to provide various supportive services to those students enrolled or accepted for enrollment at UMBC who have specific needs for academic support. Using UMBC placement tests and other ac-
Services for Students with disabilities

A resource and information center located in room 213 of the Mathematics/Psychology Building houses some adaptive equipment. Additional adaptive equipment is available in the Albin O. Kuhn Library and Gallery. Services provided include note-takers; readers; books on tape (if
ACADEMIC RESOURCES
available); scribes; mobility training; and American Sign Language, signed English and cued speech interpreters. The services are available commensurate to the needs of students who have any documented legal disability. Personal counseling and special orientation are provided as needed. Students with disabilities should make an appointment to discuss their specific needs for services and accommodations. For more information about services for students with disabilities, visit the office on the second floor of the Mathematics/Psychology Building, room 213; call 410455-2459 (voice) or 410455-3233 (voice/ttY) or visit www.umbc.edu/sss. For more information, visit the Honors College Web site at www.umbc.edu/honors, call 410-455-3720 or e-mail honors@umbc.edu. Azriel Rosenfeld Science Fiction Research Collection and numerous other collections of rare books. The Library Media Collection supports academic programs across the curriculum with audio and video recordings, as well as provides music and film offerings for recreational use. The library has been a selective depository for U.S. documents since 1972 and a full depository for Maryland state documents since 1984.
library resources
The Albin O. Kuhn Library & Gallery contains more than 1,000,000 books and bound volumes of journals; more than 2,000,000 photographs, slides, maps, music scores, recordings, microforms and government documents; plus an extensive reference collection and many online and paper journal subscriptions. Course reserves, most of which are online, and extensive computing, printing and photocopying facilities further assist studies. The library cooperates with 15 other University System of Maryland and Affiliated Institutions (USMAI) libraries through an extensive automated system featuring an online catalog of UMBC and USMAI holdings and a research port for locating full-text articles. The library Web pages, at www. umbc.edu/library, also act as a gateway to the holdings of many other U.S. academic libraries providing online materials and document delivery on request. Highly skilled professionals are prepared to help students locate information needed for study and research in-person at the library, or through phone, e-mail and chat services.
the Honors College

The UMBC Honors College is a special opportunity for students seeking to enrich their academic experience by taking small, intensive courses in areas of special interest. Many courses involve in-depth treatment of materials covered in regular class sections, while others resemble graduate seminars in their small size and depth and intensity of scholarship. Admission to the Honors College is highly selective. Academic records are weighed along with individual characteristics such as seriousness of purpose, intellectual promise and mature judgment as reflected in a recommendation and an essay. For high school students, the curriculum, grades and test scores are particularly important. A separate application is required for admission to the Honors College. For a detailed overview of the Honors College and admissions procedures, please see that section of the catalog or www.umbc.edu/honors. You may visit the Honors College in the Albin O. Kuhn Library & Gallery, suite 216.
Special Collections
The librarys Special Collections include one of the nations major photographic archives, with photographs by Lewis Hine, Barbara Crane, Ralph Gibson, Alfred Stieglitz, Ansel Adams and many others. These photographs are valuable resources in the study of art, as well as other fields in the social sciences and humanities. The Special Collections also contain the Archives of the American Society for Microbiology and several other associations in biology through the Center for Biological Sciences Archives, the Joseph L. Arnold Maryland Collection, the
the library gallery UMBC is exceptional among universities in having a major Gallery in its library building. The Gallerys mission is to provide exhibitions with accompanying publications and educational programming across a range of subjects, media and aesthetic purposes that support the UMBC campus mission. In the context of a research university, the Gallery serves as a crucible for the discovery of and encounter with ideas greater than any single book, object, image or concept. Exposing viewers to a broad range of exhibitions is a primary goal of the Gallery. Historical and educational exhibitions, significant photography and materials from the Special Collections department are presented for our students, faculty and staff, and the citizens of the region and the state. The Gallery, thus, contributes to UMBCs status as a center of cultural and intellectual activity.
labs are linked to the Internet. All students receive a myUMBC computer account for e-mail and use with the over 500 Windows and Macintosh computers available in public labs. Through myUMBC, a campus Web portal for personal information and tools, students can use the Web to register for classes, retrieve grades, check course availability, set up personal links and use Web-based e-mail. Students, faculty and staff have access to a wide range of software at UMBC, including all major programming languages, various statistical packages, database and text processors, and many specialpurpose packages supporting mathematics. These include Oracle, SAS, Maple, Matlab, Java, C++ and Mathematica Alias. In addition, the UMBC bookstore has special academic pricing for most major software packages. UMBCs Office of Information Technology provides a state-of-the-art infrastructure to support the campus research, instructional and business computing needs. OIT provides more than one terabyte of disk space for use for e-mail, personal Web publishing and storage, in addition to space dedicated for research and administrative use. Multiple Linux, IBM and Sun servers are available. Resources targeted for research computing include specialized linux clusters of 64, 68 and 24-processors. UMBC is a member of Internet2, bringing high-speed network connectivity and access to advanced applications to the entire campus. The network extends to wireless access and over 400 wireless access points cover the campus and provide wireless connectivity through all academic buildings. Your myUMBC account also provides access to Blackboard (Bb), a Web-based course/content management system (CMS) used by nearly all of UMBCs 14,000 students, faculty and staff in more than 1000 courses and 230 organizations every seUndergradUate Catalog
office of Information technology (oIt)

As a technologically advanced campus, UMBC offers students access to an array of computing services for research and study, as well as for communication and collaboration. Computer labs are available seven days a week with consulting support and high-speed postscript printing, including color printing. Various platforms are provided, including Macintosh, Windows and Linux workstations, which emphasize graphical interfaces. All computer
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mester. Blackboard provides a password-protected Web space for relevant course or community documents and announcements, and it is also used for online discussion boards, practice quizzes, electronic assignment collection, surveys and access to grades. Notable uses of Bb include the Student Government Associations (SGA) annual elections each spring. perience in computer technology are encouraged to apply for a position with the Office of Information Technology.
Cera: Conservation and environmental research areas

Established in 1997, the Conservation and Environmental Research Areas (CERA) of UMBC were created to support environmental education, research and conservation at UMBC. At present, CERA covers about 50 acres of the UMBC landscape and is located in two areas. The larger tract, covering approximately 45 acres of the south end of the main campus, has a variety of ecological settings including mature upland forest, early and mid-successional forests, and riparian and wetland environments. The second, much smaller CERA area (about three acres) surrounds Pigpen Pond. There are also several areas within CERA where evidence of previous human occupancy and use can be found. In addition to teaching opportunities for faculty, CERA offers a wide range of opportunities for students and faculty to undertake short- and long-term research projects in various disciplines. Management of CERA is guided by the need to maintain these landscapes as natural areas to be preserved and protected for approved uses in education, research and wildlife observation. Faculty and students who want further information or who wish to use CERA for research and/ or teaching are encouraged to contact the CERA Steering Committee (Sandy Parker, Chair, cera@umbc.edu) or visit www.umbc.edu/cera.
Connected Classrooms
The Office of Information Technology provides and maintains academic media support on campus for classroom technology services, all audiovisual presentation equipment and lecture halls and the UMBC Film/Video Library, which contains more than 3,000 educational titles. OIT also manages the Multimedia Production Center, the Faculty Media Development Lab and the International Media Center (IMC).
International Media Center

The International Media Center has equipment and study materials for independent learning, including an extensive library of foreignlanguage audio and video cassettes, films, slides, reading materials and computer-assisted software. Additionally, the IMC houses two computer labs (PC/Mac) dedicated to learning foreign languages. The IMC also stores and circulates audiovisual software for engineering, bilingual education, biology, geography and other academic areas. OIT manages the UMBC portion of the University of Maryland Interactive Video Network, which allows UMBC students to enroll in upper-level and graduate courses taught at other campuses of the University System of Maryland.
oIt Student Job opportunities

OIT provides many job opportunities for students, including networking, help desk, desktop support, new media and AV services. Students with exUndergradUate Catalog
SPECIAL OPPOR TUNITIES
Special Opportunities
UMBC provides the resources of a larger university with the access of a smaller one. Study abroad, internships, co-op experiences, service-learning, undergraduate research and accelerated bachelors/masters programs are all within reach.
the Shriver Center
The Shriver Center, named in tribute to the vision and service of Eunice Kennedy Shriver and Sargent Shriver, links the resources of the campus to urgent social needs particularly in the areas of education, juvenile and criminal justice, health, the environment and economic development, with special priority given to the needs of citizens with mental retardation. The Shriver Center places over 1200 students in co-ops and internships each academic year at hundreds of businesses and organizations, coordinates and manages service-learning projects that bring the universitys resources to people in high needs settings and connects students to a range of community-based social-service projects. By participating in the Centers programs, students explore the connections between theory and practice and between their academic program and their lifes work. They acquire a better understanding of their own skills and interests and a clearer understanding of their role in the larger community. All students placed in either professional practice or service-learning programs through the Shriver Center are required to enroll in a zerocredit course (PRAC 094-099). This course provides formal recognition of students participation in the programs and assigns a pass/fail grade based on their performance. In addition, Shriver Center placements can be taken for credit toward a degree.
experience with academic study. Placements are available throughout the Baltimore/ Washington, D.C. metropolitan area and out of state. Co-op students in the federal sector often gain non-competitive career conversion upon graduation. The Scholars Programs offer competitive internships for students with a 3.00 GPA or above. Scholars students compete locally or nationally for top-level placements that are paid and linked to credit. Scholars programs include the Governors Summer Internship Program, which places students with the heads of Maryland state agencies or in the Governors Office, the Maryland Department of Transportation Fellows Program, the UMBC Entrepreneur Internship Program and the Non-profit Leadership Program.
The Shriver Peaceworker Program, a graduate-level service-learning program, invites returned Peace Corps volunteers to participate in a rigorous, two-year program integrating three key components: community service, graduate study and ethical reflection. Peaceworkers focus their community service and graduate study in one of four areas of social concern: juvenile justice, education, health and economic and community development. The programs goal is to educate and train a new generation of citizens and leaders who can critically, creatively and responsibly address the complex economic, social and cultural problems confronting the United States particularly its cities today.
K-16 outreach Initiatives

The Shriver Center is involved in a variety of sustained partnerships with K-12 public schools that address important unmet needs in the community. The Center connects faculty and students to elementary, middle and high schools throughout the region to support a wide range of initiatives. Our programs have been supported by the National Science Foundation, the National Aeronautics and Space Administration (NASA) and corporate partners to provide stipends for students. UMBC undergraduate and graduate students work in classrooms supporting high school science teachers in Montgomery County, work in elementary schools training teachers on the use of Smart Board technology in Baltimore City, and tutor or mentor K-12 students through a number of other partnerships with schools throughout the state.
Service-learning Programs
The Shriver Center coordinates service-learning opportunities for undergraduate and graduate students, which are designed to address social problems and foster civic responsibility. In coordinating placements, the Shriver Center links service experiences to students academic interests, allowing them to advance their professional goals while earning credit. Students who participate in service-learning programs are involved in academic course work that includes critical reflection upon their service experiences. Service-learning placements allow undergraduate students to provide direct service to non-profit organizations. Students can choose to serve in the centers Choice Program or in one of a dozen settings. For example, students tutor Baltimore youth and adults in community-based programs or work in projects such as the College Gardens After-school Program, Best Buddies, the Adult Literacy Program and the Multiple Sclerosis YMCA Swim Program.
Internship and Cooperative education Programs

Through the Shriver Centers internship and cooperative education programs, undergraduate and graduate students integrate classroom study with professional experience in a related career field. In addition to acquiring new knowledge and skills, students may earn college credit. The Shriver Center Internship Program offers both paid and unpaid placements related to students major fields of study in more than 500 business and non-profit settings. Internships are coordinated by both the Shriver Center and academic departments. Recent internship sites include Northrop Grumman, GE, Constellation Energy, Centers for Medicare and Medicaid, Social Security Administration, T. Rowe Price, U.S. Department of State, Wyeth Pharmaceuticals, NASA and the National Security Agency. The Cooperative Education Program allows students to combine periods of fullor part-time professional
International Work and Service

The Shriver Center also places UMBC students in internships around the world for periods ranging from a semester or to a summer. Also, students pursue communityservice placements overseas, acquiring multicultural
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experiences in countries with extensive social needs. Both paid and unpaid placements are available for service terms of one or more semesters. Sites for overseas internships and service placements have included Australia, Burma, the Caribbean, Ecuador, France, India, the Netherlands and Uganda. For further information on Shriver Center programs, call 410-455-2493 or 410-455-2494, or visit the Shriver Center. Hours are Monday through Friday, 8:30 a.m. to 5 p.m., Public Policy Building, www.shrivercenter.org 90 credits in liberal studies subjects at a college or university 36 credits at UMBC 3.5 grade point average in liberal studies subjects Completion of General Foundation Requirements in language and culture Competence in mathematics through the precalculus level. Students may demonstrate competence in mathematics by completing high school or college courses or by proficiency examination. Completion of at least six courses (18 credits) in a coherently structured program of liberal studies outside a students major discipline For more information, please contact Michele Wolff, 410-455-2493. the Spanish-speaking world and the growing Spanishspeaking population in the United States, UMBC, in cooperation with other University System of Maryland campuses, has established two Maryland in Mexico programs. UMBC in Mexico City is a semester or academicyear program for students with at least an intermediate university background in Spanish at the Center for Spanish for Foreigners at the National Autonomous University of Mexico (UNAM). Students take intensive courses in Spanish language and additional coursework in LatinAmerican studies. Maryland in Taxco is a six-week intensive Spanish-language program offered each summer at UNAMs Taxco campus. UMBC, through cooperation with its partners in the University System of Maryland, also offers a semester or academic-year program at the American University of Rome. Although the program requires no prior study of Italian language, AUR offers Italian language instruction at all levels in addition to an array of courses in most academic disciplines. UMBCs Study Abroad Office works closely with American-based universities and organizations to offer a wide range of study abroad opportunities. Through its affiliations with International Studies Abroad, Australearn, Interstudy, Cultural Experiences Abroad and Butler Universitys Institute for Study Abroad, UMBC students can spend a semester or year in Australia, the British Isles, France, Latin America, Spain, South Africa or New Zealand. Special scholarships also may be available for students taking advantage of these programs. In addition to the semester and academic-year programs, there are travel-study opportunities during the fall and summer vacation periods. UMBC faculty members lead programs in such destinations as Greece, Italy, Malta, Tunisia and Switzerland.
Service delivery Programs

The Shriver Centers service delivery programs involve the campus in the direct delivery of services to the citizens of Maryland. Through its eight field offices, over 50 professional staff members are committed to delivering high-quality, cost-effective programs.
Student Involvement Center (SIC)

The Student Involvement Center (SIC) in the Office of Student Life helps students connect with community service opportunities on and off campus. Service programs organized and supported by SIC include Into the Streets, campus blood drives, National Volunteer Week, Campus Cleanup, Volunteer Day and Make a Difference Day. SIC also is available to help students develop new service opportunities of their own conception.
the Choice Program

The Choice Program is UMBCs model communitybased, family-centered case management approach to delinquency prevention and youth development. Choice staff members provide daily, intensive supervision, advocacy and other needed services to youths and their families. UMBC students get an opportunity to learn firsthand about social issues faced by youth and families in at-risk environments through direct involvement as tutors, mentors and project partners. Choice Jobs provides job skills development to youth. The program operates a concession at Oriole Park that serves as a real-life laboratory for skills development. The Choice Program welcomes students of all majors to join the Choice team of Fellows following their graduation from UMBC. Additionally, Choice has engaged with graduate students from a variety of majors in research, training development, internships and other special projects. This program is supported by Marylands Department of Juvenile Services, local management boards, local governments, private foundations and the private sector.
Phi Beta Kappa

Phi Beta Kappa was founded in 1776 at the College of William & Mary by a group of students dedicated to the culture of the intellect for its own sake. Students elected by Eta of Maryland, which is sheltered on the UMBC campus, and its 269 colleague chapters are considered to have given evidence that they share that dedication and show promise of pursuing that intellectual culture for the remainder of their lives. In reviewing potential candidates for election, the chapter seeks to identify those who, because they enjoy the rigor of intellectual challenge and are assuaging an unbounded curiosity, have pursued a broad curriculum of liberal studies well beyond minimal institutional requirements. Eta of Maryland of Phi Beta Kappa currently uses the following criteria in selecting candidates for election to Membership in Course. It is emphasized that these are only the minimum criteria for consideration for election and that meeting all of these criteria does not guarantee election.
Study abroad
Because the world is becoming increasingly interdependent economically, socially and culturally, UMBC encourages students to include a summer, winter, semester or academic-year study-abroad experience as an integral part of their university education. UMBC students have a range of options for studying abroad through the Office of International Education Services Study Abroad Office. Tuition exchanges provide one of the most economical ways to spend a semester or year overseas. UMBC students may take advantage of our own exchanges in Germany, Japan, Spain, Italy, Ireland Sweden and the United Kingdom and pay their regular tuition and fees. Through our partners at Towson University and Frostburg State University, UMBC students can expand their exchange options to more than thirty additional countries. Recognizing the growing trade and cultural relations between the United States,
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Academic course work in these programs is complemented by field trips, site visits, cultural events and other activities. Studying abroad during the winter and summer sessions also helps students earn credit toward graduation. The Study Abroad Office also helps students to plan such programs and offers students guidance on safety and health issues to keep in mind while planning a stay in another country. It also assists students in focusing their academic and geographic interests to find the study abroad program that will best meet their specific academic goals. In many cases, financial aid is available for study abroad. Interested students may contact the office of International education Services Study abroad office, located in room 222 administration Building, or by phone at 410-455-2624. The Office of Undergraduate Education Undergraduate Research Awards provide up to $1,500 in support for recipients to work with a faculty mentor on an original project. Recipients are chosen on a competitive basis. Recent projects have included research into color blindness, a study of the care given to patients with Alzheimers disease, archeological investigation of the Mycenaean Kingdom of Pylos, and development of a performance piece combining linguistics and theatre. Each year, the Office of Undergraduate Education sponsors Undergraduate Research and Creative Achievement Day, a campuswide conference featuring work conducted by UMBC students in all disciplines. Recent oral and poster presentations included Call Me Brother: A Collection of American Immigration Stories and A Novel System for Inducible Gene Expression in the Prostate. Films, artistic exhibits and performances included the original film Being Human and the new choreography My Feet Speak My Words. Students also submit their research papers for publication in the undergraduate research journal, UMBC Review. Recently accepted articles include A Portrait of Jaromir Stephany: Photographer, Educator, Historian and Production of Tapered Optical Fibers. Faculty members, professional advisors, graduate students, staff and online resources are available to help all students identify appropriate independent creative, scholarship and research experiences. This professional-level experience helps students explore career interests, improve learning and establish mentors. For more information, go to www.umbc. edu/undergrad_ed/research.
accelerated Bachelors/Masters Programs

Students interested in pursuing an accelerated bachelors masters degree program should make their intentions known to the appropriate graduate program director. This is usually done early in the junior year, although some programs allow earlier admission. Completion of the Accelerated Bachelors/ Masters Program application form is required at that time; the form is available on the Graduate School Web site, www.umbc.edu/gradschool. An undergraduate may apply to participate in an accelerated program even if the desired graduate program is in a department other than the one in which the student is majoring. A major advantage of this program is that it enables the student to double count up to nine credits toward both the bachelors and masters degrees. If admitted, the student follows a prescribed course of study in which a maximum of nine credits of graduate-level courses may be taken as an undergraduate and counted later toward the masters degree. They may be enrolled on either a part-time or full-time basis. Students must apply and be admitted to the Graduate School at least one semester prior to the completion of bachelors degree requirements. There will be no retroactive admissions to the program once the student has received the bachelors degree. The Graduate School application fee of $50 is waived for students applying to this program. The bachelors degree may be awarded after successful completion of bachelors degree requirements (usually at least 120 credits); masters degree requirements depend upon the individual program, but a minimum of 141 total credits are required for both degrees.
This program is selective. Students must have at least a 3.0 GPA to be considered, and some programs have more stringent requirements. The Graduate Record Examination usually is waived for applicants in this program; some graduate programs waive other application requirements, as well (e.g., letters of recommendation). If admitted, students must develop with the graduate program director a plan of study for the remainder of their undergraduate career. Students in these accelerated tracks must continue to be in good academic standing throughout the course of their studies. A student admitted to the program may be allowed to take a break between the bachelors and masters careers, but the graduate courses taken as an undergraduate must be used toward the masters degree within five years. Once students are admitted to Graduate School and are enrolled, they must complete a Transfer of Credit form to transfer up to nine graduate credits taken as an undergraduate into the masters program. Note that only the credits are transferred, not the grade received. No more than one masters degree may be earned through a combined bachelors/ masters degree program.
Undergraduate research
UMBC offers many opportunities for undergraduates to gain significant research experience. Students frequently collaborate with faculty members in creative endeavors in the dance, theatre and visual and performing arts departments. Departments offer research positions in their laboratories, including UMBCs Howard Hughes Medical Institute research laboratory. Taking advantage of UMBCs prime location, UMBC students conduct research at the NASA/ Goddard Space Flight Center, The Johns Hopkins University and the National Institutes of Health. Students also pursue internships in scientific laboratories worldwide, including labs at MIT, IBM, AT&T Bell Labs, Harvard Medical School and the Erasmus Institute in Rotterdam, the Netherlands.
evening and SpecialSessions Classes

UMBC offers academic courses in the evening and on the weekend, as well as during the day. Often, full-time undergraduates schedule evening classes because they find this to be an excellent way to combine class work and part-time jobs. Additionally, UMBC offers many three- and four-credit courses during summer and winter sessions. These are excellent opportunities for students to get a step ahead in their programs and progress toward graduation.
8 SPECIAL OPPOR TUNITIES

Career Services Center (CSC)
The Career Services Centers goal is to provide all students with basic career skills that will prepare them for a successful transition from an academic environment to employment or graduate/ professional education. The programs and services of the center are designed to support students as they progress through each year of the curriculum toward the exploration, definition and achievement of their career goals. openings yearly. An online job listing service is available to students 24 hours a day, seven day a week. Part-time jobs are an excellent way to test different industries and earn income. Numerous organizations and businesses also advertise full-time jobs for students who are graduating or may be looking for a new job. Experienced-level jobs are also advertised for alumni. The Center also subscribes to many current publications listing career opportunities. For researching and identifying employers, there is also The Vault online career library. Four job fairs are sponsored by the Career Services Center annually: the On-Campus Job Fair, the Career Fair, the Summer and Part-Time Job Fair/Internship Fair (co-sponsored by The Shriver Center) and the Multi-Ethnic Job Fair and Career Day for Students with Disabilities. These events provide students the opportunity to gather information and speak with employers about employment opportunities and the latest industry trends. The center also co-sponsors the Central Maryland College Job Fair held at Towson University. For seniors and graduate students, the Career Services Center offers a successful on-campus interviewing program. Interviews are conducted individually with corporate, government and non-profit recruiters in the centers own suite of private interview rooms. Through an online, cutting-edge software program, students are able to sign up for on-campus interviews from any location via the Internet. Students also may be selected for offcampus interviews through an online rsum book. POWERPREP software is available in the adjacent computer lab. Students may attend the Career Services Centers annual Graduate/ Professional School Seminar to receive information from a panel of experts from local graduate schools. The center also cosponsors the Graduate/ Professional School event that helps students access graduate school information and helps them prepare for the graduate school preparation process. A graduate school preparation guide is also available through the center. are available. For further information, contact the JHU department of Military Science at 410-516-4683. Air Force Reserve officer training is available at the University of Maryland, College Park. When participating in the four-year program, students attend classes at College Park once a week. Juniors and seniors may complete the two-year program by attending a four-hour weekly session at College Park. For more information, call the office of air Force aerospace Studies at UMCP at 301-314-3242.
Career Counseling/ advisement

The Career Services Center provides individual career advisement by appointment year-round and via walk-in appointments Monday through Friday, 2 to 4 p.m. Weekly workshops are held every Wednesday at noon throughout the school year on topics such as job-search strategies; rsum writing; interviewing; career transitions; graduate school preparation; career exploration; and various special-topic seminars, such as the Government Employment Seminar, the Womens Career Panel and Industry Panel. Students also may use Focus, a software program that allows users to conduct a self-assessment and research current information on hundreds of careers. The What Can I Do With My Major resources and the Career Development Guide are free publications distributed by the Career Services Center that contain valuable information on professional development skills, careers and job search strategies. Many other books, videos, journals, directories and publications pertaining to career planning and employment can be found in the Career Resource Center.
Career Services Center Web Site

The Career Services Center maintains an extensive Web site featuring such resources as online job listings, career information resource links, important announcements, job search resources, graduate school information, academic major related information and an events calendar. To access the centers Web site, visit www.careers.umbc.edu. For more information, call 410-455-2216, or visit the Career Services Center in room 204 of the Mathematics/Psychology Building. Hours are Monday through Friday, 8:30 a.m. to 4:30 p.m., with evening hours available during the school year on tuesdays until 7 p.m.
reserve officers training Corps Program (rotC)

UMBC students may participate in Army and Air Force ROTC programs through other area schools. The Army Reserve Officers Training Corps is an elective course of study that allows full-time college students the opportunity to earn a commission as a second lieutenant in the United States Army, Army Reserve or National Guard while pursuing a regular college degree. Army ROTC is available through The Johns Hopkins University Department of Military Science. Scholarships
graduate School Preparation

Many resources are available to students who wish to apply to graduate/professional school. The Career Services Center contains various graduate school catalogs, guides and indexes, as well as testing information. GRE
Job Placement opportunities

The Career Services Center receives many full-time, part-time and on-campus job
THE FIRST-YEAR EXPERIENCE
The First-Year Experience

UMBC takes a special interest in making students first year on campus an academic and personal success.
The transition from high school or community college to a research university can be challenging. Classes are filled with other talented students, and instructors have high standards and expectations. This can be both stimulating and overwhelming. UMBC takes a special interest in supporting students so their first year on campus is an academic and personal success. Students are welcomed into a diverse community where individuals demonstrate a strong sense of respect for one another. In addition, students are expected to uphold the highest ethical standards in their work and to respect and value the work of others through a commitment to academic integrity. Although we expect students to strive to do excellent work, we know that success is not a goal attained solely through strong academic work. Other factors that have a profound impact on student success include the kinds of personal connections students make to the campus and the level of engagement each student has with his or her own educational experience. The offerings described below are open to all students at UMBC during their first year on campus, including students just beginning their higher education and those transferring to UMBC from another institution. They are designed to help students find an intellectual and social home. Becoming involved in these activities during the first year will help facilitate the transition to college life and prepare students for a successful outcome to their undergraduate experience. Collegiate Summer Institute (CSI), Summer Bridge Program New Student Book Experience (Orientation/ Welcome Week) First-Year Academic Seminars (FYS) Introduction to an Honors University (IHU), First-Year Success Courses Living Learning Communities (LLCs) Student organizations and activities (through the Office of Student Life)
new Student Book experience (nSBe)

Each year current students and faculty select a book for new student summer reading. All new students read the same book and join in a campus-wide conversation about the book before classes start in August. Small-group discussions for all entering students are facilitated by UMBC faculty and staff. These discussions allow everyone to come together to get a taste of the kind of discussion that is typical of university courses. The program connects new freshmen and transfer students with each other and with faculty and staff members at the start of the academic year. The New Student Book Experience provides an intellectually stimulating interaction that welcomes new students into the UMBC community. This shared experience provides new students with an opportunity to discuss ideas that relate to a common text in an environment where different interpretations are thoroughly examined and discussed.
active learning environment, faculty partner with students in the exploration of course material. The courses incorporate creative and critical thinking, a focus on written and oral communication skills and significant opportunities for discussion and faculty/ peer critiques of assignments. FYS courses may be used to meet a general education program requirement, provided the course carries this type of designation. If in the arts/humanities (aH) or social sciences (SS) areas, the two remaining courses must come from two different disciplines. In addition, many FYS courses also meet the mathematics (M), sciences (S) and culture (C) requirements. examples of Past FYS offerings: Images of Madness (SS) Contrasting Visions of Society (SS) Intercultural Exploration through Film (C) Science versus Religion: The Battlefield of Evolution (AH) Dynamics of Problem Solving (M) For a current list of firstyear seminars, visit www. umbc.edu/undergrad_ ed/first_year.html
Collegiate Summer Institute, Summer Bridge Program

CSI@UMBC is a summer bridge program designed for students interested in getting a head start. Incoming students select one of two core courses offered during the summer session. Each course includes an Introduction to an Honors University seminar, designed to address transition issues. During the IHU portion of the class, students become familiar with the many resources and opportunities that UMBC offers. Although the program has an academic focus, it also includes opportunities beyond those experienced in the classroom in which new students will engage with faculty, staff, peer mentors, and other new students.
First-Year academic Seminars (FYS)

First-Year Seminars provide new students with the opportunity to get to know a faculty member well and connect with peers through small seminar classes. Faculty, with deep commitments to undergraduate education and special interests they want to share with students, offer customized first-year academic seminars designed to introduce students to the academic excitement and rigor of a top-tier research university. First-Year Seminars are limited to 20 students each, so participants have direct access to a full-time faculty member with whom they can engage and get to know well. In this way, new students face the challenges of an academically rigorous course with the support of a faculty member committed to their success. In this
Introduction to an Honors University (IHU), First-Year Success Courses

IHU courses provide an introduction to the higher education experience in a personalized setting and are open to all new students at UMBC. These one-credit experiences are often attached to introductory courses in the major and/or to courses that meet a core general education requirement. Participation in an IHU helps set the stage for academic success at UMBC. They are designed to help new students:
10 THE FIRST-YEAR EXPERIENCE

Clarify academic expectations and develop essential academic skills. In these courses students have an opportunity to develop and improve their academic skills in relationship to specific course content.
To participate in one of the Introduction to an Honors University seminars, look for courses that carry the letter Y after the course number in the Schedule of Classes. As of academic year 20072008 courses that have a Y seminar (IHU) attached include: English 100Y, Composition Engineering 101Y, Introduction to Engineering Science American Studies 100Y, Ideas and Images in American Culture Science 100Y, Water: An Interdisciplinary Study Math 106Y, Algebra and Elementary Functions Information Systems 101Y, Introduction to ComputerBased Systems Physical Education 202, Introduction to Health Behaviors (Required for athletes) Philosophy 100Y, Introduction to Philosophy Philosophy 152Y, Introduction to Moral Theory Philosophy 150Y, Contemporary Moral Issues Biology 100L, Concepts of Experimental Biology Sociology 101, Basic Concepts in Sociology History 111, Western Civilization 1700 to the Present Political Science 100, American Government and Politics Geography 102, Human Geography Geography 110, Physical Geography Geography 120, Environmental Science and Conservation
living learning Communities (llC)

Living Learning Communities provide an opportunity to live with students who are interested in being a part of a peer learning community. These residential communities allow students to connect informally with faculty, staff and students who share common academic interests. Current communities include Aspiring Teachers, Center for Women and Information Technology, Honors College (restricted to members of the Honors College), Humanities, Intercultural Living Exchange, Exploratory Majors, WILL (Women Involved in Leadership and Learning); Visual and Performing Arts; Exploratory Majors; and the Shriver Living Learning Center (service learning). Typically students are not required to major in the area of their living learning community, only to have the desire to explore the field informally during non-class hours. For more information about living learning communities visit www.umbc.edu/reslife/ communities/llc.html
about the First-Year Council upon arrival on campus. There are more than 180 active clubs and student organizations at UMBC in areas from sports to academics to student government. An important part of connecting to the campus community is finding an organization or program that fits ones interests. We encourage all first-year students to make such a connection. There is something for every student at UMBC, and there is something happening every night of the week. Think of the Office of Student Life as the place where you can identify activities that will enhance your learning. Many courses incorporate activities outside the classroom into their requirements to further enhance the experience of the course. OSL is the place where you can learn about the activities that are going on that are just for fun. to learn more, go to www.umbc. edu/Studentlink or attend the Student Involvement Fest held each fall and spring. The first year at UMBC is when students lay the groundwork for future success. Through dynamic participation in active learning opportunities, engagement with faculty, staff and students, and use of UMBCs resources, students can ensure that they will be poised for success at UMBC and prepared for whatever comes next. Some opportunities to be considered beyond the first year include experiences relating to undergraduate research, like: Undergraduate Research Awards (URA), Undergraduate Research and Creative Achievement Day (URCAD), and the UMBC Review; internships and co-op programs through the Shriver Center; part-time and full-time employment opportunities through Career Services study abroad; leadership development; participation in Campus Connect, a mentoring program available to students entering their sophomore year and prestigious scholarships.
Improve study skills and the ability to manage time, and strengthen written and oral communication skills. Students discuss strategies for academic success that apply directly to the academic content of the core course. Students who participate in an IHU experience have a higher level of early success at UMBC than those who do not participate and the skills acquired contribute to their success throughout their academic career. Facilitate involvement by first-year students as active members of the UMBC community. Complementing the work done in the classroom are the many out of class activities that broaden a students UMBC experience. These opportunities include participation in clubs and organizations, leadership development, internships, athletics, intramurals and a variety of other activities that can enhance personal development and students future success. The IHU courses assist students in learning about these campus opportunities and how to get involved. Maximize personal development and self-awareness. Students will develop connections with other students with whom they will interact as they participate in campus activities, form study groups and learn about resources that are available for personal and academic support. In addition, students have an opportunity to get to know faculty and staff who have an interest in helping them to identify their goals and develop strategies for reaching those goals.
office of Student life (oSl)

Campus life at UMBC is all about the student: a person with talents, knowledge, aspirations, fears, hopes and dreams. A students time at UMBC can be an amazing journey, in which he or she becomes a little wiser, clearer about his or her own values, more active and comfortable as part of the UMBC community, and better prepared to make a difference in the world. The more a student puts in, the more fulfilling the experience will be. To help students adjust to college life, UMBC offers a peer support program that helps students get involved on campus, meet more people, manage time wisely and simply make the most of their first year at UMBC. Look for more information
LIFE ON THE UMBC CAMPUS
11
Life on the UMBC Campus

UMBC offers a stimulating intellectual environment that supports a diverse student body in achieving personal and educational goals. This chapter describes the environment in which students study, live and work.
the Campus
The UMBC campus is ideally located minutes from downtown Baltimores Inner Harbor and Baltimore-Washington International Thurgood Marshall Airport (BWI), and it is only 30 miles north of the nations capital. Theatre, sports, museums, aquaria, zoos, botanical gardens, restaurants, historic monuments, national treasures, national and regional libraries, research institutes, operas and symphonies are all within a short drive of the campus. With easy access to all that surrounds it, the campus itself is located in suburban Baltimore. Atlantic beaches are 2.5 hours away to the east, and Appalachian Mountain hiking and ski trails are 2.5 hours to the west, allowing students the opportunity to take advantage of diverse recreational areas. The UMBC campus is a planned collection of more than 30 major buildings enclosed by a two-mile elliptical drive known as the the loop. Nine housing complexes and the dining facility are clustered on one side of the campus. On the other side, a series of modern academic buildings line an esplanade that leads to the center focus of the campus: the Albin O. Kuhn Library & Gallery and The Commons.
on campus activities and programs, services and directories, and The Commons operating schedule. UMBCTransit and MTA schedules, local maps, calendars of events and other supplemental materials are available. Laptop computers, which only function within the facility, may be accessed at the CIC. Tickets for major events and organization activities are sold at the CIC; cash or Campus Dollars can be used. The gameroom, an exciting hot spot on the second floor, provides billiards, table tennis, video games, board games, multiple large plasma-screen TVs, music and interesting events.
of the arena. A 0.1-mile jogging track encircles the upper concourse, and both the natatorium (indoor pool) and outdoor pool are located at the north end of the facility. UMBCs outdoor facilities include the Stadium Complex, with an artificial-surface field for lacrosse, soccer and field hockey; a track and field complex at the stadium (capacity 4,500); the Soccer Stadium (grass surface); The Baseball Factory Field at UMBC; softball diamond and several practice fields. There are also lighted tennis courts located just outside the RAC.
the Commons
The Commons is the perfect place to catch up with friends, meet with study groups or gather between classes. The services and programs presented in and by The Commons promote individual development, responsibility and social competency. They also augment the academic process, celebrate the diversity of the student body, emphasize excellence of service, and enhance campus life and school spirit through cooperative participation and collaboration. A high-tech, wireless facility, The Commons houses a restaurant, meeting rooms, a campus information center, Chevy Chase Bank, a bookstore, Market Street food court, a game room and a cabaret. Offices located here include the Vice President for Student Affairs, Student Life, Commons Administration and Off-campus Student Services. The Student Events Board (SEB), the Student Government Association (SGA) and Graduate Student Association (GSA) also have offices in The Commons. Other student organizations make use of multiple work, storage and meeting spaces.
Campus activities
UMBC is committed to the development of the whole person, both inside and outside the classroom. The Office of Student Life (OSL) provides cocurricular opportunities that will enhance students collegiate experience. Research shows that students who are active in student life have a more rewarding college career than those who are not involved; getting involved in cocurricular opportunities will make a difference. The Office of Student Life works closely with UMBC students, faculty and staff to promote and produce major campus events, including Welcome Week, Fall Frenzy, Family Weekend/ Homecoming and Quadmania.
Commonvision
Commonvision is a state-ofthe-art graphic design and specialty printing center. Available services include color or black and white copying; banners, posters and flyers; electronic advertising and video-screen design and high-quality color laser printing. Designs may be submitted by clients or created by talented staff designers. Check the Web at www.umbc.edu/commons/ services/commonvision.
the UMBC Bookstore

The UMBC Bookstore, on Main Street, offers required and recommended textbooks and supplies for classroom use. Staff members make every effort to stock both new and used texts. Used textbook buy-backs occur several times each academic year. The store also carries study aids, technical and reference materials, school supplies, lab supplies, computer equipment and software at educational discounts, and UMBC clothing and gift items.
Cultural activities
UMBCs academic departments and student affairs division present an array of special lectures, seminars, visual arts exhibitions and performances year-round. The Humanities Forum features regular presentations by noted scholars in a small group setting. The Social Sciences Forum presents topics and perspectives of vital interest to the social-sciences community and beyond. The Honors College hosts a visiting scholar each semester who delivers a public lecture. The Center for Art, Design and Visual Culture and the Albin O. Kuhn Library & Gallery offer exhibitions that
the Commons Information Center (CIC)

The Commons Information Center (CIC), conveniently located in the lobby, is the first place to go with questions. The CIC maintains information
retriever activities Center (raC) arena

The Retriever Activities Center (RAC) Arena seats more than 3,500 spectators for athletic events, concerts and speakers. Chairback seating is in place in the lower concourse
12 LIFE ON THE UMBC CAMPUS

bring exciting works of visual art to campus. The Gallery also draws from the universitys extensive photography collections and from faculty and student work. Seminars frequently are offered in conjunction with these exhibitions. The theatre, dance and music departments offer frequent performances by students, faculty and other professional artists. mental councils, Greek letter organizations, cultural and ethnic groups, student media, honors societies, sports clubs, political and social advocacy groups, intellectual sports groups, religious organizations and service clubs. On-campus residents and commuting students both have an organization that makes getting comfortable, connected and involved at UMBC easier. Whether students are interested in anim or the Army, Catholicism or crew, debate or digital gaming, Linux or lacrosse, womens studies or wrestling, there are others with whom to join. disputes relating to funding and elections; and helps students make a difference at UMBC. Students become part of the SGA by running for office or applying to be appointed by the SGA executive or legislative branches to one of SGAs various offices. For up-to-date SGA information, visit www.ourumbc.com.
religion and Spirituality

For many UMBC students, the religious and spiritual aspects of their lives are of paramount importance. More than a dozen student organizations are devoted to the study and practice of religion on campus, and more form each year. Students have and create opportunities to conduct prayer services, produce religious festivals, host discussions and meditate in a quiet environment. Those wishing to study and worship with peers or explore religion and spirituality find support at UMBC.
Cultural Center
UMBC is one of the more culturally diverse campuses in the nation. Those interested in learning more about the many cultures represented on campus and connecting with other students interested in cultural issues become involved with the Cultural Center. The center is many things at once: a collection of information and resources; a place for relaxation, friendship and conversation; a resource in developing cultural events and programs; and a support network for people from diverse backgrounds. The Cultural Center encourages sharing experiences with other students and contributing to UMBCs rich campus life.
Student life
Student life at UMBC is all about students: students with talent, knowledge, aspirations, concerns, fears, hopes and dreams. Time spent at UMBC can be an amazing journey during which, at every stage, students become a little wiser, clearer about their values, more active and comfortable as part of the UMBC community, and better prepared to make a difference in the world. The more effort put in, the more fulfilling the experience. The Office of Student Life (OSL) helps students get involved, learn, have fun and, above all, create their own paths.
Student Media
UMBCs campus life holds exciting opportunities for the aspiring journalist, radio personality or creative writer. The Retriever Weekly, UMBCs campus student newspaper, covers student life and learning on campus, as well as regional and national issues. Students are responsible for reporting, photography, production, ad sales and management. Copies of The Retriever Weekly are distributed through stands located across campus. WMBC, our Web-based campus radio station, provides an on-campus, local and international audience with original music programming, sports broadcasts, scholarly presentations, talk shows and publicservice announcements. The creative arts journal, Bartleby, offers students a chance to develop their skills and publishes works in attractive, bound volumes.
Student events Board (SeB)

Lots of campus fun begins with the Student Events Board (SEB). Run by student board and committee members and supported by many student volunteers, the SEB arranges concerts, comedians and other forms of entertainment and enrichment for the UMBC community. My Chemical Romance, Taking Back Sunday, Lewis Black, Jim Gaffigan, Colin Quinn, Kanye West, John Waters, The Roots, Third Eye Blind and The All American Rejects are just a few of the acts SEB has hosted. SEB encourages students who want to see movies on campus, show off their talents at an open mice night, dance until they are dizzy, or just connect with others, check out what SEB has to offer!
Student Involvement Center (SIC)

Students wanting to connect with other students who share similar interests begin at the SIC. The SICs professional staff and student peer advisors help to explore and link up with UMBCs student organizations or to start a new one. The SIC also can help identify or create community-service opportunities, make connections between academic work and campus activities, find resources for personal hobbies and interests or provide assistance with planning events. The SIC serves as a launching pad for UMBC adventures.
the arts
Numerous opportunities exist to create, explore and enjoy art at UMBC. Students in theatre, dance and music frequently perform for campus audiences, as do faculty members and guest artists. UMBC is home to a community symphony orchestra and the Phoenix Repertory Dance Company. Student and faculty artwork appears in The Commons and at the Albin O. Kuhn Library along with works from a variety of visual artists through a partnership with the Center for Art, Design and Visual Culture. Several UMBC student organizations study and produce art in such forms as creative writing, dance and film. In addition, UMBCs location and transportation service make it easy for students to take advantage of cultural and artistic opportunities throughout the Baltimore-Washington region.
Student government association (Sga)

SGA involves students who want to take a high-profile role in advocating for student interests and managing an activities budget in the hundreds of thousands of dollars. SGA members make important contributions to the quality of student life on issues ranging from the affordability of higher education to the availability of low-fat food options on campus. Through its executive, legislative and judicial branches, SGA represents, supports and helps create UMBCs student organizations; resolves
leadership@UMBC
UMBC helps prepare students who wish to make a difference in the world by helping groups of people get things done. Leadership@UMBC extends opportunities for learning about the science and the art of leadership through seminars, action and reflection, networking, workshops, lectures and reading. Students gain a greater understanding of their own personality and values, interpersonal
Student organizations
Joining or forming student organizations helps students form lifelong friendships, get funding and other resources to pursue interests, and make UMBC truly their own. UMBCs nearly 200 student organizations include departUndergradUate Catalog

dynamics, cultural issues, management challenges and social-change strategies, and they develop the confidence to succeed in formal and informal leadership roles. tools to help navigate life at UMBC. Several student success seminars, social gatherings and academic support resources are presented throughout the year. OCSS also offers an online TSN Blackboard site through which transfer students can share interests, form study groups and communicate with a faculty mentor and community assistants. Softball Mens and womens swimming and diving Mens and womens tennis Mens and womens track and field Volleyball Pep band, dance squad, cheerleaders and student trainers are all part of the athletic department. UMBC students are admitted free to all athletic events upon presentation of a valid ID.
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off-campus Student Services (oCSS)

Non-residential students who commute or live in close proximity to the campus are connected through offcampus living and learning networks, referral services, community resource materials and student-peer advisement programs located at the Off-campus Student Services (OCSS) Resource Center. Community assistants and professional staff are experts at finding the latest in campus and community information, helping students get involved in campus life, organizing study groups and developing communitybuilding programs to connect new, returning or transfer students to the campus. OCSS Resource Center services include: Off-campus housing locator/roommate referral Near-campus living and learning communities Student-based outreach programs Commuter Connection Transfer Student Network (TSN) Faculty mentor and peer advisors Student parking appeals additional information about these and other off-campus students resources are available from oCSS in room 309, the Commons, or call 410-455-2770. off-campus housing links can be found at www.umbc.edu/och.
include mens lacrosse, mens and womens volleyball, mens and womens rugby, crew, ice hockey, fencing, sailing and martial arts. Open recreation time allows all students the opportunity to engage in fitness-related activity. The RAC includes a cardio-balcony with 48 pieces of state-of-the-art cardiovascular equipment ranging from treadmills to Stairclimbers. The 3,000-square-foot fitness studio is capable of hosting activities such as group fitness, wrestling, fencing and martial arts. A synthetic surface and divider curtains allow the RAC gymnasium to host up to three activities simultaneously, including tennis, volleyball, batting cage, floor hockey and basketball. The weight room features 27 Body Master weight machines, 20 free-weight stations with plates and dumbbells, and mtvU. The pre-existing area of the RAC contains three fullcourt basketball courts or two volleyball courts; a 0.1-mile indoor track and a natatorium with an eight-lane, 25-meter pool and separate diving well. Outdoor recreation facilities include tennis courts; softball, flag football and soccer fields; volleyball; an Olympic-sized outdoor swimming pool and an outdoor 400-meter track. Schedules and other additional information can be obtained from the front desk of the raC, by calling 410-455-8888 or from the Web site www. umbc.edu/recsports.
UMBCtransit
UMBCTransit, the campus shuttle bus system, focuses on the needs of local, offcampus students. Its goal is to provide those students with maximal access to campus for classes, study, research and social events. Regular lines serve large apartment complexes in Catonsville and Arbutus and connect UMBC with the University of Maryland, Baltimore campus downtown and the BWI MARC/Amtrak train station. Weekend service extends to the Inner Harbor, Westviewarea shops, Arundel Mills mall and connecting service to the Greenbelt Metro station. Special trips to Baltimore and other local points of interest expand student leisure options. Charter services are available for student organization events.
recreational activities
The Retriever Activities Center (RAC) provides the UMBC campus community with extensive opportunities for recreational activities. Many students find relaxation in the RAC, where a range of recreational activities including competitive intramural sport activities, open recreation and pool time, free group fitness sessions and various club sports are sponsored. Other amenities of the RAC include locker room facilities for both men and women and an expanded lobby with a pro shop and ticket booth. Students have access to all of these activities at no additional charge, but they must bring a valid UMBC student ID during each visit to gain access. Intramural activities allow students of various skill levels and interests to compete with other UMBC students. Competitive intramural activities include soccer, softball, flag football, tennis, basketball, floor hockey and volleyball. entry forms, rules and signup times are available in the office of recreational Sports (raC 321) and through the Web site www. umbc.edu/recsports. The RAC also serves as home to nearly two dozen club sports, allowing students of more advanced skill levels to engage in intercollegiate competition. Popular sports
Sports and recreation

Intercollegiate athletics
All UMBC teams compete on the NCAA Division I level. UMBC is affiliated with both the America East Conference and the Eastern College Athletic Conference (ECAC). The Intercollegiate Athletic Program offers the following teams: Baseball Mens and womens basketball Mens and womens cross country Mens and womens lacrosse Mens and womens soccer
living on Campus
Living on campus helps students become more closely involved in the many academic, social and recreational activities that are integral to the university experience. UMBC offers housing convenient to classes, campus activities and university resources. Also included as part of the on-campus living experience are the programs, services and leadership opportunities provided by
transfer Student network (tSn)

Regardless of the type of institution from which students transfer, the Transfer Student Network (TSN) offers them
14 LIFE ON THE UMBC CAMPUS

the residential life staff. Suites and four bedroom apartments are available. All rooms are carpeted and feature self-controlled heating and air conditioning. Campus and local phone service, cable television and computer connections are included. Conveniences include laundry, ice and vending machines. The majority of residence halls and apartments provide a coeducational living environment and several academic living learning communities are available. Twenty-four-hour service desk coverage is provided in the residence halls. students share the monthly utility charges. Apartment kitchens are equipped with refrigerators and either microwave ovens or stovetop/oven units. Resident assistants live in each community to assist students and help plan activities. The apartment communities are co-ed, containing apartments for women and men within the same building. Accommodations for students with disabilities who need special accommodations are available in both residence halls and apartments. Through a private partnership, housing is also available to full-time resident students in privately managed apartments at the edge of campus. Two-, three- or four- (single) bedroom units with kitchens, washers and driers make these apartments an attractive option for upper-class and graduate students looking for year-round housing. of the classroom. Information on these programs is available through the following offices: Residential Life, Dean of Undergraduate Education and Admissions. Established living learning programs include: UMBC Aspiring Teachers; Shriver (community service focus); Intercultural Living Exchange; Humanities; Visual and Performing Arts; Center for Women and Information Technology; Women Involved in Leadership and Learning; and Honors.
administration Building Caf

The Coffee Shop in the Administration Building serves breakfast and lunch weekdays from 7:30 a.m. to 2 p.m.
dining Halls
Several conveniently located facilities serve the entire campus community. The dining hall is open seven days a week during the academic year for breakfast, lunch, dinner and late-night meals, Monday through Friday, and for brunch and dinner on weekends.
residence Halls
Susquehanna, Chesapeake, Patapsco and Potomac are coeducational building with four students sharing two bedrooms and a connecting bathroom. In Erickson and Harbor Halls, students live in a suite with two bedrooms, a shared living space and a bathroom. Lounges on each floor provide additional quiet places for study or socializing with friends. A resident assistant (RA), a fellow student specially selected and trained, is available on each floor to assist students in adjusting to college life. Resident assistants also work with students to provide social and educational programs that help students get to know one another, develop important life skills and have fun, too.
the Commons Food Court

There are a variety of choices in The Commons. The Market Street food court, open from 11 a.m. to 8 p.m., offers menu options ranging from Petes Arena wood-fired pizza and pasta, Salsa-Rica Southwestern-style food, Hometown Express, Mein Bowl, Sunset Strips, Market Fresh grab-and-go sandwiches, Jazzmans Caf, and Subversions subs and deli sandwiches. The Retriever Grill on the mezzanine is the late-night grill, open Monday through Friday from 7:30 a.m. to 1 a.m., Saturday 9:30 a.m. to 1 a.m. and Sunday 10:30 a.m. to 1 a.m. The Skylight Room serves lunch in a restaurant-style setting Monday through Friday from 11 a.m. to 2 p.m.
eligibility and application for on-campus Housing

To be eligible to live on campus at UMBC, a student should be admitted and enrolled as a full-time undergraduate student at UMBC; exceptions can be granted by the director of residential life. Application for admission to UMBC and application for housing are two separate application procedures. It is important to apply early for housing. Incoming freshmen who apply and return their contracts for housing by May 1 are guaranteed housing. Students already living in the residence halls or apartments, whose university bill is paid by the specified date, are eligible to be considered for housing for the next academic year.
Cars on Campus All students, residential and non-residential, may have a car on campus. Freshmen on-campus residents are required to park at satellite parking during the heaviest parking times of weekdays. Students will receive a parking permit and a copy of UMBCs Parking and Traffic Regulations in the mail after registering, or they may pick them up at Parking Services. Faculty and staff who drive to campus also pay the same parking permit fee and can obtain a parking permit and Parking and Traffic Regulations from the Cashiers Office. Regulations are enforced on all university calendar days. Posted and restricted areas are enforced at all times. Campus Security
UMBC employs a force of sworn police officers 24 hours a day, seven days a week. A campus escort service is available from dusk to dawn to accompany students around campus and to and from their residence halls. Emergency bluelight phones, located around the campus, are directly connected to the UMBC police station. For emergencies, please call 410-455-5555, or from the campus, dial extension 5-5555.
apartments
West Hill, Terrace and Hillside communities are available to students beginning their second year and to students who are admitted to the university as transfer students. The apartments are open continuously from the beginning of the fall semester until the end of the spring semester. These garden-style apartments accommodate students in four-bedroom apartments featuring single bedrooms, a study/living room and bath. Each apartment has self-controlled heating and air conditioning;
Student Judicial Programs

Student Judicial Programs support the universitys dedication to student success and its educational purposes and goals by publishing, enforcing, drafting and interpreting standards of student behavior and related policies and procedures. The office also facilitates student and community developmental and ethical growth opportunities promoting personal integrity, civility,
the library lobby Caf

Coffee and pastries can be purchased at the Espresso Bar in the library lobby week days from 9 a.m. to 3 p.m.
living learning Programs

Various academic departments sponsor residential living learning programs. These residentially based academic programs ensure that students engage with faculty, staff and other students in intellectual discussion outside

self-responsibility, citizenship and appreciation for diversity and works to maintain a safe and productive environment supporting the universitys educational purpose and the students educational goals. Finally, Student Judicial Programs promotes the privileges and responsibilities associated with a students affiliation with the university. The office oversees the UMBC judicial system, which is an internal administrative process used by the university to resolve allegations of misconduct made against our students. UMBC students are responsible for knowing and abiding by all university rules and regulations. The Code of Student Conduct lists specific rules and processes used to adjudicate incidents of misconduct. The university is committed to providing a safe and productive environment. To that end, the university responds firmly to misconduct involving drugs, alcohol, weapons, hate crimes, assaults and sexual assaults, and harassment and sexual harassment. nesses under the direction of a private physician; immunizations, including chicken pox, MMR, Td, meningitis and hepatitis A and B; preventive and routine gynecological care; allergy shots under the direction of a private allergist; and limited laboratory testing and pharmacy services. Students are encouraged to make appointments to be seen at UHS. Walk-in visits are permitted but might require more time. counseling. UCS refers students to area mental health providers when long-term counseling or counseling for services outside its scope of expertise is needed. (See confidentiality requirements.)
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UCS for information on or deadlines for the Charlotte W. Newcombe Scholarship or the Rosalie Tydings Business and Professional Scholarship. Hours: Monday through Friday, 8:30 a.m. to 5 p.m. Evening hours may be available by request. After regular business hours, a counselor on call may be reached by calling University Police at 410455-5555. UCS is located in the Math/ Psychology Building, room 201a. For more information, call 410-455-2472. Confidentiality: UMBC policy, consistent with Maryland State Health and Mental Health Laws and Regulations for health and mental health professionals and facilities, requires confidentiality of information shared with staff of UHS and UCS. Information concerning individuals who have been seen at UHS and UCS may not be released on campus or off campus without the prior written consent of the individual (or parent or legal guardian if younger than age 18), except in certain legally defined circumstances.
Workshops and Career Issues

UCS offers self-help resources and success workshops on topics related to academic achievement and personal growth, including anxiety, stress management and procrastination. Career counseling helps students choose or change majors and career paths.
Fees
UHS charges for visits, procedures and lab work using Baltimore-area usual and customary fees. UHS is a participating provider with many health insurance companies. Co-pays, if applicable, will be collected and insurance companies billed for the balance of charges for services provided. A prompt pay discount is available to students who lack health insurance or who wish to pay for services at the time of a visit. UHS fees may be paid by UMBC Campus Card or charged to a students account maintained by the Bursars Office. Spring and fall semester hours are Monday through thursday, 8 a.m. to 7:30 p.m. and Friday, 8 a.m. to 5 p.m. Winter and summer sessions are Monday through Friday, 8 a.m. to 5 p.m. twenty-four-hour emergency services are available by calling University Police at extension 5-5555 or 911 off campus. UHS is located on the ground floor of erickson Hall, Center road. For more information, call 410-455-2542.
Staffing
All UCS services are provided or supervised by licensed mental health professionals. A consulting psychiatrist provides psychiatric services to clients referred for consultation by a UCS counselor.
Typical Concerns for Contacting UCS for Therapy:

Problems adjusting to college life Desire to understand and feel better about oneself Feeling overwhelmed or having difficulty coping Inability to make decisions Procrastination or time management Academic anxiety Lack of motivation Difficulties in interpersonal relationships, including family Loneliness or depression Sexual orientation or identity concerns Alcohol or drug concerns Body image concerns or eating disorders.
University Health Services (UHS)

University Health Services is staffed by skilled, caring professionals who help students focus on their health and wellbeing. Nationally certified nurse practitioners are the heart of clinical services. Board-certified physicians from the University of Maryland Medical System provide primary care, consultation and emergency on-call services. Health educators work hand-in-hand with clinical staff to provide the information that students need to take care of themselves. (See confidentiality requirements.)
Clinical Services
UHS clinical services are designed to provide holistic, high-quality primary and urgent-care services. These include diagnosis and treatment of acute illnesses and injuries; treatment and monitoring of chronic ill-
University Counseling Services (UCS)

UCS provides professional psychological services designed to support the academic, personal and career goals of UMBC students. Services include short-term, group and substance abuse
Scholarships for Returning Women

UCS administers scholarships for returning women. Contact
16 CONTINUING AND PROFESSIONAL STUDIES
Continuing and Professional Studies

UMBC Continuing and Professional Studies (CPS) programs are offered by the Division of Professional Education and Training (DPET) and UMBC Training Centers (TC), LLC.
UMBC Continuing and Professional Studies (CPS) offers individuals and organizations high-quality credit and non-credit training, certificate and degree programs that reflect the values of a major research university and the performance of a private company. With enrollments of over 13,600 students and professionals annually, the combined enterprise offers programs on campus, on site, online, at UMBC Tech Incubators (South Campus) and at the Universities at Shady Grove in Rockville, MD. Working closely with academic departments, CPS programs include: Summer and winter sessions Masters degrees and post baccalaureate certificates English Language Center Satellite campus offerings UMBC Training Centers (non-credit programs) courses from a wide range of academic areas are scheduled for four-, six-, eight- and 12-week periods. These courses include special topics, general education requirements, major courses, study-abroad options, internships and field experiences. Over 50 hybrid and online courses are also offered during summer session. Courses are conveniently scheduled to suit busy students and professionals. For more information, call 410-455-2335 or go to www.umbc.edu/summer. The winter session is an intensive semester that provides an opportunity to earn up to 4.5 credits in a condensed time period in January. Many courses required for graduation, as well as special-topics courses are available during this session. Other courses are offered for students who want to try out a new area of interest, travel for credit or use the time for internship placement. A number of hybrid and online courses are also offered For more information, call 410-455-2335 or go to www.umbc.edu/winter.
in the following areas, in partnership with the colleges and departments:
For more information and a current listing of CPS programs, call 410-455-2336 or go to www.cps.umbc.edu.
Masters degrees:
Education Engineering Management Instructional Systems Development - Training Systems Biotechnology Industrial/Organizational Psychology Geographic Information Systems Systems Engineering
english language Center (elC)

The ELC offers courses for students admitted to the University who require additional academic English. Students who begin in the ELC and successfully complete upper-level courses are eligible for conditional admission to undergraduate programs without taking the TOEFL exam. The ELC also offers courses for prospective students and a noncredit, year-round Intensive English Program with 20+ hours per week of integrated language instruction. The Center provides: Face-to-face, online and hybrid classes Individual and group tutoring A multimedia lab with English software Student advising TOEFL preparation A variety of programs including: conversation partners, field trips and student activities The Centers Professional Development Programs include non-credit courses for academics and professionals and are focused on training English teachers who live and work abroad. For more information, call 410-455-2831 or go to www.umbc.edu/elc.
Post-baccalaureate Certificates:
American Contemporary Music Biochemical Regulatory Engineering Biotechnology Management Distance Education Engineering Management Instructional Systems Design Instructional Technology Nonprofit Sector Systems Engineering For more information, go to www.cps.umbc.edu.
K-12 teacher education (masters and certificates)

CPS supports K-12 education by offering professional development programs for teachers. In collaboration with the Department of Education and other academic departments, CPS administers a variety of graduate courses (both on and offcampus) as well as special activities such as summer institutes for teachers. CPS also coordinates off-site cohort programs with local area school systems to provide full degree programs in high-need subject areas such as mathematics and science.
Summer and Winter Sessions

The summer session offers an opportunity for students to accelerate their graduation date, learn something new or just enjoy a special-topics class for personal enrichment. Continuing, visiting and new students also may take summer courses to enhance their personal or professional development. More than 350
Satellite Campus offerings

UMBC at Shady grove
UMBC, in partnership with the Universities at Shady Grove, offers an opportunity for transfer students in the national capitol region to achieve their educational goals.
Masters degrees and Post-baccalaureate Certificates

Responding to the needs of working professionals, CPS offers applied, graduate degrees and certificates
CONTINUING AND PROFESSIONAL STUDIES

Located in Montgomery County, UMBC at Shady Grove offers a full-time, daytime and upper division bachelors program with degrees in political science, psychology and social work, as well as two applied graduate programs in industrial/organizational psychology and geographic information systems. Admissions requirements, academic policies and procedures, and academic standards for UMBC Shady Grove students are identical to those followed by all UMBC students. Classes are taught by UMBC professors, and degrees are granted by UMBC. The programs stress enrichment opportunities such as internship experiences in business and industry, applied field practicum and undergraduate research opportunities. For more information and a current listing of programs, call 301-738-6081 or go to www.umbc.edu/shadygrove. For more information on the development of new programs, please contact Chris Morris at morrisc@umbc.edu. Courses offered include specialized credit and non-credit programs in biochemical regulatory engineering, quality control and quality assurance for biotechnology products and regulatory issues in biotechnology. Training Centers offers one of the regions top professional engineering tests and licensing review courses, including Fundamentals of Engineering Review and the Professional Engineer License Exam review for civil, mechanical and electrical engineering.
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UMBC training Centers, llC

UMBC Training Centers delivers high quality, flexible training programs that have direct impact on individual and organizational performance. Training Centers extends the academic excellence of UMBC to working professionals and organizations through affordable, convenient training offerings which can be conducted at one of our training locations, onsite or online.
courses are delivered by experienced college faculty who are very knowledgeable of the examinations and who understand clearly how to help students maximize their performance on these exams and reduce their test anxiety.
online Courses
Training Centers offers a variety of affordable, online, instructor-led courses in areas such as information technology, project management, business administration, sales and marketing and graphic design. For more information, visit www.umbctrainingcenters. com or call 443-543-5400.
Professional development and Business

UMBC Training Centers offers high-quality professional development and business programs in project management, humanresources management, financial planning, accounting, leadership and management and related fields. Training partners include the Society for Human Resource Management (SHRM), the College of Financial Planning and the Project Management Institute (PMI).
Information technology
Complementing UMBCs academic strengths in information systems and computer science, UMBC Training Centers delivers hands-on training in a variety of technologies and content areas. Through partnerships with industry leaders such as Microsoft, Sun Microsystems and Oracle, UMBC Training Centers provides high quality, applied training to help improve the skills and performance of technology professionals. Program areas include: Business Analysis and Project Management Business Intelligence
UMBC at Cecil County

Expanding its reach to Cecil County, UMBC brings high-quality programs and opportunities in the areas of science and technology to the county. Through 2+2 associates to bachelors degree programs, UMBC will offer both degree and noncredit training programs.
diagnostic Medical Sonography

UMBC Training Centers offers one of the areas most highly regarded programs in diagnostic medical sonography. This program is accredited and includes concentrations in cardiac, general and vascular sonography. It involves classroom instruction and significant hands-on experience in our sonography lab, as well as at hospitals and other clinical sites in the Baltimore region. This program offers a certificate upon completion; however, students also can pursue an undergraduate degree in interdisciplinary studies at UMBC if desired.
new Program development

CPS partners with campus units to develop high-quality graduate programs responsive to the needs of working professionals, as well as government and corporate clients. By engaging the intellectual talent of university faculty and practitioners, CPS develops and delivers successful graduate certificates and masters degree programs to working professionals. Through our graduate certificate and masters of professional studies programs, there are various flexible, interdisciplinary learning opportunities.
Distributed Applications Information Security and Assurance Networking Software Development Systems and Database Administration
Biotechnology and engineering

UMBC Training Centers offers highly specialized courses in biotechnology and engineering, reflecting UMBCs well known leadership in these areas of study.
Higher education test Preparation

UMBC Training Centers provides a high-quality, affordable alternative for exam preparation for the GRE, LSAT or MCAT examinations. These
18 ADMISSION TO UMBC
Admission to UMBC
The Office of Undergraduate Admissions and Orientation encourages well-qualified students seeking a competitive academic environment to explore the many opportunities available at UMBC.
The Undergraduate Prospectus and Application for Admission, as well as other publications, are available online at www.umbc.edu/undergraduate or by contacting: office of Undergraduate admissions and orientation UMBC 1000 Hilltop Circle Baltimore, Md 21250 410-455-2291, 1-800-UMBC4U2, admissions@umbc.edu A $50 non-refundable application fee A final high school transcript, to be sent to the Office of Undergraduate Admissions and Orientation by the high school upon graduation Freshman admission application deadlines Early Action: November 1 Regular Decision: February 1
study from an accredited high school. The minimum program of study should include: English: four years Social science/history: three years Mathematics: three years Science: three years Foreign language: two years Students planning to major in mathematics, engineering, computer science or other science areas are strongly recommended to have completed four years of mathematics, including trigonometry, precalculus and/or calculus.
high school. Applicants typically exceed the universitys average freshman profile. A letter of recommendation and permission from the high school also are required.
advanced Standing
UMBC awards credit to students who have completed Advanced Placement (AP) or International Baccalaureate (IB) courses and who score well on the AP or IB tests. Tests must be taken prior to enrollment in college, and official test scores are to be sent directly to UMBC. Appendix II lists AP and IB examinations for which UMBC awards credit. Applicants who have taken college courses at an accredited institution while in high school may receive credit toward their UMBC degree, according to the universitys transfer credit policy (see Appendix I). An official transcript from the college or university should be sent to the UMBC Office of Undergraduate Admissions and Orientation.
Home-schooled applicants
UMBC welcomes applications from students who have been home-schooled. In addition to standardized test scores, an essay and other admission credentials, home-schooled applicants should submit transcripts, if available, curriculum vitae describing course content, instructional materials and an evaluation of the students work. The evaluation should describe course objectives and may include traditional letter or numerical grades or a narrative assessment of the applicants progress.
applying for Freshman admission

The Admissions Committee weighs several factors in making its decisions. In addition to high school grade point average and SAT or ACT scores, the strength of the applicants curriculum, class rank and other achievements are considered. An essay is required and letters of recommendation are strongly encouraged. For prospective freshmen, application for admission to UMBC consists of the following: A completed UMBC Undergraduate Admission Application An essay An official copy of the students current high school transcript Official SAT scores, reported to UMBC by the Educational Testing Service (UMBCs CEEB code is 5835); students submitting ACT scores should have them sent by ACT (UMBCs ACT code is 1751.)
early action
UMBCs Early Action Program provides an opportunity for strong candidates to receive full consideration for admission, scholarship and financial aid. In addition, the Early Action Program allows students interested in UMBCs various scholars programs (Center for Women and Information Technology, Humanities, Linehan Artist, Meyerhoff, Sherman Teacher Education and Sondheim Public Affairs) a chance to explore these opportunities fully, as well as the Honors College and other programs and majors with selective admission requirements. Early action applicants will be given priority notification of their admission decision. note: This is not an early decision program. Students admitted through the Early Action Program have until May 1 to confirm their enrollment.
applying for transfer admission

Transfer applicants are evaluated by the Admissions Committee on the basis of their academic record at their previous institution(s). Grade point average, strength of curriculum and performance on courses related to the applicants intended area of study are considered. Applicants must be in good standing at the institution from which they seek to transfer. Applicants with fewer than 30 college credits also are evaluated on the basis of their high school transcript and SAT or ACT scores. For prospective transfer students, application for admission to UMBC consists of the following: A completed UMBC Undergraduate Admission Application Official college transcript(s) from each college or university previously attend-
early enrollment
UMBC offers early-enrollment opportunities for academically advanced students who wish to begin their college careers early. Early admission is available to those students who wish to enroll full time as degreeseeking students prior to high school graduation. Applicants typically exceed the universitys average freshman profile. A letter of recommendation and permission from the high school is also required. Applicants for early admission must interview with the Admissions Committee. Concurrent enrollment is available for academically strong students who wish to enroll part-time while still in
High School Preparation

UMBC expects applicants to have completed a strong college preparatory program of
ADMISSION TO UMBC
ed. Transcripts should be sent by the registrar of each institution to the UMBC Office of Undergraduate Admissions and Orientation. (A final transcript also should be sent upon the completion of any course work in progress.) A $50 non-refundable application fee Using your undergraduate admissions application materials, all admitted students are considered for transfer scholarships. A separate application is not required. For applicants with fewer than 30 college credits, an official high school transcript and SAT or ACT test score report. of study. For additional information or application, contact the Shady Grove program coordinator at shadygrove@ umbc.edu, visit www.umbc. edu/shadygrove or call the Universities at Shady Grove, office of Student Services 301-738-6023. AACRAO Foreign Credentials Evaluation Service, One Dupont Circle, NW, Suite 520, Washington, D.C. 20036-1135 www.aacrao.org/international/foreignedCred.cfm The evaluation of transfer credit also will reflect a conversion of non-semester credit to semester-hour equivalents. (For example one-quarter hour is considered to be equivalent to twothirds of a semester hour.) The applicability of courses to a specific major then is determined by the appropriate academic department. UMBC does not award credit for military work or classroom experience, with the exception of certain courses offered by the Defense Language Institute, the National Cryptologic School and the Community College of the Air Force. In addition, no credit is given for life experience or for credit-by-examination awarded from another institution. Students may pursue credit through UMBC-administered departmental exams or by the College Level Examination Program (CLEP), Advanced Placement (AP) Program or International Baccalaureate (IB) Program. To receive credit for CLEP, AP or IB, official scores must be sent directly from the testing agency to UMBCs Office of Undergraduate Admissions and Orientation. Appendix II lists the CLEP, IB and AP examinations for which UMBC awards credit. A maximum of 60 credits may be earned through departmental, CLEP, AP and IB examinations. Credit awarded through a UMBC departmental exam is not applicable toward the general requirements for graduation. Upper-level coursework at UMBC is defined as 300- and 400-level courses. Courses from community and junior colleges will not count as upper-level courses. Students
19
who receive credit from a four-year institution that operates under a different course-numbering system may wish to forward a description of that numbering system to the Registrars Office to assist with evaluation.
transfer Credit Policies

UMBC will transfer credits for academic courses taken at institutions of higher education accredited by the Regional Association of Colleges and Schools, Commission on Higher Education, in subject areas that are considered part of the students university program and in which he or she has earned a grade of C or better. From Maryland public institutions, courses with grades of D may transfer; however, a minimum grade of C- may be required in courses applied toward a major, minor, certificate program or toward general requirements. A student may transfer a maximum of 90 credits from all previous institutions toward a UMBC undergraduate degree. A maximum of 60 credits or 65 credits for engineering majors are transferable from a two-year program or institution. UMBCs graduation policy stipulates that the final 30 hours toward a bachelors degree must be completed on campus. The Registrars Office may approve a request to complete a maximum of two courses within the final 30 credits at another institution. Credit from foreign institutions that are recognized by the Ministries of Education in their respective countries will be considered for transfer to UMBC. Students who have attended college or university outside the United States must Submit a course-by-course credential evaluation prepared by a credential evaluation service. We strongly recommend:
Maryland Public Colleges and Universities

The State Board for Higher Education Transfer Credit Policy is outlined in Appendix I.
Maryland Community College recommended transfer Programs

The Recommended Transfer Programs (RTP) provides a list of community college courses that will best prepare students for UMBCs course of study. Transfer students with acceptable grades in courses specified in the UMBC Recommended Transfer Program Guide are assured transfer with no loss of credit. These program guides are available in the transfer advisors offices at all Maryland community colleges or via the Web at artweb.usmd. edu. More information can also be found through the Maryland Transport Web site, http://mdtransfer.usmd.edu
transfer admission application deadlines

Fall admission: Priority March 15 (for scholarship consideration) Regular Decision May 31 Spring admission: Priority November 1 (for scholarship consideration) Regular Decision December 15
the Universities at Shady grove

UMBC offers the final two years of study for the bachelor of arts in political science, psychology history and social work at the Shady Grove Center in Rockville, MD. Students must complete the lower-level course requirements at a local community college. Applicants for the Shady Grove programs are evaluated on the basis of their academic record at previous institutions, including cumulative grade point average, academic performance trend, strength of curriculum and performance in courses related to the intended area
International Student admission

For prospective international students, who are neither U.S. citizens nor permanent residents, application for admission to UMBC consists of the following: A completed UMBC Undergraduate Application A $50 non-refundable application fee (payable to UMBC), drawn on a U.S. bank A completed International Supplemental form (available from the Office of Undergraduate Admissions and Orientation or online at www.umbc.edu/ undergraduate) Certified true copies of secondary/high school transcripts or mark sheets
20 ADMISSION TO UMBC
Certified true copies of certificates of completion of state/national secondary school examinations and examination results Certified true copies of transcripts or mark sheets from any and all college or university studies completed overseas or in the United States Standardized test scores SAT or ACT are required for freshman scholarship consideration or if an applicant has completed high school in the U.S. Students who have attended college or university outside the United States must have a course-by-course credential evaluation prepared by a credential evaluation service. We strongly recommend: AACRAO Foreign Credentials Evaluation Service, One Dupont Circle, N.W., Suite 520, Washington, D.C. 20036-1135 www.aacrao.org/international/foreignedCred.cfm To facilitate consideration, documents in languages other than English should be accompanied by an English translation. Translations must be as literal as possible with no attempt to convert information to the U.S. educational system. Non-native English speakers must provide official test scores for the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). For the TOEFL, a minimum score of 80 on the Internet based, 213 on the computer based, or 550 on the paper test is required. For the IELTS, a score of 7 is required for regular admission. For students planning to attend UMBC on an F-1 student visa, a letter of financial support signed by the students sponsor, certifying that the sponsor will be responsible for
the students expenses while enrolled at UMBC, and a certified true copy of a recent bank statement documenting sufficient funds (at least $33,000) also are required. International admission application deadlines For freshman applicants (with no college or university credit) and transfer applicants currently attending a university in another country: Fall admission: Early Action November 1 Regular Decision February 1 Spring admission: Regular Decision July 1 For transfer applicants currently in the U.S. on an F-1 visa (with at least one fulltime semester of U.S. college or university attendance): Fall admission: Priority March 15 (for scholarship consideration) Regular Decision May 31 Spring admission: Priority July 1 Regular Decision December 15
and Orientation will send the I-20 along with the admission letter to overseas students. International students currently studying in the U.S. on an F1 visa must provide copies of their current I-20 and I-94.
have been completed, the applicant also must submit a high school transcript and SAT or ACT scores (unless the applicant has been out of high school three years or more). Applicants who previously have received a bachelors degree may be admitted as non-degree seeking (special) students without submitting college transcripts. Other students must submit high school and/or college transcripts and must meet regular admission standards. Visiting students individuals who are in good standing at another college and who plan to attend UMBC for one semester only may be considered for admission by submitting a transcript, grade reports or a letter of good standing from their current institution.
english language Program

On an individual basis, UMBC may be able to accommodate applicants whose TOEFL scores fall below the minimum requirements. If a student is otherwise admissible, conditional admission, requiring completion of several English as a second language courses through the English Language Center (ELC), may be offered. Applicants with TOEFL scores below 48, on the Internet-based, 140 on the computer based and 460 on paper tests; or below 5 on the IELTS, will not be admitted to the degree program, but will be referred to the intensive English training program offered by the ELC.
non-degree Seeking (Special) Student admission

Students not intending to pursue a bachelors degree at UMBC may apply for admission as a special student. Non-degree seeking students are ineligible for financial aid or Veterans Administration (VA) benefits. International students on F-1 visas are not eligible for admission as special students unless they have permission from their host institution or are on practical training. The Non-degree Seeking (Special) Student Application for Admission to UMBC consists of the following: A completed Non-degree Seeking (Special) Student Application A $50 non-refundable application fee College transcripts (Unofficial records will be considered.) If fewer than 30 semester hours of college coursework
Change of Status to degree-seeking

Once admitted as a non-degree seeking (special) student, students may be considered for degree-seeking status for a subsequent semester. An undergraduate application for degree-seeking status and official credentials must be submitted by the application deadline for freshmen and transfer student admission.
Funding
Students on non-immigrant visas are not eligible for need-based financial aid and generally are unable to work off campus. However, they can compete for part-time employment on campus and, if qualified, may be considered for merit-based and athletic scholarships. Applicants on F-1 visas must provide documentation that they have a sufficient and continued source of funding from a parent, spouse, sponsor or self.
golden Id Program
The Golden ID Program permits eligible Maryland residents to enroll in UMBC undergraduate and graduate courses at little cost. Refer to Tuition and Fees section of catalog for specific fees applicable to Golden ID program. Applicants must be 60 years of age or older and must be retired or working no more than 20 hours a week. Program participants may enroll as degree-seeking or non-degree seeking (special) students. Applications must be submitted to the Office of Undergraduate Admissions and Orientation by the regular deadlines for each semester. Registration for courses is on a space-available basis.
I-20 Form
The Certificate of Eligibility for Non-immigrant (F-1) Student Status (Form I-20) is needed to apply for a student visa from an American consul. UMBCs Office of Undergraduate Admissions
ADMISSION TO UMBC
21
re-admission and re-instatement of Former UMBC Students

re-admission
Students previously enrolled at UMBC as undergraduates who have interrupted continuous registration for more than two regular semesters must apply for re-admission. Students must have been in good academic standing at the end of the last semester attended. While the deadline for submitting an application for readmission is the last day of late registration, students are encouraged to apply early. Official transcripts from any institution attended since last enrolled at UMBC must be submitted.
may attend the winter session without applying for re-instatement. However, to continue in the spring, students must petition by the deadline date for the spring semester. Similarly, if suspended at the end of the spring semester, students may attend the summer session immediately following without applying for re-instatement, but they may not attend the subsequent fall semester without petitioning by the deadline. Early application will expedite the Petition Boards review of re-instatement.
Compliance Statement
In compliance with the Student-Right-to-Know and Campus Security Act, the Office of Undergraduate Admissions will provide information regarding UMBCs graduation statistics, campus security policies and crime statistics upon request.
re-instatement
Students who were not in good academic standing or who were academically suspended or dismissed at the end of the last semester enrolled at UMBC must apply for reinstatement. All applications for re-instatement must be submitted by the stated reinstatement deadlines and are subject to Petition Board review. When applying for re-instatement, applicants must submit an academic plan of action, which should be completed with the academic advisors assistance. Official transcripts also are required from all institutions attended since leaving UMBC. In case of suspension or dismissal, it is the Petition Boards expectation that successful academic work completed elsewhere subsequent to suspension from UMBC will be presented for consideration. Additional pertinent information may be submitted at the applicants discretion, such as medical documents and letters of recommendation. Any university debts must be settled before registering for class. If suspended at the end of the fall semester, students
22 TUITION AND FEES
Tuition and Fees

As a public honors university attracting outstanding faculty and very talented students, UMBC is a great higher-education value. This chapter details the universitys tuition and fees and describes typical expenses for housing, meals and textbooks.
note: Notwithstanding any other provision of this or any other university publication, the university reserves the right to make changes in tuition, fees and other charges at any time, such changes are deemed necessary by the university and the University System of Maryland Board of Regents.
Maryland residents: Tuition (per credit) Mandatory fees Per credit total Non-resident tuition: Tuition (per credit) Mandatory fees Per-credit total $633 $102 $731 $270 $102 $368
The Shriver Center requires a fee for enrollment in a mandatory practicum course linked to all center programs, including cooperative education, internship, community service and learning, and international work and service programs.
Music Performance Fees

Half-hour lesson/weekly $150 (majors) $300 (non-majors) One-hour lesson/weekly $300 (majors) $450 (non-majors)
explanation of Mandatory Fees

Non-refundable athletic fee supports intercollegiate athletics, intramurals and recreation programs. Non-refundable University Commons supports services and programs available at The Commons. Student activities fee covers costs of various student activities and student publications administered by the Student Government Association. Auxiliary and recreational facilities fees support the development and maintenance of facilities essential to UMBCs programs.
Matriculation Fee
A non-refundable $100 matriculation fee will be charged to all undergraduate students, their first semester at UMBC.
audit Fees
Audit fees are the same as those charged for credit courses. Audited credits are added to hours taken for credit to determine semester fees assessment.
tuition and Fees (estimated)

Please use the figures below as a guide, but be aware that these figures will change. Please visit www.umbc. edu/bursar/tuition for each semesters current charges.
orientation Program Fee

$125 Charged to all new degreeseeking undergraduate students.
application Fee
The non-refundable $50 application fee for undergraduate programs and summer and winter sessions helps defray the cost of processing UMBC admissions. By written request, students may update their applications by one semester or term without paying an additional application fee. Application fees may be deferred when payment would cause serious financial hardship. Requests for deferral should be accompanied by a written recommendation from a teacher, counselor, minister or other responsible member of the community.
Full-time, Fall 2008

Expenses for full-time undergraduates enrolled for 12 or more credits: Maryland residents: Tuition Mandatory fees Semester total $3,242 $1,148 $4,390
golden Id
Tuition is waived for Golden ID students. Golden ID students are responsible for the fees below: Degree Seeking: Orientation Fee Matriculation Fee Technology Fee (per credit-hour) Transportation Fee (per credit-hour) Non degree-seeking: Technology Fee (per credit-hour) Transportation Fee (per credit-hour) Please refer to the Admissions to UMBC section of the catalog, for admission requirements for Golden ID students.
technology Fee
The technology fee is in support of the Board of Regents Technology Committee to develop a revenue stream for improving IT services for students. These funds are used to purchase site licenses of software for academic use and to provide upgrades, enhancements and replacement of PCs in instructional computer labs.
Residents of other states and countries: Tuition Mandatory fees Semester total $7,608 $1,148 $8,756
other Fees
Fees are charged to students receiving services at University Health Services. International students on certain non-immigrant visas are required to have health insurance and will be charged appropriately each semester. To determine the exact amount and conditions that apply, contact University Health Services at 410-455-2542.
enrollment Fee
A non-refundable $100 enrollment confirmation deposit is required of all new degree-seeking freshmen and transfer students. This deposit is applied toward tuition and fees. Enrolling students are charged a one-time, non-refundable $125 orientation fee.
Part-time, Fall 2008

Mandatory fees for part-time undergraduates enrolled in fewer than 12 credits (those taking 12 credits in a regular semester pay full-time fees):
TUITION AND FEES
23
expenses
lodging and Meals per Semester
Students living in residence halls are required to have a meal plan. Students living in the residence apartments are not required to have a meal plan, however many elect to do so.
to pay tuition, fees, board and lodging in this manner. There is a nominal fee charged per semester to enroll in the monthly payment plan. For more information, please visit www.umbc.edu/bursar/mpp.
Overdue library material 25 cents per day, per item, with a maximum of $10 Lost or mutilated library material, per item replacement cost and $21 processing fee and $5 fine Overdue recalled library material $2 per day to a maximum of $20 Overdue reserve material $1.50 first hour, 75 cents each hour thereafter, with a maximum of $15 Special borrowers card $30 for non-USM $2 for UMBC alumni $2 for high school students Locker key replacement fee $15 Payments for library fees are accepted at the library for 30 days after the first billing. After 30 days, unpaid fees will be assessed a service fee and must be paid through the Bursar's Office.
refunds
In cases where a student has been awarded a grant or scholarship, the award amount will be credited to the students account. If the financial assistance exceeds the amount owed, a refund check will be generated and mailed to the student. Plus loan refunds will be sent to the parents.
Loan (Stafford), Federal Perkins loan or any education loan made, guaranteed or reinsured in whole or part by the federal or Maryland state government made or received for attendance at an institution in the University System of Maryland.
refund of Fees
Change in registration
Your billing may change as a result of adding or dropping courses in the first two weeks of classes. The semesters Schedule of Classes outlines the registration refund policy.
residence Halls
Estimated charges: Residence Halls Single Room Apartments
$2,750.00 $3,000.00 $2,850.00
Meal Plans
Estimated charges based on actual Fall 2007 charges 19 meals per week 14 meals per week 10 meals per week Any five meals plus flex $1,676 $1,560 $1,348 $ 753
entrance Counseling
Students accepting Federal Perkins loans and Stafford loans must complete entrance counseling prior to the first disbursement of their loans. For more information on entrance counseling for Stafford loans, contact the Office of Financial Aid and Scholarship at 410-455-2387. For information on Perkins entrance counseling, please visit www. umbc.edu/bursar/perkins.
Withdrawal
If a student is compelled to leave UMBC at any time during the semester, he or she must file an application for withdrawal (see instructions in the Academic Regulations section). Refunds are computed according to the date the signed application is received in the Registrars Office. Students are entitled to a full refund of fees and/or cancellation of the bill when a written request for withdrawal is received by the Registrars Office prior to the official first day of the universitys semester. Stop payment on a check, failure to pay the semester bill or failure to attend classes does not constitute withdrawal.
textbooks and Supplies

Textbooks and classroom supplies purchased at the bookstore will vary with each course pursued, but typically average $500 per semester.
Student debts to the University

Debts incurred during each semester must be satisfied before students will be allowed to register for a subsequent semester. UMBC will deny requests for transcripts or diplomas pending clearance of all debts. Any refunds or payments due to students first will be applied to existing debts. Uncollected debts will be turned over to the Central Collections Unit (CCU). Accounts transferred to CCU will be reported to the Credit Bureau. Accounts turned over to CCU will be assessed a minimum collection charge of 17 percent of the outstanding debt, plus attorney and court fees if applicable. The university and the Central Collection Unit reserve the right to make changes in fees and other charges as may be found necessary. These fees are the students responsibility. Requests for official transcripts will be denied to defaulted borrowers of a Federal Family Education
Fines and Penalties

Late payment fee $150 A late payment fee of $150 will be charged if a tuition bill is not paid within 20 business days, (including holidays) of the due date on the bill. Late registration fee $20 Replacement of common card $15 Parking fines, general $20 Parking illegally in handicapped space or fire lane $250 Bad checks (NSF, stop payments, etc.) Up to $50: $15 More than $50: $30
Billing
Billing is electronic. All students are required to enroll in e-billing. Bills may be paid online by credit card (Discover, MasterCard and American Express only) or ACH checking or saving account. A convenience fee will be charged for all online credit card payments. Cash and money orders will be accepted in person. Checks and money orders will be accepted by mail and should be made payable to UMBC and should indicate the students name, address and student ID. For more information please visit www.umbc. edu/ebilling.
refund for Withdrawal From a Semester

(This refund schedule applies only when a student withdraws from all courses for a semester.) Percentage refund, excluding non-refundable fees, after classes begin: Two weeks or less 80 percent Between two and three weeks 60 percent Between three and four weeks 40 percent Between four and five weeks 20 percent More than five weeks 0 percent
Monthly Payment Plan

The university offers a monthly payment plan for those who would find it more convenient
24 TUITION AND FEES

Calculation of title IV refunds for Students Who Withdraw
The Federal Return of Title IV Funds policy mandates that students who officially or unofficially withdraw from all classes may only keep the financial aid they have earned up to the time of withdrawal. Financial aid funds that were disturbed in excess of the amount earned must be repaid. Federal financial aid includes: Pell, SEOG, ACG and SMART grants Perkins, subsidized/ unsubsidized Stafford and Plus loans Calculations are done on a case-by-case basis after the withdrawal date is established. The federal calculation determines the amount of Title IV aid the student is eligible to retain; however, the amount the student is charged for the semester is based on the Institutional Refund Policy. The application of these policies may result in the student owing a balance to the university that cannot be covered by Title IV financial aid. For additional information about the Return of Title IV Aid policy, please visit the Financial Aid Web site at www.umbc.edu/financialaid
PAYING FOR COLLEGE
25
Paying for College

Various merit scholarships and needbased financial aid options are available to UMBC students. This chapter explains both options and how to apply for assistance.
need-based Student Financial aid
UMBC assists students in meeting educational expenses by administering and coordinating various federal, state and institutional student aid programs, including grants, scholarships, loans and paid employment. Grants and scholarships are considered gift aid and require no repayment. Loans and employment programs are considered self-help. Educational loans, offered at low-interest rates, generally are required to be repaid after leaving UMBC. Students earn an hourly wage through employment programs for work performed at an approved job assignment. The Office of Financial Aid and Scholarships administers various financial aid programs solely on the basis of need. UMBC determines the types and amount of aid students may receive by evaluating each students financial need and the availability of funds. Eligible students receive awards on a firstcome, first-served basis. faster than the paper application, and there are many edits built into the online version which catch commonly made mistakes. However, if you wish to complete a paper application, they are available in high school guidance offices and public libraries. the FaFSa should be completed no later than February 14 to be considered for priority awarding of preferred funds available at UMBC. You must include UMBCs school code of 002105 on the FAFSA. This will ensure that UMBC receives your FAFSA results. UMBC will continue to consider completed applications submitted after February 14; however, funding is limited. In addition, students may be asked to provide additional documentation such as federal tax returns to the Office of Financial Aid and Scholarships for verification of the FAFSA information. It is extremely important for students to respond promptly to all requests for additional information. Failure to do so may result in the cancellation of the students financial aid awards. Continuing students must meet satisfactory academic progress standards to continue to receive financial aid at UMBC. UMBC Satisfactory Academic Progress standards were developed to conform to federal regulations for Title IV funding. It is important to note that financial aid Satisfactory Academic Progress standards differ from UMBC academic standards.
additional information is provided at www.umbc.edu/ financialaid. If you have questions, please call 410-455-2387, e-mail finaid@umbc.edu or visit the Financial aid office Monday through Friday, 8:30 am to 4:30 pm. You also may send correspondence to: UMBC office of Financial aid and Scholarships 1000 Hilltop Circle Baltimore, Md 21250
UMBC Heritage award

Awarded for outstanding academic merit and achievement. These scholarships provide $10,000 per year for in-state students and $15,000 per year for out-of-state students for four academic years.
Presidents Fellows
Awarded for outstanding academic merit and achievement. These scholarships provide $5,000 per year for in-state students and $10,000 per year for out-of-state students for four academic years.
Merit Scholarships
Merit scholarships at UMBC range from $500 per year to $22,000 per year. These scholarships are awarded to students with exceptional academic or artistic talent. Most of these awards do not take financial need into account. When an outstanding student is admitted to the university, his or her name is submitted by the Office of Admissions to the Scholarship Committee, which reviews the students qualifications. If selected for an award, the student is notified by the committee in the spring. Merit scholarships at UMBC are competitive. Students are encouraged to apply for admission by November 1 to ensure full consideration. Merit scholarships at UMBC are available to both Maryland residents and out-of-state students. Merit awards may be renewed for up to four years. Each award carries requirements for maintaining the scholarship. Freshman applicants are considered for the following awards:
Presidents Scholars
Awarded for academic merit and achievement. These four-year scholarships provide $3,500 per academic year for in-state students and $7000 per year for out-of-state students.
deans Scholars
Recognizes students with strong academic records. These four-year scholarships provide $2,500 per academic year for in-state students and $5,000 per year for out-of-state students.
Honors College Scholarships

Awarded to outstanding freshmen entering UMBCs Honors College. These scholarships, awarded by the Honors College, provide $1,000 per year.
the Scholars Programs at UMBC

The Scholars Programs at UMBC are for students who seek to focus their education through intense study in their major. Application deadlines for these programs range from late November to early January. A nomination process also may be required. Students selected as finalists compete in a final round of selection that includes interviews and testing.
How and When to apply

Students who wish to be considered for need-based aid must complete and submit a Free Application for Federal Student Aid (FAFSA). The FAFSA is available online at www.fafsa.ed.gov. We strongly encourage students and parents to complete the online application. Processing electronic applications is up to two weeks
Premier Scholars
Awarded to those entering freshmen who combine the highest achievement and intellectual potential. These scholarships provide $15,000 per year for in-state students and $22,000 per year for outof-state students for four academic years.
Center for Women and Information technology (CWIt) Scholars Program

The Center for Women and Information Technology
26 PAYING FOR COLLEGE

Scholars Program is a merit scholarship opportunity for talented undergraduates majoring in computer science, computer engineering, chemical engineering, mechanical engineering, information systems or a related program. The Center for Women and Information Technology (CWIT) is a program dedicated to providing global leadership in achieving womens full participation in all aspects of information technology. Womens participation in IT will strengthen the workforce, raise the standard of living for many women and help to assure that information technology addresses womens needs and expands the possibilities for their lives. This program is open to both women and men who support womens full involvement in information technology. CWIT Scholars will receive four-year, fixed scholarships ranging from $5,000 per academic year to $22,000. Each scholar in the program will participate in special courses and activities and receive mentoring from faculty and participating members of the IT community. Another key component of the program is participation in at least one internship or undergraduate research experience during the four years. Washington, D.C., to New York.
Sherman teacher education Scholars

Awards range from $5,000 to $10,000 per year for up to four academic years. The program leverages UMBCs strengths in science, technology, engineering and mathematics (STEM) to address the shortage of highly qualified math and science teachers and the achievement gap between students from low-income families and their counterparts. Scholars participate in service-learning and fellowships and are exposed to the teaching profession through the classroom, guest lectures and roundtable discussions.
athletic Scholarships
UMBC, an NCAA Division I campus, offers athletic scholarships in all 19 of its sports programs. Additional information can be obtained by writing or calling UMBCs athletics department at 410-455-2216.
Humanities Scholars Program

Awards four-year scholarships ranging from $5,000 per academic year to $22,000 per year to incoming freshmen interested in pursuing studies in literature, history, philosophy or languages. A year-long interdisciplinary course taught by two of UMBCs top faculty in the humanities anchors the freshman year. Humanities scholars also participate in special seminars and cultural enrichment activities. In addition, scholars are funded for a required junior semester abroad.
Special Merit award for Chess

Variable awards from $1,000 to $10,000 annually for students with strong academic records and very high chess ratings (over 2300).
tournament-Based awards
Reserved for winners of U.S. Cadet Championship and Maryland Sweet 16 Scholastic Chess Championship. Incoming freshmen receive a fixeddollar, four-year tuition award.
Meyerhoff Scholars Program

Awards a four-year scholarship from $5,000 to $22,000 per academic year to high-achieving entering freshmen who are committed to promoting minority careers in science, mathematics and engineering. The program emphasizes postgraduate study. Meyerhoff scholars participate in a range of academic and cultural enrichment activities, as well as an intensive six-week summer residential experience at the start of their freshman year.
transfer Scholarships
Honors College Scholarship
Transfer students admitted to the Honors College are considered for the Honors College Scholarship.
UMBC Coca-Cola Chess Fellows

A limited number of fixeddollar tuition awards with $15,000/year food and housing stipends. Candidates must be good students with extraordinary chess ratings (over 2500). Undergraduate and graduate students are eligible. For full consideration, applications are due December 15. SAT (or ACT) scores are required; also TOEFL for nonnative English speakers.
the academic achievement award for transfers

Awarded to community college transfers on the basis of academic accomplishment. Awards of up to $2,500 per year for two academic years may be used for full- or part-time study. Students must have completed 35 or more credits at the time of application and must submit an essay with their application for admission.
Sondheim Public affairs Scholars Program

Awards four-year scholarships ranging from $5,000 to $22,000 per academic year to incoming freshmen interested in developing an understanding of public policy and in exploring careers in public affairs, public service and the non-profit sector. Students will examine policy development at all levels of government, as well as throughout corporate and nonprofit policy to community service and others. A key component of the scholars experience will be a formal internship in government, nonprofit agencies or the corporate sector. A fifth year of scholarship support will be available for scholars admitted to a joint bachelors/ masters program at UMBC.
linehan artist Scholars Program

Awards four-year scholarships that range from $5,000 per academic year to $22,000 per year to incoming freshmen committed to pursuing a degree in the performing arts, including theatre, music, dance or the visual arts. Candidates compete on both artistic and academic merit. An audition or portfolio review is part of the selection process. In addition to their awards, artist scholars participate in special programs and events that draw upon the wealth of cultural activities from
Phi theta Kappa (PtK) Scholarship

Awarded to PTK members transferring from a community college. Awards of up to $2,500 per year for two academic years. Students who submit both proof of PTK membership and an essay with their admissions application automatically will be considered for the award. For more information on scholarships, contact the UMBC office of Scholarships at 410-455-3813, or via e-mail at schl_info@umbc.edu.
Scholarships for Current Students

Scholarship Retriever is an online database that helps current students identify scholarship opportunities outside of the Office of Financial Aid and Scholarships. These scholarships are either sponsored by UMBC departments or sources outside of UMBC for UMBC students. Please visit our Web site www.umbc.edu/financialaid and click on Scholarships to access the database.
PAYING FOR COLLEGE
27
Veterans Benefits
The Veterans Affairs Office is located in the Office of the Registrar. Eligible students must contact the VA office prior to each semester to ensure sufficient time to process of educational benefits. UMBC does not have advance payment. Veterans must pay of all tuition, fees and textbook costs. These charges will not be deferred because of nonreceipt of VA checks.
Monthly Payment Plan

UMBC offers a monthly payment plan that allows students to pay university expenses in regular monthly installments. For information about the plan, visit www.umbc.edu/bursar.
28 ACADEMIC REQUIREMENTS AND REGULATIONS
Academic Requirements and Regulations

This chapter describes UMBCs standards and policies on academic matters from registration and degree requirements to grading, academic honesty and graduation.
These policies are subject to change. New and revised policies go into effect at the beginning of the fall semester following their approval. Up to date policies may be found in the online catalog, www.umbc.edu/catalog. The academic policies found in this section are intended to support the primary purpose of a university the acquisition of knowledge by establishing standards of performance and acceptable conditions for attending UMBC. As such, these policies represent the values of the university as developed over time and customarily are enforced vigorously. The uniform application of policy affords equitable treatment of students and, further, by holding them to high standards, enhances the stature of UMBC and its degrees. Accordingly, exceptions to policy are granted only in rare instances not because the university is unfeeling toward individual needs, but because it cares about the integrity of its academic standards and believes that by maintaining that integrity, the university ultimately provides a greater service to the entire community. This section deals with the specifics of acquiring a degree, the regulations governing academic performance, registration, grading, academic honesty,
waiting lists maintained by departments. Students who have been de-registered from UMBC or from a specific class will be notified in writing via e-mail sent to their UMBC e-mail address. Students are expected to maintain communication with the university. As e-mail is the universitys primary medium of official communication with students, students are responsible for reading messages sent to their UMBC e-mail addresses. Students are also expected to maintain their current postal address and telephone number in the UMBC Directory.
A maximum of two courses (up to eight credits) within the final 30 credits may be approved to be completed at another institution. If students wish to enroll in a combined degree program in medicine, law or dentistry at the University of Maryland, Baltimore (UMB), they must satisfactorily complete 90 credit hours at UMBC, including all general education and major requirements, prior to entrance to the professional school. After completing the first year at UMB and on the recommendation of the dean of the professional school and the provost at UMBC, students will be awarded the bachelors degree from UMBC. If a student is seeking a second bachelors degree from UMBC, he or she may apply up to 90 credits of his or her first degree toward the second and must complete a minimum of 30 additional credits at UMBC.
graduation and other matters pertaining to academic life on campus.
Student responsibility
As a matter of UMBC policy and procedure, students are responsible for the management of their academic careers. They are expected to familiarize themselves with the undergraduate catalog and to keep informed of all published degree requirements and deadline dates. Failure to do so does not provide a basis for exceptions to academic requirements or policies. It is expected students will receive assistance from academic and faculty advisors, but students must assume responsibility for completing published degree requirements. Students are responsible for their own course registration. This includes following established procedures for enrolling in courses for which they want to receive credit, as well as dropping courses or withdrawing from terms they do not intend to complete. Unless specifically notified otherwise, students are not enrolled in any class without having completed the registration transaction themselves according to the established procedures. Students are not automatically enrolled in classes via hold lists or
Undergraduate degree requirements

UMBC confers bachelors degrees on undergraduate students who successfully complete a course of study as outlined below. The university reserves the right to change any provision or requirement at any time within a students period of enrollment. However, if a change is made, the student has the option of following the requirements in the catalog in effect at UMBC when he or she began public higher education within the state of Maryland for the first time, provided no significant interruption has occurred in the students enrollment. This option applies to major as well as to general requirements. To receive an undergraduate degree, students must complete a minimum of 120 academic credits with a cumulative UMBC grade point average of 2.0 or better. Institutional credit, such as remedial course work and physical education activity courses, does not count toward the 120 credits required for graduation. Without exception, all students must complete at least 30 credits of course work at UMBC (referred to as resident credit) to receive a UMBC degree. Furthermore, bachelors degree candidates are expected to complete their final 30 credits on campus.
Multiple Major and Minor Programs

Students may elect to complete the requirements of multiple major, minor, certificate and degree programs:
Multiple Major Programs

Where the programs result in the same bachelors degree, the student must complete requirements of all the programs and a minimum of 120 degree credits. All requirements of all programs must be completed at the time of graduation.
Multiple degrees
A student electing to concurrently complete programs resulting in different bachelors degrees must complete all program requirements, all general education requirements applicable to all degrees, and a minimum of 30 credits above the 120 credit minimum for each additional degree.
Second degrees
Students who have graduated and wish to complete an additional degree program
ACADEMIC REQUIREMENTS AND REGULATIONS

are required to complete all requirements of the additional degree program and a minimum of 30 additional degree credits.
29
general requirements
As part of the foundation of a liberal arts education, UMBC requires a set of general education courses intended to facilitate breadth, as well as depth, within the baccalaureate degree.
Minor Programs
Minor programs are recognized only when completed concurrently with a degree program.
GEP Requirements
Students beginning or resuming higher education (following high school graduation) in summer 2007 or later and have maintained continuous enrollment (without a twoyear break) will follow the General Education Program (GEP) requirements. These requirements are detailed in the GEP Worksheet located in the appendices.
english Composition
Students must complete, with a grade of C or better, ENGL 100: Composition, or an equivalent course taken at another institution. Incoming freshmen will take a UMBC placement test to determine writing ability. Those who do not qualify must pass a non-credit composition course before enrolling in ENGL 100. Freshmen whose SAT verbal scores are above 670 may register for English 100H: Argument and Exposition. Students may not receive credit for both ENGL 100 and 100H. It is recommended that students complete the English composition requirement within the first 30 credit hours. English composition should be completed within the first 60 credit hours.
matter under which disciplinary designation the course is taken. Therefore, HIST 273 can be considered either a history course, a Judaic studies course or a religious studies course. This has important implications for fulfilling the general requirements, and it is recommended that students note cross-listed courses carefully when choosing courses to satisfy general requirements.
they have been granted an undergraduate degree for the previous August graduation period or if they are enrolled for the fall semester in all coursework needed to fulfill a bachelors degree. Students will be eligible to participate in the May commencement ceremony if they have successfully completed all graduation requirements or are enrolled for the spring semester with all coursework needed to fulfill a bachelors degree. Students should review their progress toward completion of graduation requirements in consultation with their academic advisors on a regular basis. In the first semester after a student has earned 90 credits, the student will be given access through myUMBC to an updated Undergraduate Progress Report, assessing the students status with respect to completion of the general requirements for the bachelors degree. Student should consult with an advisor in the appropriate academic departments with regard to the completion of program requirements.
Upper-level requirement
At least 45 of the minimum of 120 credits required for graduation must be in UMBC courses numbered at the 300-level or above or their equivalents as determined by the relevant academic department at UMBC through processes managed by the Registrars Office.
GFR Requirements
Students who, following high school graduation, began higher education the summer of 1996 through the spring of 2007 and who have maintained continuous enrollment since that period may choose to satisfy General Foundation Requirements (GFRs) in effect during that time. These requirements are detailed in the GFR Worksheet, which can be found in the appendices.
Major requirements
In addition to the above requirements, students must satisfy the requirements of a major program. They should declare a major by the beginning of their junior year by filing a form in the Office of the Registrar. Students may choose to major in an established discipline within one of the available major curricula or develop a self-designed program within the framework of the Interdisciplinary Studies Program. Students may change their major at any time by filing a new form in the Office of the Registrar.
Physical education
To graduate, students must pass two activity courses in physical education. Exemptions are made if a student reaches his or her 30th birthday prior to the first day of classes for the semester in which the student initially enrolls at UMBC, if the student is a military veteran, or if he or she is physically disqualified, for which he or she must receive a waiver from the physical education department. It should also be noted that UMBC students participating in the ROTC program are eligible to receive physical education credit by completing PHED 175. Credit for these physical education courses is considered institutional credit, and as such, it does not count toward the 120 credits required for graduation.
Cross-listed Courses
Cross-listed courses bear a particular significance within the general requirements. A cross-listed course is listed with more than one disciplinary designation; therefore, carries two or more disciplinary prefixes (e.g., HIST 273: History of the Jews in Modern Times, From the Middle Ages to 1917 is also listed as JDST 273 and RLST 273). However, a cross-listed course is, in fact, a single course taught with a multidisciplinary approach by a specific faculty member. A cross-listed course will be indicated in the Undergraduate Catalog with a note that the course is also listed as the course (or courses) with which it is cross-listed. For the purposes of general requirements, a cross-listed course is considered any one of its assigned disciplines, no
registration
Students enroll in UMBC classes online via the universitys myUMBC Web portal. The Schedule of Classes and associated policy and procedural information for each term are made available on the UMBC Web site. In the registration process, students assume academic and financial responsibility for the courses in which they enroll. Further, students may not participate in, and will not be awarded credits or grades for, classes in which they are not enrolled. Therefore, students are advised to exercise care in the conduct of registration transactions. It is recommended that students verify completion of transactions and print their class schedule at the conclusion of each online session involving a change in their enrollment.
application for graduation

At UMBC, students must file a formal application for graduation with the Office of the Registrar during their final semester. the deadline for applying for May graduation is February 15; for august graduation, June 15; and for december graduation, September 15. UMBC commencement ceremonies are held in December and May. Students will be eligible to participate in the December commencement ceremony if

A students first registration in degree-seeking status will occur during orientation preceding their first semester at UMBC. For subsequent semesters, continuing students may register for the next semester during Advance Registration (conducted on a credit-earned priority basis) or during the General Registration period between Advance Registration and the start of the semester. Students may also late register during the first two weeks of a semester; however, a late registration fee is assessed. better. From Maryland public institutions, courses with grades of D may transfer; however, a minimum grade of C- is required in courses applied toward a major, minor, certificate program or toward general requirements. A maximum of 90 credits overall may be transferred from other institutions toward a UMBC undergraduate degree; however, a maximum of 60 credits (65 for engineering majors) may transfer from community colleges or twoyear institutions. In addition, the last 30 credits of a degree must be completed at UMBC. Therefore, a residency waiver must be requested from the Office of the Registrar for any coursework a student wishes to take at another institution once he or she has completed 90 credits toward a degree. A maximum of two courses (up to eight credits) within the final 30 credits may be approved to be completed at another institution. Students are responsible for having official transcripts sent to UMBC from the other institutions they attend. Once credits are accepted toward a degree, they are posted to the students UMBC transcript. Transfer credits do not affect his or her UMBC grade point average. Semester courses are available at other University System of Maryland (USM) campuses and participating schools in the Baltimore Student Exchange Program (BSEP) through inter-institutional registration. To participate in inter-institutional registration, a students combined course load for the semester must be at least 12 credits, and at least half of the credits must be taken at UMBC. Grades and credits earned in applicable courses taken through interinstitutional registration will be considered as resident credit and, therefore, will be included in the calculation of semester and cumulative totals on UMBC records. Students should verify the applicability of the course they intend to take at another USM campus or BSEP school. If they have earned fewer than 90 credits, they should complete a verification of transferability form. If they are within the final 30 credits of their degree, they must request a waiver of the residency requirement. Students must complete an application for interinstitutional enrollment form and have it approved by their academic advisor and the UMBC Office of the Registrar. They are then responsible for completing registration at the host campus following the regular registration procedures applicable to resident students at that institution.
Changes in registration
Once registered for a particular semester, students may add or drop courses according the Term Dates and Deadlines list published in the online Schedule of Classes for each term. After the end of the schedule adjustment period, dropped courses will be reflected on official transcripts with a grade of W. Students will receive grades for all courses not dropped by published deadlines. Students who fail to attend class without having dropped the course, will receive a grade of F unless they have officially withdrawn from the university. Students must follow all registration procedures as outlined in each semesters Schedule of Classes.
Course load
UMBC considers students enrolled for 12 credits or more in a fall or spring semester or summer term to be full-time students. Part-time status may be defined differently by outside agencies and by some financial aid programs. To register for more than 19.5 credits in a fall or spring semester, more than 4.5 credits in a winter session or 8 credits in a summer session, students must have prior written approval from their advisor and the Office for Academic and Pre-professional Advising.
registration for graduate Courses

For Undergraduate Credit: Undergraduates who have a grade point average of 3.0 in a particular discipline may enroll for credit in 600-level courses, with permission from the department sponsoring the course. For graduate Credit: Seniors who meet certain criteria and are within seven credits of graduation may register as undergraduates for 400- to 600-level courses, which later may be counted for credit toward a UMBC graduate degree. Those credits must be in addition to the 120 required for the baccalaureate degree. Forms permitting undergraduate registration in 600-level courses are available in the Graduate School Office. Forms must be completed with all necessary signatures prior to registration and submitted to the Graduate School. Credits in excess of the 120 required for the baccalaureate degree may be applied to a graduate degree only through prior written approval of the course instructor, the chair or director of the designated graduate program, and the vice president for graduate studies and research.
Withdrawal From UMBC

Students wishing to withdraw from all courses for which they have registered must notify the Office of the Registrar by filing a withdrawal form no later than the last scheduled day of classes prior to final exams. Their transcript will have a notation of Semester Withdrawal for that semester if their withdrawal occurs after classes have begun. The effective date of withdrawal, for refund and grading purposes, will be the date the form is received in the Office of the Registrar. When withdrawing, students should be certain to follow all procedures: Failure to do so will result in the student remaining academically and financially responsible for the courses in which he or she is enrolled. Failure to attend classes does not constitute official withdrawal and will result in F grades for all courses and liability for all charges. Stop payment on checks, failure to pay the semester bill or failure to attend classes does not constitute official notification of withdrawal and will not release a student from financial or academic liability.
Classification of Students
UMBC students are classified according to the number of earned credits as follows: Freshman 029 credits Sophomore 3059 credits Junior 6089 credits Senior 90 or more credits
enrollment at other Institutions

UMBC students interested in enrolling in courses at other institutions should complete a verification of transferability form in the Office of the Registrar. UMBC will consider for transfer academic courses taken at other regionally accredited institutions, in subject areas that are considered part of a students university program, in which he or she has earned a grade of C- or

Students who withdraw from a semester prior to Advance Registration for the next semester will be eligible to register for the subsequent term during the General Registration period. Students who do not complete coursework for two consecutive semesters are required to apply for re-admission to the university through the Office of Admissions and Orientation. A = 4 quality points B = 3 quality points C = 2 quality points D = 1 quality point F = 0 quality points. The semester grade point average is determined by multiplying the credit value of each course by the numerical equivalent of each grade and then dividing total quality points by total credit hours attempted. The same method is used to compute cumulative grade point averages. Transfer courses completed at other institutions including at other University System of Maryland campuses (with the exception of courses completed through inter-institutional registration), courses passed under the pass/fail option, zero-credit courses, grades earned for campus-administered credit by examination, incomplete courses and courses repeated for a higher grade are listed on the permanent record but are not included in the grade point average. tion or change a course to P/F through the 10th week of the semester. They may change P/F courses to a regular grade during the first 10 weeks of the semester if approved by the instructor. These regulations do not apply to courses offered on a P/F only basis. A pass grade under the P/F option is defined as either an A, B, C, or D. a grade of P is not calculated in the gPa, but a grade of F does impact on the gPa in the same manner as all F grades. Pass grades may not be changed to a regular grade at a later date. Undergraduate Education for permission to repeat a course out of sequence.
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retention of registration records

While transcript records are permanently held by the Office of the Registrar, documentation pertaining to the registration for each semester is held for a period of five years. If any questions should arise regarding documentation of enrollment more than five years beyond registration for a course, it will be the students responsibility to produce proper documentation to support any claim for change in records. Students are urged to resolve any question regarding academic records as quickly as possible.
Permission to repeat a course for a second attempt at another institution may be granted by the Office of the Registrar upon recommendation by a students faculty advisor. Students repeating a UMBC course at another institution should request that the transferred course be accepted as a repeat (with the UMBC attempt designated as non-applicable to the UMBC grade point average). Students who wish to have a course taken at another institution applied as a repeat of a UMBC course must complete a request for verification of transferability in the Office of the Registrar. Judgments with respect to course equivalency are made in consultation with appropriate academic departments. Appeals may be made to the dean of the appropriate college.
repeating Courses
Any course may be repeated, but if a grade of A, B, C, D, or P already has been earned for that course, the subsequent attempt does not increase the total credits earned toward the degree. Credits for repeated courses will only be counted once toward graduation requirements. Only the highest grade will be used in the computation of the cumulative grade point average; however, all grades earned remain on the permanent record. Some courses are repeatable for additional credits as specified in the course descriptions. In these instances, all credits and grades will be applied to the students record. UMBC has several limitations that apply to repeating courses: Students may not register for a course more than two times. They are considered registered for a course if they are enrolled after the end of the schedule adjustment period. Students may petition the Office of Undergraduate Education for a third and final attempt of a course taken at UMBC or another institution. Additionally, students may not repeat a course for a higher grade once they have successfully completed any subsequent course of a higher level in an academic sequence (for example, students may not retake FREN 101 after successfully completing FREN 102). Students may petition the Office of
grades and academic records

grading System
For all courses in which a student is enrolled at the end of the 10th week of the semester, the following letter symbols will be posted to the permanent record: A, indicates superior achievement; B, good performance; C, adequate performance; D, minimal acceptable achievement; F, failure; and I, incomplete work. W indicates a course dropped after the end of the Schedule Adjustment Period. NA (non-applicable) denotes a course that does not apply to a degree program and does not enter into GPA (grade point average) calculations. UMBC calculates grade point averages by assigning numerical values to letter symbols:
Institutional Credit
Physical education courses and courses that are remedial in nature carry institutional credit only. These credits are used to determine semester credit loads (full-time/parttime) but are not calculated into the cumulative GPA, nor are the credits counted toward the minimum 120 required for graduation.
auditing Courses Students who wish to show that he or she has attended a course but does not seek academic credit, may register in a course as an auditor. The notation AU is listed for audited courses for which no credits are attempted or earned.
Courses may be designated as audit at any time through the end of the Schedule Adjustment Period, but they can be changed from AU to credit only during the first two weeks of the semester. Part-time students must pay tuition and fees for audited courses. Audited courses count as zero-credit toward all enrollment certifications. Faculty may set certain criteria for auditors and may ask the registrar to remove the course from a students record if the requirements are not satisfied.
Pass/Fail Courses
When students have completed 30 or more credits and are in good academic standing at UMBC, they may enroll for one pass/fail (P/F) course per semester for a total of 12 credits toward graduation. Students may elect to take any course on a pass/fail basis except those explicitly excluded by the department or those used to fulfill general education or major/minor/ certificate requirements. Students may designate a course as P/F during registra-
Incomplete grades A grade of I may be submitted at the discretion of the course instructor under exceptional circumstances for course work that is qualitaUndergradUate Catalog

tively satisfactory but, for reasons beyond students control, cannot be completed. Incomplete (I) grades may not be awarded unless specifically requested by a student. All work must be completed before a date specified by the instructor, which will typically not be later than the last day scheduled for final examinations during the next regular semester. If a grade change has not been submitted by the date grades are due at the end of the regular semester following the one in which the I was issued, a grade of F will be awarded automatically, unless the instructor requests a one time, one semester extension of the I grade. Students should not reregister for the course in the semester during which the work is to be completed. The outstanding course work must be completed under the guidance of the original instructor by the date specified, even if the course is not offered, the instructor is not in residence or the student is not enrolled in the university. Incomplete coursework must be completed or I grades must be converted to F grades before degrees can be awarded. to fulfill General Education Requirements, when equivalent to a UMBC general education course. UMBCadministered examinations are available once a student has completed at least 12 credits with an average of 2.0 or better. If he or she has fewer than 12 credits, the student may petition the provost to waive the minimum credit requirement if he or she wishes to use the examination to establish credit based on previous training or experience. Departmental credit by exam does not apply toward general education requirements. Students must earn a grade of C or higher to establish credit by examination. P/F is permissible within regulations applying to P/F courses at UMBC. Grades of D or F are posted, even though no credit is earned. These exams may not be used to repeat a course. Credit-by-exam may be earned for a course by obtaining approval from the head of the department sponsoring the course. A completed request for credit-by-examination form, signed by the department chairperson, then is forwarded to the Office of the Registrar for approval. After payment of a non-refundable fee of $5 per credit, the exam may be administered. Grades then are forwarded to the Office of the Registrar.
transcripts
In response to a students written or electronic request via myUMBC, the Office of the Registrar issues official transcripts of scholastic records for students and alumni. Transcript requests should include full name, former name where applicable, address, dates of attendance and the complete address to which the transcript is to be sent. In compliance with federal regulations, a written request must be signed by the student. Requests for transcripts should be made at least two weeks before they actually are needed. Transcripts are not furnished for any current or former student who has an outstanding financial obligation to the university.
Laude. Students must complete a minimum of 45 credits at UMBC (excluding institutional credits) to be eligible for these honors. Students with a GPA of 3.4999 or less and/or 44 credits or less are not eligible for academic honors consideration.
Presidents list
If students earn a semester grade point average of 4.00 or higher for a semester in which they are enrolled for at least 12 hours of graded credits (no P/F), they will have the notation of Presidents List posted to the transcript for that semester.
deans list
If students earn a semester grade point average of 3.75 or higher for a semester in which they are enrolled for at least 12 hours of graded credits (no P/F), they will have the notation of Deans List posted to the transcript for that semester.
Confidentiality of records
UMBC maintains records of matters relevant to the educational process of each student. These records cannot be disclosed to individuals other than the student except by written consent of the student, by legal order or in carefully circumscribed instances based on the University System of Marylands clearly defined policy, which complies with the federal Family Educational Rights and Privacy Act of 1974. See Appendix VII for a copy of this policy. Students have the right to have certain information that is considered directory information withheld from the public by notifying the Office of the Registrar in writing at least once each year of their desire to have this information withheld. Contact the Office of the Registrar for further information.
Semester Honors
If students earn a semester grade point average of 3.5 or higher for a semester in which they are enrolled for at least 12 hours of graded credits (no P/F), they will have the notation Semester Academic Honors posted to the transcript for that semester.
grade Changes
An instructor may change a grade already submitted to the registrar on written certification and approval by the department chairperson and the Office of the Dean of Undergraduate Education. once the degree is awarded, the transcript is locked, and no changes may be made to a students record.
general Honors
During their freshman and sophomore years, students admitted to the Honors College enroll in honors courses (typically at least one each semester) that have limited enrollment and provide an opportunity for close interaction with distinguished members of the teaching faculty. The completion of six honors courses with grades of B or better and an overall UMBC grade point average of 3.25 are required for the award of the certificate of General Honors.
College-level examination Program (CleP)

A list of approved CLEP examinations and required scores is included in Appendix II. Test scores must be forwarded to UMBC directly from the Educational Testing Service. Credits for CLEP examinations are not used in computing the GPA, nor are they applied to the minimum number of credits needed to qualify for honors at graduation. CLEP credits may be used to fulfill General Education Requirements if the test has been determined as equivalent to a UMBC general education course.
Credit by examination
Degree-seeking undergraduates may establish as many as 60 credits toward the bachelors degree by UMBCadministered examinations or by the College-level Examination Program (CLEP), Advanced Placement (AP) or the International Baccalaureate (IB). Credits by examination earned through CLEP, AP or IB may be used
academic Honors
graduation Honors
Degree candidates whose cumulative grade point average at the time of graduation is between 3.5 and 3.7499 receive the degree Cum Laude; between 3.75 and 3.9499, Magna Cum Laude; between 3.95 and 4.0, Summa Cum
departmental Honors
Advanced-level honors work is generally undertaken by juniors and seniors in the

department of their major field of study. Those departments that offer departmental honors programs enrich the major by providing special courses and unique opportunities for independent study and research under the guidance of departmental faculty. To graduate with departmental honors, students must complete at least nine credits in departmental honors courses, have a GPA of 3.5 or higher in their major, and satisfy any other requirements specified by their major department. at the end of each regular semester and is noted on the official and permanent record. Attempted Credits 0 - 14 15 - 44 45 - 74 75 - 89 90 - 120 Minimum Cumulative GPA 1.25 1.5 1.75 1.95 2.0
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non-applicable Semester
Students may request to declare a particular single semester, in which at least nine credits were attempted, non-applicable to their record. To qualify, the student must have earned a minimum of 90 credits, at least 45 of which were earned at UMBC, and the quality of the work for the specified semester must be clearly out of line with the rest of the students record. Additionally, the student must clearly have changed the focus of their academic program. A letter requesting the designation of a non-applicable semester, accompanied by a letter of support from the students academic advisor, should be submitted to the Office of Undergraduate Education. If the request is approved, the semester will be marked on the permanent record as non-applicable (NA). Credits attempted, credits earned and quality points will not be used in calculating the cumulative grade point average. To receive a degree, students will have to repeat any courses required for graduation that were taken during the semester made non-applicable. Approval of the petition is neither automatic nor guaranteed.
* The number of attempted credits is determined by the cumulative total of UMBC attempted credits, plus total transfer credits awarded. Students on academic suspension who attend another institution and complete 12 academic credits with a GPA of 2.5 or above will be reinstated to UMBC upon receipt of an application for reinstatement. Students who have been reinstated and who do not meet the minimum cumulative GPA standards will be academically dismissed and, in general, will not be considered for future re-instatement. All appeals from academic suspension or dismissal should be directed to the Office of Undergraduate Admissions and Orientation.
academic Standing
Minimum Standards for Continued enrollment
All undergraduates with a cumulative grade point average of 2.0 or above are considered to be in good academic standing and are academically eligible to return for subsequent semesters. All first-semester freshmen who earn less than a 2.0 cumulative GPA are considered to be in academic jeopardy and will be so notified by letter. Students in academic jeopardy may enroll for the subsequent semester but may be required to participate in intensive advising, counseling or tutoring activities. No notation of academic jeopardy is placed on the permanent record. All students who are not first-semester freshmen and who earn less than 2.0 at the end of any regular semester will be placed on academic probation. Following the first occurrence of academic probation, any future semester that a student does not meet the minimum cumulative standards, as outlined in the chart below, will result in academic suspension from the university for a minimum of the next regular semester. The determination of probation, sus* pension or dismissal is made
academic Clemency
Students who are re-admitted or re-instated after a lapse of five calendar years or more may petition to have up to 16 credits of failing grades excluded from the calculation of their cumulative records. Upon approval of the petition, the specified courses will be designated as non-applicable (NA) on the transcript. These credits will not be counted toward graduation requirements. Students must file the petition through the Office of the Registrar during the first semester of return to UMBC. Courses approved for exclusion from grade point average calculations may not be changed thereafter, even if the student changes his or her major. Approval of the petition is neither automatic nor guaranteed.
Irregularities in academic Work

Dishonesty, cheating, plagiarism and other irregularities in academic work are causes for appropriate disciplinary action. note: Academic dishonesty includes, but is not limited to, the submission of purchased term papers.
34 REQUIREMENTS FOR THE BACHELORS DEGREE
Requirements for the Bachelors Degree

Effective for students entering their first semester of higher education after high school graduation fall 2007 or after.
Students who began or resumed higher education (following high school graduation) prior to summer 2007 and have maintained continuous enrollment (without a two-year break) may complete General Foundation Requirements (GFR) or General Education Program (GEP) graduation requirements. See Appendix IV and V for GEP and GFR worksheets.
UMBCs bachelors degree requirements provide students the opportunity to expand the life of the mind by developing life-long habits of thought and intellectual interests. The course requirements for general education allow students to explore a variety of academic disciplines and to acquire and apply skills and competencies essential for a well-educated citizen. They also provide the foundation for effective writing, which is necessary for all fields of study. and competencies important for academic and lifetime success. These include one or more of the following: written and oral communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency and information literacy (recommended competency areas for General Education Programs have been established by the Middle States Commission on Higher Education and adopted by the Maryland Higher Education Commission for Maryland colleges and universities). Students must complete the following distribution requirements with a grade of C or better. Courses taken on a P/F basis may not be applied to distribution requirements.
systems which form the basis of thought, artifacts and individual and collective life. They examine a wide variety of sourcesfrom literature, philosophy, the visual and performing arts and religion, to popular culture and patterns of everyday activityto critically evaluate significant intellectual and artistic issues. GEP courses in the arts and humanities enable students to: Analyze and interpret diverse texts and modes of expression Understand important intellectual and artistic concepts, whether from historical or contemporary perspectives Discuss, write and conduct research effectively in the arts and humanities Additionally, GEP studio or workshop courses in the arts and humanities enable students to: Learn and practice a particular art form Investigate creative modes of expression by identifying motivations, desires and values that inspire them Learn collaborative skills and how to objectively and appropriately evaluate their own work and the work of others
level and address issues of social inequality/inequity. GEP courses in the Social Sciences enable students to: Critically evaluate research regarding the complex interplay of individuals, groups, and institutions Understand the strengths and weaknesses of, and be able to apply research methods within, the many fields of social sciences Provide insight into the development and implementation of programs and policies designed to improve peoples lives
Sciences
(Two courses, one with a laboratory component) The sciences seek explanations for how nature functions at scales ranging from the subatomic to the universal. Courses in the natural sciences foster an understanding of the fundamental principles underlying modern scientific thought. In addition to describing what is currently known, science courses teach skills and methods that facilitate inquiry about the natural world, and provide opportunities for students to test those explanations against current scientific knowledge and to communicate their ideas to others. GEP courses in the sciences enable students to: Apply their knowledge to solving basic scientific problems Describe what it means to do science Distinguish science from non-science or pseudoscience Use mathematics as appropriate to present and analyze scientific data Discuss socially relevant issues in scientific terms
Social Sciences
(Three courses in at least two academic fields) The social sciences seek to understand attitudes, beliefs and social behaviors of individuals, groups and institutions, and identify factors that influence them, both past and present. Attention is devoted to the complex interactions among individuals, environment and social institutions. Finally, the social sciences seek to develop, implement and evaluate procedures that can change attitudes and behaviors at both the individual and group
general education Program

For General Education, UMBC students will complete courses distributed in four broad areas of academic inquiry: arts and humanities, social sciences, mathematics and science, and language and culture. General Education courses are designed to introduce students to the knowledge and methods that are foundations of each of these four areas. UMBCs General Education courses also enable students to develop functional skills
arts and Humanities

(Three courses in at least two academic fields) Courses in the arts and humanities explore the human condition and its cultural expression, past and present. Arts and humanities courses consider the ethical and value
REQUIREMENTS FOR THE BACHELORS DEGREE
35
Mathematics
(One course) To prepare college graduates for an increasingly complex and technological world it is necessary to develop problem solving abilities, including analytical and logical reasoning skills. Mathematics GEP courses build upon a students fundamental mastery of high school algebra (as evidenced by the placement exam or equivalent course work) to provide a foundation in mathematical concepts and techniques used not only in mathematics and statistics but also in a wide variety of other disciplines. GEP courses in mathematics enable students to: Develop a level of mathematical maturity significantly beyond high school Algebra II Develop problem-solving ability both in the quantitative and qualitative realms Enhance their analytic and synthetic logical abilities Become acquainted with mathematical ways of thinking, including concepts and techniques utilized in other disciplines
global Cultures
(For B.A. degree, two culture courses; for B.S. degree, one culture course) The C (global cultures) requirement fosters cultural understanding of the world beyond the borders of the United States. Courses fulfilling this requirement may focus on a single non-U.S. culture; they also may consider the multi-cultural perspectives of global experience or emphasize intercultural, international and comparative approaches to cultural study.
Discuss the work students are doing as writers at various points during the term
The codes below are used to indicate whether an individual course can be used to fulfill GEP requirements. aH Course fulfills one arts and humanities GEP requirement. This GEP area requires three courses, at least two of which must be in different disciplines. SS Course fulfills one social sciences GEP requirement. This GEP area requires three courses, at least two of which must be in different disciplines. M Course fulfills mathematics GEP requirement. This GEP area requires one course at the appropriate placement level S Course fulfills one science (non-lab) GEP requirement but does not include a laboratory component. This GEP area requires two courses, one of which must include a lab. Sl Course fulfills one sciences GEP requirement including the laboratory component. This GEP area requires two courses, one of which must include a lab. lB Course fulfills laboratory component of the science GEP requirement. This GEP area requires two courses, one of which must include a lab. Note that in order for a Lab Only course to apply to the GEPs, the corresponding lecture course must also be completed (i.e. CHEM 102 and CHEM 102L). l(201) Course fulfills the 201-level foreign language proficiency requirement of the GEP requirements. C Course fulfills one culture GEP requirement. For B.A. degree seeking students, this GEP area requires two courses. For B.S. degree seeking students, this GEP area requires one course. WI Course fulfills the one-course writing intensive General Graduation Requirement.
Major Program
Every student must successfully complete the requirements of an approved major program. Students may complete combined major, minor and certificate programs in preparation for careers and/or graduate or professional study.
additional requirements Physical education requirement

Students must complete two physical education courses.
the Writing requirements

Every student must successfully complete a freshman composition and a designated writing intensive course.
Minimum academic Credits

Students must complete a minimum of 120 academic credits.
Freshman Composition (english 100)

English 100 provides instruction in crafting essays in a workshop setting. In all of its variations, this course develops students abilities to address various audiences and rhetorical situations in competently structured essays. This course helps students to analyze critically electronic and print resources for research for essays. Through this course, students are introduced to writing for an academic audience.
Minimum Upper-level Credits

Students must complete at least 45 credits. Courses at the 300 and 400 level carry upper-level credit.
Minimum resident Credits

Students must complete at least 30 credits of coursework at UMBC. In addition, the final 30 credits of coursework should be earned at UMBC.
language
(A single language through the 201 level or equivalent proficiency) The language and culture requirements recognize the global nature of society in the 21st Century, the importance of inter-cultural communication and the need for modern citizens to broaden their horizons. The study of language through the 201 level provides a foundation for fluency. Languages beyond English offered in the UMBC curriculum range from ancient to modern, representing the major language groups of the world.
Writing Intensive Course (WI)

Students must complete one writing intensive course; a designated WI course may count for the major or a distribution requirement, or it may be taken as an elective. Writing intensive courses: Engage students in writing as a form of critical inquiry and scholarly research Require students to write frequently both, in and/or out of class Provide useful feedback to students regarding their writing
Minimum grade Point average

Students must have a minimum cumulative UMBC grade point average of 2.0.
general education Program (geP) and Writing Intensive (WI) Course Codes and additional Information
The General Education Program applies to students who began their higher education (after high school graduation) in the fall 2007 semester or later. For more information on the GEP requirements, visit www.umbc. edu/registrar/gep.html
36 REQUIREMENTS FOR THE BACHELORS DEGREE

note: Some courses are designated as applicable to more than one GEP area. When a course meets more than one area (i.e. AH or C), you may choose which requirement area in which to apply the course. The course may not be applied to both GEP areas. note: Some courses which fulfill the writing intensive (WI) General Graduation Requirement area are also designated as applicable to one or more GEP areas. When a course meets the WI requirement and one GEP area (i.e. AH and WI), it may be applied to both areas. When a course meets the WI requirement and two GEP (i.e. AH, C and WI) it may be applied to one GEP area and the WI requirement. The course may not be applied to both GEP areas. note: The writing intensive (WI) requirement is not part of the GEP requirements. It is a General Graduation Requirement for students beginning higher education in the fall 2007 semester or later. For more information on General Graduation Requirements, refer to the General Education Requirements worksheet. note: Students who began higher education (after high school graduation) between the summer 1996 and spring 2007 semesters should complete General Foundation Requirements. Students who began higher education prior to summer 1996 and have not have more than a two-year break in their enrollment history may fall under older general education requirements. Students wanting more information about these general education requirements should visit the registrars office between 8:30 a.m. and 4:30 p.m., Monday-Friday or e-mail records@umbc.edu.
ACADEMIC PROGRAMS
37
Academic Programs
UMBC Major Programs
The Bachelor of Arts (B.A.) degree is awarded unless otherwise noted. Acting (B.F.A.) Africana Studies American Studies Ancient Studies Anthropology, Cultural Biochemistry and Molecular Biology (B.S.) Biological Sciences (B.S. or B.A.) Bioinformatics and Computational Biology (B.S.) Business Technology Administration (B.A.) Chemical and Biochemical Engineering (B.S.) Chemistry (B.S. or B.A.) Computer Science (B.S.) Computer Engineering (B.S.) Dance Economics Emergency Health Services (B.S.) English Environmental Science (B.S.) Environmental Studies Financial Economics (B.S.) Gender and Womens Studies (B.A.) Geography and Environmental Sciences (B.S. or B.A.) Health Administration and Policy History Information Systems (B.S. or B.A.) Interdisciplinary Studies (B.S. or B.A.) Management of Aging Services Mathematics (B.S. or B.A.) Mechanical Engineering (B.S.) Media and Communication Studies (B.A.) Modern Languages and Linguistics French German Russian Spanish Applied Linguistics Language and Cultural Studies Music Philosophy Physics (B.S.) Physics Education (B.A.) Political Science Psychology (B.S. or B.A.) Social Work Sociology Statistics (B.S.) Theatre Visual and Performing Arts (B.A.) Visual Arts
Geography and Environmental Sciences History International Affairs International Economics Judaic Studies Legal Policy Literature Mathematics Modern Languages and Linguistics Linguistics Music Philosophy Physics Political Science Political Thought Psychology Public Administration Religious Studies Social Welfare Sociology Statistics Theatre Writing Creative Journalism Professional Rhetoric and Communications
Network Administration Personnel and Industry Psychology Preprofessional Studies in Accounting Public Administration Russian Spanish Web Development
Pre-professional and allied Health Programs

Four-year study at UMBC: Pre-dental Pre-law Pre-medical Pre-optometry Pre-physical therapy Pre-veterinary medicine Two- or three-year study at UMBC: Pre-dental hygiene Pre-medical and research technology Pre-nursing Pre-pharmacy UMBC offers undergraduate programs in the physical and biological sciences, social and behavioral sciences, engineering, mathematics, information systems, humanities and visual and performing arts. These programs include 42 major degree programs leading to the bachelors degree, 41 minor programs and 17 certificate programs. Many students pursue multiple interests by completing double majors or combining a minor or certificate program with their major program. Each academic department has specific requirements for completion of a major, minor or a certificate program. Completion of all requirements for the major, along with completion of other graduation requirements, results in the award of the Bachelor of Arts (B.A.) degree, Bachelor of Fine Arts (B.F.A.) degree or Bachelor of Science (B.S.) degree.
UMBC Minor Programs

Africana Studies American Studies Ancient Studies Anthropology, Cultural Applied Politics Art History and Theory Astronomy Biological Sciences Chemistry Computer Art Computer Science Dance East-Asian History Economics Emergency Health Services English Studies Environmental Geography Gender and Womens Studies
Certificate Programs
Auditing for Information Systems Cartography Communication and Media Studies Decision Making Support Education Finance French Gender and Womens Studies Geographic Information Science Applications German Human Context of Science and Technology Intercultural Communication M.B.A. Preparatory Studies Management Economics Management Science
38 ACADEMIC PROGRAMS
In addition to the special Honors College curriculum available to qualified students, honors programs are available in many departments. Combined bachelors/ masters programs are also offered in many disciplines. In addition to the standard major, minor and certificate programs, students can design interdisciplinary degree programs through the Interdisciplinary Studies Program. (For more information, see page 121.) Students enrolled in two- or three-year pre-professional allied health programs fulfill semester hour and course requirements recommended for admission to the appropriate professional school and are not required to complete UMBC requirements for graduation. Requirements for the degree may be fulfilled at the professional school from which the degree is sought. (For more information, see Pre-professional and Allied Health Programs, page 161.) Yet, it should be noted that the completion of a bachelors degree is often considered a competitive advantage with respect to admission into an allied health program. communities and capstone courses and experiences. Many departments also offer bachelors/masters programs that accelerate the completion of a masters degree. The College of Arts, Humanities and Social Sciences is home to the Humanities Scholars Program, the Linehan Artist Scholars Program and the Sondheim Public Affairs Scholars Program, all of which provide scholarships for talented students. The college also sponsors the Social Sciences Forum, the Humanities Forum and a variety of performances and exhibitions in the arts, which feature presentations by leading scholars, artists and public figures and provide important linkages among disciplines within the college and the university. engineering and chemical/ environmental engineering. Students get involved in hands-on lab and design projects and many participate in extensive internships in industry. Many also receive an early introduction to entrepreneurship, technology transfer and commercialization. Students conduct research in state-of-the- art facilities in fields such as bioengineering, environmental engineering, bioreactors and sensors, composite materials, computer graphics, data/Web mining, decision support, high-speed fiberoptics communication, human-computer interaction, mechatronics, medical imaging, optoelectronics, photonics, proteomics, wearable computers and wireless mobile, among others. Mathematical Sciences have strong Ph.D. graduate programs in all departments, which offer undergraduates the opportunity, to participate in cutting-edge research under the mentorship of top-rate faculty. Each year, large numbers of students take advantage of this opportunity and many become co-authors on articles in leading scientific journals. The natural and mathematical science departments are noted for the quality of the academic advising, mentoring and for the tutorial centers they run. All the departments have active councils of majors.
the erickson School of aging Studies

The Erickson School of Aging Studies integrates education, research, policy and practice related to the aging U.S. population through innovative undergraduate, graduate and certificate programs and applied research. The school prepares students for a wide array of careers, ranging from business and entrepreneurship to public policy and advocacy. The Erickson School offers an undergraduate major in Management of Aging Services that attracts highly talented and careeroriented students interested in using knowledge from many disciplines to address the challenges of an aging society. Students find internships in companies, nonprofit/ advocacy organizations or governmental agencies to gain practical experience with issues in action and career paths. In addition, the schools William E. Colson Scholarship Fund provides support to qualified undergraduates. The Center for Aging Studies, the Erickson Schools research branch, provides ample opportunities for students to participate in research. The center engages in research funded by the National Institutes of Aging on a variety of basic and applied issues, such as quality of care in assisted living, physician care
the College of engineering and Information technology (Coe&It)

The College of Engineering and Information Technology (COE&IT) prepares students for careers in the fields of engineering, computer science and information systems. COE&IT attracts talented students who are strong in math and science and possess an intellectual curiosity about technology and its role in the modern world. Engineering and IT students have frequent and direct contact with outstanding and diverse faculty, and they are encouraged to participate actively in their learning experience, including involvement in cutting-edge research in engineering science. COE&IT offers innovative fully accredited undergraduate programs leading to baccalaureate (B.S.) degrees in chemical and biochemical engineering, computer engineering, computer science, mechanical engineering and information systems. The information systems program also offers a B.A. in Business Technology Administration. Accelerated B.S./M.S. programs are available in the above areas and in combinations such as computer/electrical
College of natural and Mathematical Sciences

UMBC offers students several strong degree programs in the natural and mathematical sciences that prepare them for entry into graduate school, careers in teaching or immediate employment in the workplace. In the life sciences degrees are offered in biological sciences, bioinformatics and computational biology, chemistry, and biochemistry and molecular biology. All of these subjects can lead to a B.S. degree, and many of them can be taken as a B.A. or as a minor. There are several concentrations available in mathematics in addition to the core program for students preparing for graduate school, including applied mathematics, optimization and operations research, actuarial science and statistical science. There is also a stand-alone B.S. program in statistics, a B.S. program in physics and minors in both physics, and in astronomy. All departments offer accelerated B.S./M.S. programs, which enable qualified students the ability to receive a masters degree in about five years from the start of their undergraduate degree. The College of Natural and
academic divisions
the College of arts, Humanities, and Social Sciences
UMBC's programs in the arts, humanities and social sciences offer a wide range of courses of study that prepare students for post-graduate education, careers and ongoing lifetime learning. Many programs offer a certificate or a minor in addition to the major, giving students many possibilities for creating an undergraduate degree that combines different disciplines and programs. Under the guidance of noted scholars and dynamic teachers, students also have the opportunity to enhance their academic experience by engaging in independent studies, undergraduate research projects, internships, living-learning
ACADEMIC PROGRAMS
of older adults, the role of food in long-term care and aging and health disparities. who wish to be engaged in a collaborative academic environment and to work closely with faculty and staff. The interdisciplinary studies program draws faculty from the entire UMBC community and from resources in the region. Students develop proposals for B.A. or B.S. degrees with faculty guidance and are encouraged to integrate independent study, internships, research and creative work into their programs. A sampling of majors students have recently created include: anthropology and women's studies, biomedical ethics, Chinese language and culture, community health, criminal justice, environmental ethics and policy, human-computer interaction, international and global studies, music and religious studies, neuroscience and science journalism. Graduates from the interdisciplinary studies program enter careers with investment firms, the media, environmental organizations, allied health companies and all levels of the government, and they have received advanced training and degrees in medicine, divinity and law, among others. The Office of Undergraduate Education encourages students to participate in research as an undergraduate as a way to enhance their education and professional development. Research can be conducted in any major or field of study. Examples of current student research in a variety of fields can be found at www.umbc.edu/ undergrad_ed/research. The Office of Undergraduate Education offers three specific research opportunities: (1) Undergraduate Research Awards of up to $1,500 are granted competitively to students seeking to conduct research at UMBC with a mentor. (2) Undergraduate Research and Creative Achievement Day (URCAD), held each April, is an on-campus conference featuring more than 100 current UMBC students presenting research they conducted during the year. (3) The UMBC Review, published annually, features academic papers written by students. The Review is also edited and designed by students.
39
the graduate School

UMBCs 34 graduate programs include masters and doctoral programs in the physical and life sciences, engineering, the fine arts and humanities, social sciences, policy and behavioral sciences, health and social services fields and other interdisciplinary fields of study. Many programs offer combined bachelors/masters programs for undergraduate students of exceptional academic ability.
Because UMBC is a research university with strong graduate programs, undergraduate students are able to make contact with professors who are working at the frontiers of their disciplines. UMBC faculty members regularly provide numerous on-campus research experiences in their laboratories and in the field. These research opportunities often enhance undergraduate students success in graduate or professional school or in their careers. The Graduate School offices are located in the Administration Building, second floor. For more information, call 410-455-2537 or e-mail umbcgrad@umbc.edu.
office of Undergraduate education (oUe)

For more information, visit www.umbc.edu/undergrad_ed The Office of Undergraduate Education supports an honors experience for all UMBC undergraduates through smallgroup, intellectual experiences designed to enhance student success. Students participate in programs such as the FirstYear Seminars, Introduction to an Honors University course sections, undergraduate research, capstone courses, living-learning communities, the Honors College and programs for exceptional scholars: Meyerhoff, Linehan, CWIT, Sondheim, Humanities. These programs help students address transition issues as they join the UMBC community and progress through the undergraduate experience.
the Honors College The UMBC Honors College is a special option for students seeking a community of like-minded people for whom the quest for knowledge is its own reward. The Honors College seeks to develop the individual student, to foster a sense of membership in an intellectual community and to instill learning as a way of life in and out of class. For more information, see Honors College on page 112. Interdisciplinary Studies UMBC's interdisciplinary studies program offers students the opportunity to explore multiple areas of academic interest by designing their own course of study. Individually designed majors, tailored to specific education and career goals, are ideal for students
40 ADMINISTRATIVE AND MANAGERIAL SCIENCES
Administrative and Managerial Sciences

the certificates administered by the administrative and Managerial Sciences Program have been reorganized. For the M.B.A. Preparatory Studies Certificate and the Management Science Certificate, see Information Systems. For the Personnel and Industrial Psychology Certificate, see Psychology. For the Public Administration and Policy Certificate, see Political Science.
dIreCtor, aCCoUntIng PrograM Marcia Agee Croteau Financial accounting and auditing
Specialty courses in this program are listed under ECON and ECAC.
ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ENGL 391 Intermediate Exposition
or
C. Finance Concentration:
Four of the following courses (12 credits) ECON 302 Intermediate Accounting II ECON 423 Economic Forecasting ECON 471 Money and Capital Markets ECON 474 Cases in Corporate Finance ECON 475 Financial Investment Analysis ECON 476 Portfolio Analysis and Management ECON 477 Analysis of Derivatives ECON 478 Real Estate Economics and Finance ECON 482 International Finance note: ECON 410 courses noted as being an elective for the FIEC major may also be included as one of these four courses. note: HAPP majors may use HAPP 498 for one of the four courses. note: Financial economics majors may not also earn the finance certificate.
ENGL 393 Technical Writing
B. Skills Courses (19 credits)

ECON 301 Intermediate Accounting I ECON 311 Intermediate Microeconomics ECON 374 Fundamentals of Financial Management STAT 351 Applied Statistics for Business and Economics
or
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers one of the following: ECON 320 Elements of Quantitative Methods for Management
or
the Preprofessional Studies in accounting certificate, the Finance certificate and the Information Systems auditing certificate are described below: Students may work toward certificates in: Preprofessional Studies in Accounting Finance Auditing for Information Systems This certificate program is designed to supplement a liberal arts or science major; certificates must be earned concurrent with an undergraduate major. Each certificate requires completion of a core curriculum and additional courses. A minimum grade of C is required in all courses. At least 30 credits must be taken at UMBC. The finance
certificate may not be earned by students earning the financial economics degree.
academic advising
Students should consult an advisor in their major for graduation requirements. Advising on accounting, finance and AIS certificates is available through the director of accounting in the economics department.
ECON 421 Introduction to Econometrics

or
325 Introduction to Management Science

or
Certificate in Finance (46 credits)

a. Core Curriculum (15 credits)
ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics
MATH 381 Linear Methods in Operations Research

or
Preprofessional Studies in accounting (58 credits)

This program is designed to fulfill coursework entry requirements of a graduate program in accounting or taxation. The curriculum and additional courses taken to 150 credits will allow the student to sit for the CPA exam in Maryland. Students who choose not to pursue the CPA exam immediately will have fulfilled the requirements to take exams for the Certified Management Accountant designation.
STAT 454 Applied Statistics IS 101 or IS 295* note: if you have any experience with Microsoft Excel, take IS 295.
ADMINISTRATIVE AND MANAGERIAL SCIENCES
41
Certificate in accounting (49 credits)

a. accounting Courses (27 credits)
ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ECON 301 Intermediate Accounting I ECON 302 Intermediate Accounting II ECAC 321 Auditing Theory and Practice ECAC 329 Cost Accounting ECAC 330 Taxation ECAC 401 Advanced Accounting
and
STAT 351 Applied Statistics for Business and Economics

or
auditing for Information Systems (27 credit hours)

The objective of this program is to prepare the student for entry positions in the IT audit field and for certification as an information systems auditor. While open to all majors, the target audience is the BTA or IS major who is interested in the accounting and auditing field, and the ECON or FIEC major who is completing the accounting certificate. The interdisciplinary combination of information technology knowledge and accounting and auditing skills will provide the student a competitive advantage in this growing field upon their graduation. note: This is an upper-division certificate. Prerequisites to the courses listed will be required. IS 300 Management of Information Systems IS 350 Business Communication Systems IS 430 Information Systems and Security ECON 301 Intermediate Accounting I IS/ECAC 317 Accounting Information Systems ECAC 321 Auditing Theory and Practice IS474 or ECAD 360 Legal Aspects of Information Systems or Business Law IS 304 or ECAD 385 Ethical Issues in Information Systems or Business Ethics IS417/ECAC 420 Information Systems Auditing
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers ECAD 210 The Practice of Management
or
ECAD 489 Seminar in Management and Administration ECAD 360 Business Law
and
one elective from the following: ECON 320 Elements of Quantitative Methods ECON 408 Managerial Economics ECON 471 Money and Capital Markets ECON 482 International Finance ECAD 425 Marketing ECAD 489 Seminar in Management and Administration (if not used above) IS 325 Management Science TRANS Business Communications (if transferred in)
one elective from the following: ECAC 317 Accounting Information Systems ECAC 351 Advanced Cost Accounting ECAC 420 Information Systems Auditing
B. Business related Courses (22 credits)

ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics ECON 374 Fundamentals of Financial Management
C. and one ethics Course

ECAD 385 Business Ethics and Society
or
PHIL 399 B Business Ethics

or
PHIL 350 Ethical Theory
42 AFRICANA STUDIES
Africana Studies
CHaIr Thomas N. Robinson, Jr. Assistant Professor Psychology, research methods aSSoCIate ProFeSSorS Lateef O. Badru Sociology, political economics, economic development, historiography
Gloria I. Chuku African studies, history, gender studies Christel N. Temple African-American literature, African-Caribbean literature
to count toward the fulfillment of the major may not be taken on the P/F option.
a. Core requirements (15 credits)

AFST 100 Introduction to the Black Experience AFST 201 Introduction to Methodology and Research in AFST Studies AFST 211 Introduction to Contemporary Africa AFST 261 Black Literature: 20th Century AFST 271 Introduction to Community Involvement
I. Standard Major
In addition to the normal general education requirements, all majors are required to complete 36 credit hours of study distributed as follows:
ProFeSSor eMerItUS Willie B. Lamous-Smith Sociology, African studies, demography, development administration ProFeSSor eMerIta Daphne D. Harrison African and African-American music, womens studies
a. Core requirements (15 credits)

AFST 100 Introduction to the Black Experience AFST 201 Introduction to Methodology and Research in AFST Studies AFST 211 Introduction to Contemporary Africa AFST 261 Black Literature: 20th Century AFST 271 Introduction to Community Involvement
Courses in this program are listed under AFST.
The Department of Africana Studies provides an undergraduate education that draws from the intellectual heritage, accumulated knowledge, enduring experiences and contributions of Africa and its diaspora. Through multi- and interdisciplinary methodologies, students acquire knowledge in ways that help them build their analytical and critical thinking skills. Students are helped to use their knowledge and experiences to prepare for graduate study in a variety of fields and for rewarding careers that will enhance the quality of their lives and contribute to the development of their communities. Students may pursue the standard major in Africana studies or a concentration in a track. Many students find it productive to combine Africana studies with another discipline in a dual major. Students also may minor in Africana studies. Students who select the major or double-major in Africana studies have the opportunity to apply classroom knowledge through internships or field research.
in many fields, including public affairs, law, health, government, social work, education, the visual and performing arts, and business and management. Many students planning careers in medicine, law, public policy, social work and education pursue a second major or a minor in Africana studies. Students with interest in foreign service in Africa and the Caribbean or students who intend to acquire graduate training with specialization on Africa or the Caribbean will be well-prepared in the department. The concentration in community involvement studies prepares students to work in community-oriented, community-based agencies or in local government. The track in education enables students with career interest in elementary-and secondary-level teaching to prepare for Maryland Teacher Certification in social studies through the UMBC Department of Education.
B. Fifteen additional credits from among:

AFST 301, 377, 378 and six credits selected from the following: AFST 272-299, 350, 371-375, 381-399 and 471-489. Twelve of the 15 credits must be at the 300-400 level.
B. Fifteen additional credits from among the remaining 300- to 400-level courses, of which at least six credits must be from both of the following two categories:
1. African history and politics AFST 312-326, 368, 411, 415, 430-440 2. African-American culture and experience AFST 344-367, 369-370, 375, 420, 442-465
C. Six credits for aFSt 490 Community Internship Project III. the double Major
The foundation core requirements are the same as for the standard major. In addition, nine upper-level credits must be completed. Those who choose the double major must complete six credits of individual study and directed research for a senior paper or community internship project. Students who opt for the double major must meet requirements for the double major requirements in the second department of their choice. They should make selections of courses in both departments in close consultation with their advisors in both departments.
C. Six credits of individual study and directed research for a senior paper or project. II. Major With Concentration in Community Involvement Studies
In addition to the normal general education requirements, this AFST option requires the following:
Major Program
Requirements for the Bachelor of Arts (B.A.) in Africana Studies consist of 36 credits for the standard major and 30 credits for the double major. A grade of C or better is required for all courses in the major. Courses intended
Career and academic Paths

Majors in Africana studies have continued on into graduate and professional schools and built successful careers
AFRICANA STUDIES
43
Minor Program
To earn a minor in Africana studies, a student must complete 18 credits in Africana studies. The courses selected to fulfill the requirements of the minor must include nine credits of introductory-level courses. The other nine credits will be earned in upperlevel courses of the students interest and selection. A minimum grade of C must be earned in each course counting toward the minor. required courses for the minor are: AFST 100 Introduction to the Black Experience AFST 206 African-American History: A Survey AFST 211 Introduction to Contemporary Africa
and
Courses for non-Majors

Generally, students learn comparatively little about the black experience in elementary and secondary schools. Through Africana studies, they find the opportunity to benefit from courses offering broad perspectives on the history and culture of black peoples. For students planning careers in public service (including education, health-related professions, environmental management, law and social services), an exposure to the values and dynamics of black society and culture is indispensable. In addition to AFST 100, other lower-level courses in Africana studies are highly recommended to all students for the purpose of fulfilling the general foundation requirements. Through mutual cooperation, many of the courses in Africana studies are cross-listed with other departments in the humanities and social sciences, thus offering students several electives for completing their graduation requirements.
Nine additional credits in upper-level AFST courses.
transfers and other Majors in the Upper division

If a student successfully has completed 60 or more credit hours at the time of declaring the major, the core requirements in Africana studies may be substituted with equivalent courses completed elsewhere, subject to approval by the students AFST advisor and the departments chairperson.
Honors Program
Qualified students may enroll in the departments honors program. This is an intensive program of seminars, workshops, research and independent study. It emphasizes the development of critical thinking and leadership skills. Information and application forms are available in the department office.
Interdisciplinary Studies Major

In addition to the major options in Africana studies, a student may choose to complete the major through the Interdisciplinary Studies Program. Full descriptions of the options offered by the INDS major can be found in the catalog under Interdisciplinary Studies.
Special opportunities
The department encourages and assists students to pursue internships focused on community involvement in urban development, health, education, justice, business and industry.
44 AMERICAN STUDIES
American Studies
CHaIr Patrice McDermott Associate Professor Cultural history, multicultural studies, gender studies ProFeSSorS Warren J. Belasco 19th-, 20th- and 21st-century American culture; mass culture; environmental studies
W. Edward Orser 20th- and 21st-century American culture, community studies, Baltimore region
aSSoCIate ProFeSSorS Jason Loviglio Popular culture, communications and media, multicultural studies leCtUrerS Kathy Bryan Education and cultural transmission, childhood and family, intellectual history
Paula Nicole King Media and film studies, material culture, culture theory
Specially designed dual program possibilities for students include a dual major with social work; a major/certificate program with education at the early-childhood, elementary and secondary social studies levels; and a major/certificate or minor program with womens studies. In each of these instances, courses in the American studies emphasis area are directly applicable or complementary to work in the second field.
list or from a set of recommended courses in american studies or related fields (available from the department).
Twelve of the 18 credits in the emphasis area must be at the 300-400 level.
1. Communications and Media

(includes courses in popular culture, media studies, broadcasting, film and print communication) AMST 222 Introduction to Media Studies AMST 320 Television in American Culture AMST 322 American Society and Culture in Film AMST 325 Studies in Popular Culture AMST 374 Perspectives on the Future AMST 420 Seminar in Mass Media
Major Program
The American studies major leading to a B.A. degree consists of at least 36 credits distributed as follows:
Courses in this program are listed under AMST.
The American Studies Program encourages and enables students to develop their understanding of the social structures and cultural values of the American experience in historical and contemporary perspective. Students are encouraged to examine their own backgrounds, assumptions and values as participants in American culture. The program uses materials and methodologies from various disciplines. It also emphasizes learning through seminar experiences and independent projects. Individual American studies courses focus on specialized topics presented as problems, issues or themes. The program does not cover American culture; such a task is virtually impossible. Rather, faculty lead students in seeking insight and perspective into patterns and relationships that are basic to understanding American life. Each course probes deeply into specialized issues while encouraging students to integrate insights and perceive connections. The areas of emphasis enhance this process of cultural examination by asking
students to propose a set of courses that examine specific areas of study, providing a unified perspective on one aspect of their native culture.
a. eighteen credits in american studies core courses, including:

AMST 100 Ideas and Images in American Culture
or

Communications Education Law Public history and culture: museums and cultural institutions Public policy Public relations Social and public service Social work Through the combination of the learning experiences American studies provides, students are prepared for many vocations, including teaching, public service, social service, law, ministry and communications, as well as for graduate school in numerous fields. Many students in the program elect a field work experience either in education, social work or through American studies internships (AMST 404 or 406).
(A comparable course as approved by advisor) AMST 290 Approaches in American Studies AMST 391 Studies in American Culture AMST 392 Studies in American Society AMST 490 Senior Seminar One additional 300- or 400-level course in American studies
2. Community and diversity

(includes courses in multicultural studies, womens studies, community and urban studies, regional and environmental issues, foodways and folklore) AMST 200 Multicultural America AMST 303 Ethnography in America AMST 310 Gender and Inequality in America AMST 372 American Food AMST 380 Community in America
B. eighteen credits in one area of emphasis, consisting of courses that focus upon a particular dimension of american culture. three courses must be taken from the set listed below for each emphasis area; an additional three courses may be taken from the required
AMERICAN STUDIES
AMST 410 Seminar in Community and Diversity
45
b. elementary education
(for students seeking grades 1-8 certification with an emphasis in social studies) Courses required for this emphasis: Social Studies Courses HIST 101 and 102 GEOG 102 Non-U.S. History: World history OR Non-Western History American Institutions: (one course from each of the following categories; one course substitutes for the 300-/400-level course requirement in the core): Family/Childhood AMST 382 or 384 Multicultural Perspectives AMST 200 or 352 Community and Diversity AMST 310 or 380
Mass Media AMST 320, 325 or 420
Psychology Sociology Visual and performing arts
3. Culture and Policy

(includes courses in environmental studies, public culture, science and technology, politics and global studies) AMST 270 American Culture and Science AMST 352 American Culture in Global Perspective AMST 372 American Food AMST 374 Perspectives on the Future AMST 388 American Environments AMST 430 Seminar in Cultural Policy
d. Social Work
(for students seeking a double major with SOWK; SOWK 360 and 481 apply to the emphasis) Three courses from the following list and one additional course. AMST 200 Multicultural America AMST 310 Gender and Inequality in America AMST 355 Special Topics in Cultural Policy AMST 380 Community in America AMST 382 Perspectives on the Family AMST 384 Perspectives on Childhood and Adolescence AMST 410 Seminar in Community and Diversity
additional guidelines for the major:

All courses applicable to the major must carry a grade of C or above. A maximum of six credits may be applied to the American studies degree from the second field in dual programs. The student should consult with a faculty advisor to select an emphasis and for approval of specific courses; the emphasis must be approved by the departmental faculty. For all American studies majors, the department strongly recommends at least one course in both American history and American literature, as well as one course in either sociology, psychology or anthropology.
Minor Program
The minor in American studies is intended to provide a concentration of interdisciplinary courses in American culture studies to complement majors in other fields. It may prove particularly beneficial for students in related majors from the humanities/arts and social sciences, where the methods of interdisciplinary study and the focus upon American materials are directly applicable. For such students, it mirrors the American studies major, both in terms of the set of core course experiences and in the conception of the emphasis area (the first major substituting for the American studies majors emphasis area). The American studies minor should be equally beneficial for students in majors outside the humanities/arts and social sciences, where the broad interdisciplinary intention of the courses could provide an excellent opportunity for focused study that integrates perspectives both from the humanities/arts and the social sciences. For
4. Preprofessional emphasis a. early-Childhood education

(for students seeking education certification in this field) Three courses from the following list and three additional courses: AMST 200 Multicultural America AMST 310 Gender and Inequality in America AMST 380 Community in America AMST 382 Perspectives on the Family AMST 384 Perspectives on Childhood and Adolescence AMST 452 Seminar in Education, Policy and Culture
c. Secondary education
(social studies) (Maryland State Department of Education-approved certificate program, 42 credits) Courses required for this emphasis: Social Studies Courses GEOG 102 or 110 POLI 100 ECON 101 or 102 HIST 101 and 102 World Culture Courses World history or NonWestern history Advanced emphasis on American Institutions (one course each from two of the following categories; one course substitutes for the 300-/400-level course requirement in the core): Family AMST 310 or 382 Community AMST 380 or 480
5. american Studies or a related Field

Courses that focus primarily upon American culture or upon cross-cultural perspectives in one of the following single fields of study: American studies Africana studies American literature American history Anthropology Gender and womens studies (may be fulfilled in conjunction with the GWST minor or certificate) Geography and environmental systems History Political science
46 AMERICAN STUDIES
such students, the American studies minor would afford depth and breadth in focused study outside the major. The American studies minor consists of 18 credits. It mirrors the requirements for the major, but it does not require the senior research seminar. It includes the key core courses: AMST 100: Ideas and Images, AMST 290: Approaches in American Studies, AMST 391: Studies in American Culture and AMST 392: Studies in American Society. In addition, students would elect two American studies topics courses, at least one of them at the 300-400 level. As with the major, only courses in which a student receives a grade of C or higher may count toward the minor.
Honors Program
A departmental honors program offers qualified senior students the opportunity for in-depth study. Close discussion between faculty and students and student research projects characterize this program. Information and application forms are available in the department office.
Many students in the program elect a field work experience either in education, social work or through the American studies internships (AMST 404 or 406). Students have taken advantage of the internship program to gain valuable work experience with organizations as diverse as the Smithsonian Institution, Planned Parenthood and WJZ-TV.
american Studies Council of Majors
American studies students are welcome to join the American Studies Council of Majors. This departmental club hosts informal studentfaculty gatherings on issues related to American culture.
ANCIENT STUDIES
47
Ancient Studies
CHaIr Marilyn Y. Goldberg Classical and Near-Eastern archaeology, gender studies aSSoCIate ProFeSSorS Jay M. Freyman Greek drama, Greek and Latin lyric
Carolyn G. Koehler Classical archaeology, ancient trade Walter K. Sherwin Greek and Roman literature Courses in this program taught by members of the ancient studies faculty are listed under ANCS, ARCH, LATN and GREK, and ancient history courses are listed under HIST. Rudolph H. Storch Greek military affairs
B. three credits of the following:

ARCH 200 Greek Archaeology
or
above and receive a grade of A or B in each. No course in which the student has earned a grade less than C shall count toward completion of the major option.
ARCH 201 Roman Archaeology
leCtUrerS Richard Mason Mediterranean cultures

Esther D. Read Archaeology Robert Rivkin Latin
C. three credits of the following:

HIST 453 The Ancient Greeks
or
Minor Program
To complete the ancient studies minor, students must complete 18 credits of the following courses with a grade of C or better:
HIST 455 The Roman Republic

or
a. Core Courses
One course in three of the following four categories: 1. ANCS 201 The Ancient Greeks
or
HIST 456 The Roman Empire
d. nine credits at the 300 level or above in ancient studies, latin, greek, archaeology, ancient history or other approved subject areas e. nine credits in any of the above or in related subject areas, e.g., philosophy or anthropology, as approved by the department
Majors also must complete one of the following options: option I One three-credit, 300- or 400-level course in Latin or Greek option II A student who majors in ancient studies may complete his or her course of study by completing GREK 201 or LATN 201, plus any combination of two additional L or C courses. All culture courses in Option II must be taught by a member of the ancient studies faculty. note: Students planning to enter graduate school must follow Option I and must take more language courses than required by Option I. See a member of the ancient studies faculty for guidance. Students planning to teach Latin must take five courses of Latin at the 300 level or
ANCS 202 The Roman World

or
The basis of humanistic learning, attitudes and values in the Western world is in the civilizations of the ancient Mediterranean world. Ancient studies students expand the boundaries of their world and develop a sense of the importance of the past as they examine the origins of Western civilization. Students majoring in ancient studies take an inter-related group of courses that investigate the ancient world through the disciplines of language, literature, history and archaeology. Ancient studies students unearth the stuff of history itself. Many participate in archaeological excavations and classes in such places as Greece, Italy and the Near East, for which there are scholarships.
in classics, archaeology and ancient history. A combined B.A./M.A. program in historical studies also is offered.
ANCS 203 Earliest Christianity 2. ARCH 100 Introduction to Archaeology

or
academic advising
The ancient studies full-time faculty participate in the advising process. Students may approach any member of the faculty for guidance. Both regular students and transfer students also may enter the process by contacting the current chairperson, who will direct them to the individual on the faculty whose interests most closely mirror their own.
ARCH 200 Greek Archaeology

or
ARCH 201 Roman Archaeology 3. HIST 453 Ancient Greece

or
HIST 455 The Roman Republic

or
Major Program
Students seeking a Bachelor of Arts in Ancient Studies must complete the following course of study:
HIST 456 The Roman Empire 4. LATN 201 Intermediate Latin I

or

A major in ancient studies can lead to a career in field archaeology, museum curating or teaching, and it provides excellent liberal arts preparation for many professional fields, including law and medicine. Graduates are also wellprepared for advanced studies
a. three credits of the following:

ANCS 201 The Ancient Greeks
or
GREK 201 Intermediate Greek I
B. an additional nine credits in any combination of the following courses:

Ancient studies, archaeology, ancient history, Greek or Latin note: A course in another discipline may be substituted for one of these three with anUndergradUate Catalog
ANCS 202 The Roman World

or
ANCS 203 Earliest Christianity
48 ANCIENT STUDIES
cient studies department approval, e.g., ANTH 211: Cultural Anthropology or PHIL 321: History of Philosophy: Ancient.
Scholarships are available for ancient studies majors to participate in archaeological excavations, study abroad programs and trips sponsored by the ancient studies department. Normally, a student may be awarded only one scholarship. For further information, contact any member of the faculty. Recent travel opportunities sponsored by the department have included archaeological work in Israel and study in England, France, Italy and Greece. Students also excavated in Maryland.
C. of the additional nine credits, at least six credits must be at the advanced level (300 level or above). If latn 201 or greK 201 is used to satisfy one of the four categories above, lowerlevel courses in that language may not be used for the additional nine credits.
Honors Program
There is an honors program designed for students who want to meet additional challenges, especially those who are considering graduate school. Students must choose Option I and meet additional requirements, including a minimum of 45 credits in courses for the major. The Honors student must take ANCS 399H, ANCS 498H/ 499H in place of two upper-level courses in the major requirement, two additional three-credit, 300or 400-level courses in Latin or Greek and 101 and 102 in the other language. For more information, contact any member of the department. A student must have at least a 3.5 GPA in ancient studies courses to become an Honors student.
ancient Studies Club
The Ancient Studies Club serves as a meeting ground for faculty and students. Events such as dinners at ethnic restaurants, visits to museums and field trips are integrated into the academic year through the club.
evening and Part-time options

Although ancient studies or related courses are given in the evening, it would be difficult for a student to complete the requirements entirely in the evening. Part-time students, however, may combine day and evening classes to earn a B.A. in Ancient Studies.
Faculty recognition
UMBC Ancient Studies Professor Jay Freyman was named Maryland Professor of the Year by the Council for Advancement and Support of Education, and colleague Professor Carolyn Koehler received the Outstanding Faculty Award from the Maryland Association for Higher Education. Robert Rivkin was named Maryland Teacher of the Year by the Maryland Department of Education.
accelerated B.a./ M.a. Program in Historical Studies

The ancient studies department participates in the accelerated B.A./M.A. program in historical studies by offering courses at the 600 and 700 levels. Students interested in earning the B.A. in Ancient Studies and the M.A. in Historical Studies (with an emphasis on ancient history) should consult with the faculty of the history and ancient studies departments.
ANTHROPOLOGY/CULTURAL
49
Anthropology, Cultural
CHaIr James E. Trela Associate Professor Sociology of aging, sociopolitical behavior, sociological problems ProFeSSorS Scott A. Bass Dean of Graduate School Aging and social policy, gerontology
Henry P. Brehm Emeritus J. Kevin Eckert Cultural anthropology, health/ aging policy, social/cultural gerontology, research design/ qualitative methodologies, environment and aging Christopher J. Hewitt Political sociology, sociological theory, social stratification, violence and terrorism Leslie A. Morgan Aging, womens roles, family, labor-force participation, housing and care of older adults Fred L. Pincus Race and ethnic relations, affirmative action, diversity, sociology of education, higher education policy William G. Rothstein Sociology Graduate Program Director Sociology of occupations, medical sociology, history of medicine, sociology of work, demography Robert L. Rubinstein Anthropology undergraduate coordinator Cultural and medical anthropology, anthropology of aging, gerontology, gender, qualitative research methods Mary E. Stuart HAPP program director Health care organization and delivery, international best practices in chronic disease, rehabilitation outcomes
Ilsa L. Lottes Research methods, statistics, gender roles, sexuality, cross-national work on womens status, reproductive and sexual health John G. Schumacher Medical sociology, physicianpatient relations, social gerontology, bioethics, research methods
jobs in both public and private sectors of the economy that involve human interaction. Other areas of significance include the following: Anthropologists teach and develop an understanding of how broad social, behavior and cultural systems operate. The demand for qualitative evaluation in federal and state and local programs has never been higher; anthropologists are poised to take advantage of such a need. Anthropology is a popular major for people intending to pursue professional study in medicine, law, psychology, education, business and the humanservices professions (e.g., social work, nursing, etc.) Many job opportunities are available for people who complete the program. Graduates of the program will be well-prepared to take positions in museums, social welfare institutions and agencies, research and evaluation firms of all sorts, marketing research firms and advertising agencies, medical and social welfare agencies that involve multicultural components, agencies that involve crossethnic relationships, companies and agencies that deal with management issues and the structure and operation of large corporate entities, and entities involved in international business and relations. As with most liberal arts majors, there is not a specific professional niche to be filled by graduates with the degree. However, the skills that anthropology majors acquire are amply serviceable in numerous employment settings, especially as those settings experience increasing diversity, global competition and expansion.
aSSIStant ProFeSSorS Bambi L. Chapin Psychological anthropology, socialization, mental health and illness, South Asia
Sarah Chard Health care utilization, treatment adherence and urban anthropology Andrea L. Kalfoglou Psychodynamics and child development in socio-cultural context, social and emotional relationships, mental health and illness, dissociation and trauma, trance and spirit possession, South Asia Seth Messinger Medical anthropology, psychiatric anthropology, urban anthropology, anthropology of North America Gul Seckin Sociology of trauma and mental health, health communication, political sociology and sociology of aging
aSSoCIate ProFeSSorS Marina Adler Social stratification, sociology of women, cross-national work and family issues, research methods, statistics
Jere M. Cohen Sociology Undergraduate Coordinator Sociological theory, sociology of religion, sociology of education, small groups, sociology of adolescence, status-attainment
Courses in this program are listed under ANTH.
The Department of Sociology and Anthropology at UMBC offers majors and minors in sociology and in cultural anthropology. Information on the anthropology major and minor is presented here. For information on the sociology major and minor, refer to sociology in this catalog. Anthropology is the worldwide comparative study of the sociocultural and biological nature of humans. The anthropology courses
emphasize a cross-cultural understanding of human social organization and behavior.

Nationally, the growth in students majoring in anthropology relates to its focus on issues such as multiculturalism and ethnic relations, international migration, global urbanization, economic and technological development, and the application of
anthropological research to the key issues of our time health, aging, AIDS, genocide and poverty, to name a few. Additionally, the methods used by anthropologists increasingly are adopted and used by other social and behavioral science disciplines. There is an increasing need for people trained for sensitivity to cultural nuances. Undergraduate majors in cultural anthropology will be prepared to seek a range of
academic advising
When a student declares a major in the Department of Sociology and Anthropology, a copy of the declaration is
50 ANTHROPOLOGY/CULTURAL
sent to the department. A staff member then assigns the student a faculty advisor. Students should feel free to change advisors. The staff will make the necessary changes. Every major should meet with his or her advisor at least once each semester to discuss progress and future plans and obtain electronic permission to register. Advisors have office hours posted outside their offices or can be contacted by leaving a message in their mailboxes with a telephone number and times the student will be available for telephone calls. Staff members usually do not make appointments for faculty members. Try to see the faculty advisor several days in advance of registration. It is often impossible to have your registration approved if you come to the department office on the day that you are scheduled to register. We encourage students to meet with his or her advisor any time that he or she has questions or problems or want to discuss his or her major or career plans. If the students advisor cannot help him or her with a problem, the student may be referred to someone who can. When a student applies for graduation, his or her advisor makes the final evaluation as to whether the student has completed all requirements for the major or minor. If the advisor has permitted the student to modify the major in any way, such as by transferring courses or waiving requirements, the student should get a written and signed copy of the agreements. The students advisor will be glad to discuss the general education requirements, general distribution requirements or general foundation requirements with him or her. However, department advisors have no authority to approve or disapprove courses used to satisfy these requirements. That is done by the Office for Academic and Preprofessional Advising.
anthropology
(Total credits: 31) Students must complete the following requirements with a grade of C or better:
ANTH 314 Psychological Anthropology ANTH 316 Anthropology of Religion ANTH 317 Contemporary Problems in Anthropological Perspective ANTH 318 Anthropology of Science and Technology ANTH 320 Witchcraft and Magic ANTH 326 American-Indian Cultures ANTH 397 Selected Topics in Anthropology ANTH 399 Independent Study in Anthropology ANTH 402 Ethnography of Communication ANTH 416 Cyberspace, Culture and Society ANTH 419 Qualitative Methods in Social Research ANTH 429 Aging in Cultural Context ANTH 497 Advanced Selected Topics in Anthropology ANTH 498 Selected Topics in Anthropology ANTH 499 Advanced Independent Study in Anthropology Courses offered at the 297 or 397 level in recent terms have included: Anthropology of Media, Anthropology of Gender, Melanesia, Economic Anthropology, and Childhood and Adolescence.
(b) any two additional anthropology or sociology courses, which may include any remaining from (a).
In addition, it is suggested that at least two courses from the following list be taken to strengthen the students understanding of cross-cultural variation: AFST 211 Introduction to Contemporary Africa AFST 241 The Making of the Caribbean AFST 314 Islam in Africa AFST 323 Economic Development in Africa ARCH 100 Introduction to Archaeology ARCH 340 Cities of the Past ARCH 360 Rise of Civilization ARCH 397 Field Experience in Archaeology ARCH 410 Archaeological Methods and Theory ENGL 318 Myth and Literature ENGL 347 Contemporary Developments in Literature and Culture ENGL 348 Literature and Culture ENGL 349 The Bible and Literature GES 327 Cultural Ecology
1. Core requirements (13 credits)

ANTH 211 Cultural Anthropology [3] ANTH 303 Anthropological Research Methods [3] SOCY 300 Methodology of Social Research [4] ANTH 400 Anthropological Theory [3]
2. other requirements (18 credits)

Students must also complete the following:
(a) a minimum of four courses from the following:

ANTH 212 The Ethnographers World ANTH 297 Selected Topics in Anthropology ANTH 302 Human Evolution: Physical Anthropology and Archaeology ANTH 304 Family, Kin and Groups: The Anthropology of Social Organization ANTH 310 Ethnographic Film ANTH 311 Urban Anthropology ANTH 312 Medical Anthropology ANTH 313 Applied Anthropology
ANTHROPOLOGY/CULTURAL
LING 210 Introduction to Language Structures MLL 230 World Language Communities The Accelerated B.A./M.A. enables UMBC undergraduates to take up to nine credits of graduate courses that count both for the B.A. and M.A. degrees. This reduces the number of credits that must be taken in graduate school. Students can enter the accelerated program no earlier than their junior year and no later than the semester when they graduate. Students can be admitted to either program in the fall and spring semesters. Admission requirements include a GPA of 3.0 or higher and an undergraduate course in statistics in any department. GRE scores are not required for UMBC undergraduates. The graduate school application fee is waived for UMBC undergraduates who apply for the accelerated program. Some research, teaching and other assistantships are available and provide tuition remission, health insurance and a stipend. For details, contact the Department of Sociology and Anthropology. (1) be an officially declared anthropology major (2) be a junior (60-89 total credits) or a senior (90 or more total credits) (3) have an overall UMBC GPA of 3.0 or better (4) have a GPA in all UMBC (and UMCP) anthropology courses of 3.0 or better (5) have completed not less than twelve credits in Sociology and Anthropology Further details and applications are available from the department office (room 252 of the Public Policy Building). The induction ceremony is held in May each year.
51
double Major
The sociology and anthropology department offers a double major in sociology and anthropology. Information about this double major can be obtained at the department office in room 252 of the Public Policy Building.
Minor Program
The minor in anthropology consists of ANTH 211 and 15 credits in elective anthropology courses (a total of 18 credits). At least six of these credits must be at the 300 level or above, and at least nine credits normally must be taken at UMBC. A grade of C or better is required in all courses.
Undergraduate research opportunities

The department has external grants and contracts on which undergraduates may work as research assistants. Such arrangements are made individually with the faculty member.
Honors Program
The Department of Sociology and Anthropology offers a major with honors in anthropology. Information describing the requirements for the major with honors is available in the Students Guide available in the department office in room 252 of the Public Policy Building. Students considering graduate school in anthropology are particularly encouraged to pursue this option.

The department offers various advanced courses in the evening every semester but does not offer an evening major. Students who are able to take some courses during the day can complete the degree on a part-time basis.
Council of Majors
Membership in the Council of Majors is open to declared majors. The council publishes a newsletter, meets regularly throughout the academic year, and the department meeting room is set aside during various hours as a meeting and study room.
M.a. and accelerated B.a./M.a. Programs in applied Sociology

The M.A. in Applied Sociology and the Accelerated B.A./M.A. in Applied Sociology focus on the sociology of health, aging and diversity. The two programs are open to students in all majors and to full-time and part-time students. The M.A. program is 30 credits and can be completed in three semesters plus a summer or winter course by full-time students.
lambda alpha national Collegiate Honor Society for anthropology

To become a member, an undergraduate student must:
52 BIOCHEMISTRY AND MOLECULAR BIOLOGY
Biochemistry and Molecular Biology

BIologICal SCIenCeS Charles J. Bieberich Molecular biology of development
Rachel Brewster Developmental biology, neuroscience, genetics, molecular and cell biology Mauricio M. Bustos Molecular biology Nessly C. Craig Molecular biology of mammalian cells David M. Eisenmann Developmental biology, genetics, molecular biology Philip J. Farabaugh Molecular genetics of translational accuracy, ribosome structure-function analysis Stephen Freeland Computational biochemistry, relationship of properties of amino acids to protein function and evolution Lasse Lindahl Molecular biology, gene expression Patricia McGraw Molecular biology, membrane transport Tamra Mendelson Speciation, molecular systematics, behavioral ecology Stephen M. Miller Developmental biology, molecular biology, evolution Kevin Omland Evolution, molecular systematics, avian behavior/ecology Michael C. ONeill Genetic regulation Phyllis R. Robinson Neurobiology Suzanne O. Rosenberg Immunology, cancer biology Harold Schreier Molecular biology, prokaryotic gene regulation Richard E. Wolf, Jr. Molecular biology, gene regulation Janice Zengel Molecular biology/genetics, structure/function of RNA, ribosome synthesis
James C. Fishbein Organic chemistry, reaction mechanism and reactive intermediates, chemical toxicology, chemical carcinogenesis, cancer chemoprevention Ramachandra S. Hosmane Organic synthesis, antiviral and antineoplastic compounds, artificial blood and hemoglobin research Richard L. Karpel Protein-nucleic acid interactions, single-stranded DNA binding proteins Lisa A. Kelly Photoredox-initiated bond cleavages William R. LaCourse Pulsed electrochemical detection techniques, advanced analytical methodology Mark Perks Organic and environmental chemistry Katherine L. Seley-Radtke Medicinal chemistry, organic synthesis, nucleic acids, nucleoside drug design Paul J. Smith Protein and DNA binding by small molecules Michael F. Summers Nuclear magnetic resonance, studies of proteins and macromolecular interactions Veronika A. Szalai Bioinorganic chemistry of amyloid proteins, nucleic acid-based magnetic materials
robiology, laser spectroscopy and plant molecular biology, give students the opportunity to work in actual research programs while being mentored by experienced, enthusiastic and dedicated faculty.

A significant proportion of UMBC biochemistry graduates continue their education in graduate and other professional programs, including at such highly competitive schools as Harvard; University of Virginia; Duke; Washington University; Stanford; University of California, San Francisco; MIT; The Johns Hopkins University; Princeton; Cal Tech and Carnegie Mellon. Program graduates also compete well in the workforce, finding employment with such organizations as the National Cancer Institute, Hoffmann LaRoche, Proctor & Gamble, GlaxoSmithKline and the FDA.
academic advising
First-year students (both freshman and transfer students) who express an interest in biochemistry and molecular biology initially will be advised by the programs first-year advisor. After one year, they will be assigned to one of the participating faculty for advising. Students are required to see their advisors at least once each semester. Academic progress is monitored through graduation.
CHeMIStrY and BIoCHeMIStrY Bradley R. Arnold Time-resolved polarized spectroscopy

C. Allen Bush Biophysical chemistry of complex carbohydrates Daniele Fabris Bioanalytical chemistry, mass spectrometry of nucleic acid adducts, protein-nucleic acid interactions
Major Program
Bachelor of Science (B.S.)
The B.S. program consists of 75-78 credits distributed as in the following list. Note that CHEM 437, 438, 437L and the two electives must be completed at UMBC. Taking any other courses required for the major while enrolled at UMBC must be approved by the program.
Courses in this program are listed under BIOL and CHEM. The Biochemistry and Molecular Biology Program (under the auspices of the Departments of Biological Sciences and Chemistry and Biochemistry) offers students an interdisciplinary curriculum that exposes students to a diverse range of faculty members. With a
curriculum drawing from both disciplines, as well as specific biochemistry courses, the program provides a broad background in the physical and life sciences. It is suitable for students planning careers in laboratory research or further training in graduate, medical or other biomedical
professional programs, such as medicine, dentistry and medical technology. Research centers for electron and light microscopy, mass spectrometry, X-ray crystallography, nuclear magnetic resonance spectroscopy and labs specializing in varied topics, including gene regulation, neu-
a. Chemistry (26-27 credits)

CHEM 101 Principles of Chemistry I
BIOCHEMISTRY AND MOLECULAR BIOLOGY

CHEM 102 Principles of Chemistry II CHEM 102L Introductory Chemistry Lab CHEM 300 Analytical Chemistry CHEM 301 Physical Chemistry I
or
53
CHEM 438 Comprehensive Biochemistry II
CHEM 431 Chemistry of Proteins CHEM 432 Advanced Biochemistry CHEM 433 Biochemistry of Nucleic Acids CHEM 435 Biochemistry of Complex Carbohydrates CHEM 441 Physical Chemistry of Macromolecules CHEM 442 Physical Biochemistry CHEM 443 Molecular Spectroscopy of Biomacromolecules CHEM 444 Molecular Modeling in Biochemistry CHEM 450 Chemistry of Heterocyclic Compounds CHEM 451 Mechanisms of Organic Reactions CHEM 453 Organic Chemistry of Nucleic Acids CHEM 455 Biomedicinal Chemistry CHEM 457 Total Synthesis of Natural Products CHEM 461 Advanced Instrumental Methods of Analysis CHEM 470 Toxicological Chemistry CHEM 472 Enzyme Reaction Mechanisms CHEM 601 Special Topics in Chemistry: Advance NMR Spectroscopy
CHEM 635 Biochemistry of Complex Carbohydrates CHEM 640 Special Topics in Molecular Structure CHEM 680 Seminar in Biophysical Chemistry CHEM 682 Current Topics in Biochemistry CHEM 684A Special Topic: Organic Spectroscopy
d. any two of the following electives (6-8 credits):

BIOL 411 Bacterial Physiology BIOL 414 Eukaryotic Genetics and Molecular Biology BIOL 420 Advanced Topics in Cell Biology BIOL 425 Immunology BIOL 426 Approaches to Molecular Biology BIOL 428 Computer Applications in Molecular Biology BIOL 434 Microbial Molecular Genetics BIOL 443 Advanced Topics in Developmental Biology BIOL 445 Signal Transduction BIOL 451 Neurobiology BIOL 454 Vision Science BIOL 456 Plant Molecular Biology BIOL 475 Biology of Bacteria BIOL 476 Antibiotics: Origin, Mechanism, Resistance BIOL 483 Evolution: From Genes to Genomes CHEM 406 Bioinorganic Chemistry
CHEM 303 Physical Chemistry for the Biochemical Sciences CHEM 351 Organic Chemistry I CHEM 352 Organic Chemistry II CHEM 351L Organic Chemistry Laboratory I CHEM 352L Organic Chemistry Laboratory II
e. Mathematics and Physics (16 credits)

PHYS 121 Introductory Physics I PHYS 122 Introductory Physics II MATH 151 Calculus and Analytic Geometry I MATH 152* Calculus and Analytic Geometry II
B. Biology (15 credits)

BIOL 100 Concepts of Biology BIOL 100L Concepts of Biology Laboratory BIOL 302 Molecular and General Genetics BIOL 303 Cell Biology BIOL 302L Molecular and General Genetics Laboratory
or
F. Individual lab research 1-4 credits (recommended)

Students have the opportunity to integrate what they have learned by doing independent research with participating faculty. Those working with a biological sciences faculty member may register for BIOL 399 or 499. Those working in a chemistry and biochemistry faculty laboratory may register for CHEM 399 or 499. * MATH 251 and CHEM 302 are recommended for those anticipating graduate study in chemistry, biophysical chemistry or biophysics.
BIOL 303L Cell Biology Laboratory
C. Biochemistry (12 credits)

CHEM 437 Comprehensive Biochemistry I CHEM 437L Biochemistry Laboratory
g. electives
The following courses, which have variable topics, may be approved as biochemistry electives in those years when their topic is appropriate (subject to confirmation in each case by the Biochemistry Undergraduate Committee):
54 BIOCHEMISTRY AND MOLECULAR BIOLOGY

CHEM 490A Special Topics in Chemistry CHEM 601 Current Topics in Chemistry CHEM 670 Special Topics in Dynamics and Mechanisms CHEM 684 Special Topics in Chemistry In fulfilling major requirements, CHeM 437, 438 and 437l must be completed at UMBC, with a grade of C or better. an overall C average must be maintained in required courses. Prerequisites for all courses in the major must be satisfied with a grade of C or better. save money and reduce their graduate course work. Students should consult with the director of the Applied Molecular Biology Program for advisement as to which courses will be appropriate for both degrees. Application for admission should be submitted prior to the final semester of the senior year. For more information, see the APMB Web site at www.umbc. edu/biosci/grad/amb.php.
Biochemistry majors have the opportunity to participate in research in both participating departments at UMBC, as well as at nearby institutions such as the National Institutes of Health. Special programs and fellowships have placed biochemistry students in labs of eminent scientists nationally and internationally. Many advanced biochemistry and molecular biology majors are tutors in the Chemistry Tutorial Center, helping to provide free tutoring for fellow students enrolled in freshman and sophomore chemistry courses.
Honors Program
While the Biochemistry and Molecular Biology Program does not have an honors program, specific honors sections of BIOL 100H: Concepts of Biology and CHEM 101H and CHEM 102H: Introductory Chemistry courses are offered. In addition, selected upper-level courses are offered as honors program courses. Biochemistry and molecular biology majors are eligible for departmental honors in the Department of Biological Sciences and in the Department of Chemistry and Biochemistry. Information on the requirements for departmental honors are available in the sections of this catalog devoted to each department.
Biology and Chemistry/ Biochemistry Council of Majors
Biochemistry majors play an active role in the Biology Council of Majors (BCOM) and in the Chemistry/ Biochemistry Council of Majors (CHEM/COM), an American Chemical Society student affiliate chapter. Each group supports active professional and social programs. More information on the activities of these organizations section is available in the biological sciences and chemistry and biochemistry sections of this catalog. In addition, majors are often active in various pre-professional societies (pre-medical, pre-dental, etc.) on campus.
Combined B.S./M.S.
Students interested in the Applied Molecular Biology (APMB) Program will be considered for admission to the program on a competitive basis. Students can use up to two courses from their undergraduate degree in biochemistry and molecular biology and, in so doing,
BIOINFORMATICS AND COMPUTATIONAL BIOLOGY
55
Bioinformatics and Computational Biology

PrograM CHaIr Stephen J. Freeland Bioinformatics, molecular evolution ProFeSSorS Thomas Cronin Vision science
Philip Farabaugh Molecular genetics Lasse Lindahl Molecular biology, gene expression Phyllis Robinson Neurobiology Suzanne Rosenberg Immunology, cancer biology Phillip Sokolove Neurobiology, biological rhythms, science education G. Rickey Welch Nutrition, biochemistry, science history Richard E. Wolf, Jr. Molecular biology, gene regulation David M. Eisenmann Developmental biology, genetics, molecular biology Jeffery W. Leips Life history evolution Patricia McGraw Molecular biology, lipid membrane transport Stephen Miller Plant molecular biology Kevin E. Omland Avian evolution, molecular phylogeny Michael ONeill Genetic regulation Harold V. Schreier Microbiology, gene regulation
Tamra Mendelson Speciation, sexual selection, systematics
SenIor reSearCH SCIentISt Janice Zengel Molecular biology, gene expression SenIor leCtUrerS Esther Fleischmann Bryan MacKay James W. Sandoz Julia B. Wolf leCtUrerS/ InStrUCtorS Steven Caruso Lark Claassen Reagan Lake CHeMICal and BIoCHeMICal engIneerIng Govind Rao Professor and Director, Center for Advanced Sensor Technology Mammalian cell culture, metabolic engineering, oxygen toxicity, biosensing
Douglas D. Frey Associate Professor Separation and transport processes, protein purification Mark Marten Associate Professor Bioprocess engineering, fermentation, metabolic engineering Mariajose Castellanos Assistant Professor Biological networks, molecular systems biology, models of pathogenesis
C. Allen Bush Professor Biophysical chemistry of complex carbohydrates Daniele Fabris Associate Professor Bioanalytical chemistry, mass spectrometry of nucleic acid adducts, protein-nucleic acid interactions. Richard L. Karpel Professor Protein-nucleic acid interactions Michael F. Summers Professor Nuclear magnetic resonance, bioinorganic chemistry
CoMPUter SCIenCe and eleCtrICal engIneerIng Hillol Kargupta Associate Professor Distributed and mobile data mining, computation of gene expression, genetic algorithms InForMatIon SYSteMS Anthony F. Norcio Professor Human-computer interfaces, healthcare informatics
Carolyn Seaman Associate Professor Software engineering for bioinformatics
aSSIStant ProFeSSorS Rachel Brewster Developmental biology, neuroscience, genetics, molecular and cell biology
Ivan Erill Computational biology, gene expression, genome annotation Maricel Kann Protein structure and function, gene expression, biological data mining Weinhong Lin Cellular neurobiology, olfaction Hua Lu Plant-pathogen interaction, developmental biology
aSSoCIate ProFeSSorS Charles J. Bieberich Molecular biology of development

Daphne Blumberg Developmental biology Mauricio Bustos Plant molecular biology Nessly Craig Molecular biology of mammalian cells
MatHeMatICS and StatIStICS Johnathan Bell Professor Mathematical biology

Kathleen Hoffman Associate Professor Aplications of calculus within mathematical biology Florian Potra Associate Professor Applications of numerical methods to bioinformatics
CHeMIStrY and BIoCHeMIStrY Bradley R. Arnold Associate Professor Time-resolved polarized spectroscopy
Courses in this program are listed under BIOL, MATH, CHEM, PHYS and CMSC. The program Web site is at www.umbc.edu/biosci/undergrad/bioinformatics.php.
56 BIOINFORMATICS AND COMPUTATIONAL BIOLOGY

This program offers a combination of courses in the areas of biology, chemistry, physics, computer science and mathematics. Graduates will acquire the necessary skills for data analysis of complex databases, extraction of essential information from genomic sequence information, modeling of biological and ecological systems, as well as the design and development of software and algorithms to support these activities. Students also have the opportunity to engage in independent research in the lab, the field, the library or off-campus, working one-on-one with a faculty mentor. The curriculum consists of 86-89 credits in the modern biological and related sciences (computer science, chemistry, information systems, mathematics and physics). This program is appropriate for any student desiring a focused, in-depth grounding in all the essential elements of bioinformatics and computational biology. are required to see their advisors at least once each semester. Academic progress is monitored through graduation. Steering Committee and request a waiver or substitution of the gateway requirements. The complete curriculum consists of 87-92 credits distributed as follows: CMSC 203 Discrete Structures CMSC 341 Data Structures CMSC 461 Database-Management Systems

The Department of Biological Sciences is currently conducting a review of its undergraduate programs. Students should be aware that this may result in changes to the bioinformatics and computational biology curriculum. These changes may go into effect as early as Fall 2009. Students are encouraged to consult the Biological Sciences Departments publications (including the departmental Web site, www.umbc.edu/biosci) in order to obtain up-to-date information on major requirements and course offerings.
a. Biology [21]
BIOL 100 Concepts of Biology BIOL 100L Concepts of Biology Laboratory BIOL 302 Molecular and General Genetics BIOL 303 Cell Biology BIOL 302L Molecular and General Genetics Laboratory
or
d. Mathematics and Statistics [15]

MATH 151 Calculus I MATH 152 Calculus II MATH 221 Linear Algebra STAT 355 Introduction to Probability and Statistics for Scientists and Engineers
gateway requirements
Students who wish to obtain a B.S. degree in Bioinformatics and Computational Biology must meet the following gateway requirements: a. A grade point average (GPA) of 3.0 in the following courses, with no grade lower than a C. BIOL 100 BIOL 302 CHEM 101 CHEM 102 CMSC 201 MATH 151 If any of the gateway courses are repeated, both the original grade and the first repeat grade will be used in calculating the gateway GPA. Any subsequent repeats after the first two attempts will not be considered in the gateway GPA. b. A minimum of three of the above courses must be taken at UMBC. c. Students who do not meet the above requirements may petition the BINF
BIOL 303L Cell Biology Laboratory BIOL 430 Biological Chemistry BIOL 495 Seminar in Bioinformatics
e. Physics [8]
PHYS 121 Introductory Physics I PHYS 122 Introductory Physics II

An undergraduate degree in bioinformatics and computational biology from UMBC provides students with an excellent background for employment in industry, academics, government or for graduate studies in the areas of bioinformatics, biology, computational biology or molecular biology. For specific requirements, students should consult the Graduate Catalog of the institution they are interested in attending.
F. required electives [9-12]

A total of three additional courses are required, to be selected from the two lists below; two courses are to be selected from list a and one course from list B. list a (two courses from the choices below) a. A three-credit biology core course (BIOL 301, BIOL 304, BIOL 305 or BIOL 442 only one of these may be applied to satisfy the major requirements for bioinformatics and computational biology) b. Any BIOL 4XX elective approved for the biology major c. Any CHEM 4XX elective approved for the biochemistry major (except those on List B see below)
B. Chemistry [16]
CHEM 101 Principles of Chemistry I CHEM 102 Principles of Chemistry II CHEM 102L Introductory Chemistry Laboratory I CHEM 351 Organic Chemistry I CHEM 352 Organic Chemistry II
academic advising
Bioinformatics and computational biology majors who have not yet completed their gateway requirements will be advised by the undergraduate academic advisor for life sciences (see the description of degree requirements for details regarding the gateway). Subsequently, they will be assigned to one of the full-time faculty for advising. Students
C. Computer Science [18]

CMSC 201 Computer Science I for Majors CMSC 202 Computer Science II for Majors
BIOINFORMATICS AND COMPUTATIONAL BIOLOGY

d. CHEM 301
or
57
CHEM 303 e. CHEM 438 note: Students must successfully complete both CHEM 437 and CHEM 438. CHEM 437 can be used as a substitute for BIOL 430 and CHEM 438 will count as a list a elective. CHEM 437 by itself will not be accepted as fulfilling any of the major requirements for the bioinformatics major. BIOL 428 can be used to fulfill either a List A or a List B (but not both) elective. list B: An approved list of BIOL, CHEM, CMSC, IS and MATH courses. See the program coordinator or the biological sciences department for a current list of courses. Evaluation of student performance is separate for lecture and laboratory courses. A student planning to complete the B.S. major in bioinformatics in four years should begin a first course in chemistry and mathematics during the first semester of the freshman year. A majority of the required biology courses must be completed in residence at UMBC. In fulfilling major requirements in bioinformatics, a student must obtain a grade of C or higher in all required courses. Prerequisites and corequisites for all BIol courses will be enforced. Prerequisites in all biology courses must be satisfied with a grade of C or better. the department will adhere to university policies that limit to two the number of times a student may register for the same course. New freshmen who have Advanced Placement (AP) credit in biology may be exempted from taking BIOL 100 and 100L (see Appendix). CHEM 351L and 352L are recommended for health professional students and students anticipating graduate studies.
note: A maximum of six credits may be taken from the combination of BIOL 499 and 499H and CHEM 399 and 499 (or independent study from other related departments).
intensive experiences allow students to sharpen their critical thinking skills, learn how to write and read scientific papers, and expand their scientific understanding of computational biology concepts.
Honors Program
Bioinformatics and computational biology majors who have completed the following requirements will be eligible to enter the Biological Sciences Departmental Honors Program. The following courses, or acceptable transfer equivalents thereof, will have been completed with a cumulative GPA of 3.5: BIOL 100, 100L, 302, 303, 302L or 303L; CHEM 101, 102, 102L, 351; MATH 151 and STAT 355. Additionally, the student must maintain a minimum GPA of 3.5 in the major and 3.25 overall. This program, in addition to the regular requirements for the major, includes the following nine credits of coursework: BIOL 499H Honors Independent Research (Two semesters for a minimum total of six credits) BIOL 497H Honors Capstone One semester Eligible students should apply to the Biological Sciences Departmental Honors Committee. Forms are available in the biological sciences office.
tutorial Center
Bioinformatics students are invited to use the facilities of the Biological Sciences Tutorial Center, located in room 011 of the Biological Sciences Building. The center has 12 computer workstations for student use and two workstations for faculty. The center is open for students to study in groups and to access course Web pages and other information on the Web. Tutors are available for the biology core courses (Concepts of Biology, Ecology and Evolution, Molecular and General Genetics, Cell Biology, Plant Biology and Animal Physiology).
Biology Council of Majors (BIo/CoM)
All bioinformatics majors are welcome to join the Biology Council of Majors (BIO/COM). This very active student organization strives to promote the achievement of the professional ambitions of its members and to serve as a means of social contact among them. There are also on-campus clubs for students pursuing various health-related professions.
Talented upper-class undergraduates committed to performing quality independent research are encouraged to apply for a variety of research opportunities offered by UMBCs outstanding faculty. Under the guidance of faculty mentors, student research assistants work on their own lab research projects and help their mentors with important research. These unique,
58 BIOLOGICAL SCIENCES
Biological Sciences
CHaIr Lasse Lindahl Professor Molecular biology, gene expression ProFeSSorS Thomas Cronin Vision science
Philip Farabaugh Molecular genetics Phyllis Robinson Neurobiology Suzanne Rosenberg Immunology, cancer biology Phillip Sokolove Neurobiology, biological rhythms, science education G. Rickey Welch Nutrition, biochemistry, science history Richard E. Wolf, Jr. Molecular biology, gene regulation David M. Eisenmann Developmental biology, genetics, molecular biology Stephen J. Freeland Bioinformatics, molecular evolution Jeffery W. Leips Life history evolution Patricia McGraw Molecular biology, lipid membrane transport Stephen Miller Plant molecular biology Kevin E. Omland Avian evolution, molecular phylogeny Michael ONeill Genetic regulation Harold Schreier Microbiology, gene regulation Teresa Viancour Cellular neurobiology
Weihong Lin Cellular neurobiology, olfaction Hua Lu Plant-pathogen interaction, developmental biology Tamra Mendelson Speciation, sexual selection, systematics
Students are encouraged to consult the biological sciences departments publications (including the departmental Web site, www. umbc.edu/biosci) in order to obtain up-to-date information on major requirements and course offerings. Two degrees are offered. The B.S. is most appropriate for students planning to pursue graduate study in the life sciences or in health fields and for those planning to work in a technical or laboratory research setting. The B.S. curriculum consists of 69-71 credits in the modern biological and related sciences (chemistry, physics and mathematics). The B.A. is designed for students seeking to combine another area of study such as education or scientific writing with a solid background in biology. The B.A. curriculum requires fewer credits at the upper level and in the related sciences (54-55 credits in total). These core courses in the sciences must be complemented, for those students desiring the B.A., by sufficient course work in an area outside the sciences to qualify for a minor in that field. The B.A., thus, offers students flexibility in designing a program of courses to supplement their specific interests in biology. For students seeking a specialized grouping of biological sciences courses with others that do not qualify as a minor, the Interdisciplinary Studies Program offers an alternative route. In addition to these undergraduate major programs, the biological sciences curriculum offers courses of cultural value as part of a liberal education, some intended specifically for non-science majors. Finally, several courses are designed for students pursuing the pre-allied health fields (such as nursing or physical therapy).
SenIor reSearCH SCIentISt Janice Zengel Molecular biology, gene expression adJUnCt ProFeSSor Paul Behrens Plant physiology SenIor leCtUrerS Esther Fleischmann
Bryan MacKay James W. Sandoz Julia B. Wolf
leCtUrerS/ InStrUCtorS Steven Caruso

Lark Claassen Reagan Lake
ProFeSSor eMerItUS Brian Bradley

Robert Burchard Frank Hanson Paul Lovett Thomas F. Roth
aSSoCIate ProFeSSorS Charles J. Bieberich Molecular biology of development

Daphne Blumberg Developmental biology Mauricio Bustos Plant molecular biology Nessly Craig Molecular biology of mammalian cells
aSSIStant ProFeSSorS Rachel Brewster Developmental biology, neuroscience, genetics, molecular and cell biology
Ivan Erill Bioinformatics Maricel Kann Bioinformatics
aSSoCIate ProFeSSor eMerItUS Richard Gethmann

John Kloetzel Austin Platt
Courses in this program are listed under BIOL. The Department of Biological Sciences Web site is www.umbc.edu/biosci.
The departments undergraduate curriculum provides a comprehensive and current overview of biology. The required core of courses is complemented by a series of laboratories and supplemented with a variety of electives in areas
representing the scholarly interests of a diverse faculty. Students also have the opportunity to engage in independent research in the lab, the field, the library or off-campus, working one-onone with a faculty mentor.
the department of Biological Sciences is currently conducting a review of its undergraduate programs. Students should be aware that changes to the biological sciences curriculum and course offerings may go into effect as early as fall 2009.
BIOLOGICAL SCIENCES
59

An undergraduate degree in biological sciences from UMBC provides students with an excellent background for employment in industry or government; for a career in secondary education; for graduate studies in the areas of biology, biochemistry or molecular biology and for professional schools in medicine, dentistry or veterinary medicine. Most graduate and professional schools require a minimum of two years of chemistry. Therefore, students choosing the B.A. option may need to supplement their undergraduate training with the second semester of organic chemistry (both lecture and lab). For specific requirements, students should consult either the graduate catalog of the institution they are interested in attending or the appropriate preprofessional studies section of the undergraduate catalog. UMBC biology graduates have been employed by such industrial companies as American Cyanamid, Fischer Scientific, Merck, Martek and BD Biosciences, and by various government agencies such as NIH, NCI, EPA, USDA, FDA and the National Aquarium. Biological sciences graduates have been accepted by graduate programs in such schools as the University of Pennsylvania; The Johns Hopkins University; University of California, San Diego; Case Western Reserve; Rochester; Stanford, University of Virginia; Duke; University of Maryland, Baltimore and University of Maryland, College Park. Graduates also have been accepted by more than 60 professional schools, including University of Maryland, Baltimore; The Johns Hopkins University; University of Virginia; Harvard; Duke; Columbia;
University of Pennsylvania; Penn State, Pittsburgh; University of California, San Francisco; Howard; Uniformed Services; George Washington; Georgetown; Jefferson; Medical College of Pennsylvania; Medical College of Virginia; Stanford, SUNY; and Meharry.
BIOL 304L Plant Biology Laboratory

or
STAT 350 Statistics With Applications in the Biological Sciences Evaluation of student performance is separate for lecture and laboratory courses. Students planning to complete the B.S. or B.A. major in biology should begin a first course in chemistry during the first semester of the freshman year. The mathematics sequence also should be started as soon as possible.
BIOL 305L Comparative Animal Physiology Laboratory BIOL 442 Developmental Biology BIOL 4XX Four credits of BIOL electives at the 400 level (except BIOL 422L, 495, 497H, 499 or 499H), taken in residence at UMBC.
academic advising
First-time students with freshman standing and select upper-class students will be advised by the departments full-time academic advisor. Subsequently, they will be assigned to one of the full-time faculty for advising. Students are required to see their advisors at least once each semester. Academic progress is monitored through graduation.
Bachelor of arts (B.a.)

The B.A. curriculum consists of at least 54-55 credits in natural sciences and mathematics, coupled with sufficient credits in another (non-contiguous) area of concentration to earn a minor in that area. The experimental sciences of chemistry and physics are defined here as contiguous areas; minors in these areas are not applicable toward the requirements for a B.A. in Biological Sciences. Any other university minor program published as such in the Undergraduate Catalog will be acceptable toward the non-contiguous minor requirement. Certain approved programs of professional certification (currently education or administrative sciences) can be substituted for the minor requirement. A list of acceptable minors and professional certificate programs can be obtained from the biological sciences department. The natural sciences and mathematics will be distributed as follows:
B. Chemistry [14-19]*
CHEM 101 Principles of Chemistry I CHEM 102 Principles of Chemistry II CHEM 102L Introductory Chemistry Laboratory I CHEM 351 Organic Chemistry I CHEM 351L Organic Chemistry Laboratory I CHEM 352* Organic Chemistry II CHEM 352L* Organic Chemistry Laboratory II * Students may take a second, four-credit, 400-level BIOL elective as a substitute for the combined requirement of Organic Chemistry II lecture and lab. (BIOL 495, 497H, 499 and 499H are not acceptable.)
Major Programs
The B.S. curriculum consists of 69-71 credits distributed as follows:
a. Biology [35-39]
BIOL 100 Concepts of Biology BIOL 100L Concepts of Biology Laboratory BIOL 301 Ecology and Evolution BIOL 302 Molecular and General Genetics BIOL 302L Molecular and General Genetics Laboratory BIOL 303 Cell Biology BIOL 303L Cell Biology Laboratory BIOL 304 Plant Biology BIOL 305 Comparative Animal Physiology
a. Biology [31-32]
BIOL 100 Concepts of Biology BIOL 100L Concepts of Biology Laboratory BIOL 301 Ecology and Evolution BIOL 302 Molecular and General Genetics
C. Physics [8]
PHYS 111 Basic Physics I PHYS 112 Basic Physics II
d. Mathematics [8]
MATH 151 Calculus and Analytic Geometry I
60 BIOLOGICAL SCIENCES
BIOL 302L Molecular and General Genetics Laboratory BIOL 303 Cell Biology BIOL 303L Cell Biology Laboratory BIOL 304 Plant Biology BIOL 305 Comparative Animal Physiology BIOL 304L Plant Biology Laboratory
or
B.S. and B.a. requirements

A majority of the required biology courses must be completed in residence at UMBC. In fulfilling major requirements in the biological sciences, a student must obtain a grade of C or higher in all required biology (BIOL XXX) courses and in CHEM 352 and 352L, if they are used to fulfill major requirements for the B.S. In addition, an overall C average or better in all required science/math courses must be achieved for graduation with a degree in Biological Sciences. Under certain circumstances and after petitioning, students may be able to graduate with a grade of D in a single biology course, provided that they have an overall C average in all required biology (BIOL XXX) courses upon approval of the Undergraduate Committee of the Department of Biological Sciences. Prerequisites and corequisites for all BIol courses will be enforced. Prerequisites in all biology courses must be satisfied with a grade of C or better. Students must earn a grade of C or better in all required biology courses. In addition, for the purpose of satisfying the requirements for the B.S. in Biological Sciences, students will be allowed only two attempts to earn a grade of C or better in all required biology (BIol XXX) courses. Students who have not earned a grade of C or better (including a grade of W) after two attempts will no longer be eligible for the B.S. in Biological Sciences, and must either enter the B.a. in Biological Sciences, or change their major. the department will adhere to university policies that limit to two the number of times a student may register for the same course. In addition, no student will be allowed to take any biology course exams or participate in any biology lab activities unless they are officially enrolled by the end of the schedule adjustment period.
New freshmen who have Advanced Placement (AP) credit in biology may be exempted from taking BIOL 100 and 100L (see Appendix). CHEM 352 and 352L are recommended for health professional students and students anticipating graduate studies in the biological sciences. note: A maximum of six credits may be taken from the combination of BIOL 398, 399, 499 and 499H and CHEM 399 and 499.
Honors Program
After satisfying certain requirements, students become eligible for the departmental honors program. This program, in addition to the regular B.S. or B.A. requirements, includes the following nine credits of coursework: BIOL 499H Honors Independent Research (two semesters for a minimum total of six credits)
and
Minor Program
The minor in biological sciences shall consist of 19 credits distributed as follows: BIOL 100 Concepts of Biology BIOL 100L Concepts of Biology Laboratory BIOL 301 Ecology and Evolution BIOL 302* Molecular and General Genetics * CHEM 101 or 123 is a prerequisite, and CHEM 102 or 124 is a corequisite for BIOL 302) In addition, the minor requires at least six credits of BIOL electives to include at least one two- to four-credit course at the 300 or 400 level. A majority of courses offered toward the minor must be completed in residence at UMBC. A minimum of nine credits of upper-level BIOL courses is required. at least two of the courses applied to the minor cannot be included as part of the courses satisfying the requirements of any other major. BIOL 398, 399, 422L, 495, 497H, 499, and 499H may not be used to fulfill requirements for the minor. A grade of C or better must be earned in all courses and prerequisites applied toward the minor. A course taken on a P/F basis will not count toward the minor.
BIOL 305L Comparative Animal Physiology Laboratory BIOL 4XX Three-four credits of BIOL electives at the 400 level (eXCePt BIOL 422L, 495, 497H, 499 and 499H), taken in residence at UMBC.
BIOL 497H Honors Capstone [3] (one semester) Biological sciences majors who have completed the following requirements will be eligible to enter the departmental honors program. The following courses, or acceptable transfer equivalents thereof, will have been completed with a cumulative GPA of 3.5: BIOL 100, 100L, 302, 302L, 303, 303L, CHEM 101, 102, 102L, 351, 351L, MATH 151 and STAT 350. Additionally, the student must maintain a minimum GPA of 3.5 in the major and 3.25 overall. Eligible students should apply to the departmental Honors Committee. Forms are available in the biological sciences department.
B. Chemistry [14-19]
CHEM 101 Principles of Chemistry I CHEM 102 Principles of Chemistry II CHEM 102L Introductory Chemistry Laboratory I CHEM 351 Organic Chemistry I
C. Physics [8]
PHYS 111 Basic Physics I PHYS 112 Basic Physics II
M.S. in applied Molecular Biology

Students interested in the one year masters degree program in Applied Molecular Biology (AMB) will be considered for admission to the program on a competitive basis. Students can use up to two courses from their undergraduate degree and, in so doing, save money and reduce their graduate course work. Students should consult with the director of the Applied Molecular Biology Program for advisement as to which courses will be appropriate for both degrees. Application for
d. Mathematics [4]
STAT 350 Statistics With Applications in the Biological Sciences
or
BIOLOGICAL SCIENCES
admission should be submitted in the final semester of the senior year. For more information, see the aMB Web site www.umbc.edu/ biosci/grad/amb.php
61
Biological Sciences tutorial Center

Biological sciences students are invited to use the facilities of the Biological Sciences Tutorial Center, located in room 011 of the Biological Sciences Building. The center has twelve computer workstations for student use and two work stations for faculty. The center is open for students to study in groups and to access course Web pages and other information on the Web. Tutors are available for all of the core courses (Concepts of Biology, Ecology and Evolution, Molecular and General Genetics, Cell Biology, Plant Biology and Animal Physiology).
Part-time option
Evening courses are not usually offered, and only some of the courses required for the B.S. and B.A. majors are routinely offered in the summer. Thus the majors may be completed on a part-time basis, but will require a significant amount of coursework during the regular daytime fall and spring semesters.
Talented upper-class undergraduates committed to performing quality independent research are encouraged to apply for a variety of biological research opportunities offered by UMBCs outstanding faculty. Under the guidance of faculty mentors, student research assistants work on their own lab research projects and help their mentors with important research. These unique, intensive experiences allow students to sharpen their critical thinking skills, learn how to write and read scientific papers, and expand their scientific understanding of biological concepts. Undergraduate lab experience increasingly is becoming a prerequisite for science-based employment or acceptance to graduate, professional or medical school. Graduates of the biological sciences program who do not enter science will find that longterm lab experiences show dedication and analytical competence-qualities that any potential employer is likely to find attractive.
Biology Council of Majors (BIo/CoM)
All biological sciences, bioinformatics and computational biology, and biochemistry and molecular biology majors are welcome to join the Biology Council of Majors (BIO/COM). This very active student organization strives to promote the achievement of the professional ambitions of its members and to serve as a means of social contact among them. There are also on-campus clubs for students pursuing various healthrelated professions.
62 BUSINESS TECHNOLOGY ADMINISTRATION
Business Technology Administration

CHaIr Andrew Sears Professor Human-centered computing, universal access to technology, mobile computing, speech recognition, temporal usability ProFeSSorS Guisseppi Forgionne Decision support systems, decision technologies
Anthony F. Norcio Health care informatics, human-centered computing, software design and engineering Roy Rada Artificial intelligence and finance Henry Walbesser Emeritus Carolyn Seaman Software engineering, software development and maintenance processes and organizations, empirical research methods Victoria Yoon Intelligent agents, knowledge management, knowledgebased systems Dongsong Zhang Web-based learning, Web services, computer-supported collaboration, data mining Lina Zhou Deception detection, online group communication, intelligent decision support, knowledge management
George Karabatis Databases, workflow systems, bioinformatics, mobile databases Anita Komlodi Human-centered computing, international usability, information visualization, information storage and retrieval, online communities A. Gunes Koru Software engineering, software measurement, quality, testing, reliability, evolution, design, process improvement and project management, open source development, Web engineering, bioinformatics, healthcare information systems, e-voting A. Ant Ozok Human-centered computing (HCC), , e-commerce, mobile commerce, health care usability, survey design, online communities crosscultural usability Sredeevi Sampath Software engineering, software testing, Web application testing and evolution, software maintenance
John Schwartz Emeritus Valeri Scott Emeritus Dana Smith Decision support systems, human-centered computing
reSearCH FaCUltY Mohit Arora Health informatics

Ashish Joshi Health care informatics, designing and evaluating tele-health systems for chronic disease management, analyses of large clinical, administrative health care databases The United States and other developed countries depend on computers for almost every transaction that occurs in our everyday lives. Many people refer to the present as the information age, and it is computer systems that have made this possible. The Department of Information Systems offers programs to prepare students to be the technical people who design, build and manage these computer systems or to be knowledgeable users of them. The information systems program is interdisciplinary, including courses in mathematics and statistics, computer programming, management science, economics and technical writing, as well as specific courses in computer information system analysis, design, construction and management. Career learning through cooperative education assignments is strongly encouraged.
aSSoCIate ProFeSSorS Gerald Canfield Medical informatics, networking

Henry Emurian Technology education, instructional systems design, applied behavior analysis Aryya Gangopadhyay Graduate Program Director Privacy preserving, data mining, spatio-temporal data mining Wayne Lutters Computer-supported cooperative work, human-centered computing, knowledge management
aSSIStant ProFeSSorS Zhuyuan Chen Database systems, including XML, data integration, automatic database administration, pervasive computing, database compression, bioinformatics
Zhiling Guo Economics of information systems, supply chain management, electronic market design, e-commerce channel strategies Vandana Janeja Data mining, spacial and spatio-temporal data mining, data mining for e-government and homeland security applications
SenIor leCtUrerS Amy Everhart Databases, 4GL languages

Tate Redding Director Undergraduate Program, Microcomputerbased systems
leCtUrerS Dina Gorin Glazer Computer networking, telecommunications

Jeffrey D. Martens Data communications, security, object-oriented programming, distributed systems
Courses in this program are listed under IS

BUSINESS TECHNOLOGY ADMINISTRATION

The Bachelor of Arts degree in Business Technology Administration (BTA) is designed for students who want a grounding in the development and use of office systems based on microcomputers. Another major, minor or certificate program in a field of the students interest must be completed along with the B.A. curriculum to qualify for the degree.
63
Bachelor of arts (B.a.) in Business technology administration

Students who wish to obtain a Bachelor of Arts (B.A.) degree in Business Technology Administration (BTA) must satisfy the following requirements: 1) A grade of C or better for any course to be applied to the BTA major Courses required for the Bta: IS 101 Introduction to ComputerBased Systems IS 125 Information Systems Logic and Structured Design IS 202 Systems Analysis Methods IS 295 Introduction to Applications Programming IS 300 Management Information Systems IS 303 Human Factors in Computer Systems Design
IS 350 Business Communications Systems IS 440 Integrating Technology into Business Processes An IS elective at the 300 or 400 level, not to include IS 399, 400, 468 or 469
departmental Honors for Undergraduates in the Bta Program

The departmental honors program recognizes academic excellence for those students choosing to engage in a series of enhanced learning experiences offered by the department. Please see your IS advisor for more details regarding departmental honors.
Mathematics and Statistics:

MATH 115 Finite Mathematics MATH 155 Elementary Calculus STAT 121 Introduction to Statistics for the Social Sciences

Graduates from the B.A. program will find their end-user computer skills applicable to many positions in business and government. Often, the students other major, minor or certificate program (e.g., public administration or finance) will determine the field in which they eventually work. Some students, particularly those interested in careers in law or technical writing, combine the English writing minor with the B.A. degree.
UMBC has a very large and active cooperative education and internship program. All information systems students are encouraged to do co-ops or internships. The practical work experience gained is valued by employers in the field and is of considerable help in finding a job after graduation. One-third to one-half of IS majors take advantage of these opportunities.
administrative Science:
ECAD 210 The Practice of Management ECON 101 Principles of Economics I ECON 102 Principles of Economics II ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ENGL 393 Technical Writing 2) Completion of a minor, certificate or second major.
Information Systems Council of Majors
The Information Systems Council of Majors offers programs and tours in areas of interest to students. Council members also have opportunities to attend meetings of computer-related professional societies.
academic advising
Undergraduates are advised by information systems faculty, some of whom specialize in academic advising and some of whom are primarily teachers. For students considering transferring to UMBC, Maryland community colleges have articulated programs that define the courses that will transfer as equivalent to UMBC courses. All students must meet with their assigned academic advisor before registering for courses. Students are also encouraged to meet with their advisor any time during the semester to discuss major or career plans.
64 CHEMICAL AND BIOCHEMICAL ENGINEERING
Chemical and Biochemical Engineering

CHaIr Julia M. Ross Professor Cell and tissue engineering, cell adhesion in microbial infection and thrombosis ProFeSSorS Douglas D. Frey Separation processes, transport phenomena, bioseparations, chromatography of biopolymers
Theresa Good Protein aggregation and disease, cellular engineering Antonio R. Moreira Regulatory/GMP issues, scaleup, downstream processing Govind Rao Fluorescence-based sensors and instrumentation, fermentation and cell culture
ProFeSSor oF tHe PraCtICe Taryn Bayles Transport phenomena, engineering education and outreach aSSoCIate ProFeSSor Mark R. Marten Microbial response to environmental change, proteomics and genomics, bioprocessing aSSIStant ProFeSSorS Mariajos Castellanos Engineering in biocomplexity, molecular systems biology and quantitative biological data analysis
Jennie B. Leach Biomaterials, tissue engineering, polymer science, microfluidics
may concentrate in biomedical or biochemical engineering or explore both areas. The research interests of the chemical and biochemical engineering faculty are exclusively focused in biotechnology and bioengineering and cover a wide range of areas. Students in this track are encouraged to participate in ongoing research projects by utilizing the undergraduate research elective.
enroll in ENGL 100, MATH 151, ENES 101 and CHEM 101 and may designate chemical engineering as their major. Once students have passed all four of the above courses with a minimum grade of C in each course and with an overall GPA of 2.5 in all four courses, they may continue with chemical engineering as their major. Students are not allowed to take any other engineering courses until this requirement is fulfilled. Past experience has shown that for students to pursue an engineering education successfully immediately upon graduation from high school, they should have taken three years of high school mathematics, including algebra, geometry and trigonometry; one year of physics and one year of chemistry. Students also should have obtained an SAT score of 1200 with a minimum of 600 on the quantitative test.
academic advising
Lower-division students are advised by the director of lower-division engineering advising in the College of Engineering and Information Technology. Upper-division students majoring in chemical engineering are assigned a permanent advisor, chosen from the faculty of the Department of Chemical and Biochemical Engineering. Students are required to meet with their assigned advisor before registering for an upcoming semesters courses.
transfer Students
Transfer students will be admitted into chemical engineering upon completion of 28 transferable college credit hours with a minimum GPA of 2.5 in the core courses equivalents to ENGL 100; ENES 101; MATH 151; CHEM 101 and all physics, chemistry, mathematics and engineering courses that are included for transfer credit.
educational objectives
The objectives of the program (Five Cs) are to develop in students: Competency in the discipline of chemical engineering Critical thinking ability that will enable them to solve complex problems Ability to work in Cooperation with teammates Ability to Communicate effectively Capacity for lifelong learning
The undergraduate program in chemical and biochemical engineering emphasizes the application of basic engineering principles and the basic sciences mathematics, physics and chemistry to process industries concerned with the chemical transformation of matter. The program prepares students for graduate study or immediate industrial employment in such varied fields as chemical processing, food processing, metallurgy, energy conversion, petroleum refining and pharmaceutical production. Recent graduates of the department have obtained employment as chemical engineers at W.R. Grace, DuPont, Corning, Exxon, Merck, FMC, International
Paper and many other major companies. Additional opportunities are presented by the research and development activities of many public and private research institutes and allied agencies. The biotechnology and bioengineering track in the Department of Chemical and Biochemical Engineering is a specialized program leading to the Bachelor of Science in Chemical Engineering. The program is designed to integrate the life sciences into each year of the curriculum. The track is intended for students who are interested in working in the biotechnology industry, pursuing graduate work in biochemical or biomedical engineering or going to medical school. In choosing senior-year electives, students
Program regulations
1. The responsibility for proper registration and for satisfying prerequisites for any course rests with the student, as does the responsibility for proper achievement in courses in which the student is enrolled. Each student should be familiar with the provisions of this catalog, including the academic regulations.
admission requirements
Freshmen
Applicants who meet the admission requirements to the university and are prepared, by virtue of their high school background and as indicated by their placement tests, to
CHEMICAL AND BIOCHEMICAL ENGINEERING

2. It is strongly recommended that every chemical engineering student satisfy the mathematics, chemistry and physics requirements as early as possible in his or her program. 3. To be eligible for a bachelors degree in engineering, a student must have an overall average of at least a C (2.0) and a grade of C or better in all engineering courses. Responsibility for knowing and meeting all degree requirements for graduation rests with the student. 4. The chemical and biochemical engineering department publishes a handbook that gives the detailed regulations and policies in the department. Students are urged to obtain this handbook to aid their planning of a chemical engineering education at UMBC.
Semester Freshman Year
General Education Requirements CHEM 101: Principles of Chemistry I CHEM 102: Principles of Chemistry II CHEM 102L: Introductory Chemistry Lab I PHYS 121: Introductory Physics I MATH 151, 152: Calculus and Analytic Geometry I, II ENES 101, 110: Introductory Engineering Science, Statics
65
II
3 3 3 4
I
6 4 -
II
3
Semester Senior Year

ENCH 437L: Chemical Engineering Laboratory ENCH 444: Process Engineering Economics and Design I ENCH 445: Separation Processes ENCH 446: Process Engineering Economics and Design II Chemical Engineering Technical Electives General Foundation Requirements
I
3
II
-
Semester Sophomore Year

General Education Requirements BIOL 302: Molecular and General Genetics BIOL 303: Cell Biology CHEM 351, 352: Organic Chemistry I, II MATH 251: Multivariable Calculus MATH 225: Intro. to Differential Equations ENCH 215: Chemical Engineering Analysis PHYS 122: Introductory Physics II ENCH 225: Chem. Eng. Problem Solving and Exp. Design
I
3 4 3 4 3 -
3 3
3 2 4
3 3 15
3 6 6 15
4 3 17
4 3 19
Semester Sophomore Year

General Education Requirements CHEM 351: Organic Chemistry I CHEM 351L: Organic Chemistry Laboratory I ENCH 215: Chemical Engineering Analysis MATH 251: Multivariable Calculus MATH 225: Differential Equations PHYS 122: Introductory Physics II CHEM 352: Organic Chemistry II* ENCH 225: Chem. Eng. Problem Solving and Exp. Design
I
3 3 4 4 -
II
6 2 3 3
* Advanced mathematics and natural science elective. Other courses that satisfy this elective course requirement include CHEM 300, BIOL 302, MATH 221, MATH 301, MATH 404 and STAT 355. A complete list of electives in this category is available from the chemical and biochemical engineering department.
4 17
17
Semester Junior Year

General Education Requirements CHEM 437: Biochemistry I CHEM 303: Physical Chemistry for Biochemists ENCH 300: Thermodynamics ENCH 425, 427: Transport Processes I, II ENCH 440: Chemical Engineering Kinetics ENCH 441: Reaction Kinetics in Biotechnol. and Bioeng. ENCH 442: Chemical Engineering Systems Analysis ENGL 393: Technical Writing
I
6 4 3 3 -
II
3 3 3 1
general Foundation requirements

Engineering students graduating from UMBC must take 30credits of General Foundation Requirements, as described elsewhere in this catalog, including ENGL 393: Technical Writing. note that because ENGL 393 is required for the engineering program, it is not counted as an arts/humanities requirement for engineering students.
Curriculum for the Biotechnology and Bioengineering track

The following is a sample four-year program in this specialized track.
Semester Freshman Year I
6 4 4 3 17
14
4 18
3 19
3 13
Semester Junior Year

General Education Requirements CHEM 301: Physical Chemistry I CHEM 302: Physical Chemistry II CHEM 311L: Intermediate Laboratory I ENCH 300: Chemical Process Thermodynamics ENCH 425: Transport I: Fluids and Heat Transfer ENCH 427: Transport II: Mass Transfer ENCH 440: Chemical Engineering Kinetics ENCH 442: Chemical Engineering Systems Analysis ENGL 393: Technical Writing
II
4 3 2 4 4 17
I
3 4 3 3 3 -
II
3 3 3
Chemical engineering Curriculum

The following is a sample schedule for a four-year program leading to a bachelor of science (B.S.) degree in the traditional track of chemical engineering.
General Education Requirements BIOL 100: Concepts of Biology CHEM 101, 102: Principles of Chemistry I, II CHEM 102L: Introductory Chemistry Lab I MATH 151, 152: Calculus and Analytic Geometry I, II PHYS 121: Introductory Physics I ENES 101: Introductory Engineering Science
Semester Senior Year

General Education Requirements Biotechnology and Bioengineering Elective* ENCH 444, 446: Process Engineering Economics and Design I, II ENCH 445: Separation Processes ENCH 482: Biochemical Engineering ENCH 485L: Biochemical Engineering Laboratory
I
6 3
II
6 3
3 3 3 18
3 4 16
16
3 3 15
* Biotechnology and bioengineering electives include ENCH 456: Biomaterials, ENCH 468: Undergraduate Research, ENCH 484: Biomedical Engineering. A list of additional courses in this category is available from the chemical and biochemical engineering department.
66 CHEMICAL AND BIOCHEMICAL ENGINEERING

Chemical engineering technical elective guidelines for the traditional track
Nine credits of technical electives, selected from the courses listed below, are required in the traditional chemical engineering track. It is recommended that they be taken during the senior year. The course ENCH 468: Research Projects can be used as a substitute for one of these courses with written approval of the chemical and biochemical engineering department. Elective courses in this category are as follows: ENCH 450 Chemical Process Development ENCH 452 Advanced Chemical Engineering Analysis ENCH 454 Chemical Process Optimization ENCH 456 Polymeric Materials ENCH 459 Statistical Design of Experiments ENCH 482 Biochemical Engineering ENCH 484 Biomedical Engineering ENCH 489B Biological Treatment Processes ENCH 489P Physicochemical Treatment Processes ENCH 489R Environmental Risk Assessment and Remediation
Chemical engineering faculty members strive to make research opportunities available to all students. Many students take advantage of these opportunities by enrolling in ENCH 468: Research Projects for course credit or by working as a paid research assistant in the laboratory of a faculty member. Research of this type is especially valuable for students intending to enroll in graduate school.
CHEMISTRY AND BIOCHEMISTRY
67
Chemistry and Biochemistry

ProFeSSor and aCtIng CHaIr William R. LaCourse Analytical chemistry: Electrochemical and chromatographic techniques for environmental pharmaceutical and toxicological applications ProFeSSorS C. Allen Bush Physical chemistry: Conformation and dynamics of complex carbohydrates by NMR and computer modeling
James C. Fishbein Organic chemistry: Reaction mechanisms and reactive intermediates, chemical toxicology Ramachandra S. Hosmane Organic chemistry: Antiviral and antineoplastic compounds, artificial blood and hemoglobin research Richard L. Karpel Biochemistry: Structure-function studies on protein-nucleic acid interactions Joel F. Liebman Theoretical chemistry: Strain and aromaticity, gaseous ions, organic thermochemistry, nonmetal inorganic chemistry Michael F. Summers Howard Hughes Medical Investigator: Nuclear magnetic resonance studies of proteins and macromolecular interactions Dale L. Whalen Organic chemistry: Reactions of carcinogenic polycyclic aromatic hydrocarbon epoxides
Brian M. Cullum Laser-based spectroscopic techniques for biomedical and environmental applications Veronika A. Szalai Bioinorganic chemistry of Amyloid proteins, nucleic acid-based magnetic materials
SenIor leCtUrer H. Mark Perks Organic and environmental chemistry InStrUCtorS Tiffany Gierasch Organic and Bioinorganic Chemistry Tutorial Center
Tara Carpenter General and analytical chemistry Alllison Tracy Biochemistry
aSSoCIate ProFeSSorS Bradley R. Arnold Physical chemistry: Application of time-resolved polarized spectroscopy
Daniele Fabris Bioanalytical chemistry: Mass spectrometry of nucleic acid adducts and protein-nucleic acid interactions Lisa A. Kelly Photochemistry: Photoredoxinitiated oligonucleotide and polypeptide cleavage and heterogeneous catalysis Katherine L. Seley Organic chemistry: Design and synthesis of nucleoside/ nucleotide and heterocyclic enzyme inhibitors for use as medicinal agents Paul J. Smith Organic chemistry: Molecular recognition, protein and DNA binding by small molecules
adJUnCt FaCUltY Aristotle G. Kalivretenos Synthesis of ion transport models

Wuyuan Lu Structural chemistry and function of novel engineered proteins
The undergraduate programs in chemistry and biochemistry offer students the opportunity to study in a program tailored to meet their career objectives in a department that is large enough to provide excellent training and research facilities and small enough to encourage a close working relationship with professors. The experienced, dynamic faculty of the department present outstanding credentials, with advanced degrees and postdoctoral training from some of the most prestigious schools in the country. They are devoted to both teaching and research. Their scientific and scholarly achievements attract close to $5 million in funding per year, resulting in many opportunities for students to participate in undergraduate research in faculty labs and to gain exposure to cutting-edge science in their classrooms. The department offers three major programs: the B.S. in Chemistry, a rigorous program certified by the American Chemical Society; a B.A. in Chemistry, which provides the option of an increased number of electives so the student may combine a solid background in chemistry with other areas of interest, such as law, education, business management, etc.; and a B.S. in Biochemistry and Molecular Biology (jointly with the Department of Biological Sciences). A combined chemistry B.S./M.S. and minor in chemistry are also available to qualified students. In conjunction with the education department, a program leading to secondary-school certification may be pursued. The programs of the chemistry and biochemistry department periodically are reviewed by the American Chemical Society (ACS), the organization that sets the standards for chemical education, and UMBC chemistry students consistently place at, or above, the norm in their standardized examinations. In a recent report, the ACS ranked UMBC 23rd in the nation as far as the number
aFFIlIate FaCUltY Bruce Fowler Professor Toxicology

Katherine Squibb Associate Professor Toxicology research
aSSIStant ProFeSSorS Colin W. Garvie Protein crystallography and X-ray diffraction

Marie-Christine Daniel Preparation and characterization of multifunctional nanovectors primarily based on gold nanoparticles and dendrons for the optimization of drug efficiency, especially in cancer and gene therapy.
ProFeSSorS eMerItUS Robert F. Steiner

Fred Gornick
aSSoCIate ProFeSSorS eMerItUS James S. Vincent

Arthur S. Hyman
*See www.umbc.edu/chem-biochem for updated information. Courses in this program are listed under CHEM.
68 CHEMISTRY AND BIOCHEMISTRY

of chemistry/biochemistry graduates it produced. graduates with an American Chemical Society-certified degree, consists of at least 72 credits distributed as follows:
B. Mathematics (12 credits)

MATH 151 Calculus and Analytic Geometry I MATH 152 Calculus and Analytic Geometry II MATH 251 Multivariable Calculus
CHEM 441 Physical Chemistry of Macromolecules CHEM 442 Physical Biochemistry CHEM 443 Molecular Spectroscopy and Biomacromolecules CHEM 444 Molecular Modeling CHEM 450 Chemistry of Heterocyclic Compounds CHEM 451 Mechanisms of Organic Reactions CHEM 452 Physical Organic Chemistry CHEM 453 Organic Chemistry of Nucleic Acids CHEM 455 Introduction to Biomedicinal Chemistry CHEM 457 Total Synthesis of Natural Products CHEM 465 Mass Spec at the Chemistry-Biochemistry Interface CHEM 470 Toxicological Chemistry CHEM 472 Enzyme Reaction Mechanisms CHEM 499* Undergraduate Research Qualified undergraduates also may enroll in graduate courses offered by the department. Specific graduate-level, current or special topics courses may be approved as chemistry electives when their topic is appropriate.

More than 60 percent of the departments graduates pursue further education (graduate programs in chemistry and biochemistry) or professional training (medical, dental, pharmacy, nutrition, veterinary medicine and environmental science) at such distinguished schools as Harvard; MIT; Oxford; The Johns Hopkins University; Stanford; University of Virginia and University of Maryland, Baltimore. Many students choose to continue postbaccalaureate studies at UMBC, enrolling in the M.S. or Ph.D. programs in chemistry, the M.S. or Ph.D. programs in biochemistry (joint with UMB) or molecular and cell biology, or the M.S. program in applied molecular biology (joint with the Department of Biological Sciences).
a. Chemistry (49 credits)

CHEM 101 Principles of Chemistry I CHEM 102 Principles of Chemistry II CHEM 102L Introductory Chemistry Lab CHEM 351 Organic Chemistry I CHEM 352 Organic Chemistry II CHEM 351L Organic Laboratory I CHEM 352L Organic Laboratory II CHEM 300 Analytical Chemistry CHEM 301 Physical Chemistry CHEM 302 Physical Chemistry II CHEM 311L Advanced Laboratory I CHEM 312L Advanced Laboratory II CHEM 405 Inorganic Chemistry CHEM 420 Scientific Computing CHEM 461 Advanced Instrumental Analysis
C. Physics (8 credits)
d. approved electives (3 credits)

CHEM 401 Chemical and Statistical Thermodynamics CHEM 406 Bioinorganic Chemistry CHEM 410 Quantum Chemistry CHEM 415 Statistical Mechanics and Theories of Rate Processes CHEM 431 Chemistry of Proteins CHEM 432 Advanced Biochemistry CHEM 433 Biochemistry of Nucleic Acids CHEM 435 Biochemistry of Complex Carbohydrates CHEM 437 Comprehensive Biochemistry I CHEM 437L Biochemistry Laboratory CHEM 438 Comprehensive Biochemistry II
academic advising
The department assigns students to faculty advisors based upon the students declared major of either chemistry or biochemistry. After filing a Declaration of Major form, students should contact the department office.
Major Programs
note: Chemistry, math and physics courses that serve as prerequisites for other chemistry courses must be satisfied with no less than a grade of C. The cumulative grade point average of courses required for the undergraduate chemistry major must be at least 2.0. * (MATH 251, required by the B.S. program, must be completed with no less than a grade of C.)
Biochemistry requirement:
CHEM 437 Biochemistry
or
Bachelor of Science (B.S.) Chemistry

The Bachelor of Science in Chemistry, which provides
CHEM 455 Biomedicinal Chemistry

or
CHEM 470 Toxicology

Bachelor of arts (B.a.) Chemistry
The Bachelor of Arts in Chemistry consists of at least 61 credits distributed as follows:
69
d. approved electives (9 credits)

Bachelor of Science (B.S.) Biochemistry and Molecular Biology Course requirements for the biochemistry and molecular biology B.S. are listed in the catalog section describing the Biochemistry and Molecular Biology Program.
of courses required for the undergraduate chemistry major must be at least 2.0. * MATH 251, required by the B.S. program, must be completed with no less than a grade of C. **CHEM 437, 455 or 470 may be used for the biochemistry requirement.
Freshman
Fall CHEM 101 MATH 151 Spring CHEM 102 CHEM 102L MATH 152 PHYS 121
a. Chemistry (36 credits)

CHEM 101 Principles of Chemistry I CHEM 102 Principles of Chemistry II CHEM 102L Introductory Chemistry Lab CHEM 351 Organic Chemistry I CHEM 352 Organic Chemistry II CHEM 351L Organic Laboratory I CHEM 352L Organic Laboratory II CHEM 300 Analytical Chemistry CHEM 301 Physical Chemistry I CHEM 302 Physical Chemistry II CHEM 311L Advanced Laboratory I CHEM 405 Inorganic Chemistry
general Information
University requirements specify that students must complete at least 120 academic credits with a cumulative grade point average of 2.0 or better. At least 45 of those credits must be in courses designated at UMBC by a 300- or 400-level course number. Students planning to major in chemistry should begin their first course in chemistry during the first semester of the freshman year to complete the required core of credits. Such students are urged to fulfill the requirements in mathematics and physics during their freshman and sophomore years. To do so within this period, it is strongly recommended that a course in calculus be taken promptly in the freshman year and that the appropriate physics courses be taken no later than the sophomore year. Suggested partial programs for each degree are listed below. Both sample programs are designed for students prepared to begin MATH 151 during the first semester. If a student requires the pre-calculus course, MATH 150, it should be taken first semester and the calculus sequence begun immediately thereafter. In each case, the sequence of chemistry courses is the same.
minor thoroughly covers the basic chemical principles and offers opportunities for advanced study that can be tailored to the students particular interests. The minor consists of a minimum of 26 credits and will include advanced course work in biochemistry, organic, inorganic, physical or analytical chemistry. Students interested in completing a minor in chemistry may get more complete information from the department office (Chemistry Building, room 100). Outside of the major and minor programs, the chemistry curriculum is designed to meet the needs of students with diverse goals. Biological sciences majors, as well as students preparing for entrance into schools of dentistry, medicine, pharmacy, veterinary medicine or programs in medical technology should complete CHEM 101, 102, 102L, 351, 351L, 352 and 352L. Students preparing for programs in dental hygiene, nursing and physical therapy should complete CHEM 123, 124 and 124L.
Sophomore
Fall CHEM 351 CHEM 351L CHEM 300 PHYS 122 Spring CHEM 352 CHEM 352L MATH 251
Junior
Fall CHEM 301 CHEM 311L CHEM 405 Spring CHEM 302 CHEM 312L
Senior
Fall CHEM 420 Biochem req. Spring CHEM 461 Approved elective
Sample Program Bachelor of arts in Chemistry

Freshman
Fall CHEM 101 MATH 151 Spring CHEM 102 CHEM 102L MATH 152
Chemistry Minor Program

The chemistry minor consists of a minimum of nine courses/ 26 credits. Core Courses (required) CHEM 101 Principles of Chemistry I [4] CHEM 102 Principles of Chemistry II [3] CHEM 102L Introductory Chemistry Laboratory I [2] CHEM 351 Organic Chemistry I [3] CHEM 351L Organic Chemistry Laboratory I [2] CHEM 352 Organic Chemistry II [3]
Sophomore
Fall CHEM 351 CHEM 351L CHEM 300 PHYS 121 Spring CHEM 352 CHEM 352L PHYS 122
B. Mathematics (8 credits)
MATH 151 Calculus and Analytic Geometry I MATH 152 Calculus and Analytic Geometry II
Junior
Fall CHEM 301 CHEM 311L Spring CHEM 302 Approved elective.
Senior
Fall CHEM 405 Approved elective. Spring Approved elective
C. Physics (8 credits)
Sample Program Bachelor of Science in Chemistry

note: Chemistry, math and physics courses that serve as prerequisites for other chemistry courses must be satisfied with no less than a grade of C. The cumulative grade point average
Chemistry Minor/ non-majors

Any student, except those majoring in biochemistry, may complete a formal minor in chemistry. The chemistry
70 CHEMISTRY AND BIOCHEMISTRY

CHEM 352L Organic Chemistry Laboratory II [2] CHEM 300 Analytical Chemistry [4] Required Electives CHEM 301 Physical Chemistry [4]
or
of nine credits of graduatelevel courses may be taken at the undergraduate level. The B.S. degree may be awarded after the department requirements are met and 120 or more credits are earned. The student must be enrolled in the Graduate School while the remaining 21 or more required graduatelevel credits are earned. The M.S. may be granted upon completion of the program requirements for the masters degree and after a minimum of 141 credits total are earned for the combined degree. To remain in the program, a student is required to maintain an overall grade point average of 3.0 or better and to receive no grade lower than a B in any course required for the major. A requirement to participate in advanced research is an important aspect of the program. This may be done by either thesis or non-thesis options, as described below.
CHEM 303 [3]

or
level credits, taken during the undergraduate period to fulfill the B.S. core requirements, will be accepted as partially meeting the masters core requirements. The remaining 21 credit hours include the rest of the masters-level core courses, the elective courses in chemistry and the research component. The student must be enrolled in the graduate school while the final 21 or more credits are earned. Students may elect either a thesis option, completing six credit hours of research or a non-thesis option in which additional course work is combined with an advanced laboratory project for research experience.
d. non-thesis option:
CHEM 600 Advanced Laboratory Project [1] CHEM 4XX-6XX Electives [13-14] In addition, a final examination will be arranged in accord with procedures of the graduate school. This examination will follow completion of formal coursework and the submission of either the masters thesis or, in the case of the non-thesis option, a scholarly paper indicating the students familiarity with an area of modern chemical research.
CHEM 4XX [3] Any upper-level chemistry course with the approval of the department chair or with the students chemistry advisor.
Honors Program
The department does not offer an honors track, however specific honors sections of chemistry courses are offered. CHEM 101H and 102H, Introductory Chemistry I and II, are offered in the fall and spring, respectively. In addition, upper-level honors courses are offered in selected topics. Departmental honors are awarded to graduates in chemistry or biochemistry who achieve scholastic excellence, which is defined as a GPA of 3.5 or better in all chemistry and biochemistry courses, combined with an overall GPA of at least 3.0. At least 18 credit hours in the major must be completed at UMBC.
Undergraduate research performed under faculty mentors within the department is encouraged. Participating students may receive credit toward graduation for this research through two upperlevel courses. CHEM 399: Tutorial Projects in Chemistry, provides an introduction to research and may be taken for one to three credits. CHEM 499: Undergraduate Research is an approved elective for the American Chemical Societycertified B.S. in Chemistry and requires preparation of a formal paper based on the students original research. A maximum of six credits of CHEM 499 or a maximum of eight credits from the combination of BIOL 398, 399, 499, CHEM 399 and 499 may be taken. The department also offers industrial internships with various partners for additional hands-on experience. The Vitullo Award is presented each year to a junior or senior student working in a faculty members laboratory excelling in undergraduate research in the department.
Sample Program a. nine credits at the B.S.

Graduate-level courses accepted: CHEM 405 Inorganic Chemistry [3] CHEM 661 Advance Instrumental Analysis [4] CHEM 6XX Graduate-level elective [2 or 3]
requirements
Undergraduate: The requirements for the B.S. phase of the combined B.S./M.S. degree are identical to the normal chemistry B.S. with two exceptions: A) The graduate-level CHEM 661: Advanced Instrumental Analysis is taken instead of the undergraduate-level equivalent CHEM 461,
and
B. 21 credits at the M.S. level:

Two of the following three courses [6-7]: CHEM 437 Comprehensive Biochemistry I [4]
or
Combined B.S./M.S. graduate Program

This program is open to advanced undergraduates of superior ability. To be considered for the combined B.S./M.S. program in chemistry, undergraduate students should declare their intentions to apply to the program no later than the first semester of their senior year. This declaration should be in writing to the graduate program director in chemistry. In addition, the student must apply for admission to the Graduate School one semester prior to completion of requirements for the bachelors program. A maximum
B) A minimum of two of the six credits of approved electives in the undergraduate phase should be at the 600-level for transfer in satisfaction of the M.S. degree requirements. graduate: A candidate for the combined B.S./M.S. degree must complete a total of 30 credit hours of graduate-level course work, 18 of which must be at the 600 level or above. A total of nine chemistry graduate-
CHEM 401 Thermodynamics [3]

or
CHEM 451 Mechanisms of Organic Reactions [3]
C. thesis option:
CHEM 799 M.S. Thesis Research [6] CHEM 4XX-6XX Electives [8-9]
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Chemistry tutorial Center

The Chemistry Tutorial Center is staffed by a full-time chemistry instructor and 25 advanced undergraduates who provide free tutoring for students in freshman and sophomore chemistry courses. Small group tutoring and computer-assisted, special topics lessons are available.
american Chemical Society (aCS) Student affiliate Chapter Chemistry/ Biochemistry Council of Majors
An American Chemical Society (ACS) student affiliate chapter, the Chemistry/ Biochemistry Council of Majors supports an active lecture and tour program to acquaint UMBC students with various career options. The CHEM/COM outreach program into local elementary schools involves mentoring young students, as well as providing a program of science demonstrations to assist instructors in teaching chemical principles. The ACS affiliate chapter also sponsors the presentation of several undergraduate research projects at the student session of the national ACS meeting each year.
72 COMPUTER SCIENCE AND ELECTRICAL ENGINEERING
Computer Science and Electrical Engineering

CHaIr Charles Nicholas Professor Electronic document processing, information retrieval ProFeSSorS Tlay Adal Statistical signal processing, neural computation, adaptive signal processing, biomedical data analysis (functional MRI, PET, CR, ECG and EEG), bioinformatics, and communications
Gary Carter Mode-locked diode lasers, novel frequency doubled diode lasers, erbium doped fiber lasers and amplifiers, biosensors, analog fiber-optic systems, coherent optical communications systems, optoelectronics Chein-I Chang Data compression, signal detection and estimation, medical imaging, array processing, remote sensing, multi-spectral and hyperspectral image processing, computer machine vision, pattern recognition, data sensor fusion, neural networks Yung Jui (Ray) Chen Terabit optical networks, integrated optics and optoelectronic integrated circuits, optoelectronic material and device physics, biosensors and biomedical engineering, ultra-fast optical and non-linear optics Fow-Sen Choa Optoelectronic devices design, fabrication and characterization, III-V compound semiconductor material growth and processing, high-density wavelength division multiplexing (WDM) systems and networks, fiberoptics sensors Tim Finin Artificial intelligence, knowledge representation and reasoning, knowledge and database system language processing, intelligent agents Samuel Lomonaco Quantum computation, algebraic coding theory, cryptography, numerical and symbolic computation, algorithms, applications of topology to physics, knot theory, 3-manifolds, algebraic and differential topology, differential geometry Curtis Menyuk Optical fiber communications and switching, lasers, solid-state device simulations, non-linear phenomena, light propagation Joel Morris Communications signal processing, joint timefrequency/time-scale analysis and representations, signal coding theory, detection and estimation
Anthony Johnson Ultrafast photophysics and non-linear optical properties of bulk, nanostructured and quantum well semiconductor structures, ultrashort pulse propagation in fibers, high-speed lightwave systems Anupam Joshi Networked/distributed and mobile computing, data/Web mining, multimedia databases, computational intelligence and multi-agent systems, scientific computing Sergei Nirenburg Natural language processing, artificial intelligence, knowledge-based systems, machine translation, ontological semantics, computational linguistics Yun Peng Artificial intelligence, neural network computing, medical applications John Pinkston Information assurance and security, computer-system security and intrusion detection, information theory, coding theory, antennas and statistical communication theory Zary Segall Validation and testing of networks quality of service, mobile wireless computing Deepinder Sidhu Computer networks, distributed systems, distributed and heterogeneous databases, parallel and distributed algorithms, computer and communication security, distributed artificial intelligence, high-performance computing Krishna Sivalingam Wireless and mobile networks, sensor networks, optical networking, network security
Li Yan Ultrafast non-linear optics, solid-state lasers, optical communications, quantum electronics Yaacov Yesha Parallel computing, computational complexity, algorithms, source coding, speech and image compression Yelena Yesha Distributed systems, database systems, performance modeling, digital libraries, electronic commerce
aSSoCIate ProFeSSorS Richard Chang Computational complexity theory, structural complexity, analysis of algorithms
Marie desJardins Artificial intelligence, machine learning, intelligent planning and scheduling, multi-agent systems, adaptive tutoring Konstantinos Kalpakis Distributed systems, processing and resource management; sensor systems, databases and information management, computer systems Hillol Kargupta Distributed and mobile data mining, computation in gene expression, genetic algorithms Timothy Oates Artificial intelligence, machine learning, robotics, natural language processing Dhananjay Phatak Mobile computing and networks, computer arithmetic algorithms and very large scale integration (VLSI) realizations, neural networks theory, applications and implementations James Plusquellic VLSI design, VLSI device testing, optoelectronic integrated circuits
Courses in these programs are listed under CMPE, CMSC and ENEE.
COMPUTER SCIENCE AND ELECTRICAL ENGINEERING

Penny Rheingans Scientific visualization, information visualization, computer graphics, interaction, human perception Alan Sherman Cryptology, information assurance, discrete algorithms Brooke Stephens Combinatorics, resource allocation, numerical analysis Mohamed Younis Wireless networks, distributed real-time systems, fault- tolerant computing, compilerbased analysis, embedded operating systems Dennis Frey Real-time transaction processing systems Susan Mitchell Programming languages, software engineering The Department of Computer Science and Electrical Engineering offers two programs of undergraduate study, one leading to a Bachelor of Science in Computer Science, and the other leading to a Bachelor of Science in Computer Engineering. Both programs provide a balanced, practical and theoretical approach to the study of software and hardware that includes the latest advances in these two areas. These programs emphasize the development of problemsolving skills applied to the analysis and design of real-world problems. Students in these programs also are given a broad background in the fundamentals of mathematics and the physical sciences. Because of the similarities of the two programs, students cannot double major in computer science and computer engineering, nor can they major in computer engineering and minor in computer science. The two programs differ in emphasis. Computer engineering focuses upon problems that arise from hardware and hardware development, whereas computer science concentrates on issues in computer applications and software development. Students are encouraged to develop hybrid programs of study that combine computer science/computer engineering with other disciplines, such as biology, chemistry, economics, geography, management science, mathematics, physics, visual arts and other related disciplines. Graduates of the computer science program are wellprepared for advanced studies and for problem-solving across the breadth of the discipline the theory, design, development and application of computers and computer systems. Major areas within the computer science program include programming languages, algorithms, operating systems, computer architecture, database systems and theory of computation. The program
73
is designed to provide students with a firm grounding in the basics in each of these areas and deeper understanding in several of them. Computer science is a rich and diverse discipline. Areas of interest to computer scientists range from theoretical studies to software engineering (performance analysis, human factors, software development tools) to the very practical development of software for business and industry. Computer scientists find their skills especially their problem-solving skills have wide applicability in academic and in industrial settings. The computer engineering program provides a practical and theoretical background in computer hardware, software, interfacing and design. Areas of interest to computer engineers range from circuit theory and digital signal processing to the study of software/hardware interfaces to the design and analysis of hardware systems and devices. Emphasis is placed on the development of problem-solving skills through hands-on laboratory experience with commercial electronic design software and hardware systems. These skills prepare computer engineers for various academic and industrial positions. The department has close ties with nearby centers of research and development, such as NASAs Goddard Space Flight Center, the National Institute of Standards and Technology, the Department of Defense, the Center for Computing Sciences, Northrop Grumman and Verizon.
reSearCH aSSoCIate ProFeSSorS Stephen Beale Syntactic and semantic analysis and synthesis of texts, control architectures for complex neuro-linguistic programming (NLP) processors, integration of large, multi-engine NLP applications
Marjorie McShane Computationally tractable descriptions of language phenomena, reference and ellipsis cross-linguistically and in natural language processing, machine translation, computational semantics, machine-guided knowledge elicitation
aSSIStant ProFeSSorS Marc Olano Software and hardware for interactive computer graphics, procedural shading, realistic and non-realistic rendering
Ryan Robucci Analog and Mixed Signal VLSI Design
SenIor leCtUrer Susan Evans Computer science education, electronic document processing, programming languages leCtUrerS Dawn Block Computer science education, UNIX, programming languages
Gary Burt Design, development and support of communications; electronic warfare and intelligence systems; UNIX systems administration E.F. Charles LaBerge Coding and communication theory and quantitative estimation of the impact of interference on safety critical communications, navigation and surveillance equipment used on commercial aircraft
reSearCH aSSIStant ProFeSSorS Chintan Patel VLSI design, VLSI device testing, analog integrated circuits aFFIlIate FaCUltY Ted Foster Assistant Dean College of Engineering and Information Technology
Janet Rutledge Senior Associate Dean Graduate School

Graduates of the computer science and computer engineering programs at UMBC find employment in government, industry and business. They are well-prepared for careers in software and hardware development. Graduates have been admitted to some

of the top graduate programs in the nation. Others have found jobs with such employers as the Department of Defense, IBM, NASA, Northrop Grumman, Verizon and many local industries, including numerous exciting startup companies. The departments M.S. and Ph.D. programs in computer science, computer engineering and electrical engineering provide advanced training in their respective areas. Each of these programs provides students with additional marketable skills for career opportunities in business, industry, government agencies and academic environments. Outstanding undergraduate students are encouraged to enroll in graduate-level courses. The department also offers a combined B.S./M.S. program for talented students. For more details, please refer to the section below titled Combined B.S./M.S. science must complete at least 18 credits in CMSC, CMPE or ENEE courses at UMBC. Students majoring in computer science must have a grade of B or better in both CMSC 201 and CMSC 202 as well as completing all the pre-requisites for CMSC 341 before registering for CMSC 341. MATH 221 Linear Algebra approval will only be given to science courses designed for natural/physical science majors or engineering majors. In particular, mathematics, statistics, computer science or any of the following courses do not count toward the science requirement for computer science majors: BIOL 106 BIOL 108 BIOL 123 CHEM 100 CHEM 124 PHYS 100 PHYS 105 PHYS 112 BIOL 107 BIOL 109 BIOL 123L CHEM 123 CHEM 124L PHYS 101 PHYS 111 SCI 100
C. required Statistics Course

STAT 355 Introduction to Probability and Statistics for Scientists and Engineers (STAT 451 may be substituted for STAT 355.)
a. required Computer Science Courses

CMSC 201/201H Computer Science I CMSC 202/202H Computer Science II CMSC 203 Discrete Structures CMSC 304 Ethical and Social Issues in Information Technology CMSC 313 Computer Organization and Assembly Language Programming CMSC 331 Principles of Programming Languages CMSC 341 Data Structures CMSC 345 Software Design and Development CMSC 411 Computer Architecture CMSC 421 Principles of Operating Systems CMSC 441 Algorithms
d. required Science Courses

Computer science majors must take 12 credits in science courses. Two courses must be from one of the following sequences. BIOL 100 Concepts of Biology
and
A current list of previously approved courses is available from the department.
BIOL 301 Ecology and Evolution

or
e. two computer science electives chosen from:

CMSC 426 Principles of Computer Security CMSC 431 Compiler Design Principles CMSC 435 Computer Graphics CMSC 445 Software Engineering CMSC 451 Automata Theory and Formal Languages CMSC 455 Numerical Computations CMSC 456 Symbolic Computation CMSC 461 Database Management Systems CMSC 471 Artificial Intelligence CMSC 481 Computer Networks CMSC 483 Parallel and Distributed Processing
CHEM 101 Principles of Chemistry I

and
academic advising
Students majoring in computer science are advised by Undergraduate Student Services in the College of Engineering and Information Technology until they are eligible to register for CMSC 341. Once a student registers for CMSC 341 he or she will be assigned an individual faculty advisor. Students majoring in computer engineering are assigned individual faculty advisors after they pass the gateway.
CHEM 102 Principles of Chemistry II

or
PHYS 121 Introductory Physics I

and
PHYS 122 Introductory Physics II The remaining credits must be from science courses from the following list: BIOL 100 BIOL 100L BIOL 251 BIOL 251L BIOL 252 BIOL 252L BIOL 275 BIOL 275L BIOL 301 BIOL 302 BIO 302L BIOL 303 BIOL 303L BIOL 304 BIOL 304L BIOL 305 BIOL 305L CHEM 101 CHEM 102 CHEM 102L GES 110 GES 111 GES 120 PHYS 121 PHYS 122 PHYS 122L PHYS 340L or from science courses approved by the Computer Science Undergraduate Program director. In principle,
Computer Science Major Program

The B.S. in Computer Science is accredited by the Computing Accreditation Commission of ABET. Students who wish to obtain a Bachelor of Science (B.S.) in Computer Science must satisfy the following requirements. A grade of C or better is necessary for any course to be applied to the computer science major. Transfer students majoring in computer
B. required Mathematics Courses

MATH 151 Calculus and Analytic Geometry I MATH 152 Calculus and Analytic Geometry II

F. three technical electives chosen from (e) or any other three-credit CMSC 400-level course, except CMSC 404 or CMSC 495-499.
Students may choose electives in this category from computer engineering courses with special permission from the CSEE department. Up to two of these courses also may be chosen from the following list of mathematics courses. MATH 430 Matrix Analysis MATH 441 Numerical Analysis MATH 452 Introduction to Stochastic Processes MATH 475 Combinatorics and Graph Theory MATH 481 Mathematical Modeling MATH 483 Linear and Combinatorial Optimization note: Courses cross-listed between CMSC and another designation can count toward the computer science B.S. requirement even if the other designation appears on the students transcript. fewer than 30 credit hours in liberal studies must complete additional courses. Transfer credit and advanced placement credit for the appropriate courses may be used to satisfy this requirement. However, neither departmental credit nor demonstration of language proficiency may be used to satisfy this requirement. Students who have a strong background in a foreign language and who have placement at the 201 level or higher should consider obtaining advanced placement credit through the AP, CLEP or IB exams. Credit for foreign-language courses at the 101 level may be used to satisfy this departmental requirement. With permission of the CSEE department, some upper-level liberal studies courses that do not have an AH, SS, L or C designation may be used to satisfy this requirement. Credit for ENGL 393 may be used to satisfy this requirement. CMSC 304 can be used in both categories A and G above. No other course may be used in more than one of the above seven categories. In addition to the requirements outlined above, students majoring in computer science are encouraged to consider taking the following courses for general elective credit: CMSC 291 Special Topics in Computer Science CMSC 299 Independent Study in Computer Science CMSC 404 The History of Computers and Computing CMSC 498 Independent Study in Computer Science for CMSC Interns and Co-op Students CMSC 499 Independent Study in Computer Science ENGL 393 Technical Writing CMSC 461 Database Management Systems CMSC 481 Computer Networks
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Computer Science game development track

Students majoring in computer science with a particular interest in computer game development, modeling, simulation or related fields may enroll in the computer science game development track. In addition to the regular requirements of the computer science major, students in the game development track must complete:
CMSC 483 Parallel and Distributed Processing Other electives with prior permission of the game development track director.
Computer Science Honors Program

Computer science majors who have received a grade of A in both CMSC 201 and CMSC 202 are eligible to participate in the Computer Science Honors Program. Students in the program must maintain a 3.25 overall GPA and a 3.5 GPA in CMSC courses. To receive departmental honors, students must complete the following courses with a grade of B or better. CMSC 341H Data Structures Two CMSC 4XX honors courses (except CMSC 404 and CMSC 495-499)
and
game development track requirements

Each of these may also count toward the computer science major requirements as indicated. ART 380 History and Theory of Games (section G) PHYS 121 Introductory Physics I (section D) CMSC 435 Computer Graphics (section E) CMSC 471 Artificial Intelligence (section E) CMSC 493 Games Group Project (section F)
g. Computer science majors must complete at least 30 credit hours of liberal studies.
For the purposes of this requirement, liberal studies courses include any course with an AH, SS, L or C designation and ENGL 100 (or its equivalent). note: Students first should choose their liberal studies courses to satisfy the General Foundation Requirements (GFR) or General Education Program (GEP) requirements as applicable. In many cases, these courses already carry 30 credit hours. Students who satisfy the GFR/GEP requirements with
They must complete CMSC 495: Honors Thesis under the direction of a faculty advisor. note: The credits for CMSC 495 are in addition to the usual requirements for a computer science major. Applications for the honors program and further information are available from the department.
two game development track electives

Two additional CMSC 400level electives from the following list. (These electives may also count toward section F of the computer science degree requirements) CMSC 445 Software Engineering CMSC 455 Numerical Computation
Computer engineering Major Program

The B.S. in Computer Engineering is accredited by the Engineering Accreditation Commission of ABET. The objectives of the Computer Engineering Program are below. 1. Prepare our graduates with the problem-solving skills and knowledge of realworld issues necessary to practice computer engineering successfully.

2. Prepare our graduates with the fundamentals to adapt to technical changes in the field of computer engineering. 3. Prepare graduates to pursue graduate and/or professional education in computer engineering. 4. Prepare graduates with the broad skills needed for career success, including: written and oral communication, teamwork, understanding of professional and ethical responsibility, importance of and aptitude to continue lifelong learning, understanding of contemporary issues and the impact of engineering on society, and fundamental business skills such as project management, risk management and entrepreneurship. Students who wish to obtain a Bachelor of Science (B.S.) in Computer Engineering must satisfy the following requirements. The Computer Engineering Program has two tracks: VLSI/ architecture/systems track and a communication engineering track. Both tracks share a common core detailed below. A grade of C or better is necessary for any course to be applied to the computer engineering major. Transfer students majoring in computer engineering must complete at least 18 credits in CMSC, CMPE and/or ENEE courses at UMBC. In addition, each student who wishes to earn a B.S. in Computer Engineering must meet the following two gateway requirements. 1) A grade of B or better in CMPE 212 2) GPA of at least 3.0 in the following five courses: a) CMSC 201 b) CMPE 212 c) MATH 251 d) ENGL 100 e) PHYS 122 Students must pass the gateway before taking CMSC 341, CMPE 310 and ENEE 206. PHYS 122 Introductory Physics II the remaining one can be either from the CMPE electives (List A) or approved CMSC courses (List B). The elective lists are subject to change. Students must check the current lists at the time of registration.
e. required Computer engineering Courses

CMPE 212 Principles of Digital Design (four-credit class that includes a laboratory) CMPE 306 Basic Circuit Theory CMPE 310 Systems Design and Programming CMPE 314 Digital Electronics CMPE 320 Probability and Random Processes CMPE 450 Capstone I CMPE 451 Capstone II
a. required Computer Science Courses

CMSC 201/201H Computer Science I CMSC 202/202H Computer Science II CMSC 203 Discrete Structures CMSC 341 Data Structures CMSC 411 Computer Architecture CMSC 421 Principles of Operating Systems
list a: CMPe electives

CMPE 315 Principles of VLSI Design CMPE 321 Communications Laboratory CMPE 323 Signals and Systems CMPE 330 Electromagnetic Wave and Signal Transmission CMPE 412 Robotics CMPE 414 Advanced VLSI Design CMPE 415 FPGA Architectures and Applications CMPE 418 VLSI Design Verification and Testing CMPE 419 Arithmetic Algorithms CMPE 422 Digital Signal Processing CMPE 423 Principle of Communication Engineering CMPE 431 Optical Communications and Networks CMPE 432 Optoelectronic Devices CMPE 440 Mixed Signal Design CMPE 486 Mobile Telephony Communications
B. required Mathematics Courses

MATH 151 Calculus and Analytic Geometry I MATH 152 Calculus and Analytic Geometry II MATH 221 Linear Algebra MATH 225 Differential Equations MATH 251 Multivariable Calculus
VlSI architecture and Systems track requirements

CMPE 315 Principles of VLSI Design In addition, four technical electives are required. At least two of the four electives must be from the CMPE electives (List A), and the remaining two can be either from the CMPE electives (List A) or approved CMSC courses (List B).
C. required engineering Course

ENES 101 Introduction to Engineering
Communications engineering track requirements

CMPE 323 Signals and Systems CMPE 330 Electromagnetic Wave and Signal Transmission In addition, three technical electives are required. At least two of the three electives must be from the CMPE electives (List A) and
d. required Science Courses

CHEM 101 Principles of Chemistry I PHYS 121 Introductory Physics I

CMPE 491 Special Topics in Computer Engineering
77
H. required arts and Humanities Course

PHIL 251 Ethical Issues in Science, Engineering and Information Technology
CMSC 331 Programming Languages MATH 221 Linear Algebra With departmental permission, some graduate-level courses may be substituted.
list B: CMSC electives

CMSC 345 Software Design and Development CMSC 422 Operating Systems Design CMSC 425 Performance Analysis of Computer Systems CMSC 431 Compiler Design Principles CMSC 435 Computer Graphics CMSC 441 Design and Analysis of Algorithms CMSC 442 Information and Coding Theory CMSC 443 Cryptology CMSC 455 Numerical Computations CMSC 481 Computer Networks CMSC 482 Computer Systems Security CMSC 483 Parallel and Distributed Processing CMSC 486 Mobile Radio Communications
Computer Science Minor Program

Students who minor in computer science must complete 23 credits of course work that satisfies the following requirements. A list of suggested combinations of courses that satisfy the minor requirements can be obtained from the department.
Combined B.S./M.S.
Computer science and computer engineering majors considering a master of science degree may apply for admission to the combined B.S./M.S. program. Please contact the department for details. Up to nine credits of approved graduatelevel courses may be applied to the bachelors degree. According to UMBC Graduate School policy, students in the combined program must maintain a total GPA of 3.0 or higher. By the time a student has earned nine graduate credits, he or she must have completed the regular application process for formal admittance to the M.S. program.
Core Courses (14 credits):

CMSC 201 Computer Science I CMSC 202 Computer Science II CMSC 203* Discrete Structures CMSC 341 Data Structures * MATH 301 may be taken instead of CMSC 203. However, it is highly recommended that students take CMSC 203 before MATH 301.
choices. Those who co-op may earn enough money to pay tuition expenses for a subsequent semester. Additionally, a co-op experience can be used to earn up to three credits of upper-level academic elective credit. Finally, both internships and co-op tours arm the new college graduate with what most employers are looking for: experience. Co-op positions that extend beyond a single semester are normally full-time, paid experiences. Internships are part-time, professional, on-the-job positions that are completed within a semester. Eligibility is based upon the completion of 30 credits, 15 of which must be from a fulltime semester on a University System of Maryland campus. The student must have at least a 2.5 GPA. Interested students should contact UMBCs Shriver Center.
Student Councils
Two student-led councils of majors provide students the opportunity to meet and work with fellow computer science and computer engineering students on various projects.
evening option
Evening sections of many computer science courses are offered. Many of the requirements for the computer science major can be fulfilled by attending evening courses. However, some required courses for the computer engineering major are offered only in daytime sections.
three more courses (9 credits):

One to three courses chosen from the list below. CMSC 4XX (except CMSC 404 and 496-498)
and
Students may elect to participate in internship or co-op programs during their undergraduate studies. For several reasons, the Department of Computer Science and Electrical Engineering recommends that every student seriously consider at least one tour of professional practice during his or her undergraduate program. The experience may clarify and help determine succeeding semester course
Two or fewer courses chosen from the list below. CMSC 313 Computer Organization and Assembly Language Programming
g. required liberal Studies Course

Computer engineering majors are required to complete: ENGL 393 Technical Writing
78 DANCE
Dance
CHaIr Carol Hess Associate Professor aSSoCIate ProFeSSorS Elizabeth Walton
Douglas Hamby Courses in this program are listed under DANC.
Major Programs
Students pursuing dance as a major course of study may receive either a Bachelor of Arts (B.A.) in Dance or a Bachelor of Arts (B.A.) in Visual and Performing Arts with a concentration in dance. Students in both majors must take courses under the visual and performing arts interdisciplinary core. This core of study is the center from which the dance student explores important relationships between dance and other forms that may be involved in the shaping of dance as a performing art. The curriculum is composed of sequences in contemporary dance technique, performance and choreography. Sufficient previous training may enable students to enter the sequence in technique at the intermediate or advanced level, subject to the approval of the chairperson.
dance education
Dance majors may obtain state certification as a dance specialist through a course of study designed by the dance and education departments. Contact the dance department directly for more information. Students can combine a major in dance with study in the field of education. Students interested in teaching as a career may choose dance as their major field of study as they pursue coursework in early-childhood, elementary or secondary education through UMBCs Department of Education.
InStrUCtor Sandra L. Lacy artISt-In-reSIdenCe Announced each spring
The dance department faculty brings extensive professional experience in various techniques and styles to teaching dance at UMBC. With a primary focus on modern dance and contemporary methods of work, the curriculum gives students opportunities to develop strong technique, composition and performance. By studying the history of dance and related courses, students also gain an understanding of the origins of dance, cultural traditions of dance and the changing world of contemporary dance. The programs main focus is performance. Students have regular opportunities, both formal and informal, to develop their performance skills. Students generally perform in department concerts at the end of each semester, in dances choreographed by faculty, visiting artists or other dance majors. Students also may have the opportunity to choreograph for department concerts and to create self-designed projects through independent studies. Because dance is studied in an atmosphere with many opportunities for connection with the other arts, students also develop their awareness of potential influences and new possibilities in performance. The artist-in-residence program brings well-known contemporary choreographers and/or teachers to the UMBC faculty for a full semester each year. This offers students the opportunity to work
intensively with established dance artists and to be exposed to different ideas and methods of choreography. The program further develops students versatility in different techniques and styles. Recent visiting artists have included Mark Coniglio and Dawn Stoppiello, Tonya Lockyer, David Rousseve, Adrienne Clancy, Mary Williford, Jeanine Durning and Gesel Mason.
regular Classes in dance technique

All dance majors are expected to enroll in technique classes every semester. The dance department highly recommends that students pursuing the B.A. in Dance take both ballet and modern dance technique every semester. Dance majors are required to enroll in a minimum of one technique course in ballet or modern dance each semester.
the Bachelor of arts in dance

The focus of the B.A. in Dance is on performance, choreography and technology. Students take courses in dance technique, dance history, choreography and performance, dance and technology, core courses in the visual and performing arts, and electives chosen from a focused list of courses in dance and related disciplines. All candidates for the B.A. in Dance must complete the degree requirements.

Some graduates of the dance program dance professionally with major New York dance companies, including Pilobolus and Taylor 2, City Dance Ensemble, or in regional companies Students may become certified to teach in the public school system through course study coordinated between the dance department and the education department. Others teach in community studios or in their own studios. Some have pursued graduate study in dance or in related fields such as physical therapy or dance therapy.
gateway Course for Majors

DANC 320 Intermediate Modern Dance Technique [3] This course has been designated as the gateway course for dance majors. This course must be passed with a grade of B or better for a student to continue on in either major.
the Bachelor of arts in Visual and Performing arts with a Concentration in dance
Students pursuing a B.A. in Visual and Performing Arts with a concentration in dance take core courses in dance and the visual and performing arts. The program is designed to be as flexible as possible to accommodate the students needs and interests. Students gain a strong foundation in contemporary dance and focus on either performance or choreography through chosen electives.
requirements for the B.a. in dance

The requirements for the Bachelor of Arts in Dance (approved by the Maryland Higher Education Commission in summer 2001) consist of a minimum of 58 credits. A grade of C is the minimum acceptable for credit toward the major, with the exception of DANC 320: Intermediate Modern Dance Technique II, the gateway course for the major, which requires a minimum grade of B.
academic advising
Students entering the program are placed in classes appropriate to their level of previous training. Placement is determined through interview and observation of the student. If an instructor feels that a student has been placed in the wrong level, adjustments may be made during the add/drop period.
DANCE
a. dance techniques (minimum 20 credits)
Modern dance technique A minimum of 12 credits in modern dance technique, which must include the following courses: DANC 310 Intermediate Modern Dance Technique I [3] DANC 320 Intermediate Modern Dance Technique II [3] DANC 410 Advanced Modern Dance Technique I [3] DANC 420 Advanced Modern Dance Technique II [3]
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d. dance History (6 credits)

DANC 201 History of Dance I [3] DANC 202 History of Dance II [3]
THTR 110 Introduction to Acting [AH] [3] THTR 210 History of the Theatre I [AH] [3] THTR 220 History of the Theatre II [AH] [3] THTR 234 Makeup for the Stage [2] THTR 235 Lighting Design [3] THTR 237 Sound Design [3]
DANC 420 Advanced Modern Dance Technique II [3]
other techniques
A minimum of four credits in ballet technique, which must include the following repeatable courses: DANC 216 Intermediate Ballet [2] DANC 316 High Intermediate Ballet [2] Four credits in elective dance techniques from the following: DANC 301 [2] Special Studies in Dance (special offerings each spring semester, including jazz workshop, tap, Feldenkrais technique or other special techniques) Students may choose two 301: Special Studies courses or one Special Studies course and DANC 260 DANC 260 African Dance [2]
e. dance and related disciplines (13-15 credits)

VPA 225 Ideas in the Arts [3] VPA 325 Contemporary Art in Process [3] DANC 340 Dance and Technology [3]
F. technical theater
DANC 399 Dance Practicum [3] One of the following courses: DANC 260/AFST 215 Introduction to African Dance [3] AMST 230 The Arts in America [AH] [3] ANTH 211 Cultural Anthropology [SS or C] [3] ART 100 Introduction to the Imaging Arts: Photography, Film, Video and Computer Art [AH] [3] ART 220 Art History I [AH] [3] ART 221 Art History II [AH] [3] MUSC 100 Introduction to Music [AH] [3] MUSC 170 Beginning Voice Class [1] MUSC 188 Percussion Class [1] MUSC 230 Musics of the World [AH] [3] PHIL 260 Philosophy of Art [AH] [3]
g. Capstone experience (3 credits)

DANC 475 Senior Projects [3]
Ballet technique
A minimum of eight credits in ballet technique, which must include the following repeatable courses: DANC 216 Intermediate Ballet [2] DANC 316 High Intermediate Ballet [2] Students entering the program at a higher level of ballet may apply DANC 416: Advanced Ballet to this requirement.
requirements for the B.a. in Visual and Performing arts with a Concentration in dance
The requirements for the Bachelor of Arts in Visual and Performing Arts with a concentration in dance consist of a minimum of 56 credits. A grade of C is the minimum acceptable for credit toward the major, with the exception of DANC 320: Intermediate Modern Dance Technique II, the gateway course for the major, which requires a minimum grade of B.
B. Choreographic Process and Performance (14 credits)

DANC 230 Improvisation [3] DANC 330 Dance Composition I [3] DANC 331 Dance Composition II [3] DANC 350 Dance Workshop [2]
PlUS
B. Choreographic Process (9 credits)

DANC 230 Improvisation [3] DANC 330 Dance Composition I [3] DANC 331 Dance Composition II [3]
a. dance techniques (minimum 20 credits) Modern dance technique

A minimum of 12 credits in modern dance technique, which must include the following courses: DANC 310 Intermediate Modern Dance Technique I [3] DANC 320 Intermediate Modern Dance Technique II [3] DANC 410 Advanced Modern Dance Technique I [3]
C. Performance (5 credits)
DANC 350 Dance Workshop [2] DANC 450 Repertory [3]
one of the following:
DANC 340 Dance and Technology [3] DANC 450 Repertory [3] DANC 390 Performance Workshop [3]
80 DANCE
DANC 326 Methods of Teaching Dance [3] **May be waived for students with a high skill level in ballet and modern dance. Must be repeated before moving to the next level. *** Most students are advised to remain at the intermediate level for two years. DANC 330 Dance Composition I [3] DANC 331 Dance Composition II [3] DANC 399 Dance Practicum [3] DANC 390 Dance Production Workshop [3] DANC 399 Dance Practicum [3] DANC 450 Repertory [3] * Prerequisite for DANC 310, which may be waived based on the students dance background and experience
recognized UMBC dance alumni

UMBC dance alumni on the professional stage include: Rebecca Marie Jung 87 A featured performer with Pilobolus Robin Branch 93 Toured Africa with Taylor 2 Jennica Lee 02 Performed with Disney in Tokyo Eileen Mitchell 02 Performs with City Dance Ensemble in Washington, D.C. Ali Linthicum 04 Performs in a variety of venues in New York City Renee Brozic 99 Received her M.F.A. from George Mason University and choreographs and performs in the Baltimore/Washington area Sarah Seeley 99 Received her M.F.A. from Smith College and is currently Paul Taylors administrative assistant Julie Peoples-Clark 95 Is an area representative for DARE America and many UMBC alumni teach dance in public and private schools.
C. dance History (6 credits)

DANC 201 History of Dance I [3] DANC 202 History of Dance II [3]
d. Visual and Performing arts Core (8-12 credits)

VPA 225 Ideas in the Arts [3] VPA 325 Contemporary Art in Process [3] Two courses in the arts outside the discipline of dance [2-6]
Minor Program
The minor in dance requires 19 credits.
Core Courses:
One course in the history of dance (either DANC 201: Dance History I or DANC 202: Dance History II) [3] DANC 230 Improvisation [3] DANC 310 Intermediate Modern Technique I [3] DANC 350 Dance Workshop [2] One course in ballet technique at the appropriate level (Ballet I, II, III or IV) [2]
PlUS six credits in dance electives from the following:
e. technical theater (3 credits)

DANC 399 Dance Practicum [3]
The dance department produces six full-length dance concerts each year. Four of these concerts feature students only. Upper-classmen frequently are asked to work as apprentices with the Phoenix Repertory Dance Company, UMBCs professional company in residence. The company performs throughout the region and has performed at the Kennedy Center in Washington, D.C., and the Lincoln Center for the Performing Arts in New York City. The company runs an outreach program called Project REACH, in which company members and student apprentices perform lecture/ demonstrations and workshops in area public schools.
F. Capstone experience (3 credits)

One of the following: DANC 475 Senior Projects [3] DANC 400 Independent Study [3]
Sample Program
Freshman
DANC 110** DANC 116** DANC 201 DANC 202 DANC 220** DANC 230 Electives
Sophomore
DANC 216** DANC 310*** DANC 320*** DANC 350 VPA 225 Electives
DANC 201 or DANC 202 (if not selected as a core course) [3] An additional course in ballet technique (Ballet II, III, or IV) [2] DANC 220* Beginning Modern Technique II [2] DANC 260 Introduction to African Dance [3] DANC 320 Intermediate Modern Technique II [3] DANC 301x Special Studies in Dance [1-3]
Council of Majors
The dance department has an active Council of Majors. This student-run group puts on benefit concerts, sponsors master classes and supports an annual trip to the American College Dance Festival.
Junior
DANC 260* DANC 310*** DANC 316*** DANC 320*** DANC 331 DANC 340 DANC 399 DANC 450 Electives
Senior
DANC 400 DANC 410 DANC 416 DANC 420 DANC 450 DANC 475 VPA 325 Electives
* Recommended but not required.
ECONOMICS
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Economics
CHaIr Scott Farrow Professor Economic program and policy evaluation, environment ProFeSSorS Michael Bradley History of economic thought, comparative economic systems
Dennis Coates Public finance, econometrics Thomas Gindling Economic development of low-income countries Marsha Goldfarb Health economics, economics of education Douglas Lamdin Corporate finance, managerial economics William Lord Public finance, household economics Virginia McConnell Environmental economics, regional economics David Mitch American and European economic history Wendy Takacs International economics, international trade
prices of goods and services in a market economy, and the way decision-makers respond to these prices and various economic incentives. Macroeconomics focuses on the economy as a whole and focuses on issues of unemployment, inflation and interest rates. The core theories of microeconomics and macroeconomics can be applied to specialized fields such as international trade, finance, regulation and tax and monetary policies. Economics is a broad and challenging way of thinking. Theoretical reasoning and empirical testing of hypotheses are primary focuses of economics. Students of economics must understand abstract and logical thinking, as well as the necessary tools of mathematical and statistical analysis. The degree programs in economics and financial economics are designed to provide students with these skills.
academic advising
Students who are interested in majors or minors offered by the economics department should contact the department for assistance in selecting an advisor. The advising process is designed to help students determine their field(s) of interest within economics and select courses relevant to their career path.
aSSIStant ProFeSSorS Matthias Cinyabuguma Macroeconomics, economic growth and development

Lisa Dickson Labor, education, econometrics Bing Ma Labor economics, econometrics Morgan Rose Corporate finance, governance, industrial organization Christelle Viaroux Public economics, econometrics, game theory Chunming Yuan International economics, financial economics, applied econometrics
Major Programs
Bachelor of arts in economics
The department offers bachelors degrees in economics and financial economics. The Bachelor of Arts (B.A.) degree in Economics consists of at least 40 credits distributed as follows:
a. general Core: 19-20 credits

ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics MATH 151 Calculus and Analytic Geometry I
or
aFFIlIate ProFeSSor Timothy Brennan Regulation, law and economics, economics and philosophy eMerItUS aSSoCIate ProFeSSor Charles Peake Monetary economics, finance eMerItUS ProFeSSorS David Greenberg Labor economics, industrial relations, cost-benefit analysis
Alan L. Sorkin Health economics, economics of human resources

A major in economics or financial economics is excellent preparation for employment in business or government; for professional study in law, business management or public administration; or for graduate study in economics. Graduates of the UMBC economics programs: Enter the business world Enter government service at the local, state and federal levels Earn an M.B.A. and enter management positions Obtain an M.A. and/or Ph.D. in economics and go on to teach at the college level or enter research positions in government or business Attend law school, pursuing legal careers in various settings.
MATH 155 Elementary Calculus I STAT 351 Applied Statistics for Business and Economics
or
aSSoCIate ProFeSSorS Robert Carpenter Macroeconomics, finance

Kathleen Carroll Economics of organizations, regulation
SenIor leCtUrer Marcia Croteau Director of Accounting
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers ECON 311 Intermediate Microeconomic Analysis note: Calculus is a prerequisite. ECON 312 Intermediate Macroeconomic Analysis note: Calculus is a prerequisite.
Courses in this program are listed under ECON.
Economics is concerned with the study of the way decisions are made. Consumers, managers of firms and organizations, and societies make the types of decisions that economists study. Financial
economics is at the intersection of economics and financial institutions and markets. Microeconomics primarily is concerned with these decisions, the way they affect the
82 ECONOMICS
B. 21 additional credits in economics, numbered eCon 314 or higher. eCon 600 may not be used to fulfill major requirements.
No course in which a student has earned a grade below C shall fulfill the major requirements. MATH 302 Introduction to Math Analysis II STAT 453 Introduction to Mathematical Statistics III. Students interested in pursuing a career in business should consider completing the requirements for one of the certificates described under administrative or information science in addition to completing the requirements for their chosen major. ECON 421 Introduction to Econometric
or
CMSC 203 Discrete Structures

or
ECON 423 Economic Forecasting CMSC 100 Introduction to Computers and Programming
or
ECAD 385 Business Ethics

or
PHIL 399B Business Ethics

or
emphasis within the economics Major

There are many emphases that an economics major may pursue, depending on educational and career objectives. The recommendations below are a general guide for students. I. Students completing a liberal arts program or preparing for professional school should select courses according to their specific interests and should develop a program in consultation with their major advisor. II. Students preparing for graduate study in economics, particularly at the doctoral level, should complete courses that provide the necessary mathematical background. At a minimum, these would include: ECON 421 Introduction to Econometrics ECON 490 Analytic Methods in Economics MATH 221 Introduction to Linear Algebra MATH 225 Introduction to Differential Equations MATH 251 Multivariable Calculus MATH 301 Introduction to Math Analysis I
CMSC 103 Scientific Computing

or
PHIL 350 Ethical Theory
CMSC 104 Problem-Solving and Computer Programming

or
II. Financial economics Core: 12 credits

Students choose four of the following courses: One of the four must be ECON 471 or ECON 475. ECON 301 Intermediate Accounting I ECON 410 Selected Topics in Financial Economics (only one 410 can count here) ECON 453 Household Economics ECON 463 Theory of Public Finance ECON 471 Money and Capital Markets ECON 474 Cases in Corporate Finance ECON 475 Financial Investment Analysis ECON 476 Portfolio Analysis and Management ECON 477 Analysis of Derivative Securities ECON 478 Real Estate Economics and Finance ECON 482 International Finance
Bachelor of Science in Financial economics

The B.S. in Financial Economics consists of at least 61 credits distributed as follows:
IS 101 Introduction to ComputerBased Systems

or
IS 295 Introduction to Applications Programming STAT 351 Applied Statistics for Business and Economics
or
I. general Core: 40-43 credits

ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ECON 311 Intermediate Microeconomic Analysis note: Calculus is a prerequisite. ECON 312 Intermediate Macroeconomic Analysis note: Calculus is a prerequisite. ECON 374 Fundamentals of Financial Management ECON 320 Elements of Quantitative Methods for Management
or
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers MATH 151 Calculus and Analytic Geometry I
or
MATH 155 Elementary Calculus I ECON 490 Analytic Methods in Economics

or
MATH 152 Calculus and Analytic Geometry II

or
MATH 221 Introduction to Linear Algebra PHIL 248 Scientific Reasoning

or
PHIL 346 Deductive Systems

or
ECONOMICS
III. Upper-level economics electives: 9 credits
Students must complete nine additional credits in ECON numbered 314 or higher. Students may use any upperlevel ECON courses listed in the general core or the financial economics core as upper-level ECON electives, provided the courses are not used to meet the requirements of the respective core. Any two of the following may be substituted for two upperlevel economics electives: ECON 302 Intermediate Accounting II ECAC 329 Cost Accounting ECAC 330 Principles of Taxation POLI 353 Government Budgeting and Financial Administration MATH 381 Linear Methods in Operations Research STAT 454 Applied Statistics No course in which the student has earned a grade lower than C shall fulfill the major requirements. The B.S. in Financial Economics requires many courses that have a series of prerequisites. Students who wish to complete the degree in four years of full-time study should plan their schedule accordingly. It is suggested that students complete ECON 101, 102, 121 and 122 in their first year. In addition, the calculus and statistics requirements also should be completed then, if possible. In the second year, students should include ECON 311, 312 and 374 in their schedules. Having taken these courses by the end of the second year will allow students to complete the degree and general university requirements in four years without difficulty in scheduling. Students transferring from a two-year college to UMBC should complete the equivalent of ECON 101, 102, 121 and 122 before transferring. In addition, other required introductory courses, such as calculus and the computer course could be taken before transferring. Students should plan to have most, if not all of all, of the general university requirements met before transferring. Once they have transferred, students should include ECON 311, 312 and 374 in their schedules as soon as possible. ECON 416 The Economics of Law ECON 464 State and Local Public Finance ECON 472 Monetary Theory and Policy POLI 353 Government Budgeting and Financial Administration
83
Private-sector Finance
Elective courses included in the general core or financial economics core (in the core): ECON 301 Intermediate Accounting I ECON 471 Money and Capital Markets ECON 474 Cases in Corporate Finance ECON 475 Financial Investment Analysis ECON 476 Portfolio Analysis and Management ECON 477 Analysis of Derivative Securities ECON 482 International Finance ECON 423 Economic Forecasting Other suggested electives: ECON 302 Intermediate Accounting II ECAC 329 Cost Accounting ECAC 330 Principles of Taxation ECON 408 Managerial Economics ECON 413 Industrial Organization ECON 453 Household Economics ECON 478 Real Estate Economics and Finance
International Finance
Elective courses included in the general core or financial economics core (in the core): ECON 482 International Finance ECON 471 Money and Capital Markets ECON 474 Cases in Corporate Finance ECON 476 Portfolio Analysis and Management ECON 477 Analysis of Derivative Securities Other suggested electives: ECON 382 Asian Economic History ECON 385 Economic Development ECON 387 Economic Development of Latin America ECON 442 European Economic History ECON 481 International Trade Theory ECON 486 Topics in Economic Development
emphasis within the Financial economics Major

Students may choose to emphasize public-sector finance, international finance or private-sector finance within the financial economics major. The following are suggested course options for areas of emphasis:
Public-sector Finance
Elective courses included in the general core or financial economics core (if not used in the core): ECON 463 Theory of Public Finance ECON 421 Introduction to Econometrics Other suggested electives: ECAC 330 Principles of Taxation ECON 403 Economic Growth and Cycles ECON 405 Benefit Cost Analysis ECON 414 Public Policy Toward Business ECON 415 Property Rights, Organizations and Management
Minor Programs
The economics department offers two minors for students majoring in other disciplines. These minors are not available to economics or financial economics majors.
84 ECONOMICS
Minor in economics
A minor in economics will consist of 21 credits in economics as follows: ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics ECON 311* Intermediate Microeconomic Analysis ECON 312* Intermediate Macroeconomic Analysis Nine credits in economics courses numbered 314 or higher. A grade of C or better is required in courses that fulfill minor requirements. * Note that calculus (MATH 155 or 151) is a prerequisite for ECON 311 and 312. ECON 493, 600, 601 and 602 do not count toward the minor. All students should have a knowledge of introductory statistics, including regression analysis. ECON 481 International Trade Theory ECON 482 International Finance
B. elective Courses (6 credits)

Students must complete any two of the following courses: ECON 382 Asian Economic History ECON 385 Economic Development ECON 387 Economic Development of Latin America ECON 442 European Economic History ECON 455 Economic Systems ECON 457 Economic History of Russia and the Soviet Union ECON 486 Topics in Economic Development A grade of C or better is required in courses that fulfill minor requirements.
Certificates in Pre-professional Studies in accounting and Finance and Information System auditing
These certificates offer UMBC students the opportunity to prepare for careers in the public and private sectors. The program provides students with marketable analytical skills needed for such careers. Each certificate requires students to pursue a major in any field at UMBC while completing the courses for one of the certificates. The pre-professional studies in accounting certificate provides the students the specific coursework requirements to sit for the CPA exam in Maryland. FIEC majors may not also earn a certificate in finance. Any one of the certificates is roughly equivalent to a concentration or a second major. For detailed information see accounting, finance and information systems auditing certificates.
required in the M.A. program; these courses count toward both the M.A. and the 21 upper-level credits required for the B.A. in Economics or toward both the M.A. and the upper-level economics elective credits required for the B.S. in Financial Economics. The accelerated program is substantially less expensive than a traditional masters program because students pay undergraduate tuition for graduate-level courses taken as undergraduates. For more information on the M.A. in Economic Policy Analysis, see the Graduate Catalog or visit our Web site at www. umbc.edu/economics. For more information about the combined program and for an application form, see the economics department graduate program director, e-mail econmasters@umbc. edu or visit our Web site.
Honors Program
The departmental honors program in economics provides opportunities for qualified students to enrich their undergraduate studies and to receive recognition for academic excellence in economics. Students are qualified to enroll in the departmental honors program if they have completed a minimum of 60 credit hours of academic work with a minimum GPA of 3.5 and have completed at least ECON 101, 102, 311 and 312 with a minimum GPA of 3.5. Completion of the departmental honors program requires that students maintain a minimum overall GPA of 3.5 and a minimum GPA of 3.5 in economics courses. Four of the upper-level ECON courses to complete the major must be designated as honors courses; students will complete supplemental research in these courses under the guidance of the instructor. Students must attain a minimum GPA of 3.75 in their upper-level honors courses.
accelerated B.a./M.a. and B.S./M.a. Program

UMBC undergraduates are eligible to apply for a program combining a B.A. in Economics or B.S. in Financial Economics with an M.A. in Economic Policy Analysis (offered jointly by the departments of economics and public policy). Students in the combined B.A./M.A. or B.S./ M.A. program can obtain both a bachelors and masters degree in as few as five years. Students should apply for admission to the B.A./M.A. or B.S./M.A. program during their junior year. Students interested in pursuing the accelerated program should plan to complete ECON 490 and ECON 421 before the beginning of their senior year. Students admitted into the accelerated pathway receive undergraduate credit for graduate-level courses
Minor in International economics

A minor in international economics consists of 24 credits in economics as follows:
C. Foreign-language Proficiency
Students must be proficient in any modern language at the intermediate (202) level. This requirement can be satisfied in conjunction with the students General Foundation Requirements (GFR) or by evidence of five years of previous language study. * note that calculus (MATH 155 or 151) is a prerequisite for ECON 311 and 312. All students should have a knowledge of introductory statistics, including regression analysis.
a. required Courses (18 credits):

ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics ECON 311* Intermediate Microeconomic Analysis ECON 312* Intermediate Macroeconomic Analysis
ECONOMICS
Interested students should contact their major advisor or the departmental honors advisor for complete information on departmental honors.
85
The department awards several scholarships to qualified undergraduates. For more information about these opportunities, visit our Web site at www.umbc.edu/economics.
Council of Majors
UMBCs Council of Majors brings economics majors together for job seminars, visits to local businesses, social events and an annual awards banquet.
omicron delta epsilon

The campus also has a chapter of Omicron Delta Epsilon, the international honor society for economics students.
accounting Club
Students interested in accounting or who are pursuing the pre-professional certificate in Accounting gather for social events, seminars and an annual awards banquet.
86 EDUCATION
Education
CHaIr Mary S. Rivkin Associate Professor Early childhood education, environmental education, outdoor environments aSSoCIate CHaIr ProFeSSorS Zane L. Berge Training systems, distance education
JoAnn Crandall ESOL, literacy, professional development, language policy Freeman A. Hrabowski, III Mathematics education Eugene C. Schaffer Teacher education, analysis of teaching, school reform, mentoring
aFFIlIate aSSoCIate ProFeSSor Ana Maria Schwartz Language education aSSIStant ProFeSSorS Nancy R. Shelton Reading,
Patricia Young Reading, childrens literature
aFFIlIate InStrUCtor Beverly Bickel Language education ProFeSSor eMerItUS Homer Schamp aSSoCIate ProFeSSorS eMerItUS Nita Barbour
Marvin Cook David Young
programs, may be necessary although it does not appear in the catalog. Changes of this type will be made to the program descriptions on the Web site of the Department of Education as soon as possible. Please check the Web site www.umbc.edu/education periodically for program changes or see an advisor.
ClInICal aSSoCIate ProFeSSor Susan M. Blunck Science education, curriculum, systemic reform, professional development ClInICal aSSIStant ProFeSSorS Yi-Ping Huang Assessment, technology and the arts
John Nelson ESOL, methods, testing and evaluation, grammar Linda Oliva Professional development schools, clinical supervision Sue Small Professional development schools, clinical supervision
academic advising
All teacher candidates will have two advisors, an education advisor and a major advisor. Completing the teacher education certification sequence of courses requires a thoughtful organization of the students coursework and other academic requirements; therefore, early and continuing advising is necessary. Prospective teacher candidates should seek advisement early in the freshman year so they can begin taking courses that meet both general education requirements and the requirements of teacher certification. For students who decide to teach in the sophomore or junior year, a program can be developed to accommodate their specific needs. Transfer students should arrange for advising immediately at the time of transfer by contacting an advisor in the Department of Education. They also should arrange for advisement in their major program. All teacher candidates must meet with an advisor each semester to review their progress and to receive permission to take subsequent courses. Advisors are always available for additional guidance when teacher candidates have questions or concerns.
PdS CoordInatorS Deborah Bell

Nolan Houghtling
dIreCtor oF ProFeSSIonal deVeloPMent SCHoolS Teresa Filbert dIreCtor oF StUdent SerVICeS Vickie Williams CUrrICUlUM reSoUrCe Center CoordInator Sandra Danna dIreCtor oF tHe reSoUrCe Center For langUage and CUltUre Pat Petrlik CoordInator oF tHe MarYland adUlt lIteraCY reSoUrCe Center Katherine Ira ClInICal InStrUCtor Eunju Chen Chung ESOL education ClInICal leCtUrer Jerri Frick Math education
aSSoCIate ProFeSSorS Barbara M. Kinach Mathematics education, higher-education curriculum, philosophy of education
Diane M. Lee Human learning and cognition, research methods Patricia Scully Early childhood education, literacy education Sarah Shin ESOL, applied linguistics Jonathan E. Singer Science education, technology integration
leCtUrerS Barbara Bourne Field experience, education policy, environmental education

Cheryl North-Coleman Secondary reading, English
aFFIlIate ProFeSSor Phillip S. Sokolove Science education, neurobiology, biological rhythms, invertebrate physiology
Certification
Certification is offered by the Department of Education in early childhood, elementary, secondary and ESOL programs. ESOL certification is available only at the graduate level.
All programs are required to meet the standards set by the Maryland State Department of Education (MSDE) and the National Council for the Accreditation of Teacher Education (NCATE). Teacher candidates who complete an approved sequence are eligible for certification in more
than 40 states. In addition, there is a continuing analysis of all programs to determine whether modifications are necessary to improve their quality and efficiency. When a standard is changed, a requirement is added or a modification is made after the publication of the catalog, a change in one, or all of our
admission requirements
Teacher candidates are required to pass the prescribed tests and attain an overall GPA of 2.75 before being admitted to the Department of Education. They must have an overall GPA of 3.0 before beginning their clinical practice (internship).
EDUCATION
87
teacher licensure
The Maryland State Department of Education is responsible for licensing teachers. To be recommended to the Maryland State Department of Education for licensure by the UMBC Department of Education, teacher candidates must successfully complete their certification program and pass the Praxis II tests specified for their area of certification. A standard professional certificate will then be issued upon the request of the candidate.
integrated, students concurrently enroll in them at each level. Students can complete the program in four semesters. Because the program is competency based, however, students may proceed through the sequence at different rates. The program consists of 41 credits distributed as follows: EDUC 446 Processes and Acquisition of Reading in Early Childhood [3] EDUC 442 Process Seminar in ECE Creative Media [1] EDUC 439 Observation and Assessment in ECE [3] EDUC 440 Field Experience in ECE [2] EDUC 441 Childrens Literature and Other Materials for Literacy Development [3] EDUC 444 Teaching of ProblemSolving and Thinking Skills in ECE [3] EDUC 445 Field Experience in ECE [2] EDUC 443 Process Seminar in ECE Math-Science [2] EDUC 447 Teaching of Reading in ECE [3] EDUC 448 Field Experience in ECE [2] EDUC 419 Assessment of Reading Instruction [3] EDUC 451 Internship Seminar in ECE [3] EDUC 450 Internship in ECE [10]
EDUC 424 Issues in Early-Childhood Education [1] In fulfilling UMBCs General Foundation Requirements, early-childhood students are advised to meet early-childhood requirements simultaneously. The requirements are:
EDUC 311 Psychological Foundations of Education [3] EDUC 412 Analysis of Teaching and Learning [3] EDUC 417 Processes and Acquisition of Reading [3] EDUC 418 Instruction of Reading [3] EDUC 419 Assessment of Reading Instruction [3] EDUC 420 Teaching Mathematics in the Elementary School [3] EDUC 421 Teaching Science in the Elementary School [3] EDUC 422 Teaching Social Studies in the Elementary School [3] EDUC 388 Inclusion and Instruction [3] EDUC 416 Materials for Reading Instruction [3] EDUC 452 Internship in Elementary Education [10] EDUC 453 Internship Seminar for Elementary Education [2] The following general education courses also are required of all elementary education students:
a. Fine arts/literature (6 credits)

Courses in art, dance, music, film/video, theatre or literature, with the stipulation that no more than three credits be in literature.
teacher education Programs

Undergraduate certification programs are available in early childhood education (pre-K to grade 3), elementary education (grades 1 to 8) and secondary education (grades 7 to 12). Secondary certification programs include English, social studies, mathematics, science, art, music, dance, theatre and foreign language. All teacher education programs require the completion of an academic major. During their first advisement session, all teacher candidates will be informed of the choices of major that are appropriate for their area of certification. Early childhood teacher candidates may select any major that meets their intellectual interest. Elementary teacher candidates choices of major include English, American studies, Africana studies, political science, geography, history, mathematics, biology, physics, chemistry, a foreign language or interdisciplinary studies. Secondary-teacher candidates must major in the content area they intend to teach.
B. Social Studies (6 credits)

Courses in the general areas of contemporary world culture and American culture. (Consult advisor in education department for recommended courses.)
C. Psychology (6 credits)
PSYC 100, 200 or a course in child psychology.
d. Mathematics and Science (11 credits)

Science 100 or other environmental or earth science are highly recommended. Math 131 and 132 are required.
elementary education
The elementary teacher is expected to be able to provide effective instruction in a broad array of content areas. For this reason, there are specific courses that all teacher candidates are required to take to ensure sufficient content background. If chosen wisely, these courses can meet the requirements of the Department of Education and meet some of the General Foundation Requirements of the university as well.
Fine arts/literature [6]

early-Childhood education
The early-childhood preparation program encompasses three major program components: professional content, field experience and process seminars. Because all program components are
Professional Courses
EDUC 310 Inquiry into Education [3]
Mathematics [8]
MATH 131 Mathematics for Elementary School Teachers I [4]
88 EDUCATION
MATH 132 Mathematics for Elementary School Teachers II [4] STAT 121 Introduction to Statistics for the Social Sciences [4] note: While not required, STAT 121 is strongly recommended for all elementary education students. EDUC 4XX Teaching methods in candidates content area [3] EDUC 388 Inclusion and Instruction [3] EDUC 410 Reading in a Content Area I [3] EDUC 411 Reading in a Content Area II [3] EDUC 456 Internship in Secondary Education[10] EDUC 457 Internship Seminar for Secondary Education [2] The following general education courses also are required of all secondary education students: and other school-based settings. All teacher candidates are required to complete a school-based experience of at least 100 days over two semesters. The first semester will include a field experience related to methods courses or the seminar. This will be followed by a full semester of clinical practice (internship).
Future educators
The Future Educators at UMBC is an organization within the Department of Education for students who share a mutual interest in teaching. The group offers undergraduate and graduate students in the early-childhood, elementary and secondary programs an opportunity to explore contemporary issues in education and to build a sense of community and support among future educators. Students work together on special projects such as author appearances and campus visits by high school students. Each semester, a panel of student teachers relates classroom experiences to students who are preparing for this internship. All students who are interested in teaching are welcome to join the group and participate in its activities.
Psychology [4]
PSYC 100 Introduction to Psychology
Science [7]
At least one course in the biological sciences and one course in a physical science. Lab experience in one science is required.
Social Science [6]

Psychology courses may not be used to satisfy this requirement. (Consult advisor in the education department for recommended courses.)
a. Fine arts/literature [6]

Secondary education
The secondary-education program comprises a sequence of courses in teacher education and a set of General Education Requirements. The General Education Requirements of the education department may be used, in part, to satisfy the UMBC General Foundation Requirements. Secondary students should see their education advisor for further information about courses to be taken in their major.
B. Psychology
PSYC 100 Introduction to Psychology
C. Social Science [6]

Students must consult a secondary-education advisor for information on the academic courses required in each area of secondary education. The teacher candidates will develop a proposed plan of study with an education advisor.
Chi Psi Chapter of Kappa delta Pi

Kappa Delta Pi is an international honor society in education. It is open to juniors and seniors who have a GPA of 3.25 or higher and exemplify the mission of the Department of Education.
Professional Courses
EDUC 310 Inquiry into Education [3] EDUC 311 Psychological Foundations of Education [3] EDUC 412 Analysis of Teaching and Learning [3]
Professional development Schools

Partnerships with many schools and school districts offer students opportunities to integrate theory and practice and to learn from experienced teachers and other professionals in classrooms
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Emergency Health Services

CHaIr Bruce Walz Professor EMS education, volunteer organizations, international EMS development ClInICal ProFeSSor Jeffrey Mitchell Traumatic stress, crisis intervention aSSoCIate ProFeSSor Richard Bissell Disaster, international EMS ClInICal aSSoCIate ProFeSSorS Brian Maguire Emergency services, occupational health, distance education
Stephen Dean System management and operations Crista Lenk Continuing education
SenIor leCtUrer Dwight Polk Prehospital behavior emergencies, crisis intervention InStrUCtor eMerItUS William Hathaway EMS financial, legislative issues MedICal dIreCtor Kevin Seaman Emergency medicine, EMS ClInICal CoordInator Michael Cooney EMS clinical education and training Center For eMergenCY edUCatIon and dISaSter reSearCH Andrew Bumbak Director Disaster preparedness and response, emergency management, international EMS, public safety
The Department of Emergency Health Services offers a unique perspective for the education of future EMS professionals. This is accomplished by providing a broad liberal arts and sciences education, which enhances the graduates employment opportunities as pre-hospital providers and managers. The Department of Emergency Health Services also prepares graduates for advancement to graduate and professional studies.
UMBC Office of Undergraduate Admissions and Orientation.
Paramedic track
The EMT paramedic is a professional provider of emergency care who must possess the essential attributes that are demanded by the profession, including general academic ability, physical abilities, interpersonal relationship skills, capacity for appropriate judgment and orientation toward human services. Class size is limited. EHS paramedic track majors are required to submit a formal application to the paramedic track by March 31, preceding the first semester that the student is eligible to take paramedic clinical courses. All EHS paramedic track lowerdivision requirements must be completed with a grade of C or higher prior to taking any paramedic clinical courses. The application will be accompanied by: A copy of the students Maryland EMT-Basic certification Current CPR (BCLS) certifications Acceptable verification of status of physical health and immunizations Verification of active EMS experience, including documentation of at least 100 patient contacts with assessments prior to the first semester of paramedic clinical courses Four recommendations as suggested by the program Official transcripts from all colleges or university programs Verification of membership in a Maryland fire or EMS agency The application package, including academic record, will be reviewed by a selection committee. Final selection of students will be based on a personal interview, the ability to complete any remaining credit hours of EHS paramedic track lower-division requireUndergradUate Catalog

Federal, state and local efforts in the past decade have resulted in innovative programs designed to improve the quality and efficiency of emergency health care services. As a result, several career fields have been created. Health professionals are needed at all levels in todays emergency medical services system. Depending on experience and education, EMS health professionals will serve as emergency medical technicians, educators, supervisors, coordinators, planners, consultants, managers and directors. Additionally, EMS activities are relevant to ambulance providers, fire and rescue services, hospitals, industrial health services, military and volunteer EMS organizations. The solid academic basis of the EHS baccalaureate degree also prepares students for advanced studies in the sciences, medicine, public health, hospital administration and other health management programs. There are two separate tracks within the Department of Emergency Health Services management and paramedic.
ClInICal aSSIStant ProFeSSorS John Ashworth Organizational systems
Courses in this program are listed under EHS. Students gain a unique depth of experience in emergency health services through this baccalaureate degree. The program stresses academic and clinical abilities, interpersonal and leadership skills, and the capacity for appropriate judgment. The major objective of the degree program is to prepare students for work in various occupational settings relating to emergency health services systems. Primary emphasis is placed upon developing leadership skills and promoting personal and professional growth. Graduates are prepared to: 1) Coordinate and manage emergency health systems 2) Interact effectively with other professionals in the emergency medical services system, as well as with community agencies and the general public 3) Satisfy certification requirements for EMTBasic or EMT-Paramedic 4) Conduct or use research 5) Pursue graduate study
Management track
Admission to the management track is concurrent with the general admission requirements at UMBC. Both freshman and transfer students must submit university application forms to the
90 EMERGENCY HEALTH SER VICES

ments prior to the beginning of the first semester of paramedic clinical courses and the students previous emergency care experiences. Interviews are scheduled in April. Paramedic track students are required to purchase malpractice insurance through the university and scrubs and clinical uniforms from the department while engaged in clinical and field experience. Other fees and costs may be associated with participation in clinical and field training. Students are required to provide their own transportation to clinical and field experience sites. Personal health insurance coverage is strongly recommended. The paramedic track is accredited nationally by the Committee on Accreditation of EMS Professions and locally by the Maryland Institute for Emergency Medical Services Systems.
Major Program
The EHS curriculum leading to a Bachelor of Science (B.S.) degree combines courses in the arts and humanities, social sciences, mathematics, sciences and EHS courses. A grade of C or better is required for all courses in the major. P/F grading is not acceptable for departmental required coursework.
ECON 101 Principles of Microeconomics [3] ECON 121 Principles of Accounting I [3] ECON 122 Principles of Accounting II [3] emergency Health Services (3 credits) EHS 200* Introduction to Emergency Health Services [3] *Transfer students enroll during first semester at UMBC. english (3 credits) ENGL 100 Composition [3] electives (31 credits) Select from EHS electives or GFR. Management track majors are encouraged to complete electives for the Certificate in Public Administration.
EHS 302 Clinical Concepts and Practice [4] EHS 351* Financial Management and Budgeting [3] EHS 352* Microcomputer Applications to Health Services [3] EHS 360 Instructional Issues in EHS [3] EHS 400 Emergency Health Services Theory and Practice II [3] EHS 430 Research Topics in Emergency Health Services [3] EHS 450* Emergency Health Services Practicum [15] Total Credits: 120 (Lower and Upper Division) * Alternate course work may satisfy the requirement.
eHS Management track

lower-division requirements Science Course (6 credits required) BIOL 103 Biological Topics in Modern Society [3]
or
SCI 100 Water: An Interdisciplinary Study

or
CHEM 100 The Chemical World [3] Mathematics Courses (7 credits required) MATH 115 Finite Mathematics [3]
or
academic advising
Successful completion of the EHS program requires thoughtful sequencing and careful attention to the program requirements; therefore, early and continuous advising is necessary. Students will be assigned a permanent EHS faculty advisor upon receipt of application forms. Transfer students should seek pre-transfer advising from the UMBC Office of Undergraduate Admissions and Orientation and the EHS office. The Department of Emergency Health Services welcomes high school students to contact an advisor for information. All UMBC students are required to complete the General Education Program (GEP). Students must take elective courses in science, humanities, social science and culture or foreign language to fulfill the GEP. Some GEPs coincide with EHS degree requirements. Students are encouraged to work closely with their EHS faculty advisor in selecting GEP courses that will satisfy their individual interests.
MATH 100 Contemporary Mathematics [3] STAT 121 Introduction to Statistics of the Social Sciences [4] Social Sciences/ Political Science (21 credits required) SOCY 101 Basic Concepts in Sociology [3] PSYC 100 Introduction to Psychology [4] POLI 100 American Government [3] POLI 250 Public Administration [3]
eHS Management track Upper-division requirements

Social Sciences/ Political Science (9 credits required) SOCY 351* Medical Sociology [3] POLI 354 Public Management and Personnel Systems [3] ECON 467 Health Economics [3] emergency Health Services (40 credits required) EHS 300 Emergency Health Services Theory and Practice [3] EHS 301 Planning Emergency Health Systems [3]
eHS Paramedic track lower-division requirements

Mathematics/ Science Courses (21 credits required) BIOL 100 Concepts of Biology [4] BIOL 100L Concepts of Biology Laboratory [2] BIOL 251 Anatomy and Physiology of the Body I [3] BIOL 251L Anatomy and Physiology of the Body I Lab [1] BIOL 252 Anatomy and Physiology of the Body II BIOL 252L Anatomy and Physiology of the Body II Lab [1]
EMERGENCY HEALTH SER VICES

MATH 115 Finite Mathematics [3]
or
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EHS 351 Financial Management and Budgeting [3] EHS 352* Microcomputer Application to Health Services [3] EHS 360 Instructional Issues in Emergency Health Services [3] EHS 430* Research Topics in EHS [3] Paramedic Clinical Courses (42 credits required) EHS 471 EMS Systems and Patient Assessment [3] EHS 472 Principles of Pharmacology [3] EHS 473 Essentials of Cardiology [3] EHS 474 Introduction to Medical Emergencies [3] EHS 475 Managing Respiratory and Critically Ill Patients [3] EHS 476 Introduction to Trauma Emergencies [3] EHS 477 Special Populations in EHS [3] EHS 478 Field Operations in EMS [3] EHS 481 ALS Field and Clinical Experience I [4] EHS 482 ALS Field and Clinical Experience II [6] EHS 483 ALS Field and Clinical Experience III [6]
EHS 491 Senior Paramedic Seminar I [1] EHS 492 Senior Paramedic Seminar II [1] Total Credits: 117 (Lower and Upper Division) * Alternate course work may satisfy the requirement.
POLI 352 Administrative Law [3] POLI 353 Governmental Budgeting [3] POLI 354 Public Management and Personnel Systems [3] POLI 450 Administrative Problem Handling [3] (or other Poli course between 440-459)
MATH 100 Contemporary Mathematics [3] (If required for Chemistry pre- or co-requisites) STAT 121 Introduction to Statistics [4] Social Sciences/ Political Science (10 credits required) SOCY 101 Basic Concepts in Sociology [3] PSYC 100 Introduction to Psychology [4] PSYC 285 Abnormal Psychology [3] others and electives (19 credits required) EHS 200 Introduction to Emergency Health Services [3] ENGL 100 Composition [3] electives [16] Select from EHS electives and physical education to complete GFR.
Minor Program
To earn a minor in EHS, in conjunction with a bachelor of arts or science degree in another discipline, students must complete a minimum of 18 credits, including: EHS 200 Concepts of Emergency Health Services [3] EHS 302 Clinical Concepts and Practice (EMT-Basic) [4] Any four additional upperdivision EHS courses, except internships, independent study and courses open exclusively to paramedic track students. Students interested in EHS as a minor should consult a department advisor for assistance. No courses taken on a P/F basis shall count toward the minor. A grade of C or better is required for all minor courses.
graduate Programs
The Department of Emergency Health Services at UMBC also offers a graduate program leading to a master of science degree. The concept of emergency health services graduate study at UMBC encompasses all EMS system components. The educational program is primarily focused on preparing professionals for leadership roles requiring skills in planning, research and development, and organizational operations. The curriculum offers three separate tracks and is designed to provide graduate-level training and education to health care providers, researchers, educators, policy-makers and administrators. This degree is also a core component of the UMB-UMBC post-residency fellowship in emergency medical services. The three major tracks in the program are: (1) EHS management; (2) preventive medicine and epidemiology and (3) education. Track 1 is offered via distance education and enrolls students from around the world. For tracks two and three, the department has designed a graduate program incorporating offerings from several university departments at both UMBC and UMB; these two tracks are set up primarily as an on-campus evening program. The EHS degree sequence is designed to fit the needs of part-time as well as full-time students.
eHS Paramedic track Upper-division requirements

emergency Health Services (25 credits required) EHS 300 EHS Theory and Practice [3] EHS 301 Planning EHS Systems [3] EHS 302 Clinical Concepts and Practice [4] EHS 350 Supervision and Operations of Emergency Health Services [3]
Certificate of Public administration

The Department of Emergency Health Services, through a cooperative agreement with the Department of Political Science, offers a Certificate of Public Administration and Policy. Students must complete 36 credit hours for the certificate. The following course work must be completed to be eligible for the certificate: POLI 250 Public Administration [3] POLI 350 The Policy-Making Process [3]
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Combined B.S./M.S.
Students in the EHS undergraduate program who meet specific qualifications may opt for a combined B.S./M.S. degree that can, under optimal conditions, be completed in five years total time for both degrees.
Part-time option
The management track can be completed on a part-time basis. The paramedic track requires full-time status during the junior and senior years.
UMBCs close proximity to and cooperative arrangements with the University of Maryland, Baltimore (UMB) professional schools and the Maryland Institute for Emergency Medical Services Systems (MIEMSS) provides students unique opportunities for contacts and experiences. Included in the possibilities are: Marylands internationally renowned R. Adams Cowley Shock Trauma Center, the National Study Center for Trauma/EMS and the University of Maryland School of Medicine.
EHS majors, minors and graduate students are encouraged to participate in the Council of Majors.
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93
English
CHaIr Jessica Berman Associate Professor 20th-century narrative, cultural studies, literary and feminist theory ProFeSSorS Raphael Falco English Renaissance literature
Lucille McCarthy Rhetoric and composition, writing in the professions Jody Shipka Activity theory, composition/ rhetoric history and practice, literacy studies, multi-modal discourse, play theory Orianne Smith British Romanticism Carole Stewart Early and 19th-century American literature, African American literature, literary theory, interdisciplinary studies in religious history and political theory
Sally Shivnan Creative writing, English as a second language
leCtUrerS Linda Benson American literature, rhetoric and composition, womens studies
Linda R. Harris Composition and rhetoric, technical communication, detective fiction Mitzi Mabe Composition, interpersonal communication, applied behavioral science Anthony McGurrin 20th-century poetry, verse, drama, creative writing
ProFeSSor oF tHe PraCtICe Christopher Corbett Journalism, news and feature writing aSSIStant ProFeSSorS Helen Burgess New media, theory and production, digital cultures, electronic literature; science fiction; critical theory, corporeal feminism
Jean Fernandez Victorian literature, narratology, class and literacy studies, empire and post-colonial theory, autobiography and womens writing Piotr Gwiazda 20th-century American and British poetry, American studies, contemporary literature, creative writing Jennifer Maher Rhetoric of technology, critical theory, qualitative research methods, professional communication
ClInICal aSSIStant ProFeSSor Michele Osherow Shakespeare and Renaissance literature, biblical literature, dramatic literature, and womens studies SenIor leCtUrerS Michael Fallon Associate Director, Writing and Rhetoric Creative writing, 20th-century poetry, American literature
Robin Farabaugh English Renaissance literature, Shakespeare, fiction writing Carol Fitzpatrick Director, Writing and Rhetoric Composition and rhetoric, American literature Gail Orgelfinger Medieval studies, Shakespeare, literature and the arts
edItor Mary Hickernell Composition and rhetoric, Writing Center administration and the tutoring of writing, technical communication ProFeSSorS eMerItI J. Leeds Barroll English Renaissance drama and poetry
Joan Korenman American fiction, computermediated communication
The program for English majors is designed to provide students with advanced skills in written and oral communication and in the interpretation of texts, as well as with a deepened critical appreciation of literature and other forms of writing. Students in the literature track cultivate the skills of close reading, effective writing and critical analysis. They study British and American literature in their historical development and choose from a wide assortment of seminars and elective courses on topics of special interest. Students in the communication and technology track focus on developing expository writing skills, study print and electronic media, and examine the literature of technology. Both tracks prepare students for an exceptionally wide range of careers as well as for the demands of graduate study.

Many careers are open to English majors. In the Greater Baltimore region alone, UMBC English graduates have succeeded as government administrators, business executives, editors and publishers, technical writers and journalists. Many English graduates teach at the primary, secondary and university levels. In addition, English graduates go into law, medicine, government, social work, public relations, advertising, law enforcement, foreign service and new media design.
aSSoCIate ProFeSSorS eMerItI Kenneth Baldwin American literature, autobiography, popular fiction and film
Lawrence Lasher 19th- and 20th-century American literature, William Faulkner
academic advising
Students who wish to major in English should declare the major by submitting the Declaration of Major form to the Office of the Registrar or English Department Office. Shortly afterward, students will receive a letter from the department assigning them a faculty advisor. Each semester, after the schedule of classes is published and before the advance registration period, students should make an appointment with their advisor
Courses in this program are listed under ENGL and SPCH.
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to discuss their program for the upcoming semester and any other academic matters that may have arisen. Students should come to the advising appointment with a preliminary schedule already outlined. Students must have an advisors approval to register. Transfer students who are registering for the first time and have not been assigned to an advisor should visit the department office for further information. Please note that interaction with the advisor is an important part of each students academic program and that the advisor has the final responsibility for certifying that students have completed the requirements of the major program. All courses for the major must be passed with a grade of C or better.
Survey Courses
Choose four of the following five survey courses. Whenever possible, survey courses should be taken in chronological order. They may be taken concurrently with any other major courses. ENGL 304 British Literature: Medieval and Renaissance ENGL 305 British Literature: Restoration to Romantic ENGL 306 British Literature: Victorian and Modern ENGL 307 American Literature: From New World Contact to the Civil War ENGL 308 American Literature: The Civil War to 1945
ENGL 326 The Structure of English ENGL 324 Theories of Communication and Technology ENGL 392 Tutorial in Writing
Common Core Courses (12 credits)

ENGL 301 Analysis of Literary Language ENGL 250 Introduction to Shakespeare
or
Methods Course (3 credits)

ENGL 407 Language in Society note: ENGL 407 should be taken in the senior year.
ENGL 351 Studies in Shakespeare ENGL 391 Advanced Exposition and Argumentation
or
Senior Seminar (3 credits)
Minor Programs
Students completing one minor may not apply the same elective courses to satisfy requirements for another minor. However, required courses in one minor may be listed as electives in another minor program. This provision allows students to complete more than one minor program without having to take 36 total hours of classes. Students should consult with their English department advisors to identify the minor program(s) best suited to their interests and needs.

or
graduate School advising

The English major provides excellent preparation for graduate study in literature and related fields, such as journalism, creative writing and publication design. UMBC English majors frequently have gained admission to some of the most rigorous graduate programs in the nation. The English department encourages its students to consider graduate study. Early in their major programs, interested students should consult with the departmental graduate school placement advisor or with other members of the faculty who can provide information about the variety of graduate programs available and specific admission requirements.
ENGL 379 Principles and Practices in Technical Communication
Common elective requirements (12 credits)

These electives must be English courses at the 300- or 400-level, although students may, with their advisors permission, include one 200level course as part of this requirement. Students must take one literature course, one expository writing course and two other electives. Creative writing courses may be used to satisfy the literature elective. The expository writing elective should be selected from the following courses: ENGL 226, 291, 303, 324, 326, 380, 382, 383, 391, 392, 393, 394 or 395. Any English course at the prescribed level fulfills the unrestricted electives.

ENGL 401 Methods of Interpretation note: ENGL 401 should be taken in the senior year.
Senior Seminar (3 credits)
Communication and technology track

(15 credits)
English majors in the communication and technology track will fully develop expository writing skills, examine the literature of technology and communication, and develop a critical understanding of print and electronic texts.
Communication and technology Minor (Comm)

(18 credits)
The English department offers a minor in communication and technology for students who wish to explore the theory and practice of communication and new media studies. All courses must be completed with a grade of C or better. No course at the 100 level may be counted for minor credit. Core courses (6 credits): Students may elect any three of these four core courses: ENGL 300 Communication and Technology: Analysis of Texts and Contexts
english Major requirements

The Bachelor of Arts (B.A.) in English consists of a minimum of 39 credits as distributed below. The major offers two tracks: (1) literature and (2) communication and technology. These tracks share a common core of four courses and the same elective requirements. Additional requirements are listed under the separate tracks.
literature track
(15 credits)
English majors in the literature track will develop skills of close reading, critical thinking and analysis of literary texts. Students also will develop an extensive historical knowledge of British and American literature in their cultural and social contexts.
required Courses (12 credits)

ENGL 291 Introduction to Writing Creative Essays
or
ENGL 303 The Art of the Essay ENGL 226 Grammar and Usage of Standard English
or
ENGLISH
ENGL 330 Researching Communicative Practices ENGL 385 New Media and Digital Literacies ENGL 387 Web Design and Multimedia Authoring elective Courses (9 credits): Students must select at least one course from List A and at least one course from List B. The third elective may be chosen from either list. In addition, the core course that the student did not select may be taken as an elective. list a: ENGL 320 Topics in Communication and Technology ENGL 324 Theories of Communication and Technology ENGL 342 Principles and Practices of Visual Literacy ENGL 343 Introduction to Genre Analysis ENGL 353 Rhetorical Theory ENGL 355 Communicative Practices and Play Theory ENGL 383 Science Writing ENGL 386 Adult Literacy Tutoring: Issues and Methods ENGL 407 Language in Society ENGL 442 Seminar in Visual Literacy ENGL 447 Online Voice and Community ENGL 449 Seminar in Genre Analysis ENGL 483 Seminar in Writing in the Sciences ENGL 486 Seminar in Teaching Composition: Theory and Practice ENGL 493 Seminar in Communication and Technology list B: SPCH 210 Interpersonal Communication ENGL 291 Introduction to Writing Creative Essays ENGL 303 Art of the Essay ENGL 379 Principles and Practices in Technical Communication ENGL 380 Introduction to News Writing ENGL 382 Feature Writing ENGL 391 Advanced Exposition and Argumentation ENGL 392 Tutorial in Writing ENGL 394 Technical Editing ENGL 403 Advanced Art of the Essay tation of literary texts. The literature minor requirements are listed below. All courses must be completed with a grade of C or better. No course at the 100 level may be counted for minor credit. required Core Courses: Six credits of ENGL 250: Introduction to Shakespeare and ENGL 301: Analysis of Literary Language. elective requirement: Twelve additional credits of English courses must be taken, with six of those credits at the 300 or 400 level. At least three of these elective courses must be in literature. With the approval of the minor advisor, one literature course from a department other than English may be counted for minor credit. note: Students completing the literature minor may not apply the same elective courses to satisfy requirements for the writing minor. However, required courses in one minor may be listed as electives in another minor program. This provision allows students to complete more than one minor program without having to take 36 total hours of classes. Students should consult with their English department advisors to identify the minor program(s) best suited to their interests and needs. ENGL 291 Introduction to Writing Creative Essays
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ENGL 391 Advanced Exposition and Argumentation ENGL 392 Tutorial in Writing To complete the basic minor, students must elect any two courses (6 credits) from the writing courses listed below. To complete the extended writing minor, students must elect four courses (12 credits) from within one area below or from approved electives, including ENGL 400: Special Projects. All courses must be completed with a grade of C or better. note: No more than two writing minor courses may be taken per semester. Ideally, these courses should be taken in order and at the rate of one per semester. A C average is necessary in all courses applied to the writing minor. Students may begin the minor at any time. They may declare the minor by listing it on the Declaration of Major form in the Academic Services. Those who have already declared a major may amend the form. With the advisors permission, up to six credits from the writing minor may be counted as part of the English major.
Minor Program in Writing (Wrtg)
a. Journalism
ENGL 380 Introduction to News Writing ENGL 382 Feature Writing ENGL 383 Science Writing ENGL 398 Journalism Internship ENGL 480 Seminar in Advanced Journalism ENGL 495* Internship (Journalism)
(18 credits basic minor, 24 credits extended minor)

The minor in writing at UMBC is open to and appropriate for students majoring in any field. The credential earned by completing the minor will document the students pursuit of writing skills for admissions committees and prospective employers. Both the basic minor and the extended minor share a common four-course core: ENGL 100 Composition
literature Minor (lItr)

(18 credits)
The Department of English offers a minor program in literature, requiring 18 credit hours for completion. The literature minor is intended for students who wish to augment their knowledge of English and American literature while also refining their skills in close reading and critical interpre-
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B. rhetoric and Communication
ENGL 226 English Grammar and Usage ENGL 324 Theories of Communication and Technology ENGL 326 The Structure of English ENGL 386 Adult Literacy Tutoring: Issues and Methods ENGL 395 Writing Internship (Tutoring) ENGL 407 Language in Society ENGL 485 The Teaching of Writing ENGL 488 Seminar in Computerassisted Writing Instruction ENGL 490 Topics in the English Language ENGL 491 Seminar in Topics in the English Language ENGL 493 Seminar in Rhetoric and Composition ENGL 495* Internship (Rhetoric and Communication Theory) ENGL 371 Creative Writing Fiction THTR 371 Writing for the Theatre ENGL 373 Creative Writing Poetry ENGL 375 Masterworks for Creative Writers ENGL 397 Tutorial in Creative Writing ENGL 403 Advanced Creative Writing Non-Fiction ENGL 471 Advanced Creative Writing Fiction ENGL 473 Advanced Creative Writing Poetry ENGL 475 Special Studies in Creative Writing ENGL 495* Internship (Creative Writing) ENGL 407 Language in Society ENGL 490 Advanced Topics in the English Language ENGL 495* Internship (Professional Writing) * ENGL 495 can only be taken once for the basic minor and twice for the extended minor.
expository Writing Course (3 credits)

ENGL 291, 303, 326, 379, 380, 382, 383, 391, 392, 393, 394 or 395
education emphasis (15 credits)

EDUC 315/ENGL 396 Methods of Teaching English in the Secondary Schools EDUC/ENGL 414 Adolescent Literature To address the content of public-school curricula, the Education department requires that students take one elective course in each of the following areas: Womens or minority literature: ENGL 260, 261, 360, 361, 362, 364 or 369 (note: Both a womens and a minority literature course are strongly recommended.) History of the English language: ENGL 490 or 491 Seminar in the teaching of writing: ENGL 486 or 488. (note: ENGL 486 or 488 also may be counted toward the seminar requirement of the English major.) For a description of the 39 required credits in teacher education courses, see the Secondary Education Program of the UMBC Department of Education. Students intending to seek elementary or secondary certification should consult with the education department as early as possible in their careers for a complete description of the requirements of the certification program and the procedures for admittance into the program.
english Secondary education Program

The English Deptartment offers a program for English majors who wish to become certified to teach English at the secondary level. This program has been approved by the Maryland State Department of Education. In completing the specific requirements of this program, students also must complete the normal requirements of the English major literature track described above. In addition, students must be admitted to and complete UMBCs Secondary Teacher Education Program. Upon successful completion of course work and student teaching, students are recommended for teacher certification in the State of Maryland. The English Secondary Education Program consists of 42 credits distributed as follows:
d. Professional Writing
ENGL 226 English Grammar and Usage ENGL 326 The Structure of English ENGL 379 Principles and Practices in Technical Communication ENGL 387 Web Content Development ENGL 393 Technical Writing ENGL 393H Technical Writing with Honors ENGL 394 Technical Editing ENGL 400 Special Projects in English
english Major requirements

(27 credits): Core Courses (9 credits)
ENGL 301, 250 or 351, and 391 or 393
C. Creative Writing
Courses in creative writing must be taken in the proper sequence unless permission of the instructor is given. ENGL 271 Introduction to Creative Writing Fiction ENGL 272 Introduction to Creative Writing Script Writing ENGL 273 Introduction to Creative Writing Poetry
Survey Courses (12 credits)

ENGL 304, 305, 306, 307 or 308

ENGL 401
Special topics
If students have special interest in a particular literary subject, they may be able to explore it through ENGL 400:
ENGLISH
Special Topics in English. Students will plan their own course of study and determine the number of credit hours (up to four) in consultation with a faculty member who will direct the project and award the grade. Students should discuss their project with the faculty member with whom they would like to work. Students should secure permission from the ENGL 400 course director to register for the agreed-upon number of credits. This course may be repeated for credit, but it may not count as a seminar.
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Honors Program
Participation in the English honors program enables students to complete a largescale critical, research or creative-writing project. Honors students are chosen on the basis of their grades and their writing ability and should have at least a 3.5 GPA in the major and a 3.0 GPA in non-major courses or a strong faculty recommendation. Candidates for the honors program normally apply to the program director in the late fall of their junior year. With faculty consultation, students will choose their own research projects. Graduates of the program will be honored at commencement, and their honors status will be noted on their transcripts. Further details of the program are available in the English department office.
Sigma tau delta, the national english Honors Society

English majors with an outstanding record of academic achievement are invited to join the UMBC chapter of Sigma Tau Delta, the national English honors society. Members of Sigma Tau Delta are eligible for national scholarships, writing awards and publishing internships; the UMBC chapter works closely with the English Council of Majors in organizing literary activities. English majors gain publishing experience by working on Bartleby, UMBCs literary magazine; The UMBC Review, a journal of student research; and The Retriever, UMBCs school newspaper, which won first place with special merit in the 1995 Scholastic Press Association Annual College Newspaper Awards.
english as a Second language (eSl)

The English department offers special courses and designated sections (followed by E) of standard courses for students whose native language is not English. ENGL 107E Grammar Lab I for ESL Students ENGL 108E Grammar Lab II for ESL Students ENGL 109E Grammar Lab III for ESL Students ENGL 110E Composition for ESL Students ENGL 209E American Literature for ESL Students ENGL 281E Intermediate Exposition for ESL Students ENGL 391E Advanced Exposition for ESL Students ENGL 393E Technical Writing for ESL Students
The English department has a program of internships (ENGL 398 and 495) in which students may earn one to eight credits while gaining practical experience in communication and research skills in a real-life work situation. Students work six to eight hours per week for a newspaper, television or radio station, government agency or business. These opportunities are arranged by the English department in cooperation with the sponsoring agency.
english Council of Majors
The English Council of Majors is a student-run organization that hosts many literary and social events throughout the year, including poetry readings at local coffeehouses, writing workshops by prominent American poets, graduate school information meetings and faculty-student colloquia.
98 ENVIRONMENTAL SCIENCE AND ENVIRONMENTAL STUDIES
Environmental Science and Environmental Studies

FaCUltY Brian Bradley Biological Sciences
Erle Ellis Geography and Environmental Systems William LaCourse Chemistry, biochemistry Laura Lewis Geography and Environmental Systems Wallace MacMillan Physics Virginia McConnell Economics Andrew Miller Geography and environmental systems Other faculty from the Department of Geography and Environmental Systems are listed on page 104. For updated and current information, visit our department Web site at www.umbc.edu/ges. Nagaraj Neerchal Mathematics, statistics Robert Neff Geography and environmental systems Edward Orser American studies Eugene Parker Geography and environmental systems Karin Readel Geography and environmental systems Chris Swan Geography and environmental systems
umbc.edu, which will be forwarded to the appropriate faculty. Many of the core and elective courses that can be used to meet requirements for the B.S. in Environmental Science or for the B.A. in Environmental Studies are offered within the Department of Geography and Environmental Systems, but many are taught by faculty from other departments across the university.
Opportunities for employment and graduate education focus more heavily on policy and management issues, including planning, natural resource management, urban issues, transportation, environmental health, environmental justice, environmental economics and sustainable development.
academic advising
Students who decide to major in environmental science or environmental studies will meet regularly with a faculty advisor to determine what combination of courses, selected from within geography and environmental systems and from other disciplines, are best suited to meeting their goals. Those who plan to attend graduate school are strongly encouraged to gain proficiency in statistical techniques. Students also should consult with faculty advisors to ensure their academic background includes other appropriate prerequisites if they are interested in pursuing graduate degrees. Although the degree programs are administered by the Department of Geography and Environmental Systems, it is possible that a student may wish to have his or her advisor in one of the affiliated disciplines more closely related to the students own interests.

The B.S. in Environmental Science provides students with a strong grounding in both basic science and mathematics and in aspects of earth and environmental science that will enable them to address environmental problems from an interdisciplinary perspective. Graduates of the program will be eligible either for immediate employment or graduate study in earth science, environmental science or environmental engineering. Employment opportunities include public agencies, private-sector companies and non-profit organizations, or K-12 science education with a focus on earth and environment. The jobs available may involve field, laboratory and computer work using skills and knowledge in biogeography and landscape ecology, hydrology, geomorphology, soils, watershed processes, atmospheric science, environmental chemistry, biogeochemical cycling, water quality, estuarine processes, GIS, remote sensing and computer modeling. The educational objectives of the B.A. in Environmental Studies share many aspects of the objectives defined for the B.S. in Environmental Science, particularly at the introductory level. The B.A. program has a stronger emphasis on environmental policy and on the political, economic and cultural aspects of environmental problems, as well as on conservation strategies, risk analysis, environmental ethics and aesthetics.
Major Programs
Both the B.A. and B.S. degrees include common foundation courses, a set of introductory-level requirements and a series of upper-level areas of concentration. The B.S. degree requires more credits (67) than the B.A. degree (57). However the need for science background mandates that the B.A. in Environmental Studies requires a larger number of credits than most other B.A. programs. Bachelor of Science (B.S.) in Environmental Science. The B.S. in Environmental Science is for students who are interested in a naturalscience approach to environmental issues. Subject
Two bachelor degree programs, a B.S. in Environmental Science and a B.A. in Environmental Studies, are offered, administered by the Department of Geography and Environmental Systems with an interdisciplinary group of faculty (listed above) who review the curriculum requirements. In conjunction with the Secondary Education Program of UMBCs Department of Education, there is also a degree track available for a B.S. in Environmental Science that satisfies both the curriculum requirements of the National Council for Accreditation of Teacher Education (NCATE) and the secondary-education certificaUndergradUate Catalog
tion in earth and space science in the state of Maryland. These degrees were offered in 2003. While the fundamental degree requirements have been approved, some details on electives and approved courses in the areas of concentration are still under discussion. The final versions will be available on the Department of Geography and Environmental Systems Web site, www.umbc.edu/ ges, and from students advisors. Interested students are encouraged to speak with a member of the faculty for advising and information. They may send a message to Phyllis Stevens, GES departmental secretary, psteve4@
ENVIRONMENTAL SCIENCE AND ENVIRONMENTAL STUDIES

matter includes atmospheric science, hydrology and water quality, soils, landforms, ecosystem processes and biodiversity, and human impacts on natural systems.
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Bachelor of arts (B.a.) in environmental Studies

The B.A. in Environmental Studies is for students who are interested in environmental policy, public decision-making about natural resources and conservation, environmental ethics and environmental aesthetics.
Numerous internship opportunities are available for students who wish to pursue a practical work experience with local, state or federal government agencies, private corporations or non-profit organizations. Some, but not all, of these are paid internships. Advanced students also have the opportunity to work with faculty on a range of research projects funded by agencies such as the National Science Foundation, Environmental Protection Agency, NASA and the U.S. Forest Service. Students also may develop their own independent study projects in collaboration with a faculty advisor. Several of our students have won competitive awards to pursue their own independent research projects through the Provosts Undergraduate Research Initiative. Some of the opportunities for research and internships at UMBC that are particularly noteworthy are associated with the Baltimore Ecosystem Study (www.ecostudies.org/ bes), the Center for Urban Environmental Research and Education (CUERE) and the Joint Center for Earth Systems Technology (JCET) (www. umbc. edu/jcet). Students interested in these opportunities should consult with a faculty advisor. Other research opportunities for working with faculty will be publicized on the department Web site.
headquarters of this project are located on campus, and students are often hired as interns and field assistants.
67 credit hours including:

Nine credits of core courses Six credits in social science and humanities, from an approved list of courses Thirty-one credits in basic math and natural science Three credits in upper-level writing Eighteen credits selected from one or more upperlevel areas of concentration, including: Earth system science Watershed processes Ecosystems, habitat and biodiversity Environmental chemistry and toxicology Environmental statistics and risk assessment Spatial analysis and modeling
Center for Urban environmental research and education (CUere)

The mission of CUERE is to advance understanding of the environmental, social and economic consequences of transformation of the urban and suburban landscape. It performs its mission through cooperative research projects, conferences and symposia, and support of university teaching programs. Students interested in science, policy or historical development of the urban environment may be able to work as interns on research projects through CUERE.
57 credit hours including:

Nine credits of core courses Six credits in social science and humanities Eighteen credits in basic math and natural science Three credits in upper-level writing Nine credits in upper-level environmental studies distribution courses (from an approved list of courses) Twelve credits selected from one or more upper-level areas of concentration, approved by students advisor, including: Regulatory policy Business and the environment Natural resource management and conservation Environmental mapping and spatial analysis Risk analysis and policy Environmental thought and history Please see the Department of Geography and Environmental Systems Web site at www. umbc.edu/ges for a more detailed description of the program requirements.
Joint Center for earth Systems technology (JCet)

JCET operates under a cooperative agreement between UMBC and the NASA Goddard Space Flight Center. JCET meets the common interest of UMBC and GSFC to develop new technology for environmental remote sensing. JCETs research focuses on four themes: atmospheric radiation, observations, clouds and precipitation, and interdisciplinary studies. Several JCET researchers teach climatology and weather classes in the Department of Geography and Environmental Systems and are interested in sponsoring students as interns.
Bachelor of Science (B.S.) in environmental Science for Secondary School education Certification in earth and Space Science
There is a version of the B.S. designed specifically for students interested in a career teaching earth or environmental science at the secondary school level. The elective course selections are more restricted for these students to meet secondary education certification requirements. Any student interested in the earth and space science teaching certification option for the B.S. in Environmental Science is strongly encouraged to meet with a faculty advisor as early as possible to make sure that both certification and B.S. degree requirements are fulfilled.
the Baltimore ecosystem Study

The Baltimore Ecosystem Study is one of only two NSF-funded Urban Long-Term Ecological Research sites in the United States. This is a long-term project with participation by scientists from many institutions and agencies, with the common goal of studying the internal structure and functioning of the Baltimore metropolitan area as an ecosystem involving interactions between humans and the natural and built environments. The field
evening option
Evening courses are offered occasionally, but generally, no more than three evening courses are offered in a single semester. Required core courses are almost always offered during daytime hours only.
100 FINANCIAL ECONOMICS
Financial Economics
Courses in this program are listed under ECON. See program description under Economics on page 81.
GENDER AND WOMENS STUDIES
101
Gender and Womens Studies

dIreCtor Anne Brodsky Psychology Risk and resilience in gendered and community context in Afghanistan and the U.S., applied research, qualitative methods PrograM FaCUltY Carole McCann Reproductive politics, cultural politics of gender, sexuality, race and science, U.S. womens history
Jodi Kelber-Kaye Cultural studies, feminist and queer theories, film and media studies, critical race theory, eugenics, reproduction and reproductive technologies Rebecca Boehling History European womens history, German women, gender and politics in Europe Kathy Bryan American Studies Education and cultural transmissions, childhood and family, intellectual history Sarah Chard Sociology and Anthropology Medical anthropology, urban health, anthropology of women Susan Dwyer Philosophy Ethics, feminist theory Jean Fernandez English Victorian literature, narratology, class and literacy studies, empire and postcolonial theory, autobiography and womens writing Amy Froide History European womens history, women in early modern England, never-married women, women, work, and investment Marilyn Goldberg Ancient Studies Women in ancient Greece and Italy Marjoleine Kars History Early American, religion, sexuality, womens history
Carolyn Koehler Ancient studies Classical archaeology, ancient trade Kriste Lindenmeyer History U.S. social history, Gilded Age and Progressive era, public policy, women and gender, history of childhood, historical methods Ilsa Lottes Sociology Research methods, statistics, gender roles, sexuality, cross-national work on womens status, reproductive and sexual health Christine Mallinson Language, Literacy, and Culture Race, class, and gender inequality; regional, ethnic, and gender variation in American English; language and discrimination; interface between sociolinguistics and social theory. Susan McCully Theatre Literature, playwrighting, feminist theatre Patrice McDermott American Studies History of feminism, gender in U.S. society, multicultural studies Susan McDonough History Medieval history and western civilization, relationships between Christians and Jews, men and women, nobles and the middling sort in late medieval Marseille, the dynamics of gender and religious interaction in history
Eileen OBrien Psychology Womens and childrens health and wellbeing, integrated mental health and support services programs for women and children, women in adolescence, impact of gender throughout the lifespan Sara Poggio Modern Languages and Linguistics Latinas in the United States, gender, international migrations, public policies analysis Michelle Scott History African-American womens history, U.S. social history, 19th and 20th centuries, African-American musical and entertainment culture Orianne Smith English Eighteenth- and 19th century British literature and culture, Romantic women writers, millenarianism, the Gothic Christel Temple Africana Studies African-American literature, African-Caribbean literature Constantine Vaporis History Women in Asia, East Asian history, urban history Shelly Wiechelt Social Work Social work practice, substance use and shame among women, intersection of trauma and substance use problems in the context of culture
aFFIlIate FaCUltY Marina Adler Sociology and Anthropology Gender stratification, cross-national work and family issues, sociology of women
Tiffany Sanders Baffour Assistant Professor, Social Work Social work practice with families with an emphasis on African-American at-risk youth and families in rural communities Jessica Berman English 20th-century narrative, gender and cultural studies, feminist theory
Courses in this program are listed under GWST.

102 GENDER AND WOMENS STUDIES

Gender and womens studies is an interdisciplinary field of inquiry that seeks to understand and articulate how gender makes a difference in the lives and experiences of women, as well as men; in the practices and institutions of human societies; and in the cultural products of societies, such as art and literature. Emphasizing the importance of historical and cross-cultural perspectives, the Gender and Womens Studies Program at UMBC critically examines the intersections of gender, class, race, ethnicity, sexual orientation, age and ability to make visible structures of power that otherwise remain hidden. The major in gender and womens studies consists of 36 credits, divided as follows: GWST/POLI 338 Women and Law GWST 340 Global Perspectives on Gender and Women (roe) GWST/HIST 374 European Womens History 1200-1750 GWST/HIST 375 European Womens History 1750-1914 GWST/HIST 376 European Womens History 1914-Present GWST/ SOWK 377 Women and Social Policy GWST/HIST 380 History of Women and Gender in Asia (roe) GWST/AMST 382 Perspectives on the Family
Material, Social and technological Contexts (3 credits)

GWST/ECON 250 Gender Roles in Economic Life GWST/AMST 310 Gender and Inequality in America GWST/SOCY 332 Human Sexuality in Sociological Perspective GWST/SOCY 333 Human Sexuality in Cross-Cultural Perspective GWST/CMSC/IS 352 Women, Gender and Information Technology GWST/SOCY 353 Marriage and the Family GWST/SOCY 355 The Sociology of Women GWST/PSYC 356 Psychology of Sex and Gender GWST/PSYC 357 Psychology of Women GWST/AFST 370 Black Women: CrossCultural Perspectives (roe) GWST/AFST 371 The Female Offender GWST 378 Women, Gender and Science GWST 381 Cultural Politics of Population in the U.S. GWST/SOCY 433 Gender Work and Family in Cross-Cultural Perspective (roe) GWST/SOCY 434 Gender in the Life Course note: A maximum of 6 credits of GWST electives may be taken at the 200 level.
Core CoUrSeS (15 credits)

GWST 100 Introduction to Gender and Womens Studies GWST 200 Studies in Feminist Activism GWST 300 Methodologies of Gender and Womens Studies GWST 480 Theories of Feminism GWST 495 Colloquium: Research and Activism

Each of the Gender and Womens Studies Program options the undergraduate major, the certificate, and the minor reflects a deep commitment to the interdependence of theory and practice. In this way, the program equips students with the substantive knowledge and critical skills required to respond to rapidly changing environments in areas such as government, business, education, public service, the health professions, social services and the law, at local, national and global levels.
eleCtIVe CoUrSeS (21 credits)

12 credits must be spread across the three content areas history and public policy; representation as/in culture; and material, social and technological contexts. The remaining nine (9) credits may be from any non-core approved GWST course. Six (6) of the 21 credits must be designated range of experience (roe) courses.
representations as/in Culture (3 credits)

GWST/PHIL 258 Introduction to Feminist Philosophy GWST/MLL320 International Women Directors (roe) GWST 321 Queer Representations in Film and TV (roe) GWST/ENGL/MLL 322/ AFST 347 Women and the Media: Myths, Images and Voices GWST/THTR 349 Women and Theatre GWST/ENGL 364 Perspectives on Women in Literature GWST 365/AFST 360 Black Women Novelists (roe) GWST/PHIL 391 The Philosophy of Sex GWST/PHIL 458 Advanced Topics in Feminist Philosophy
History and Public Policy (6 credits)

GWST/AMST 210 Introduction to Lesbian and Gay Studies (roe) GWST/HIST 325 History of Women in America to 1870 GWST/HIST 326 History of Women in America Since 1870 GWST 327/AFST 354/ HIST 323 African-American Womens History (roe) GWST/POLI 328 Women and Politics GWST 330/ANCS 320 Women and Gender in the Classical World
academic advising
Each student is assigned an academic advisor from the programs faculty upon declaring gender and womens studies as a major, certificate or minor. Students may also request to be assigned to a particular faculty member. Advisees are urged to consult regularly with faculty advisors, utilize information on the Gender and Womens Studies Program Web site (www.umbc.edu/wmstudies), and to take part in program activities, especially the Women Involved in Learning and Leadership (WILL) program, which provides co-curricular programming geared to career development as part of its many activities.
GENDER AND WOMENS STUDIES

A maximum of three GWST independent studies may be counted toward the major, and A maximum of three GWST internship credits may be counted toward the major A grade of C or better is required in all courses applied toward the major. GWST/HIST 380 Women and Gender in Asia As well as nine credits of elective gender and womens studies courses, including at least two course that specifically address the range of womens experiences (RoE), for example through a focus on international women, ethnicity, sexual orientation and/or class. A grade of C or better is required in all courses applied toward the certificate. WILL program, a learning community that promotes academic excellence, leadership development and civic engagement. WILL students utilize their expertise in understanding gender issues to organize campus events that raise awareness about such issues, bring nationally and internationally renowned speakers to campus, participate in national conferences, work with feminist and other social change organizations and explore the diverse range of career opportunities available to gender and womens studies students. In conjunction with WILL, the Gender and Womens Studies Program sponsors a single-sex, living-learning floor in the residence halls. Students have the opportunity to apply their gender and womens studies course work in a wide variety of internship options available in the Baltimore Washington region, including such organizations as the Feminist Majority Foundation, the National Organization for Women, Choice USA, Planned Parenthood and WMST-L, (the international electronic discussion forum for womens studies based at UMBC). More information about gender and womens studies at UMBC and elsewhere can be found at: www. umbc.edu/wmstudies
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Certificate Program
To earn the certificate, students must complete 24 credits of gender and womens studies coursework, including the following four required courses: GWST 100 Introduction to Gender and Womens Studies GWST 200 Studies in Feminist Activism GWST 300 Methodologies of Gender and Womens Studies GWST 480 Theories of Feminism
and
Minor Program
To complete the minor, students must complete 18 credits of gender and womens studies coursework, including the following three required courses: GWST 100 Introduction to Gender and Womens Studies GWST 200 Studies in Feminist Activism GWST 480 Theories of Feminism
and nine
One of the following womens history courses: GWST/HIST 325 History of Women in America to 1870 GWST/HIST 326 History of Women in America Since 1870 GWST 327/AFST 354 African-American Womens History GWST 330/ANCS 320 Women and Gender in the Classical World GWST/HIST 374 European Womans History: 1200-1750 GWST/HIST 375 European Womens History: 1750-1914 GWST/HIST 376 European Womens History: 1914-Present
credits of upper level elective gender and womens studies courses, including at least one course that specifically addresses the range of womens experiences (RoE), for example through a focus on international women, ethnicity, sexual orientation and/or class. No more than nine of these credits can be from any one department. A grade of C or better is required in all courses applied toward the minor.
Women Involved in learning and leadership (WIll)
All students academically connected to the Gender and Womens Studies Program through a declared major, certificate or minor are encouraged to participate in the
104 GEOGRAPHY AND ENVIRONMENTAL SYSTEMS
Geography and Environmental Systems

CHaIr Eugene P. Parker Associate Professor Environmental conservation, cultural ecology aSSoCIate ProFeSSorS Jeffrey B. Halverson Tropical meteorology, hurricanes and severe storms
Andrew J. Miller Hydrology, geomorphology, water resources Erle C. Ellis Biogeochemistry, landscape ecology, managed ecosystems Robert Neff Human dimensions of global change, urban geography, environmental and social justice Chris M. Swan Ecology, freshwater ecosystems, insect ecology, stream restoration Junmei Tang Geographic information systems, remote sensing, urban landscape ecology, resource management, environmental modeling
Michael R. Ratcliffe Historical geography, population, political geography
aFFIlIate aSSIStant ProFeSSorS [JCet] Mark Bulmer Geomorphology, volcanology, terrestrial and planetary remote sensing
Petya Entcheva Campbell Remote sensing, forest ecology Ali Tokay Cloud and precipitation physics, severe storms Huemmrich, Karl Fred Using remote sensing to study ecosystem structure and function
curriculum and the research agenda of the departments faculty provide multiple opportunities for students to acquire both breadth and depth in their training and to engage in the study of problems whose importance is becoming more and more evident. For students interested in environmental problems, natural resources and environmental conservation, a study of the impact of human activities on environmental systems includes elements of both physical and human geography. Physical geography investigates such matters as the development of landforms; patterns of climate, soils and vegetation; and interactions among these features of the physical environment. Human geography examines topics including the distribution of economic development, transportation, crime and urbanization; political, cultural and social geography; and spatial distributions of disease and health care. Techniques and tools of spatial analysis that are widely used by geographers include cartography, remote sensing and geographic information systems, all of which involve extensive application of computer technology. The departments program is designed to prepare students for any of three principal post-graduation activities: graduate school, a career in business or government or a career in education. The department offers both bachelor of arts and bachelor of science degrees; majors are expected to complete the prescribed number of credits of course work within the department, as well as work in complementary disciplines. In addition, students in their junior and senior years are encouraged to gain practical experience through internships. The department is home to a new degree program, a Bachelor of Science in Environmental Science, and is the administrative home for a campus-wide interdisciplinary degree, a Bachelor of Arts in Environmental Studies.
ClInICal aSSoCIate ProFeSSor dIreCtor oF geograPHIC edUCatIon Sari J. Bennett Economic geography, geographic education aSSIStant ProFeSSorS Dawn Biehler Disease and health and urban environmental geography
Mathew Baker Watershed and riparian ecology Laura Lewis Biogeography, agroecology, crop evolution
SenIor leCtUrer Thomas D. Rabenhorst Cartography, remote sensing

Karin E. Readel Interdisciplinary science education, plant biology, water quality
aFFIlIate reSearCH FaCUltY Peter Groffman Environmental regulation of microbes, water and air quality, soil carbon storage
Steward T. A. Pickett Urban ecosystems, plant community succession Richard V. Pouyat Urban and suburban ecosystems
aSSoCIate StaFF dIreCtor oF CartograPHIC SerVICeS laBoratorY Joseph School Cartography adJUnCt FaCUltY Scott Jeffrey Physical geography, oceanography
ProFeSSor eMerItUS Keith Harries Social and crime geography ProFeSSor eMerItUS Roger N. Dubois Geomorphology, coastal morphology, fluvial morphology
Robert J. Earickson Urban, social and medical geography
For updated and current information, visit our department Web site: www.umbc.edu/ges. Courses in this program are listed under GES.
The discipline of geography traditionally encompasses the study of spatial patterns in both the natural and cultural environment. The dynamic and interdisciplinary character of the field is becoming increasingly relevant for a range of societal and environmental problems, including those related to
urban and suburban economic development, poverty and crime, human health, water resources and water quality, land and soil resources, biodiversity, habitat loss and climate change. The departments name, Geography and Environmental Systems, highlights the importance of interactions between natural
environmental systems and social, political and economic systems. A rigorous background including courses in the natural sciences, mathematics and social sciences is also essential to the development of analytical skills and is, therefore, a required element of our degree programs. The undergraduate
GEOGRAPHY AND ENVIRONMENTAL SYSTEMS

For more information specific to those degrees, see environmental science and environmental studies. The department also offers minor programs in geography and in environmental geography and certificate programs in cartography and in geographic information science applications that are available to both majors and non-majors.
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academic advising
Students who decide to major in geography will meet regularly with a faculty advisor to determine what combination of courses, selected from within geography and environmental systems and from other disciplines, are best suited to meeting their goals. Those who plan to attend graduate school also are strongly encouraged to gain proficiency in statistical techniques. Students should consult with faculty advisors to ensure that their academic background includes appropriate prerequisites if they are interested in pursuing graduate degrees in other disciplines.
departmental credits for completion of the major.
Bachelor of arts (B.a.) in geography

In addition to the core courses identified above, a minimum of 30 additional credits in other departmental electives is required for students who complete GES 301, or 33 additional credits for students who substitute an outside statistics course for GES 301. Distribution requirements are as follows: Four human geography courses, chosen from the sequences GES 32X-36X, 42X-46X [12] and sections of selected topics courses (GES 302 or 400) that are designated by department faculty as meeting the distribution requirement. At least one of these four courses must be at the 400 level. Two upper-division physical geography electives chosen from the following sequences: GES 31X or 41X [6] or sections of special topics courses (GES 302 or 400) designated by department faculty as meeting the distribution requirement Four additional GES electives, with three being at the 300 level or above, and at least one of which must be a 400-level course [12]
and One geography and environmental systems techniques course at the 300 or 400 level in consultation with a faculty advisor. [3]
Before a candidate for the B.A. degree is permitted to take any 400-level course, the student must have completed both GES 102 and 110, as well as any other prerequisites specified in the Undergraduate Catalog.
other courses
One 300-level writing course [3] or one 300- or 400-level course in a field supporting the students major course of study [3 or 4], to be decided in consultation with the students faculty advisor. Substitution of another course for the writing course requires demonstration of strong writing skills. No course in which the student has earned a grade lower than C shall count toward the major requirements. No course taken on a P/F basis shall count toward the major.

Graduates may find employment with companies seeking expertise in geographic information systems and remote sensing, cartography, planning, facility location, distribution and transportation problems, and environmental consulting and analysis. Public-sector employment opportunities include city and county planning and zoning agencies, the Census Bureau, teaching (including environmental education), law enforcement agencies, the U.S. Geological Survey, the Maryland Geological Survey, the Environmental Protection Agency, state environmental and natural resources management agencies, transportation planning, the Commerce Department, State Department, Peace Corps and CIA. Additional opportunities are sometimes available with non-profit organizations. UMBC students who choose to seek advanced degrees after completing the bachelors degree may choose from a range of programs in geography or in other disciplines, such as public policy, urban planning, earth and environmental sciences, and environmental engineering. Graduate programs attended by our students include those at University of California, Santa Barbara; Pennsylvania State University; Cal Tech; University of Georgia; The Johns Hopkins University; University of Arizona; University of Michigan; Duke and Louisiana State University.
Major Programs
The department offers two major programs, a bachelor of arts (B.A.) and a bachelor of science (B.S.). The B.A. requires a minimum of 50 credits, including 47 credits in geography and environmental systems courses and three credits in writing. Both degree programs require all students to complete the following 14 credits of core courses: GES 102 Human Geography [3] GES 110 Physical Geography [3] GES 286 Exploring the Environment: A Geo-Spatial Perspective [4] GES 386 Introduction to Geographic Information Systems [4] In addition, all students must complete either GES 301: Quantitative Techniques or an outside statistics course to be selected from among the following: STAT 121, 350, 351 or 355. note: Outside statistics courses will not count toward the minimum number of
Bachelor of Science (B.S.) in geography

In addition to the core courses identified above, a minimum of 24 additional credits in other departmental electives is required for students who complete GES 301, or 27 additional credits for students who substitute an outside statistics course for GES 301. Distribution requirements for these are as follows: Four physical geography/ environmental science courses, chosen from the sequences: GES 110 or GES 120, GES 31X, 41X [3 or 4] and sections of selected topics courses (GES 302 or 400) that are designated by department faculty as meeting the distribution requirement. At least one of these four courses must be a 400-level course; no more than one of the four may be a 100-level course. note: Either GES 111: Principles of Geology [3] or GES 120: Environmental Science and Conservation [3] may be taken for credit
Internship and independent study do not count toward the minimum number of credits required for the B.A. degree. All students, upon declaring the geography major, will be expected to take GES 286 and a statistics course the first semester each course is offered, following satisfaction of any prerequisites.
106 GEOGRAPHY AND ENVIRONMENTAL SYSTEMS

toward the degree requirements, but not both.
PlUS Two upper-division electives chosen from the following sequences: GES 32X-36X, 42X-46X [6] OR sections of special topics courses (GES 302 or 400) designated by department faculty as meeting the distribution requirement.
Also required is one 300level writing course [3] or one 300- or 400-level course in a field supporting the students major course of study [3 or 4], to be decided in consultation with the students faculty advisor. Substitution of another course for the writing course requires demonstration of strong writing skills. A grade of C or better is required in each course needed to fulfill the B.S. requirements. No course taken on a P/F basis shall count toward the major.
two additional electives, at least one of which must be a 400-level course [6]
PlUS
Internship and independent study do not count toward the 41 credits within the department that are required for the B.S. degree.
Minor in geography
To earn a minor in geography in conjunction with a bachelor of arts or science degree in another discipline, students must complete a minimum of 18 credits, with a C or higher required for minor course credit. No course taken on a P/F basis shall count toward the minor. Required courses include: GES 102 Human Geography [3] GES 110 Physical Geography [3]
PlUS Any four upper-division courses in geography and environmental systems, excepting internships or independent study. Summer and winter session courses of fewer than three credits will not count toward the total requirements.
designated honors courses or by arrangement with faculty to complete additional honors work in regular departmental courses. Eligibility to enroll in GES 499 requires senior standing, maintenance of the minimum grade point average through the end of the previous academic semester, completion of at least one 400-level course in a topic area related to the thesis research and permission of the students faculty advisor. GES 499 is to be completed in addition to other 400-level courses required for the B.S. or B.A. degree in geography.
The departments cartography and geographic information systems (GIS) laboratories provide state-of-the-art facilities for students interested in analysis and presentation of spatial data. Faculty projects and special cooperative initiatives with government agencies provide opportunities for students to use these tools in answering vital research questions. Numerous internship opportunities are available for students who wish to pursue a practical work experience with local, state or federal government agencies; private corporations or non-profit organizations. Some, but not all, of these are paid internships. In addition, the department offers in-house internships for students enrolled in the cartography or geographic information science applications certificate programs. Advanced students also have the opportunity to work with faculty on a range of research projects in human geography, physical geography and environmental science. Several of our students also have won competitive awards to pursue their own independent research projects through the Provosts Undergraduate Research Initiative.
dePartMent CertIFICateS
Certificate in geographic Information Science
The Certificate in Geographic Information Science is designed for students who want to supplement their major with an additional certification recognizing their proficiency in GIS, RS and cartographic techniques.
other courses
Six courses representing a minimum of 21 credits, including five courses in mathematics and natural sciences, to be selected in consultation with the students faculty advisor, as follows: MATH 151 Eight credits of two of the following: BIOL 100, CHEM 101, PHYS 111 or 121 One additional course to complete a year of study in either biology, chemistry, physics, or math and statistics, to be selected from the following list: BIOL 301 [3] CHEM 102 [3] PHYS 112 OR 122 [4] MATH 221 [3] OR 225 [3] STAT 121 [4], 350 [4], 351 [3] or 355 [4] One additional elective to be chosen from the same list, or CMSC 103. Only one course from the statistics sequence may be used to satisfy the requirements for the major.
geography/Social Studies Secondary teaching Certification Program

The Department of Geography and Environmental Systems offers a program for majors who wish to become certified to teach geography/ social studies at the secondary level. This program has been approved by the Maryland State Department of Education. Students must consult with a departmental advisor for information on the academic courses required for this program. For the most up to date certificate information please go to the department Web site: www.umbc.edu/ges.
departmental Honors
Students who maintain a cumulative grade point average of at least 3.25 and a grade point average of at least 3.5 in the major are eligible to graduate with departmental honors after successful completion of GES 499: Honors Thesis. UMBC requires a total of nine credits in departmental honors courses for all students wishing to graduate with honors. GES 499 accounts for three credits; the remaining six credits may be earned by completion of formally
evening option
Evening courses are offered occasionally, but generally, no more than one to three evening courses are offered in a single semester. Required core courses are almost always offered during daytime hours only.
HEALTH ADMINISTRATION AND POLICY
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Health Administration and Policy

The Health Administration and Policy Program (HAPP) is designed for career-oriented students who recognize that health and health care in America are major public concerns and who plan to seek employment in one of a variety of administrative, supportive, planning and policy positions. Students may choose an undergraduate emphasis in health services administration, health policy or public health. Students in the health administration and policy program can expect to achieve the following objectives: a comprehensive understanding of health care issues and the health care system that will underpin various educational and career goals; training in basic administrative, managerial and methodological skills; preparation for entry-level employment in the communitys health and health care organizations and in support systems in the private and public sectors; and preparation for a graduate program leading to an advanced degree in a health related field. Health administration and policy majors study with instructors who are working in the health care field or who have had many years of applied experience before joining the academic arena. Each instructor brings this practical understanding of the industry into the classroom. Program, students will be prepared for careers in longterm care; hospitals; federal, state and community health agencies and other healthrelated organizations. After graduation, health administration and policy majors have found employment with such organizations as the Centers for Medicare and Medicaid Services, Blue-Cross/ BlueShield, the University of Maryland Medical Center, Maryland Department of Health and Mental Hygiene, Maxim Healthcare and Mercy Hospital. Students also have gone on to graduate study at The Johns Hopkins University, George Washington University, Harvard, University of North Carolina, Virginia Commonwealth University and Yale.
on campus is supplemented with an internship placement in a cooperating agency or organization in the community. All students registering for the internship must participate in a professional liability insurance plan for which they will be billed separately. To the extent possible, the placement will be related to the students track concentration and career interests, thereby providing an effective combination of academic and practical training. A grade of C or better is required in all courses applied to the major. The credit and course requirements for a HAPP program major in track I, track II and track III are as follows:

or
ENGL 391 Intermediate Exposition **IS 101 Introduction to Computer Based Systems IS 295 Introduction to Applications Programming * Track III students instead must take a natural science course selected from the approved list available from the program upon request. **Students who have completed previous course work in computer science or computing should talk with a HAPP advisor before registering for the information systems (IS) courses.
Core (taken by all tracks)

HAPP 100 Survey of the U.S. Health Care System *HAPP 200 Human Development Implications for Health and Disease HAPP 452 Health Care Organization and Delivery HAPP 495 Health Administration and Policy Internship HAPP 496 Internship Seminar *ECON 121 Principles of Accounting I STAT 121 Introduction to Statistics for the Social Sciences
or
track I: Health Services administration

HAPP 497 Health Planning and Administration HAPP 498 Financial Management and Decision Support for Health Services Organizations (also EHS 498) ECAD 210 Practice of Management ECON 122 Principles of Accounting II ECON 101 Principles of Economics I ECON 467 Health Economics Track I students also must complete three (3) courses selected from a list of approved electives available upon request from the program.
academic advising
Completion of the Health Administration and Policy Program requires careful coordination of track selection with internship placement. Additionally, a students post-baccalaureate plans for either graduate education or immediate employment are important influences on his or her overall academic program and course selections. With these considerations in mind, early and continuous contact should be established with a program advisor.
STAT 350 Statistics with Applications in the Biological Sciences

or
Major Program
Students majoring in health administration and policy must take a concentration in either health services administration (track I), health policy (track II) or public health (track III). Course work

Upon completion of the Health Administration and Policy

or
SOCY 301 Analysis of Sociological Data
track II: Health Policy

HAPP 411 Health Quality and Regulation
108 HEALTH ADMI NISTRATION AND POLICY

HAPP 412 Research Methods in Health POLI 250 Introduction to Public Administration POLI 353 Governmental Budgeting and Financial Administration SOCY 420 Social Epidemiology Track II students also must complete four (4) courses selected from a list of approved electives available upon request from the program.
The major can be effectively combined with the B.A./ M.A. opportunities in the applied sociology and public policy programs at UMBC. The program offers those with an interest in having an international experience an introductory course in international field research that is linked to a week-long travel experience in Switzerland. Graduates of UMBCs health administration and policy program remain actively involved with the program, providing current students with internship placements and job opportunities in hospitals, nursing care centers, government and voluntary health organizations.
track III: Public Health

HAPP 354 Social Basis of Public and Community Health HAPP 380 Global Issues in Health and Disease HAPP 411 Health Quality and Regulation HAPP 412 Research Methods in Health SOCY 420 Social Epidemiology Track III students also must complete four (4) courses of approved electives. Two (2) of the electives may come from the approved list of natural sciences choosing additional courses not used as a required science course in the core. Approved lists of electives are available upon request from the program.
The Health Administration and Policy Council of Majors supports and initiates programs of interest to majors.

Although many courses are available in the evening, some program courses only are offered during the day. To complete the major, students must have the flexibility to include these courses in their academic schedules.
HISTORY
109
History
CHaIr Kriste Lindenmeyer Professor United States policy history, history of childhood, gender, ethnicity, and late-nineteenth and early twentieth century. ProFeSSorS Warren Cohen Emeritus
James S. Grubb Renaissance, reformation Europe Sandra Herbert Emeritus John Jeffries Dean College of Arts, Humanities, and Social Sciences United States recent history and politics; public policy history Aristeides Papadakis Emeritus Robert K. Webb Emeritus Ka-Che Yip China, East Asia, history of medicine
Constantine N. Vaporis Japan, East Asia
aSSoCIate ProFeSSorS Rebecca L. Boehling Director, Dresher Center for the Humanities Germany, modern Europe, European womens history, Holocaust studies
Terry Bouton United States Revolution, early republic Kate Brown Russia, nationality and ethnicity Colin B. Burke Emeritus Amy Froide Early modern Britain, early modern Europe, European womens history Marjoleine Kars Early America, Atlantic world, African diaspora and slavery; gender history Daniel Ritschel Great Britain, modern economic and social policy Anne Sarah Rubin United States Civil War era Joseph N. Tatarewicz Science and technology, public history
aSSIStant ProFeSSorS Denise Meringolo Public history, 20th-Century United States social and cultural history
Susan McDonough Medieval Europe, medieval gender and womens history, social and cultural history Michelle Scott United States AfricanAmerican and womens history, U.S. entertainment culture
through employment with non-profit foundations and think tanks. The study of history also provides exceptional preparation for a wide range of graduate programs and law school. At UMBC, history students regularly meet with faculty advisors to devise a personalized path of study matching future goals. Students seeking teacher certification follow a specially designed course of study offered in conjunction with UMBCs Department of Education and approved by the Maryland State Department of Education.
aFFIlIate reSearCH ProFeSSor Ricky Welch History of science SenIor reSearCH SCHolar Linda Lear Environmental history ProFeSSor oF tHe PraCtICe Barry Lanman Director, Martha Ross Center for Oral History Oral history adJUnCt aSSoCIate ProFeSSorS Clayton Laurie Military history, U.S. intelligence history
Howard Smead Recent United States
academic advising
Students are assigned or may request a specific academic advisor from the departments regular faculty when declaring history as a major or minor. Advisees are urged to utilize information on the Department of History Web site (www.umbc.edu/history), frequently consult with their faculty advisor, and take part in department activities, especially the History Student Council which holds meetings about career opportunities as part of its activities.
Prelaw advising
Advisor: Amy Froide. The study of history provides excellent preparation for careers in law, and the history major traditionally has been one of the most heavily represented undergraduate majors in American law schools. Recognizing this, the history department provides supplemental pre-law advising to those students considering law school.
Courses in this program are listed under HIST.
The history major and minor programs enable students to develop analytical and communication skills and serve to broaden their perspective on the past. In addition to encouraging mature judgments, the history curriculum trains students to work sensibly and logically with a wide variety of evidence. The UMBC Department of History boasts an award-
winning faculty of internationally recognized scholars who take teaching as seriously as they do research. Small class sizes create an exciting atmosphere for learning as does an array of innovative courses. The departments faculty and programs also help students learn how to apply the knowledge and the analytical skills gained through the study of history satisfying careers and life-long learning.

Choosing to major or minor in history is excellent preparation for a variety of professional careers. The study of history provides skills in analytical thinking, writing and speaking. Graduates work in fields such as communications, marketing, management, education, government service, public history and research. Many are engaged in social entrepreneurship
Major Program
The Bachelor of Arts (B.A.) in History consists of 39 credits distributed as follows:
required courses (15 credits)

HIST 110 Western Civilization to 1700
or
110 HISTORY
HIST 111 Western Civilization 1700 to the Present HIST 101 American History to 1877
or
Minor Program
Recognizing that a basic understanding of history is a crucial component of a liberal undergraduate education rather than a luxury, the department offers a minor in history. It allows students to complement their career interests and vocational goals by studying history as an ancillary field. To earn a minor in history, in addition to a major in another discipline, students must complete a total of 18 credits in history. As with the major program, the minor requires that students complete two broad introductory-level courses. The required minimum score on CEEB Advanced Placement examinations may exempt a student from three of the six credits required in 100-level courses. The minor then provides great flexibility, allowing students the opportunity to concentrate on particular historical eras, interests or areas. The minor consists of 18 credits distributed as follows:
Minor in east asian History

The department offers a minor in East Asian history that gives concrete recognition to students who have achieved a broad understanding of East Asia through the completion of the required program. It will provide excellent preparation for students pursuing careers in international affairs, education, journalism, business and law.
successful completion of the course work and student teaching, students are recommended for teacher certification in the state of Maryland. The history/social studies secondary education program consists of 48 credits distributed as follows:
HIST 102 American History: 1877 to the Present HIST 103 East Asian Civilization
or
History Major core requirements (15 credits)

or
HIST 200 Themes in World History HIST 201 Introduction to the Study of History HIST 496 Historical Research (American)
or
required Courses
HIST 103 East Asian Civilization (SS or C) HIST 200 Themes in World History (SS)
or
HIST 497 Historical Research (non-U.S.)
elective Courses (12 credits)

Electives must be distributed in such a way that each student has six credits in Chinese and six credits in Japanese history. No grade lower than a C in any course will be counted toward the minor. The 12 credits should be selected from the following courses: HIST 381, 383, 385, 387, 388, 458, 459, 477, 478, 479, 480, 494 and 497 (as applicable).
HIST 102 American History, 1877 to the Present HIST 103 East Asian Civilization
or

Electives must be distributed in such a way that each student has a minimum of nine credits in American history and a minimum of 12 credits in European, Asian, Latin American or African history. At least 15 of the 24 elective credits must come from history courses numbered 400 and above. The only 100-level courses that may be included are HIST 103 and either HIST 101 or 102. No grade lower than C in any course will be counted toward the major with the exception of HIST 391 (a P/F course). Students may apply up to three credits earned in HIST 391 as elective credits for the history major. The CEEB Advanced Placement Examination allows students achieving a minimum score to be exempted from the corresponding required 100level courses and to receive credit toward both the history major and the universitys graduation requirements.
HIST 200 Themes in World History HIST 201 Introduction to the Study of History HIST 496 Historical Research (American)
or
required Courses (6 credits)

or
or
History/Social Studies Secondary education Program

The Department of History offers a program for history majors seeking certification to teach history/social studies at the secondary level. This program is approved by the Maryland State Department of Education. In completing the specific requirements of this program, students also must complete the normal requirements for the history major described above. In addition, students must be admitted to and complete UMBCs Secondary Teacher Education Program. Upon
HIST 497 Historical Research (non-U.S.)
HIST 102 American History: 1877 to the Present
Social Studies emphasis (teacher certification) (33 credits) required History Courses (6 credits)
HIST 407 The Founding of the American Nation HIST 443 The United States Since 1945

At least nine of these credits must be selected from 300- or 400-level history courses. No grade lower than a C in any course will be counted toward the minor.
HISTORY
required Supplementary Social Studies Courses (9 credits)
ECON 101 Principles of Microeconomics
or
111
499 sequence to qualify for departmental honors. Departmental honors students must complete a minimum of 21 credits in UMBC History courses and graduate with at least a 3.5 GPA in history courses. Interested students should consult with a department advisor about enrollment in the program no later than the fall semester of their junior year.
Students have the opportunity to enhance their classroom experience by participating in internships in such organizations as the Maryland Historical Society, the Maryland State Archives in Annapolis, the Baltimore Museum of Industry and other museums, archives and historical societies in the region. One agency wrote to thank UMBCs history department for the wonderful employees and interns you have been sending us To say we are satisfied with the quality of the people would be an understatement. For further information about internship opportunities, contact the Department of History or visit the Department of History Web site www.umbc.edu/history.
ECON 102 Principles of Macroeconomics An introductory geography course POLI 100 American Government and Politics
accelerated B.a./M.a. Program

1. History majors interested in taking graduatelevel courses as an undergraduate may apply to enter the departments accelerated B.A./M.A. program offered by the department. After earning the undergraduate degree, if accepted into the Historical Studies Masters Program, accelerated B.A./ M.A. students may count up to nine credits earned as an undergraduate toward the M.A. degree. Students should apply in the junior year to begin the program during the senior year. For further information, contact the Department of History. 2. Students with scores of at least three on the CEEB Advanced Placement examinations in American and European history may qualify for an accelerated B.A./M.A. program. For further information, contact the Department of History.
elective History Courses (18 credits)

At least one course must relate to each of the following areas: Anthropology and sociology A pluralistic society Current affairs and controversial issues. (See either history or education advisors for a list of recommended courses in these areas.) For a description of the 39 credits in teacher education courses, see the Secondary Education Program of the UMBC Department of Education.
History Student Council
All students are encouraged to participate in the History Student Council. The council meets monthly for lectures and informal discussions on historical topics and careers. The council also sponsors guest speakers and field trips to museums and historic sites.
departmental Honors Program

The honors program offered by the Department of History requires a minimum of 42 credits. Students seeking departmental honors follow the rules for the history major and as part of that program take two 300- or 400-level history courses that are either already offered as Honors College courses ("H") or are 300 or 400 history courses adapted by the instructor to satisfy the departmental honors requirement. In addition, departmental honors students take the two-term History 498-499 sequence (Honors Thesis in History) in place of History 496 or 497. Students must earn at least a B in the 498-
Phi alpha theta

Qualified history majors may apply to join Phi Alpha Theta, the national history honor society. Members attend and often present papers at the yearly regional Phi Alpha Theta conference held at an area university. Information on the society is available in the history office.

The history major and minor programs can be completed by evening or part-time students. A significant number of courses, including required courses, are offered in the late afternoon, evening and in the winter and summer sessions. It should be noted, however, that not all courses are offered frequently or on a regular basis at those times.
112 HONORS COLLEGE
Honors College
dIreCtor Anna M. Shields Associate Professor of Chinese Modern Languages and Linguistics aSSoCIate dIreCtor Simon Stacey HonorS College ProFeSSor oF VISUal artS Ellen Handler Spitz PrograM CoordInator Maureen L. McCormick PrograM ManageMent SPeCIalISt Margaret Major adMInIStratIVe aSSIStant Lisa Whittle HonorS College adVISorY Board Kathryn Brown History
Marilyn Demorest Vice Provost for Faculty Affairs (ex officio) Maureen L. McCormick Program Coordinator, Honors College (ex officio) Gail Orgelfinger English Ant Ozok Information Systems Thomas Robinson Africana Studies Philip Rous Physics Anna M. Shields Director, Honors College (ex officio) Ellen Handler Spitz Honors College Professor of Visual Arts (ex officio) Simon Stacey Associate Director, Honors College (ex officio) Geoffrey Vaughan Political Science
semester to semester, cover a wide variety of interdisciplinary topics. These courses are specially designed with regard to Honors College values to supplement the UMBC curriculum. Honors courses have limited enrollment and afford participants the opportunity for close interaction with distinguished members of the UMBC faculty. The Honors College encourages the development of advanced-level honors curricula and assists honors students in developing their programs, applying to graduate or professional schools, and gaining financial support for research and graduate study. Recent Honors College graduates have been accepted into programs at Princeton, Yale, Stanford, University of Pennsylvania, Oxford, Cambridge, Duke, Harvard, NYU and Georgetown, among others. Students who complete the Honors College curriculum graduate with a Certificate of General Honors, which is noted on their transcript.
study and research options and graduate or professional school admissions. All Honors College students are encouraged to visit the Honors College on a regular basis for informal conversation with the staff and other students. Honors students must schedule an advising appointment in the Honors College each semester prior to advanced registration.
Honors Courses
Many honors courses involve more in-depth treatment of topics covered in the regular class sections, while others resemble graduate seminars in their small size, depth, intensity of scholarship, and in the special character of the relationship engendered by working closely with faculty members and other students. Honors classes are generally limited to no more than 25 students. Each semester the Honors College offers 40 to 50 courses in the Honors Forum, honors sections of regular classes, regularly scheduled honors courses and specially commissioned honors courses.
Honors orientation
Incoming Honors College freshmen attend a special honors orientation along with students in the specialty Scholars Programs. The program provides students with the opportunity to meet other new students, as well as faculty, staff and current students. They learn about university requirements and, with the help of faculty and peer advisors, begin to plan their academic careers. They participate in an introductory seminar that acquaints them with the collaborative approach to learning that is characteristic of most courses in the Honors College. A parent orientation also is scheduled.
the Honors Forum

In their first year at UMBC, entering Honors College members enroll in Honors 100, which meets weekly in the fall semester. The Honors Forum introduces students to the academic method and to the pursuit of excellence through honors education. Students interact with campus researchers and creative artists, participate in service learning and leadership development, gain research and study skills applicable to all their future academic endeavors, and reflect upon what it means to be a full member of an academic community.
The Honors College provides a special opportunity for exceptional students seeking a community of diverse individuals for whom the quest for knowledge is its own reward. Honors College seminars are listed under HONR. In addition, honors versions of departmental courses are designated with an H in each semesters course list, e.g., BIOL 100H or ENGL 206H.
the Honors College at UMBC

The Honors College is for students who seek exceptional intellectual stimulation and challenge. Students are offered a rich liberal arts experience through honors classes, interactions with
visiting scholars, internships, study abroad and study-travel programs, and other extracurricular opportunities. One of the hallmarks of the program is specialized attention. Each semester, students receive individual formal advising from Honors College staff who are also available for consultation throughout the year. Membership in the Honors College is intentionally kept small. Limited to an enrollment of 500, the college seeks to have 125 first-year students matriculate each fall. Students admitted to the Honors College undertake general honors study in honors versions of regular classes and specially commissioned honors seminars. Honors seminars, the subjects of which from
advisement
The faculty and staff of the Honors College are available to honors students for advising concerning academic programs, course selection, study abroad, special graduate scholarships, independent
Honors Sections of regular Classes

These are often introductory level courses, such as Ideas and Images in American Culture (AMST 100H), Concepts of Biology (BIOL
HONORS COLLEGE
100H), and Introduction to World Literature and History (ENGL 206H), but there are also some 300- and 400-level honors sections for advanced undergrads in the Honors College. The honors section explores a topic at greater depth, introduces material not covered in the regular course, requires an added amount of writing and features considerable dialogue among students and faculty. College to continue their collaborative learning experiences in a relaxed residential setting. Students are able to pursue a range of academic and social activities with like-minded colleagues. At the same time, they will develop strong friendships through common goals, classes, conversation and fun.
113
application to the Honors College

Admission to the Honors College is highly selective; the college seeks to enroll a maximum of 125 new students each fall semester. For consideration, the applicant must complete the universitys application, as well as submit the following to the Honors College: The Honors College application An essay Answers to a series of questions about interests and experiences A letter of recommendation from a teacher specifically addressing the candidates suitability for honors study. In reviewing applications, the Honors College places special emphasis on the written material submitted. For high school applicants, the strength of the high school curriculum, GPA and standardized test scores are also very important. Applicants should have a minimum GPA of 3.5 on a 4.0 scale in a strong college preparatory curriculum that includes honors, Advanced Placement or International Baccalaureate coursework and an exceptional SAT score. Transfer students, as well as students currently enrolled at UMBC, may apply for admission to the Honors College by submitting the materials outlined above. The student should have a minimum cumulative college GPA of 3.25.
the Honors College Scholars

Awarded to outstanding freshman students and transfers, these scholarships provide $1,000 per year.
academic requirements
Honors College students must earn a 3.25 GPA each year and complete two honors courses per year. In addition to HONR 100 and a collegelevel writing course, a minimum of six honors courses with grades of B or better are required for the completion of the Honors Certificate. Honors courses must be taken across the undergraduate disciplines. All students who successfully complete the Honors College academic requirements and graduate with a cumulative 3.25 GPA or higher are granted a Certificate of General Honors. The Certificate is awarded at an Honors College Medallion Ceremony at the time of graduation and is recorded on the students academic transcript.
Study abroad
The Honors College encourages its students to take part in study abroad programs. Generally, students who wish to complete international studies during the academic year should be juniors. In past years, Honors College students have studied in China, Spain, Italy, Guatemala, England, Australia and New Zealand, among other places.
regularly Scheduled Honors Courses

Some honors courses, such as HONR 390: Reflections on Community Service, HONR 410: Honors Internship and HONR 490: Senior Honors Project are scheduled regularly. Courses of particular interest to students at a research university are HONR 210 and 211, The Great Books Seminars.
Study-travel Programs
The Honors College maintains an active study-travel program as a way to expose its members to the diversity of human culture and cultural artifacts from other times and places. Recent programs conducted by the college have included trips to France, Italy, Ireland, Spain, Portugal and Greece.
Honors Seminars
These seminars are taught by Honors College Faculty Fellows and are focused on a particular problem, such as Art and the Cultures of Childhood; Science, Mathematics and Technology in the Ancient World; Death and Dying; and Literature of the Holocaust. These seminars are often interdisciplinary, and sometimes teamtaught by faculty members from different departments.
grants and Scholarships

The Honors College offers grants and scholarships that are awarded to current students for research, coursework and independent study during winter and summer sessions. In addition, the Jay Freyman Scholarships offer financial assistance to Honors College students pursuing an international educational experience.
Honors in the Major

Many UMBC major programs have developed honors tracks for graduating with departmental honors. All members of the Honors College are encouraged to pursue their majors with honors where the opportunity exists. Departmental honors courses count toward Honors College requirements as well.
Special Scholarship Programs

In collaboration with the Office of the Provost, the Honors College seeks out potential applicants for a variety of grants and fellowships for undergraduate, graduate and international studies, including the most prestigious, such as the Rhodes, Marshall, Goldwater, Fullbright and Truman scholarships.
Scholarships
Applicants may be considered for the following Honors College scholarships:
the Honors College Fellows

Awarded to Honors College applicants who demonstrate the highest degree of achievement and academic curiosity. Fellows receive a fixed-dollar, four-year award covering incoming tuition, mandatory fees, room and board.
living-learning Community
The Honors College LivingLearning Community offers the opportunity for some members of the Honors
114 HUMAN CONTEXT OF SCIENCE AND TECHNOLOGY
Human Context of Science and Technology

dIreCtor Joseph N. Tatarewicz History adVISeMent CoordInator Faye Adams History HUMan ConteXt oF SCIenCe and teCHnologY CoMMIttee Ted Foster Engineering
Sandra Herbert Founding Director History Jessica Pfeifer Philosophy Thomas Robinson Psychology/Africana studies Philip Sokolove Biology Lynn L. Sparling Physics Laszlo Takacs Physics G. Rickey Welch Biology/history Director Honors College, ex officio Director, Interdisciplinary Studies, ex officio Director, The Dresher Center for the Humanities, ex officio
of which at least four would have to be at the upper level. Substitutions to this list can be approved by the director of the certificate program. This course list will be subject to periodic revision. For all courses, a grade of C or better is required.
HIST 492 Colloquium in the History of Science HIST 445 History of Science to 1700 HIST 446 History of Science Since 1700 MATH 432 History of Mathematics PHIL 248 Introduction to Scientific Reasoning PHIL 251/CMSC 304 Ethical Issues in Information Systems PHIL 358/HAPP 358 Bioethics PHIL 372 Philosophy of Science PHIL 394 Philosophy of Biology PHIL 395 Philosophy of Physics PHIL 454 Animals and the Environment: Moral Theory and Its Applications PHIL 472 Advanced Topics in the Philosophy of Science PHYS 333 Applied Physics in Archaeology and Art POLI 452 Politics of Health SOCY 351 Medical Sociology SOCY 352 Issues in Health Care SOCY 361 Science and Society SOCY 416/ANTH Cyberspace, Culture and Society SOCY 457/HIST 450 Social History of American Medicine
HCSt Certificate electives list:

AMST 270 American Culture and Science AMST 388/ENGL 388 American Environment: Landscape and Culture ANTH 312 Medical Anthropology ENGL 200 Language and Scientific Value ENGL 317/CPLT 317 Literature and the Sciences ENGL 383 Science Writing ENGL 418 Advanced Topics in Literature and the Sciences ENGL 419 Seminar in Literature and the Sciences GEOG 326 Conservation Thought GEOG 432 Seminar in Natural Resources and Environmental Conservation HIST 369 Darwinism: The Evolutionary Perspective HIST 387 Medicine and Health Care in China HIST 404/IS 404/CMSC 404 History of Computers and Computing
This is a 27-credit, upper-division certificate program. It complements the students major.
For students in the humanities and social sciences, the Human Context of Science and Technology (HCST) Certificate Program provides a core of foundational courses in one of the areas of science or engineering that will provide the technical background allowing them to integrate humanistic and scientific learning. The HCST Program provides students in the sciences and engineering with a broad-based education that will equip them to understand the cultural setting and societal impact of their future work. To assist students in their future careers, whether in business, engineering, education, writing or in the arts, the HCST Certificate Program provides a bridge connecting the cultural life of the humanities and the sciences. In an era when individuals
change careers with some frequency, it also provides avenues into a number of different areas of knowledge. The program has a three-part structure: 1) A required introductory course, HCST 100 (three hours) 2) Electives chosen from a list of prescribed courses (15 hours) 3) Natural science/ engineering component (nine hours minimum) I.) HCSt 100 (3 credits) (gFr: meets a/H, gdr: meets H) II.) electives (15 hours) A student in the HCST Certificate Program would take five of these courses,
HUMAN CONTEXT OF SCIENCE AND TECHNOLOGY

WMST 352 Women, Gender and Information Technology WMST 378 Gender, Science and Technology III.) natural science/ technology component (nine hours minimum) In addition to studying critical literature about science and technology, students must become acquainted in some detail with current conceptions and practice in a chosen area of science or technology as presented by that areas current practitioners. The following options are available:
115
geography and environmental Systems option:

GEOG 110 [3] Physical Geography GEOG 111 [3] Principles of Geology GEOG 120 [3] Environmental Science and Conservation
Mechanical engineering option:

ENES 101 [3] Introductory Engineering Science ENME 204 [3] Introduction to Engineering Design with CAD ENES 220 [3] Mechanics of Materials
Information Systems option:

IS 202 [3] Systems Analysis Methods
and
general engineering option

ENES 101 [3] Introductory Engineering Science
and At
Two additional courses chosen from IS 125 or anY IS courses at the 200 level or above.
Biology option:
BIOL 100/100L [4+2] Concepts of Biology BIOL 302 [4] Molecular and Cellular Genetics
Mathematics/Statistics options:
MATH 151 [4] Calculus and Analytic Geometry I MATH 152 [4] Calculus and Analytic Geometry II
and Either
least two more three-credit courses in an engineering field, selected from the courses listed under the engineering options. In exceptional cases, courses other than the ones listed may be accepted on the recommendation of the advisor, provided they are at a similar or higher level.
Chemistry option:
CHEM 123/124/124L [4+3+2] Intro to General Organic and Biochemistry
or
any 200-level MATH course or anY 300-level STAT course.
CHEM 101/102/102L [4+3+2] Principles of Chemistry
Physics option:
PHYS 111/112 [4+4+3] Basic physics and any other course in the physical sciences
or
Computer Science option:

Three courses chosen from the following: CMSC 104 [3] Problem-solving and Computer Programming CMSC 201 [4] Computer Science I for Majors CMSC 202 [4] Computer Science II for Majors CMSC 203 [3] Discrete Structures
PHYS 121/122/122L [4+4+2] Introductory Physics
Chemical and Biochemical engineering option:

ENES 101 [3] Introductory Engineering Science CHEM 101/102/102L [4+3+2] Principles of Chemistry ENCH 215 [3] Chemical Engineering Analysis
116 INFORMATION SYSTEMS
Information Systems
CHaIr Andrew Sears Professor Human-centered computing, universal access to technology, mobile computing, speech recognition, temporal usability ProFeSSorS Guisseppi Forgionne Decision support systems, decision technologies
Anthony F. Norcio Health care informatics, human-centered computing, software design and engineering Roy Rada Artificial intelligence and finance Henry Walbesser Emeritus Victoria Yoon Intelligent agents, knowledge management, knowledgebased systems Dongsong Zhang Web-based learning, Web services, computer-supported collaboration, data mining Lina Zhou Deception detection, online group communication, intelligent decision support, knowledge management
management, open-source development, Web engineering, bioinformatics, healthcare information systems, e-voting A. Ant Ozok Human-centered computing (HCC), e-commerce, mobile commerce, health care usability, survey design, online communities, crosscultural usability Sreedevi Sampath Software engineering, software testing, Web application testing and evolution, software maintenance
The United States and other developed countries depend on computers for almost every transaction that occurs in our everyday lives. Many people refer to the present as the information age, and it is computer systems that have made this possible. The Department of Information Systems offers programs to prepare students to be the technical people who design, build and manage these computer systems or to be knowledgeable users of them. The Information Systems Program is interdisciplinary, including courses in mathematics and statistics, computer programming, management science, economics and technical writing, as well as specific courses in computer information system analysis, design, construction and management. Career learning through cooperative education assignments is strongly encouraged. The department offers several degree options to students, including a Bachelor of Arts, a Bachelor of Science and a combined Bachelor of Science/Master of Science curriculum, which allows students to begin masterslevel work in the senior year. The Bachelor of Arts degree in Business Technology Administration (BTA) is designed for students who want a grounding in the development and use of office systems based on microcomputers. Another major, minor or certificate program in a field of the students interest must be completed along with the B.A. curriculum to qualify for the degree. The B.A. emphasis is less technical than the B.S., focusing instead on office systems. Information regarding the BTA may be found on page 62 of the catalog. The Bachelor of Science degree gives students an in-depth technical and conceptual education in computer information systems and allows students
SenIor leCtUrerS Amy Everhart Databases, 4GL languages

Tate Redding Director Undergraduate Program, Microcomputerbased systems
aSSIStant ProFeSSorS Zhuyuan Chen Database systems, including XML, data integration, automatic database administration, pervasive computing, database compression, bioinformatics
Zhiling Guo Economics of information systems, supply chain management, electronic market design, e-commerce channel strategies Vandana Janeja Data mining, spatial and spatio-temporal data mining, data mining for e-government and homeland security applications George Karabatis Databases, workflow systems, bioinformatics, mobile databases Anita Komlodi Human-centered computing, international usability, information visualization, information storage and retrieval, online communities A. Gunes Koru Software engineering, software measurement, quality, testing, reliability, evolution, design, process improvement and project
leCtUrerS Dina Gorin Glazer Computer networking, telecommunications

Jeffrey D. Martens Data communications, security, object-oriented programming, distributed systems John Schwartz Emeritus Valeri Scott Emeritus Dana Smith Decision support systems, human-centered computing
aSSoCIate ProFeSSorS Gerald Canfield Medical informatics, networking

Henry Emurian Technology education, instructional systems design, applied behavior analysis Aryya Gangopadhyay Graduate Program Director Privacy preserving, data mining, spatio-temporal data mining Wayne Lutters Computer-supported cooperative work, human-centered computing, knowledge management Carolyn Seaman Software engineering, software development and maintenance processes and organizations, empirical research methods
reSearCH FaCUltY Mohit Arora Health informatics

Ashish Joshi Health care informatics, design and evaluation of tele-management systems to support chronic disease management
Courses in this program are listed under IS.
INFORMATION SYSTEMS
to specialize through the choice of elective courses. The IS department offers four upper-division certificates. The first, Web development, is open to all majors on campus. Two others, Decisionmaking support and network administration, are designed to complement the IS B.S. student. The fourth, a certificate in managerial sciences, will prepare any student to enter into managerial fields that have a statistical and accounting concentration. Each certificate allows the student a concentrated topic of study. The certificates do not replace the major, but they enhance it. In addition, to these certificates, the IS department offers an M.B.A. preparatory studies program for students who may be considering graduate studies in business management.
117
academic advising
Undergraduates are advised by information systems faculty, some of whom specialize in academic advising and some of whom are primarily teachers. For students considering transferring to UMBC, Maryland community colleges have articulated programs that define the courses that will transfer as equivalent to UMBC courses.
Courses required for the IS B.S.

recommended Preparation: IS 101, CMSC 104, MATH 106 IS 300 Management Information Systems IS 310 Software and Hardware Concepts IS 410 Introduction to Database Design IS 420 Database Application Development IS 425 Decision Support Systems IS 436 Structured Systems Analysis and Design IS 450 Data Communications and Networks IS 451 Network Design and Management Any upper-level IS course, not to include IS 399, IS 400, IS 468 or IS 469
MATH 221 Linear Algebra STAT 351 Applied Statistics for Business and Economics IS 147 Introduction to Computer Programming
or
Major Programs
Students who wish to obtain a Bachelor of Science (B.S.) degree in Information Systems must satisfy the following requirements. A grade of C or better for any course to be applied to the information systems major. The fulfillment of the following gateway requirements before being allowed to continue on to the 400-level IS core courses; specific grades or a GPA will be required in these gateway courses (or their equivalents at another college). a. An average of 3.0 in the following courses: IS 300, Management Information Systems and IS 310, Software and Hardware Concepts. Students are permitted to retake each of those courses one time to earn the required GPA for the two courses. b. A grade of C or better in the following courses: MATH 155 Elementary Calculus
or
CMSC 201 Computer Science I for Majors IS 247 Computer Programming II

or
CMSC 202 Computer Science II for Majors One additional semester of an approved programming language
administrative Science:
ECAD 210 The Practice of Management ECON 101 Principles of Economics I ECON 102 Principles of Economics II ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ENGL 393 Technical Writing

Most graduates from the B.S. program will enter directly into information processing positions in business, government or the non-profit sector. A significant number of graduates will not end their education at the baccalaureate level, but will enter the information systems M.S. or Ph.D. programs. The masters program is designed to enhance the qualifications of working professionals and can be earned while working full time. Graduates from the B.A. program will find their end-user computer skills applicable to many positions in business and government. Often, the students other major, minor or certificate program (e.g., public administration or finance) will determine the field in which he or she eventually works. Some students combine the English writing minor with the B.A. degree and may work with B.S. graduates and other systems people writing systems documentation. Information regarding the BTA may be found on page 62 of the catalog.
Mathematics and Computer Science:

MATH 155* Elementary Calculus * Students entering Maryland higher education prior to fall 2004 may substitute MATH 151 for MATH 155. Students entering Maryland higher education in fall 2004 with the equivalent of MATH 151 should complete MATH 152 in place of MATH 155. MATH 215 Finite Mathematics for Information Science
or
Certificate Programs
auditing for Information Systems (27 credit hours)
The objective of this program is to prepare the student for entry positions in the IT audit field and for certification as an information systems auditor. While open to all majors, the target audience is the BTA or IS major who is interested in the accounting and auditing field, and the ECON or FIEC major who is completing the accounting certificate. The
Its equivalent
and
IS 147 Introduction to Computer Programming

or
CMSC 201 Computer Science I for Majors

interdisciplinary combination of information technology knowledge and accounting and auditing skills will provide the student a competitive advantage in this growing field upon their graduation. note: that this is an upperdivision certificate. Prerequisites to the courses listed will be required. IS 300 Management of Information Systems IS 350 Business Communication Systems IS 430 Information Systems and Security ECON 301 Intermediate Accounting I IS/ECAC 317 Accounting Information Systems ECAC 321 Auditing Theory and Practice IS 474 or ECAD 360 Legal Aspects of Information Systems or Business Law IS 304 or ECAD 385 Ethical Issues in Information Systems or Business Ethics IS 417/ECAC 420 Information Systems Auditing ECON 102 Principles of Macroeconomics ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ENGL 391 Intermediate Exposition
or
One upper-level statistics course: STAT 350 Statistics With Applications

or
decision Making Support Certificate (12 credits)

This upper division certificate will prepare students to apply course work in decision support, artificial intelligence and enterprise management topics to create automated information systems. IS 325 Management Science IS 425 Decision Support Systems At least two of the following: IS 427 Artificial Intelligence IS 428 Data Mining Techniques and Application IS 438 Project Management IS 489E Enterprise Resource Planning

or
ENGL 393 Technical Writing ECAD 489 Seminar in Management and Administration
or
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers One of the following: ECON 320 Elements of Quantitative Methods for Management
or
ECAD 210 Practice of Management note: HAPP majors may substitute HAPP 497 for this management course.
IS 325 Introduction to Management Science

or
MATH 381 Linear Methods in Operations Research One introductory CMSC

or
B. Management Science Concentration (31 credits)

ECAC 329 Cost Accounting ECAC 351 Advanced Cost Accounting note: HAPP majors may substitute HAPP 498 for ECAC 351. ECON 311 Intermediate Microeconomic Analysis ECON 374 Fundamentals of Financial Management
or
IS course and two courses from the following: ECON 405 Benefit Cost Evaluation ECON 415 Property Rights, Organizations and Management ECON 421 Introduction to Econometrics ECON 423 Economic Forecasting ECAD 410 Production Management ECON 408 Managerial Economics ECON 352 Industrial Relations ECON 417 Economics of Strategic Interaction
M.B.a. Preparatory Studies (40 credits)

The M.B.A. preparatory studies program is available to students in any major who plan to pursue an M.B.A. after graduation from UMBC. This curriculum is designed to meet the coursework requirements for entry into the M.B.A. program at many graduate business schools; in particular, the Robert H. Smith School of Business at UMCP. Completion of this curriculum, however, does not guarantee entry into any graduate business program. Students should note that most business graduate schools require the GMAT, and many will not consider a grade below B in assessing entry requirements. Increasingly, business schools are requiring business work experience before admittance into a masters program. No substitutions are allowed.
Certificate in Management Science (49 credits)

This lower and upper division certificate will prepare students to enter into managerial fields, such as banking and securities, that have a statistical and accounting concentration.
ECON 309 Survey of Economics and Finance for Scientists and Engineers ECAD 385 Business Ethics and Society
or

ECAD 360 Business Law note: HAPP majors may substitute HAPP 358 for ECAD 385.
INFORMATION SYSTEMS
ECON 101 Principles of Microeconomics ECON 102 Principles of Macroeconomics ECON 121 Principles of Accounting I ECON 122 Principles of Accounting II ENGL 391 Intermediate Exposition
or
119
ECAD 360 Business Law ECAD 410 Production Management ECAD 425 Marketing An introductorylevel IS
or
IS 303 Human Factors in Computer Systems Design At least three of the following: IS 387 Web Content Development IS 403 User Interface Design IS 413 GUI Systems Using Java IS 448 Markup and Scripting Languages
CMSC course
network administration Certificate (15 credits)

This upper division certificate will prepare students to analyze, design, maintain and administer networked-based information systems for a variety of organizations. IS 450 Data Communications and Networks IS 451 Network Design and Management IS 452 Internetworking At least two of the following: IS 430 Information Systems and Security IS 451M LAN Management Using Microsoft IS 451U LAN Management Using UNIX IS 451W Server-Side Web Systems Web development Certificate (15 credits) This upper division certificate will prepare students to combine elements of high level programming with content creation and computer interface design in order to achieve effective Web-based information systems. IS 247 Computer Programming II
To be eligible for this program, a student must have a cumulative GPA of 3.2 or higher at UMBC and all other institutions attended. This is a minimum requirement, and attainment of a 3.2 GPA does not guarantee admission to the combined degree program. The admission decision is determined on an individual basis taking into account the students past record, expected future performance and how well the combined program would meet the students educational objectives. Applicants for the combined program must have completed the IS gateway and be enrolled in IS 410 prior to applying for the combined program. Students should be aware of the current requirements for admission to the departments master-level graduate programs so they will complete coursework meeting these same requirements or their equivalents. Applicants should have completed or have those courses under way prior to applying for the B.S./M.S. program. Students seeking admission to the combined program should complete the combined B.S./M.S. application form, including instructor recommendations, and send it to the director, undergraduate programs, IS, with an official UMBC transcript and official transcripts from any other college(s) attended. The undergraduate director will review the application and make a recommendation to the departments Graduate Admissions Committee, which makes the admission decision. Students are notified of the decision, and the Graduate School is also informed when a student is accepted. This acceptance is by the IS department only; the student still must formally apply to and be accepted by the Graduate School to finish the masters portion of the program. Acceptance into the combined program neither obligates the student to complete the program beyond the B.S. degree,
ENGL 393 Technical Writing ECAD 489 Seminar in Management and Administration
departmental Honors for Undergraduates in the IS B.S. Program

The departmental honors program recognizes academic excellence for those students choosing to engage in a series of enhanced learning experiences offered by the department. For more information concerning departmental honors, please contact your academic advisor in the IS department.
B. Business Concentration (22 credits)

One upper-level statistics course: STAT 350 Statistics With Applications
or

or
Combined Bachelor of Science/Master of Science Program

The B.S./M.S. degree program allows the student to complete both degrees with one more year of study than is typically required for the B.S. degree alone, because three of the courses in the masters core are taken in the senior year and applied to both degrees.
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers MATH 155 Elementary Calculus I
or
MATH 151 Calculus and Analytical Geometry ECON 374 Fundamentals of Financial Management
or
admission to the B.S./M.S. Program

Students who are interested in the B.S./M.S. program should discuss their interest with a department advisor as early as the sophomore year. A student should request acceptance into the program in the first semester of the junior year. This will be the semester following the one in which 60 credits have been earned toward the B.S. degree.
ECON 309 Survey of Economics and Finance for Scientists and Engineers ECAD 385 Business Ethics and Society
or

nor does it obligate the department to admit the student into the graduate program when he or she applies formally to the Graduate School. If the Graduate School finds reason to reject a students application, that decision is binding, even though the student may have been accepted into the combined degree program by the IS department.
UMBC has a very large and active cooperative education and internship program. All information systems students are encouraged to participate in co-ops or internships. The practical work experience gained is valued by employers in the field and is of considerable help in finding a job after graduation. One-third to onehalf of IS majors take advantage of these opportunities. The IS department has an exciting opportunity for IS students who wish to study abroad. We have an exchange program with the National University of Ireland in Galway. Please see the undergraduate program director in the IS department for details.
B.S./M.S. Program regulations and Procedures

Once admitted to the combined program, the student must maintain a 3.0 or higher GPA. No more than two C grades may be received in all courses taken after admission. If the GPA falls below 3.0, or if more than two Cs are received, the student will be removed from the combined program. This does not affect the students eligibility for the B.S. degree under normal university undergraduate requirements. Any one D or F also results in removal from the combined program. Students in the combined program must formally apply for admission to the UMBC Graduate School before the Graduate Schools application deadline during the semester in which the course work for the B.S. is completed. No more than nine credits of graduate courses may be taken while the student is paying undergraduate tuition. Students in the combined program must take three of the courses required for the undergraduate major as graduate courses under their graduate course numbers. These are IS 620 (in place of 420), IS 625 or IS 603 (in place of IS 425), and IS 636 (in place of IS 436). These courses count for both degrees; therefore, a minimum of 21 credits is required for the masters degree. For additional information about M.S. requirements, see the M.S. section of this document or the Graduate School Catalog.
Information Systems Council of Majors
The Information Systems Council of Majors offers programs and tours in areas of interest to students. Council members also have opportunities to attend meetings of computer-related professional societies.
INTERDISCIPLINARY STUDIES
121
Interdisciplinary Studies
dIreCtor Patricia La Noue Interdisciplinary studies InterdISCIPlInarY StUdIeS CoMMIttee Antonio Moreira Ex officio Vice Provost for Academic Affairs Chemical and Biochemical Engineering
Robert Deluty Psychology Brian Grodsky Political science Kriste Lindenmeyer History Robin Majeski Erickson School of Aging Studies Steven McAlpine Interdisciplinary Studies Timothy Oates Computer science and engineering Joshua Okundaye Social work Julia Ross Chemical and biochemical engineering Phillip Rous Physics Carrie Sauter Interdisciplinary studies Teresa Viancour Associate Vice Provost for Undergraduate Education Biological sciences Frederic Worden Visual arts Two Student Representatives
Sample Interdisciplinary Studies Majors

American history and literature Arabic and middle eastern cultural studies Artificial Intelligence Arts management Bioengineering Bioethics Cinema studies Community health Criminal justice Dramaturgy Educational policy Environmental writing Evolution and literary theory Forensic science Graphic design and information systems Integrative health studies International and global studies International security and counter-terrorism Judaic studies Math and science education Military studies Music entrepreneurship Music and world culture Philosophy of science Neuroscience Religious studies and counseling Scientific visualization and computer animation Scriptwriting Science writing Sustainable development Theatre and psychology
Since 1969, UMBC has offered students the opportunity to create their own individualized majors. Interdisciplinary studies works closely with faculty across the university and encourages inquiry and integrative thinking. Developmental advising is comprehensive in interdisciplinary studies, and many students are guided to design an interdisciplinary studies major along with another major, minor or certificate.

Interdisciplinary studies graduates are prepared to enter professional careers or pursue advanced training. Degree proposals are designed with an eye toward preparing students for their stated career goals. Recent graduates have embarked on careers with international aid organizations, the media, arts, environmental organizations, computer firms, allied health organizations and government agencies. Others have pursued advanced training and completed doctorates in various disciplines. Interdisciplinary Studies alumni also include graduates of professional schools, including medical, divinity and law.
Courses in this program are listed under INDS. Interdisciplinary studies welcomes students with diverse academic interests to explore the possibilities of bridging disciplines, widening perspectives, discovering connections and merging knowledge. Interdisciplinary studies is an innovative and integrative way for students to accommodate their individuality by combining different fields of study into one unique major. Interdisciplinary studies at UMBC provides students the opportunity to complete a Bachelor of Arts or Bachelor of Science degree by designing a course of study compatible with their specific educational and career goals. Individually designed majors are ideal for students who wish to be engaged in a collaborative academic environment and work closely with faculty and staff. Degree proposals must be developed with faculty guidance, facilitated and supported by the Interdisciplinary Studies advisors, and approved by the interdisciplinary studies Committee (ISC). Students are encouraged to declare interdisciplinary studies as a major in their freshman or sophomore year. In some cases, students in their junior year can be accommodated. The earlier students get involved with interdisciplinary studies, the more opportunities there are to explore ideas, share in interdisciplinary studies events and receive developmental advising as they explore their options. A completed degree proposal is not required to declare the major.
academic advising
Students are invited to the interdisciplinary studies office (Fine Arts, 546) to meet with an academic advisor. Each student will receive guidance and mentoring from professional staff as well as UMBC faculty. Interdisciplinary studies advisors are available to discuss academic programs, course selection, internships, independent study, study abroad options and other areas of academic interest.
122 INTERDISCIPLINARY STUDIES

B.a. or B.S. degree
Students may complete requirements for either a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree. Titles of individually designed majors are included on the final transcript (e.g., Bachelor of Arts in Interdisciplinary Studies: Biomedical Ethics).
The Interdisciplinary Studies Council of Majors is open to students interested in an interdisciplinary approach to education. The council, which meets bimonthly, sponsors service, social and educational events throughout the year and provides an informal student network among interdisciplinary studies majors.
the advisability of the major. Students can contact the program at inds_info@umbc.edu. Following the initial advising meeting, students will continue exploring options with at least two faculty members who will guide them through the proposal development process. One of the advisors must have full-time faculty status at UMBC. Academic requirements must be discussed with faculty and interdisciplinary studies advisors while completing the degree proposal form before it is submitted to the Interdisciplinary Studies Committee. Students can declare the interdisciplinary studies major at any time before earning 90 credits. Freshmen and sophomores are encouraged to declare the major early to maximize the benefits of academic advising. Degree proposals must be submitted after the student earns 60 credits but before 90 credits. Each degree proposal must be endorsed in writing by the two faculty advisors and approved by the interdisciplinary studies advisor before it can be submitted to the Interdisciplinary Studies Committee for consideration.
3. A minimum 2.5 GPA is required to submit a degree proposal. 4. The proposed degree plan must consist of at least 42 credits of standard university course work. A maximum of 12 upper-level credits from another institution may be included. 5. The majority of courses in the proposed degree plan must be at the 300 and 400 level. 100-level courses are not included in the major. All university degree requirements must be met, including the general education and upper-level course requirements. 6. Each interdisciplinary studies major is required to take INDS 330, INDS 430, INDS 480 and INDS 490. 7. A capstone project, supervised by faculty advisors, must be completed in the students senior year. The project may consist of a research paper, a composition, a video, an artistic endeavor exhibiting the culmination of a specific area of study or other work approved by the faculty advisors and the Interdisciplinary Studies Committee. 8. A grade of C or better must be earned for each course listed on the proposed degree plan. The grade of pass is acceptable if a course is offered only on a P/F basis. 9. Any change in an approved degree plan must be requested in writing, approved by both of the students faculty advisors, the interdisciplinary studies advisor and the director of interdisciplinary studies.
Honors Program
Qualified students are encouraged to pursue an honors program. To graduate with honors in Interdisciplinary studies, students must have an overall 3.5 GPA and successfully complete at least four approved honors courses, including the interdisciplinary studies seminar and capstone project.
the two types of Interdisciplinary Studies degree Proposals

type a
Type A proposals have an identifiable theme of concentration. Students develop a thematic area of concentration that integrates several disciplines. Representative Type A proposals include: environmental management, neuroscience, international and global studies, integrative health studies, art in community and bioethics.
Combined B.a. and Master in Policy Sciences Program

Interdisciplinary studies and the Policy Sciences Graduate Program cooperate in offering qualified students a joint program leading to both a B.A. in Interdisciplinary Studies and an M.A. in Policy Sciences. Students in the joint program can earn the two degrees in five years.
type B
Type B proposals draw from two or three distinct disciplinary or professional concentrations. Examples include biology and ancient studies, social work and photography, music and religious studies, emergency health and information systems and computer science and digital art. Instead of a thematic concentration, students complete a minimum of 18 credits in courses at the 200 level or higher in each of two disciplines, or 15 credits in each of three disciplines. At least 15 credits must be in courses at the 300 level or above.
Students are encouraged to complete at least one internship in their area of interest. Interdisciplinary studies majors have completed internships in such areas as law enforcement, social services, health care, education and the environment. Students arrange their own internships under the guidance of interdisciplinary studies advisors and enroll in INDS 410. The capstone project (INDS 490) is required of all Interdisciplinary studies majors. The student pursues an area of independent research with the faculty mentors closely monitoring the students work.
requirements of an Interdisciplinary Studies Proposal

1. The degree proposal should reflect the students intellectual and career goals and should describe an advanced level of study. Proposal forms are available in the interdisciplinary studies office and on the Web site: www.umbc.edu/inds. 2. The degree proposal must be comprised of courses from at least two academic disciplines, but it cannot duplicate a course of study presently available within an existing academic department at UMBC.
Interdisciplinary Studies Program Process

1. Students should visit www. umbc.edu/inds to view the video describing the program and read through sample degree proposals. The next step is to arrange a meeting with an interdisciplinary studies advisor to explore
JUDAIC STUDIES
123
Judaic Studies
dIreCtor Jonathan C. Finkelstein JUdaIC StUdIeS adVISorY CoMMIttee Jere M. Cohen Sociology
Jay M. Freyman Ancient studies Judith M. Schneider Modern languages and linguistics
(1) by taking at least 18 credits from one area of concentration; (2) by splitting the credits, at least 9+9, across two areas of concentration; or (3) by taking the survey of Judaic studies that includes at least one course from each of five areas of concentration. Selection of the courses should be made with the guidance of an academic advisor. note: At least 12 of the 18 credits of the minor must be from HEBR or JDST courses. At least six credits of the minor must be from upperlevel courses, and at least nine credits must be from courses taken at UMBC.
other cases, students have gone abroad for one or two semesters in their junior year. Study abroad projects also can be arranged for the winter and summer sessions. To ensure the maximum transfer of overseas course credit to UMBC, and to the Judaic Studies Program, prior planning with a Judaic studies academic advisor is urged.
Courses in this program are listed under JDST and HEBR. The minor in Judaic studies addresses the interests of students seeking an intellectual examination of the Jewish experience. The interdisciplinary program provides a curriculum designed to build understandings of Judaism from historical, literary, social, cultural, religious, and philosophical perspectives. The curriculum allows students to organize their studies within several areas of concentration and to tailor the minor to their academic and career interests. Judaic studies and Hebrew courses are taught by members of the UMBC faculty and by scholars, researchers, authors, rabbis, and artists from the Greater Baltimore-Washington area. focusing on Judaic studies within the Interdisciplinary Studies Program.
academic advising
Any member of the Judaic Studies Advisory Committee and the program director may serve as an academic advisor to students selecting the minor. Although the structure of the minor curriculum and its requirements are provided below, students interested in the Judaic studies minor are urged to meet with an academic advisor to discuss their plans and to learn of recent and planned developments in the program and special events.
evening option
One or two courses usually are offered in the evening each semester. However, not all courses are offered on an evening basis.
The Jewish Student Union and UMBC Hillel are active on the UMBC campus. Neither is formally associated with the Judaic Studies Program.
JDST 400: Special Study or Project provides students the opportunity to extend and apply their knowledge in a research, internship or supervised study experience. The Greater BaltimoreWashington area offers a variety of settings and opportunities for research and internships, including the Jewish Museum of Maryland; the Baltimore Hebrew University; the U.S. Holocaust Memorial Museum; the Bnai Brith Kluztnick Museum in Washington, D.C. and various community research, social service and advocacy agencies in Baltimore such as the Baltimore Jewish Council. Opportunities for study abroad are available. In some cases, students have spent their freshman year studying in Israel while maintaining enrollment at UMBC. In
Minor Program
areas of Concentration
The minor program is structured into six areas of concentration: ancient Judaism, Jewish history: modern and contemporary, Holocaust studies, Judaic literature and language, Jewish religion and philosophy, and modern Israel. A listing of the courses within each area of concentration is available on the Judaic studies Web site (www.umbc.edu/ judaic) or from the director. For additional information, call 410-455-2427 or e-mail finkelst@umbc.edu.

Students who minor in Judaic studies have chosen careers in fields such as archaeology, historical research, education, social work, Jewish communal service, intercultural and international relations. The minor can be a useful adjunct to majors in Africana studies, American studies, ancient studies, history, English, modern languages and linguistics, philosophy, political science, psychology, social work, sociology and anthropology. Although a major is not offered by the program, students may design a major course of study
requirements
The minor in Judaic studies requires a minimum of 18 credits. This requirement can be fulfilled in several ways:
124 MANAGEMENT OF AGING SER VICES
Management of Aging Services

CHaIr Judah Ronch dean J. Kevin Eckert ProFeSSorS William Fulmer
Robin Majeski Judah Ronch William Thomas Andrew Sears John Schumacher Alan Sorkin Wayne Smith Carolyn Tice David Yager
For-profit businesses focusing on marketing, housing/real estate, financial services, technology and travel/leisure Non-profit organizations engaged in health promotion, education, emergency preparedness and legal advocacy Public sector institutions at the federal, state or local level involved in policy analysis, development and management. Positions could include planner for a corporate retirement program, product development specialist, manager of a senior volunteer program, activities director at a senior living community, policy advocate, or a legislative staff person to a state or federal committee. More opportunities are likely to arise as the population continues to age.
academic advising
All students enrolled in the major of management of aging services are assigned to an academic advisor to craft a plan to achieve success in their major requirements and in their general university requirements. The academic team for the undergraduate program supports students to maximize their success in the program and at UMBC. Specific advising with regard to internship is integrated into this process (see below). Students interested in majoring in management of aging services, including those transferring from other four-year schools or from community colleges, should contact the Erickson School at 443-543-5622 to initiate advising.
adJUnCt FaCUltY Ann Christine Frankowski

Jean Gaines Bradley Karlin Jay Magaziner Harvey Singer Charles Warner Sheryl Zimmerman
aFFIlIate FaCUltY Karen Freiberg

Joe Gribbin Nancy Miller Charles Milligan
Courses in this program are listed under AGNG The Erickson School offers a unique interdisciplinary undergraduate major that prepares individuals for entry-level careers in non-profit, public and private-sector organizations that address the ongoing revolution in the age structure of society. The major blends knowledge about gerontology, public policy and management with skills that include communication, accounting/budgeting, computer literacy, critical thinking, human resources, leadership and management of organizations. This combined knowledge base positions graduates to work in a wide array of professional careers, as well as provides a strong foundation for additional education or training in a range of fields, including policy, management, law, human services and entrepreneurship. Students can customize the major in several ways. First, students may choose three of their core offerings, and may select from elective courses to build specialized expertise in an area of special interest. Independent study courses, designed in coordination with a faculty member, and an array of special topics cours es intended to address emerging issues in the areas of policy, practice and research provide both up-to-date knowledge and opportunities for specialization. Students can also apply for consideration to work with faculty as undergraduate research assistants. In addition, the practice experience provided in an advanced internship, described in detail below, extends both career-related experience and specialized knowledge. Through these means, students may focus their careers toward the public/governmental/policy sector, toward the non-profit/ advocacy sector or toward the private/business sector.
the Faculty
The faculty in the Erickson School is an expanding, interdisciplinary group of scholars who are dedicated to quality classroom experiences and cutting-edge research. Building upon an existing cadre of UMBC faculty in multiple departments who conduct research and offer courses in our curriculum, Erickson School faculty hold joint appointments in another academic department, publish books and articles in leading scholarly journals in a wide variety of fields, and teach regularly in beginning and advanced courses. Faculty bring their research expertise in contemporary issues to the classroom and use the expertise of practitioners in the classroom and casebased educational approaches to explore challenges/ opportunities presented in the aging services sector. The Erickson Schools strong commitment to quality teaching is furthered by serious attention to the results of faculty, course and program evaluation processes.
requirements for the Bachelor of arts (B.a.) degree

The aim of this degree is to prepare students for entrylevel professional positions in management of aging services. The undergraduate major is built upon UMBCs liberal arts foundation and provides a strong knowledge base in human aging; understanding of regulatory/policy/fiscal issues involved in aging service provision; and fundamental management skills (i.e., accounting, human resources, critical thinking and negotiation). For this major, students must complete 51 credits, including a 42-credit interdisciplinary core and nine credits of electives in two areas.
Core courses:
ECON 121 Principles of Accounting I [3] ECAD 210 The Practice of Management [3]
or

Graduates in management of aging services have a wide range of career options. Potential settings include:
POLI 250 Introduction to Public Administration [3]
MANAGEMENT OF AGING SER VICES

SPCH 210 Interpersonal Communication [3]
or
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the following are additional requirements for completion of the management of aging services Major: 1) Completion of two content and one additional skill elective (9 credits total) from a list of approved courses (available on the Erickson School Web site). 2) Grades of C or better in all major courses. 3) Completion of all of the general university and other degree requirements. 4) Successful completion of the internship and associated internship seminar, as described below.
Testing students presumed career path for fit Applying classroom skills and knowledge to real circumstances and constraints Engaging with older adults, professionals, regulators and policy-makers Honing skills and performance with supervision and feedback. Oversight of the internship will be guided by an on-site supervisor in the host setting for the internship and through the UMBC faculty member supervising the related seminar class. Students should be proactive in contacting their advisors when they plan to pursue the internship to begin the process and receive the manual.
SPCH 220 Small-Group Communication [3] AGNG 200 The Experience of Aging [3] IS 295 Introduction to Applications Programming [3] AGNG 300 Overview of Aging Services in the U.S. [3] ECAD 310 Human Resource Management
or
are up to the minute on relevant topics and innovations in policy and practice. The Erickson School offers special scholarships and financial awards to students majoring in the program. Internships provide students the opportunity to get practical experience and to apply their experience in a capstone course, including development of a career dossier. Career placement services through the Erickson School provide pathways to career opportunities for seniors approaching graduation. Events and new program developments are posted on our Web site, as are exciting opportunities to participate in research, student organizations and other relevant activities.
ECAD 489 Seminar in Management and Administration [3] AGNG 401 Foundations of Aging Services [3] AGNG 422 Research Applications in Aging Services [3] HAPP 498 Financial Management and Decision Support for Health Services Organizations [3] AGNG 440 Diversity in Aging Services [3] AGNG 460 Internship in Aging Services [5] AGNG 461 Internship Seminar in Aging Services [1] AGNG 470 Capstone in Aging Services [3] AGNG 497 Supplemental Practicum in Aging Services [3]
Internship requirement
All students must complete a one-semester internship and a simultaneous one-credit internship seminar course (AGNG 460 and AGNG 461). The internship requires 14-20 hours a week for the duration of the semester, and detailed requirements are outlined elsewhere. Enrollment in the internship takes place when students achieve junior status in good standing in the university and have successfully completed at least 15 credits of the required courses (core or elective) with a grade point average of 2.5 or better. The processes to apply for the internship and the rules governing it are detailed in the Erickson Schools Internship Program Manual. The timetable for application begins a full semester (at minimum) prior to the initiation of the internship semester; a timetable is outlined in the manual. The Erickson School has developed multiple internship opportunities with private industry, governmental agencies and non-profit organizations that reflect the varied careers available to students. The purposes of the internship are:
requirements for the Management of aging Services Minor

Students interested in a minor program to combine with a wide range of academic majors may undertake a 21 credit hour minor program with the following requirements:
Core: 15 credits
AGNG 200, AGNG 300, AGNG 401, AGNG 422 and AGNG 440
electives: 6 credits
Two courses selected from the approved content electives list for the major Please visit the Erickson School website for the list of approved electives. All courses in the Minor must be completed with a grade of C or better
The Erickson School provides students with enrichment activities that include student-focused programs, distinguished outside speakers, and opportunities to hear from researchers and practitioners who
126 MATHEMATICS AND STATISTICS
Mathematics and Statistics

CHaIr Nagaraj Neerchal Time series analysis, overdispersion models, environmental statistics, data analysis ProFeSSorS Thomas E. Armstrong Functional analysis, measure theory, probability, mathematical economics
Abdul Aziz Emeritus Functional and numerical analysis, partial differential equations Nam P. Bhatia Emeritus Differential equations, stability and chaos Jonathan Bell Mathematical biology, mathematical finance, partial differential equations, applied mathematics M.S. Gowda Applied analysis, mathematical programming Fred Gross Emeritus Functional equations, complex function theory, meromorphic functions Osman Guler Convex programming, computational complexity, interior-point methods, mathematical programming Jacob Kogan Control theory, optimization, data/text mining, machine learning James T. Lo Computational intelligence, intelligent systems, neural networks approach to systems control and signal processing, stochastic systems Yen-Mow Lynn Fluid dynamics, plasma physics, partial differential equations Thomas Mathew Inference in mixed models, multivariate analysis, exposure data analysis, tolerance regions, bioequivalence testing Arthur O. Pittenger General Markov processes, probability theory, quantum computational algorithms Florian Potra Numerical optimization, simulation of multibody systems, numerical solution of nonlinear differential and integral equations, bioinformatics Richard C. Roberts Emeritus Numerical analysis Rouben Rostamian Differential equations, mathematical modeling, mechanics Andrew Rukhin Decision theory, estimation theory, mathematical statistics
Thomas I. Seidman Control theory, non-linear partial differential equations, inverse problems Bimal K. Sinha Multivariate analysis, statistical inference, linear models, decision theory, robustness and asymptotic theory Manil Suri Numerical analysis, partial differential equations
Andrei Draganescu Numerical analysis: multigrid methods for inverse problems, numerical methods for Hamiltonian differential equations Yi Huang Average treatment/exposure effect evaluation, biostatistical methods and applications in biomedical, public health and policy research Junyong Park High dimensional data analysis, classification, asymptotic theory Muruhan Rathinam Numerical approximation of stochastic dynamical systems, stochastic dynamics in biochemistry and financial markets, geometric nonlinear control theory Jinglai Shen Complementarity systems, hybrid systems, dynamics and nonlinear control, continuous and dynamic optimization Xiao Wang Non-parametric statistics, computational statistics, stochastic processes, reliability, quality and productivity improvement, statistics in astrophysics and engineering
aSSoCIate ProFeSSorS Matthias K. Gobbert Numerical analysis, scientific computing, industrial mathematics
Kathleen Hoffman Calculus of variations, differential equations, mathematical biology, singular perturbation theory Susan Minkoff Large-scale scientific computing and numerical analysis of seismic inverse problems, fluid flow and geomechanical deformation modeling, and photonics Anindya Roy Time series, econometrics, multivariate methods, mathematical finance John Zweck Modeling of optical systems, discrete differential geometry, computational anatomy, human and computer vision, variance reduction methods
SenIor leCtUrer Bonny Tighe Mathematics education leCtUrerS Rajalakshmi Baradwaj Developmental mathematics
Yoon Song Optimization, complementarity problems (semidefinite linear complementarity problems).
aSSIStant ProFeSSorS Taeryon Choi Bayesian statistics, statistical problems in toxicology
Courses in these programs are listed under MATH and STAT.

MATHEMATICS AND STATISTICS

The Department of Mathematics and Statistics offers major programs leading to both the B.A. and B.S. in Mathematics and the B.S. in Statistics. Students in other departments may pursue a minor or a second major in mathematics or statistics. Students in mathematics or statistics may not obtain a minor in the other although a second major is possible. physics and engineering. Graduates have gone on to the graduate programs at such institutions as The Johns Hopkins University; University of Maryland, College Park; California Institute of Technology; Rice University; University of Illinois; University of Wisconsin; Syracuse University; Indiana University and Oxford University. a student for the first examinations administered by the Society of Actuaries.
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Concentration in Mathematics education

This has been developed in cooperation with the UMBC Department of Education and is specifically designed for students who wish to become certified as secondary school mathematics teachers. Students should consult with an advisor in the Department of Education for specific requirements for certification.
obtaining certification in education should consult advisors in the Department of Education in addition to their advisors in the Department of Mathematics and Statistics.
degree requirements
The Bachelor of Science degree requires a minimum of 61 credits. The Bachelor of Arts degree requires a minimum of 50 credits, and a minor in mathematics requires a minimum of 31 credits. These are allocated below between core requirements, upper-division mathematics/statistics elective requirements and supplementary elective requirements. For all mathematics majors and minors, a common core of courses is required. These core requirements are the same for candidates for the Bachelor of Arts and for mathematics minors. Candidates for the Bachelor of Science degree must complete three additional courses for their core requirements.
the Program in Mathematics

The educational program is designed to give students a broad perspective on various fields of mathematics. Special emphasis is placed on areas closely associated with applications, such as mathematical modeling, differential equations, numerical algorithms and statistical analysis. The universitys state-of-the-art computing facilities are available to all students and often are used in conjunction with instruction.
Concentration for graduate Study

This is particularly appropriate for those who wish to pursue advanced studies in mathematics at the graduate level. French, German or Russian should be used to satisfy language General Foundation Requirements, because these languages are a requirement of some graduate institutions.
Concentration in Statistical Sciences

This is designed for students who wish to prepare for careers as statisticians or for other careers heavily using probability and statistics. This concentration is appropriate for students who pursue graduate study in statistics.
Concentration in applied Mathematics

This is recommended for students who wish to prepare for industrial employment with engineering or physical science applications, immediately after obtaining a baccalaureate degree, either B.S. or B.A. The emphasis in this concentration is applications in which physical phenomena and processes are modeled with differential equations and the numerical solutions of these systems.
B.S. in Statistics
The B.S. in Statistics is described following the description of the major in mathematics. Majors in mathematics also may pursue a second major in statistics to obtain greater depth than the concentration in statistical sciences provides. At least five upper-division electives beyond core requirements in mathematics must be mathematics courses if a student is to receive a double major or dual degree in mathematics and statistics. Statistics majors may not obtain a minor in mathematics.

Through their choice of mathematics and statistics electives, students may tailor their program for a wide variety of career goals. Current careers for those with an undergraduate degree in mathematics and/or statistics include secondary school teaching, applied design in industry, actuarial services in insurance and research in government agencies. UMBC successfully places students at many nearby employers of mathematicians and statisticians, including Blue-Cross/BlueShield, Alexander & Alexander, the Social Security Administration, the National Security Agency, NASAs Goddard Space Flight Center, the Naval Research Lab, the U.S. Census Bureau, Northrop Grumann and Lockheed Martin. Many mathematics majors also pursue graduate degrees in mathematics and statistics, computer science,
Core requirements for the Bachelor of arts degree and for Minors
MATH 151 Calculus and Analytic Geometry I MATH 152 Calculus and Analytic Geometry II MATH 221 Introduction to Linear Algebra MATH 225 Introduction to Differential Equations MATH 251 Multivariable Calculus MATH 301 Introduction to Mathematical Analysis I CMSC 201 Computer Science I
Concentration in optimization and operations research

This is recommended for students who wish to prepare for industrial employment as applied mathematicians/ operations researchers. It is also particularly appropriate for those interested in the optimization techniques applicable to economics, management science, engineering and physical sciences.
academic advising
Subsequent to the freshman year and declaration of a major in mathematics, each student will be assigned an advisor from the faculty of the department. Students must consult with their advisor prior to each registration. This is the case even if a student has another major and advisor in that major. Mathematics minors should consult with the undergraduate director at least once a year. Mathematics majors
Concentration in actuarial Science

This is designed for students who wish to prepare for a career in actuarial mathematics. Courses in this concentration will prepare

note: a) Core requirements MATH 151, MATH 152, CMSC 201 are fulfilled by sufficiently high scores on AP or CLEP or IB examinations. See Appendices of this catalog for details. b) The sequence MATH 140, 141, 142 is equivalent to MATH 151, 152. Students may not receive credit for both sequences. c) Students may need to take CMSC 104 prior to CMSC 201. B.S. degree Six courses For one of the mathematical electives, a major may bundle together three or more credits from courses carrying one or two credits. These include: MATH 426, 427, 479, 480, 490, 496, 499 and STAT 432, 470, 490, 496 and 499. MATH 430 Matrix Analysis STAT 451 Introduction to Probability Theory MATH 475 Combinatorics and Graph Theory MATH 497 Senior Thesis note: Students preparing for graduate study should take as many courses beyond those mathematics/statistics electives required for the B.A. or B.S. as possible. This will increase both their depth and breadth of mathematical knowledge. MATH 485 Introduction to the Calculus of Variations Concentration in Optimization and Operations Research MATH 381 Linear Methods of Operations Research MATH 411 Linear Algebra MATH 430 Matrix Analysis MATH 452 Introduction to Stochastic Processes MATH 475 Combinatorics and Graph Theory MATH 481 Mathematical Modeling MATH 482 Non-linear Optimization MATH 483 Linear and Combinatorial Optimization MATH 484 Stochastic Methods in Operations Research MATH 495 Topics in Mathematics of Operations Research STAT 451 Introduction to Probability Theory
Mathematics and Statistics

For the B.S. in Mathematics, at least three of the mathematics/statistics electives must be at the 400 level; for the B.A., at least two of the mathematics/ statistics electives must be at the 400 level. Listed below are suggested electives for each concentration mentioned previously.
Core requirements for the Bachelor of Science degree

In addition to the core requirements listed above, the Bachelor of Science degree requires the following: MATH 302 Introduction to Mathematical Analysis II
or
Concentration for graduate Study

MATH 302 Introduction to Mathematical Analysis II
or
Concentration in applied Mathematics

MATH 302 Introduction to Mathematical Analysis II
or
MATH 401 Mathematical Analysis PHYS 121 Introductory Physics I PHYS 122 Introductory Physics II The above cannot be used to fulfill mathematics elective requirements or supplementary elective requirements.
MATH 401 Mathematical Analysis MATH 306 Geometry MATH 404 Introduction to Partial Differential Equations MATH 407 Introduction to Modern Algebra and Number Theory MATH 408 Abstract Algebra MATH 410 Introduction to Complex Analysis MATH 411 Linear Algebra MATH 421 Introduction to Topology MATH 423 Differential Geometry MATH 441 Introduction to Numerical Analysis
MATH 401 Mathematical Analysis MATH 341 Computational Methods MATH 385 Introduction to Mathematical Modeling MATH 404 Introduction to Partial Differential Equations MATH 410 Introduction to Complex Analysis MATH 423 Differential Geometry MATH 430 Matrix Analysis MATH 441 Introduction to Numerical Analysis MATH 456 Mathematical Methods for Science and Engineering MATH 481 Mathematical Modeling
Mathematics/Statistics elective requirements

After completion of the core requirements, each major or minor is required to take a certain number of additional three- or four-credit mathematics or statistics courses numbered 300 or higher. MATH 380, STAT 350 and STAT 351, designed for other majors, are not allowed to meet the requirements below. MATH 432 may not be used as a mathematics elective, but it may be used as a supplementary elective. Minors Two courses B.a. degree Five courses
Concentration in actuarial Science

STAT 417 Introduction to Time Series Data Analysis STAT 451 Introduction to Probability Theory STAT 453 Introduction to Mathematical Statistics STAT 454 Applied Statistics

STAT 470 Probability for Actuarial Science Students are advised to take the following courses that have been approved by Society of Actuaries to satisfy its Validation by Educational Experience (VEE) requirement in three topics. VEE Applied Statistical Methods: STAT 417 and STAT 454 VEE Economics: ECON 101 and ECON 102 VEE Corporate Finance: ECON 374 one course in mathematical modeling: MATH 385 Introduction to Mathematical Modeling
or
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Supplementary requirements
Mathematics and statistics have proven indispensable in many disciplines in the physical sciences, the social sciences and even in the humanities and arts. Much of mathematics and statistics has developed with a view toward its applications in other fields. To develop an appreciation of the connection, mathematics majors are required to take three courses for the B.A. and two courses for the B.S. from other departments reflecting these interconnections. These are listed below. From time to time, special topics courses offered by other departments may be used to satisfy supplementary requirements, subject to departmental approval. Occasionally mathematics or statistics courses are cross-listed in other departments. Taken under the other department these count as supplementary electives. Mathematics minors are not subject to these supplementary requirements.
CMSC 341 Data Structures CMSC 441 Algorithms CMSC 442 Information and Coding Theory CMSC 443 Cryptology CMSC 451 Automata Theory and Formal Languages CMSC 452 Logic for Computer Science CMSC 453 Applied Combinatorics and Graph Theory ECON 311 Intermediate Microeconomic Analysis ECON 374 Fundamentals of Financial Management ECON 417 The Economics of Strategic Interaction ECON 421 Introduction to Econometrics EDUC 320 Teaching Mathematics in the Elementary School EDUC 322 Teaching Mathematics in the Secondary School ENCH 300 Chemical Processes and Thermodynamics ENME 217 Engineering Thermodynamics ENME 315 Intermediate Thermodynamics
MATH 481 Mathematical Modeling at least one semester of probability and statistics: STAT 355 Introduction to Probability and Statistics for Scientists and Engineers OR the sequence: STAT 451 Introduction to Probability Theory
and
Concentration in Statistical Sciences

STAT 451 Introduction to Probability Theory STAT 453 Introduction to Mathematical Statistics STAT 454 Applied Statistics MATH 430 Matrix Analysis MATH 452 Introduction to Stochastic Processes Other 400-level STAT courses
STAT 453 Introduction to Mathematical Statistics Supplementary requirements for Mathematics education MATH 432 History of Mathematics CMSC 203 Discrete Structures EDUC 320 Teaching Mathematics in the Elementary School
or
Courses for Supplementary requirements

BIOL 463 Theoretical and Quantitative Biology CHEM 401 Chemical and Statistical Thermodynamics CHEM 415 Statistical Mechanics and Theory of Rate Processes CMPE 320 Probability Statistics and Random Processes CMPE 323 Signal and System Theory CMSC 203 Discrete Structures (Must be taken before MATH 301 to be accepted as a supplementary elective)
EDUC 322 Teaching Mathematics in the Secondary School note: None of the mathematics electives nor the supplementary electives are elective except for choices within categories; all are required by the certificate program in mathematics education. note: One science course (e.g. PHYS 121) is also required by this program. For a B.S. in Mathematics, students earning the certificate in Mathematics Education should take MATH 302 or 401, PHYS 121, 122, and the sequence STAT 451, 453 or a second course from MATH 341 or 441.
Concentration in Mathematics education

MATH 306 Geometry MATH 407 Introduction to Modern Algebra and Number Theory one course with heavy computational emphasis: MATH 341 Computational Methods
or
MATH 441 INTRODUCTION TO NUMERICAL ANALYSIS

ENME 342 Fluid Mechanics ENME 410 Operations Research MATH 432 History of Mathematics PHIL 248 Introduction to Scientific Reasoning PHIL 346 Deductive Systems PHIL 372 Philosophy of Science PHYS 121 Introductory Physics I PHYS 122 Introductory Physics II PHYS 224 Introductory Physics III PHYS 303 Thermal and Statistical Physics PHYS 321 Intermediate Mechanics PHYS 407 Electromagnetic Theory PHYS 424 Introduction to Quantum Mechanics PHYS 440 Computational Physics in actuarial science or, to a lesser extent, concentrations in statistics science or optimization and operations research. PHIL 146 and 248 are recommended as choices for AH General Education Requirement courses. The latter is also a supplementary requirement for the major. Note that those pursuing the Bachelor of Science degree need only take one culture course. All courses for major or minor requirements must be passed with a grade of C or better. if pursued separately, would require at least six years and 150 credits. This allows students to transfer up to nine credits from their undergraduate transcript, beyond 120, to their graduate transcript, which results in a corresponding decrease in the number of credits required for completion of the M.S. degree. Interested students should apply for this program after they have completed 60 credits, including transfer credits, toward a Bachelor of Arts or Bachelor of Science degree. All applicants who have completed MATH 151, 152, 221, 251 and CMSC 201 at UMBC with a GPA of 3.0 or higher will be accepted into the program. Application during or immediately subsequent to taking MATH 301 is recommended. All other applicants will have their applications reviewed by the department and may be admitted provisionally. To complete this program in the desired five years, it is strongly recommended that students have completed 126 to 129 credit hours by the end of their fourth year of study, that they have met all the degree requirements for a bachelors degree in mathematics by that time, and that they have a surplus of two or three mathematics courses that were completed at the 600 level or above. It is strongly recommended that students in this program take core graduate courses in their fourth year.
Honors Program
Students may graduate with departmental honors by completing all major requirements with a GPA of 3.6 or higher and by completing, in addition to other requirements for a major in mathematics, a senior thesis (MATH 497 or STAT 497) with a grade of A or B. Students wishing to graduate with departmental honors must notify the department by the beginning of their senior year.
general education requirements for nonMajors

Students who are not planning to major in mathematics should elect the mathematics courses that fulfill their general requirements on the basis of their academic program and goals. Students whose major requires or recommends a specific mathematics course should follow that recommendation. Students whose program does not require any mathematics may wish to consider MATH 100, MATH 115 or STAT 121 as one of the courses satisfying the mathematics General Foundation Requirement. note: Before registering in any mathematics course up to MATH 151 or MATH 155, students must have completed a placement test administered by the Learning Resources Center if they have not completed the prerequisite college-level course with a C or better. This is normally done prior to the first semester at UMBC. Otherwise students must complete MATH 106 with a C or better. Even higher algebra skills are recommended for MATH 150 or MATH 155. The specific courses listed as prerequisites indicate the level of maturity necessary for the course. A student who does not have a formal prerequisite for a particular course must request the consent of the instructor to take that course. Prerequisites for all mathematics courses must be satisfied with a grade of C or better.

Almost half of the departments course offerings are scheduled for the evening hours (after 5 p.m.). Most freshman and sophomore courses and some junior-level courses are offered concurrently in day and evening sections to accommodate working or commuting students. The courses that are not concurrently offered in day and evening sections are rotated between day and evening sections in regular intervals. It is possible to complete the program of study entirely on a part-time basis. Naturally, the length of study will depend on the number of courses taken each semester. It is possible to accelerate studies by taking some of the courses in the summer. Each summer, the department offers close to 20 undergraduate courses selected from the regular course catalog.
general education requirements for Mathematics Majors

Mathematics majors who are considering courses to satisfy General Education Requirements will satisfy the biological/physical science requirements if they take PHYS 121 and 122 and a lab course. For the social science (SS) General Education Requirement, good choices would be ECON 101 and 102, which are prerequisite to supplementary requirement courses ECON 311, 374, 417 and 421. These are recommended in particular for those pursuing the concentration
UMBCs proximity to federal agencies in the BaltimoreWashington area provides ample opportunities for internships and cooperative education experiences during the academic year and the summer. A close relationship exists between UMBC faculty and the staff at the National Security Agency (NSA). Many students have served as interns at NSA and have found employment there.
Combined B.S./M.S. Program

For qualified students, the department offers a combined B.S./M.S. program leading to the Bachelor of Science in Mathematics and the Master of Science in Applied Mathematics. By taking advantage of the integrated features of the program, a student can earn, in five years and 144 credits, two degrees, which,

Upon graduation, others have co-oped at the National Oceanic and Atmospheric Administration, the Environmental Protection Agency and BlueCross/ BlueShield. helps develop skills in the application of statistical methods to a variety of disciplines. The universitys state-of-the-art computing facilities are available to all students and are used in conjunction with instruction. UMBC is the only institution in Maryland offering an undergraduate major in statistics. Students from other fields (other than mathematics or statistics) also may obtain a minor in statistics. program (applied statistics track) is tailored toward the needs of federal agencies, pharmaceutical companies and industries in general. In addition, there is a heavy demand for statisticians who have completed graduate degrees (M.S. or Ph.D.). The mathematical statistics track in the B.S. program prepares students to pursue graduate study in statistics. The Bachelor of Science in Statistics consists of at least 64 credits, distributed as follows:
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Pi Mu epsilon national mathematics honors society
Pi Mu Epsilon, the national mathematics honors society, has an active chapter at UMBC and organizes joint activities with the Mathematics and Statistics Council of Majors.
the applied Statistics track

Core requirements for the B.S. degree
All majors in the applied statistics track must successfully complete: all of the following courses: MATH 151 Calculus and Analytic Geometry I [4] MATH 152 Calculus and Analytic Geometry II [4] MATH 221 Introduction to Linear Algebra [3] MATH 251 Multivariable Calculus [4] one course from: STAT 350 Statistics With Applications in the Biological Sciences [4]
or
academic advising
Subsequent to the declaration of a major in statistics, each student will be assigned an advisor from the statistics faculty of the department. Students must consult with their advisor prior to course registration. In addition to keeping track of each students academic progress through the academic program, the faculty advisor is available to discuss related issues such as career goals, internship opportunities, opportunities for graduate study, etc. The departmental advising process is designed to give each student individual attention and guidance.

The use of statistical methods to address complex problems is pervasive in almost all areas of business, government and science, and this has created a growing demand for statisticians. UMBCs location puts it at the heart of some of the most exciting statistical work in the nation, carried out at the Census Bureau (Suitland, MD), Bureau of Labor Statistics (Washington, D.C.), U.S. Environmental Protection Agency (Washington, D.C.), National Center for Health Statistics (Hyattsville, MD), the Army Research Laboratory (Aberdeen Proving Ground, MD), National Institutes of Health (Bethesda, MD), and the Food and Drug Administration (Rockville, MD), along with several other federal agencies, pharmaceutical companies and other industries. The ever-growing demand for statisticians at these places makes our B.S. in Statistics very attractive. Statisticians working at the U.S. Census Bureau, Bureau of Labor Statistics, National Center for Health Statistics, etc., are required to work on various applications, including design and analysis of surveys, evaluation of nonsampling errors resulting from non-response and research to reduce these errors. Statisticians working at pharmaceutical companies are required to be knowledgeable in biostatistics. Our B.S.
Mu Sigma rho national statistics honors society

Mu Sigma Rho is the national honorary society for statistics. Its purpose is the promotion and encouragement of scholarly activity in statistics, and the recognition of outstanding achievement among the students and instructional staff in eligible academic institutions. The alpha chapter of Maryland at UMBC, initiated in 2007, organizes joint activities with the Mathematics and Statistics Council of Majors.
the Statistics Program

Statistics is the science and art of making inferences from data under conditions of uncertainty. The practice of statistics requires not only an understanding of statistical techniques, but also some understanding of the nuances of the problem requiring statistical analysis whether it is in the social or physical sciences, engineering, medicine or business. The major program leading to a B.S. in Statistics, offered by the Department of Mathematics and Statistics, is geared toward the above goal. The educational program is designed to give students a broad perspective on the theory and applications of statistics. In particular, the interdisciplinary curriculum structure of the program
the B.S. Program in Statistics

Students may tailor their program of study by choosing one of two tracks: the applied statistics track or the mathematical statistics track. Students in the applied statistics track take courses that help develop skills in the application of statistics to real problems. This track is recommended for students who wish to prepare for employment in government or industry. The applied statistics track is also appropriate for those who wish to pursue graduate study in statistics, with an emphasis on applications. The track in mathematical statistics provides the necessary background and stimulation for graduate study in statistics, applied mathematics or other quantitative fields such as computer science or engineering.
STAT 351 Applied Statistics for Business and Economics [4]

or
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers [4] CMPE 320 all of the following courses: STAT 433 Statistical Computing [3] STAT 451 Introduction to Probability Theory [3] STAT 453 Introduction to Mathematical Statistics [3]

STAT 454 Applied Statistics [3]
electives in other fields:

CMSC 201 Computer Science I for Majors [4]
or
the Mathematical Statistics track

Core requirements for the B.S. degree
All majors in the mathematical statistics track must successfully complete: MATH 151 Calculus and Analytic Geometry I [4] MATH 152 Calculus and Analytic Geometry II [4] MATH 221 Introduction to Linear Algebra [3] MATH 251 Multivariable Calculus [4] MATH 301 Introduction to Mathematical Analysis I [4] STAT 433 Statistical Computing [3] STAT 451 Introduction to Probability Theory [3] STAT 453 Introduction to Mathematical Statistics [3] STAT 454 Applied Statistics [3]
passing ENGL 393: Technical Writing and by passing a course in speech. (SPCH)
electives
Majors in the applied statistics track must successfully complete nine elective courses, with at least four courses in statistics. Electives are to be chosen with departmental approval. Some suggested electives are:
Honors Program
Students may graduate with departmental honors by completing all major requirements with a GPA of 3.6 or higher and by completing, in addition to other requirements for a major in statistics, a senior thesis (STAT 497 or MATH 497) with a grade of A or B. Students wishing to graduate with departmental honors must notify the department by the beginning of their senior year.
CMSC 202 Computer Science II for Majors [4] CMSC 331 Principles of Programming Languages [3] CMSC 341 Data Structures [3] ECON 421 Introduction to Econometrics [3] ECON 422 Topics in Econometrics [3] ECON 423 Economic Forecasting [3] IS 410 Introduction to Database Program Development [3] IS 420 Advanced Database Project [3] IS 427 Artificial Intelligence [3] IS 444 Total Quality Management for the Information Systems Department [3] POLI 400 Qualitative Research Methods in Political Science [3] PSYC 331 Experimental Psychology Design and Analysis I [4] PSYC 332 Experimental Psychology Design and Analysis II [4] SOCY 419 Qualitative Methods in Social Research [3] Other electives will be permitted with departmental approval.
electives in mathematics and statistics:

MATH 301 Introduction to Mathematical Analysis I [4] MATH 302 Introduction to Mathematical Analysis II [3] MATH 341 MATH 381 Linear Methods in Operations Research [3] MATH 430 Matrix Analysis [3] MATH 441 Introduction to Numerical Analysis MATH 452 Introduction to Stochastic Processes [3] STAT 405 Survey Sampling [3] STAT 414 Environmental Statistics [3] STAT 417 Introduction to Time Series Data Analysis [3] STAT 418 Applied Multivariate Methods [3] STAT 419 Introduction to Biostatistics [3] STAT 455 Design of Experiments and Quality Control [3]

A combined B.S./M.S. program is available for qualified students. The program leads to the B.S. and M.S. degrees in Statistics. A total of up to nine credit hours will be allowed, with departmental approval, for combined undergraduate and graduate credit. Application may be made after completing the following courses with a B average: MATH 151, 152, 221, 251 and STAT 451, 453 and 454. By the time the student has earned nine graduate credits, he or she must have completed the regular application process for formal admittance to the M.S. program.
electives
Majors in the mathematical statistics track must successfully complete nine elective courses, with at least six courses in mathematics and statistics. The electives may be chosen from the suggested list of electives for the applied statistics track. The electives are to be chosen with departmental approval. Electives other than those among the suggested list will be permitted with departmental approval.
Minor in Statistics
The minor in statistics is not available to mathematics majors. The minor program in statistics requires: MATH 151 Calculus and Analytic Geometry I [4] MATH 152 Calculus and Analytic Geometry II [4] MATH 221 Introduction to Linear Algebra [3]
Proficiency in english
All statistics majors in either track must demonstrate their proficiency in English by

and one
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of the following
options: 1) One 300 level course from STAT 350 Statistics with Applications in the Biological Sciences [4]
or

or
STAT 355 Introduction to Probability and Statistics for Scientists and Engineers [4]
and
three additional 400-level courses in statistics Credit will not be given to STAT 350, 351 or 355 if taken after completing STAT 451. Those students who first complete STAT 451 should choose option two to satisfy the minor requirements. 2) STAT451 Introduction to Probability Theory [3]
and
Three additional 400-level courses in statistics. Those students who follow Option 1 will complete a total of 24 credits of course work in mathematics and statistics toward the minor. Those who follow Option 2 will complete a total of 23 credits of course work in mathematics and statistics toward the minor.
UMBCs proximity to federal agencies, pharmaceutical companies and other industries in the BaltimoreWashington area provides students ample opportunities to gain hands-on experience in applied statistical work through cooperative educational experiences and internships during the academic year and during summer. The department is very proactive in finding internship opportunities for students.
134 MECHANICAL ENGINEERING
Mechanical Engineering
CHaIr Panos Charalambides Professor Fracture mechanics, mechanics of solids, finite elements, composites ProFeSSorS Muniswamappa Anjanappa System design, controls, sensors, actuators, mechatronics and smart materials
Shlomo Carmi Fluid Mechanics, heat transfer, hydrodynamic stability, applied mathematics, engineering education Akhtar S. Khan Experimental plasticity, fracture mechanics, dynamic behavior of materials, metal forming Uri Tasch Gait analysis, Lameness detection, controls, robotics Tim Topoleski Biomaterials, biomechanics, fracture mechanics and failure analysis Weidong Zhu Dynamics, vibration, control, applied mechanics and structural health monitoring Tony Farquhar Flexible structures, composite materials, geohazard detection, ballistic protection, photogrammetry Liang Zhu Bioheat transfer, brain hypothermia, laser photocoagulation in eyes, retina and choroid, hyperthermia for tumor treatment, BPH, AMD, stroke
aSSIStant ProFeSSorS Dawn Bennett Fluid mechanics, thermodynamics, micro-fluidics, MEMS

Ronghui Ma Heat transfer, fluid mechanics, multiscale transport phenomena in material processing, bio-nanotechnologies Anne Spence Engineering education Haijun Su Compliant mechanisms, virtual reality applications, computational kinematics, simulations. Marc Zupan Materials and solid mechanics, hybrid materials, micro- and nanotechnologies
Mechanical engineering focuses on the design and production of energy-producing systems and on mechanical devices or mechanisms. These systems and mechanisms are applied to fields ranging from biology, such as artificial hearts, to transport systems, such as cars and airplanes, and in manufacturing tools and plants. The mechanical engineering curriculum at UMBC, accredited by the Accreditation Board for Engineering and Technology (ABET), provides students thorough training in mathematics, physical sciences, engineering sciences and engineering design. Mechanical engineering students also gain a broad education by completing a cross section of courses in the arts and humanities, social sciences, and language and culture in accordance with university General Foundation Requirements (GFR). The ABET educational objectives of the undergraduate program in mechanical engineering are: 1) Our graduates will possess the technical skills and knowledge necessary to practice mechanical engineering successfully. 2) Our graduates will be able to pursue graduate and/or professional education in mechanical engineering. There are several ways for students to progress through the mechanical engineering program. A traditional four-year timetable (outlined below) provides the quickest path to completing the degree. Many students combine their mechanical engineering program with part-time work or community service. UMBCs Shriver Center helps students develop various ways to accomplish their goals. Students may opt for parttime employment or internships. The Shriver Center also works with students to develop service intern-
ships outside of mechanical engineering, such as tutoring disadvantaged children. The mechanical engineering department works closely with the Shriver Center to enable students to accomplish both their mechanical engineering education, as well as their service and experience objectives. It is also possible and quite desirable to combine a mechanical engineering major with a second major, such as mathematics, physics, geography or various other fields. The undergraduate advisor in mechanical engineering helps students to arrange their course work to achieve such educational goals.

Recent graduates of UMBCs mechanical engineering program have secured starting engineering positions in both large and small firms, as well as in government laboratories. Some large firms that employ UMBC graduates are BGE, Northrop Grumman Corporation, Black & Decker, Ford Motor Co. and Toyota of North America. Other graduates have secured professional positions in government laboratories, including the National Institute of Standards and Technology, the Naval Surface Weapons Center, the U.S. Army Aberdeen Proving Ground and NASAs Goddard Space Flight Center. The heating, ventilation and air conditioning industry is also a large employer of mechanical engineers. Many UMBC mechanical engineering graduates are pursuing both M.S. and Ph.D. degrees at major universities such as The Johns Hopkins University; University of California, Berkeley, Stanford University, Massachusetts Institute of Technology; Michigan State University, University of Cincinnati; University of Maryland, College Park; as well as UMBC. Many graduates working in nearby industries pursue part-time graduate work in mechanical
aSSoCIate ProFeSSorS Dwayne Arola Aging, fatigue, fracture, manufacturing

Charles Eggleton Cellular adhesion, cellular rheology, computational fluid mechanics
aSSoCIate ProFeSSor eMerItUS Christian von Kerczek Theoretical and computational thermo/fluid mechanics
Courses in this program are listed under ENME.
MECHANICAL ENGINEERING
engineering or engineering management at UMBC. their intended major. Students are admitted to mechanical engineering when they have passed all four of these courses with a minimum grade of C and an overall GPA of 2.5 or higher for all four courses. Students are not allowed to take any other engineering courses until this requirement is fulfilled. Transfer students will be admitted into mechanical engineering upon completion of 28transferable credit hours with a minimum GPA of 2.5 in the core courses equivalent to ENGL 100, ENES 101, MATH 151, CHEM 101 and all physics, chemistry, mathematics and engineering courses that are included for transfer credit. minimum of three B and one C grades. Students are not allowed to take any other mechanical engineering courses until the gateway requirement is fulfilled. Transfer students will be admitted into mechanical engineering under the general UMBC transfer admission requirements for students transferring into engineering. In addition, mechanical engineering program requirements require transfer students to have completed the gateway courses (CHEM 101, MATH 152, ENME 110 and ENME 220) or their equivalent transferred courses with a minimum of three B and one C grades along with the requirement that they receive a grade of B or better in their first three ENME courses taken at UMBC which may include ENME 110 and ENME 220. Past experience has shown that for students to pursue an engineering education successfully immediately upon graduation from high school, they should have taken three years of high school mathematics, including algebra, geometry and trigonometry; one year of physics; and one year of chemistry. Students also should have obtained an SAT score of 1200, with a minimum of 600 on the quantitative test.
135
academic advising
Mechanical engineering students obtain academic advising in two stages. Students at the freshman and sophomore level (determined by the level of engineering courses taken and passed, not by the total number of credit hours taken) are advised by the Undergraduate Student Services in the College of Engineering and Information Technology. When a student advances to the junior level, a mechanical engineering faculty member is assigned as a permanent advisor who takes over the formal academic advising. Students must meet with their faculty advisor at least once per semester to prepare pre-registration requirements for the following semester. At this time, the faculty advisor helps the student review his or her academic status and plan for an efficient continuation of the students program. The overall advising activity is supervised by the mechanical engineering undergraduate coordinator. The coordinator also grants all special permits that allow students to deviate from normal procedures. Such permits are required for acceptance of transfer credits for engineering courses, permits to take courses at University of Maryland, College Park and many other items. The undergraduate coordinator or department chair has the final authority in granting such permits.
University Undergraduate Catalog and Handbook, including all the academic regulations. 2. Required courses in mathematics, physics and chemistry have highest priority, and it is strongly recommended that every engineering student registers for mathematics, chemistry and physics each semester until he or she has satisfied these requirements. 3. To be eligible for a bachelors degree in mechanical engineering, a student must have an overall average of a least a C (2.0) and a grade of C or better in all courses. Responsibility for knowing and meeting all degree requirements for graduation in any curriculum rests with the student. 4. To earn a B.S. in Mechanical Engineering from UMBC, a minimum of 24 credits of ENME courses must be taken and passed, each with a minimum grade of C at UMBC.
gateway Criteria
The faculty of mechanical engineering have unanimously voted to revise the gateway criteria for newly admitted students into the undergraduate program. The statement below reflects the revised criteria. It is expected that after the consideration and approval by the UMBC undergraduate council and faculty senate, the revised criteria will go into effect at the start of fall 2008 semester. As such, all students applying for admission to UMBC with the intend to pursue studies in mechanical engineering, starting during fall 2008, will have to satisfy the new gateway criteria listed below.
general education Program

Engineering students graduating from UMBC must satisfy 28 credits of General Education Program. The distribution of these 28 credits among arts and humanities, social sciences, and language and culture courses, are enumerated in the Undergraduate Catalog. In addition to these regulations, as part of their 28 GEP credits, mechanical engineering students are required to have at least one course in the arts and humanities sequence and one course in the social sciences sequence at the 200 level or above. Furthermore, one course in the arts and humanities sequence must be PHIL 251: Ethical Issues in Science, Engineering and Information Technology.
Program regulations
1. The mechanical engineering department publishes the Mechanical Engineering Undergraduate Handbook, which details the regulations, policies and opportunities in the department. The responsibility for proper registration and for satisfying stated prerequisites for any course must rest with the student, as does the responsibility for proper achievement in courses in which the student is enrolled. Each student is responsible for being thoroughly familiar with the provisions of the
admissions requirements
Applicants who meet the admission requirements to the university and are prepared, by virtue of their high school background and placement tests, to enroll in first or second semester mechanical engineering curriculum courses, may designate mechanical engineering as their intended major. However, students are admitted to mechanical engineering only when they pass the following four courses, CHEM 101, MATH 152, ENME 110 and ENME 220 with a
admissions requirements
Applicants who meet the admission requirements to the university and are prepared, by virtue of their high school background and placement tests, to enroll in ENGL 100, MATH 151, ENES 101 and CHEM 101 may designate mechanical engineering as
136 MECHANICAL ENGINEERING

Major Program
The freshman year in engineering is designed to lay a strong foundation in mathematics, physical sciences and the engineering sciences upon which the student later will develop a professional program during the sophomore, junior and senior years. Students applying for admission to UMBC should take the mathematics placement test early enough so, if necessary, MATH 150: Pre-calculus Mathematics could be taken in the summer preceding the first regular semester. The placement test is administered by the Learning Resources Center, and students should make arrangements with them for the test. The test measures the students preparation for MATH 151: Calculus and Analytic Geometry. Students who are not prepared to schedule MATH 151 are advised to schedule MATH 150 in the summer session before the fall (first) semester. At the beginning of the sophomore year, the student selects a primary field of engineering specialty. At UMBC, courses through the senior year are available in chemical and mechanical engineering and computer engineering. The science elective can be selected from any course, at the 300 level or higher, in biology, computer science, mathematics, physics, chemistry or any engineering field except mechanical engineering. Under certain circumstances, a science course at the 200 level may be used as this elective. Written approval must be obtained from the undergraduate coordinator before taking the science course toward the degree requirements. A mechanical engineering elective at the 400 level or above may be substituted for the science elective. The other technical electives must be 400-level mechanical engineering courses, one of which must be a design course. Pi, the national engineering honor society. Other notable activities include technical competitive activities such as the Mini-Baja all-terrain vehicle competition and the Solar Splash solarpowered boat race. There is also an Executive Club of undergraduate students which addresses entrepreneurship and innovation.

This combined program is designed for completion in five years. Students are encouraged to plan on such an effort from the start. See the Mechanical Engineering Undergraduate Handbook for more information.
The mechanical engineering faculty strives to make research opportunities available to undergraduate students at any level. Many students are involved in research projects with faculty advisors. Such activities are particularly valuable and effective for students who aim to pursue their bachelors and masters degrees in the combined B.S./M.S. program offered by the department.
The mechanical engineering department offers various extracurricular activities to enhance students professional development. Students may participate in student chapters of major professional organizations such as the American Society of Mechanical Engineers (ASME); the Society of Automotive Engineers (SAE); the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE); the National Society of Black Engineers (NSBE); the Society of Women Engineers (SWE) and the Society for the Advancement of Material and Process in Engineering (SAMPE). There is also a chapter of Tau Beta
MEDIA AND COMMUNICATION STUDIES
137
Media and Communication Studies

dIreCtor Jason Loviglio Associate Professor of American Studies leCtUrer Donald Snyder
Through the combination of applied learning experiences, a required depthof-field area of study, and capstone research project, students are well-prepared for many academic and professional fields of study.
B.a. students must choose two courses from each area:
Critical Media Studies

Coursework on the cultural history of specific media, critical media analysis, industry analysis, audience studies and special topics in media genres
Bachelor of arts
(33 credits)
Core (15 credits) * MCS 222 Introduction to Media and Communication Studies * Two courses on theoretical approaches and methods MCS 333 History and Theory of Mass Communication and Media Studies
PlUS
Intercultural Communication
Coursework on intercultural communication; race, gender, ethnicity, social class and media; comparative studies and media; U.S. media in global perspective
Courses in this program are listed under MCS The program in media and communication studies is a distinctive, interdisciplinary program that emphasizes a broad liberal arts approach toward the teaching of critical media literacy, intercultural communication and new digital media skills. These skills include a critical understanding of the emerging forms of digital technologies of communication, information, surveillance and entertainment. Students will learn how to integrate new communicative practices into their traditional liberal arts education. The program uses materials and methodologies from various disciplines. It also emphasizes learning through seminar experiences and independent projects. The emphasis in the core curriculum on applied experience, undergrad research, critical thinking and interdisciplinary approaches to study of media is part of the programs fundamental liberal arts orientation. Core courses build one upon the other, developing students critical skills, historical background and theoretical sophistication so that they gradually move from cursory understanding of media and communication to increasingly sophisticated understanding of the social, political, economic and cultural issues at stake in how and where human communication occurs. The elective courses, which are drawn from American studies, English, modern languages and linguistics, visual arts, along with several other departments and programs across the College of Humanities, Arts and Social Sciences, reinforce the commitment to a broad liberal arts education. Students choose electives from a broad set of choices in three areas: critical media literacy, intercultural communication and technology and applied communication.
new Media and applied Communication

Coursework in video, audio and digital production; Web content design; technical writing; journalism and oral communication Additional Information: Writing Intensive requirement Two courses designated writing intensive must be taken in addition to GEP requirements. These additional courses may be drawn from required coursework in the core or elective areas. depth of Field requirement A required major, minor, or certificate Counting Credits A total of nine credits towards the completion of the major may be double counted towards the completion of an additional major, minor or certificate. Capstone MCST students double-majoring in a discipline that requires a capstone course may be able to satisfy this requirement with the other capstone course, provided that, in the opinion of the director, the subject matter and methods are relevant to the study and/or practice of media and communications.
AMST 334 Theories of Media and Culture ENGL 324 Theories of Communication and Technology ART 215 Introduction to Art and Media Studies MLL 305 Introduction to Intercultural Communication * Required Applied Experience MCS 404 Internship (Internships can be completed as part of the study abroad experience.) * Capstone seminar: A project emphasizing scholarly research, creative production, or both. MCST 499

Advertising Broadcasting Communications Gaming Education Journalism Law Marketing Public history and culture: museums and cultural institutions Public policy Public relations Social and public service Social work Web development
three elective areas (18 credits)

See list of recommended course sequences for each area below
138 MEDIA AND C OMMUNICATION STUDIES

Statement on Study of Foreign languages
A knowledge of at least one foreign language and familiarity with foreign cultures are important for understanding media and communications under the conditions of globalization in the 21st century. Beyond the language and culture requirements of the General Education Program, therefore, MCST students are strongly encouraged to study a foreign language to at least the 202 level (with appropriate exemptions made for native speakers of languages other than English). Study abroad is also strongly encouraged, for it can provide not only understanding of another culture but also important perspectives on U.S. culture and media.
three areas (9 credits)

Certificate students take all nine credits in only one of the areas:
AFST 245 Introduction to Black Music

and
ART 324 History of Film: Origins to 1965

and
MUSC 214 History of Jazz AMST 320 Television in American Culture

and
Critical Media Studies

Coursework on the cultural history of specific media, critical media analysis, industry analysis, audience studies and special topics in media genres
ART 325 History of Film and Video 1965-Present ART 324 (or 325)
and
AMST 321 Radio in American Culture AMST 320 Television in American Culture)
and
Intercultural Communication
Coursework on intercultural communication; race, gender, ethnicity, social class, and media; comparative studies and media; US media in global perspective
AMST 322 American Society and Culture in Film ART 321 19th-Century Art
and
AMST 322 American Society and Culture in Film AMST 325 Studies in American Popular Culture
or
ART 323 20th-Century Art ART 324 History of Film: Origins to 1965
and
new Media and applied Communication

Coursework in video, audio, and digital production; web content design; technical writing; journalism and oral communication Additional Information: Writing Intensive requirement One course designated writing intensive must be taken in addition to GEP requirements. These additional courses may be drawn from required coursework in the Core or Elective areas. Counting Credits A total of nine credits towards the completion of the certificate may be double counted towards the completion of an additional major, minor, or certificate. Suggested Course Sequences for MCSt areas 1 (at least nine of the 18 credits must be at the 300 or 400 level)
Certificate
(21 Credits)
Core (12 credits) *MCST 222: Introduction to Media and Communication Studies *Two courses on Theoretical Approaches and Methods MCST 333: History and Theory of Mass Communication and Media Studies
PlUS
AMST 100 Introduction to American Studies

and
ART 342 Film/Video Theory and Criticism ART 224 (or 225)
and
AMST 320, 321, 322, 357, 372, 374 AMST 325 Studies in Popular Culture
and
ART 343 History of Animation) ART 326 History of Photo 1

and
SOCY/ANTH 416 Cyberspace Culture

or
SOCY 397 Special Topics: Media and Society

or
ART 327 Contemporary Directions in Photography ENGL 332 Literature of Non-fiction MUSC 336 The Beatles
and
AMST 334: Theories of Media and Culture ENGL 324: Theories of Communication and Technology ART 215: Introduction to Art and Media Studies MLL 305: Introduction to Intercultural Communication * Required Applied Experience MCST 404 (Internship)
AFST 205 Contemporary Black Popular Culture

or
GWST 322 Women and the Media ANTH 211 Cultural Anthropology
and
MUSC 330 Popular Musics of the non-Western World MUSC 217 Rock: 1950-Present
and
1. Critical Media Studies

Suggested course sequences: AFST 205 Contemporary Black Popular Culture
and
SOCY/ANTH 416 Cyberspace, Culture, and Society ART 220 Art History I
and
MUSC 330 Popular Musics of the non-Western World
AFST 245 Introduction to Black Music
ART 221 Art History II
MEDIA AND COMMUNICATION STUDIES

MUSC 230 Music of the World
and
139
MLL 230 World Language Communities

and
MLL 213 Film and Society in Spain

or
ART 210 (or 211)

and
MUSC 480 Topics in Music, Art and Society* POLI 433 First Amendment Freedoms THTR 210 and THTR 211 History of Theatre I and II VPA 225 Ideas in the Arts
and
MLL 250 Introduction to the French-Speaking World

or
MLL 218 Film and Society in Latin America

or
ART 395 Television Production Techniques I ART 395 and ART 396 Television Production Techniques II ENGL 380 Intro to News Writing
and
MLL 270 Introduction to Russian Culture and Civilization

or
RUSS 315 Studies in Russian Film

and
MLL 271 Introduction to Modern Russian Civilization and Culture

or
MLL 310 Intercultural Studies of International Film MLL 406 History and Theory of Intercultural Media
and
ENGL 382 Feature Writing ENGL 380 Intro to News Writing

and
VPA 325 International Women Directors GWST 310 Gender and Inequality
and
MLL 280 Introduction to the Spanish-Speaking World MLL 263 Popular Music and National Identity in German-Speaking Countries
and
MLL 495 Intercultural Video Production POLI 260 Comparative Politics

and
ENGL 480 Seminar in Advanced Journalism ENGL 391 Advanced Exposition and Argumentation
or
GWST 322 Women and the Media
2. Intercultural Communication
Suggested course sequences AMST 200 Multicultural America
and
MLL 332 Introduction to German Cultural Thought MLL 320 International Women Directors
and
POLI 280 International Politics SOCY 211 Diversity and Pluralism

and

and
AMST 352 U.S. in Global Perspective AMST 352 US in Global Perspective

and
GWST 322 Women and the Media AMST 200 and MLL 306 Intercultural Communications: Issues Confronting Immigrant and Heritage Communities MLL 190 The World of Language I
or
MLL 305 Introduction to Intercultural Communication
ENGL 387 Web Content Development ENGL 393 and ENGL 394 Technical Editing MLL 406 History and Theory of Intercultural Media
and
3. new Media and applied Communication

Suggested course sequences ART 100 Introduction to Imaging Arts: Photography, Film, Video and Computer Art
and
AMST 380 Community in America ANTH 211 Cultural Anthropology

and
MLL495 Intercultural Video Production MCST 397 Participatory Media and Personal Broadcasting SPCH 100 Public Communication
and
ANTH 310 Ethnographic Film MLL 230 World Language Communities

and
MLL 191 The World of Language II

and
ART 210 Visual Concepts I2 Dimensions ART 210 and ART 211 Visual Concepts II Camera Vision ART 210 (or 211)
and
MLL 301 Textual Analysis: Words, Images, Music MLL 310 Intercultural Studies of International Film
and
MLL 425 Intercultural and Crosscultural Communication
SPCH 210 Interpersonal Communication for Music majors only: MUSC 218 Recording Technology Lab
and
ART 315 Video I ART 210 (or 211)

and
HIST 371 History and Film
ART 331 Graphic Design
MUSC 219 Studio Recording
140 MODERN LANGUAGES AND LINGUISTICS
Modern Languages and Linguistics

CHaIr Ana Maria Schwartz Language teaching and curriculum development, learning strategies, heritage Spanish speakers ProFeSSorS Alan S. Bell Modern Spanish literature, language teaching methodology
Thomas T. Field Sociolinguistics, literacy, language maintenance, French and Occitan Renate Fischetti Emerita Modern German literature, film, feminist theory Angela Moorjani Emerita Modern French literature and culture, feminist theory, psychopragmatics John H. Sinnigen Modern Spanish and LatinAmerican fiction, ideologies and literature, contemporary Mexico Stanley McCray Historical linguistics, French studies Sara Z. Poggio Sociology, Latin-American societies, Hispanics in the United States Alan S. Rosenthal Emeritus Franco-American relations, French and Italian literature, language teaching methodology Elaine Rusinko Russian language, literature, culture and society, CarpathoRusyn studies Judith M. Schneider Modern French studies, Latin-American and U.S. Hispanic literature, French and Latin-American Jewish writing Robert A. Sloane Golden-age Spanish literature, language teaching methodology John Stolle-McAllister Cultural studies, Latin-American popular culture, social movements German Westphal Generative linguistics, Spanish
Steven Young Historical phonology, Slavic and Baltic linguistics, Russian language
aSSIStant ProFeSSorS Zakaria Fatih Francophone studies, enlightenment, critical theory, Arabic language
Adriana Medina-Lpez-Portillo Intercultural communication, intercultural training, Mexican cultural studies Ana Oscoz Language teaching, methodology, technology in the foreign-language classroom, classroom-based assessment Denis Provencher French civilization and cultural studies, language, gender and sexuality, conversation and discourse analysis, intercultural communication
SenIor leCtUrerS Marie de Verneil French language, instructional systems development

Brigitte May German language, literature and culture Rosalie Messick Spanish language
leCtUrerS William Brown Chinese language, literature and culture

Samir El Omari Arabic language Susanne Sutton German language
aSSoCIate ProFeSSorS Omar Ka Language planning, phonology, African linguistics, French language, Wolof language
Edward Larkey German popular culture, German ethnicity, GDR studies
In an increasingly interdependent world, the study of languages and cultures, including the heritage languages and cultures of immigrants to the United States, is a fundamental part of every students education. Knowledge of at least one foreign language and familiarity with different societies equip university graduates for more intelligent choices as citizens of todays world, and it enhances their effectiveness in a range of career fields, including law, journalism, business, education, health care, banking, social work, management, international administration and many others in the public and private sectors. The study of linguistics and human communication provides perspectives and tools of analysis useful in every human endeavor. The Department of Modern Languages and Linguistics offers an innovative, multi-disciplinary program with a triple focus: language, literature and society. Courses are offered in Arabic, Chinese, French, German, Hebrew, Japanese, Korean, Linguistics, Russian, Spanish and Wolof, as well as a range of culture and general education courses under the designation MLL (Modern Languages and Linguistics). MLL courses are taught in English and include offerings on such topics as general language, linguistics, world literature and international film. Majors in modern languages and linguistics share a common interdisciplinary core of courses (MLL 190, 230 and 301), which provides a grounding in essential issues of human communication and social context. There are four options for the major: One-language option in French, German, Russian or Spanish Two-language option Language and cultural studies Applied linguistics
Courses in this program are listed under ARBC, CHIN, FREN, GERM, HEBR, JPNS, KORE, LING, MLL, RUSS, SPAN AND WOL.
The department also offers a minor in modern languages and linguistics and a certificate of achievement in
MODERN LANGUAGES AND LINGUISTICS

French, German, Russian and Spanish. Additionally, the program in modern languages combines exceptionally well with major programs in many other departments, where knowledge of another language and culture is often a valuable asset. The courses listed as MLL provide offerings of general interest to both the major and non-major. These courses present a wide and primarily international perspective on aspects of language, literature and culture. For a complete list of courses and their descriptions, please consult the Graduate Catalog. Although not required, MLL 191: The World of Language II is highly recommended. Students may select one of four options for the major:
141
9 credits from RUSS 270, 271, 310, 311 3 credits of elective RUSS courses at the 300 or 400 level 3 credits: RUSS 350 Complementary Russian Reading note: It is recommended that the student take RUSS 350 in conjunction with a 300- or 400-level course taught in English. Spanish (39 credits) 9 credits: MLL 190, 230, 301 18 credits: SPAN 301, 302, 307, 308, 311, 312 6 credits: SPAN 401, 421 note: 400-level courses routinely require a term paper or equivalent written assignment. 6 credits of elective SPAN courses at the 300 or 400 level At least 27 credits must be taken in courses taught in Spanish.
teacher Certification
There are many openings for teachers of modern languages in public and private schools. Students intending to major in a language and seek elementary or earlychildhood certification or seek secondary certification in their major language should consult with the Department of Education as early as possible for a description of the certification requirements and the procedures for admittance into the program.
one-language option (total credits: 39-42)

French Interconnections With the World (42 credits) 9 credits: MLL 190, 230, 301 6 credits: FREN 301, 302 12 credit of foundation courses: FREN 310, 320, 330, 340 3 credits of experiential learning: FREN 399 6 credits of elective FREN courses at the 300 or 400 level 6 credits of elective FREN courses at the 400-level german (40 credits) 9 credits: MLL 190, 230, 301 13 credits: GERM 202, 301, 302, 303 6 credits: GERM 311, 312 6 credits: GERM 401, 481 note: 400-level courses routinely require a term paper or equivalent written assignment. 6 credits of elective GERM courses at the 300 or 400 level russian (38 credits) 9 credits: MLL 190, 230, 301 12 credits: RUSS 301, 302, 401, 402 2 credits from RUSS 303, 304, 403

MLL graduates have successfully pursued careers in law, medicine, education, social work, government and international business. Within the accelerated B.A./M.A. program offered by the department, qualified students completing an undergraduate major in modern languages and linguistics may, during their junior or senior year, apply for admission to the Master of Arts (M.A.) in Intercultural Communication. If accepted, they can apply nine credits of approved B.A. course work to their M.A. degree. Such students may be able to complete both degrees in five years. Those interested should contact the director of the INCC graduate program. A description of the M.A. in Intercultural Communication may be found in the Graduate Catalog. Qualified undergraduates may enroll in graduate courses offered by the department. Courses frequently taken by undergraduates include: MLL 601 Language, Discourse, Society MLL 602 The Ethnography of Communication MLL 603 The Political Economy of Culture
academic advising
The modern languages and linguistics department organizes annual information meetings on the major, internships and study abroad. Students with an interest in majoring in modern languages and linguistics should contact the department office at 410-455-2109. Majors are assigned to a faculty advisor in one of their areas of focus, but they are free to select a different advisor at any time and are encouraged to do so if their interests and career goals change. Transfer students should meet as quickly as possible with the coordinator in the area in which their main interests lie (French, German, linguistics, Russian, Spanish) to plan an efficient program of study.
two-language option (total credits: 39-42)

French Interconnections With the World (42 credits) 9 credits: MLL 190, 230, 301 6 credits: FREN 301, 302 12 credits foundation courses: FREN 310, 320, 330, 340 3 credits elective FREN courses, at the 400 level 12 credits in a second language (above 202) departmental certificate of achievement leveltaught in the target language
Major Program
All majors who pursue the Bachelor of Arts (B.A.) in Modern Languages and Linguistics take a common core of courses, as follows: MLL 190 The World of Language I MLL 230 World Language Communities MLL 301 Textual Analysis: Words, Images, Music.

german (40 credits) 9 credits: MLL 190, 230, 301 13 credits: GERM 202, 301, 302, 303 6 credits: GERM at the 300- and 400-level, with at least three credits at the 400-level and with at least one course in literature and one course in civilization 12 credits in a second language (above 202) departmental certificate of achievement leveltaught in the target language note: 16 credits must be taken in courses taught in German. russian (39 credits) 9 credits: MLL 190, 230, 301 9 credits from RUSS 301, 302, 401, 402 2 credits from RUSS 303, 304, 403 6 credits from RUSS/MLL 270, 271, OR ANY 300- or 400-level RUSS course. 1 credit RUSS 350 12 credits in a second language (above 202) departmental certificate of achievement leveltaught in the target language Spanish (39 credits) 9 credits: MLL 190, 230, 301 9 credits: SPAN 301, 302, 401 3 credits: SPAN 311 or 312 6 credits: SPAN at the 300 or 400 level, to be chosen in consultation with the students advisor. At least
one course must be at the 400 level. 12 credits in a second language (above 202) departmental certificate of achievement leveltaught in the target language. note: 16 credits must be taken in courses taught in Spanish.
331, 332, 438) may be used as substitutes for an equivalent number of the required LING courses with the approval of a designated LING major advisor. In addition, students may apply to write an honors paper representing original research on a linguistic topic of their choice; the research will be defended before a committee. For details, consult a member of the MLL linguistics faculty.
is extremely cost-effective, and financial aid is available. Highly recommended. Maryland in taxco, Mexico A six-week, six-credit intensive Spanish language program at all levels offered every summer at the Taxco campus of the Center for the Instruction of Foreign Students of the National Autonomous University of Mexico. This program is especially appropriate for students at the 200 level of Spanish. Students completing level two or higher in Taxco will have fulfilled two of the three courses in the language and culture designation of the UMBC General Education Program (GEP) requirements. French, german and russian Students are encouraged to spend a semester or at least a summer working abroad or studying in an approved university program in a country where the language is spoken. Although UMBC does not sponsor any specific programs in these languages, MLL faculty will advise students on their choice of program and assist them in course selection and credit transfer. Information about programs in French, German and Russian is available in the International Multimedia Center (AC IV 219), in the Office of International Education (AD 222), as well as from MLL faculty members. Credits toward any language major may be earned through study abroad. All courses submitted by a student in fulfillment of the requirement for the major must be completed with a grade of C or higher. Students must earn a grade of C to continue in the next course in a basic language sequence (101-202).
language and Cultural Studies (total credits: 39)

12 credits: MLL 190, 191, 230, 301 12 upper-level credits in one modern language other than English (e.g., FREN, GERM, RUSS, SPAN). 15 elective credits minimum nine or more at the 300 or 400 level in MLL, LING and/or modern language courses as part of a major program designed in consultation with a departmental advisor. Up to two appropriate courses from other disciplines may be applied to the major with written approval of the students advisor. applied linguistics (total credits: 39) 9 credits: MLL 190, 230, 301 Although not required, MLL 191 is highly recommended. 21 credits: LING 210, 290, 310, 320, 360, 410, 450 or 490 9 credits of other LING courses, three credits of which must be on the 400 level. One cognate course in another discipline (e.g., PHIL 445, PSYC 316, ENGL 407, ENGL 490) and up to two language-specific linguistics courses (e.g., FREN/GERM/SPAN/ RUSS
Study abroad
The experience of living and studying abroad is an extremely important asset for all language students. Students should discuss study abroad options with their advisor early in their studies. In general, financial aid may be applied to study abroad programs, and credits earned in the target language through study abroad may be transferred to UMBC. Students interested in co-ops and internships abroad are encouraged to consult the Shriver Center.
Spanish UMBC in Mexico

UMBC cooperates with other University System of Maryland (USM) campuses in two study abroad programs in Mexico. UMBC in Mexico City Each fall, a group of advanced (SPAN 201 and above) undergraduate students study at the main campus of the Center for the Instruction of Foreign Students of the National Autonomous University of Mexico (UNAM), one of Latin Americas oldest, largest and most prestigious universities. Courses are offered in intensive Spanish language and Mexican and Latin-American studies. Courses also may be taken in other UNAM departments. Students earn an average of 15 credits per semester. Students placing at the proper level may complete 15 of the 18 credits required for the Spanish minor through this program. The program
Minor Program
A minor in modern languages and linguistics (MLL) allows students to develop proficiency in a foreign language, to learn about the nature of language and to become familiar with the societies in
MODERN LANGUAGES AND LINGUISTICS

which different languages are spoken. A minor in MLL will assist students in the developing of communication skills and in understanding the complexities of an increasingly interdependent, multilingual and multicultural world. It will enrich students learning experience and enhance their career potential.
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the Mll minor in Chinese language and culture will require a total of 18 credits
3 credits: one MLL core course (MLL 190, 191, 230 or 301) 6 credits: CHIN 301, CHIN 302 9 credits in CHIN or MLL (CHIN) electives: CHIN 309 Business Chinese CHIN 319 Chinese Translation CHIN 300 Independent Study MLL 328 Traditional Chinese Fiction and Drama Students may petition the MLL department to have relevant courses from other disciplines be counted for the minor in Chinese Language and Culture. For all three tracks, courses are to be selected with the approval of a designated minor advisor. All courses submitted by a student in fulfillment of the requirement for the minor must be completed with a grade of C or higher. note: Minor through study abroad. Students at the appropriate level may complete up to 15 credits of a minor in modern languages and linguistics through a semester of study abroad.
and skills in their chosen careers and in their lives as citizens. The acquisition of competence in intercultural communication is absolutely necessary to function effectively in the 21st century era of economic, social and cultural globalization.
requirements:
6 credits: MLL 305, MLL 306 4 credits: CHIN/FREN/GERM/HEBR/ RUSS/SPAN 202 (A more advanced student may substitute a three-credit higher-level language course.) 3 credits: CHIN/FREN/GERM/HEBR/ RUSS/SPAN 301 6 credits of elective courses from language, MLL or related disciplines, to be chosen in consultation with the faculty advisor. At least three of the six elective credits will come from outside the students primary language of study.
the Mll language minor requires a total of 18 credits:

3 credits: one MLL core course (MLL 190, 191, 230, 301) All the rest of the required courses must be chosen from one language area: 301 FREN/GERM/RUSS/SPAN 302 FREN/GERM/RUSS/SPAN 9 credits in electives in FREN/GERM/RUSS/SPAN at the 300- or 400-level
or Spanish and two other courses in the same language at the 300 or 400 level with a grade of B or higher will receive a departmental certificate of achievement in that language. A student majoring or minoring in MLL may earn a certificate of achievement in a language that is not part of their major or minor track. That is, a student following the one-language track in French, for example, may earn a certificate of achievement in Spanish, German, or Russian but not in French.
evening options
A wide range of basic language courses is offered in the evenings. Other courses required for the major are often available in late afternoon or evening time slots, but the entire major cannot be completed in the late afternoon and evening hours at this time.
Intercultural living exchange
The Intercultural Living Exchange is a living learning community of UMBC. Students residing in the intercultural suites interact with international student resident mentors (native speakers of each cluster language: Chinese, French, German, Korean, Japanese, Russian and Spanish), who organize cultural and social activities for their language clusters as well as for the UMBC community. These activities include participation in UMBCs International Week, intercultural presentations and workshops, language chat hours, study abroad presentations, international film festivals, field trips, culinary projects, intercultural holiday celebrations, lunches with faculty and excursions to concerts, plays and museum exhibits. Residence in the ILE provides excellent preparation for study abroad, as well as continuity for those who have previously gained language proficiency in a study abroad experience.
the Mll applied linguistics minor will require a total of 21 credits:

3 credits: MLL 190 12 credits: LING 210, 290, 310, 320 6 credits chosen from other LING courses at the 300 or 400 level. A cognate course in another discipline (e.g., PHIL 455, PSYC 316, ENGL 490) or a languagespecific linguistics course (e.g. FREN/GERM/RUSS/ SPAN 331, 332, 438) may substitute for one of the LING courses with the approval of a designated LING major advisor.
Honors Program
The Honors Program of the Department of Modern Languages and Linguistics provides a small group of majors with additional intellectual experiences, both individually and as a group. The central components of the program are an honors seminar taught in English and the development and writing of an honors project, an experience that provides exceptional preparation for the work world or graduate school. Students who complete the program will graduate with departmental honors. Information is available in the department office.
Certificate Program
Certificate in Intercultural Communication (18-19 credits)
This certificate program is intended for students who wish to combine the study of intercultural communication with advanced foreign language study. The advance language study plus the instruction in issues of communication across cultures will help such students acquire useful knowledge
Certificate of achievement
A student who does not intend to major in modern languages and linguistics but who completes 301-302 in French, German, Russian

Internships
In collaboration with The Shriver Center, the department provides majors in Modern languages and linguistics full information and support for internships. Internships and community service projects are available for activities ranging from teaching language to children to working with foreign travelers for VISA International. In addition, internships abroad have, in recent years, become a significant way of combining study abroad with work experience. Students interested in earning MLL credit for internships should consult with the departments internship coordinator.
delta Phi alpha, the national german Honors Society

The German area offers membership in Delta Phi Alpha, the National German Honors Society.
russian Chorus
All students have the opportunity of participating in the Russian Chorus; contact the Russian area for more information.
Financial aid
Financial aid is available for majors to participate in study abroad programs. In addition, the German area offers the Knapple and Plogman scholarships for students in the German track. Applications are due each April; awards are announced in May. Music students who also study German may apply for the Elterman scholarship through the music department.
Undergraduate research opportunities

The faculty encourages and supports undergraduate participation in faculty research. Advanced Spanish students may join in a research project based in a Spanishspeaking area in Baltimore.
Mll Council of Majors, linguistics Club, language Clubs
The department has an active council of majors, a linguistics club and several language clubs, often organized by native speakers.
MUSIC
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Music
CHaIr Linda Dusman Professor Composition, theory aSSoCIate CHaIr Joseph Morin Lecturer Musicology ProFeSSor Stuart Saunders Smith Composition aSSoCIate ProFeSSorS Thomas Goldstein Percussion, jazz
E. Michael Richards Clarinet Anna Rubin Electronic music, composition Joseph Morin Musicology
Gina Beck Non Western Music Yi-Ping Huang Non-Western Music Jacqueline Pollauf Harp Zane Forshee Classical Guitar Gita Ladd Cello Thomas Lagana Electric Guitar Vladimir Lande Oboe Jason Love Conducting Laura Ruas Classical Bass Travis Siehndel Tuba Brian Sacawa Saxophone Richard Spittel Bassoon Kazuko Tanosaki Director, Certificate in Contemporary American Music Christian Tremblay Violin Max Vanderbeek Music education Jari Villanueva Wind ensemble, jazz band
by the composition faculty. Students interested in the music technology emphasis need to audition on an instrument or voice and to submit an example of their work in recording or music technology.
aSSoCIate StaFF Janice Jackson Voice

Alan Wonneberger Audio technology

The degree prepares students for advanced study in performance, theory, musicology, composition, education or technology. Graduates typically continue on to graduate school, professional performance, teaching, research, composition or the music industry.
aFFIlIate artIStS Tom Baldwin Jazz bass, electric bass

Darren Bange Trombone Matthew Belzer Saxophone Kimberly Buschek Viola Wayne Cameron Trumpet Barry Dove Percussion Rachel Franklin Piano Joel Holmes Jazz Piano Thomas Hawley Piano, Organ Hamid Hossain Tabla
academic advising
Faculty advisors are available every semester for guidance in all aspects of the music curriculum.
Major Programs
B.a. in Music
As a music major, a student concentrates in one of six emphases: performance, performance/musicology, composition, jazz, music technology or music education. These emphases range from 56 to 86 credits. A grade of C or better in any course counts toward the major, except where otherwise specified. All music majors, regardless of emphasis, take the following courses:
aSSIStant ProFeSSorS Lisa Cella Flute, musicianship

David Kim-Boyle Music technology David Smith Choral, voice Airi Yoshioka Violin, arts in education
leCtUrerS Nancy Beith Piano
Core requirements
MUSC 125 Theory I Basics of Music [3]
Courses in this program are listed under MUSC. The study of music at UMBC stresses the interdependence of theory, performance and history. Students in the program explore the traditions of Western music, as well as examine new music and other cultures, leading to a balanced understanding of music as a universal form of human artistic expression. Music also is studied in conjunction with an overview of the other arts, providing students with opportunities to interact with artists from other creative disciplines. Students in music courses, as well as vocal and instrumental ensembles, study technical and historical aspects of music both by playing and hearing it. Students at UMBC are given the opportunity to study and perform with professional musicians. The music department faculty bring a rich and varied background in professional performance and research to UMBC. The faculty is widely recognized for its expertise in performance, composition and music technology. An audition/interview before a faculty committee is required of all students wishing to major in music. The audition for the performance emphasis in voice or main instrument should include compositions that demonstrate the students level of ability. Voice students should prepare two well-contrasted compositions, one of which must be in English. Along with an audition, students interested in the composition emphasis must submit scores for review
MUSC 126 Theory II Harmony and Voice Leading [3] MUSC 225 Theory III Counterpoint [3] MUSC 226 Theory IV Expanded Harmony [3] MUSC 227 Theory V 20th-Century Analysis [3]
146 MUSIC
MUSC 110, 111, 210, 211 (Musicianship Labs I-IV) [4] with a grade of B or better in MUSC 211: Musicianship Lab IV MUSC 230 Musics of the World [3] MUSC 321 Music History I [3] MUSC 322 Music History II [3] MUSC 480 Music, Art and Society [3]
or
Performance emphasis applied Music: Eight semesters of applied individual performance study at three credits per semester [24]
Eight semesters of ensemble participation, including participation one semester in an ensemble outside of primary emphasis or track, [16]. It is required that students participate in an ensemble every semester. Instrumentalists are required to register for Orchestra or Wind Ensemble for the first four semesters. All voice students must complete a series of courses in diction for a total of three additional credits, [3]. Participation (for credit) in either Camerata or Vocal Arts Ensemble at least two semesters is required. note: Performance majors are required to take as their upper-level elective core requirement either MUSC 362: Arts in Education, or MUSC 400: Special Projects in Pedagogy. All students must complete a junior recital and a senior recital.
Performance/musicology students must complete a junior recital or performance/lecture and MUSC 492 Senior Project for two credits. Students must select an advisor, who will supervise a senior project on a topic related to the students area of research.
capstone project. Students are encouraged to record their compositions in the recording studio on campus.
Jazz emphasis
applied Music: Eight semesters of individual performance study at three credits per semester [24] MUSC 307-A
or
Composition emphasis
applied Music: Four semesters of applied individual performance at three credits per semester study [12] Six semesters of ensemble participation [12] with at least three semesters of participation in MUSC 309 New Music Ensemble and/or MUSC 306 Improvisational Ensemble. Instrumentalists are required to register for Orchestra or Wind Ensemble for the first four semesters. Composition: MUSC 224 Instrumentation [3] MUSC 311 Free Composition [3] MUSC 312 Advanced Composition [3] (note: Students must submit a portfolio of compositions to the faculty at the conclusion of this course to be approved for continuation in the composition emphasis.) MUSC 427 Composing at the Computer I [3] three semesters of: MUSC 401 Special Projects in Composition [9] (note: Portfolio of compositions for the senior recital must be presented to the faculty at the completion of this course.)
307-B
or
MUSC 485 Selected Topics in Music History [3] MUSC 380 Introduction to Conducting [3] One semester in an ensemble outside of primary emphasis track [2]
307-C Eight semesters of jazz ensemble participation [16] MUSC 214 History of Jazz [3] The following courses are to be taken in place of the core requirements of MUSC 225 and MUSC 226. MUSC 221 Jazz Theory and Aural Skills [3]
and
or
Eight Semesters of MUSC 191: Recital Preparation [8] One upper-level elective in music or VPA [3] Students planning graduate work are strongly recommended to complete the study of a language pertinent to their area of research through the 202 level.
MUSC 222 Jazz Arranging [3]

or
MUSC 223 Jazz Composition [3] All students must complete a senior recital. note: The jazz emphasis is available only for instrumentalists, not for vocalists.
Proficiency in Keyboard Skills All students must pass a proficiency test, at each level, in keyboard skills or take four semesters of keyboard skills classes consisting of: two semesters of MUSC 178-A and -B (Beginning Keyboard Skills) and two semesters of MUSC 179-A and -B (Intermediate Keyboard Skills). [4]
A grade of B or better is required in MUSC 179B. Students will be placed at the appropriate level. [4] total core requirements: 54 credits In addition to the core requirements, students must complete the requirements for one of the following emphases:
Performance/Musicology emphasis applied Music:

Six semesters of applied individual performance study at three credits per semester [18] Eight semesters of ensemble participation, including participation one semester in an ensemble outside of primary emphasis or track [16] Instrumentalists are required to register for Orchestra or Wind Ensemble for the first four semesters. two semesters of: MUSC 480 Topics in Music, Art and Society [6]
or
Music technology emphasis

Four semesters in applied music (individual) at two credits per semester [8] Two semesters of ensemble participation [4] MUSC 218 Recording Techniques [3] MUSC 219 Introduction to Digital Audio Workstations [3] MUSC 318 Digital Audio Processing [3] MUSC 319 Advanced Topics in Music Technology [3]
Performance/Production:
MUSC 492: Senior Project [2]. All composition majors are required to produce a recital of their compositions as a
MUSC 485 Selected Topics in Music History [6]
MUSIC
MUSC 417 Special Topics in Music Technology [3] (note: This class may be repeated for up to six credits.) MUSC 418 Music Technology Internship [3] (note: This class may be repeated for up to six credits.) MUSC 492 Senior Project [2] (supervised by music technology faculty) Students have the option of replacing the core requirements MUSC 225 and MUSC 226 with the following: MUSC 221 Jazz Theory and Aural Skills [3]
and
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With a grade of B or better in: MUSC 211 MUSC 178-A Beginning Keyboard Skills [1] MUSC 178-B Beginning Keyboard Skills [1] MUSC 179-A Intermediate Keyboard Skills [1] MUSC 179-B Intermediate Keyboard Skills [1]
or
MUSC 183 Intermediate Strings [1] MUSC 185 Intermediate Woodwinds [1] MUSC 187 Intermediate Brass [1] MUSC 189 Guitar Class [1] MUSC 224 Instrumentation [3] MUSC 361 Seminar in K-12 Instrumental Methods [3] MUSC 385 Intermediate Conducting [3] Six semesters of instrumental ensembles [12] Instrumentalists must register for Orchestra or Wind Ensemble for the first four semesters.
MUSC 385 Intermediate Conducting [3] note: Students interested in completing certification requirements for music education also must apply for acceptance into the education department and complete coursework in education as required by the state of Maryland. Please see the UMBC Department of Education for details and requirements.
B.a. in Visual and Performing arts Music

Core requirements
MUSC 101 Fundamentals of Music Theory [3] MUSC 110 Musicianship Lab I [1] MUSC 111 Musicianship Lab II [1] MUSC 125 Theory I Basics of Music [3] MUSC 126 Theory II Harmony and Voice Leading [3] MUSC 178-A and -B Beginning Keyboard Skills [2] (two semesters) MUSC 179-A and -B Intermediate Keyboard Skills [2] (two semesters) MUSC 311 Free Composition [3] MUSC 321 Music History I [3] MUSC 322 Music History II [3] MUSC 193 Performance Studies for Music Majors [12] MUSC 300-310 Ensembles [8]
Demonstrated piano proficiency A grade of B or better is required for MUSC 179-B Three semesters of MUSC 191: Recital Preparation [3] MUSC 230 Musics of the World [3] MUSC 321 Music History I [3] MUSC 322 Music History II [3] MUSC 362 Arts in Education [3] MUSC 380 Introduction to Conducting [3]
MUSC 222 Jazz Arranging [3]

or
MUSC 223 Jazz Composition [3]
Choral K-12:
MUSC 193 Performance Studies (six semesters) [18] Six semesters of choral ensembles [12] note: Vocalists must register for MUSC 303, UMBC Camerata and/or MUSC 304, Jubilee Singers for at least three semesters. MUSC 174 Beginning Vocal Methods [1] MUSC 175 Intermediate Vocal Methods [1] MUSC 189 Guitar Class [1] MUSC 224 Instrumentation [3] MUSC 261 Teaching Choral Singing [3] MUSC 360 Seminar in K-12 Choral Methods [3]
Music education emphasis

Leading to certification in K-12 music education in either instrumental or choral music. note: Elimination of some upper-level requirements MUSC 125 Theory I [3] MUSC 126 Theory II [3] MUSC 225 Theory III [3] MUSC 226 Theory IV [3] MUSC 110 Musicianship Lab I [1] MUSC 111 Musicianship Lab II [1] MUSC 210 Musicianship Lab III [1] MUSC 211 Musicianship Lab IV [1]
Instrumental K-12:
MUSC 193 Performance Studies (six semesters) [18] MUSC 182 Beginning Strings [1] MUSC 184 Beginning Woodwinds [1] MUSC 186 Beginning Brass [1] MUSC 188 Percussion Class [1]
148 MUSIC
VPA 225 Ideas in the Arts [3] VPA 325 Contemporary Art in Process [3] MUSC 492 Senior Project [2] electives: 18 credits from other arts disciplines, to be designed with the advisor for the major All other students registered for MUSC 190 may perform in a student recital upon the recommendation of their instructor. A faculty jury examination is required of all music majors in performance studies at the end of each semester.
Symphony orchestra and the new Music ensemble
Students have many opportunities to gain performance experience. The department presents more than 100 concerts each year. The UMBC Symphony Orchestra and the New Music Ensemble bring together students and professional musicians.
Minor Program
Students who wish to pursue a minor in music are required to complete the following: MUSC 101 Fundamentals of Music Theory [3] Three semesters of ensemble participation [6] Three semesters of Applied Individual Performance Studies [6] One course selected from the following: MUSC 100 Introduction to Music [3] MUSC 214 History of Jazz [3] MUSC 230 Musics of the World [3] MUSC 217 History of Rock and Related Music [3]
UMBC Camerata
UMBCs premier choir, the UMBC Camerata, has completed nine international tours. After their recent return from a performance at Carnegie Hall, they were invited to sing for the President at Christmas in Washington, which was broadcast nationally on TNT.
Studio 508
The UMBC music departments recording studios are stateof-the-art facilities for music production. Staff engineers and students record, mix and master a limitless variety of music for commercial release and for other productions. There are many internship possibilities within the music department in which students may gain preprofessional experience in concert management, music education, pedagogy, recording and music business.
Private Instruction
All music majors registering for MUSC 193, 194 or 390 and all music minors registering for MUSC 190 (private instruction) are expected to perform each semester in a music forum, with the exception of the first semester of study, when public performance is at the discretion of the instructor.
PHILOSOPHY
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Philosophy
CHaIr Susan Dwyer Associate Professor Ethics, feminist theory ProFeSSorS Stephen E. Braude Philosophy of mind, philosophy of science, pragmatism aSSoCIate ProFeSSorS John M. Titchener Emeritus History of philosophy, ethics, logic
Steven Yalowitz Philosophy of mind, philosophy of language, metaphysics
PHIL 452 Advanced Topics in Ethics PHIL 454 Animals and the Environment: Moral Theory and Its Application PHIL 455 Applied Ethics two courses in the history of philosophy: PHIL 321 History of Ancient Philosophy PHIL 322 History of Modern Philosophy one course in metaphysics and epistemology from the following: PHIL 371 Epistemology PHIL 372 Philosophy of Science PHIL 373 Metaphysics PHIL 394 Philosophy of Biology PHIL 395 Philosophy of Physics PHIL 445 Philosophy of Language PHIL 470 Philosophy of Mind PHIL 472 Advanced Topics in Philosophy of Science at least six credits at the 400 level and an additional six credits at the 300 or 400 level Prerequisites for all philosophy courses must be satisfied with no less than the grade of C. In fulfilling the major requirements in philosophy, students may submit no course in which they earn less than the grade of C.
Minor Program
The philosophy minor consists of at least six courses, including the following requirements: One course in logic from the following: PHIL 248 Scientific Reasoning PHIL 346 Deductive Systems One course in ethics from the following: PHIL 150 Contemporary Moral Issues PHIL 152 Introduction to Moral Theory PHIL 350 Ethical Theory PHIL 355 Political Philosophy PHIL 356 Philosophy of Law PHIL 358 Bioethics PHIL 452 Advanced Topics in Ethics PHIL 454 Animals and the Environment: Moral Theory and its Application Two courses in the history of philosophy: PHIL 321 History of Ancient Philosophy PHIL 322 History of Modern Philosophy Students may select two other courses from any area of philosophy. At least four of the six courses required for the minor must be 300- or 400-level classes. In fulfillment of the minor requirements in philosophy, students may submit no course in which they earn less than the grade of C.
aSSIStant ProFeSSorS Jessica Pfeifer Philosophy of science, philosophy of biology

Zena Hitz Ancient philosophy, political philosophy
InStrUCtor Roye S. Templeton Critical thinking, philosophy of sports, philosophy of the Asian martial arts Lecturer
Richard L. Wilson Applied ethics, philosophy of religion
Courses in this program are listed under PHIL. The philosophy major and minor emphasize critical analysis, problem-solving and the formulation and evaluation of arguments in oral and written contexts. Philosophy students learn to think logically and critically. The major also introduces students to a range of traditional philosophical issues and provides an opportunity to read carefully the works of some of the greatest thinkers in history.
academic advising
All students in the department are advised by full-time members of the philosophy faculty. Normally, the advising coordinator assists the student in the selection of a faculty advisor whose interests are similar to those of the student.
Major Program
The philosophy major consists of at least 36 credits, including the following requirements: one course in logic: PHIL 346 Deductive Systems one course in ethics from the following: PHIL 350 Ethical Theory PHIL 355 Political Philosophy PHIL 356 Philosophy of Law PHIL 358 Bioethics

The discipline provides a solid foundation for graduate study and work in professions requiring analytic, conceptual and expository skills. Philosophy majors tend to do very well in these areas and to perform substantially better than average on graduate admissions tests, including those for law, business and medicine. In recent years, graduates of the philosophy program have been admitted for graduate study in a variety of disciplines, including law, medicine and philosophy.
150 PHILOSOPHY
Honors Program
The honors program in philosophy allows philosophy majors to receive the B.A. in Philosophy with honors. Students applying for admission to the program must have completed at least 45 credits of university work and have earned a cumulative GPA of 3.0 or higher. Applicants also must have completed at least four upper-level philosophy classes (classes numbered 300 or higher) with a GPA in those courses of 3.5 or higher. Transfer students must have completed four advanced courses in philosophy and must provide evidence that their performance in philosophy classes is comparable to that of non-transfer students eligible for admission to the honors program. Students interested in applying for admission to the honors program should contact the department chair no later than the second semester of their junior year. The admission of seniors into the honors program is possible but unusual and requires an extremely heavy load in the senior year. To graduate with the B.A. in Philosophy with honors, students must complete 14 courses (42 credits) in philosophy, each with a grade of C or better. Of these courses, at least eight (24 credits) must be at the 300 or 400 level; of these eight courses (24 credits), at least two (6 credits) must be at the 400 level. In consultation with his or her honors advisor, each candidate for honors shall designate two upper-level courses to be honors courses in which additional work shall be required. The student and the honors class instructor shall prepare a contract indicating requirements to meet for the receipt of honors credit. Those conditions being met, the department will notify the Honors College, and the students
transcript will show the successful completion of the honors course. The honors candidate also will take PHIL 405: Honors Independent Study in Philosophy, normally in the first semester of the senior year. This course is devoted to the honors project, normally an honors paper, prepared in consultation with the students honors advisor and submitted for the approval of the department. The honors project must be completed by the end of the 11th week of class in the candidates final semester. PHIL 405 may be repeated with permission of the department for credit. Applicants satisfying the course requirements, having an overall GPA of 3.0 or higher and a GPA of 3.5 or higher in philosophy and submitting an honors project found to be acceptable by the departmental faculty, shall be recommended for the Bachelor of Arts in Philosophy with Honors.
Independent studies at the 400 level, taught by faculty in their areas of expertise and research, are available to students with appropriate interests and preparation.
Philosophers anonymous Council of Majors Philosophers Anonymous is the undergraduate philosophy society that is organized as a student club with the support of the Student Government Association and the Department of Philosophy.
The group encourages membership from all those interested in philosophy and supports student receptions, lectures by philosophers from UMBC and other institutions, as well as student discussion groups and debates between and among students and members of the faculty on various topics of contemporary interest. Philosophers Anonymous acts as a council of majors and represents the interests of the students to the department.
PHYSICAL EDUCATION
151
Physical Education
dIreCtor Charles Brown PrograM CoordInator Michael DArchangelo InStrUCtorS Anthony Adams
John Ballesteros Kelly Berger Ian Blanchard David Bobb Fred Cantor Pete Caringi Quinn Carney Courtney Connor Chad Cradock Rob Cross Michelle Daniels Mike DArchangelo Steve Deem Brianne Dey Christopher Driscoll Kelly Fahey Renee Foard Joe French Joshua Garner Chris Gibeau Jessica Hammond John Jancuska Brianna Koche Steve Levy Tom Maier Randy Monroe Jeff Moore Bob Mumma Alessandra Pedergnana Keith Puryear Phil Stern Andrew Torge Pat Tracy Tim Walker Donald Zimmerman
With the exception of PHED 202, all PHED courses carry 1.5 institutional credits and are graded on a P/F basis. All activities are open to both men and women. Two activity courses are required to be completed for graduation. Activities vary each semester and are listed in the schedule of classes. For additional information, contact Mike darchangelo at 410-4556883 or miked@umbc.edu
152 PHYSICS AND PHYSICS EDUCATION
Physics and Physics Education

CHaIr L. Michael Hayden Photorefractive and electrooptic properties of polymers, non-linear optics, terahertz science aSSoCIate CHaIr Robert C. Reno Microstructure and crystallographic texture of materials, electron microscopy ProFeSSorS Raymond M. Hoff Atmospheric physics, lidar
James Franson Quantum optics Anthony M. Johnson Non-linear optics Philip J. Rous Theoretical physics, nanophysics and surfaces Morton H. Rubin Theoretical physics, quantum theory, quantum optics Yanhua Shih Non-linear and quantum optics, quantum entanglement L. Larrabee Strow Infrared molecular spectroscopy, atmospheric physics Geoffrey P. Summers Radiation effects, defect levels in semiconductors J. Vanderlei Martins Physical properties of aerosols W. Wallace McMillan Atmospheric physics, remote sensing Todd Pittman Quantum optics Lynn C. Sparling Atmospheric physics, dynamics, transport Laszlo Takacs Mechanical alloying, X-ray diffraction, magnetism T. Jane Turner Active galactic nuclei, X-ray astronomy Terrance Worchesky Electro-optic effects in III-V semiconductors and devices En-Shinn Wu Optics and laser physics, phase transitions
Kevin J. McCann Lidar and remote sensing William S. Olson Satellite microwave radiometry Erricos C. Pavlis Geodesy and geophysics Omar Torres Ultraviolet radiative transfer
reSearCH aSSIStant ProFeSSorS Prasun Kundu Atmospheric precipitation processes

Amita V. Mehta Seasonal and inter-annual climate variability Lazaros Oreopoulos Cloud modeling and remote sensing Tams Vrnai Radiative transfer in clouds
Physics students are trained to see and to understand nature in an especially profound way. They learn how to dissect a problem into its essential components, to understand the interrelation of the parts, and to apply mathematical and computational techniques to produce a solution. This kind of training is obviously advantageous in many professions besides physics, so physics graduates are found in professions as diverse as patent law, medicine and finance. UMBCs Department of Physics offers a Bachelor of Science degree in Physics and a new Bachelor of Arts degree in Physics Education. Either track can be taken as a terminal degree. The Bachelor of Science degree qualifies a student for immediate professional employment or can be used as a basis for entrance into graduate school. The Bachelor of Arts degree is specifically designed for those students planning a career in high school teaching, and it is coordinated with the UMBC education department. This allows students to obtain a degree in physics education that includes certification for teaching high school physics in a four-year program. This method fulfills the Maryland requirement for new high school teachers that they major in the subject area they teach. A special feature of both degree tracks is the opportunity for undergraduates to participate in the facultys research programs. Many students doing this research are co-authors with their research mentors on papers at technical conferences and in research journals. To help support undergraduate research, the department presents the Langenburg Student Research Award each year to a junior or senior physics major. This cash award is to support the student during the semester he or she is performing research. The departmental honors
ProFeSSor eMerItI Harvey S. Melfi Atmospheric lidar and remote sensing

Robert L. Rasera Perturbed angular correlation spectroscopy, structure of materials
aSSIStant ProFeSSorS Markos Georganopoulos Relativistic jets, non-thermal radiation mechanisms

Theodosia Gougousi Dielectric properties of thin films, surface, interface physics
adJUnCt ProFeSSorS Volker Beckman

Chris Barnet Belay Demoz Lidar, mesoscale processes Alexis Finoguenov Clusters of galaxies Bryan Jacobs Mike Krainak Atmospheric lidar Thorston Marcus Joe Sedlak Joel Sinsky Harry Winsor
leCtUrerS Lili Cui

Eric Anderson
aSSoCIate ProFeSSorS Ian M. George Active galactic nuclei, X-ray astronomy, quasars
Mark J. Henriksen Astrophysics, X-ray astronomy Ivan Kramer Theoretical physics, mathematical modeling techniques
reSearCH ProFeSSor Arlin Krueger Atmospheric sounding techniques and instruments reSearCH aSSoCIate ProFeSSorS David S. Davis X-ray astronomy, groups and clusters of galaxies
Courses in this program are listed under PHYS.

PHYSICS AND PHYSICS EDUCATION

program requires the course Senior Research (PHYS 499), but this course can be taken as an elective by any student with consent of his or her academic advisor and a faculty research mentor. It is important for all students to work closely with their departmental academic advisor to take full advantage of the elective courses offered, especially once a particular career path has been chosen. The department offers minors in both physics and in astronomy. The astronomy minor is aimed especially at those students interested in pursuing careers in astronomy or astrophysics. The department also offers a combined B.S./M.S. program for highly qualified students. In 2000, the department moved into a new, 72,000-square-foot Physics Building, which includes many outstanding facilities for undergraduates. There is a tutorial center, a study room, a resource room containing a large number of texts and other books, and a computer laboratory with PCs configured for both Windows and Linux applications. The department recently has purchased nearly $6 million worth of new equipment, including a 0.8 meter astronomical telescope, which is housed in a dome on the roof of the Physics Building. Other special facilities in the building include: a class-100 clean room, in which state-of-theart photonic and electronic devices can be fabricated, and a microscopy facility containing a scanning electron microscope with special characterization attachments and an atomic force microscope. These facilities are used by students in optics courses, in the advanced laboratory course and in undergraduate research projects. Typically about half the graduating seniors go on to graduate school. Recent graduates have been accepted at MIT, Harvard, The Johns Hopkins University and the universities of California at Berkeley, Illinois and Michigan, among others. astrophysics. All faculty have active research programs, several of which are internationally known. The external research funding of the department exceeds $6 million per year. These funds come from such agencies as NASA, the National Science Foundation, the Office of Naval Research and the National Security Agency. The department plays a major role in UMBCs Joint Center for Earth Systems Technology (JCET) with NASAs Goddard Space Flight Center. There are 16 JCET research faculty affiliated with the Department of Physics. The department also houses the Joint Center for Astrophysics with NASAs Laboratory for High Energy Astrophysics. PHYS 122 Introductory Physics Laboratory
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The career opportunities for physics majors are numerous and varied. Many of UMBCs physics majors go on to pursue advanced degrees in physics and allied fields of science and engineering at the nations leading graduate schools. Other physics students find employment immediately upon graduation. Recent graduates are working in electro-optics, space physics, computer modeling and semiconductor research, among other fields, with employers such as Northrop Grumman, NASA Goddard Space Flight Center, the National Security Agency and Lawrence Livermore Laboratories. Other graduates have gone on to medical or law school or to other careers for which the problem-solving skills and understanding of the physical world learned in physics courses prepare them. Several graduates of the physics B.S. program have chosen a career teaching high school physics. Additional students, who wish to pursue a career in teaching, have enrolled in the new B.A. program in physics education. The number of students enrolled in the physics education program is expected to increase rapidly due to the shortage of highschool physics teachers. The UMBC Department of Physics offers both M.S. and Ph.D. degrees in Applied Physics and Atmospheric Physics. Undergraduates making satisfactory progress in their physics and mathematics courses may obtain permission from their advisor to take graduate-level courses. The areas of research emphasis in the graduate programs are non-linear and quantum optics, solid-state materials and nanophysics, photonics, atmospheric physics and
PHYS 220 Introduction to Computational Physics PHYS 224 Introductory Physics III PHYS 303 Thermal and Statistical Physics PHYS 320L Electronics for Scientists PHYS 321 Intermediate Mechanics PHYS 324 Modern Physics
or
academic advising
All students considering a major or minor in physics, or a minor in astronomy, are strongly encouraged to contact the department as soon as possible. There is a special faculty advisor for freshmen and new students. After their first year, all majors are assigned to a permanent physics faculty academic advisor until they graduate. In addition to following each students progress through the academic program, the faculty advisor is available to discuss such subjects as career goals, summer internships and opportunities for graduate study.
PHYS324H Modern Physics Honors PHYS 330L Optics Laboratory PHYS 331L Modern Physics Laboratory (This course requirement is waived for students who complete PHYS324H) PHYS 407 Electromagnetic Theory PHYS 408 Optics PHYS 424 Introduction to Quantum Mechanics Three elective credits in physics at the 300 level or higher. other Courses (25 or 26 credits) MATH 151 Calculus I MATH 152 Calculus II MATH 251 Multivariable Calculus MATH 221 Linear Algebra
B.S. in Physics Major Program

The physics majors program consists of 71 to 74 credits distributed as follows: Physics Courses (47 credits) PHYS 121 Introductory Physics I PHYS 122 Introductory Physics II
154 PHYSICS AND PHYSICS EDUCATION

MATH 225 Differential Equations CMSC 104 Problem Solving and Computer Programming
or
PHYS 499 Senior Research Physics and mathematics courses that serve as prerequisites to other required courses must be satisfied with a grade of no less than C. The cumulative GPA of physics courses at the 300 and 400 level, required for the physics major, must be at least 2.0. For physics majors, the suggested sequence of courses starts with the basic core, which is usually completed by the end of the first three semesters at UMBC. The basic core consists of PHYS 121, PHYS 122, PHYS 122L, CMSC 104 or CMSC 201, CHEM 101, MATH 251 and all of its prerequisites. For example:
First Year
Fall MATH 151 CMSC 104 PHYS 101 Spring MATH 152 PHYS 121
Sophomore Year
Spring semester PHYS 224 (if not taken earlier) or PHYS 324 PHYS 320L MATH 225 PHYS220
PHYS 321 Intermediate Mechanics PHYS 324 Modern Physics
Junior
Fall PHYS 303 PHYS 330L MATH 221 Spring PHYS 321 PHYS 331L PHYS 220 or PHYS elective
CMSC 201 Computer Science I for Majors CHEM 101 Principles of Chemistry I Physics elective Courses PHYS 305 Stellar Astrophysics PHYS 315 Galaxies and the Interstellar Medium PHYS 316 Extra-galactic Astronomy and Cosmology PHYS 335 Physics and Chemistry of the Atmosphere PHYS 402 Nuclear Physics PHYS 403 Solid-State Physics PHYS 415 Observational Astronomy PHYS 418 Semiconductor Optical Devices PHYS 425 Relativistic Physics PHYS 428 Integrated Optics and Holography PHYS 430 Introduction to Materials PHYS 440 Computational Physics PHYS 480 Mathematical Physics PHYS 490 Senior Seminar
PHYS 330L Optics Laboratory education Courses (33 credits) EDUC 310 Inquiry into Education EDUC 311 Psychological Foundations of Education EDUC 312 Analysis of Teaching and Learning. EDUC 332 Teaching Science in the Secondary School EDUC 388 Inclusion and Instruction. EDUC 401 Internship in Secondary Education EDUC 408 Internship Seminar in Secondary EDUC 410 Secondary Reading in the Content Areas: The Teaching of Reading in Secondary Schools. Prerequisites: Admission to teacher education and permission of the department. EDUC 411 Secondary Reading in the Content Area Part II. other Courses (42 credits) BIOL100 Concepts of Biology CHEM 101 Principles of Chemistry I
Senior
Fall PHYS 407 PHYS 331L (if not taken earlier) Electives Spring PHYS 408 PHYS 424 Electives
B.a. in Physics education

Students enrolled in the physics education B.A. program must satisfy requirements in physics, education and those needed for teacher certification. Therefore, it is essential that students in this program work closely with advisors in both the physics and education departments when choosing courses.
Sophomore Year
Fall Semester PHYS 122 PHYS 122L MATH 251
Major Program
The physics education majors program consists of 72 or 73 credits distributed as follows: Physics Courses (31 credits) PHYS 105 Ideas in Astronomy PHYS 121 Introductory Physics I PHYS 122 Introductory Physics II PHYS 122L Introductory Physics Laboratory PHYS 220 Introduction to Computational Physics PHYS 224 Introductory Physics III PHYS 303 Thermal and Statistical Physics
Especially well-prepared freshmen entering with at least one year of high school calculus may elect to begin the introductory physics sequence in the fall semester of their first year. For example:
First Year
Fall MATH 151 CMSC 104 PHYS 121 Spring MATH 152 PHYS 122 CHEM 101
Sophomore Year
Fall Semester PHYS 224 PHYS 122L MATH 251
Completion of the basic core will prepare all students to enter PHYS 324 in their fourth semester. A sample program starting in the fourth semester is as follows:
PHYSICS AND PHYSICS EDUCATION

CMSC 104 Problem Solving and Computer Programming MATH 151 Calculus I MATH 152 Calculus II MATH 251 Multivariable Calculus MATH 221 Linear Algebra MATH 225 Differential Equations HIST 445 History of Science to 1700
or
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220, PHYS 321, PHYS 330L and suitable elective courses chosen in consultation with an advisor. Senior Year EDUC 332, EDUC 388, EDUC 401, EDUC 411, EDUC 408, PHYS 303 and suitable elective courses chosen in consultation with an advisor.
course work. For physics majors, these requirements are met by taking PHYS 490H: Senior Seminar, PHYS 499H: Senior Research Physics and six credits of elective courses. PHYS 490H: Senior Seminar is taken in the semester prior to PHYS 499H: Senior Research. An honors course in mathematical physics is also offered (PHYS 480H).
Undergraduates have the opportunity to participate for credit or as student assistants in faculty research programs. The department also employs students as tutors and laboratory assistants.
Physics Minor Program

To obtain a minor in physics, a student must complete at least 22 credits, including PHYS 121, 122, 224, and four upper-division lecture or laboratory courses (12 credits) chosen by the student with the consent of the physics advisor. If PHYS 122L is included among the courses, the requirements can be satisfied with only 21 total credits. Students interested in the physics minor should contact the department for details.

This program is open to highly qualified advanced undergraduate students majoring in physics. UMBC Graduate School regulations allow nine graduate-qualified credits to be taken as an undergraduate and applied toward the M.S. degree. For the combined B.S./M.S. program in physics, these include PHYS 407, 408 and 424. The subsequent 21 graduate credits are taken as a graduate student and are selected according to the individual students interests with the approval of a graduate advisor, but they must include PHYS 605. Students wishing to participate in the B.S./M.S. program must apply before the end of the junior year. Application to the Graduate School for admission to the program must be made at least one semester prior to completion of the requirements for the B.S. degree. Graduate School regulations require the maintenance of a 3.0 GPA in courses taken for the M.S. degree.
HIST 446 History of Science Since 1700 PSYC 100 Introduction to Psychology At least two three credit courses with the Arts and Humanities (AH) designation. Physics and mathematics courses that serve as prerequisites to other required courses must be satisfied with a grade of no less than C. The cumulative GPA of physics courses at the 300 and 400 level, required for the physics major, must be at least 2.0. First Year MATH 151, MATH 152, CMSC 104, PHYS 121, PHYS 105, CHEM 101, PSYC 100 and suitable elective courses chosen in consultation with an advisor. Sophomore Year BIOL100, EDUC 310, MATH 251, MATH 221 or MATH 225, PHYS 122, PHYS 122L, PHYS 224, PHYS 324 and suitable elective courses chosen in consultation with an advisor. Junior Year CHEM 101, EDUC 311, EDUC 312, EDUC 410, HIST 445 or 446, MATH 221 or 225, PHYS
astronomy Minor Program

A minor in astronomy is offered to students who are preparing for a career in astronomy or astrophysics or to those who are interested in an in-depth survey of modern astronomy. The minor is open to students with a major in any discipline. The minor consists of 18 credits: PHYS 121, 122, 305, 315, 316 and 415. PHYS 122 is a prerequisite to the last four courses. Students have the opportunity to use the departments 0.8 meter Cassegrain telescope in research projects that are integrated into the astronomy courses. Students pursuing the astronomy minor will be assigned an advisor in the Department of Physics.
UMBCs chapter of the Society of Physics Students is open to all students. In 1999, it received an Outstanding Chapter award from the national office of the society. The chapter has its own study room in the Physics Building and sponsors activities such as on-campus speakers and social events. In addition, UMBC has a chapter of Sigma Pi Sigma, the national honor society in physics.
Honors Program
Students must apply for admission to the departmental honors program by the end of the first semester of their junior year. There is a university requirement of a GPA of 3.5 or better in the major and at least nine credits of honors
156 POLITICAL SCIENCE
Political Science
CHaIr Cheryl M. Miller Associate Professor Public administration, public policy, social welfare policy ProFeSSorS Carol Barner-Barry Emeritus Biology and politics, law, political psychology, Soviet law and government
Louis J. Cantori Emeritus Comparative politics, Middle East politics, Islamic politics Arthur T. Johnson Public administration, personnel management George R. LaNoue Public policy, educational policy, constitutional law Roy T. Meyers Public administration and policy, budgeting, American politics Nicholas R. Miller American politics, elections, methodology, formal theory
upper-level, students take more specialized courses and can, if they wish, concentrate in particular areas of the discipline. Many specific options are available to students within the study of political science at UMBC. First, in addition to its major, the political science department offers six minors and one certificate. These programs give students of all majors knowledge, as well as a solid foundation for careers or graduate studies in areas such as government, law, politics and international affairs. Second, the political science department runs three internship programs (administrative, legal and legislative), each of which places between 10 and 15 students a year into close professional working relationships with members of public agencies, nonprofits, law firms and state and federal legislative bodies. These internships provide valuable practical experience, job contacts and the opportunity for self-discovery. Third, students with special interests not adequately served by the regular course offerings may do independent study under the supervision of a faculty member. Fourth, qualified students may enroll in the departmental honors program. Finally, qualified undergraduates can take graduate-level courses offered as part of the Department of Public Policy.
aSSoCIate ProFeSSorS Devin T. Hagerty International relations, national security, Asia-Pacific region
Cynthia A. Hody International relations, political economy Thomas Schaller American politics, American political institutions
schools. They have become judges and major partners in law firms, executive officers of major corporations and some have held prominent administrative positions in the government. Some have become foreign-service officers or have achieved cabinet-level positions in state and local governments. Some have become tenured faculty members and administrators at colleges and universities. A large percentage of political science majors go on to take advanced degrees, many in law.
aSSIStant ProFeSSorS Jeffrey Davis Public law, comparative law and courts, American politics
Carolyn Forestiere Comparative politics, European politics, research methods Brian K. Grodsky Comparative politics, Central Asian and Eastern Europe Tyson King-Meadows American politics and institutions, African-American politics Harold L. Levy Emeritus political philosophy, comparative politics, India
the Faculty
The political science faculty is committed to teaching as well as to research. Faculty members present papers at scholarly conferences throughout the nation, write books and publish articles in the best journals in the profession. But at the same time, faculty members are dedicated teachers. They teach all the courses within the department, from the introductory to the most advanced. They are evaluated and rewarded as much by the quality of their teaching as the quality of their scholarship.
academic advising
The Political Science and Prelaw advising office, in the Public Policy Building, room 357, offers a dedicated staff; access to graduate, law and professional school catalogs and information about internships available through the political science department and other institutions. Interested students should stop by the office or call 410-455-2063 for further assistance.
Courses in this program are listed under POLI. What is a political problem? Who governs, and what is the nature of power? How can justice be achieved in human society? When is a government legitimate, and what are its proper tasks? Such questions have fascinated men and women for centuries. Political science is the systematic attempt to answer them. Political science is a liberal arts major that helps students to think more critically and coherently about political matters, to understand better what is going on in the world, to make reasoned value choices about contemporary political issues
and to overcome personal alienation from political life. In addition, a political science major prepares students for a variety of careers. The major in political science is a directed liberal arts program that is at once challenging, yet responsive to the individual students intellectual and career interests. Its required components cover both long-standing philosophical questions and contemporary social scientific knowledge about political life. Students are exposed to the breadth of the discipline through lower-level survey courses taught by experts in the various subfields that define political science. At the

Typical career options for political science graduates include: government service and diplomacy; politics; law; teaching; journalism; business; and work as lobbyists, public affairs officers and directors of non-profit institutions, interest groups and international organizations. UMBC political science students have gone on to such outstanding law and graduate schools as Yale, the University of Chicago and the University of Virginia, as well as all Baltimore and Washington metropolitan-area
Major Program
To graduate with a major in political science, a student must complete a minimum of 36 credits in political science with a grade of C or better. All students must complete the following lower-level course:
POLITICAL SCIENCE
POLI 100 American Government and Politics [3] Students are required to take four additional courses at the 200 level. Students may choose among the following: POLI 200 Introduction to Political Science [3] POLI 210 Political Philosophy [3] POLI 220 The U.S. Constitution [3] POLI 230 Introduction to Constitutional Law [3] POLI 233 Common Law and Legal Analysis [3] POLI 240 State and Local Politics [3] POLI 250 Public Administration [3] POLI 260 Comparative Politics [3] POLI 280 International Relations [3] At the upper level (300- and 400-level courses), students are required to take a minimum of 21 credits. All students are required to take one of the following three courses: POLI 300 Quantitative Analysis in Political Science [4] POLI 301 Research Methods in Political Science [3] POLI 302 Analysis of Political Data [3] Students are required to take six additional, three-credit, upper-level courses, with at least two of these six courses being 400-level courses. In addition to setting the preceding formal requirements, the political science faculty makes the following recommendations to its majors: 1. Majors are strongly urged to take one or more courses in English composition beyond ENGL 100. 2. Majors are urged to take additional courses in mathematics, computer science, principles of economics, American history, philosophy and other social sciences. 3. Majors planning to enter graduate or professional study are especially urged to take STAT 121 or a more advanced statistics course. The political science methods requirement - POLI 300, POLI 301 and POLI 302. In the case where the second major has a methods requirement or course, a student might take that course instead of one of the POLI methods courses. Approval would need to be granted by the students political science adviser to make sure there was course equivalency. Sometimes, the department has also required STAT 121 in these cases.
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into the graduate program will take place after the B.A. has been granted, provided satisfactory grades have been obtained. The Graduate Record Exam is usually waived for accelerated pathways public policy students. Graduate-level POLI courses can count toward the 36 POLI credits required for the B.A. The graduate methods sequence can be used to satisfy the undergraduate methodology requirement. A complete description of the M.P.P. program may be found in the Graduate Catalog. Further information on the joint program is available from the Department of Public Policy.
Honors Program
An honors program is available for qualified majors. This program is especially recommended for students intending to go on to graduate or professional school or for those who wish to demonstrate specific skills and experience. Students interested in completing the honors program must have a 3.25 GPA overall and a 3.5 GPA in political science courses. Honors candidates also must write an honors thesis under the supervision of two faculty advisors. A complete description of the honors program and its requirements is available from the department office or honors advisor.
Minor Programs
note: No grade lower than a C in any course may count toward any minor.
Political Science double Majors

Political Science has no formal policy on counting courses for double majors. However, we do have some informal norms that are followed. For example, there are at least three potential areas of double counting - gender and womens studies, political theory minor, and the POLI methods requirement. On an ad hoc basis, other similar cases for other department/ programs will be considered. However, in all cases, the student would still need to complete 36 political science credits (21 upper level and two 400 level), which would include the double counted courses. The double counted courses would not need to be taken under the POLI rubric. Gender and women's studies majors have two courses that could be considered for both majors POLI 328: Women and Politics and POLI 338: Women and the Law. The political theory minor. We often accept classes from philosophy. The classes that are counted in this way are actually listed in the description of the political theory minor above.
Political Science Minor

Total credits for minor: 18 Political science is an important component of a liberal arts education. An understanding of government and politics is essential to be an engaged citizen and an effective contributor to ones community. The political science minor is designed to permit students to pursue a specialization within political science not covered by the departments other minor programs or to gain a broad understanding of political science concepts and theories. The minor is available only to those who are not majoring in political science.
accelerated B.a. and Masters in Public Policy Program

The political science department and the public policy department cooperate in offering qualified students a joint program leading to both a B.A. in Political Science and a masters degree in public policy. Students in the joint program can earn the two degrees with 145 credits in five or five and one half years. If pursued separately, the two degrees would require 160 credits and at least six years. Students with a GPA of at least 3.3 may apply for admission into the program after completing 75 credits. During their senior year, provisionally admitted students can take graduatelevel courses. Full admission
a. required Courses
POLI 100 American Government and Politics POLI 210 Political Philosophy
B. elective Courses (minimum of 12 credits)

Four POLI courses, one of which must be at the 400 level

International affairs Total credits for minor: 21, plus a language This minor is designed for students in any major who want to concentrate in the study of international affairs. Students are required to acquire a significant language capability and an in-depth knowledge of one region of the world or of a policy area. Each student will be assigned a faculty minor advisor. The concentration provides a good foundation for further graduate study and careers in international affairs (e.g., international business, intelligence analysis, U.S. State Department, international development, international organizations, international private voluntary organizations, etc.). Three elective credits may be in an independent study course, the topic and content to be worked out with an advisor. Students also are encouraged to take an administrative internship in an international-related agency. Students will fulfill this requirement by writing a research paper that bridges their major course of study and one of the themes explored in the political thought minor. Students will submit a proposal for the paper during the semester prior to taking POLI 401 or 402. political affairs specialists and analysts for such agencies as the Congressional Research Service. The program also provides a solid background for graduate study in American politics.
a. required Courses
POLI 100 American Government and Politics [3] POLI 300 Quantitative Analysis in Political Science [4] POLI 428 Politics Internship [4]
Minor in Political thought

Total credits for minor: 18 The political thought minor allows students to acquire expertise on philosophical issues and themes that may have important implications for their major course of study. Those who undertake the program in political thought will complete a survey of the history of political philosophy and engage in a careful examination of various thinkers on a common theme. A course of independent study is required in which students combine topics from their majors with those of political philosophy. The intention of the minor program is to give students the ability to apply political-philosophical theories to topics in their major course of study and to prepare them for ethical debate in their area of expertise. The political thought minor is open to political science majors who elect to complete the major through either the dual-concentration option or the single-concentration option in areas other than political philosophy.
B. elective Courses
Six credits. Two courses from the following list: POLI 319* Selected Topics in Political Philosophy POLI 320 American Political Thought POLI 410* Seminar in Political Philosophy POLI 412 Ethics and Public Policy POLI 419* Selected Topics in Political Theory PHIL 150 Introduction to Ethics PHIL 355 Political Philosophy PHIL 356 Philosophy of Law Other courses may be used with permission of the director of the program. *May be repeated
B. elective Courses
Additional courses from the following to total 23 credits: POLI 323 The Presidency POLI 324 The Congress POLI 325 Political Parties and Elections POLI 327 Interest Groups and Lobbyists POLI 401 Independent Study (as approved by advisor) POLI 402 Honors Research (as approved by advisor) POLI 423 Presidential Elections POLI 425 Campaigns and Elections POLI 426 Electoral Systems and Representation POLI 427 African American Politics POLI 440 Urban Politics
a. required Courses (12 credits)

POLI 260 Comparative Politics POLI 280 International Relations POLI 360 Comparative Political Analysis POLI 487 International Political Economy
B. language requirements
Courses or proficiency through the 302 level in one language other than the students native language.
C. electives (9 credits)
To be chosen in terms of a particular regional interest of the student (e.g., Asia, Latin America, Africa, Europe, Middle East) or a policy area, such as the environment, public health, international economics or national security/foreign policy. For students pursuing a regional specialization, their elective credits should include a course on the politics of the region, unless this requirement is waived by the students advisor.
a. required Courses Core (9 credits)

POLI 210 Political Philosophy POLI 310 Political Philosophy Before 1600 POLI 315 Political Philosophy After 1600 Individual Study (3 credits) POLI 401 or POLI 402
Minor Program in applied Politics

Total credits for minor: 23 The program in applied politics is designed for students in any major who are interested in careers in government and politics that do not fall within the traditional rubric of public administration. In particular, the program will provide a strong foundation for students interested in careers as legislative aides, lobbyists, party and campaign professionals,
POLITICAL SCIENCE
POLI 610* American Political Institutions and Public Policy POLI 615* American Political Arena POLI 620* Community and Politics * Graduate courses open to qualified undergraduates under conditions specified in academic regulations. POLI 432 Civil Rights POLI 433 First Amendment Freedoms POLI 435 Legal Reasoning POLI 445 Law, Politics and American Educational Policy
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Minor in Public administration/Certificate in Public administration and Policy

Total credits for minor: 18 Total credits for certificate: 36 Students interested in pursuing a career in public administration or other government service should consider completing the requirements for the minor in public administration or, if qualified, the Certificate in Public Administration and Policy, in addition to completing the requirements for their chosen major. See the section on Administrative and Managerial Sciences for a full description of the requirements for the certificate. The requirements for the minor are as follows:
The political science department offers a strong preparation for students interested in law school or employment in law-related areas that do not require law school (e.g., regulatory agencies, judicial administration, etc.). Courses on legal subjects also may be useful to political science students who have other goals and to students in history, economics, American studies, Africana studies and other majors. Several levels of courses exist. For students interested only in introductory course overviews in the legal area, the department offers POLI 230: Introduction to Constitutional Law and POLI 233: Common Law and Legal Analysis. For pre-law students, or those who wish to build a solid background in law for graduate school or employment, the department offers the legal policy minor, as well as focused work in basic legal areas: POLI 334: Judicial Process, POLI 432: Civil Rights, POLI 433: First Amendment Freedoms. In addition, specialized courses (POLI 352, 435, 439, 445 and, with permission, POLI 438, 621 and 626) provide students with rich opportunities to develop legal skills and knowledge. The department maintains a pre-law advising office in the Public Policy Building (PUP) 357, the resources of which are available to all UMBC students and through which appointments with Pre-law faculty advisors may be scheduled.
B. elective Courses:
Nine credits (at least three courses). POLI courses not taken as a core requirement may be taken as electives. Additional elective options: ECAD 360 Business Law AFST 275 Criminal Justice Process and Black Americans AFST 371 The Female Offender HIST 447 History of Civil Rights Since the Civil War PHIL 356 Philosophy of Law SOCY 371 Criminology and Penology SOCY 372 Juvenile Delinquency POLI 334 Judicial Process POLI 338 Women and Law POLI 339 Legal Advocacy (no more than 3 credits) POLI 352 Administrative Law POLI 436 Health Law POLI 438 Legal Internship (Highly recommended) POLI 439 Selected Topics in Public Law
Minor Program in legal Policy

Total credits for minor: 21 The program in legal policy is offered to students who wish to gain an understanding of law as an adjunct to their primary interests. Many fields, ranging from engineering to the arts, require an understanding of law. An understanding of law and legal issues is necessary to understand contemporary social issues and to be an effective advocate in the policy debates related to these issues. The legal policy minor will provide especially useful experiences and credentials for students in all majors who plan to attend law school. Core courses in the minor introduce students to the fundamentals of the study of American law, while the elective courses permit specialization appropriate to a students intellectual interests or professional goals.
required Courses
POLI 250 Introduction to Public Administration POLI 350 The Policy-making Process POLI 352 Administrative Law POLI 353 Government Budgeting and Financial Administration POLI 354 Public Management and Personnel Systems
anY course in the POLI 440-459 range
a. required Courses
Twelve credits. Each student must complete: POLI 230 Introduction to Constitutional Law POLI 233 Common Law and Legal Analysis Each student also must complete two of the following four courses: POLI 337 Comparative Justice
The departments internship programs in law, public administration and politics allow students to gain practical experience within an academic framework and to test their career aspirations. The legal internship program, POLI 438, places selected interns with trial and appellate judges and with private and government attorneys.
Non-political science majors may substitute for POLI 350 a policy-related course from their majors, subject to approval of the minor coordinator.
legal Studies
Pre-law Advisors: Jeffrey Davis George R. LaNoue

The administrative internship program, POLI 458, places selected interns with public officials at the local, state and federal levels. The politics/legislative internship program, POLI 428, places selected interns with state legislators, members of Congress, political parties and interest groups. In addition to their work with these officials, interns participate in a program of directed reading, research and seminars. Some students have used contacts made during these internships to find permanent positions after graduation.
UMBC Mock trial

The political science department hosts the UMBC Mock Trial team. In Mock Trial students prepare a case for trial and compete against universities from around the country. They become experts in the rules of evidence and procedure, the law of the case and litigation techniques.
Political Science department Home page

Students and others are encouraged to visit the departments Home page to learn more about political science faculty members and selected courses and to connect with a large number of politically relevant links to government and political data and career information. The departments home page is www.umbc.edu/poli.
Council of Majors; Pre-law Society; Pi Sigma alpha Political Science Honors Society
The Political Science department has a Council of Majors; a Pre-law Society and a national honors society, Pi Sigma Alpha. Among other activities, these organizations foster opportunities for students to build informal relationships with faculty members, assist with departmental decisionmaking, host forums on graduate and law school, and network with other political science students and alumni.
UMBC Model United nations

UMBC also sponsors a Model United Nations program whose members attend national conferences. Recently, the UMBC Model United Nations group joined Berkeley, Georgetown, West Point and Chicago in earning Outstanding Delegation honors at a Model U.N. conference.
PREPROFESSIONAL AND ALLIED HEALTH PROGRAMS
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Pre-professional and Allied Health Programs

UMBC offers strong liberal arts preparation and advising for students planning advanced study in professional programs including law, medicine, dentistry and allied health. Special advice on course selection and applying to professional schools is provided to students planning careers in these professions. the University of Colorado at Boulder and the University of Maryland School of Medicine. Pre-medical and pre-dental students have been accepted into many programs throughout the United States, including those at Cornell; Duke; Harvard; Johns Hopkins; University of California, San Francisco; University of Maryland, Baltimore; University of Pennsylvania and Yale.
health care profession in the nation today. All 17 accredited schools and colleges of optometry in the United States require a minimum of three years of pre-optometric studies and four years of professional courses. However, more than 75 percent of all successful applicants complete bachelors degrees before entering schools of optometry. Prospective optometric students should be acquainted with the required courses necessary for the schools or colleges they expect to attend. Requirements may vary per optometry school and students are encouraged to research the admissions criteria of the professional school to which they will be applying. The Association of Schools and Colleges of Optometry (ASCO, www. opted.org) provides information on various optometry school requirements as well as career information. Students interested in preoptometry should contact Christy Botdorf, UMBC health professions advising coordinator, College of Natural and Mathematical Sciences, University Center, room 116, 410-455-5827. Applicants to all schools and colleges of optometry in the United States are required to take the Optometry Admission Test (OAT). Further information, including OAT application forms, is available in the Office of Academic and Pre-professional advising.
veterinary medicine, aquatic animal or avian medicine, laboratory animal medicine, research and development in industry, and teaching. Todays schools of veterinary medicine, while not requiring a particular major, do require that students complete certain courses, including a year in general chemistry, organic chemistry, biology, physics, mathematics and English. After receiving an undergraduate degree, students complete four years of study at an accredited schools of veterinary medicine prior to earning their doctor of veterinary medicine degree. Many UMBC graduates pursue their education at the VirginiaMaryland Regional College of Veterinary Medicine. Students interested in preveterinary medicine should contact Christy Botdorf, UMBC health professions advising coordinator, College of Natural and Mathematical Sciences, University Center, room 116, 410-455-5827.
Pre-professional Programs
Pre-medicine and Pre-dentistry
Medical and dental school, while not requiring any particular major course of study, do require that a certain selection of undergraduate courses be completed. The Deans Office of the College of Natural and Mathematical Sciences assists students pursuing admission to medical and dental schools by providing advising and counseling throughout a students academic career, sponsoring workshops on applying to health professions schools, inviting health professional school representatives onto campus to speak with students and guiding students through the application process. In addition, students are encouraged to participate in research experiences both on and off campus. In recent years, successful applicants have been involved in projects at Harvard Medical School; The Johns Hopkins University School of Medicine; the National Institutes of Health;
Professional School
requirements
English [6]
UMBC Courses
ENGL 100 and one English literature course BIOL 100 and100L, BIOL 302 and 302L CHEM 101, CHEM 102 and 102L, CHEM 351 and 351L, CHEM 352 and 352L MATH 150 and 151 PHYS 111 and 112
Pre-law
Law schools do not prescribe a particular pre-law curriculum, nor do they require specific undergraduate courses. Students are advised to select a major according to individual interest. Because the law touches nearly every phase of human activity, most liberal arts majors can be of value to a lawyer. Of primary importance to a lawyer is the ability to express thoughts clearly and cogently. Courses in composition, communication arts and literature develop these skills. Political science, economics, history, government and sociology courses are of value because of their close relation to law and their influence on its development. Ethics, because of its relationship to legal principles, and philosophy, because of the influence of philosophic reasoning on legal reasoning and jurisprudence, are also of interest. Some
Biology [12]
Chemistry [19]
Mathematics [8]
Pre-veterinary Medicine
Veterinarians serve society by preventing and treating animal disease, improving the quality of the environment, controlling diseases transmitted from animals to humans and advancing medical knowledge. Although the majority of veterinarians in the United States are in private practice, significant numbers are involved in preventative medicine, regulatory veterinary medicine, military
Physics [8]
Other course includes work [37-67] general and major requirements
Pre-optometry
Optometry is the largest vision care profession and the third largest independent
162 PREPROFESSIONAL AND ALLIED HEALTH PROGRAMS

knowledge of the principles of accounting and of the sciences is recommended and will prove of practical value to the lawyer in general practice in the modern world. UMBCs political science department offers especially strong preparation for students interested in law school, including courses in American constitutional and administrative law taught by the case method. The department also offers a Legal Internship Program that places students in legal positions in the Baltimore area. The department operates the Pre-law Resource Office, which is open to all UMBC students. Other parts of the university curriculum offer courses in private law and the history of law. For additional information, students should consult the Pre-law Handbook, published by the Law School Admissions Council and the Association of American Law Schools, available in the Pre-law Resource Office in the Public Policy Building, room 357. and scores on a national entrance examination), students apply to allied health programs in Maryland and throughout the United States. UMBCs Office for Academic and Pre-professional Advising has full-time advisors for students considering allied health professions. These advisors help students select courses, plan their careers and apply to professional schools. requirements
English [6]
UMBC Courses
ENGL 100 and one other English writing course BIOL 100 and 100L, BIOL 275 and 275L CHEM 123, CHEM 124 and 124L
Biology [11]
Chemistry [9]
Pre-medical and research technology Medical technologists assist in diagnosing and treating disease by applying scientific knowledge and skill to the supervision and accurate performance of complex laboratory, diagnostic and therapeutic procedures. Career opportunities exist for medical technologists in hospitals, private clinics, pharmaceutical research, government and industry.
The professional curriculum usually includes courses in hematology, clinical chemistry, microbiology, immunology and immunohematology (blood banking). The pre-medical and research technology area of the concentration usually involves only the first two years of study at UMBC. Students then will complete professional studies at another institution and will not receive a degree from UMBC. The University of Maryland School of Medicine at the University of Maryland, Baltimore (UMB) offers a Bachelor of Science in Medical and Research Technology. To complete the requirements for this degree, students should obtain 66 credits at UMBC. The final two years then are devoted to clinical studies at the University of Maryland School of Medicine. Upon successful completion of the program, a student earns the B.S. degree and is eligible to take the national certification exam given by the American Society for Clinical Pathologists. The program description below meets the requirements of the professional schools at UMB. Students should become familiar with the requirements of the school from which they finally wish to obtain the degree to plan a program that will best use the time spent at UMBC. The Office for Academic and pre-professional Advising can assist students interested in pursuing the Premedical and research technology curriculum.
Pre-dental Hygiene
Dental hygienists are licensed members of the dental health care team who strive to improve the oral health of the public through preventative services and education. They have special clinical and educational skills, an aptitude for science and a genuine concern for people. The Pre-dental hygiene area of concentration usually involves two years of study at UMBC. Students then will complete professional studies at another institution and will not receive a degree from UMBC. The Office for Academic and pre-professional Advising can assist students interested in pursuing the pre-dental hygiene curriculum. The University of Maryland Dental School at the University of Maryland, Baltimore (UMB) offers a Bachelor of Science in Dental Hygiene. To become eligible for the professional program at UMB, students must complete a minimum of 63 hours in specific coursework at UMBC. The program description below meets the requirements of the professional school at UMB. Students should become familiar with the requirements of the school from which they eventually wish to obtain the degree to plan a program that will best use time spent at UMBC.
Anatomy and Physiology [8]
BIOL 251 and 251L, BIOL 252 and 252L BIOL 233 PSYC 100 SOCY 101
Nutrition [3] Psychology [4] Sociology [3] Social Sciences [6]
allied Health Preprofessional Programs

Dental Hygiene Medical and Research Technology Nursing Pharmacy Physical Therapy UMBC offers allied health programs to prepare students for clinical training in dental hygiene, medical technology, nursing, pharmacy and physical therapy. These programs involve two to four years of intensive study at UMBC. After completing 63 to 120 credits of required course work and satisfying other requirements (which may include evidence of exceptional promise, volunteer work
Psychology, Sociology, Geography, Political Science, Economics, Anthropology, Africana Studies, History Selected from two of the following areas: Literature, Mathematics, Philosophy, Fine Arts (no studio courses), Foreign Languages, American Studies, Africana Studies SPCH 100 STAT 121
Humanities [6]
Speech [3] Statistics [4]
total CredItS
63
PREPROFESSIONAL AND ALLIED HEALTH PROGRAMS

requirements
English [6]
163
UMBC Courses
ENGL 100 and another ENG course CHEM 101, CHEM 102 and 102L, CHEM 351 and 351L BIOL 100 and 100L, BIOL 275 and 275L, BIOL 251 and 251L. four elective credits in biology MATH 106 and STAT 121 CMSC 100 or SPCH 100
Chemistry [14]
Biology [19]
Mathematics [7]
educator, nurse researcher, community health nurse, visiting nurse, psychiatric nurse and nurse practitioner. Nurses also find employment in settings outside the hospital or physicians office, including hospice care, occupational health, industrial medicine, public health, quality assurance and risk management. The Prenursing area of concentration usually involves two years of study at UMBC. Students then will complete professional studies at another institution and will not receive a degree from UMBC. The Office for Academic and Pre-professional Advising can assist students interested in pursuing the Prenursing curriculum. requirements
English [6]
Human Growth and Development [3] PSYC 306 Humanities [9] Literature, Foreign Language, Art, History, Music, Mathematics, Philosophy, Speech** total CredItS 66
class, offered to those who have met certain academic requirements. For more information on this exclusive partnership, please contact the Office for Academic and Pre-professional Advising.
Pre-pharmacy
The field of pharmacy trains students for the efficient, ethical practice of all branches of pharmacy. Through exposure to general scientific and cultural subjects, students learn to read critically, express themselves clearly and think logically as members of a profession and citizens of a democracy. The curriculum also prepares students for scholarship and research in the healing arts of pharmacy. The pre-pharmacy concentration involves at least three years of study at UMBC. Given that 81 credits is currently required in terms of preparatory coursework, an increasing number of students are planning to complete a bachelors degree at UMBC prior to continuing their professional studies in Pharmacy at another institution. This option entitles students to assemble a more competitive overall portfolio for admission. The Office for Academic and Pre-professional Advising can assist students interested in pursuing a Pre-pharmacy curriculum. The program description below meets the requirements for most nationally accredited pharmacy programs. Yet students should become familiar with the particular requirements of all the programs to which they intend to apply. requirements
English [6]
* See advisor for acceptable courses. **Courses must be completed in two different academic areas. To become eligible for a professional program in nursing, students must complete a minimum of 66 credits in specific coursework. Taking this into consideration, an increasing number of students are planning to complete a bachelors degree at UMBC prior to continuing their professional studies in nursing at another institution. This option entitles students to assemble a more competitive overall portfolio for nursing program admission. UMBC/UMB nursing Partnership For incoming freshmen who are interested in nursing, UMBC is proud to offer a collaborative partnership with the University of Maryland Baltimore (UMB), a premiere school of Nursing in the country. This partnership focuses on enhanced advising, programming and preparation for nursing school while at UMBC. Students are paired with pre-nursing advisors who will mentor them through their academic career and foster a connection between UMBC and the UMB School of Nursing. While at UMBC, students also have the added benefit of collective programmatic opportunities, including site visits to UMB to see classrooms, labs and clinical sites. Eligible students must indicate their intended program of study as Pre-Nursing prior to matriculation at UMBC. As part of this collaboration, each year UMBC secures fifteen seats in the UMB School of Nursing
Guided Electives [3]
UMBC Courses
ENGL 100 and one literature course* BIOL 100 and 100L, BIOL 275 and 275L CHEM 123, CHEM 124 and 124L STAT 121 MATH 106 or higher
Social Sciences [6] Sociology, Psychology, Economics, Geography, Political Science, Anthropology, Africana Studies Humanities [3] Literature, History, Philosophy, Fine Arts (no studio courses), American Studies, Foreign Languages* Electives [8] Selected with an advisor. May be selected from CHEM 352 and 352L or PHYS 111 and 112 are recommended total CredItS 66
Biology [11]
Chemistry [9]
Statistics [4] Mathematics [3]
* Credit for a foreign language will be given for the first elementary semester of a language only if the student has completed the second elementary semester.
Anatomy and Physiology [8]
BIOL 251 and 251L, BIOL 252 and 252L BIOL 233 PSYC 100 SOCY 101
Nutrition [3] Psychology [4] Sociology [3]
Pre-nursing
Nurses today have become the primary caregivers in many health care settings. A nurse is generally responsible for the planning, implementation and evaluation of a patients health plan. Within the profession, a choice of career opportunities exists, including nurse clinician, nurse
UMBC Courses
ENGL 100 and one course in world or English literature MATH 151 and STAT 350
Social Science [3] Psychology, Sociology, Geography, Political Science, Economics, Anthropology, Social Work, History
Mathematics [8]
164 PREPROFESSIONAL AND ALLIED HEALTH PROGRAMS

Biology [11] BIOL 100 and BIOL 100L, BIOL 251 and BIOL 252, BIOL 275 and BIOL 275L, BIOL 430 or CHEM 437 CHEM 101, CHEM 102 and 102L, CHEM 351 and 351L, CHEM 352 and 352L PHYS 111 and 112
Chemistry [19]
Clinical experiences are provided in acute/general, chronic/rehabilitation, orthopedic, sports medicine, pediatrics, nursing home, industrial and community health settings. While most clinical placements are offered locally or elsewhere in the Northeastern corridor, opportunities are also available in centers located over a wide geographic area throughout the United States. requirements
Biology [14]
Physics [8]
UMBC Courses
BIOL 100 and 100L, BIOL 251 and 251L, BIOL 252 and 252L CHEM 123, CHEM 124 and 124L or CHEM 101, CHEM 102 and 102L PHYS 111 and 112 PSYC 100 and PSYC 285 or PSYC 306 STAT 121
ECON 101 SPCH 100
Humanities [12] English, Fine Arts (no studio courses), Music, Philosophy, Foreign Languages, American Studies, Africana Studies, Ancient Studies Social Sciences [9] Psychology, Sociology, Geography, History, Political Science, Economics, Anthropology, Africana Studies total CredItS 81
Chemistry [9]
Physics [8]
Psychology [7]
Pre-physical therapy
Physical therapists work with people who are disabled by illness or accident or born with a handicap. Practitioners evaluate each patients ability, disability and potential for recovery. The most common areas of disorder include neuromuscular, musculoskeletal, sensory motor, and related cardiovascular and respiratory functions. Students pursuing the Prephysical therapy area of concentration must receive a bachelors degree from UMBC; while no particular major is required, they must complete a certain selection of courses. The Office for Academic and Pre-professional Advising can assist students interested in pursuing the Pre-physical therapy curriculum.
Statistics [4]
Other course work [78] total CredItS 120
A minimum of 100 hours of work or volunteer experience in a physical therapy setting is also required.
PSYCHOLOGY
165
Psychology
CHaIr Linda Baker, Professor Developmental psychology ProFeSSorS Thomas Blass Social psychology
A. Charles Catania Learning, verbal behavior, behavior analysis Lynnda Dahlquist Pediatric behavioral medicine Marilyn E. Demorest Measurement, statistics, data analysis Carlo DiClemente Clinical behavioral medicine Kenneth I. Maton Community psychology Christopher Murphy Clinical psychology Robert R. Provine Developmental neuroscience, human ethology Bernard M. Rabin Physiological psychology Shari Waldstein Behavioral medicine Steven C. Pitts Methodological and quantitative techniques Susan Sonnenschein Developmental psychology Zoe S. Warwick Physiological psychology
adJUnCt ProFeSSorS John Allen Jeffrey Barnett Alan Bellack Maureen Black Michael Cataldo David M. Chavis Terje Sagvolden Lydia Temoshok Douglas Teti adJUnCt aSSoCIate ProFeSSorS Mary Fox Michael Glasgow Ronald Herning Doug Johnson-Greene Leslie Katzel Willen Kop Leslie Parker Julian Thayer adJUnCt aSSIStant ProFeSSorS Robert Anderson Guillermo DeLeon Barbara Deluty Gerard Gioia Louis Hagopien David Haltiwanger Brenda Hussey-Gardner Sung Woo Kahng David Kuhn Stephanie Contrucci Kuhn Patricia Kurtz Peter Resta Cindy Schaefer Geoffrey Schoebaum Keith Slifer John Sollers, III Cheryl Zwart aFFIlIate aSSoCIate ProFeSSor John Martello eMerItUS ProFeSSorS Stanley Feldstein Leon Levy Aron Siegman Raymond H. Starr, Jr. eMerItUS aSSoCIate ProFeSSor Mary Ann Metzger
aSSIStant ProFeSSorS Shawn Bediako Social/health psychology

John Borrero Applied behavior analysis Charissa Cheah Culture, childrens development David M. Huebner Clinical psychology Lynanne McGuire Behavioral medicine Thomas N. Robinson, Jr. Personality and physiological psychology David Schultz Emotional development Sigurdur O. Sigurdsson Applied Behavior Analysis Laura Stapleton Statistical modeling
UMBCs Department of Psychology provides an exceptional opportunity for students to see how basic laboratory research can be translated into treatments, interventions and policies that improve the quality of life. Interested undergraduates work with internationally recognized researchers at the cutting edge of science. In recent years, students have participated in studies of such issues as the neurological basis of laughter and yawning, how rats and people regulate eating, how infants bond with their parents, how nonhuman species learn complex tasks, the relations between behavior and heart disease and what society can do to foster the social and academic success of disadvantaged youth. Psychology is an exciting discipline; at UMBC, undergraduates can share in that excitement.

The psychology major provides a firm foundation for students interested in graduate study and a range of careers and professions. Positions held by program graduates include clinical psychologist, counseling psychologist, school psychologist, industrial psychologist, research consultant, personnel administrator, university professor, social worker, lawyer, physician, dentist, optometrist and early-education or elementary school teacher. Each year, many of UMBCs graduating seniors go on directly to graduate programs in psychology (M.A., Ph.D. and Psy.D.) and in related fields such as social work (M.S.W.). Many are admitted to some of the most highly rated programs in the United States. Students interested in pursuing graduate study should consult with their academic advisor upon declaring their major. UMBC offers doctoral programs in applied developmental psychology and humanservices psychology, including behavioral medicine, clinical
aSSoCIate ProFeSSorS Anne Brodsky Clinical/community psychology

Robert Deluty Clinical psychology Jonathan C. Finkelstein Social psychology Lowell D. Groninger Learning and memory
SenIor leCtUrer Karen Freiberg leCtUrerS Diane Alonso, Program Director, Shady Grove
Eileen OBrien
Courses in this program are listed under PSYC.
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psychology and communityapplied social psychology. PSYC 331 Experimental Psychology I [4] PSYC 332 Experimental Psychology II [4] PSYC 210 Psychology of Learning [3] PSYC 335 Physiological Psychology [3] PSYC 370 Sensation and Perception [3] PSYC 498-499 Honors Thesis
B. distribution requirements (12 credits)

Two courses each from: group I PSYC 210 Psychology of Learning [3] PSYC 335 Physiological Psychology [3] PSYC 317 Cognitive Psychology [3] PSYC 360 Psychology of Motivation [3] PSYC 370 Sensation and Perception [3] group II PSYC 200 Developmental Psychology [3] PSYC 285 Abnormal Psychology [3] PSYC 340 Social Psychology [3] PSYC 380 Personality [3]
academic advising
All new freshmen, transfers and recently declared majors should meet with the departments academic advisor, Debbie Wolff Sanford (410-455-2366, Math/Psych 321), their first semester of registration. Sanford also will assist students with a psychology minor and those students who may be considering psychology as a major. Additionally, she is available to answer questions about university requirements (such as academic policies, registration concerns and General Education requirements), academic support, transfer concerns, research opportunities and career options. Each student is assigned a faculty advisor after his or her first semester as a psychology major. Students with interests in a specific area of psychology (e.g., biopsychology) may request that a particular faculty member be assigned as their advisor. The departmental advising process is designed to give each student individual attention and guidance about curricular choices. All students must meet with an advisor at least once per semester. Advising appointments can be made by signing up outside the advisors office. Please arrive on time with a transcript and any other relevant paperwork.
e. Interdisciplinary coursework requirements (24 credits):

BIOL 100 Concepts of Biology [4]
and
BIOL 100L [2] BIOL 301 Ecology and Evolution [3] BIOL 302 Genetics [4] MATH 150 Pre-calculus [4] CHEM 101 Principles of Chemistry I [4]
and
B. general requirements (6 credits)

Choose two of the following: PSYC 200 Developmental Psychology [3] PSYC 285 Abnormal Psychology [3] PSYC 340 Social Psychology [3] PSYC 380 Personality [3]
CHEM 102 Principles of Chemistry II [3]

or
CHEM 123 Introduction to General Organic and Biochemistry I [4]

and
C. approved electives in psychology (12 credits)

Additional upper-level PSYC courses: At least three PSYC credits at the 400 level. May not use PSYC 340, 380 or 306. May use either PSYC 317 or PSYC 360 May also use one of the following BIOL courses: BIOL BIOL BIOL BIOL 303 442 453 466 [3], [3], [4], [4], BIOL BIOL BIOL BIOL 305 451 454 483 [3], [4], [4], [4]
CHEM 124 Introduction to General Organic and Biochemistry II [3]
C. approved electives in psychology (9 credits)

At least nine credits at the 300 and 400 levels, other than PSYC 306 and the courses listed under Group I and Group II in the distribution requirements. At least three credits in psychology must be at the 400 level. Independent study courses do not count toward this requirement (PSYC 397, 398, 399, 490, 498, 499). Students double majoring in PSYC and SOWK may apply up to three credits of approved 300-level courses in the program (e.g., SOWK 388) to fulfill the approved electives requirement in psychology. Students who are double majoring in PSYC and SOCY may use one of the following SOCY courses in place of one of the PSYC 300-level electives: SOCY 332, 333, 341, 351, 353, 355, 357, 430, 451, 458; ANTH 312, 314.
requirements for the Bachelor of arts (B.a.) in Psychology

The B.A. in Psychology will consist of at least 33 credits distributed as follows:
Major Programs requirements for the Bachelor of Science (B.S.) in Psychology

The B.S. in Psychology will consist of 69 credits distributed as follows:
a. general requirements (12 credits)

PSYC 100 Introduction to Psychology [4] PSYC 331 Experimental Psychology: Design and Analysis I [4] PSYC 332 Experimental Psychology: Design and Analysis II [4]
a. general requirements (21 credits)

PSYC 100 Introduction to Psychology [4]
d. research experience, via one or more of the following options (for a total of 6 credits):
PSYC 397 Research Experience PSYC 490 Independent Research
PSYCHOLOGY
No course in which a student earns a grade below C may count toward the major, and all prerequisites must be passed with a grade of C or better. Psychology majors must complete at least 16 credits in psychology at UMBC, unless an exemption is granted by the Department of Psychology Undergraduate Studies Committee. Psychology majors are urged to take PSYC 331-332 in the sophomore or junior year; PSYC 332 is a prerequisite for 400-level electives. All qualified psychology majors are offered the opportunity to do independent laboratory, library or field research; students should check course descriptions for PSYC 397 and PSYC 490. This work must have advance approval from a member of the faculty. ECON 102 Principles of Macroeconomics PSYC 100 Introduction to Psychology PSYC 210 Psychology of Learning PSYC 340 Social Psychology PSYC 380 Personality PSYC 446 Industrial/Organizational Psychology ECAD 310 Human-Resource Management ECAD 489 Seminar in Management and Administration psychology (e.g., SOCY 300 and 301, or MATH 151 and ECON 320, or GEOG 300 and 301) Students majoring in psychology (B.A.) and completing the certificate should note that only one Group I course (PSYC 210) is included among the requirements; a second Group I course must be selected. Sociology of Work
167
SOCY 365 Sociology of the Labor Force and Occupations SOCY 432 Work and Retirement SOWK 395 Alcohol Problems and Alcoholism Students in the certificate program are urged to seek internships, cooperative education and other applied experiences relevant to their interests in personnel and industrial psychology. The Shriver Center can provide guidance in locating appropriate placements. The Department of Psychology offers PSYC 398: Applied Psychology Internship and PSYC 399: Cooperative Education in Psychology as a means of integrating the work at the placement site with academic work at UMBC.
C. elective (3 credits)
AFST 271 Introduction to Community Involvement ECAD 360 Business Law ECAD 385 Law, Business, Ethics and Society ECAD 425 Marketing ECON 352 Industrial Relations GEOG 330 Location of Economic Activity GEOG 435 Geography of Manufacturing IS 303 Human Factors in Computer System Design IS 440 Office Automation IS 325 Introduction to Management Science POLI 354 Public Management and Personnel Systems POLI 432 Civil Rights PSYC 387 Community Psychology SOCY 310 Organizational Theory and Management SOCY 360
II. Majors with optional areas of Concentration

The psychology department also offers the following specialized curricula, or areas of concentration: Personnel and Industrial Psychology Biopsychology Developmental Psychology Human Services Psychology These specialized curricula are designed to prepare students interested in bachelorlevel careers with skills that can enhance their occupational opportunities and provide students broad, yet in-depth training for advanced studies in these and allied areas.
B. Skills core (23 credits)

PSYC 320 Psychological Assessment PSYC 324 Introduction to Interviewing Techniques PSYC 331* Experimental Psychology: Design and Analysis I PSYC 332* Experimental Psychology: Design and Analysis II EDUC 471 Principles of Training and Development ENGL 391 Intermediate Exposition
or
Biopsychology Concentration
Minimum credits for the concentration: 42
a. Major requirements for B.a. (must include PSYC 335) or B.S. degree
note: Core and elective courses for the concentration may be used to fulfill the psychology requirements.
B. Biology area of concentration requirements

BIOL 100 Concepts of Biology BIOL 100L Concepts of Biology Lab BIOL 301 Evolution and Ecology BIOL 302 Molecular and General Genetics
Personnel and Industrial Psychology Concentration

Minimum credits for the concentration: 57 This concentration fulfills the requirements for the Certificate in Personnel and Industrial Psychology.
ENGL 393 Technical Writing IS 101 Introduction to ComputerBased Systems

or
a. Conceptual core (28 credits)

CMSC 100 Introduction to Computers and Programming * or approved equivalents for students not majoring in
168 PSYCHOLOGY
C. Upper-level electives (9 credits)
One upper-level elective must be from the following: PSYC 355, PSYC 356, PSYC 375, PSYC 385, PSYC 390, PSYC 448*, PSYC 450*, PSYC 463*, PSYC 470.* May substitute one of the following as electives: BIOL 303, BIOL 305, BIOL 442, BIOL 451, BIOL 453, BIOL 454, BIOL 466. *Counts as 400-level PSYC elective. Internship in Secondary, Elementary, or Early Childhood Education Three-credit minimum, approved by advisor PSYC 335 Physiological Psychology PSYC 340 Social Psychology
or
PSYC 342 The Psychology of Aggression and Antisocial Behavior PSYC 387 Community Psychology PSYC 406 Advanced Behavior Pathology Appropriate seminar (with advisor approval)
d. electives. (any two)

PSYC 205 Before We Were Born PSYC 305 The Exceptional Child PSYC 307 Psychology of Aging PSYC 308 Child Maltreatment PSYC 357 Psychology of Women PSYC 382 Child and Adolescent Psychopathology PSYC 393 Special Topics (with advisors approval) PSYC 400 Seminar in Developmental Psychology PSYC 409 Development and Education PSYC 448 Developmental Neuroscience
PSYC 380 Personality
C. research/internship requirement
Three-credit minimum, approved by advisor PSYC 397 Research Experience
or
F. electives: health topics (one required)

PSYC 385 Health Psychology PSYC 390 Neuropsychopharmacology PSYC 463 Eating: Normal and Abnormal Appropriate seminar (with advisor approval)
developmental Psychology Concentration a. Major requirements for the B.a. or B.S. degree.
PSYC 398 Internship PSYC 399 Cooperative Education in Psychology

or
PSYC 490 Independent Research

or
B. required core courses.

PSYC 200 Developmental Psychology PSYC 210 Psychology of Learning PSYC 304 Adolescent Psychology PSYC 320 Psychological Assessment PSYC 330 Child Development and Culture PSYC 407 Advanced Child Psychology
SOWK 480 Field Instruction
d. electives: populations (two required)

PSYC 304 Adolescent Psychology PSYC 305 The Exceptional Child PSYC 307 The Psychology of Aging PSYC 356 Psychology of Sex and Gender
or
g. electives: social context (one required)

ANTH 314 Psychological Anthropology PSYC 230 Psychology and Culture SOCY 201 Social Problems in American Society SOCY 210 Class and Inequality in the United States SOCY 220 Urban Sociology SOCY 321 Race and Ethnic Relations SOCY 341 The Social Psychology of Social Problems As an alternative to the human-services psychology concentration, students interested in a bachelor degreelevel career in human services may want to consider a dual-major in psy-
Human Services Psychology Concentration a. Major requirements for the B.a. or B.S. degree.
PSYC 357 Psychology of Women PSYC 382 Child/Adolescent Psychopathology Appropriate seminar (with advisor approval)
C. research/internship requirement
PSYC 397 Research Experience in Psychology
or
B. required core courses.

PSYC 210 The Psychology of Learning PSYC 285 Abnormal Psychology PSYC 320 Psychological Assessment
PSYC 398 Appied Psychology Internship

or
e. electives: Social topics (one required)

PSYC 308 Child Maltreatment PSYC 324 Introduction to Interviewing Techniques
PSYC 490 Independent Research

or
EDUC 400 or 401 or 406

PSYCHOLOGY
chology and social work. A flyer detailing the dual-major requirements is available in the departmental office.
169
C. an upper-level psychology course (except 306) [3]

No course in which a student earns a grade below C may count toward the minor. Psychology minors must complete at least nine credits in psychology at UMBC.
Human Services Program

Combined B.a./M.a. Program in applied Behavior analysis
The program is designed to be completed in five years. The program requires a total of 141 credits, of which at least 30 must be at the graduate level. Our collaboration with the Kennedy Krieger Institute makes it difficult to arrange for more than three courses per semester in the fifth (masters) year, so students in this program should plan to take 123 credits, including at least 12 graduate credits, by the end of the senior year. One tuition constraint should be noted: Students may not take more than nine graduate credits at the undergraduate rate, so three of the 12 senior-year credits (one course) must be paid for at the graduate rate. (Students would pay at the graduate rate anyway if they deferred these credits past the senior year.) To be admitted into graduate courses, students must apply for admission to the graduate portion of the program during their junior year, and their applications will be reviewed by the Human Services Program Applied Behavioral Analysis Admissions Committee that also reviews standard applications to the Applied Behavioral Analysis M.A. Program. Students also must maintain an average of B or better in the program courses to continue in the program. requirements: (These exceed the minimum psychology major by three courses): PSYC 100 and PSYC 331 332 From Group I: PSYC 210 and PSYC 370
From Group 2: PSYC 200, PSYC 285 and PSYC 340 BIOL 100 and 100L. BIOL 301 and one other biology course are also strongly recommended. At least three of the following 300-level courses or parallel courses at the 400 level or higher: PSYC PSYC PSYC PSYC 305, PSYC 308, 316, PSYC 320, 324, PSYC 382, 390.
Minor Program
Students not choosing to major in psychology may, nevertheless, find a background in psychology useful and important. Such students may choose a minor in psychology. Students interested in psychology as a minor should consult the department advisor, Debbie Wolff Sanford (room 321), in choosing their courses.
Honors Program
The departmental honors program is open to qualified students who wish to pursue advanced independent research in psychology. Students interested in going to graduate school in psychology are particularly encouraged to become honors candidates because research experience is given considerable weight by admissions committees. Students who complete the honors sequence of courses (PSYC 498 and PSYC 499) and have a GPA in psychology of 3.5 or above are eligible to receive the B.A. or B.S. degree with departmental honors.
requirements for the Minor in Psychology

The minor in psychology will consist of a minimum of 19 credits.
At least one of the following 400-level courses or a 600 level elective: PSYC 407, PSYC 410, PSYC 463. The following 12 required graduate credits are recommended for the senior year: Six credits of practicum (Fall, Spring) Three credits from the behavior analysis core preferably PSYC 695: Methods (Fall) Three credits from the Human Services Program core preferably PSYC 604: Biological Bases (Spring) The following 18 required graduate credits are recommended for the fifth (M.A.) year: Six credits from the behavior analysis core (preferably PSYC 715: Measurement and PSYC 601: Advanced Topics) Six credits from the HSP core (preferably PSYC 605: Learning and PSYC 686: Ethics) Six credits of intervention research and evaluation (capstone courses: PSYC 793 and PSYC 794) The graduate courses above differ from the regular
a. PSYC 100 Introduction to Psychology [4] B. two courses each from group I [6]
PSYC 210 Psychology of Learning PSYC 335 Physiological Psychology PSYC 317 Cognitive Psychology PSYC 360 Psychology of Motivation PSYC 370 Sensation and Perception

The UMBC psychology department is represented at the Universities at Shady Grove,, an off-site location in Montgomery County that is home to 8 of the 11 institutions from the University System of Maryland (USM). The UMBC Psychology Program at Shady Grove is intended to provide junior- and senior-level classes to students in Montgomery County who have transferred to the program from either a twoyear or four-year institution. The program is equivalent in course material and content to the program at the home campus, and all psychology students, upon graduation, receive a B.A. in Psychology from UMBC. For more information about the program at the Universities at Shady Grove, see the UMBC@SG Web site at www.umbc.edu/shadygrove.
group II [6]
PSYC 200 Developmental Psychology PSYC 285 Abnormal Psychology PSYC 340 Social Psychology PSYC 380 Personality
170 PSYCHOLOGY
masters program in substituting undergraduate-level electives for the graduate elective and in providing social core coursework at the undergraduate level.
graduate Courses
Many graduate courses in applied developmental and human services psychology are open to qualified undergraduates under the conditions specified in the academic regulations chapter of this catalog. Complete course descriptions may be found in the Graduate Catalog.
There are a variety of opportunities for undergraduates to gain applied and research experience. Students regularly obtain internships and coop education experiences through the department and UMBCs Shriver Center. Similarly, a large number of students secure hands-on research experience by collaborating with psychology faculty members. Many undergraduate researchers have had the opportunity to co-author publications and present professional conference papers.
Psi Chi
The department sponsors Psi Chi, the national honorary society for psychology. Psi Chi meets regularly and discusses such issues as graduate school preparation, job and internship resources, research opportunities and student-faculty relationships. Psi Chi membership criteria include completion of at least three semesters and a minimum of nine semester hours of psychology courses, declaration of the major or minor in psychology, and both a cumulative and a psychology course GPA of at least 3.0.
RELIGIOUS STUDIES
171
Religious Studies
dIreCtor James Grubb History FaCUltY Jere Cohen Sociology, anthropology
Raphael Falco English Jay Freyman Ancient studies Marjoleine Kars History W. B. Lamous-Smith Africana studies Rudolph Storch Ancient studies
Courses in this program are listed under RLST.
The Religious Studies Program, available as a minor, gives students a broad knowledge of humanitys rich religious heritage and increases their appreciation of the human religious experience. The program is interdisciplinary, drawing on the resources of many departments. Professors from seven UMBC departments, as well as visiting professors from other universities, offer courses in the Religious Studies Program. The variety of responses that belief systems historically have given to such questions as the existence of good and evil, the problem of undeserved suffering, the role of religion in secular society and the afterlife all are considered. The interdisciplinary nature of the minor, which combines different approaches to the study of religion, should make it appealing to students of widely differing backgrounds and majors.
200 (also listed as PHIL 210) and 349 (also listed as SOCY 349) are required. In choosing their remaining nine credits, students should bear in mind the following rules: No more than nine of the 18 total credits may be from any one department A grade of C or better must be earned in all courses applied toward the minor A course taken on a P/F basis will not count toward the minor At least nine credits of the total 18 must be at the 300-400 level. Students interested in concentrating in religious studies as a minor field should consult the director in the Department of History for assistance in choosing appropriate courses.
academic advising
The program director provides advising for students in the program.
Minor Program
To earn a minor in religious studies, in addition to their major in another field, students must complete 18 credits in approved religious studies courses. RLST 100,
evening option
Evening courses are sometimes available, but the program cannot be completed on a part-time, evening basis.
172 SOCIAL WORK
Social Work
aSSoCIate dean Carolyn Tice Associate Dean and Professor Social welfare policy, mental health, aging aSSIStant dean Andrea Judson Assistant Dean for Undergraduate Field Education ProFeSSor Carolyn Knight Social policy, human behavior, practice
Betsy Vourlekis Emeritus
aSSIStant ProFeSSorS Richard T. Criste Emeritus

Tiffany Baffour Family policy, practice Jayshree Jani Policy, Women of color and empowerment Laura Ting Research, practice Shelly Wiechelt Practice, addictions and mental illness
The undergraduate social work major at UMBC is affiliated with the University of Maryland School of Social Work. As such, students completing the social work major at UMBC with an overall GPA of 3.0 or better in their final 60 credits may be eligible for consideration for advanced standing in the masters degree program of the School of Social Work. Completion of the accredited program at UMBC also qualifies graduates for consideration for admission to all accredited masters degree social work programs in the United States.
SOWK 260 Introduction to Social Welfare, Social Policy and Social Work I [3] SOWK 360 Social Welfare, Social Policy and Social Work II [3) SOWK 388 Human Behavior I [3] SOWK 389 Human Behavior II [3] SOWK 397 Social Work Methods I: Introduction to Practice [3] SOWK 470* Social Work Research [3] SOWK 480 Field Instruction I [6] SOWK 481 Social Work Methods II: A Generalist Approach to Practice [3] SOWK 482 Field Instruction II [6] SOWK 483 Social Work Methods III: Selected Intervention Strategies Research and Evaluation [3] SOWK Elective [3] 300- to 400-level social work course The following are additional requirements for completion of the social work major: 1. A grade of C or better in all major courses 2. Overall GPA of 2.5 or better 3. Completion of the general university requirements and other degree requirements
and
academic advising
Students enrolled in the social work major are assigned a faculty advisor from the department. Students are encouraged to contact their advisor early in their educational experience to plan their course of study. Advisors in the program are also available to meet with students who anticipate majoring in social work to plan prerequisite courses.
aSSoCIate ProFeSSorS James Bembry Practice, child advocacy

Gust Mitchell Emeritus Joshua Okundaye Practice, family and children, addictions
SHadY groVe PrograM Katherine Morris Instructor

Kathleen Leiser Clinical Instructor Field education, practice
Courses in this program are listed under SOWK and are also available on the Web: www.umbc.edu/undergrad/Catalog
Major Program
The social work major prepares students for generalist social work practice with individuals, families, groups and communities at the beginning level. Students learn a range of skills and helping techniques that will enable them to intervene effectively in addressing social problems. UMBCs Social Work Program meets the highest professional standards. The program is fully accredited by the Council on Social Work Education, a national organization founded to promote and improve the quality of education in social work. Based on this accreditation, students are assured that the quality of education at UMBC meets national standards and prepares them for employment at the bachelors level, for graduate study and for meeting the various state licensing and employment requirements for social work practice. Social work students and graduates are also eligible for membership in the National Association of Social Workers. Graduates qualify to take the state examination to become licensed social work associates in Maryland, and they are qualified for examination in all other states that license baccalaureate practice. Social work builds on and is integrated with a liberal arts base that includes knowledge in the humanities and the social, behavioral and biological sciences. The course of study in social work at UMBC includes: social work practice methods, social welfare policy and services, human behavior and the social environment, statistics and social research and participation in direct services through an intensive field-work education in a community-based social service department or agency.

Graduates of the UMBC program succeed in the job market, as well as in graduate school. Alumni are employed in various human-service positions with federal, state and local governments, as well as with non-profit agencies, corporations, health care organizations and hospitals.
requirements for the Bachelor of arts (B.a.) degree Core courses:

SOWK 240 Information Technology in Social Work [3]
SOCIAL WORK
4. Completion of the following courses: Human Biology* PSYC 100 ECON or POLI 301 SOCY 101 STAT 121* * A list of approved courses is available in the program office. 5. A second area of concentration of at least 18 credit hours, such as another major, a minor or an approved plan. At least six credits of the area of concentration must be upper-level. note: The minor in social welfare cannot be used in conjunction with the social work major. 6. Recommendation of the faculty to complete the required field and methods courses (SOWK 480, 481, 482, 483). 7. The program does not give credit for life experience. cation must participate in a university-arranged professional liability insurance plan for which they are billed separately by the university. The cost of travel to and from the field agencies and health insurance are additional student expenses. SOWK 311 Introduction to Field Experience in Social Work [3] SOWK 386 Problematic Family Functioning [3] SOWK 387 Policies, Programs and Services for Children [3] SOWK 389 Human Behavior II [3] SOWK 371 Social Work Practice in Aging [3] SOWK 372 Social Work and Health Care [3] SOWK 377 Women and Social Policy [3] SOWK 390 Special Topics in Social Welfare [3] SOWK 395 Addictive Behavior and Social Functioning [3] SOWK 470 Social Work Research [3] SOWK 499 Independent Study [1-3]
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Completed nine semester hours of required social work courses Achieved an overall GPA of 3.0 Achieved a 3.5 GPA in required or elective social work courses. Interested students may obtain an application from the program. In addition, students may choose to take honors courses in social work through the Honors College.
Minor in Social Welfare

The minor in social welfare provides the student with a comprehensive background of study in social welfare in the United States; its relationship to the market economy; and the historical, political and cultural factors that shape its course. The minor also offers the opportunity to explore, in depth, some of the challenging issues confronting society in the alleviation of poverty and the delivery of health and welfare services to families and children, elderly people and individuals with disabilities. This knowledge will be of particular importance to students planning careers in government, the private sector, law and health. To earn a minor in social welfare, students must complete the following 18 credits of course work with a grade of C or better in all courses to be applied to the minor. Courses are divided as follows:

All core courses, with the exception of the senior field education courses, can be taken in the evening on a space-available basis. In addition, the design of the program allows students to complete their course work on a part-time basis. The senior field experience (SOWK 480/482) must be taken during the work week. The program does not arrange evening and weekend field placements.
Field requirement
The required field education experience is 16 hours per week and is taken throughout the senior year. It begins in the fall semester and continues during winter session and spring semester. Student participation in the field during the winter session does not require additional payment of fees or tuition. The Baccalaureate Social Work Program does not arrange evening and weekend field placements. Field experience is taken on a P/F basis. Admission to field education is at the recommendation of the faculty. To be considered for a field placement, students must have an overall GPA of at least 2.5 and must have completed SOWK 260, 397 and 388 with a grade of C or better in each course. All students registering for field edu-
Information technology has an important role to play in effective social work practice. At UMBC, students are introduced to the use of technology in human services through laboratory experiences in the introductory course, SOWK 240: Information Technology in Social Work, as well as through course assignments throughout the curriculum. Students are taught to use technology to communicate electronically, conduct research, organize data and develop efficient service systems. Students use this training in their advanced course work and field experiences.
a. Core requirements [9]

SOWK 260 Introduction to Social Welfare, Social Policy and Social Work I [3] SOWK 360 Social Welfare, Social Policy and Social Work II [3] SOWK 388 Human Behavior I [3]
Honors Program
The Social Work Program has established a chapter of Phi Alpha, the social work national honor society. Phi Alpha fosters high standards of education for social workers and invites into membership those who have attained excellence in scholarship and achievement in social work. At present, there are 62 chapters of the honor society in schools nationwide. Students are eligible to join if they have: Declared social work as their major Achieved sophomore status
B. any of the following courses [9]

SOWK 200 Social Issues-Social Action [3] SOWK 240 Information Technology in Social Work [3]
174 SOCIAL WORK

UMBC offers the Bachelor of Arts in Social Work at the Universities at Shady Grove in Rockville, MD. Students can complete the last two years of the program at this suburban Washington location. Because only upper-level courses are offered, students must have completed most General Education Requirements and lower-level major requirements. Prospective students are invited to make an appointment with the Shady Grove program coordinator to review their previous courses. For more information about the Universities at Shady Grove, see page 16.
The Social Work Student Association (SWSA) is the student organization of social work majors at UMBC. The SWSA works to sensitize its members to the profession, promote social work through community activities and provide majors with the opportunity to discuss issues and concerns. It also provides them with information and resources related to their educational experience and career planning. Membership is open to all majors. Activities of the SWSA have included food drives, community volunteer activities, career planning conferences, newsletters and student socials. Information on the SWSA is available through the program on the associations Web site: www. umbc.edu/socialwork
SOCIOLOGY
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Sociology
CHaIr James E. Trela Sociology of aging, sociopolitical behavior, sociological problems ProFeSSorS Scott A. Bass Aging and social policy, gerontology
Henry P. Brehm Emeritus J. Kevin Eckert Cultural anthropology, health/ aging policy, social/cultural gerontology, applied anthropology, research design/ qualitative methodologies, environment and aging Christopher Hewitt Political sociology, social stratification, violence and terrorism Leslie A. Morgan Aging, womens roles, family, labor force participation, housing and care of older adults Fred L. Pincus Race and ethnic relations, affirmative action, diversity, sociology of education, higher-education policy William G. Rothstein Graduate Program Director Sociology of occupations, medical sociology, history of medicine, sociology of work, demography Robert L. Rubinstein Anthropology Undergraduate Coordinator Cultural and medical anthropology, anthropology of aging, gerontology, gender, qualitative research methods Mary E. Stuart HAPP Program Director Health care organization and delivery, international best practices in chronic disease, rehabilitation outcomes
Ilsa L. Lottes Research methods, statistics, gender roles, sexuality, cross-national work on womens status, reproductive and sexual health John G. Schumacher Medical sociology, physicianpatient relations, social gerontology, bioethics, research methods
religion, gender roles, family, work organizations, occupations, crime and delinquency, urban sociology, political sociology and others described in the course listings below. All majors are required to study sociological methods and statistics using computer software programs and to study sociological theory. Many sociology majors are transfer students from community colleges and other institutions of higher education. UMBC has articulation agreements with community colleges and public four-year colleges and universities in Maryland that enable students to count most sociology courses taken in those institutions for credit toward the sociology major at UMBC. The department also accepts most sociology courses taken at colleges in other states.
aSSIStant ProFeSSorS Bambi L. Chapin Psychological anthropology, socialization, mental health and illness, South Asia
Sarah Chard Health care utilization, public health and social networks Andrea L. Kalfoglou Psychodynamics and child development in socio-cultural context, social and emotional relationships, mental health and illness, dissociation and trauma, trance and spirit possession, South Asia Seth Messinger Medical anthropology, psychiatric anthropology, urban anthropology, anthropology of North America Gul Seckin Sociology of trauma and mental health, health communication, political sociology and sociology of aging
aSSoCIate ProFeSSorS Marina Adler Social stratification, sociology of women, cross-national work and family issues, research methods, statistics
Jere M. Cohen Sociology Undergraduate Coordinator Sociological theory, sociology of religion, sociology of education, small groups, sociology of adolescence, status-attainment
Career and academic Programs

The undergraduate major is designed to provide a general overview of sociology for students who plan to enter the labor force after graduation and for those planning graduate study. The department has double majors that combine sociology and social work, sociology and anthropology, and sociology and psychology. These programs enable students to complete both majors with fewer credits than are required for each major separately. The minor in sociology is designed for majors in other disciplines who wish to add a study of social behavior to their other major. Students interested in pursuing the Master of Arts in Applied Sociology offered by the department should consider the combined B.A./M.A. program described below.
Courses in this program are listed under SOCY.
The undergraduate major in sociology provides a well established and widely accepted path to careers and professional education in the human services. It is frequently the major of individuals employed in local, state and federal governments and in non-profit organizations. It typically provides appropriate preparation for many professional programs, including law, public health, health services administration, urban and regional planning, social work, human-services administration, human-resources management, advertising, public administration and
public policy. An undergraduate major in sociology is also appropriate preparation for research and policy-oriented graduate programs in sociology, public policy, health services research, criminology, demography and other disciplines that study social behavior. The Department of Sociology and Anthropology offers undergraduate majors and minors in sociology and cultural anthropology. Information on the sociology major and minor are presented here. For information on the cultural anthropology
major and minor, refer to the section Anthropology, Cultural in this catalog. More detailed information on both majors and minors are provided in the Students Guide to Sociology and the Students Guide to Anthropology, which are available in the department office, room 252 in the Public Policy Building. Sociology is the study of social relationships among people and the institutions and organizations they use to organize these relationships. There are many subfields within sociology, including medical sociology, aging, population,
academic advising
When a student declares a major in the Department of Sociology and Anthropology, a copy of the declaration is sent to the department. A staff member then assigns
176 SOCIOLOGY
the student a faculty advisor. Students should feel free to change advisors. The staff will make the necessary changes. Every major should meet with his or her advisor at least once each semester to discuss progress and future plans and to obtain electronic permission to register. Advisors have office hours posted outside their offices or can be contacted by e-mail or by leaving a message in their mailboxes with a telephone number and times for them to return the telephone call. Prior to registration, sign-up sheets are posted near the departmental office for students to use for making advisement appointments. Staff usually do not make appointments for faculty members. Try to see the faculty advisor several days before registration. It is often impossible to have registration approved if the student comes to the department office on the day that he or she is scheduled to register. We encourage students to meet with their advisors any time they have questions or problems or want to discuss major or career plans. If the advisor cannot help with a problem, he or she may know someone who can. When students apply for graduation, their advisor makes the final decision as to whether all requirements for the major or minor have been completed. If the advisor has permitted the student to modify the major in any way, such as by substituting courses or waiving requirements, the student should get a written and signed copy of the agreement. Advisors will be glad to discuss the General Education Requirements, General Distribution Requirements or General Foundation Requirements. However, department advisors have no authority to approve or disapprove courses used to satisfy these requirements. That is done by the Office of Academic Services.
Sociology Major
Total credits: 32 The major program consists of a total of 32 credits. These include four required core courses (14 credits) and 18 credits of electives (normally six courses). The student must receive a grade of C or better in all courses that count toward the major. P/F courses do not count toward the major. At least 16 credits must be earned in courses taken at UMBC. Students are urged to complete all core courses prior to their last semester before graduation. Core requirements: SOCY 101 Basic Concepts in Sociology [3] SOCY 300 Methodology of Social Research [4] Prerequisites: SOCY 101 and sophomore standing SOCY 301 Analysis of Sociological Data [4] Prerequisites: SOCY 300 and passing score on the Sociology Statistics Readiness Test or consent of the instructor. SOCY 409 Sociological Theory [3] Prerequisites: Nine credits in sociology or anthropology, excluding SOCY 396 and all other P/F courses. elective Courses: Eighteen credits of sociology or anthropology courses with a grade of C or better, excluding SOCY 396 and any other P/F courses. A maximum of nine credits in anthropology may be counted toward this requirement.
Sociology/Social Work Information about the double majors can be obtained at the department office.
Minor Program Sociology Minor

The minor in sociology consists of SOCY 101 plus 15 credits in elective courses (a total of 18 credits). At least six credits must be at the 300 level or higher, and at least nine credits must be taken at UMBC. A grade of C or better is required in each of these courses. P/F courses do not count toward the minor. The minor is also offered at the Shady Grove Center. Up to 12 credits of the minor may be completed at Montgomery College, through selection of the UMBC equivalent (UMS articulation agreement) sociology classes. Upper-level classes to fulfill the minor will be taken from among sociology course offerings at the Shady Grove Center.
The accelerated B.A./M.A. enables UMBC undergraduates to take up to 9 credits of graduate courses that count both for the B.A. and M.A. degrees. This reduces the number of credits that must be taken in graduate school. Students can enter the accelerated program no earlier than their junior year and no later than the semester when they graduate. Students can be admitted to either program in the fall and spring semesters. Admission requirements include a GPA of 3.0 or higher and an undergraduate course in statistics in any department. GRE scores are not required for UMBC undergraduates. The graduate school application fee is waived for UMBC undergraduates who apply for the accelerated program. Some research, teaching and other assistantships are available and provide tuition remission, health insurance and a stipend. For details, contact the Department of Sociology and Anthropology.
Honors Program
The Department of Sociology and Anthropology offers a major with honors in sociology. Information describing the requirements for the major with honors is available in the Students Guide available at the department office (252 PUP). Students considering graduate school in sociology are particularly encouraged to pursue this option.

The department offers a variety of advanced courses in the evening every semester but does not offer an evening major. Students who are able to take some courses during the day can complete the degree on a part-time basis.
Council of Majors
Membership in the Council of Majors is open to all declared majors. The council meets throughout the academic year.
M.a. and accelerated B.a./M.a. Programs in applied Sociology

The M.A. in Applied Sociology and the accelerated B.A./M.A. in Applied Sociology focus on the sociology of health, aging and diversity. The two programs are open to students in all majors and to full-time and part-time students. The M.A. program is 30 credits and can be completed in three semesters plus a summer or winter course by full-time students.
alpha Kappa delta

International Sociology Honor Society: Iota of Maryland To become a member, an undergraduate student must: be an officially declared sociology major, be a junior (60-89 total credits) or senior (90 or more total credits), have an overall UMBC GPA of 3.0 or better, and have a
double Majors
The sociology department offers three double majors: Sociology/Anthropology Sociology/Psychology
SOCIOLOGY
GPA in all UMBC (and UMCP) sociology courses of 3.0 or better. Further details and applications are available from the department office (252 PUP). The induction ceremony is held in May of each year.
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Internships for all students are available through SOCY 396, which is offered in cooperation with The Shriver Center. Students wishing to undertake individual research projects can do so in independent study courses with faculty members of their choice (SOCY 299, 399 or 499). Sociology majors seeking a more substantial research opportunity may complete the honors program. An international field research experience is offered annually. The International Field Research Program helps undergraduate and graduate students prepare for the requirements of a global economy, develop an international perspective on important policy issues and gain experience using social science field research methods. Program participants earn academic credit while developing independent research projects in connection with linked courses in the United States and an international travel experience. Previously, students have attended workshops and conducted exploratory research in Switzerland, Denmark, France and Portugal on issues ranging from disability, rehabilitation and long-term care to economic development and attitudes toward transportation and pollution control. Contact Cathy McDonnell at cat@umbc. edu for more information.
178 THEATRE
Theatre
CHaIr Lynn Watson Associate Professor vocal production, speech, acting ProFeSSor Xerxes Mehta Directing, acting, dramatic literature aSSoCIate ProFeSSorS Alan Kreizenbeck Dramatic literature, theatre history, acting,
Wendy Salkind Movement, vocal production, acting Elena Zlotescu Costume and set design, theatre makeup
aSSIStant ProFeSSorS Colette Searls Directing, puppetry, acting leCtUrerS Susan McCully Literature, playwrighting, feminist theatre
Greggory Schraven Technical direction, scenic construction Shelley Steffens Joyce Costume construction, pattern drafting
of theatre. They may also choose theatre as one of their areas of specialization within the Interdisciplinary Studies Program, in which case, they design a program of appropriate courses in consultation with a theatre faculty advisor and an advisor in the Interdisciplinary Studies Program. For more information on this option, read the section Alternative Program.
program is designed for the student who is interested in a broad understanding of all areas of theatre, while maintaining a focus on acting or on costume, scenic, lighting or sound design. The B.F.A. track is designed for students who want to pursue graduate study and a career in acting.
Major Program B.F.a. in acting

All acting majors take the same theatre courses during their first year of study. During the second semester, theatre faculty will review actors and make recommendations for acceptance into the B.F.A. in Acting Program. B.F.A. in Acting majors must fulfill required studio/performance courses with a grade of B or better. Other non-performance courses submitted by a student in fulfillment of the B.F.A. major requirement must be completed with a grade of C or better. These students must complete the following requirements: THTR 100 Introduction to Theatre Scenography [3] THTR 104 Introduction to Costume [3] THTR 202 Introduction to Dramatic Literature [3] THTR 210 History of Theatre I [3] THTR 211 History of Theatre II [3] THTR 220 Craft of Acting I [4] THTR 221 Craft of Acting II [4] THTR 222 Vocal Training for the Actor I [3] THTR 223 Vocal Training for the Actor II [3]

Graduates of the program regularly are admitted to top conservatories and graduate programs across the country. Alumni also are working in every aspect of professional theatre, film and television. Professional theatre is only one of the areas in which graduates distinguish themselves. Many graduates are successful teachers at every level of education, and other students use the strong liberal arts background gained in the theatre curriculum to go on to careers in business, government, law and human services.
aSSoCIate StaFF Terry Cobb Lighting and sound design eMerItUS William T. Brown
Courses in this program are listed under THTR.
UMBCs Theatre Program emphasizes the integration of research and performance. The department offers students a liberal arts education through the study of theatre. The curriculum offers students an in-depth understanding of their chosen theatrical specialty and an equally expansive knowledge of dramatic history, theory and literature. Students come to appreciate dramatic works from the roots of their cultural context to the nuances of a given performance. Students may choose to major or minor in theatre, with an emphasis in acting/ performance or in design/ production that focuses on scenery, costumes, lighting and sound. All theatre students are required to take a set of core courses that serve as an intellectual and practical foundation for the more advanced, specialized courses in the department. The synthesis of all aspects of theatre study is through the conceptualization, rehearsal,
construction and performance of the dramatic text. Throughout their years of study, students are provided with numerous opportunities to display their understanding of their course work through participation in main stage, laboratory and studentdirected productions.
academic advising
Upon entering the theatre programas a major, minor or a concentrator within the Interdisciplinary Studies Program each student is assigned a theatre faculty advisor. All transfer students who plan to be majors must confer with a department advisor before enrolling in any theatre courses. The faculty advisor meets with the student during the semester to provide guidance about theatre and university curricula and about scheduling, and is available for informal conversations about the students experiences and concerns.
options for Study

The Department of Theatre offers two degrees for majors. The Bachelor of Fine Arts (B.F.A.) in Acting is designed for students who are interested in an intensive performance program leading to the pursuit of graduate study and/or careers in professional theatre. The B.A. in Acting is designed for students who are interested in a broad understanding of all areas of theatre, while maintaining a focus in acting. The B.A. also is offered to theatre majors who focus in theatre production and design, theatre history and literature, and secondary education. Students also may select to minor in any of these areas
admission
UMBC offers the only Bachelor of Fine Arts in Acting (B.F.A) in Maryland. It also offers a Bachelor of Arts (B.A.) in Theatre with an emphasis in acting or in design/production. The B.A.
THEATRE
THTR 229 Movement for the Actor [3] THTR 234 Makeup for the Stage [2] THTR 239 Movement II: Alexander Technique [3] THTR 250 Introduction to Production Techniques [3] THTR 321 Script Analysis [3] THTR 324 Craft of Acting III [4] THTR 325 Vocal Training for the Actor III [3] THTR 329 Movement for the Actor III [3] THTR 345 Auditioning and the Business of Acting [3] THTR 360 Modern Theatre I Social Protest [3]
or
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B.a. Programs
All students seeking a Bachelor of Arts (B.A.) in Theatre must complete the departments core requirements as well as the requirements for a concentration in acting, design/ theatre production or secondary education certificate. All courses submitted by a student in fulfillment of the B.A. major requirement must be completed with a grade of C or better. Core requirements THTR 100 Introduction to Theatre Scenography [3] THTR 104 Introduction to Costume [3] THTR 202 Introduction to Dramatic Literature [3] THTR 210 History of Theatre I [3] THTR 211 History of Theatre II [3] THTR 250 Introduction to Production Techniques [3] THTR 321 Script Analysis [3] THTR 360 Modern Theatre I Social Protest [3] THTR 361 Modern Theatre II The Interior World [3] THTR 450 Senior Project [1] Core CredItS: 28 note: Stage management of departmental productions may be selected as a substitute for THTR 250 at the discretion of the faculty.
THTR 220 Craft of Acting I [4] THTR 221 Craft of Acting II [4] THTR 222 Vocal Training for the Actor I [3] THTR 223 Vocal Training for the Actor II [3] THTR 229 Movement for the Actor [3] THTR 234 Makeup for the Stage [2] THTR 239 Movement II: Alexander Technique[3] CredItS: 22 total CredItS: 50
on faculty-directed productions. Other opportunities include work as a stage manager, master carpenter, master electrician, props master, draper, craftsperson and stitcher. Students wishing to pursue the B.A. degree with a concentration in design and theatre production must complete the following additional requirements: THTR 110 Introduction to Acting [3] THTR 230 Drawing for the Theatre [3] THTR 231 Drafting for the Theatre: Hand and CAD [3] THTR 234 Makeup for the Stage [2] Three 200-level design courses [9] One 300-level design course [3] Theatre majors with a theatre production emphasis are strongly advised to consult with their advisor regarding the order in which courses should be taken. note: Laboratory assignments on all department productions will be required of all design majors. See the department technical director. CredItS: 23 total CredItS: 51
B.a. (acting Concentrations)

Acting majors in the B.A. program may be permitted to enter upper-level performance classes with the permission of the course instructor. They are encouraged to work closely with their theatre advisor to select appropriate electives. All theatre majors with a concentration in acting must audition for departmental productions and, if selected, participate in them. All students so selected, whether majors or non-majors, must register under the appropriate production course number. Permission of the instructor is required.
THTR 361 Modern Theatre II The Interior World [3] THTR 421 Acting Shakespeare [3] THTR 450 Senior Project [1] Recommended theatre electives are: THTR 347 Character and Scene Study [4] THTR 349 Women and Theatre [3] THTR 390 Theatre in Production [3-5]] THTR 490 Production Workshop [3-6] total CredItS: 63 (B.F.a. in acting)
B.a. (Concentration in design/theatre Production)

eleCtIVeS: The theatre department places great emphasis upon the selection of electives outside and within the department. These courses must be chosen in consultation with an advisor. All courses submitted by a student in fulfillment of the B.A. major requirement must be completed with a grade of C or better.
Concentration in design and theatre Production

Five areas of design/theatre production are offered: Stage management Scenery Costuming Lighting Sound These majors have numerous opportunities to work as design assistants and (with recommendations) designers
Concentration in acting emphasis

Students wishing to pursue the B.A. in Acting degree must complete the following additional requirements:
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B.a. (in theatre and a Secondary education Certificate)
The Department of Theatre offers a program for theatre majors who wish to become certified to teach theatre in secondary education. This program has been approved by the Maryland State Department of Education. Students are required to complete selected core theatre requirements and a minor in English literature offered through the UMBC English Department. In addition, students must be admitted to and complete UMBCs Secondary Education Program. Upon successful completion of this program, students are recommended for certification in the State of Maryland. required theatre Courses (38 credits) THTR 100 Introduction to Scenography [3] THTR 104 Introduction to Costume [3] THTR 250 Introduction to Production Techniques [3] THTR 202 Introduction to Dramatic Literature [3] THTR 220 Craft of Acting I [4] THTR 221 Craft of Acting II [4] THTR 223 Vocal Training I [3] THTR 350 Directing [3] THTR 210 History of Theatre I [3]
or
Theatre education students are also required to fulfill the equivalent of one six-credit theatre production course where they serve as either assistant director or as stage manager. They have the option of fulfilling this course with a theatre production at UMBC or in a practicum course with a selected high school theatre educator. The practicum selection will need to be approved and planned with the students theatre advisor. To fulfill the six credits, select one of the following courses: THTR 390 Theatre in Production
or
THTR 210 History of Theatre I [3]

or
professional theatres in the Baltimore/Washington area.
THTR 211 History of Theatre II [3] Three other lower- or upper-level theatre courses [9] Core Credits for the theatre Minor: 21
Scholarships
There are a number of meritbased scholarship awards available to theatre students on entrance to the program and during matriculation.
linehan artist Scholars

The Linehan Artist Scholars Program is for incoming freshman who show high artistic and intellectual ability and who seek to develop their creative talents in the context of a strong liberal arts education. In addition to filling out an application for admission, a separate application for this scholarship program must be submitted to the scholarship office by a deadline in January. Candidates may request this application from the scholarship office or download it from the UMBC Web site, www.umbc.edu.
alternative Programs
Theatre is by nature a composite art. As such, it points to many avenues of connection with other disciplines. Students interested in exploring areas common to theatre and one or more of the other arts may want to explore alternative programs available through the interdisciplinary studies major and should submit proposals to the Interdisciplinary Studies Program.
THTR 490 Production Workshop

or
THTR 370 Theatre Practicum [6] The UMBC English minor in literature (18 credits) ENGL 250 Introduction to Shakespeare [3] ENGL 301 Analysis of Literary Language [3] Additional 12 credits, three of which must be in literature courses and six of which must be upper-level. THTR 321 is acceptable for three of these nine credits.
The theatre department has been an active participant in the American College Theatre Festival. UMBC productions are judged and have been selected to be performed at the regional festivals and at the national festival at the Kennedy Center in Washington D.C. The regionals allow student members of the production to attend workshops, to interact with students from other universities and to participate in the Irene Ryan Acting Competition. Theatre students also become involved in a range of activities on and off campus. They may create a theatre piece with a faculty director and tour high schools. They may give workshops to area school children. They may perform projects in political theatre. How much is done depends upon the creativity and innovation of the students.
Fine arts Scholarship

This award is offered to talented incoming freshmen and transfer students intending to major in theatre. After acceptance to the university, candidates should audition or have their portfolio reviewed by theatre department faculty.
theatre department Scholarships

Any theatre major who has participated in the program for a minimum of two semesters may apply for this award. Applications are reviewed by the theatre faculty, at which time the students participation in classes and in other department activities is evaluated. Scholarships are applied to tuition for one semester and may be awarded no more than twice to any individual student.
Minor Program
All theatre minors must complete the following core courses THTR 100 Introduction to Scenography [3]
or
THTR 104 Introduction to Costume [3] THTR 110 Introduction to Acting [3] THTR 202 Introduction to Dramatic Literature [3]
THTR 211 History of Theatre II THTR 321 Script Analysis [3]
Internships
During summers and following graduation, many theatre majors participate in full-time internships at
anderson/Fitzsimmons theatre Scholarship

Small scholarships are available to all theatre majors.
THEATRE
William t. Brown Shakespeare on Wheels research award
Theatre majors apply for the award to attend professional workshops in their area of study in the United States or abroad.
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Provosts Undergraduate research awards

This award is available to undergraduate students to support specialized research projects. Students are selected based on the merit of their project proposal. Examples of projects in the arts that are appropriate for this award are a bilingual theatre/dance piece, a musical composition, and the creation of a sound and visual environment based on a particular text. Awards are for $1,500, and the completed projects are presented in the spring.
182 VISUAL AND PERFORMING AR TS (INTERDISCIPLINARY STUDIES)
Visual and Performing Arts (Interdisciplinary Arts Studies)

VPa FaCUltY CoMMIttee Rotating, tenured arts faculty in visual art, music, dance and theatre
Courses in this program are listed under ART, DANC, MUSC, THTR and VPA.
Students wishing to pursue an interdisciplinary course of study in the arts should contact the director of the Interdisciplinary Studies Program, as well as the Chairs of the relevant arts departments (dance, music, visual arts and/or theatre) for advisement in designing an individualized curriculum.
VISUAL AR TS
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Visual Arts
CHaIr Franc Nunoo-Quarcoo Professor Graphic design and visual communication ProFeSSorS David Yager Distinguished Professor Executive Director of the Center for Art, Design and Visual Culture Director of the Center for Convergent Design Photography, digital imaging and design
Ellen Handler-Spitz Honors College Interdisciplinary studies in the arts, aesthetics, psychoanalysis, cultural criticism John Sturgeon Video, installation, performance Mark Alice Durant Photography, performance Preminda Jacob 19th- and 20th-century art history, contemporary visual culture, mass-media theory Lisa Moren Intermedia art Timothy Nohe Foundations, sound Kathy ODell Associate Dean Arts, Humanities, and Social Sciences 20th-century art history, critical theory, performance studies Peggy Re Graphic design and visual communication James Smalls 19th- and 20th-century art history, race, gender and sexuality studies Jaromir Stephany Emeritus Photography, history of photography
VISItIng aSSIStant ProFeSSorS Kelly Bell Animation/Interactive Media PrograM SPeCIalIStS Melanie Berry Undergraduate Program Director
Calvin Custen Computer Lab Administrator Charles Myers Computer Systems Coordinator Christopher Peregoy Photography Center Photography and digital imaging Christian Valiente Visual Arts Production Center Film
Center For art, deSIgn and VISUal CUltUre Symmes Gardner Director Affiliate Associate Professor Painting, drawing
Rene van der Stelt Museum Educator and Registrar Sculpture, drawing William-John Tudor Special projects
aSSoCIate ProFeSSorS Dan Bailey Director of the Imaging Research Center Animation
Steve Bradley IMDA Graduate Program Director Foundations Lynn Cazabon Photography Cathy Cook Film/video Irene Chan Print media Vin Grabill Video
UMBCs visual arts department stresses the teaching of both traditional techniques and new technologies for making images. The faculty and professional associate staff have a diverse background in the fine and applied arts, spanning art history, computer art, film, graphic design, photography, video, printmaking, drawing and painting. Faculty research and creative endeavors center on the interdisciplinary aspect of the late 20thcentury digital and timebased art forms. From this unique perspective, the visual arts department incorporates these evolving technologies into the educational process to realize creative applications, ideas and concepts. As a result of this commitment to the interdisciplinary approach, the faculty is active in both national and international forums of exhibitions and publications. The visual arts department provides an engaging environment where students pursue the interrelationship between aesthetics and techniques in the context of past and present concerns within the visual arts. Students are encouraged to explore a variety of courses to gain a thorough preparation and understanding of the various imaging processes and media available today. As a complement to these studio techniques, the program also provides a strong foundation in art history, theory and criticism. The visual arts department has a range of visual tools and facilities in place that provide students with in-depth, hands-on experience. The opportunity to explore art-making with these tools and to collaborate with other artists in making aesthetic decisions provides students with a rich background for the pursuit of both creative and productionoriented endeavors.
aSSIStant ProFeSSorS Guenet Abraham Graphic design and visual communication

Joseph Coates Graphic design and visual communication Eric Dyer Animation Neil McDonald Animation/Interactive Media Calla Thompson Photography Fred Worden Film/video
IMagIng reSearCH Center Dan Bailey Director

Lee Boot Associate Director Affiliate Associate Professor Associate Research Professor Eric Smallwood Technical Director

Courses in this program are listed under ART. Graduates typically take professional positions in both the art and producUndergradUate Catalog
184 VISUAL AR TS
tion communities, and a significant percentage continue their education at graduate school. Since 1993, the Department of Visual Arts has offered the M.F.A. degree in Imaging and Digital Arts (IMDA). Undergraduate visual arts majors benefit from close association with graduate program students.
Foundations Program
The Foundations Program provides a unified and dynamic experience designed to build a durable framework for all areas of study in the Department of Visual Arts at UMBC. This program is founded upon intensive lecture, studio and lab investigation of techniques, methods and concepts. The curriculum broadens and expands a students formal creative design vocabulary, while introducing new ways of thinking about images, time, space and audience. This program encourages students to think analytically and to use their imagination to develop an awareness of the role of artists in our culture. Core courses Students with a major in visual arts are required to take the following courses regardless of their concentration: Visual arts Core (27 credits) ART 210 Visual Concepts I Two Dimensions ART 211 Visual Concepts II Camera Vision ART 212 Visual Concepts III Three Dimensional Form, Space and Interaction ART 213 Visual Concepts IV Timebased Media ART 214 Drawing I Beginning Drawing ART 215 Introduction to Art and Media Studies ART 220 Art History I ART 221 Art History II
ART 323 20th-Century Art
animation/Interactive Media Concentration

Animation/Interactive Media calls upon the theories and artistic practices of filmmaking, drawing, design and technology. Students in this concentration study animation and interactive media through a combination of traditional media and digital tools. In-class critiques of personal work and investigation of the history of animation and interactive art are emphasized for the development of a framework from which students can begin their path as an animators and interactive artists. Advanced level courses in animation incorporate technically intensive experience in 3-D computer animation and digital compositing, as well as exploration of emerging practices including real-time applications and performance or interactive animation. Interactivity courses address critical and aesthetic issues across a variety of forms including Internet art, screenbased interactive works and interactive sculpture and installation. A thorough preparation in interactive techniques, including scripting, opens students to a deeper understanding of interaction design principles and aesthetics, taking them beyond a point and click paradigm of interaction and encouraging the exploration of interactivity as a complex field of exchange between artist: audience, creator: participant, organism: machine, body: space and self: other. Throughout the animation/ interactive media program of study, students are encouraged and expected to develop their own artistic voice through exploration of the media and critical review of their work. Students completing the animation/interactive media concentration have the opportunity to produce a fully developed work at the
culmination of the program. For students in animation/ interactive media, the following are required in addition to the visual arts core courses: note: ART 341 and ART 382 are gateway courses. ART 341: Introduction to Animation must be passed with a grade of B better for students to continue on to upper-level animation courses. ART 382 must be passed with a grade of B or better for students to continue on to upperlevel interactivity courses. ART 341 Introduction to Animation (Animation gateway: must earn a B or better) ART382 Introduction to Interactive Art (Interactive gateway: must earn a B or better) ART383 Sound Design ART 343 History of Animation ART 384 Introduction to 3-D Computer Animation ART387 Expression in Time and Motion ART484 Advanced 3-D Animation ART488 Advanced Topics in Animation and Interactive Media ART 489 Senior Projects: timebased media Plus one of the following tracks: Animation track: ART347 Writing for Media ART 447 Special Effects and Motion Graphics
academic advising
Visual arts majors entering the program meet with the program director for initial academic advising. Students are assigned to faculty advisors once they declare a visual arts concentration and make sufficient progress in their selected area. Faculty advisors meet regularly with advisees to assist in structuring a program of study and to track academic progress toward graduation.
Major Program
Students majoring in visual arts receive a Bachelor of Arts (B.A.) degree in Visual Arts. Visual arts majors select a program of study in one of six concentrations: animation/interactive media, art history and theory, film/video, graphic design, photography or print media. Each concentration requires a total of 60 credits in visual arts. A grade of C is the minimum acceptable for credit toward any major requirement.
admission of Majors to the Program

UMBC applicants and current students who plan to major in visual arts must submit a portfolio application in addition to the standard UMBC Undergraduate Admission Application. The portfolio application consists of four parts: an application form with an itemization of the portfolio contents, an artists statement of intent, two recommendations and a portfolio including two required assignments and six to eight additional pieces of the applicants choice. Portfolio guidelines are online at art.umbc.edu.
VISUAL AR TS
Interactive media track: ART380 History and Theory of Games ART486 Advanced Interactive Media note: ART 323 20th-Century Art is the gateway course for students concentrating in art history and theory and must be passed with a grade of B or better to continue on to upper-level art history and theory courses. ART 321 19th-Century Art ART 423 Art Since 1945 ART 424 Contemporary Art, Theory and Criticism ART 425 Writing by and About Artists ART 429 Seminar in Art History and Theory
PlUS
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ART 376 Origins and Issues in Print Media ART 380 History and Theory of Interactive Art ART 480 History and Theory of Imaging and Digital Arts
PlUS one elective is required from another department, with permission of the advisor. A list of possible courses will be provided by the advisor, with whom selections will be made based on the students individual direction and his or her need for further knowledge in specific areas.
ART 305 Film I: Moving Images ART 315 Video I ART 342 Film/Video Theory and Criticism ART 345 Film II: Sound and Image
or
art History and theory: 19th- and 20th-Century Concentration

The history of art is the history of the world in visual terms. These terms have been expanded dramatically in the 20th century by developments in photography, graphic design, film, performance art, video and computer art. Each of these modes of production has had a profound impact on more conventional art forms and, simultaneously, has fostered an ever-changing body of theory. The art history and theory course offerings are designed to enable students to explore these new developments and better understand their relationship with art of the past. Toward that end, works of art and pertinent theories are discussed in a broad context, to include social, political and economic motivations for an artists choice of medium, as well as the formal, stylistic and aesthetic elements of his or her work. Museum and gallery offerings in Baltimore; Washington, D.C. and New York City are used to amplify points made in classes. Our own collection of photographs, films and videos also provides students with a unique source of reference material. Students concentrating in art history and theory are strongly encouraged to take more than one studio course. Two years of one language are required. For those who intend to go to graduate school, a second language is recommended. Students work closely with their advisor in developing individualized programs. For students with an concentration in art history and theory, the following are required in addition to the visual arts core courses:
ART 346 Video II ART 347 Writing for Media Arts ART 435 Topics in Film/Video ART 489 Senior Projects: timebased media
PlUS Two upper-level related courses.
Film/Video Concentration
The film/video concentration provides students with the conceptual framework, historical context and technical skills necessary for the production of narrative, documentary or experimental projects in a fine arts environment. In this concentration, film and video are treated as artistic media ideas are considered as important as technique. A study of film/ video history, criticism and theory in tandem with a range of digital production and post-production tools forms the foundation for personal creative student work. For students with a concentration in film/video, the following are required in addition to the visual arts core courses: note: Students elect to take either ART 345: Film II, Sound and Image or ART 346 Video II as their gateway course in the film/video emphasis. The selected gateway course must be passed with a grade of B or better for students to continue on to upper level film/video courses. ART 324 History of Film: Origins to 1965 ART 325 History of Film/Video: 1965 to the Present
two of the following:
ART 428 Theory and Practice of the Art Museum ART 491 Special Studies ART 492 Topics in Art and Media II ART 494 Internship
PlUS three
graphic design Concentration

The graphic design concentration delves into those complex questions that absorb both the beginning and the advanced student in the expanding arena of visual communication. The curriculum encourages a rigorous handling of thought processes combined with inquiries springing from traditional, transitional and emerging media. The emergence of new multifaceted word and image forms opens the way for informed expression solidly built on curiosity, honest work, and the need to reason and create. The faculty encourages intellectual, intuitive and perceptual approaches to problem-solving, all balanced on the fundamental belief that effective communication, not style, is the desired goal. Although the graphic design concentration constantly acknowledges the influence and significance of new technologies in education, the question of essential sources for creative formative work is addressed through attention to development in the followUndergradUate Catalog
of the following:
ART 324 History of Film: Origins to 1965 ART 325 History of Film/Video: 1965 to the Present ART 326 History of Photography ART 327 Contemporary Directions in Photography ART 342 Film/Video Theory and Criticism ART 343 History of Animation
186 VISUAL AR TS
ing areas: mark-making, reading and writing. These areas of observation are anchor points for development. Together, they provide the student with a comprehension of the intellectual and visual environment in which we live. The study of design history, in association with instruction in typography, word and image, sign/symbol, semiotics and a range of digital and analog production methods form the foundation for a commitment through which research and expression can be accomplished. The graphic design concentration consists of a combination of required studio offerings in design and an elected group of technologybased courses in photography and/or computer-generated imagery. Design concepts and skills are fundamental to a broad range of careers and professions ranging from cultural, corporate, publishing and visual communications to graphic design and digital media. The requirements may be modified with permission of the graphic design advisor and faculty. For students with an concentration in graphic design, the following are required in addition to the visual arts core courses: note: ART 331: Graphic Design I is the gateway course and must be passed with a grade of B or better for students to continue on to upperlevel graphic design courses. ART 331 Graphic Design ART 332 Graphic Design II Computers for Designers ART 333 Graphic Design III Introductory Typography ART 334 Graphic Design IV Word and Image ART 335 Graphic Design V Origins and Issues in Design ART 430 Graphic Design VI Advanced Typography ART 431 Graphic Design VII Advanced Explorations
PlUS Six credits of studio ART electives, selected from printmedia, photography, animation/interactive media, film/ video and graphic design areas.
the computer as a photographic tool are emphasized at all levels of the photography curriculum, along with traditional darkroom-based tools. Use of photography in conjunction with other media and methods is explored in upper-level courses, including installation, performance and time-based media. For students with a concentration in photography, the following are required in addition to the visual arts core courses: note: ART 351: Black and White Photography is the gateway course and must be passed with a grade of B or better for students to continue on to upperlevel photography classes. ART361 Digital Darkroom ART 362 Black and White Photography ART 363 Color Photography ART 364 Studio Photography ART 327 Contemporary Directions in Photography ART489 Senior Projects
PlUS four
PlUS
one upper level ART elec-
tive.
Print Media Concentration

The print media concentration engages new forms of artistic expression through interdisciplinary explorations by mark-making and gesture with bodily, mechanical and technological tools. A strong foundation in art history and theory is supplemented by discussions of historical, conceptual and critical approaches to print media, providing a framework for investigation into the technical and material aspects of print-based practices. Manual, photographic and digital print processes are explored with an emphasis on the fluid manipulation of materials. The print media concentration allows for a variety of approaches to print practice, incorporating twoand three-dimensional multiples, book arts, installations, performance, documentation and other hybrid expressions. For students with a concentration in print media, the following are required in addition to the visual arts core courses: note: ART 320: Introduction to Printmaking is the gateway course and must be passed with a grade of B or better for students to continue on to upper-level print media courses. ART 320 Introduction to Printmaking ART 360 Mixed-Media Book Arts ART 370 Silkscreen Printing One Media History course: ART 324, 325, 326, 327, 343, 376, 380 ART 465 Intermedia Studio ART489 Senior Projects
The following courses are highly recommended: ART 432 Design Practicum ART 494 Internship Directed Study [3-6] ART 495 Independent Study Directed Study [3-6] ART 497 Design Seminars and Lectures
Photography Concentration
The photography concentration in the visual arts department is committed to teaching students the aesthetic, critical, theoretical, technical and historical aspects of the medium. An emphasis on increasing the students visual literacy within the highly mediated environment that we inhabit is central to the development of creative work. Courses in basic darkroom skills, digital imaging and camera management lay the foundation from which more advanced conceptual, technical and aesthetic issues are formulated. In-depth investigations of the history of photography help to articulate the role that the medium has played in 19th- and 20thcentury visual culture. At all levels of coursework, students are encouraged to explore areas of personally generated subject matter as a means of engaging camera, self and environment. Recent technological developments engaging
of the following:
ART 36 Sequence and Time ART366 Documentary Photography ART 367 Alternative Processes ART368 Digital Alternatives ART 369 Topics in Photography ART494 Internship ART495 Independent Study
VISUAL AR TS
PlUS
187
two of the following:
Students have the opportunity to enhance their education by taking part in the visual arts department Visiting Artist Program. Throughout the year, a mix of prominent and emerging artists visit the department to present their work, attend classes, etc. Presentations are open to the public. Past artists include Vito Acconi, Carolee Scheeman, Fred Wilson and Janine Antoni.
aIga Student Chapter

American Institute of Graphic Arts (AIGA) Baltimore Student Chapter is a student-run organization that fosters a community for graphic design students in the department. It organizes programs relevant to design and visual communications issues.
ART 314 Drawing

or
ART 362 Black and White Photography ART 375 Photographic Processes in Print Media ART 460 Installation Art ART 465 Intermedia Studio nine credits of upper level ART electives
PlUS
Visual arts Council of Majors

The Visual Arts Council of Majors (ARTCOM) meets on a regular basis to discuss issues and develop programs relevant to visual arts majors.
Center for art, design and Visual Culture

The Center for Art, Design and Visual Culture exhibits contemporary art by nationally known artists. Students have the opportunity to exhibit their works in an annual exhibition.
Minor Program
Minor in art History and theory: 19th-20th Centuries
required: ART 220 Art History I ART 221 Art History II ART 321 19th-Century Art ART 323 20th-Century Art
PlUS two electives for a total of six credits. At least one of these two courses must be a history of art course (ART 423, 424, 425, 428, 429, 492,, etc.). The other course can be a history of a media course (ART 324, 325, 326, 327, 335, 342, 343, 376, 380, 392, etc.) or the student can choose another history of art course as the second elective. Because special circumstances might exist that could make any of the listed courses ineligible for the minor, and, conversely, other courses may be offered from time to time that would be eligible, all prospective minors should select an art history advisor and meet with him or her regularly.
the Visual arts Imaging research Center

The Imaging Research Center (IRC) is a state-of-the-art facility combining research, education and professional training in animation and computer visualization. The IRCs student internship program provides advanced students with opportunities to work on actual 3-D animation projects and develop a portfolio of work. In coordination with the Shriver Centers cooperative education and internship program, advanced-level visual arts majors may obtain internships at area firms and companies in design and production disciplines related to the students field of study.
Filmmakers anonymous
Filmmakers Anonymous is a student-run group providing an open forum for film and film/ video students, as well as others interested in the field of film and video art. Filmmakers Anonymous offers the opportunity to share ideas and experiences and to show work in a critical, yet supportive, environment.
188 AFST
Course Descriptions
africana Studies
aFSt 100 Introduction to the Black experience. [3]
GEP/GFR: Meets AH.
distinguished; basic movements are identified, and relationship of dance to other African arts is shown. notes: Also listed as DANC 260. aFSt 230 Comparative african religions. [3]
GEP: N/A. GFR: Meets AH or C.
aFSt 250 directed Individual Study. [3] Individual study for an in-depth exploration of a subject. Submission of a written plan and the acceptance of a faculty member for supervision of the study are required. notes: For lower-level students only; may be repeated for credit. aFSt 255 Psychology of the Black experience. [3]
GEP/GFR: Meets SS
aFSt 211 Introduction to Contemporary africa. [3]

GEP: N/A. GFR: Meets SS or C.
Understanding the black experience in the African diaspora. A survey of historical and sociocultural ties that link people of African descent worldwide. African roots in world civilizations are discussed. This course is an introductory course for majors and nonmajors. aFSt 201 Introduction to Methodology and research in africana Studies. [3] An overview of methodologies of basic research, with examples and issues drawn from the sub-fields of Africana studies. Includes an introduction to selected concepts and use of the computer for statistical analysis. aFSt 205 Contemporary Black Popular Culture. [3]
GEP: N/A. GFR: Meets AH.
A survey of contemporary Africa, its geography, peoples and cultural heritage. Economic, cultural, political and social changes on the continent since World War II, including the struggle for independence and the problems of nation-building. notes: Also listed as HIST 242. aFSt 212 Introduction to african History. [3]
An introduction to indigenous religions of Africa. Religions in African traditional society, with special reference to the principal elements in the religious system the Supreme Being, the cosmic gods, the ancestors and lesser spirits. The impact of Islam and Christianity. notes: Also listed as RLST 230. aFSt 240 topics in african and african-american Studies. [3] Examination of current issues highlighting the experiences of blacks in the diaspora. Specific topics are selected by the instructor. notes: May be repeated for a maximum of 12 credits. aFSt 241 the Making of the Caribbean. [3] The course presents a historical analysis of the growth and development of African peoples in the Caribbean and Latin America. The nature and character of African cultural survivors and their impact on the Caribbean, slavery, abolition, colonization, efforts toward federation, independence and contemporary issues will be discussed. Prerequisites: AFST 100 or permission of instructor. aFSt 245 Introduction to Black Music. [3]
GEP/GFR: AH or C.
A survey of selected psychological theories and research pertaining to black people. Includes an introduction to black psychology. notes: Also listed as PSYC 255 and SOWK 255. aFSt 260 Black literature to 1900. [3]
GEP/GFR: Meets AH.
A survey of ancient and medieval kingdoms of Africa, the spread of Islam in Africa, European slave trade, white settler penetration of southern Africa and Arab penetration of East Africa, the colonial conquest, the 20th century and the emergence of nationalist movements seeking independence. notes: Also listed as HIST 243. aFSt 213. africa: Culture and development. [3]
GEP/GFR: AH or C
A critical introduction to representative oral and written literature by primarily black writers in the Americas and in Africa, from the earliest times to the end of the 19th century. Attention will be given to ways in which blacks have reflected their changing roles and fortunes in their literature, as well as to perceptions of blacks by other races and cultures as expressed in literature. notes: Also listed as ENGL 260. aFSt 261 Black literature: 20th Century. [3]
GEP/GFR: Meets AH.
This course examines the folk idiom and current images of black American culture as reflected in the creative works of contemporary black artists in the areas of film, music, sports and language. Examples are drawn from each of these areas to demonstrate the continuity of these images across artistic domains. aFSt 206 Introduction to african-american History: a Survey. [3]
GEP/GFR: Meets SS.
This course provides a general introduction to Africa. It is designed to survey its peoples, languages, cultures, societies and development. An emphasis is placed on how language and development are interrelated. Modules are offered to students to build on their special interests in the continent. notes: Also listed as MLL 210. aFSt 215 Introduction to african dance. [3] Course offers an understanding of the role of dance in daily life in African societies. Types of African dance are
This course offers a broad survey of the history of the African-American experience from the African background to the present. notes: Also listed as HIST 218.
A survey of the form and function of music in African and diasporan cultures. General areas to be explored will be music in ritual and ceremony, as transmitter of history and culture, and as a social and political tool. notes: Also listed as MUSC 215.
The development of black literature of the Americas and of Africa in the 20th century. Emphasis on such topics as race pride and consciousness, the Harlem Renaissance, Negritude, the new black consciousness, literature of exile, folk themes in modern writings, interconnections between writers from different regions and hemispheres, and cross-currents between black literature and other literatures. notes: This course is a sequel to AFST 260, but it may be taken concurrently or independently. Also listed as ENGL 261.
AFST
aFSt 263 Introduction to Black drama. [3] This course is designed to increase the students understanding and awareness of black theatre. This includes the history and development of black theatre in America, as well as emphasis on Third-World writers. aFSt 264 Introductory Writing in africana Studies. [3] An introductory writing course that will teach students to write and speak effectively based on the study and critique of internationally acclaimed works of creative literature from Africa and the Diaspora. The course permits students to become experts on the content of three short texts written by Nobel Literary Prize winners of African descent. Students will use these three texts as the basis for most of the semesters writing exercises and will work closely with the course professor to learn and practice a series of new, creative, common sense and systematic approaches to exploring the component parts of the analytical writing experience. Prerequisites: ENGL 100 and AFST 100. aFSt 271 Introduction to Community Involvement. [3] A survey of issues and opportunities in the area of community involvement. Introduction to the growth and evolution of black communities, with emphasis on the living conditions of their members and the problems facing community developers. Varieties of black communities are studied. notes: Also listed as SOWK 271. aFSt 275 the Criminal Justice Process and Black americans. [3] A study of the organization, role and responsibility of law enforcement agencies, e.g., the police, district attorneys, trial courts, grand juries and correctional and rehabilitative systems. Interrelationships among these agencies and their relationship with the black community. Students will examine inner-city legal problems as an aspect of social control and explore how selected agencies relate to law enforcement. aFSt 301 research design and documentation. [3] Discussions, demonstrations and practice culminating in the writing of a proposal for a research project in Africana studies. Includes a description of available bibliographic resources. Prerequisites: AFST 201 or permission of instructor. aFSt 312 West african History. [3] History of West Africa from the period of the medieval empires through the era of the slave trade, the revolutionary 19th century, colonial rule and independence. Prerequisites: AFST 211 or HIST 242, AFST 212 or HIST 243, or permission of instructor. notes: Also listed as HIST 354. aFSt 314 Islam in africa. [3]
189
and trends since independence, including development administration, territorial and ethnic conflicts, nationbuilding and the role of the military, decolonization and neocolonialism, and Africa in world affairs. Prerequisites: AFST 211 or HIST 242 notes: Also listed as POLI 378. aFSt 323 economic development in africa. [3] The economic structure of traditional African societies. Domestic methods of production, distribution and exchange. From colonial economic exploitation to post-independence underdevelopment. The nature of economic development, planning, regional cooperation, international trade and foreign aid. Prerequisites: AFST 211. notes: Recommended: ECON 101. aFSt 344 Black Folklore. [3]
GEP/GFR: Meets AH.
aFSt 347 Women and the Media: Myths, Images and Voices. [3]
GEP/GFR: Meets AH.
In this course, we will define media and examine diverse and complex modes of communication. We will analyze images of women in the media in terms of race, ethnicity, sexuality and gender. As consumers and producers of media, we will become a critical media audience, increasing our media literacy. This course will explore careers for women in the media. We will utilize the media as tools for activism in empowering women on local and global levels, and we will research how others are using the media to create positive change for women. notes: Also listed as MLL 322 and GWST 322. aFSt 350 Psychology of racism. [3] Analysis of current psychological theory and research on individual and institutional racism. Prerequisites: AFST 255. notes: Also listed as SOWK 350. aFSt 351 Black Political thought. [3] An exposition and critical analysis of major political and social ideas of contemporary black leaders. Emphasis will be placed on the content of the thinkers ideas and on societal factors. Prerequisites: Junior/ senior standing or permission of instructor. aFSt 352 african-american History to 1865. [3] An in-depth examination of the social, political and economic history of African Americans in the United States from the 1600s to the Civil War era focusing on chattel slavery, the free black community, family, abolitionism, resistance and the Civil War. Prerequisites: AFST 100, 206, junior/senior standing or permission of instructor. notes: Also listed as HIST 321.
This course is presented to provide the student with an introduction and overview of the history of Islam in Africa. This requires a discussion of Islam itself, its origins, philosophical thought, praxis and expansion. We then will turn to a more detailed examination of the penetration of Islam in Africa, eventually concentrating on its sub-Saharan influences. Prerequisites: AFST 211 or HIST 242, AFST 212 or HIST 243 or permission of instructor. notes: Also listed as HIST 360 and RLST 314. aFSt 320 Contemporary african Politics. [3] Nationalism and the struggle for independence. The evolution of post-independence systems and institutions. Examination of problems
A study of black folklore of Africa and the African diaspora and its continuing influence on contemporary society. Folktales from Aesop to the New World and the question of provenance. Folk beliefs and folk practices including ritual, traditional medicine, celebrations, games and (work) songs. Parallels and distinctions between folklore and popular culture. Two or three cultures selected from Africa and the diaspora will be studied each semester offered. aFSt 345 Black american Music. [3]
GEP/GFR: Meets AH.
An in-depth study of the development of the music of blacks in the United States from early colonial period to the present. Particular attention will be devoted to slave songs, the evolution of the blues and jazz, and the Africanisms evident in these idioms. Prerequisites: AFST 245 or MUSC 215. notes: Also listed as MUSC 339.
190 AFST
aFSt 353 african-american History Since 1865. [3]
GEP/GFR: Meets SS
aFSt 361 Studies in Black drama. [3]

GEP/GFR: Meets AH.
An in-depth examination of the political, social, economic and cultural history of African Americans in the United States from the Reconstruction era following the Civil War up to present. Topics include African Americans and the military, the Great Depression, migrations, urbanization, racism, family, civil rights and current issues. Prerequisites: AFST100, 206 junior/ senior standing or permission of the instructor. notes: Also listed as HIST 322. aFSt 354 african-american Womens History. [3]
GEP/GFR: Meets SS.
The portrayal of the black experience in plays by primarily black dramatists. Examination of problems encountered in reading or producing plays of black writers. Experiments and new directions in black drama and theatre. Selections will treat a specific historical period, theme or group of dramatists from one or more areas of concentration: Africa, the United States, Caribbean and Latin America. Topics to be announced each semester offered. Prerequisites: AFST 261. notes: Repeatable with permission. Also listed as ENGL 361. aFSt 362 Studies in Black Poetry. [3] Examination of a theme, group of poets, or historical period in the development and evolution of black poetry. The special contribution of poetry in the development of a black ethos and a black consciousness. Poets may come from one or more of three geographic areas: Africa, the United States, the Caribbean and Latin America. Special selections of black poetry from other areas may be included. Topics to be announced each semester offered. Prerequisites: AFST 260 or 261. notes: Also listed as ENGL 362. Repeatable for credit, by permission. aFSt 363 literature, Society and Blacks: regional. [3] Blacks and black society as reflected in the creative literature written by or about blacks from a geographic region of Africa, from North America (especially from the United States), or from the Caribbean and Latin America. The focus will be on poetry, drama, fiction or some combination of these. Prerequisites: AFST 260 or 261. aFSt 364 advanced Writing in africana Studies. [3] An advanced writing course that complements students liberal arts training for careers
This course traces the history of African -American women in the United States, beginning with their ancestors history in pre-colonial Africa and U.S. slavery to the present. Topics covered include work; family roles; activism; achievements; and bouts with racism, sexism and poverty. Prerequisites: Any 100-level social science course, 200-level literature course, junior/senior standing or permission of the instructor notes: Also listed as HIST 323 and GWST327. aFSt 360 the literature of Minorities. [3] Critical examinations of selected works of fiction by and about blacks based on a particular historical period, theme, type or direction. Selected works may be from one or more of the three areas of concentration (Africa, United States, Caribbean and Latin America). Topics to be announced each semester offered. Prerequisites: AFST 260 or 261. notes: May be repeated for credit with permission. Also listed as GWST 365 when the topic is the same.
in Africana Studies related professions/fields such as international relations, education, history, journalism, community action, non-profit organization, government affairs, public relations, law, public speaking and diversity training and mediation. This course differs from AFST 264 with respect to rigor and content by requiring students to utilize advanced skills of critical analysis within the framework of interdisciplinary introduced in AFST 100 and AFST 264 to draft a complex final research paper whose topic and approach reflects their evolving intellectual advancement. While the course continues to address the globally recognized tradition of excellence celebrated by the Nobel committee (this time concerning Peace, not Literature) as an upper division seminar, it prioritizes such content in terms of history, politics, social justice and cultural philosophy. Students will thus have a unique opportunity to chronicle their philosophical responses to political events, systems of oppression and humanitarian activism through journaling and through ongoing development of complex critical ideas that will evolve into theses that support both short and lengthy writing assignments. Prerequisites: ENGL 100, AFST 100, or any 200-level AFST course with a grade of C or higher, or permission of the instructor. aFSt 367 Workshop in Black theatre. [6] A workshop for students with experience in production and commitment to black drama. At least one play will be studied in depth and directed for stage production. Prerequisites: Permission of instructor. aFSt 368 african religions in africa and the diaspora. [3]
GEP: N/A. GFR: Meets SS.
in the New World. Continuity and change in the principal forces of the religious systems: the Supreme Being, the cosmic gods, the ancestors and lesser spirits, as well as the relation-ship to other religions. Prerequisites: Junior/senior standing. notes: Also listed as RLST 370. aFSt 369 Black Families in the United States. [3] A historical and contemporary analysis of black families in America and the forces that have influenced black family life. A reassessment of the numerous social science theories about the black family and an attempt to correct distortions. The effects that the African background, slavery, racism and the black community have had on black-American family lifestyles. Prerequisites: Junior/senior standing. aFSt 370 Black Women: Cross-cultural Perspectives. [3]
GEP: N/A. GFR:Meets SS.
A comparative examination of selected social and psychological factors that influence the lives of black women in Africa and the diaspora. Prerequisites: AFST 100, GWST 100 or permission of instructor. notes: Also listed as GWST 370. aFSt 371 the Female offender. [3] An examination of causes and incidence of female crime and the exploration of major theories from Freud to the feminist. Community response to female crime and alternative forms of treatment are evaluated. Prerequisites: AFST 271 or junior/senior standing. notes: Also listed as AFST 371. aFSt 372 economic activity in the Black Community. [3] Afro-American economic activity in urban and rural America. The development of black participation in the economy. The dilemmas of black capitalism. Income
A comparative study of selected indigenous African religions and an examination of African religious survivals
AFST
distribution, policies, strategies and programs to combat economic powerlessness of blacks in the United States. Prerequisites: ECON 101 or permission of instructor. aFSt 375 the Black Church. [3] The emergence and development of the black church as a distinctive institution in the United States. An evaluation of the authority of the black church in religious and secular matters. The functions of the black church in urban communities. Prerequisites: Junior/senior standing or permission of instructor. aFSt 377 Black Community development. [3] This course focuses on specific research, planning and organizing skills needed by community development workers and on techniques and strategies of helping community members achieve their personal and collective goals. Consideration also is given to the main types of community research and intervention. Prerequisites: AFST 271. aFSt 378 Population dynamics of Black americans. [3] This is a study of the population and demographic characteristics of Afro-Americans. Topics to be discussed include patterns and significance of the variation in fertility, family planning, mortality, migration and urbanization. Population and politics, population and resources, and the depopulation of rural areas. Prerequisites: Junior/ senior standing or permission of instructor. notes: Recommended: SOCY 230, GEOG 200 and AFST 271. aFSt 381 Urban Housing Policy. [3] The course studies the urban housing problems of the black community, their causes, effects and proposed remedies for them. While much of this course deals with the housing problems of blacks in Baltimore, the problems studied are common to major cities within the United States. Prerequisites: Junior/senior standing or permission of instructor. aFSt 385 Problem-Solving in the Urban Black Community. [3] Urban problems within the Black community. Nature and types of problems, causes (internal and external), effects and remedies. Topics to be announced each semester offered. Prerequisites: AFST 271 or junior/senior status. notes: Also listed as POLI 340. aFSt 390 the american Health Care System and the Black Community. [3] A course for students concerned with the health status of black, poor and minority people. Analysis of the relationship between the condition of the health of black people in America and the health delivery system. Specific attention will be on federal, state and local health care policies; personnel training in health administration; medical care organizations; financing and research and evaluation. Prerequisites: HAPP 100, AFST 271 or junior/senior status. notes: Also listed as HAPP 390. aFSt 411 american Foreign Policy and africa. [3] American policy toward Africa, focusing on the period since World War II. Issues include East-West rivalry, liberation movements in southern Africa, the political economy of aid and trade (the North-South dialogue), and such cultural questions as the New Information Order and the role of the Peace Corps. Prerequisites: AFST 211 or 212. aFSt 415 Music, art and Society in West africa. [3] A study of the functions and form of traditional and contemporary music in several West African ethnic groups. The use of instrumentation and voice will be studied through listening and performance. A class visit to one museum housing these instruments is required. Prerequisites: AFST 245. notes: Also listed as MUSC 467. aFSt 420 Comparative Slavery: africa and the new World. [3] Historical examination and comparison of the emergence of domestic slavery in Africa and chattel slavery in the New World and the Americas. Explores the social conditions that shaped these institutions and that led to overt and covert forms of resistance and slaverys eventual decline. Prerequisites: AFST 212 or 352 or junior/ senior standing. notes: Also listed as HIST 405. aFSt 430 Health Care in africa. [3] Patterns of health care in Africa. Analysis of economic, political, demographic and cultural factors that influence health care delivery. Common diseases. The practice of curative medicine in urban centers and primary health care in rural areas. Traditional medicine, modern paramedical programs, child and maternal health care, family planning, nutrition, pharmacies, health education, financing, etc., and their meaning for Africas development. Prerequisites: AFST 211 or 390. aFSt 440 topics in african and african-american Studies. [3] Seminar for upper-level students on topics to be selected by instructor. Prerequisites: One or more 300-level courses in Africana concentration. notes: May be repeated for a maximum of six credits. aFSt 442 african-Caribbean Music. [3] The song and dance music of Caribbean countries will be studied through listening and performance. The derivatives of African religious
191
and cult music found in Haiti, Trinidad-Tobago and Cuba will be examined. The influences of French and Spanish cultures on the form and content of African-Caribbean songs and dances also will be studied. Prerequisites: AFST 245. notes: Also listed as MUSC 468. aFSt 445 Black Music in the new World. [3] This is a seminar devoted to topics focusing on particular aspects of Afro-American, Afro-Caribbean and/or AfroLatin music. The quality, type and intensity of Africanisms in the music of a region, a group or an era will be explored. An intensive examination of the development of new musical idioms, including the reciprocity of African with European influences. A research paper or project is required. Prerequisites: AFST 245 and junior/senior standing or permission of the instructor. notes: Repeatable for credit. Also listed as MUSC 479. aFSt 450 Black Philosophical thought in the 20th Century. [3] The complexity of the ideas of major black thinkers A. Locke, H. Thurman and W.E.B. DuBois as they dealt with philosophical theory and criticism. An analysis and discussion of that body of knowledge that deals with metaphysical and material approaches to thought. Prerequisites: Honors major and senior standing. aFSt 453 topics in the Psychology of the Black experience. [3] Topics to be announced. An intensive examination of current trends, theory and practice in selected areas, e.g., the black personality, testing of American minorities, psychological methodology and research on black populations, gender roles in the black community, black psychology, mental health in the Black community. Prerequisites: AFST255 notes: Repeatable for credit.
192 AFST / AGNG

aFSt 465 Seminar in african and african-american literature. [3] A study of creative writers of African descent in America, Africa and the Caribbean and the impact of their works on the shaping of consciousness among black people. Focus on issues and themes such as alienation, confrontation, accommodation, revolution, tradition and modernism, the New Negro, Negritude, African personality, BlackPower, etc. Topics will be announced each semester offered. Prerequisites: AFST 260 and 261; one of AFST 360, 361, or 362; or permission of the instructor. notes: May also be listed as CPLT 480 with the same topic. May be repeated for a maximum of six credits. aFSt 473 the Black Senior Citizen. [3] The historic and contemporary role that the black aged have played in black communities. Attention is given to special problems that afflict the black aged, such as higher frequency of illnesses, earlier deaths, social isolation. Methods for working out solutions to problems of the black aged. Prerequisites: Junior/senior status or permission of the instructor. aFSt 490 Community Internship Project. [6] Specified period of internship in which students are exposed to practical and associational experiences with workers in community planning, health, welfare, correctional services and other development agencies. Registration by permission of instructor. Note: Students are expected to work out internship plans with the instructor well in advance of proposed starting date. Prerequisites: AFST 377. aFSt 495 Field research in africana Studies. [3-6] Supervised empirical research in the field. Prior approval of written research proposal by a faculty member must be secured. Individual meetUndergradUate Catalog
ing with supervising faculty member on regular basis is required. Written report expected. Note: Students should obtain AFST guidelines on directed individual study from the department. Prerequisites: AFST 301. aFSt 498 directed Individual Study. [2-6] Directed work in the systematic investigation of a problem selected by the student in consultation with an advisor. May be taken in conjunction with the research paper option for majors in Africana studies. Prerequisite: Approved written proposal by supervising instructor based on the directed individual study guide obtainable from the department. aFSt 499 Honors thesis. [3-6] Open only to students who have outstanding records of academic achievement and who are Africana studies majors. Students must enroll for both semesters of the sequence. Credit and grade will be assigned upon the completion of the thesis. Approval of topic by department required prior to assignment of faculty supervisors.
ment, normal changes and diseases common in physical and psychological health, and a focus on how society views aging. Finally, students will be encouraged to identify themselves as aging individuals, on a trajectory toward later life. agng 298 Special topics in Management of aging Services. [3] This course addresses special topics in the area of aging services for lower-level students, without substantial background. Topics will vary and will be announced in advance of the semester in which the course is offered. notes: Course may be repeated for credit on a different topic. Total of six credits of AGNG 298 and 498 count for the management of aging services major. agng 300 overview of aging Services. [3] This course provides a survey of the major topics and issues facing the growing aging services sector, driven by the aging of the population. Content covers demographic changes; the historical development of federal policies and resulting development of aging services in the for-profit, non-profit and governmental sectors. Students also will understand the broad range of services provided by the government, business and non-profit organizations in wellness/health, housing, financial, family, social areas; older adults as a productive resource in their communities and families; patterns of eligibility and use/ non-use of services; and contemporary developments, including culturally sensitive services, workforce challenges, innovative financing and private-sector prospects. Prerequisites: AGNG 200 or equivalent course. agng 399 Independent Study in Management of aging Services. [1-3] Directed independent study, completed under the direction and review of a faculty
member affiliated with the program. Credit is variable, reflecting varied scope of student projects. Prerequisites: Nine credits in AGNG or consent of instructor. notes: Course may be repeated for credit on different content to a maximum of six total credits in AGNG 399 and AGNG 499. agng 401 Foundations of aging Services. [3] This course applies basic organizational management techniques to the unique demands of aging services in the public and private sectors. The course deals with the unique customer, regulatory, ethical, quality and delivery issues of providing services to individuals living in various settings and ranging from older adults who are fully active and productive to those facing limited health, incomes, cognitive function or social support. Financing of services, including public resources, private payment and insurance (health, long-term care) is a key topic of concern in providing and coordinating care for older adults. Management issues of on-site and remote staff are also addressed. Prerequisites: AGNG 300 or permission of instructor. agng 422 research applications in aging Services. [3] Businesses, agencies and organizations are required to evaluate and assess the quality of the services they provide. This course reviews a variety of techniques, including business-based techniques, quality assessment tools, program evaluation and customer satisfaction approaches. Students will learn three basic approaches to outcomes research and statistics applicable across a wide range of aging services settings from government to for- and nonprofit agency settings. Prerequisites: STAT 121, STAT 351 or permission of instructor.
Management of aging Services

agng 200 experience of aging. [3]
GEP/GFR: Meets SS.
Based in the life-course perspective, this course blends academic analysis of human aging in social context with more experiential learning, including exposure to literature on older adults, awareness exercises about aging in the news and talking with older adults in and out of class to debunk common myths and stereotypes regarding aging and older adults. Academic content is broadly social, in terms of understanding family and community contexts of aging, the individual experience of aging including productivity, spirituality and typical engage-
AGNG / AMST
agng 440 diversity in aging Services. [3] Providing services to older people involves the diversity of the clients and, increasingly frequently, the diversity of the service provision staff. Including aspects of cultural diversity, socioeconomic diversity, gender diversity and age diversity, this course provides students with information regarding aspects of diversity that may influence the expectations and satisfaction of both groups in the service delivery system. Examples include variations in family systems, expectations about later life and illness, issues related to eligibility for services, and problems of communication and comfort in cross-age, intercultural or interclass interactions. Prerequisites: AGNG 401 or permission of instructor. agng 454 global aging and the Future of Social Insurance. [3] This course examines the demographic causes for and the multiple social and economic effects of the unprecedented demographic trend of aging in the population of the U.S. and of countries throughout the world. This course prepares students to understand and to join the debates about social insurance programs (e.g. Social Security and Medicare) into the 21st century in the U.S., the developed countries and third world nations. Specific topics include a visualization of the planet at mid-century and beyond, challenges from the unfunded liability of these programs, and the technique of generational accounting. Policy options to address the multifaceted dilemmas will be explored, including an overview of policies being implemented in other developed nations. Finally, personal strategies to address the expected trends are explored. Prerequisites: permission of the instructor. agng 460 Internship in Management of aging Services. [5] This one-semester experiential learning internship places students at established agencies, organizations or businesses providing services. The student will either undertake a new project on behalf of the organization or participate in meaningful fashion in an ongoing project to improve/augment services, evaluate performance or quality, or contribute to a new initiative under the immediate supervision of an identified onsite mentor. Student placements will reflect the intended career trajectory (government/policy, human services/aging network or business/for-profit services) and be conducted with oversight by a faculty member in the school, via the attached seminar (AGNG 461) for which students must be concurrently enrolled. Prerequisites: Junior standing and 15 credits in the major or consent of instructor. Corequisites: AGNG 461. agng 461 Internship Seminar in aging Services Management. [1] The weekly seminar with other students in varied internship settings and the faculty member reviews activity, challenges, insights and issues that emerge from weekly events and oversees the students progress in internship work and the written assignment for the course. It provides ongoing opportunity to react to, reflect about and learn from the experience beyond the day-to-day demands through speaking and hearing others discuss their experiences in real world settings and drawing from experiences of fellow students to resolve challenges. Prerequisites: Eligibility for and concurrent registration in AGNG 460. Corequisites: AGNG 460. agng 470 aging Services: Capstone Seminar. [3] This course requires that students bring together various skills, knowledge and experience in a capstone experience where they will be expected to a) demonstrate understanding of the content of the major, b) show evidence of ability to apply it in innovative ways, and c) develop materials and demonstrate readiness for job search. Given the wide range of information presented in the major, this course provides a structured opportunity to pull together the varied pieces into a working whole. Problem solving, critical thinking and mutual learning/teaching in the seminar format are also a feature of the course. Prerequisites: Senior status and AGNG 460 and 461. agng 497 Supplemental Practicum in aging Services. [3] This course is intended for students desiring an additional practice experience beyond the internship required for the major. Students must 1) identify and arrange their own practicum host; 2) submit for approval the site and a plan of work reflecting the number of credits; and 3) gain agreement of a faculty member to supervise this work which will operate under the format of an independent study. Students are expected to undertake meaningful activity in connection with this experience, and must complete written assignments for the supervising faculty member agreed upon prior to the practicum. Prerequisites: AGNG 460 and AGNG 461. notes: This course is intended as upperlevel elective and cannot be used toward the major or certificate in Management of Aging Services. May be taken for a maximum of 3 credits. agng 498 advanced Special topics in Management of aging Services. [3] This course provides the opportunity to present specialized or emergent topical material to advanced students with interests in management of aging services. Topics will vary and will be announced in advance of the semes-
193
ter in which the course is offered. Prerequisites: 12 credits in AGNG or consent of instructor. notes: Course may be repeated for credit on a different topic, to a total of six credits between AGNG 298 and AGNG 498. agng 499 Independent Study in aging Services Management. [1-3] Directed independent study, completed under the direction and review of a faculty member affiliated with the program. Credit is variable, reflecting varied scope of student projects. Prerequisites: 12 credits in AGNG or consent of instructor. notes: Course may be repeated for credit on a different subject, up to a total of six credits between AGNG 399 and AGNG 499.
american Studies
aMSt 100 Ideas and Images in american Culture. [3]
GEP/GFR: Meets AH.
A broad introduction to the study of American culture, past and present. The course focuses upon primary ideas that have been most influential in the development of American culture and their expression in various forms, written and visual. Special emphasis is placed upon tensions between the individual and society and upon the relationship of culture to subcultures. aMSt 200 Multicultural america. [3]
GEP/GFR: Meets AH.
An interdisciplinary introduction to the multiple cultures that constitute contemporary American society. The course includes the history and development of AfricanAmerican, Asian-American, Mexican-American, EuropeanAmerican and Native-American cultures in the United States, and it examines how these intersect with other social distinctions, such as gender, class, religion and region. The course will examine the conflicts and challenges within a
194 AMST
culturally diverse democratic society and how these traditions have, together, informed our concept of America. aMSt 210 Introduction to lesbian and gay Studies. [3]
GEP/GFR: Meets SS
high school and college sports, the role of the media in shaping and interpreting sports, as well as a historical overview of the evolution of American athletics. aMSt 270 american Culture and Science. [3]
Non-majors may enroll with departmental permission. note: Courses meeting the prerequisite of a lower-level social sciences or humanities course focused on American society or culture include: AMST 100, 200; HIST 101, 102; ENGL 243, 260, 261; AFST 206; POLI 100; SOCY 101, 201; ANTH 211. aMSt 303 ethnography in america. [3] The focus of this course is to learn ethnographic techniques for understanding self and culture in America. How do we learn about the shared ideals, beliefs and values of different groups of people from their perspective? The course provides practical experience in systematic observation and interviewing. It also includes readings and discussion of such issues as ethics; the ethnographic voice; the relationship of autobiography, novels and other ethnographic literature of American life; as well as the notion of objectivity and subjectivity in analysis and description. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 310 gender and Inequality in america. [3]
GEP/GFR: Meets AH.
social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Also listed as GWST 310. aMSt 320 television in american Culture. [3]
GEP/GFR: Meets AH.
This course examines various lesbian and gay experiences in contemporary American society. Using an interdisciplinary approach, the course examines historical origins and precedents, theoretical frameworks and contemporary case studies to understand the issues affecting the social relations between American society and lesbians and gays. Primary goals of the course are to conduct a critical inquiry into the patterns of lesbians and gays subordinate status, to explain their origins and persistence and to consider various routes for changing these patterns. Throughout the course, special attention will be given to the diverse experiences of lesbians and gays based on race, class and disability. notes: Also listed as GWST 210. aMSt 230 the arts in america. [3]
An examination of the place and meaning of science and technology in American cultural experience through a series of case studies. This course explores the interconnections of science to American mythologies of material success and progress, as well as the connections between technology and American cultural practices of work and family. Additionally, the course will examine how the scientific and engineering professions themselves represent an American subculture. aMSt 280 Special topics in american Studies. [3] An interdisciplinary examination of a selected topic in American culture. Topic is announced each semester offered. Intended for students at the freshman/sophomore level. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 290 approaches in american Studies. [3]
GEP: WI.
An examination of the economic, social and artistic implications of television in the United States. Elements considered include television as a corporate structure, with emphasis on rating systems, programming philosophies and strategies and demographic considerations; particular genres portrayed within daytime and prime-time television; sociological and psychological impact of television on American society; and television as a popular art. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 321 radio in american Culture. [3]
GEP/GFR: Meets AH.
This course examines 17th- to 21st-century American art forms from an interdisciplinary perspective. Placing fine arts, popular arts and folk arts in social and cultural context, the course draws on the approaches of folklore, cultural geography, archaeology and anthropology. The course will look at the relationship of art to aesthetics, to gender, to region and to religion in an effort to understand how art forms connect creators to their audiences. aMSt 250 Sports in american Culture. [3] An interdisciplinary examination of the role and structure of sports in American culture and society. Topics will include the business of sports, the role of racism and sexism in sports, the structure of
An introduction to American Studies, this course examines how a variety of approaches to cultural study - such as literary analysis, content analysis, power structure analysis, comparative cultural study, and social and cultural history studies - can contribute to an understanding of the American experience, past and present. Conducted in a seminar discussion format, the course emphasizes the development of critical reading and writing skills. notes: Intended for students entering the American Studies major program.
An examination of the ways in which gender roles and gender relations are constructed and experienced in American society. The course explores the development of a womans sphere denoting womens position in the family and home; cultural definitions of femininity and masculinity through mass media, education and other agencies of socialization; the relationship between wageearning and household work; and feminist consciousness and politics. Special attention is paid to the ways in which gender-based experiences are divided by other social relations, particularly those of class, race and age. Prerequisites: One lower-level
This course studies the history of radio in American society with particular focus on an analysis of radios most popular genres and forms of programming. The course will examine the development of radio programming and genres in cultural context from the first years of the Great Depression, through the golden age of the 1930s and 1940s, to the diversity wrought by new technologies and policies in the present. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 322 american Society and Culture in Film. [3]
GEP/GFR: Meets AH.
An analytical examination through a selection of important films dealing with a variety of central problems and issues in American society and culture, including social
AMST
and cultural change, regional and ethnic variations, political ideology, gender differences, labor history and community continuity. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 325 Studies in Popular Culture. [3]
GEP/GFR: Meets AH.
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offered. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 352 american Culture in global Perspective. [3]
GEP/GFR: AH or C.
aMSt 356 Special topics in Community and diversity. [3] An interdisciplinary study of selected issues in community and diversity in American culture. Topic to be announced each semester offered. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 357 Special topics in Communications and Media and arts. [3] An interdisciplinary study of selected issues in communications and media and the arts in American culture. Topic to be announced each semester offered. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 358 Special topics in education, Policy and Culture. [3] An interdisciplinary study of selected issues in education, policy and culture in the American context. Topic to be announced each semester offered. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 359 Issues in american Studies. [3] An interdisciplinary study of selected issues in American culture and society. Topic to be selected each semester offered. Intended for students at the junior/senior level.
Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 372 american Food. [3] This course examines the American food chain, from field to factory to family dinner table. Our approach will be interdisciplinary and because we are part of an international food network, cross-cultural. Topics include the history and ecology of agriculture and food production; the technological, nutritional and economic aspects of food processing and marketing; the history and ethnography of food habits, both mainstream and subcultural; health, safety and aesthetic trends in food consumption. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 374 things to Come: Perspectives on the Future. [3]
The interplay of the popular arts and American society, using American Studies interdisciplinary methodologies. Emphasis will be placed on the modern era from the 1890s to the present, with greatest weight placed upon mass and popular culture of the last quarter of this century. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 344 Made in america: Material Culture in the United States. [3] Material culture consists of the artifacts that Americans construct to meet social/ technological needs and to reflect basic ideas, images and values. Using an interdisciplinary, cross-cultural approach, this course examines how diverse people modify their physical environments. Topics include traditional folk cultural crafts, everyday environments and mass-produced artifacts. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 350 Critical decades. [3] An interdisciplinary holistic analysis of certain critical decades in the history of American culture. Focusing on significant turning points, developments in literature, art, religion and social experimentation are studied within their political and social context. Specific decade topic to be announced each semester
This course is an interdisciplinary, comparative study of selected aspects of American life. Using materials and approaches from various disciplines, the course will illuminate the meaning and history of particular American social structures, cultural values and ideological themes by placing them in global perspective. Topics vary each semester but have included the history, structure and experience of American and South African race relations; the uses and meanings of freedom and democracy during the 18thcentury American Revolution and 20th-century collapse of Soviet-dominated Eastern Europe; the purpose and definitions of family life, civic life and nature in Euro-American and Native-American cultures; and the interdependence of gendered economies in the United States and Mexico. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 355 Special topics in Culture and Policy. [3] An interdisciplinary study of selected issues in culture and policy in American society. Topic to be announced each semester offered. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department.
An introduction to the interdisciplinary field of future studies, this course will examine how the future has been represented in various media and forums: e.g. speculative fiction and film, worlds fairs, utopian communities, government planning, policy analysis, etc. After analyzing what others have predicted, students will construct their own scenarios for the future. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 380 Community in america. [3]
GEP/GFR: Meets AH.
A consideration of the concept of community in America, examining dimensions of place, social structure and
196 AMST
cultural identity. Changing forms of community - rural, small town, urban- provide the framework for the course, with primary emphasis upon the role of community in American life. The course draws upon examples from the Baltimore metropolitan area and employs community studies from a range of fields. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 382 Perspectives on the Family. [3]
GEP/GFR: Meets AH.
shaped by the social context within which they exist. This course examines attitudes toward children and children as a social group within various historical settings and among different subcultures in America. We will attempt to understand why these variations occur and how they make sense within our own particular setting. As part of this course, students are encouraged to think critically about their own experience of and attitudes toward childhood. Prerequisites: AMST 100 or 382, junior standing or permission of the instructor. notes: Also listed as HIST 308. aMSt 386 Studies in Baltimore Society and Culture. [3] Baltimore is being rediscovered as a city with a vibrant and diverse social and cultural life, stark contrasts and a strong heritage. How is the Baltimore story being told; how is it being presented and for what purposes? The course is an interdisciplinary overview of social and cultural aspects of the Baltimore urban area with special emphasis upon issues involved in the presentation of the city and its past in various forms: creative writing, museum exhibits, films, docudramas, historical writings, historic preservation projects and public programs. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. aMSt 388 american environments: landscape and Culture. [3]
GEP/GFR: Meets AH.
selected case studies involving culture and the environment. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Also listed as ENGL 388. aMSt 391 Studies in american Culture. [3] What is culture; who makes it, and how does it affect our lives? Combining a theoretical overview of the culture concept and in-depth case studies, the course looks at both dominant cultures and subcultures. Students develop analytical skills using various methodological approaches. It is recommended that students take this course before taking AMST 490: Senior Seminar (Fall). Prerequisites: AMST 290 or permission of instructor. aMSt 392 Studies in american Society. [3]
notes: Course may be repeated for credit for a maximum of six credits with permission of the department. aMSt 404 Internship. [1-3] For students interested in an introductory internship experience or who are able only to devote limited time for the internship. Students are expected to commit 40 hours a semester per credit. For example, for three credits, the expectation would be 120 hours of field work. The internship allows students to apply academic concepts and ideas to a work environment outside the classroom. Prerequisites: Six credits of American studies courses, and permission of the instructor. notes: P/F only. Course may be repeated for credit for a maximum of six credits, with permission of the department. Interested participants must see an American studies faculty member before registering. aMSt 406 Internship with Seminar. [4] Internship with concurrent seminar that analyzes and evaluates internship experiences from various theoretical perspectives. Prerequisites: Six credits of American studies courses, and permission of the instructor. aMSt 410 Seminar in Community and diversity. [3] Advanced study of a specific problem in community and diversity. A different topic will be announced each semester offered. The seminar is designed to develop research and analytical skills specific to community and diversity, and students will have the opportunity to do original research. Prerequisites: Six credits in American studies, three at the upper-level, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. Highly recommended: One or more of the following courses: AMST 310, 372 or 380.
An investigation of family life in America in various historical periods and among different subgroups. Three themes or questions dominate the course: the relationship of the family to the social context within which it exists; the nature and cause of different forms of family life within various American subcultures, past and present; and the extent to which the family has changed and not changed during several centuries. Specific families examined include the colonial New England family, the 19th-century urban middle class, the ethnic family, the black family and the contemporary family. Within each of these types of family experience, specific topics to be investigated include the role of women, relationships between women and men, attitudes toward children, modes of child-rearing, housing styles and others. As part of the course, students examine their own family history. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Also listed as GWST 382. aMSt 384 Perspectives on Childhood and adolescence. [3]
GEP/GFR: Meets SS.
An examination of American social structure, past and present, drawing upon various methods of analysis from the social sciences and humanities. The course focuses upon the relationship between society and culture, the experience of social and cultural minorities, and the process of social change. It examines the concepts of equality and democracy in relation to class, race, ethnicity and gender. Students conduct a research project using interdisciplinary methods of culture study. (Spring) Prerequisites: AMST 290 or permission of instructor. aMSt 400 Independent Projects in american Studies. [1-3] Special projects are designed and the number of credits determined by individual students in consultation with an advisor. Recommended at the junior/senior level. Prerequisites: Six credits of American studies courses, and permission of the instructor.
Attitudes toward children and childhood as a stage of life are historically contingent phenomena: They are
This course will examine the interaction between physical environment and culture in the American experience. Topics will include encounters with diverse American landscapes, exploration of the wilderness and settlement of the changing frontier, the role and evolution of urban and wilderness parks, the changing nature of tourism and
AMST / ANCS
aMSt 420 Seminar in Communications and Media and the arts. [3] Advanced study of a specific problem in communications and media and the arts. A different topic will be announced each semester offered. The seminar is designed to develop research and analytical skills specific to communications, media and the arts, and students will have the opportunity to do original research. Prerequisites: Six credits in American studies at least, three at the upper-level, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. Highly recommended: One or more of the following courses: 320, 322 or 372. aMSt 430 Seminar in Cultural Policy. [3] Advanced study of a specific problem in culture and policy. A different topic will be announced each semester offered. The seminar is designed to develop research and analytical skills specific to culture and policy, and students will have the opportunity to do original research. Prerequisites: Six credits in American studies at least, three at the upperlevel, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. Highly recommended: One or more of the following courses: AMST 352, 374 or 388. aMSt 452 Seminar in education, Policy and Culture. [3] Advanced study of a specific problem in education, policy and culture. A different topic will be announced each semester offered. The seminar is designed to develop research and analytical skills specific to education, policy and culture, and students will have the opportunity to do original research. Prerequisites: Six credits in American studies at least, three at the upper-level, or permission of the instructor. notes: Course may be repeated for a maximum of six credits when topic varies, with permission of the department. Highly recommended: One or more of the following courses: AMST 310, 380, 382 or 384. aMSt 459 themes in american Studies. [3] Intensive study of a specialized topic or problem in American culture, employing interdisciplinary methodologies. Topic to be announced each semester offered. Recommended at the junior/ senior level. Prerequisites: Six credits os American studies courses at least, three at the upper-level, or permission of the instructor. notes: Course may be repeated for credit for a maximum of six credits when topic varies, with permission of the department. aMSt 480 Community in america. [3] Intended for students undertaking advanced research, the seminar focuses on a particular issue in the study of American community. Special topics (listed for each semester offered) address questions of broad relevance to communities nationally or focus on studies of specific communities, many drawn from the Baltimore metropolitan area. In some semesters, the goal may be for public presentation of research finding. Prerequisites: Six credits of American studies courses at least, three at the upper-level, or permission of the instructor. notes: AMST 380, HIST 301, HIST 429, GES 341, GES 342 or comparable courses in related fields strongly recommended. aMSt 490 Senior Seminar. [3] The senior seminar provides an opportunity to integrate the subject matter and interdisciplinary methodologies of the major program by focusing on a significant problem in the study of American culture. Emphasis is upon the involvement of students in both the process and content of cultural analysis and interpretation. Prerequisites: AMST 290 and 391 or 392, or permission of instructor. aMSt 495 Honors Seminar in american Studies. [3] Students read, discuss and write about a variety of classic works in American Studies. After an intensive grounding in many theoretical approaches to the study of American culture and society, students design a proposal for further research in an area of their own choosing. (For further information on the honors program in American Studies, inquire at the departmental office.) Prerequisites: Admission to the American studies departamental Honors Program and permission of the instructor. aMSt 496 Honors research in american Studies. [3] Research and writing of an honors project in American Studies. AMST 496 is to be taken after AMST 495 during the senior year. Prerequisites: AMST 495 and permission of the department.
197
ences of the Greeks and the Romans as a part of the Mediterranean world. It will emphasize, among other things, the influence of other cultures on the Greeks and Romans, the interrelationship of Greek and Roman culture and the progress of Romanization as a result of the spread of Roman culture throughout the empire. anCS 150 english Word roots From latin and greek. [3]
GEP/GFR: AH or C.
Students study the debt of English to the two major tongues of classical antiquity in the West. The cognate nature of the Indo-European languages is considered in this basic course in English etymology. Students can expect to experience a large increase in their vocabularies, to learn a systematic way of deducing meanings of new words when a dictionary is not available and to develop the vocabulary of a truly liberally educated person. anCS 200 Israel and the ancient near east. [3]
GEP/GFR: AH or C.
ancient Studies
note: For general education requirement determination, ANCS and ARCH are considered the same discipline and department. anCS 110 Introduction to ancient egypt. [3]
GEP/GFR: AH or C.
A survey of the cultures of the ancient Near East including Assyria, Persia and especially the development of ancient Judaism. notes: Also listed as RLST 201 and JDST 200. anCS 201 the ancient greeks. [3]
GEP/GFR: AH or C.
The course will be a survey of ancient Egyptian society from Neolithic times to the death of Cleopatra (30 B.C.E.). Emphasis will be placed on early Egypt, the Old, Middle and New Kingdoms. anCS 120 the greeks and the romans in the Mediterranean World. [3]
GEP/GFR: AH or C.
A survey of ancient Greek society including the Aegean Bronze Age, the nature of the polis, the Persian and Peloponnesian wars, life in Athens, Alexander the Great, developments in art and literature, and mythology. anCS 202 the roman World. [3]
GEP/GFR: AH or C.
The material in this course will bring together the experi-
A survey of ancient Roman society including Romes march to the empire, the Roman Revolution, Augustus and the creation of the empire, the end of the ancient world, the rise of Christianity,
198 ANCS / ANTH

developments in art and literatures, and mythology. anCS 202H the roman World Honors. [1]
GEP/GFR: AH or C.
This course is for students who wish to take an honors component in connection with ANCS 202. The student must be enrolled in ANCS 202 to be eligible to take ANCS 202H. Various topics will be looked at in more depth via discussion, class participation and work on the Web. Corequisites: ANCS 202. anCS 203 earliest Christianity. [3]
Jewish people from the onset of Hellenism through the second Jewish revolt against the occupation by the Roman Empire. This formative period in the history of Judaism, of early Christianity and of Jewish-Christian relations is interpreted in light of extant primary and secondary literary and archaeological sources. notes: Also listed as JDST 201 and RLST 202. anCS 250 topics in ancient Studies. [3] An introductory course to various aspects of the classical world. Topics vary from semester to semester but may include warfare, science, women in the classical world, medicine, athletics and religion. notes: Repeatable for credit if topic varies. anCS 301 ancient Civilizations. [3]
GEP: N/A. GFR: Meets C.
anCS 341 Studies in World literature. [3]

A study of selected literary works from a single nation or from several nations, with the focus on a century, movement, genre, theme or individual writer. Topics are announced each semester offered. notes: Also listed as CPLT 341, MLL 341 and ENGL 315. May be repeated for credit. anCS 350 topics in ancient Studies. [3] Topics vary from semester to semester but may include warfare, science, medicine, athletics or religion. notes: Repeatable for credit if topic varies. anCS 397 Internships in ancient Studies. [1-6] Students may earn academic credit by arrangement with the Ancient Studies department by working in an approved internship in museum studies, library studies, teaching, and webpage design. Written work, in addition to practical experience, may be required. Prerequisites: Consent of instructor. notes: May be repeated for a maximum of 12 credits: only six credits may be applied to the Ancient Studies Major. anCS 398 Independent Projects in ancient Studies. [1-3] Various topics in ancient literature, archaeology and history. Prerequisites: Ancient studies major with B average and permission of department. notes: Repeatable for credit. anCS 399H Comprehensive readings in ancient Studies. [3] During one semester of the senior year, majors with at least a B average in ancient studies courses may read widely from an extensive list of ancient sources drawn up by the department, in Latin or Greek literature, ancient
history or archaeology. The list will be available to students at any time preceding the semester for which credit is given. Prerequisites: Permission of advisor. anCS 498H Honors thesis in ancient Studies I. [3] Research and writing of an honors thesis in ancient studies. ANCS 498H, 499H comprise a two-semester sequence and are part of the departmental honors program. To be taken in senior year or in second semester, junior year. (Further information available from the department.) anCS 499H Honors thesis in ancient Studies II. [3] Research and writing of an honors thesis in ancient studies. ANCS 498H, 499H comprise a two-semester sequence and are part of the departmental honors program. To be taken in senior year. notes: An oral presentation of the research is required.
A survey of the development of early Christianity in the Roman Empire. Topics include the status of foreign religions in the empire, the social world of early Christianity, the attitude of the Roman government toward Christians, persecution and the triumph of Christianity. notes: Also listed as RLST 203. anCS 204 Masterpieces of ancient literature. [3]
GEP/GFR: AH or C.
A study/travel abroad program to an area of classical or Near Eastern civilization relating to the ancient Greek and Roman world or to an archaeological site of a comparative culture. notes: Repeatable for a total of nine credits. anCS 320 Women and gender in the Classical World. [3]
GEP/GFR: AH or C.
anthropology
antH 211 Cultural anthropology. [3]
GEP/GFR: SS or C.
A study of the classical and/ or Judeo-Christian traditions in Western literature and, in some cases, their relationship to the writings of the Old Testament. Greek and Latin classics such as Homers Iliad, Sapphos and Catullus love poetry, and Virgils Aeneid, will be read in English translation. notes: Also listed as CPLT 203. anCS 210 Classical Mythology. [3]
GEP/GFR: AH or C.
A study of the principal Greek and Roman myths. notes: Also listed as RLST 210. anCS 220 Judaism in the time of Jesus and Hillel. [3]
GEP/GFR: AH or C.
This course surveys the history of Judaism and the
What do we and can we know about the lives of women in ancient Greece and Italy, and how did women and men interact? In this course, archaeological and written evidence will be examined to reconstruct the activities, status and images of Greek, Etruscan and Roman women and place them within their historical and cultural contexts. Attention will be paid to the way both ancient and modern views about women and men influence our understanding of the past and present. Prerequisites: One ancient studies course, one gender and womens studies course or permission of instructor. notes: Also listed as GWST 330.
An introduction to the central concepts and issues in cultural anthropology. The course employs a worldwide comparative perspective that examines topics such as: the concept of culture, cultural-ecological systems and family organization; magic, religion and witchcraft; socialization, personality and mental illness; conflict resolution and warfare. antH 212 the ethnographers World. [3]
An overview of the ways in which anthropologists have studied and written about distinct cultural systems in numerous world regions. Using ethnographic case studies, the course explores how diverse cultural groups
ANTH
confront such issues as gender roles, political organization, economic strategies and colonialists. Particularly attentive to the problems of conducting ethnographic research in a changing world characterized by transnational ties, the course is meant for those students interested in global issues and in ethnographic writing. Prospective anthropology majors are particularly encouraged. Prerequisites: ANTH 211. antH 263 Popular Music and national Identity in german-Speaking Countries. [3]
199
antH 303 anthropological research Methods. [3] This course introduces students to the research methods of cultural anthropology. Through a series of projects conducted in the local community, students will learn such techniques as participant observation, informal and formal interviewing, ecological mapping, genealogy and oral history, social network analysis, use of archival documents, and photographic and audio documentation. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. antH 304 Kin, Community and ethnicity. [3] This course explores kinship systems, ethnicity, neighborhood and other social arrangements in various cultural settings through the reading of selected ethnographic materials. The course also will investigate how anthropological approaches to social organization reflect broader philosophical and political changes in our society. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. antH 310 ethnographic Film. [3]
tion of non-Western cities, the impact of urban values on Third World populations and the culture of specialized urban communities - squatter settlements, skid rows, ghettos, ethnic enclaves. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. antH 312 Medical anthropology. [3]
GEP: WI. GFR: SS.
patterns to cultural variation; the ways in which deviance (e.g., psychosis) and alternate states of consciousness are expressed in different societal contexts. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. antH 316 anthropology of religion. [3]
GEP/GFR: SS or C.
An overview of popular music in the German-speaking countries focusing on the post-WWII period. Examines the historical impact of U.S. and British rock music on domestic traditions, subsequent institutional changes, state cultural policies and audience responses in constructing increasingly globalized ethnic, national and cultural identities and traditions. notes: Also listed as MLL 263 and MUSC 263. antH 297 Selected topics in anthropology. [3] The specific topic will be announced in advance of the semester the course is offered. Prerequisites: SOCY 101 or ANTH 211. antH 302 Human evolution, Physical anthropology and archaeology. [3]
GEP/GFR: SS or C.
This course is an overview of some basic findings in the field of medical anthropology. Case studies, readings, films, videotapes and other resources are used to examine folk medical knowledge, religious healing and cross-cultural studies of health behavior from an anthropological point of view. Other topics covered include folk medical practices in major American ethnic, minority, social class and subcultural groups. The resistance of Third World populations to changing their health beliefs and practices is explored. The place of trance, possession, sorcery and altered states of consciousness in healing rituals is examined. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. antH 313 applied anthropology. [3] An anthropological analysis of cultural contact between Third World cultures and modern Western society. The course focuses specifically on the nature and patterns of the contact situation emphasizing generalizing principles and guidelines. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. antH 314 Psychological anthropology. [3]
GEP/GFR: SS or C.
This course examines the nature of belief systems and myth and ritual in various societies of the world through ethnographic case studies. Cases to be examined include societies in native South America, Asia, the Pacific, Africa and the contemporary United States. Using these different case studies, the course examines a range of perspectives used by anthropologists to understand religion and belief systems. Prerequisites: ANTH 211, SOCY 101 or consent of instructor. notes: Also listed as RLST 316. antH 317 Contemporary Problems in anthropological Perspective. [3] This course explores issues of global significance from a cross-cultural perspective by focusing on the tensions between increasing diversity of perspectives in an increasingly interdependent world. From the viewpoint of an emergent anthropology in action, we will examine the comparative, cross-cultural contexts of demographic change, ecology, economic development, information systems, international health and nationalism. We will study anthropological and cultural texts that broaden the cultural analysis of the global change process and its effects on institutions and communities of the next century. Prerequisites: ANTH 211 or SOCY 101 and consent of instructor. antH 318 anthropology of Science and technology. [3]
Explores the use of physical anthropology and archaeology in examining the ancient history of the human species. Traces our earliest fossilarchaeological remains in discussing worldwide cultural evolution and genetic variation from the first humans to the rise of urban societies. Prerequisites: ANTH 211, SOCY 101 or consent of instructor.
The objectives of the course are to present ethnographic films that introduce the concept of culture, the significance of diversity and representation of the other; and address key processes and issues in anthropological filmmaking. Prerequisites: SOCY 101 or ANTH 211 or consent of the instructor. antH 311 Urban anthropology. [3]
GEP/GFR: Meets SS
An anthropological analysis of the phenomenon of urbanism, stressing the impact of city life on social organization and culture throughout the world. Cities will be analyzed from a holistic perspective detailing the evolution and organiza-
Examines the inter-relationships between individuals, society and psychological processes from a cross-cultural perspective. Considers such problems as: how personality is patterned by cultural structure, mythology and role systems of different cultures; the relation of aggressive behavior
This course explores the social construction of the scientific process and enterprise both
200 ANTH
in American society and across cultures. Social expectations of science, images of science and scientists, and how scientists do their work will be examined. The course will also focus on the production of scientific activity in the contexts of capitalism, institutional arrangements, politics and religion. The place of science in culture will be discussed with an emphasis on the fragile contract between scientists and nonscientists about the place of science in culture. Reading materials for the course often include the writings of working scientists. antH 320 Witchcraft and Magic. [3] This is a course that concerns witchcraft, magic and sorcery. These behavioral and symbolic forms exist or have existed in virtually all human societies and cultures. In the West, they may be generally referred to as occult practices, exist in a separate domain from everyday life, and refer to an unseen world. In contrast, in indigenous societies, witchcraft, magic and sorcery may permeate life and interpersonal relations in distinctive ways. Currently, the significance and role of witchcraft have been increasing in importance in many cultures; in addition, the development of Wicca in the West also attests to the vitality of these beliefs. In this class, we will deal with a variety of issues, including defining these entities; showing how they work in different types of societies, exploring differences among traditions, and discussing if and how they might work. antH 326 american-Indian Cultures. [3]
GEP/GFR: SS or C.
antH 396 Community Service and learning Internship. [1-3] An internship providing experience giving direct service delivery to the elderly, disadvantaged youth, the mentally and physically challenged, the homeless, the environment or illiterate adults. Apply at the Shriver Center. notes: P/F only. Does not give credit toward the sociology major or minor. This course may be repeated once for credit. Also listed as SOCY 396. antH 397 Selected topics in anthropology. [3] The specific topic is to be announced in advance of the semester the course is offered. Prerequisites: ANTH 211, SOCY 101 and consent of instructor. antH 399 Independent Study. [1-3] Prerequisites: Nine credits in anthropology or sociology or consent of the instructor. antH 400 anthropological theory. [3] Anthropological theory in historical perspective focusing on the rise of a distinct anthropological perspective on the comparative study of human societies and cultures. The course will detail various theoretical models developed in the 19th and 20th centuries to explain the similarities and differences in cultural systems. Prerequisites: ANTH 211 or two other 300-level anthropology courses or consent of instructor. antH 401H thesis research. [3] This course, along with ANTH 402H, fulfills the requirement of the major in anthropology with honors. Information describing the requirements for the honors major is available from the departmental office. Prerequisites: ANTH 303 and consent of anthropology coordinator.
antH 402 ethnography of Communication. [3] At the intersection of linguistics and anthropology, the ethnography of communication has as its goal an understanding of the patterning of communicative behavior within culture. Topics to be covered in the course include: what it means to talk in different cultural contexts, the functions of literacy in the United States and elsewhere, the symbolic organization of the world in writing and speaking, language attitudes and social prestige, and how languages and cultures are acquired and reproduced. Readings will include case studies drawn from work on various cultures. Prerequisites: Prerequisite: A 300-level course in anthropology or consent of instructor. antH 402H thesis research. [3] This course is a continuation of ANTH 401H. Prerequisites: ANTH 401H. antH 416 Cyberspace, Culture and Society. [3] The information super highway, communications revolution and cyberspace are used to describe the contemporary revolution in human communications. This course will explore the cultural and societal implications of computer-mediated communications (CMC) by addressing such topics and questions as: representations of self and self-identity in cyberspace, interactions in cyberspace, information technology and institutional change, community formation in cyberspace, democracy and collective action in cyberspace, and order and deviance in cyberspace. Throughout the course, contemporary technological advances will be compared and contrasted with the cultural and societal effects of previous technologies, such as the printing press, wireless telephone, television. Prerequisites: ANTH 211 or
212 or SOCY 101. notes: Also listed as SOCY 416. antH 419 Qualitative Methods in Social research. [3] This course will focus on the styles of research, analysis and epistemologies associated with qualitative research in the applied social and policy sciences. As an increasingly important mode of inquiry, qualitative, multi-method approaches are particularly relevant to the study of social interaction and behavior in natural settings. Qualitative approaches involve the collection and analysis of empirical information from multiple sources, such as first-person accounts, life histories, visual/printed records, semistructured and open-ended interviews, informal and formal observations, biographical and autobiographical materials, among others. Students in the course will learn how to design, collect and analyze qualitative information by conducting a small, semester-long study. Sections of the research project will be prepared, presented and evaluated throughout the course. Prerequisites: ANTH 211 or SOCY 101. notes: Also listed as SOCY 419. antH 429 aging in Cultural Context. [3] Drawing upon readings about contemporary peoples from Asia, Europe and the United States, this course examines the process of aging and what it is like to be old in a worldwide context. Using case studies, life histories, readings and films, an analysis will be made of the way culture affects the aging process and is linked to variation in religion, family organization, social networks and beliefs about the lifecycle. Global research on aging is used to discuss specific issues such as ethnicity, longterm care, community roles of the aged, urban development and homelessness. Prerequisites: ANTH 211, or SOCY 101 and junior standing, or consent of instructor.
Through the use of archeological and contemporary community studies, this course will explore the diversity of traditional North American Indian and Eskimo cultures and the adaptation of indigenous peoples to America in the 1980s. Prerequisites: ANTH 211.
ANTH / ARBC / ARCH

antH 497 advanced Selected topics in anthropology. [3] The specific topic will be announced in advance of the semester the course is offered. Prerequisites: ANTH 211 and nine credits in anthropology or consent of instructor. antH 498 Selected topics in anthropology. [3] The specific topic will be announced in advance of the semester the course is offered. Prerequisites: ANTH 211 and nine credits in anthropology or consent of the instructor. antH 499 Independent Study. [3] Prerequisites: Nine credits of anthropology or sociology or consent of instructor. survey of more advanced grammar; emphasis will be on developing listening comprehension and on increasing conversational fluency in the language. There will be more reading of prose texts reflecting aspects of Arab culture and civilization. arBC 202 Intermediate arabic II. [4] This course develops a more precise and coherent use of the Modern Standard Arabic language. It develops the speaking, reading, writing, and listening skills, with more focus on syntax, morphology and grammar. Students will be involved in meaningful, functional communication through interactive activities that might be encountered in real life complex situations. The course will include a variety of reading and writing activities taken from materials representative of cultural topics. Prerequisites: ARBC 201 or equivalent with a grade of C or higher. arCH 200 greek archaeology. [3]
GEP/GFR: AH or C.
201
upon the architecture, sculpture and painting of the Old, Middle and New Kingdoms. arCH 320 the archaeology of the land of Israel. [3] A study of the history and cultures of the land of Israel from Neolithic to Roman times as revealed through archaeology and ancient writers. Prerequisites: One course from the following: any ARCH course, ANTH 211, HIST 453, 455 or 456. arCH 330 the archaeology of Bronze age greece. [3] The history of the Aegean Crete, Greece and the Cyclades in the Neolithic and Bronze Ages is studied through archaeological remains. Special emphasis is placed on the Minoan and Mycenean civilizations. Prerequisites: One course from the following: any ARCH course, ANTH 211, HIST 453, 455 or 456. arCH 340 Cities of the Past. [3]
The origins and development of the civilization that provides the basis for Western European culture. Architecture, sculpture and other remains will be examined. arCH 200H greek archaeology Honors. [1]
GEP/GFR: AH or C.
This course is for students who wish to take an honors component in connection with ARCH 200. The student must be enrolled in ARCH 200 to be eligible to take ARCH 200H. Various topics will be looked at in more depth via discussion, short papers and work on the Web. arCH 201 roman archaeology. [3]
GEP/GFR: AH or C.
arabic
arBC 101 elementary arabic I. [4]
GEP: N/A. GFR: Meets L.
archaeology
note: For general education requirement determination, ANCS and ARCH are considered the same discipline and department. arCH 100 Introduction to archaeology. [3]
GEP/GFR: AH or C.
This course is an introduction to Arabic through a communicative approach. The language is learned in a thematic context, based on real-life situations. Listening comprehension and basic speaking skills are emphasized, but reading and writing the Arabic alphabet are also taught, as well as important elements of Arab culture and civilization. arBC 102 elementary arabic II. [4]
The cultures of ancient Italy the Romans and the Etruscans are considered, using the evidence provided by architectural, sculptural and other remains. arCH 201H roman archaeology Honors. [1] This course is for students who wish to take an honors component in connection with ARCH 201. The student must be enrolled in ARCH 201 to be eligible to take ARCH 201H. Various topics will be looked at in more depth via discussion, short papers and work on the Web. arCH 250 topics in archaeology. [3] An introductory course to various aspects of classical archaeology. Topics will vary. notes: Repeatable for credit if topic varies. arCH 310 the archaeology of ancient egypt. [3]
A continuation of ARBC 101. Emphasis is on extending skills in spoken Arabic within the context of real-life situations. A greater amount of reading and writing is included, based on authentic material from Arab culture and civilization. arBC 201 Intermediate arabic I. [4]
GEP/GFR: Meets L/201 Proficiency.
An introduction to the methods used by archaeologists to excavate and date material of the ancient cultures of the Near East, Egypt, Greece and Rome. arCH 120 World archaeology. [3]
GEP/GFR: AH or C.
This course deals with questions such as what is a city; how cities developed, and how they looked in antiquity? Material remains excavated by archaeologists in the countries surrounding the Mediterranean, from the early city-states of the Near East to the sophisticated urban settlements of the Roman Empire, will serve as models to answer these questions. Prerequisites: One course from the following: any ARCH course, ANTH 211, HIST 453, 455 or 456. arCH 350 topics in archaeology. [3] Topics vary and may include such subjects as Pompeii and ancient burials and ancient American cultures. Prerequisites: One course from the following: any ARCH course, ANTH 211, HIST 453, 455 or 456. notes: Repeatable for credit if topic varies.
An introductory survey of the development of human culture that includes both Old World and New World archaeology. The major objective is to provide students with a worldwide perspective for the study of important cultural innovations.
A continuation of ARBC 102. The course will include a
The way of life of Egypts people from 4000 B.C.E. until the Roman period, with emphasis
202 ARCH / AR T
arCH 360 rise of Civilization. [3]
arCH 397 Field experience in archaeology. [1-6] Archaeological field work. Students may earn academic credit by arrangement with the ancient studies department by working at an approved excavation, museum, laboratory or field school in the United States or abroad. Written work, in addition to practical experience, may be included. Prerequisites: Consent of the instructor. notes: Repeatable for up to 12 credits. Only six credits can be applied to the ANCS major. arCH 399 advanced readings in archaeology. [2-4] Selected readings to broaden and deepen the students background. Prerequisites: Consent of the instructor. arCH 404 Seminar in Classical archaeology. [3] Intensive readings in and discussion of a particular period or problem of ancient civilization. Prerequisites: Two archaeology courses and consent of the instructor. arCH 410 archaeological Methods and theory. [3] Methods and theories used in archaeology for reconstructing cultural history and processes of cultural change. Emphasis on historical archaeology in both the Old and New Worlds. Prerequisites: One course in ARCH or ANTH, or permission of instructor.
Our understanding of complex societies has been radically altered as a result of excavations in the Near East and Mesoamerica in the past 30 years. This course deals with the archaeological remains of settlements in these two areas, remains that help explain the causes and results of the change from the nomadic life of hunters and gatherers to the settled life of people who live in complex societies. Prerequisites: One course from the following: any ARCH course, ANTH 211, HIST 453, 455 or 456. arCH 370 Maritime archaeology. [3] Analysis of aspects of earlier societies that were connected with seafaring, e.g. trade, shipbuilding, harbors and practices developed by maritime cultures. The focus may be on the ancient Mediterranean, or on other regions, such as the Chesapeake, or on a combination of periods. Case studies will demonstrate methods and theories that archaeologists use to derive meaning from artifacts in their cultural context. Prerequisites: One course from the following: any ARCH course, ANTH 211, HIST 453, 455 or 456. arCH 380 Hellenistic archaeology. [3] The course will examine Hellenistic art, architecture, daily life, urbanization, trade and other connections among principalities of mainland Greece, Egypt, Asia Minor, the Near East and Rome from the late fourth to first centuries B.C.E. Together with material culture, major intellectual and religious developments will be considered, e.g., Epicureanism, the Greeks and the Jews, the literature of Alexandria and mystery religions. Prerequisites: One course from the following: ANCS 201, ARCH 200, 201 or HIST 453, or permission of instructor.
tion, perspective, visualization, imagination, illusion, rhythm, typography, narrative (linear/nonlinear), collage and text/image relationships. art 211 Visual Concepts II Camera Vision. [3] Visual Concepts II introduces the visual art major to creating still images via a camera. Formal and technical issues connected to camera operation, two-dimensional design, lighting, framing and introduction to the chemistry of photography will be covered. Through assignments, theoretical readings and historical examples, issues connected to the apparatus of the camera as a recording device also will be covered. Emphasis will be placed on developing a vocabulary for talking about images and on the ability to think critically about images. This course also will serve as an introduction to using the computer as a tool for manipulating images. art 212 Visual Concepts III three-dimensional Form, Space and Interaction. [3] Visual Concepts III introduces the visual art major to compositional issues as they relate to real, recorded and virtual space. Basic concepts of three-dimensional design, lighting and fabrication are covered, as are navigation and interaction design principles. The body in space is addressed in the context of installation, architecture and site-specific practices. Prerequisites: ART 210 and 211. art 213 Visual Concepts IV time-based Media. [3] Visual Concepts IV introduces the visual art major to time-based media and will focus on the relationship of image and sound in time-based media production. Students will study how sequencing and juxtaposition work in relation to narrative and non-narrative animation, video and film. Prerequisites: ART 210 and 211.
art 214 drawing I Beginning drawing. [3] Drawing I introduces the visual art major to the visual vocabulary of drawing. Through materials and processes, drawing will be explored as a means of visual thinking, a way to depict what we see and visualize what we think, and a method of communicating ideas. Technical skills will be applied to an exploration of representation and visual invention, including figurative imagery. notes: There are no prerequisites for this course; however, it is recommended that students take ART 210 either previously or concurrently. art 215 Introduction to art and Media Studies. [3] Introduction to Art and Media Studies will introduce the visual art major to the conceptual and historical commonalities shared among photography, film, video, computer and other visual arts. Artists working in these interdisciplinary forms will be viewed and discussed. art 220 art History I. [3]
GEP/GFR: Meets AH.
A survey of the major movements of Western painting, sculpture and architecture through the end of the Middle Ages. Slide lectures will explore the development of artistic traditions through an analysis of style and cultural contexts. notes: This course may be taken independently of Art History II. art 221 art History II. [3]
GEP/GFR: Meets AH.
art
art 210 Visual Concepts I two dimension. [3] Visual Concepts I introduces the visual art major to twodimensional basic design principles, various perception and notation techniques, expression and subtractive color theory. Other issues covered include symmetry and asymmetry, formal and informal organization, propor-
A survey that traces the key movements in Western painting, sculpture and architecture from the beginning of the Renaissance to the 20th century. Slide lectures will explore how various historical, social, religious and intellectual currents are reflected in the style and content of works of art. notes: This course may be taken before Art History I.
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art 305 Film I: Moving Images. [3] An exploration of the practice and theory of two basic elements of 16mm filmmaking: cinematography and editing. Related topics include visual style (realism vs. expressionism), mise-en-scene, camera movement, continuity editing, montage, black and white and color shooting, as well as an introduction to sound recording. Prerequisites: ART 213. art 314 drawing II. [3] This is an intermediate drawing course that will continue the study of the visual vocabulary of drawing through its materials and processes. Technical skills will be applied to an exploration of representation and visual invention. Issues addressed will include color and figurative imagery and conceptual approaches to drawing. Prerequisites: ART 210 and 214. notes: Repeatable for a total of six credits. art 315 Video I. [3] An exploration of video systems as vehicles for creative personal expression. A handson production course in which students complete exercises and a final project utilizing video as an art medium. Prerequisites: ART 213. art 320 Introduction to Printmaking. [3] An introduction to a variety of printmaking processes, this course will investigate traditions of printmaking as well as contemporary applications of the medium. The process will be used as a vehicle for exploration of the students creative work. Prerequisites: ART 210; ART 214 strongly recommended. notes: ART 320 is a gateway course for Print Media Emphasis students and must be passed w/ a grade of B or better for students to continue onto the upper-level print media courses. Previously listed as ART 275. art 321 19th-Century art. [3]
GEP/GFR: AH or C.
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A study of the visual arts centering on the 19th century with an emphasis on the changing social and aesthetic conditions that influenced later art forms. From the French Revolution to the impact of photography, the 19th century gave rise to revolution and innovation. Art reflected and responded to these conditions with its own radical shifts in style and content from romanticism to realism, impressionism to symbolism. This course will explore how the developments of the 19th century laid the foundation for modernism. Prerequisites: ART 220 or 221. art 323 20th-Century art. [3]
GEP/GFR: Meets AH.
expressionism, poetic realism, the Hollywood studio system, Italian Neorealism, the French New Wave, avantgarde and documentary film. Prerequisites: Any 200-level designated AH course or permission of the instructor. art 325 History of Film and Video: 1965 to the Present. [3]
GEP/GFR: Meets AH.
A survey of art of this century, beginning with European movements (e.g. cubism, German expressionism, Italian futurism, Russian constructivism, dada and surrealism) and continuing to developments in American art (e.g. the Harlem Renaissance, social realism, abstract expressionism). The course closes with reactions to abstract expressionism in forms such as pop art, happenings, minimalism and conceptual art, with a brief glimpse at newer media. All art historical developments will be considered in their specific sociopolitical and economic contexts. Prerequisites: ART 221 notes: This course is designated as a gateway course for students concentrating in art history and theory and must be passed with a B or better. art 324 History of Film: origins to 1965. [3]
GEP/GFR: Meets AH.
A survey of motion pictures and video art from 1965 to the present. Political, economic, artistic and technical factors influencing film and video production will be considered. Topics include: new German cinema, documentary, American independent cinema, political and Third World Cinema, video art, installation, performance, interactive forms and the evolving fusion of production and display technologies in the digital era. Prerequisites: Any 200level designated AH course or permission of the instructor. art 326 History of Photography. [3]
GEP/GFR: Meets AH.
visual languages through the exploration of simple forms and means. Prerequisites: ART 210, 220 and 221. May be taken with ART 210 with graphic design faculty approval prior to enrollment. notes: This course is designated as a gateway course for design majors only and must be passed with a grade of B or better to continue on to advanced graphic design courses. art 332 graphic design II Computers for designers. [3] Introduction to computers for students in the graphic design program. The course will focus on select commercial software for design using Macintosh computers. This will aid students in utilizing digital tools to solve design problems. The skills learned then will be enhanced through solving more complex problems in subsequent classes. Prerequisites: ART 331. Corequisites: ART 333. art 333 graphic design III Introductory typography. [3] An introductory course in the history and exploration of basic principles of typography. Emphasis is on interrelationships of letter, word, line, page and the logical evolution of the grid as a structural device. The course will emphasize techniques and ideas that influence meaning through the visual design of letterforms and words. The structure of type will be explored through projects in two- and three-dimensional media. Prerequisites: ART 331. Corequisites: ART 332. art 334 graphic design IV Word and Image. [3] This course provides combined reinforcement of design research and methodologies. Students apply their knowledge of typographic and visual forms to projects that encourage the introduction of word and image with visual hierarchies. The development of multiple solutions is
A historical overview of the medium of photography from its origins in the early 19th century to the mid-20th century. art 327 Contemporary directions in Photography. [3]
GEP/GFR: Meets AH.
A historical overview of the medium of photography from mid-20th century to the present. Studying images in their historical context, the class will examine social backdrops, public and critical responses and theoretical texts that have informed or emerged from ideas and practices in photography in a post-modern world. art 331 graphic design I. [3] This course will be an introduction to basic aspects of visual problem-solving and communication. There will be further emphasis on the derivation of logically consistent and formally coherent
A survey of the motion picture from its optical toy origins to 1965. Political, economic, artistic and technical factors in film production will be considered. Topics covered include the development of film language, German
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encouraged. Visual organizations and project management are stressed. Projects are both two- and three dimensional. Prerequisites: ART 332 and 333. notes: Concurrent enrollment with ART 335 is recommended. art 335 graphic design V origins and Issues in design. [3] Survey of the history of graphic design through time. The focus will span design from the Industrial Revolution through contemporary practice and its relationship to industrial, product and architectural design. Slide lectures will illustrate major movements, notable designers and artifacts, and they will explore the role of design in society. The nature of changing methods, materials, technologies and values and their impact on design in past and present eras also will be addressed. Prerequisites: ART 331. notes: Concurrent enrollment with ART 334 is recommended. art 341 Introduction to animation. [3] An introductory course in the creation of animated works. In addition to screenings and analysis of animated films, students will explore the expressive potential of classic and nontraditional animation techniques: stop motion, cut-paper, direct-onfilm and drawing techniques will be explored via various media. Students will work individually on projects and learn the skills of effective group collaboration. Prerequisites: ART 213. art 342 Film/Video theory and Criticism. [3] An exploration of media theory and film/video criticism. An investigation of the central issues of the cinematic experience through the ways theorists have explained cinema, television, video and their expanded forms from inception to the present. Through reading how authors have framed media and their makers,
students will consider how to create meaning with timebased media. Prerequisites: ART 324 or 325. art 343 History of animation. [3] This is a survey course studying the international development of animation. The course will emphasize two major aspects in this evolution: the rise and decline of American studio production and the independent artist/ animator. Prerequisites: Permission of the instructor. art 345 Film II: Sound and Image. [3] An introduction to the practice and theory of sound in 16mm film production, concentrating on the ability of sound to affect the perception of images, evoke an image and extend the film frame. Related topics to be covered include sound recording, found sound, voice-over, ambient sound, sound effects and multi-track design. Prerequisites: ART 305. notes: This course is designated as a gateway course for film/video students in the film track and must be passed with a grade of B or better to continue on to Special Topics in Film/Video. art 346 Video II. [3] An advanced production course continuing the exploration of video as a language for artistic expression. Students will use studio and digital editing facilities to produce experimental works. An emphasis on image manipulation techniques will allow students the flexibility to explore creative time-based composition. Prerequisites: ART 315. notes: This course is designated as a gateway course for film/video students in the video track and must be passed with a grade of B or better to continue on to Special Topics in Film/Video.
art 347 Writing for Film/Video. [3]

GEP: WI.
An introduction to a range of methodologies for developing ideas, scripts and structural tactics for short films and videos. Emphasis will be placed on traditional storytelling strategies, as well as experimental scripting and alternative notational techniques. Prerequisites: ART 305 or 315. art 360 Mixed-Media Book arts. [3] In this studio course, students investigate the book art form as an artistic statement. All elements of this medium: images, text and structure, are integral to the theme of book arts. The multiple dimensions of the artists book are analyzed, including its status as a document; its identity as a piece of sculpture; its portability and its function in the contexts of time, space and performance. Prerequisites: One of the following: ART 320, 305, 315, 331, 341, 361, 362 or 382. art 361 digital darkroom. [3] This course builds on the foundation of ART 211 (Camera Vision), providing an in-depth introduction to digital tools and techniques in photographic practice. Students will learn principles of digital input and output, with an emphasis on the production of high quality images for printing, through assignments, demonstration, readings, writings, and critiques. Issues related to truth in photography will be examined and discussed in relation to the possibilities offered by digital manipulation. Contemporary and historical images will be studied in conjunction with each assignment. Prerequisites: ART 211 or permission of the instructor. notes: Previously listed as ART 385. art 362 Black and White Photography. [3] This course, in conjunction with ART 361: Digital
Darkroom serves as a foundation for the photography emphasis and will provide an introduction to black and white photography as a tool for photographic production. In addition to in-depth darkroom production, emphasis will be placed on self-motivation and developing a direction of interest. Darkroom techniques, alternative camera formats, films, methods of presentation, as well as an increased theoretical framework for understanding meaning in relation to images will be introduced through assignments, readings, writings and historical examples. Prerequisites: ART 210, 211, 220 and 221. notes: This course is designated as a gateway course and must be passed with a grade of B or better to continue as a major in the photography emphasis. Previously listed as ART 351. art 363 Color Photography. [3] This course focuses on the use of color as an element in photographic expression. The course includes introduction to color temperature and white balance, exposure, lighting, color theory, image capture and output, digital workflow, digital manipulation of color and color management. Students will develop the ability to think critically about and discuss visual images through assignments, critiques, writings and presentations. Students will also be introduced to a history of color photography and an overview of contemporary artists working with color. Prerequisites: ART 361 or ART 362 or permission of the instructor. notes: Previously listed as ART 353. art 364 Studio Photography. [3] This course will introduce students to use of large camera formats and a variety of studio lighting systems, with emphasis on creating images in the studio via constructed set-ups. Technical issues such as scale, control of light, color, perspective and increased level of craft
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will be covered. Digital means for capturing and output of images will be utilized in combination with darkroom techniques. Topical issues such as naturalism, realism, abstraction and artificiality will be discussed through assignments, readings, writings and critiques. The work of contemporary artists will be studied and discussed in conjunction with particular projects. Prerequisites: ART 361 or ART 362 or permission of the instructor. notes: Previously listed as ART 350. art 365 Sequence and time. [3] This course explores sequencing of still images in a variety of formats, including software programs. Repetition, juxtaposition, narrativ, and non-narrative forms will be examined through assignments, readings, writings and critiques. Still images used in combination with other media, such as audio and video will be explored. The work of contemporary artists will be studied and discussed in conjunction with particular projects. Prerequisites: ART 361 or ART 362 or permission of the instructor. notes: Previously listed as ART 352. art 366
documentary Photography. [3]
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art 367 alternative Processes. [3] An experimental course dealing with non-traditional photo emulsions. Students will work with cyanotype, Van Dyke Brown, gum bichromate and other nonsilver processes in conjunction with developing personal imagery. Prerequisites: ART 361 or ART 362 or permission of the instructor. notes: May be repeated for a total of six credits. Previously listed as ART 356. art 368 digital alternatives. [3] This course will introduce use of a variety of substrate materials for creating photographic quality images utilizing flat-bed, pigment ink jet, and direct-digital printers. The course will allow the advanced student to utilize digital technologies to produce ambitious independently developed projects. Topical readings, videos, writings and critiques will provide forum for discussion of techniques and concepts. Prerequisites: ART 361 or ART 362 or permission of instructor. notes: Previously listed as ART 455. art 369 topics in Photography. [3] This theme-based studio course will utilize photographic images in combination with other media and techniques. Specific content will be developed by the instructor. Techniques appropriate to content of course will be covered though assignments, readings, writings and critiques. Examples of such themes include performance and images, public art, image transmission and alternative venues for images. Prerequisites: ART 361 or ART 362 or permission of the instructor. notes: Course is repeatable for a total of six credits. Previously listed as ART 359. art 370 Silkscreen Printing. [3] This studio course introduces a variety of approaches to screenprinting, including
stencil techniques, direct markmaking and photographic processes utilizing film positives, digitally generated images, photocopies and drawings. Historical uses of screenprinting as a medium for communication and ornamentation are discussed in the context of contemporary art practice. This course continues the fusing of artistic skills in various media, such as color, pattern, layering, print output and composition, developed during the intermediate level. Prerequisites: One of the following: ART 320, 305, 315, 331, 341, 361, 362 or 382. art 375 Photographic/digital Processes in Print Media. [3] This studio course investigates a variety of photographic processes in print media, including digital print methods, photo-printmaking, xerography and manual print processes. Historical and theoretical relationships between the photographic image, appropriation strategies and print practice are discussed as a context for technical explorations in the media. Image and surface manipulations and materials, as well as theoretical concepts related to the subjects of language, installation and performance are applied to the process. Prerequisites: ART 320 or 362. art 376 origins and Issues in Print Media. [3] An intensive seminar discussing topics in print media from pre-history to the present. Subjects may include early forms of printmaking and how print media revolutionized communication and the distribution of information in society. This course will explore the historical framework of print culture and discuss contemporary and future directions in print media. Prerequisites: ART 215 and one of the following: ART 220 or 221.
art 380 theory of games. [3] This seminar offers an in-depth treatment of historical, philosophical, and theoretical issues related to game design and play. The course traces the origins of gaming and follows its evolution into the contemporary idiom. Analysis will also cover how multi-person independent decision-making and strategic situations provide insight on political science, anthropology, economics, sociology and biology. art 382 Introduction to Interactive Media. [3] This course provides an introduction to the diverse scope and potential of screen-based interactive media. Emphasis is placed on the production and critique of projects that explore interactive navigation, non-linear narrative, interactive animation and sound in 2D environments. Online and internet-based art will be covered. Basic scripting concepts and techniques are introduced to provide students with the necessary skills to begin exploring their own creative approaches to interactivity. Prerequisites: ART 212, 213. notes: This course is designated as a gateway course for AIM majors in the Interactivity track and must be passed with a grade of B or better to continue on to advanced Interactivity courses. art 383 Sound design. [3] This course treats sound as an aesthetic equal to image in works of time-based and interactive media. It explores image sound relationships and focuses on designing effective soundtracks by developing students skills in field, foley, and studio recording; scoring; mixing and sound-image synchronization. Prerequisites: ART 213. art 384 Introduction to 3d Computer animation. [3] This course will build a foundation for the creation of 3D computer animation.
This course is based on the camera as an evidentiary and narrative tool, and examines the role of the photographer in social story telling, forensic investigation and political observation. Photojournalism is the nexus of this course, through which students will learn about story development, acquiring access to locations, shooting for print media and the Internet, location, lighting, editing and sequencing, as well as examining the complexity of related ethical issues. In addition to photographic assignments, students will also participate in field trips, critiques, readings and writings, and will access historic documentary photographs from UMBCs Special Collections Archive. Prerequisites: ART 361 or ART 362. notes: Repeatable for a maximum of 6 credits.
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Students will explore 3-D techniques through a study of modeling, motion, transformation, lighting and texturing. Prerequisites: ART 213. art 387 expression in time and Motion. [3] This course focuses on the expressivity of motion for representational and nonrepresentational visual content. Students will explore the subject through screenings of animated works, analysis, and workshops involving primarily hand-drawn techniques. Emphasis will be placed on motion, not illustration. Prerequisites: Art 382 or ART 341. notes: Must earn a B or better in prerequisites. art 389 topics in animation and Interactive Media. [3] This course offers an investigation of current directions in animation and interactive media. Topics to be announced. Prerequisites: Permission of the instructor. notes: Repeatable up to nine credits. art 390 IrC Fellows topics in art and technology. [3] This seminar style course focuses on aspects of emerging technologies, media criticism and related themes. Topics are offered on a rotating basis, once every four semesters and are developed exclusively for students selected as Fellows in the Visual Arts IRC Fellows Program. Prerequisites: ART 212, ART 213. notes: Repeatable for a maximum of 12 credits. art 392 topics in art or Media I. [1-3] Topics for this course concern major current and stylistic directions in art and media. Prerequisites: Permission of instructor. notes: Repeatable for a total of 12 credits. art 395 television Production techniques I. [3] Development of skills pertaining to the operation of cameras, recorders, control
consoles, lighting instruments and general operating procedures. Each student gains experience as a team member of on-campus TV productions. art 396 television Production techniques II. [3] See ART 395. art 423 art Since 1945. [3] In the post-World War II period, the center of avantgarde artistic activity shifted from Europe to the United States. The period witnessed the peak of Modernism - in movements such as abstract expressionism and color field painting - and Modernisms almost simultaneous challenge in a host of movements in the USA, Europe and, increasingly, around the world. This new phase in art, that some historians termed Postmodernism, opened up the boundaries of the art world as never before to new practitioners, new media and new centers of contemporary art practice, while the term itself became the subject of great debate. This rich terrain will be traversed in a way that is particular to the instructors research specialization. Prerequisites: ART 323 or permission of the instructor. art 424 Contemporary art, theory and Criticism. [3]
GEP: WI.
of view to carry out these different practices? Students in this seminar grapple with these questions on a practical level by reading published works by artists and by carrying out a range of weekly writing exercises. On a more philosophical level, the goal of the course is to become so comfortable with writing about art that to do so becomes more of a matter of desire than duress. Prerequisites: ART 323 or permission of the instructor. notes: This seminar is not limited to artists; individual goals may be established with the professor. art 428 theory and Practice of the art Museum. [3] The art museum is a key arbitrator of culture in modern societies. This course will integrate historical and theoretical knowledge about the art museum with the practice of proposing and designing an innovative model exhibition. The course will have two components: a seminar component and a laboratory component. Seminar discussions will focus on the changing political and cultural histories, philosophies and practices that have dynamically molded the art museum since its inception. The laboratory component will experiment with theories of museum resource management, in other words, the mechanisms that Prerequisites: ART 323 or permission of the instructor. Corequisites: Students will be required to sign up for one credit of ART 495 to fulfill the laboratory component of the class. art 429 Seminar in art History and theory. [3] The topics of this course will be wide-ranging, reflecting the particular instructors research specialization. Some seminars will focus on a specific historical art period or movement; others will trace a prominent theme through several periods. Still others will examine key developments within current theoretical and critical
discourses. The course will be conducted as a small seminar with weekly discussions and written assignments, culminating in student presentations and a research paper. Prerequisites: ART 323 or permission of the instructor. art 430 graphic design VI advanced typography. [6] This studio course is a rigorous exploration of applied problems in visual communication. It stresses the integration of typography and imagery. The emphasis is on the development of rational design methodology through consideration of form, utility and production limitations. Prerequisites: ART 334. notes: May be taken concurrently with ART 431. art 431 graphic design VII advanced explorations. [6] This rigorous capstone studio course concentrates on concepts of visual communications. It combines the structure of professional work with the development of individual creative responses to those structures. Students work on projects that involve systems and series in twoand three-dimensional design. It must be emphasized that problem-solving and logical interpretation of information will be critical aspects of this course. Prerequisites: ART 334. notes: May be taken concurrently with ART 430. Repeatable for credit. art 432 Practicum. [3] Individual and collective problem-solving projects with university, nonprofit and local business organizations. This studio centers on problem analysis and definition, client consultation, design development, dealing with specialists and production processes. Additionally, this studio explores the future in professional design practice through a comprehensive introduction to design offices and studios and support systems that make up the world of professional design practice.
Focusing on the fundamentals of art theory, criticism, analysis and evaluation, this course will examine contemporary art, theory, and the historical and philosophical issues that shape and define art and culture. The scope of the course will be the art of the last 10 years. Prerequisites: ART 323. art 425 Writing By and about artists. [3]
GEP: WI.
How do those who practice artmaking engage in the practice of writing about their own and others artwork? What is entailed in shifting ones point
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Prerequisites: Permission of instructor and design faculty. art 435 topics in Film/Video. [3] In this course students create an individual film or video project developed from a detailed study of a central theme in experimental, narrative or documentary work. Screenings, readings and discussions will present students with models. Topics will vary each semester and include: film/video landscapes, performance and installation, autobiography, surface tensions, collaboration, representation, technology and perception. Prerequisites: ART 345 or 346. notes: Repeatable for a total of six credits when topic varies. art 447 Special effects and Motion graphics. [3] This course explores the creation of cinematic effects and motion graphics utilizing advanced techniques in multi-layered, time-based compositions as it relates to both 2D and 3D applications. The conceptual process and content incorporating these techniques are studied through screenings of contemporary works and critiques of student class work. Prerequisites: Gateway with B or better. art 460 Installation art. [3] This advanced studio-seminar studies the ways in which artists have defined and utilized space. An interdisciplinary approach to installation allows students to integrate a variety of materials, methods and concerns into their studio projects. Modes of exhibition and display are examined both within gallery/museum spaces and alternative settings. A variety of approaches may be explored, including performance and documentation, memory, alternative narratives, textual strategies, materiality, real and recorded time, site specificity and spatial interventions. Prerequisites: Two 300-level studio art courses. notes: Repeatable for a total of six credits. art 465 Intermedia Studio. [3] This advanced studio course integrates the multiple possibilities of mark-making and form. Emphasis is on the development of a students individual direction in the theoretical and conceptual framework of contemporary art. Specific topics will be announced each semester. Art 465 facilitates the independent thesis work of Senior Projects and may be taken concurrently. Prerequisites: Permission of instructor. notes: Repeatable for up to six credits. art 484 advanced 3d Computer animation. [3] This course will continue a students exploration of 3-D computer animation. Advanced techniques for modeling and procedural rendering will be introduced, as well as animation techniques that utilize scripts, expressions, deformations and inverse kinematics. Students will utilize these skills in the context of strengthening their own artistic voice. Prerequisites: ART 384, ART 387. art 486 advanced Interactive Media. [3] This studio course is a rigorous exploration of creative and applied problems in interactive media. Advanced scripting concepts are combined with animation, video, image and sound to create complex user experiences in interactivity. Prerequisites: ART 382 with a B or better, ART 380. art 488 advanced topics in animation and Interactive Media. [3] This course offers an investigation of current directions in Animation and Interactive Media. Topics to be announced. Prerequisites: ART 341 or ART 382, B or better. notes: Repeatable up to nine credits. art 489 Senior Projects. [3] An advanced course that focuses on the production of individual and collaborative projects, emphasizing class discussion and critique. This course constitutes the capstone experience and should be taken in the students final semester. Prerequisites: Animation students: ART 484, 447. Interactive art students: ART 486, 487. Film/video students: ART 345 or 346; Photography students: ART 350, 385. Printmedia students: Four of the following: ART 314, 351, 360, 370 375. art 491 Special Studies. [1-6] Advanced individual work in history, theory or criticism under the direction of a member of the visual arts faculty. Prerequisites: Permission of the instructor. notes: Repeatable for a total of 12 credits. art 492 topics in art and Media II. [1-6] The topic of this course concern major current and stylistic directions in art and media. Prerequisites: Permission of the instructor. notes: Repeatable for a total of 12 credits. art 493 Senior thesis Project. [6] This project is finished during the last semester of a students senior year and must culminate in a presentation of finished work. Prerequisites: Permission of the instructor. art 494 Internship. [3-6] An internship inside or outside the university, related to the students focus, to be taken under the supervision of a visual arts faculty member or advisor. If a student works six hours per week, the student is eligible to enroll for three credits. Hence, 12 hours per week equals six credits. Note that 12 hours for six credits is the maximum allowed. Students will work
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in a professional environment and perform a range of tasks. The circumstances of the internship experience will be evaluated before both the student and supervising firm proceed. This ensures that both parties will benefit mutually from the association. Prerequisites: Permission of advisor. notes: P/F only. Repeatable for 12 credits. art 495 Independent Study (directed Study). [3-6] This course may be taken when a student indicates strong interest and a faculty member suggests that a students progress would be enhanced measurably by further work in specific areas or through a collaborative endeavor with a student in the department or another discipline in the University System of Maryland. Students must submit a written proposal stating the reason for and parameters of the project, as well as a comprehensive schedule for its completion within the semester format. All proposals must be submitted 10 weeks into the preceding semester and will be reviewed and approved on the basis of merit. Prerequisites: Permission of instructor. notes: Repeatable to 12 credits. art 496 Imaging research Center Internship. [3-6] This course is designed to acquaint students with the processes of professional animation, graphics and multimedia production in a professional work environment. Students work under the guidance of the IRC directors, usually in teams, on client-based or research projects. The focus of the internship is on the development of ideas, working collaboratively in teams and utilizing evolving technologies. IRC productions vary on a semester basis and demand different skills from interns. This internship opportunity is considered a seniorlevel course. Prerequisites: Permission of the instructor. notes: This class is repeatable up to 12 credits.
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art 497 design Seminars and lectures. [1-3] This course will be offered periodically. It will present topics in contemporary design practice and history, designer/professional presentations and related issues relevant to the theory and practice of design. Prerequisites: ART 331-335 and permission of the instructor. art 498 Center for art, design and Visual Culture Internship. [3] ART 498 exposes the student to all aspects of exhibition organization, design, installation and presentation on a professional level. Working closely with Center for Art, Design and Visual Culture staff, each student will assist with the coordination of exhibitions and accompanying publications and educational outreach initiatives. Areas of concentration include curatorial research, collection management, exhibition and publication design, K-12 educational outreach, public programming events and grant writing. Prerequisites: Permission of instructor. notes: This internship opportunity is considered a senior-level course. Repeatable up to 12 credits. BIol 100l Concepts of experimental Biology. [2]
GEP/GFR: Lab requirement only.
The laboratory exercises are designed to provide the student experience with essential laboratory equipment and techniques. Prerequisites: BIOL 100. Corequisites: BIOL 100 can also be prerequisite. BIol 106 the Human organism. [3]
GEP: Sci (non-lab). GFR: Biol/PhySci (non-lab).
tors and this life-threatening illness. We specifically will consider the current, often conflicting, evidence that links dietary factors with the onset of the disease. notes: This course is not open to students who have taken BIOL 233 or its equivalent, or to BIOL and BIOCHEM majors. BIol 109 life: Introduction to Modern Biology. [3]
GEP: Sci + lab. GFR: Biol/PhySci + lab.
dietary guidelines and standards; nutrient composition of foods and diet selection; nutritional considerations in pregnancy, childhood, adulthood, and later years. This course provides an introduction to nutrition for students pursuing careers in health-related fields. (Spring and Summer) Prerequisites: BIOL 100 and CHEM 101 or CHEM 123. BIol 251 Human anatomy and Physiology I. [3]
GEP: N/A. GFR: Meets Biol/PhySci (non-lab).
This course is designed to introduce the non-science student to science and its methods and provide a basic understanding of some body functions and dysfunctions. Topics include genes and DNA, cells and cancer, immune system and HIV, metabolism and nutrition, muscles and exercise, nervous system and drugs, etc. notes: Recommended: High school biology and chemistry. BIol 107 Biology of Cancer. [3]
Biology
BIol 100 Concepts of Biology. [4]
GEP: Sci (non-lab). GFR: Biol/PhySci (non-lab)
A broad overview of contemporary biological science. Major areas include the biochemistry of energy transformation, cell structure and function, Mendelian, molecular and population genetics, development and differentiation, plant and animal physiology, evolution, and ecology. notes: This course is designed for students who have taken one year of both high school biology and chemistry. BIOL 100 is a prerequisite for all biology courses at the 200-level or higher.
A major killer disease in Western countries will be examined from the biological perspective. This course will evaluate current epidemiologic, clinical and experimental research and assess the relative importance of environmental and genetic factors as they relate to the causes and prevention of this disease. Particular emphasis will be given to unraveling the links between dietary and nutritional factors and this disease of affluence. Prerequisites: Some background in the natural sciences, preferably one year in both high school biology and chemistry. notes: Not open to biology and biochemistry majors. BIol 108 Biology of Heart disease. [3]
This is a lab-driven course designed to fulfill the university graduation requirement of a science lab. Topics covered will include basic biological concepts such as the nature of DNA, heredity, human genetics and the process of mutation, as well as modern issues such as forensic analysis of DNA and blood, the biology behind cancer and genetic diseases, and others as determined by current events and interest. The course includes a 75-minute lecture and 180-minute lab. notes: This course is intended for students not majoring in natural/physical sciences. BIol 123 Human genetics. [3]
The first semester of a twosemester lecture course covering the structure and function of the organs of the human body. An integrated approach permits concurrent presentation of the anatomy and physiology of each organ system. Prerequisites: BIOL 100 and CHEM 124 or 102. Corequisites: BIOL 251L or permission of the instructor. BIol 251l Human anatomy and Physiology I laboratory. [1]
GEP/GFR: Lab requirement only
A course designed for nonbiology majors. Topics will include the fundamental rules of heredity, gene structure and function, human genetic diseases and genetic engineering. Particular emphasis will be placed on the application of the new genetic technology to the human condition. notes: Students who have taken BIOL 302 or its equivalent may only take this course as P/F. Recommended: High school biology and chemistry. BIol 233 nutrition and Health. [3] Basic principles of normal human nutrition. Topics include: nutrient classification; digestion, assimilation, and metabolic functions of the major nutrients; energy balance; metabolic regulation;
Laboratory course to accompany BIOL 251. The laboratory includes dissections, work with skeletons, models of body parts and experimental studies of physiological processes. Required for most allied health programs. Prerequisites: BIOL 100L and CHEM 124L or 102L. Corequisites: BIOL 251 or equivalent (can also be prerequisite) or permission of the instructor. BIol 252 Human anatomy and Physiology II. [3]
Continuation of BIOL 251. (Spring). Prerequisites: BIOL 251. Corequisites: BIOL 252L or permission of instructor. BIol 252l Human anatomy and Physiology II laboratory. [1]
This course will develop, from a biological perspective, the nature of heart disease and the complex connections between environmental fac-
Continuation of BIOL 251L. Prerequisites: BIOL 251L.
BIOL
BIol 275 Microbiology. [3]
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energy flow and nutrient cycling within ecosystems. Prerequisites: BIOL 100. BIol 302 Molecular and general genetics. [4]
Introductory course describing the fundamental properties of micro-organisms and viruses and their relationships to other life forms. Topics include the structure and function of bacteria, mode of action of antibiotics, genetics of bacteria and the role of bacteria in disease. The structure, replication and pathology of viruses are discussed, including the response of hosts to viral infection and the fundamental concepts of the immune response. Prerequisites: BIOL 100. notes: Recommended: CHEM 101 or 123. BIol 275l Microbiology laboratory. [2]
This laboratory course consists of a series of exercises designed to familiarize the student with microbiological techniques. Experiments are performed in basic bacteriology, applied bacteriology, virology and immunology. Students will be expected to work independently, spending brief periods of time other than the scheduled lab period collecting data. Prerequisites: BIOL 100L. Corequisites: BIOL 275 can also be Prerequisite. BIol 301 ecology and evolution. [3]
Modern principles of heredity have been established through studies at the molecular, cellular and organismic levels. The course includes fundamental information on the structure of a gene, its expression and organization as deduced from analysis of viral and prokaryotic systems, the transmission of genetic material in eukaryotic systems, the interaction of genes in populations and the application of fundamental genetic principles to problems of human heredity. Prerequisites: BIOL 100 and CHEM 101 or 123, and sophomore standing. Corequisites: CHEM 102 or 124, can also be prerequisite. BIol 302l Molecular and general genetics laboratory. [2]
for the expression of genetic information; the organelles involved in the regulation of cell shape and motility; and selected cell functions, growth, reproduction and their control. This course is designed for students interested in the biological sciences, biochemistry and the allied health professions. Prerequisites: BIOL 302 and CHEM 102. notes: Highly recommended: CHEM 351. BIol 303l Cell Biology laboratory. [2] A course of laboratory experiments introducing students to the principles of experimental design and the analysis and interpretation of data in modern cell biology. Emphasis is placed on investigative approaches, critical thinking, and mathematical and writing skills important to practicing scientists. Experiments using the techniques of spectrophotometry, oxygen polarography, chromatography and tissue culture will be performed. This course is designed for students majoring in the biological sciences. Prerequisites: BIOL 100L and BIOL 303. BIol 304 Plant Biology. [3] A modern treatment of the basic physiology and development of plants. Topics include special features of plant cell structure, patterns of growth and development, chloroplast development, photosynthesis, seed development, hormonal regulation, light regulation, phytochrome and photo-morphogenesis. Prerequisites: BIOL 303. BIol 304l Plant Biology laboratory. [2] A course of laboratory experiments designed to enhance student abilities in experimental design, hypothesis testing, and analysis and interpretation of data using plant systems. Students are required to present and interpret experimental results in oral and written form. An introduction to reading and understanding of primary scientific literature is presented.
Experiments include photosynthesis, water relations, growth regulator effects and host-pathogen interactions. Prerequisites: BIOL 303L. Corequisites: BIOL 304, can also be prerequisite. BIol 305 Comparative animal Physiology. [3] Functional features of whole organisms and their component organs and organ systems will be studied. Emphasis will be on ways in which diverse organisms at various phylogenetic levels perform similar functions. Examples of topics include osmoregulation, gas exchange, control systems, sensors, effectors, brain and behavior. Prerequisites: BIOL 303. Corequisites: PHYS 112, can also be prerequisite. BIol 305l Comparative animal Physiology laboratory. [2] A laboratory designed to study experimentally selected organismic functions discussed in BIOL 305. Prerequisites: BIOL 303L. Corequisites: PHYS 112 and BIOL 305, can also be prerequisite. BIol 396 Undergraduate teaching assistantship in Biological Science. [2-3] This service-learning course is designed for undergraduate teaching assistants in biology courses. Students must be recommended in writing by the faculty member teaching the course and be approved by the department. Student work (either paid or volunteer) must be performed in a course taught by a full-time member of the biology department faculty and must have a significant learning component. To qualify, students must have a minimum 3.50 GPA in all biology courses taken (including repeated biology courses). In addition to their teaching responsibilities, students will attend a mandatory weekly session on effective teaching methods taught by a member of the biology faculty. P/F grading only, one credit will be earned for the mandatory weekly session and
An introduction to the processes of evolution, the outcomes of evolution, and the field of ecology. Processes of evolution include understanding natural selection, genetic drift, molecular evolution and general evolution theory. Outcomes of evolution includes speciation hybridization, building phylogenetic trees, and using trees to understand the diversity of life, especially vertebrate evolution. Ecology topics include population growth and regulation, competition, predator/prey interactions, symbiosis, community structure and food webs, and
A laboratory course designed to illustrate fundamental genetic principles by experimentation. Such principles include the nature of genetic material, transfer of genetic information in prokaryotic and eukaryotic systems, organization and regulation of gene expression, Mendels rules of heredity, linkage and crossing over, and genetic variation. Students will be expected to work independently, spending periods of time outside the scheduled lab period collecting data. Prerequisites: BIOL 100L and BIOL 302. BIol 303 Cell Biology. [3] A modern treatment of cell structure and function, with emphasis on the molecular architecture, biochemistry and regulatory mechanisms common to all cells. Topics include membrane structure, function and transport; molecular mechanisms of energy metabolism and its associated organelles; the structural and molecular basis
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one credit for each 40 hours of qualified work during an academic semester. A maximum of four credits of BIOL 396 is allowed. Prerequisites: Junior standing, BIOL 100 and 100L (or equivalent), plus nine credits of 300-level BIOL courses and permission of the department. Corequisites: PRAC 096 notes: A maximum of four credits of BIOL 396 is allowed. BIol 397 ethics and Integrity in Scientific research. [1] Individuals involved in contemporary scientific research have ethical responsibilities for their conduct. The goal of this course is to provide students considering a career in scientific research with a framework for establishing appropriate scientific integrity. A variety of relevant topics will be discussed, including fraud and misconduct, peer review, obligations and rights of students and mentors, ethical conduct in animal and human experimentation, ownership of data, reagents, intellectual property, authorship and conflict of interest. notes: Permission of course coordinator is required. BIol 398 Co-op Internship in the Biological Sciences. [1-4] This course is designed for UMBC degree-seeking students who are employed outside of the university as volunteers or for compensation, provided the following criteria are met. The work must be performed at an institution, agency or company that is a participating employer in UMBCs Cooperative Education Program; and the work performed by the student must have a significant learning component in the biological sciences as judged by the biology internship coordinator in consultation with the faculty of the Department of Biological Sciences. P/F credit only, earned at the rate of one credit for every 50 hours of qualified work during an academic session. Prerequisites: 45 total credits earned, including BIOL 100, 100L, nine credits of 300-level BIOL courses and
permission of the department. Corequisites: COOP 098/099. notes: A maximum of four credits of BIOL 398 is allowed. BIol 399 tutorial Projects in Biological Sciences. [1-3] Independent studies carried out with the supervision of a faculty member. Prerequisites: Consent of the supervising faculty member, and upper-class standing. notes: This course is offered on a P/F basis only. Maximum six credits only. BIol 405 advanced topics in Comparative Physiology. [4] This course takes a comparative approach to the study of how various selective pressures have resulted in the evolution of specific solutions to physiological problems. These solutions are viewed within the context of the fundamental limitations of biological evolution that are set by the physical and chemical properties of matter. The specific topic will change from semester to semester. Representative topics might include vision, temperature regulation and thermal tolerance, renal physiology or cognitive neurophysiology. Most of the material covered will be from original research reports that will be evaluated critically by each student. Prerequisites: BIOL 305, CHEM 351 and MATH 151. Corequisites: PHYS 112, also can be prerequisite. BIol 411 Bacterial Physiology. [4] The combined approaches of bacterial genetics, molecular biology and biochemistry are applied to the study of bacterial physiological processes. An emphasis is placed on examining adaptation strategies used by bacteria upon encountering alterations in environment. Topics include mechanisms of transcriptional, translational and post-translational control; regulation of carbon and nitrogen metabolism; biosynthesis; energy transduction; signal transduction systems
and bacterial development. Prerequisites: BIOL 302 and 303 or consent of instructor. BIol 414 eukaryotic genetics and Molecular Biology. [4] Genetics and molecular biology of lower and higher eukaryotes and their viruses. The course will focus on the maintenance and expression of genetic material as it relates to cell growth and development. It will cover current topics in the molecular genetics of several lower and higher eukaryotes at an advanced level, including mechanisms of genetic control that operate at the level of DNA replication, transcription and translation. Topics to include the molecular basis of phenomena such as gene amplification, global control of transcription initiation, protein sorting and secretion, control of yeast mating type as a model for development, the origin of antigen diversity, oncogenesis, pattern formation in Drosophila and sex determination in mammals. Prerequisites: BIOL 302 and 303 or consent of instructor. BIol 418 Human Molecular Biology. [4] The approaches of molecular biology and modern cell biology as applied to the study of both normal and diseased human states. Where appropriate, the analysis of other model mammalian experimental systems may be included. The course will involve the critical reading and discussion of relevant research literature and the preparation of one or more papers on specific issues or topics. The precise topics covered in any one semester will depend on the interest of the faculty and students, and with current developments in the field. Possible topics include: the molecular and cellular basis for human diseases, human molecular genetics, the human genome and proteomic project, human genetic therapy and human evolution. Prerequisites: BIOL 302 and 303 or permission of the instructor. notes: May be repeated for credit with a different topic.
BIol 420 advanced topics in Cell Biology. [4] Contemporary problems of structure and function at the cellular level through a critical examination of current literature. The course includes both lecture material, with an emphasis on the experimental basis of current knowledge, and presentations by students of oral and written reports on selected topics. The area covered in any semester varies according to recent developments in the field and according to the interests of the students and faculty. The list of available areas includes structure and function of biomembranes; composition, structure and replication of chromosomes; assembly, growth and reproduction of cytoplasmicorganelles; cellular growth and division; regulation of cellular function; nuclearcytoplasmic interactions; cytoskeletal structure and assembly. Prerequisites: BIOL 303. notes: May be repeated for credit with different topic. BIol 422l Microscopy in the Biological Sciences. [4] Theory and practice of the study of biological materials, using a variety of contemporary microscopic techniques. These include scanning and transmission electron microscopy and laser confocal scanning light microscopy. Specimens will be prepared for examination by each of these instruments; both group and individual projects will be pursued to develop confidence in applying the many specimen preparation procedures available and use of the appropriate instrumentation. Procedures required for production of finished micrographs are included. Prerequisites: BIOL 303 and/or permission of instructor. notes: This course does not meet the requirement for the first 4XX elective for the B.S. major in Biological Sciences or the 4XX requirement for the B.A. major in Biological Sciences.
BIOL
BIol 425 Immunology. [4] This course pursues in depth the rapidly expanding areas of cellular, humoral and tumor immunology. Following a brief overview of the immune systems response to exogenous antigen, the course concentrates on such topics as antibody production and structure, lymphocyte subpopulations, cell-cell interactions, cell-mediated immune responses, cell surface alloantigens, histocompatibility immungenetics, transplantation and tumor immunology. The exact content of the course varies from year to year depending on the status of research in the field. Prerequisites: BIOL 302 and 303. notes: Recommended: BIOL 430 or CHEM 437. BIol 426 approaches to Molecular Biology. [4] This course will analyze, with class discussions and reading of scientific literature, the various methods used to study the molecular biology of prokaryotic and eukaryotic cells. It will include such topics as restriction mapping, DNA sequencing, cloning strategies and vectors, library construction and screening, probing the sequence organization of DNA and genes, and other current topics relevant to the regulation of the expression of genetic information. Prerequisites: BIOL 302 and 303 or consent of the instructor. BIol 428 Computer applications in Molecular Biology. [4] This course is designed as an introduction for biology and biochemistry students to the use of applications software in the analysis of DNA, RNA and protein sequence data. Topics will include operating systems; telecommunications with off campus database; and specific software packages for general and analytical treatment of DNA, RNA and protein sequence data. Some elementary programming will be included. Prerequisites: BIOL 302 and 303. BIol 430 Biological Chemistry. [4] An introductory course describing the essential principles of biochemistry. Topics include the structure and characterization of biological macromolecules, the energetics and thermodynamics of coupled biological reactions, and enzymology. The most important metabolic pathways are described, emphasizing their cellular compartmentalization, integration and control. Prerequisites: BIOL 303 and CHEM 352. BIol 434 Microbial Molecular genetics. [4] The approaches of microbial genetics, molecular biology and biochemistry are combined for the study of the molecular mechanisms regulating gene expression in bacteria. Emphasis is placed on critical reading of research literature. Prerequisites: BIOL 302 and 303 or consent of instructor. notes: Recommended: BIOL 430 or CHEM 437. BIol 442 developmental Biology. [3] A lecture course that considers the two major aspects of animal development: the means by which, starting with a fertilized egg, progeny cells progressively differentiate from their precursors and one another to produce the ultimate diversity of the multicellular organism; and the processes by which this increasingly complex population of cells is synthesized into a single integrated organism. Prerequisites: BIOL 302 and 303. BIol 443 advanced topics in developmental Biology. [4] Designed to emphasize cellular, molecular and biochemical aspects of basic developmental questions, this course introduces the student to modern approaches to determination, differentiation and morpho-genesis. Experimental design and analysis of data are emphasized. Possible topics include molecular and cellular aspects of gametogenesis, fertilization, embryogenesis and continuous development in the adult; mechanisms of intra- and intercellular communication; and pattern formation and positional information. Developmental model systems using unicellular organisms are considered. Prerequisites: BIOL 442. notes: May be repeated for credit with different topic. BIol 444 development and Cancer. [4] This course will explore at the molecular level the interface between animal development and cancer. Through a combination of didactic lectures, reading of the primary scientific literature, and in-class presentations students will explore the latest advances in understanding how the processes that govern normal cell growth and differentiation become altered in cancer. Topics will include signaling mechanisms, stem cell biology, and cell cycle control. Prerequisites: BIOL 442. BIol 445 Signal transduction. [4] This course will examine some of the methods by which the reception of signals from the environment leads to the changes in gene and protein activity in responding cells that constitute a biological response. Signal transduction in the context of developmental biology and neurobiology will be the main area of study. Six to eight topics will be emphasized through critical reading, analysis and presentation of original articles from primary literature. The use of genetic, molecular and biochemical techniques to address questions in the field of signal transduction will be examined. Prerequisites: BIOL 302 and 303. BIol 451 neurobiology. [4]
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Covers nervous system function at the cellular level, ionic mechanisms underlying electrical activity in nerve cells, the physiology of synapses, transduction and integration of sensory information, activity in populations of neurons, the specification of neuronal connections, and trophic and plastic properties of nerve cells. Prerequisites: BIOL 305 or consent of instructor. BIol 453 Physiological Bases of Behavior. [4] Studies of important adaptation behavioral patterns and their physiological bases. The course begins with some basic principles of the study of animal behavior followed by special topics such as sexual behavior, feeding, prey capture and predator evasion. Prerequisites: BIOL 305 or consent of instructor. BIol 454 Vision Science. [4] This course will focus in depth on visual systems of animals and humans. Coverage will span the range of modern research from the biochemistry and physiology of the photoreceptors to the ecology, evolution and functional optimization of visual systems. Topics include visual pigments, biochemical basis of phototransduction, visual processing and organization of visual centers of the brain, eyes, optical arrays, visual evolution and ecology. Prerequisites: BIOL 305. notes: Recommended: BIOL 451. BIol 456 Plant Molecular Biology. [4] This course is focused on exploring the molecular mechanisms underlying plant physiology and development, and it is designed to foster interactive learning. Following a brief review of some important principles and techniques in molecular biology, this course pursues, in depth, such topics as meristems, flower and
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embryo development, signal transduction of environmental cues, hormonal regulation of gene expression, pathogenic and symbiotic plant microbe interactions, and other current topics. Molecular genetic approaches using model systems are stressed throughout the course. Prerequisites: BIOL 304 for biology majors. Permission required for biochemistry majors. BIol 457 Physiology of Marine and estuarine animals. [4] A study of the physiological specializations demanded by marine/estuarine environments, including physiological mechanisms for coping with stresses imposed by extremes of temperature, salinity, aerial exposure and low oxygen concentrations; sensory physiology, including visual, chemical and mechanical modalities; exogenous and endogenous rhythms related to tidal or diel cycles; and bioluminescence. The course includes one or more trips to field laboratories. Prerequisites: BIOL 305. BIol 463 theoretical and Quantitative Biology. [4] A course in probability and advanced biostatistics. Topics will include the elementary mathematical techniques used in biology and medicine, the relationships among probability distributions used in standard statistical tests, univariate linear and nonlinear analysis, correlation matrices, multivariate analysis and path analysis, cluster analysis and discriminant and principal component analysis. Students will present examples of the analysis from the literature. The class will solve problems, and each student will analyze a set of experimental data. Prerequisites: STAT 350 and BIOL 301. BIol 466 Population and Quantitative genetics. [4] The emphasis in this course is the study in natural populations of characters whose
variation is controlled by multiple genes. The foundations in Mendelian and population genetics are described, followed by a comprehensive treatment of the field of quantitative genetics and then by a discussion of the place of quantitative genetics in behavioral genetics, physiological ecology and in population biology in general. Prerequisites: STAT 350 and BIOL 301. BIol 468 ecology of rivers and Streams. [4] This course provides an understanding of the structure and functions of lotic ecosystems and how these systems operate in terms of energetics, interactions among component species, and the physical and chemical properties of undisturbed and disturbed watersheds. Special attention will be given to the relationships between biodiversity, species substitutability and ecosystem processing as they relate to the conservation and protection of rivers, streams and nontidal wetlands. Prerequisites: BIOL 301, CHEM 102 and junior standing. BIol 476 antibiotics: origin, Mechanism resistance. [4] Infectious agents, the bacteria and viruses, accounted for 57 percent of the deaths in the U.S. in 1900 and less than 4 percent in 1990. The discovery and application of antibiotics and other chemotherapeutic agents are largely responsible for this dramatic reversal. In this course the origin of selected chemotherapeutic agents, their detailed mode of action and the basis for emergence of resistant microbial populations will be discussed. Similarly, the action of selected drugs used in chemotherapy, which attempts to control cancer cell growth, will be outlined. The principle of rational drug design and radical new methods of attacking microbial populations will be explored. Prerequisites: BIOL 302, BIOL 303, CHEM 351.
BIol 483 evolution: From genes to genomes. [4] This is a combined lecture and hands-on computing course comprising four major sections that study the applications of evolutionary theory to the exploration and analysis of phenotypic and biological sequence data. We will begin by building a sound conceptual basis for the theory of evolution, including an introduction to population genetics. Real biological sequence data then will be introduced and used to illustrate and extend this theory. From here, the focus will shift to some major branches of current evolutionary research, introducing recent published work for each topic. Finally, we will stage a series of student-led debates that require application of the science that has been learned to current socio-political areas of controversy. Prerequisites: BIOL 301 and 302. BIol 486 genome Science. [4] Life science at the whole genome level represents a rapidly expanding new paradigm that defines a new field, genome science. BIOL 486 provides students with the requisites for understanding genome science and includes experimental basics of functional genomics and analytical basics of bioinformatics. Biomedical and agricultural research are developing the potential of genome science, in both the public and private sectors. Important questions that have been unapproachable are now thought to be within reach. For example, students in BIOL 486 will learn how genome science may provide tools to unravel the arcane genetics of complex diseases and traits. Information sources will include textbook(s), primary literature and computer methods. Prerequisites: BIOL 303, CHEM 351, and either STAT 350 or STAT 355.
BIol 495 Seminar in Bioinformatics. [4] A capstone seminar course for students in the Bioinformatics and Computational Biology Program. Students will be introduced to examples of the integrated uses of the various disciplines that together comprise bioinformatics and computational biology. Pre or co-requisites: BIOL 430, CMSC 341 and permission of the instructor. BIol 497H Honors Capstone. [3] Students who are pursuing departmental honors will write and submit a scholarly paper reporting on the outcome of their senior research project, and will present their research either orally or as a poster, at one or more public forums, as decided by the Departmental Honors Committee. Students will also be expected to attend at least 12 departmental seminars and prepare at least six, one page abstracts of these seminars. Prerequisites: Approval of the departmental Honors Program advisor. notes: The research project will be taken as BIOL 499H for a minimum of six credits. BIol 499 Undergraduate laboratory/ Field research. [1-4] Original laboratory or field research conducted under the supervision of a faculty member. Prerequisites: Permission of the supervising faculty member. notes: This course is offered on a P/F basis only. This course does not fulfill the 400 level course requirement for the major in the biological sciences. BIol 499H Undergraduate laboratory Field research. [1-6] Original laboratory or field research for students in the Biological Sciences Honors Program to be conducted under the supervision of an UMBC faculty member. Prerequisites: Acceptance in the Biological Sciences Honors Program and per-
CHEM
mission of the supervising faculty member. notes: This course does not fulfill the 400- level course requirement for the major in biological sciences. Offered on a P/F basis only. Can be repeated. CHeM 102 Principles of Chemistry II. [4]
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Chemistry
See www.umbc.edu/chem for updated course offerings. All prerequisite courses must be satisfied with no less than the grade of C. CHEM 102. CHeM 100 the Chemical World. [3]
Principles of chemical and physical equilibrium, liquids and solids, elementary thermodynamics, electron and proton transfer reactions, electrochemistry, chemical kinetics and a further study of the periodic properties of the elements. (Fall/Spring/Summer) Prerequisites: CHEM 101. CHeM 102l Introductory Chemistry lab I. [2]
notes: CHEM 123-124 cannot be used as prerequisite to other chemistry courses. These classes fulfill requirements in chemistry for students in the nursing, dental hygiene and physical therapy programs. Credit may not be obtained for both CHEM 102 and 124. CHeM 124l general organic and Biochemistry lab. [2]
homogeneous and heterogeneous equibilibria involved in gravimetric and volumetric methods. Introduction to instrumental techniques includes potentiometry, spectrophotometry and chromatographic separations. (Fall/Spring) Prerequisites: CHEM 102 and 102L. CHeM 301 Physical Chemistry I. [4] A lecture course covering the laws of thermodynamics, with emphasis on their application to chemical systems. Topics considered include thermochemistry, equations of state, physical and chemical equilibrium, electrochemistry, kinetic theory of gases, chemical kinetics and the theory of rate processes. (Fall) Prerequisites: CHEM 102 and MATH 152. Corequisites: PHYS 122. CHeM 302 Physical Chemistry II. [3] Continuation of CHEM 301. Topics considered include molecular structure and bonding, interpretation of spectra and introductory quantum and statistical mechanics. (Spring) Prerequisites: CHEM 301. CHeM 303 Physical Chemistry for Biochemical Sciences. [3] This course is designed to familiarize students with the qualitative and quantitative concepts of physical chemistry as they apply to biochemical systems and macromolecules. Approximately one-third of the course will be devoted to topics in thermodynamics, kinetics and spectroscopy. Topics considered include general equilibrium thermodynamics emphasizing biochemical applications, ligand binding, biological oxidation-reduction reactions, membranes, colligative properties and transport properties, kinetics including elementary rate laws, reaction mechanisms and activated processes, relaxation and enzyme kinetics and an introduction to quantum chemistry, electronic structure and bonding and molecular spectroscopy (including vibrational, electronic
A topical discussion of the science of chemistry and its relationship to our everyday lives. While no previous knowledge of chemistry is required, this course does involve the use of chemical formulas and such basic math as algebra and scientific notation. (Spring) notes: This course is intended for nonscience majors and cannot be used as a prerequisite to other chemistry courses. CHeM 101 Principles of Chemistry I. [4]
Companion course to CHEM 102, intended for all students who require two or more years of chemistry. (Fall/Spring/Summer) Prerequisites: CHEM 101. Corequisites: CHEM 102. CHeM 123 Introduction to general organic and Biochemistry I. [4]
A companion laboratory course to CHEM 124. This course, together with CHEM 123 and 124, will complete the chemistry requirement for nurses, dental hygienists, physical therapists and others in health-related sciences, with the exception of premed and predental students. (Spring/Summer) Prerequisites: CHEM 123. Corequisites: CHEM 124. CHeM 299 training in experimental Chemistry (Cooperative education). [1-3] This course cannot be applied to the requirements of the major in chemistry. It does, however, provide a mechanism whereby a student intending to pursue a career in chemistry may acquire academic credit for training obtained while employed outside of the university. The number of credits assigned, which may not exceed three per semester, is based upon the instructors assessment of the scientific level of the employment and its contribution to the professional development of the student. The grade assigned is based upon a report written by the student and the instructors appraisal of the students performance. Prerequisites: Consent of supervising faculty. notes: This course is offered on a P/F basis only. This course may be repeated for credit. CHeM 300 analytical Chemistry. [4] A lecture-laboratory course covering the theory and practice of quantitative chemical analysis. The emphasis is on
An introduction to chemistry for science majors and other students who require a thorough grounding in the principles of chemistry. Topics treated include the atomicmolecular theory of matter, stoichiometry, states of matter, chemical nomenclature, energetics of chemical and physical processes, solutions, periodic properties, VSEPR, molecular orbital theory and chemistry of familiar elements. (Fall/Spring/Summer) Prerequisites: Working knowledge of elementary algebra. Highly recommended: MATH 150. notes: Credit may not be obtained for both CHEM 101 and 123.
A two-semester chemistry course intended for students preparing for health sciences. Topics include atomic-molecular theory, properties of the elements, bonding and molecular structure, solutions, elementary organic chemistry, proteins, lipids, carbohydrates and nucleic acids. (Fall/Summer) Prerequisites: A working knowledge of elementary algebra is required. notes: CHEM 123-124 cannot be used as prerequisite to other chemistry courses. These courses fulfill requirements in chemistry for students in the nursing, dental hygiene and physical therapy programs. Credit may not be obtained for both CHEM 101 and 123. CHeM 124 Introduction to general organic and Biochemistry II. [3]
Continuation of CHEM 123. (Spring/Summer) Prerequisites: CHEM 123.
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and magnetic spectroscopy). The use of modern instrumentation will be discussed throughout the course. (Spring) Prerequisites: CHEM 351 and MATH 152. Corequisites: PHYS 112 or 122. CHeM 311l advanced laboratory I. [3] Laboratory exercises encompassing experimental problems in physical, inorganic, synthetic and instrumental analytical chemistry. Emphasis is placed on the analysis of data, the techniques of measurement and computer-interfaced instrumentation. (Fall) Corequisites: CHEM 301. CHeM 312l advanced laboratory II. [3] Continuation of CHEM 311L. (Spring) Prerequisites: CHEM 311L. Corequisites: CHEM 302. CHeM 351 organic Chemistry I. [3] The chemistry of aliphatic and aromatic compounds, including bonding, stereochemistry and reactions of functional groups. Reaction mechanisms, synthetic methods and characterization of organic molecules. (Fall/Spring) Prerequisites: CHEM 102. CHeM 351l organic Chemistry laboratory I. [2] Companion laboratory course to CHEM 351. (Fall/ Spring) Prerequisites: CHEM 102 and 102L. Corequisites: CHEM 351. CHeM 352 organic Chemistry II. [3] Continuation of CHEM 351. (Spring/Summer) Prerequisites: CHEM 351. CHeM 352l organic Chemistry laboratory II. [2] Companion laboratory class to CHEM 352 and continuation of CHEM 351L. (Spring/ Summer) Prerequisites: CHEM 351 and 351L. Corequisites: CHEM 352. CHeM 397 ethics and Integrity in Scientific research. [1] Individuals involved in contemporary scientific research have ethical responsibilities for their conduct. The goal of this course is to provide students considering a career in scientific research with an appropriate framework for establishing appropriate scientific integrity. Various topics relevant to scientific integrity, including defining, handling and responding to fraud and misconduct; peer review; obligations and rights of students and mentors; ethical conduct in animal and human experimentation; ownership of data; reagents and intellectual property, authorship and conflict of interest will be presented and discussed. Specific research situations and examples of past ethical violations will be used to illustrate appropriate ethical standards. Prerequisites: Permission of course coordinator is required. CHeM 398
lead, Science and Society. [2]
covered by the regular course offerings. One credit hour is equal to a minimum of four hours of work in the laboratory per week. Chem 399 may be taken for a maximum of 3 credits and may only be taken once. A maximum of eight credits from the combination of BIOL 398, 399, 499, CHEM 399 and 499 may be applied toward the 120 credits for graduation. Prerequisites: Consent of supervising faculty. notes: This course offered on a P/F basis only. CHeM 401 Chemical and Statistical thermodynamics. [3] Basic methods of classical and statistical thermodynamics developed at a level appropriate for first-year graduate students and advanced undergraduates. (Spring) Prerequisites: CHEM 302. CHeM 405 Inorganic Chemistry. [3] Basic theoretical concepts of inorganic chemistry, including a study of the periodic table, the elements and their physical and chemical properties. Several theories of bonding are discussed, as well as the mechanisms of inorganic reactions, coordination chemistry and the chemistry of transition metals. (Fall) Prerequisites: CHEM 352. Corequisites: CHEM 301. CHeM 406 Bioinorganic Chemistry. [3] Intended for senior-level undergraduates and graduate students, this course focuses on the role and function of metals in biology. Topics include metalloenzyme mechanisms, spectroscopy and use of metals in medicine. Prerequisites: CHEM 405 or CHEM 437 and permission of instructor. CHeM 410 Quantum Chemistry. [3] Introduction to the principles of quantum mechanics and their application to chemical systems. Topics include the postulatory basis of quantum mechanics; approximate methods; vibra-
tional, rotational, electronic, nuclear magnetic and electron spin spectroscopy; atomic structure; the chemical bond, valence bond and molecular orbital theory. Prerequisites: CHEM 302 or 303. CHeM 415 Statistical Mechanics and theory of rate Processes. [3] Introduction to statistical mechanics and theoretical aspects of absolute reaction rate theory. Major topics include statistical definition of entropy; compounding of systems; combinational problems; the methods of Gibbs; quantum statistics; partition functions; applications to equilibrium states of gases, solids and liquids and partition formulation of the theory of absolute reaction rates. Prerequisites: CHEM 302 or 303. CHeM 420 Computer applications in Chemistry. [3] The course is designed to help develop an appreciation and understanding of how to write a computer program to solve problems related to chemical research. Fundamentals of electronic chemical structure calculations. This is not a theory course, but a practical course in which programming techniques, data handling, and online computational tools are discussed. (Fall) Prerequisites: CHEM 302 or 303. CHeM 431 Chemistry of Proteins. [3] An advanced treatment of the chemistry of proteins and protein-containing supramolecular structures. The topics include isolation and purification of proteins, structure of proteins and relation of structure to biological function. Prerequisites: BIOL 430, CHEM 437 or equivalent. CHeM 432 advanced Biochemistry. [3] The topics presented would not normally be covered in any other biochemistry course
In this course, the problem of lead poisoning will serve as a focal point to develop perspective, insight and retrospection into an important societal problem. The course will be presented as a series of seminars that cover indepth the many facets of lead and lead poisoning. Some of the topics include the chemistry of lead, its history, toxicology, ecology, legal and political ramifications and its remediation. The culmination of the course will be the student projects, which will meld their knowledge, interpretation of lecture material and personal experience. Prerequisites: Permission of course coordinator is required. CHeM 399 tutorial Projects in Chemistry. [1-3] Independent study supervised by a faculty member. The course is intended for students who wish to study topics in chemistry not
CHEM
and may include an advanced treatment of enzyme kinetics with emphasis upon twosubstrate systems, allosteric control mechanisms, replication and transcription and the biochemistry of specialized tissues. Prerequisites: CHEM 437 and 438. CHeM 433 Biochemistry of nucleic acids. [3] A survey of nucleic acid structure and function, with emphasis on chemical aspects. Topics will include DNA and RNA structure, packaging of nucleic acids, chemical and physical properties of nucleic acids, proteins and enzymes of DNA replication, fidelity of nucleic acid synthesis, biochemistry of DNA recombination, enzymology of transcription and RNA processing. Prerequisites: CHEM 437 or permission of instructor. CHeM 435 Biochemistry of Complex Carbohydrates. [3] Structure and function of the carbohydrates of glycoprotiens, glycolipids, proteoglycans and bacterial polysaccharides; carbohydrates as informational macromolecules; decoding by lectins; biosynthesis; structure; engineering of glycoproteins; bacterial adhesion and virulence and tumor antigens. Prerequisites: CHEM 437. CHeM 437 Comprehensive Biochemistry I. [4] The first semester of a two semester sequence providing a thorough introduction to the principles of modern biochemistry. Major topics include enzyme kinetics and the structures and properties of proteins, nucleic acids, carbohydrates and lipids. (Fall) Prerequisites: BIOL 100 and CHEM 352. CHeM 437l Biochemistry laboratory. [4] Modern methods of biochemical research. Laboratory experiments are designed to provide experience in working with biologically active materials and familiarity with standard biochemical techniques. These include spectrophotometry; chromatography; isotope tracer techniques; ultra-centrifugation; enzyme kinetics; and isolation, purification and characterization of proteins, nucleic acids and subcellular organelles. Two laboratory sessions per week. Prerequisites: CHEM 352L. Corequisites: CHEM 437. CHeM 438 Comprehensive Biochemistry II. [4] Continuation of CHEM 437. Includes metabolic pathways and selected topics in nucleic acid and membrane chemistry. (Spring) Prerequisites: CHEM 437 or equivalent. CHeM 441 Physical Chemistry of Macromolecules. [3] Introduction to the physical chemistry of macromolecules. Emphasis is placed on the development of broad general concepts applicable to the study of synthetic and biological macromolecules. Topics considered include determination of molecular weight and molecular weight distributions; conformational properties of high polymers; and thermodynamics and transport properties of polymer solutions, polyelectrolytes and polymerization processes. Techniques such as sedimentation analysis, light scattering, osmometry and viscometry are discussed. Prerequisites: CHEM 301. CHeM 442 Physical Biochemistry. [3] Structural determination of proteins and nucleic acids in the solid state and in solution. Transitions between and stability of secondary and tertiary structure. Ligand binding and association processes. Interpretation of spectra, titration curves and multi-component equilibria, hydrodynamic properties and fluorescence polarization. Prerequisites: CHEM 301 or 303 and 437. CHeM 443 Molecular Spectroscopy and Biomacromolecules. [3] Team-taught course covering theory and applications of advanced spectroscopic techniques used to study the structure and function of biomacromolecules (polysaccharides, DNA, coenzymes and cofactors). Aspects of modern Fourier Transform NMR, including one- and two-dimensional methods (COSY, NOESY, TOCSY) will be presented. Principles of mass spectrometry and examples of the potential, limitations and applications of electron impact; desorption ionization; high-resolution tandem-mass spectrometry and interfaced chromatography mass spectrometry will be discussed. Theory and applications of other spectroscopic techniques, including molecular vibrational (raman, resonance raman and infrared), electron spin resonance (ESR) and laser fluorescence spectroscopies also will be presented. Prerequisites: CHEM 301 and permission of instructor(s). CHeM 444 Molecular Modelling. [3] Survey of theoretical methods for simulation of biopolymer conformation. Energy maps, energy minimization and molecular dynamics simulation. Influence of solvents. Applications to proteins, nucleic acids, etc. Calculations using the CHARMm code. Prerequisites: CHEM 301 or 303 and 437. CHeM 450 Chemistry of Heterocyclic Compounds. [3] An in-depth survey of the properties, reactions and synthesis of heterocyclic compounds containing the heteroatoms of oxygen, sulfur and/or nitrogen. The course will consist of lectures based on readings from monographs and current literature. Prerequisites: CHEM 352. CHeM 451 Mechanisms of organic reactions. [3]
215
Advanced general treatment of the study of organic reaction mechanisms, with emphasis on the development of broad principles governing various organic reactions. Description of metastable intermediates such as carbonium ions, carbanions, carbenes and free radicals, kinetic effects in relation to structure, conformational analysis and stereochemistry. Prerequisites: CHEM 352. CHeM 452 Physical organic Chemistry. [3] Introduction to theoretical aspects of organic chemistry. Molecular orbital approximations, linear-free energy relationships, general theory of acid-base catalysis, medium effects and isotope effects. Prerequisites: CHEM 301 or 303. notes: Recommended: CHEM 451. CHeM 453 organic Chemistry of nucleic acids. [3] A survey of organic chemical principles governing structure, properties and reactions of nucleic acids, including synthesis of nucleic acid bases, nucleosides, nucleotides and polynucleotides and their important synthetic analogs possessing antiviral and antitumor properties. Study of reactivity of nucleic acid building blocks, including addition and substitution reaction, ring-openings and rearrangements, hydrolysis of glycosidic and phosphodiester bonds and photochemical reactions. Study of primary structure, acid-base property, tautomerism and conformation of nucleic acids. Review of secondary structure, base-pairing and -stacking interactions, helical structure, stability, conformation, denaturation, renaturation and cross-linking. Prerequisites: CHEM 352.
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CHeM 455 Introduction to Biomedicinal Chemistry. [3] A survey of principles and methods of drug design, including modern rational approach aided by computers, disease models, natural products, analogue synthesis and pharmacophore identification; physicochemical principles of drug action, including solubility, partition coefficients, surface interactions, stereochemical, electronic and quantum chemical factors, chemical bonding and quantitative structure-activity relationships (QSAR); receptor concept of drug action, including nature, definition, characterization, models and classical theories of receptor function; mechanisms of drug action, including enzyme stimulation, inhibition and regulation; drug distribution, metabolism and inactivation, including bioavailability, biotransformations, chemical and metabolic stability, pharmacokinetic variability and design of prodrugs; case studies selected from a list of antitumor, analgetic, antimicrobial, anticholinergic, antiadrenergic, psychoactive and cardiovascular drugs; and current status of and future impact on drug development, including protein therapeutics, gene therapy, antisense drugs, cytokines and drug resistance. Prerequisites: BIOL 100 and CHEM 352. CHeM 457 total Synthesis of natural Products. [3] The course will cover the total syntheses of selected natural products from animal, plant, marine, bacterial and fungal sources, including vitamins, alkaloids, hormones, terpenoids and antibiotics. Both historically significant total syntheses of landmark, such as those of cholesterol, morphine, strychnine and vitamin B12, as well as the more modern total syntheses, such as those as taxol, bleomycin and enediyne antibiotics, will be elaborated. Students who opt to take the course for graduate credits (CHEM 657)
will be required to write an additional term paper and/ or make an oral presentation on the total synthesis of a selected natural product. Prerequisites: CHEM 352. CHeM 461 advanced Instrumental Methods of analysis. [4] A lecture-laboratory course covering the theory, instrumentation and applications of modern instrumental techniques. Advantages and limitations of different instrumental methods are discussed using selected topics of environmental, pharmacological and toxicological analysis. Laboratory experiments include polarography and pulse voltammetry, anodic stripping analysis, potentiometry with ionselective electrodes, flame and electrothermal atomic absorption, UV-VIS spectrophotometry, capillary gas chromatography and highperformance liquid chromatography (HPLC). (Spring) Prerequisites: CHEM 300 and 311L or equivalent or consent of instructor. CHeM 465 Mass Spectrascopy at the Chemistry-Biology Interface. [3] Primary mass spectrometric methods for the structural characterization and functional investigation of biomolecules, such as proteins, nucleic acids, carbohydrates, etc. will be covered. Sequencing, identification of post-translational modifications, proteome application and functional investigations of biomolecules will be discussed using a problem based approach. Prerequisites: CHEM 300 and 301. CHeM 470 toxicological Chemistry. [3] The relationship between the chemical properties of toxic chemicals, e.g., chlorinated hydrocarbons, metals, drugs, solvents and naturally occurring toxicants and their genotoxic effects, are systematically examined. Topics
covered include biotransformations, dose-response and statistical considerations, chemical air pollution, pharmacokinetics, chemical mutagenicity and carcinogenicity, analytical procedures, geo-chemistry of environmental pollution, radiation toxicology and combinations of chemicals. Prerequisites: BIOL 430 and CHEM 352 or consent of instructor. CHeM 472 enzyme reaction Mechanisms. [3] The mechanism of enzyme action will be examined with emphasis on three-dimensional structure of enzymes, chemical catalysis, methods of determining enzyme mechanisms, stereochemistry of enzymatic reactions, detection of intermediates, affinity labels and suicide inhibitors, transition stateanalogs, energy relationships, evolutionarily perfect enzymes, genetic engineering and enzymes and use of binding energy in catalysis. Instruction will be in both lecture and seminar format, with emphasis on recent literature. Prerequisites: CHEM 352 and 437. notes: Recommended: CHEM 451. CHeM 490 Special topics in Chemistry. [1-3] This course is intended for senior science students. Both format and topics may vary. Prerequisites: Permission of the instructor. notes: The course may be repeated for credit. CHeM 499 Undergraduate research. [1-3] Original laboratory or theoretical investigation suitable for advanced students. Registration with the consent of the faculty member with whom the research is to be carried out. Hours to be arranged. One credit hour is equal to a minimum of four hours work in the laboratory per week. A formal paper will be required on research performed. Prerequisites: Consent of supervising faculty
member. notes: P/F only. May be repeated for credit, subject to the following provision: a maximum of six credits of CHEM 499 or a maximum of eight credits from the combination of BIOL 398, 399, 499, CHEM 399 and 499 may be applied toward the 120 credits for graduation.
Chinese
CHIn 101 elementary Chinese I. [4]
An introduction to Chinese language and culture. Emphasis is on listening comprehension and basic speaking skills. The Pinyin phonetic system of Mandarin Chinese is studied. Chinese characters also are introduced. CHIn 102 elementary Chinese II. [4]
Continuation of CHIN 101. Prerequisites: CHIN 101 with grade of C or better or equivalent. CHIn 201 Intermediate Chinese I. [4]
Further development of listening comprehension and speaking skills, with an increased emphasis on reading ability and cultural knowledge. Prerequisites: CHIN 102 with grade of C or better or equivalent. CHIn 202 Intermediate Chinese II. [4]
GEP: C. GFR: Meets L or C.
Continuation of CHIN 201. Prerequisites: CHIN 201 with grade of C or better or equivalent. CHIn 301 advanced Chinese I. [3]
Readings in Chinese television and radio plays, newspapers, business and fiction, with conversation and composition. Prerequisites: CHIN 202 with grade of C or better or equivalent, or permission of instructor.
CHIN / CMPE
CHIn 302 advanced Chinese II. [3]
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credit for both CMPE 312 and 312L and for CMPE 212. CMPe 306 Introduction to Circuit theory. [4] This course introduces the fundamental linear passive elements of resistance, capacitance, inductance and the physical basis for their current voltage characteristics. It covers the basic analysis of circuits with these linear passive elements including Kirchoffs laws, node and mesh analysis and a solution of the resulting circuit differential equations for transient and steady-state responses. The Laplace transform is presented with its application to the solution of network problems. The transform (frequency) domain is introduced. The operational amplifier and circuits using these components is covered. The course includes a laboratory in which the student designs and makes measurements on simple test circuits using both real components and PSPICE simulation. Prerequisites: PHYS 122. Corequisites: MATH 225. notes: Formerly listed as ENEE 206. CMPe 306t Introductory Circuit theory lab. [1] This course covers the lab material from CMPE 306. The course is intended only for transfer students who have taken a three-credit equivalent course to CMPE 306 before transferring to UMBC. Equivalent three-credit courses will only be transferred to four-credit CMPE 306 after the student has successfully passed CMPE 306T with a regular grade. Prerequisites: CMPE 306 or equivalent. CMPe 310 Systems design and Programming. [4] This course provides computer engineering students with system design software and hardware experience. This course covers hardware features that support advanced process and memory management in modern architectures
A continuation of CHIN 301, with focus on listening, reading, speaking and writing. Readings in literature, science and business. Prerequisites: CHIN 301 with a grade of C or higher or equivalent as determined by the instructor. CHIn 309 Business Chinese. [3]
A course designed for students who wish to study business or who wish to become acquainted with the language of business in China. This course introduces business terminology and concepts particular to China, as well as essential tools for researching company stocks and the import and export trade. Prerequisites: CHIN 301 or equivalent or permission of the instructor. CHIn 319 Chinese translation. [3] Instruction and practice in translating from Chinese into English. Students work with various written material covering many fields. Prerequisites: CHIN 301 or equivalent.
such as the Pentium. The details of the entire chipset for 8086 are covered, including topics related to the register architecture, machine language, clock generator, bus controller and memory, I/O and interrupt interface. Other details of a complete computer system are discussed, including I/O bus protocols and support chips, memory chips, interrupt handler hardware and external support chips for disk storage, video and direct memory access. This course includes a laboratory that focuses on assembly language programming and board design software. Prerequisites: CMPE 212 and CMSC 201. CMPe 314 Principles of electronic Circuits. [4] A brief overview of semiconductor devices and technology. The basic physical operation of PN-junction diodes, junction field effect transistors, MOSFETs and bipolar transistors. The corresponding small signal AC models. Basic transistor circuit configurations (CE, CC CB, CS, CD, CG). DC bias. Small signal analysis. Simple multi-transistor circuits: diffamp, operational amplifier and current mirror frequency response. In addition to the lectures, there is a laboratory associated with the course. Prerequisites: CMPE 306. CMPe 314t electronic Circuits lab. [1] This course covers the lab material from CMPE 314. The course is intended only for transfer students who have taken a three-credit equivalent course to CMPE 314 before transferring to UMBC. Equivalent three-credit courses will only be transferred to four-credit CMPE 314 after the student has successfully passed CMPE 314T with a regular grade. Prerequisites: CMPE 314 or equivalent. CMPe 315 Principles of VlSI design. [4] Introduction to the concepts and techniques of VLSI (Very Large Scale Integration)
design, the VLSI design process, details of the MOS transistor, CMOS processing technology and device fabrication, design rules, digital CMOS circuits, VLSI structures, timing issues, simulation, real circuits and performance. This course includes a laboratory that uses the CADENCE design tools. Prerequisites: CMPE 314. notes: Students cannot get credit for both CMPE 315 and CMPE 413. CMPe 320 Probability, Statistics and random Processes. [3] This course presents the fundamental concepts of probability, statistics and random processes from a computer and electrical engineering prospective, emphasizing applications in communications and signal processing. Students will learn the basics to analyze and model the probabilistic behavior of engineering systems and to analyze experimental data associated with such systems. Prerequisites: MATH 251, MATH 225 and CMPE 306. notes: Students cannot receive credit for both CMPE 320 and STAT 355. CMPe 321 Communications laboratory. [2] This course exposes students to basic laboratory techniques in communications and will provide a global view of optical and wireless communications systems. Experiments will familiarize students with laser diode DC and AC characteristics, with antenna emission and transmission characteristics and with RF and microwave modulation and demodulation instruments. Experiments will provide a basic understanding of laser and wireless transmission and reception, and they will acquaint students with communication modulation formats like AM, FM, PM, ASK, FSK, PSK, DQPSK, as well as with FH and DS CDMA techniques. Experiments will provide an introduction to transmission errors and BER testing techniques. Prerequisites: CMPE 314.
Computer engineering
CMPe 212
Principles of digital design. [4]
This course introduces students to the science of digital design. The topics covered include: Boolean algebra; logic theorems; logic circuits and methods for their simplification, including Karnaugh maps and the Quine-McCluskey algorithm; combinational design; electrical characteristics of gates, timing, races and hazards; sequential circuits, their specification via state machines and minimization; principles of register transfer notation; exposure to hardware description language(s); and synthesis tools. This course includes a laboratory. Prerequisites: CMSC 203. notes: Students cannot get
218 CMPE
CMPe 330 electronic Waves and transmission. [3] An introduction to waves, transmission lines and electromagnetics is made with the focus on computer engineering and communications applications. The physical limits on Kirchoffs Laws are discussed. Phasor and vector analysis is reviewed. Transmission lines are studied in the time domain and the frequency domain. Electrostatics, magnetostatics and the calculation of the capacitance and inductance in transmission lines are then studied. Time-varying fields, and the integral, differential and phasor forms of Maxwells equations are introduced. Plane waves are studied. Prerequisites: CMPE 306, MATH 225, MATH 251. CMPe 414 advanced VlSI design. [3] This course covers advanced high-speed digital design concepts. Students work in groups to design, implement, simulate and fabricate a large design component such as a microprocessor. Prerequisites: CMPE 315. CMPe 415 Programmable logic devices. [3] This course covers the concepts, structure and programming characteristics of programmable logic devices such as PLDs and FPGAs. Hardware Description Languages (HDLs) are used to create designs that are tested on FPGA devices. Prerequisites: CMPE 310. CMPe 417 VlSI design algorithms. [3] The design and implementation of algorithms for VLSI. Algorithms used at all levels of the design process are examined, including requirement specification, logic optimization, critical path analysis, place and route, mask layout, power analysis, logic simulation, fault simulation and test generation algorithms. Prerequisites: CMPE 315.
CMPe 418 VlSI design Verification and testing. [3] Introduction to digital design verification and testing topics, including design verification process, fault modeling, fault simulation, automatic test pattern simulation, functional test, logic and parameter testing techniques and package testing. Built-in self test, design for testability and sequential test generation issues will be examined. Commercial computer-aided verification and ATPG tools will be used to generate tests on existing designs. Corequisites: CMPE 315. CMPe 419 Computer arithmetic algorithms and Implementations. [3] This course introduces students to the algorithms employed in modern Arithmetic Logic Units (ALUs) and DSP processors to realize arithmetic operations. The topics covered include: introduction to arithmetic, unconventional fixed-radix number systems, redundant representations, sequential algorithms for multiplication and division, binary floating point numbers, fast addition and multiplication, fast division, evaluation of elementary functions (polynomial/rational function methods as well as CORDIC), logarithmic and residue number representations. Other topics are covered in articles from current literature in the area. Prerequisites: CMPE 212. Some knowledge of material from CMPE 315 is beneficial but not essential. CMPe 422 digital Signal Processing. [3] Discrete-time signals and system analysis and the z-transform; sampling of continuous time signals, analog-to-digital and digital-to-analog conversion; design of finite impulse response and infinite impulse response digital filters, direct and computer-aided designs; the discrete fourier transform and fast fourier transform; effects of quantization and finite work-length arithmetic. Prerequisites: CMPE 323.
CMPe 423 Principles of Communication engineering. [3] Information sources, channels, and noise: an introduction to the representation and transmission of information; entropy and capacity. Quantization. Waveforms and sequences: sampling theory, bandwidth and the Nyquist inter-symbol interference criterion, orthonormal expansions, signal spaces. Waveform modulation: baseband and passband representations. Representation and processing of stochastic waveforms. Transmission models, Gaussian processes and orthonormal representations. Binary signaling in additive white Gaussian noise (AWGN) channels; minimizing error probability; elementary decision theory; matched filters. Mary signaling; orthogonal signal sets; representation and performance of quadrature phase-shift keying (QPSK) and quadrature amplitude modulation (QAM); spectral efficiencies. Non-coherent and differentially coherent receivers. Error exponents. Overview of the roles of the rate parameter R0 and capacity in signal design. Elementary notions of coded modulation. Fading and interference: orthogonal frequency division multiplexing and spread spectrum signaling. Multiuser wireless networks: issues of current interest. Prerequisites: CMPE 320 and CMPE 323. CMPe 431 optical Communications and networks. [3] The basic design of an optical communications system is taught, and its application to telecommunications networks is introduced. Some history and societal impacts of optical communications are described. The components of optical communications systems - optical fibers, transmitters, amplifiers and receivers - are systematically studied. The concepts of access, metro and core networks are introduced. SONET/SDH and WDM networks are described. Prerequisites: CMPE 330.
CMPe 432 optoelectronic devices. [3] The basic operation of devices that interface between the electrical and optical domain with applications in optical communication systems is taught. The basic devices covered are semiconductor lasers, vertically coupled semiconductor lasers, vertical cavity surface emitting laser, lithium niobate electro-optic modulators, semiconductor electro-absorption modulators, laser and modulator drivers, photo-detectors, avalanche photodiodes and pre-amplifiers. The optical and electrical frequency response of these devices and their noise properties will be covered in the context of optical communication systems. Prerequisites: CMPE 314, CMPE 323, CMPE 320. CMPe 440 analog and Mixed Signal Circuits. [3] Fundamentals of analog integrated circuits and their integration with digital circuits into application-specific integrated circuits (ASICs). The contents include principles and designs of operational amplifiers, analog multipliers, comparators, phaselock-loops, A/D and D/A converters, voltage/frequency converters, DC/DC converters, regulators, communication circuits including: filters, transmitter/receiver circuits modulators/demodulators. Prerequisites: CMPE 314. CMPe 450 Capstone I. [2]. [2] The computer engineering capstone course is unique in that it comprises two separate modules called CMPE 450 and CMPE 451, with these modules being taken during the consecutive fall and spring semesters. The course is designed to allow students completing the computer engineering curriculum to engage in a complete project design experience. This will help them to integrate the various technical concepts they have learned in the prior courses they have engaged. The course
CMPE / CMSC
aims to impart a foundation in team leadership and project management ability that will allow graduates to move with purpose, positively impacting the concerns they soon will join. Engineers in industry solve problems that simultaneously resolve budgetary, time, technical and sometimes social, ethical and environmental constraints. Students will enjoy an experience that closely matches the aforementioned environment. Prerequisites: 1) Senior standing required and 2) CMPE 310 and CMPE 314. notes: Students cannot earn credit for both CMPE 416L and for CMPE 450 and CMPE 451. CMPe 451 Capstone II. [2] The computer engineering capstone course is unique in that it comprises two separate modules called CMPE 450 and CMPE 451, with these modules being taken during the consecutive fall and spring semesters. The course is designed to allow students completing the computer engineering curriculum to engage in a complete project design experience. This will help them to integrate the various technical concepts they have learned in the prior courses they have engaged. The course aims to impart a foundation in team leadership and project management ability that will allow graduates to move with purpose, positively impacting the concerns they soon will join. Engineers in industry solve problems that simultaneously resolve budgetary, time, technical and sometimes social, ethical and environmental constraints. Students will enjoy an experience that closely matches the aforementioned environment. Prerequisites: CMPE 450. notes: Students cannot earn credit for both CMPE 416L and for CMPE 450 and CMPE 451. CMPe 485
Introduction to Communication networks. [3]
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and packet switching, data link and medium-access technologies, X.25, frame relays, ISDN, xDSL, cable modem, SONET, ATM, TCP/ IP, routing techniques and quality of services (QoS). Prerequisites: CMPE 212. CMPe 486 Mobile telephony Communications. [3] This course provides a technical introduction to mobile radio telephony. Topics include: the evolution of mobile radio communications, transforming signal representation between time and frequency domains, allocation and assignment of communication channels for cellular phones, signal modulation techniques and wireless networks. An in-depth study of the GSM and IS-95 CDMA cellular phone systems also will be presented. Prerequisites: CMSC 313 or CMPE 212 and MATH 152. CMPe 491 Special topics in Computer engineering. [3] Special topics in computer engineering to be announced. Prerequisites: Varies by topic. Check current Schedule of Classes. notes: This course may be repeated provided the topic varies. CMPe 499 Independent Study in Computer engineering. [1-4] A student may enroll in this course to study computer engineering topics that are not available in a regular course. The student and the faculty member supervising the independent study must determine the objectives of the project, the number of credits to be earned and the evaluation criteria for the project. Students are limited to two independent study courses in computer engineering. Prerequisites: Junior standing and permission of the instructor. notes: This course is offered on a P/F basis only and does not apply toward the requirements for a computer engineering major.
Computer Science
CMSC 100 Introduction to Computers and Programming. [3] A one-semester introduction to computers and their uses. This course is intended for non-science majors. Topics include computer programs, computer systems, personal computers and software packages, simulation, databases, artificial intelligence, computers in education and industry, and the effects of computers on society. notes: This course is not open to students who have passed CMSC 103. This course should not be taken by students planning to take CMSC 103 or CMSC 201. CMSC 103 Scientific Computing. [4] An introduction to computers and programming. This course is intended for students who will major in scientific disciplines other than computer science. The course emphasizes scientific applications and uses the FORTRAN programming language. The elements of FORTRAN covered in this course include assignment statements, input/output statements, control structures, repetition structures, sub-routines, functions, arrays and files. This course also covers general programming concepts, including computer components, structured programming, algorithm development, problem-solving, testing, debugging and documentation. Prerequisites: MATH 151 or MATH 140. CMSC 104 Problem-Solving and Computer Programming. [3] This course is designed to prepare students for CMSC 201 by providing an introduction to computer programming that does not require prior programming experience. Students will be taught the basic use of a programming environment and the basic elements of the C programming language (including loops, control statements and arrays). This course also introduces general computer
science concepts such as operating systems, computer organization, computer architecture, data representation and memory usage. note: This course does not fulfill any of the computer science major requirements. Students who have taken and received transfer credit for, or who are taking concurrently any computer programming course in a high level programming language, will not receive credit for CMSC 104. The list of such computer programming courses includes, but is not limited to: CMSC 103, CMSC 106, CMSC 109, CMSC 201, CMSC 202 and sections of CMSC 291 that cover programming topics. CMSC 106 Programming in C. [2] An introduction to programming in C for students experienced in a high-level programming language. Topics include elementary data structures, control structures and input/output functions in C; the use of the C preprocessor; user-defined types such as arrays, records and structures; system calls and the use of a symbolic debugger. Students will be expected to complete significant programming projects using the C programming language. Prerequisites: Mastery of a high-level programming language other than C. notes: This course is not open to students who have previously taken a course in C programming. Credit will not be given for both CMSC 106 and CMSC 201. CMSC 109 Programming topics. [2] An introduction to programming in a specific programming language, which may vary from semester to semester. Prerequisites: CMSC 103 or CMSC 201. notes: Not open to students who have had programming experience using the specified language. This course may be repeated when the language is different.
An introduction to the fundamentals of communication and computer networking. Topics include: transmissions, WDM, circuit
220 CMSC
CMSC 121 Introduction to UnIX. [1] This is an introductory course on UNIX intended primarily for incoming students new to UNIX and to computing at UMBC. Topics include an introduction to the UMBC computing environment, basics of the UNIX environment, e-mail using Pine and the emacs/Xemacs editor. Students are required to obtain a UMBC GL account prior to the first day of class. CMSC 201 Computer Science I for Majors. [4] An introduction to computer science through problemsolving and computer programming. Programming techniques covered by this course include modularity, abstraction, topdown design, specifications, documentation, debugging and testing. Selected topics in computer science are introduced through programming projects in the C language running under a UNIX operating system. The core material for this course includes functions, recursion, arrays, strings, pointers, records and files. It is assumed that students already know the basics of a modern highlevel language such as C or Pascal (expressions, basic data types, arrays and control structures). Prerequisites: MATH 150. notes: Students with no prior programming experience should take CMSC 104. This is the first course for students interested in pursuing further study in computer science. Credit will not be given for both CMSC 106 and CMSC 201. CMSC 202 Computer Science II for Majors. [4] This course continues the development of programming and problem-solving skills, focusing on recursion, pointers, data abstraction and procedural abstraction. Topics include introduction to asymptotic notation; data structures, including lists, stacks, queues, hash tables and elementary binary search trees; sorting and searching and an introduction to the C++ language and object-oriented programming. Programming projects for this course will use the C and C++ programming languages. This is the second course for students interested in pursuing further study in computer science. Prerequisites: CMSC 201. CMSC 203 discrete Structures. [3]
GEP/GFR: Meets Mathematics.
CMSC 291 Special topics in Computer Science. [1-4] Special topics in computer science to be announced. Prerequisites: Varies by topic. Check current Schedule of Classes. notes: This course may be repeated, provided the topic varies. CMSC 299 Independent Study in Computer Science. [1-4] A student may enroll in this course to study computer science topics that are not available in a regular course. The student and the faculty member supervising the independent study must determine the objectives of the project, the number of credits to be earned and the evaluation criteria for the project. Students are limited to two independent study courses in computer science. Prerequisites: Permission of the instructor. notes: This course is offered on a P/F basis only and does not apply toward the requirements for a computer science major. CMSC 304 ethical and Social Issues in Information technology. [3]
GEP/GFR: Meets AH.
logic gates; simplification of logical expressions; design and analysis of simple combinational circuit, such as decoders and multiplexers, flip-flops and registers; design and analysis of simple synchronous sequential circuit, random-access and read-only memories; instruction set architecture and programming in assembly language. Prerequisites: CMSC 202 and CMSC 203. CMSC 331 Principles of Programming languages. [3] This course examines the semantics of programming languages. Topics include formal specifications of syntax, declarations, binding, allocation, data structures, data types, control structures, control and data flow and the implementation and execution of programs and functional programming versus imperative programming. Other possible topics include non-procedural and logic programming, object-oriented programming and program verification. Programming projects will provide experience in several languages. Prerequisites: CMSC 202. CMSC 341 data Structures. [3] An examination of a range of advanced data structures, with an emphasis on an object-oriented approach. Topics include asymptotic analysis; various binary search trees, including red-black and splay trees; skip lists as alternatives to binary search trees; data structures for multidimensional data such as K-D trees; heaps and priority queues, including binary heaps, binomial heaps, leftist heaps (and/or other mergeable heaps); B-trees for external storage; other commonly used data structures, such as hash tables and disjoint sets. Programming projects in this course will focus on implementation issues for data structures and on empirical analysis of their asymptotic performance. Prerequisites: CMSC 202 and CMSC 203.
This course introduces the fundamental tools, topics and concepts of discrete mathematics needed to study computer science. This course emphasizes counting methods, proof techniques and problem solving strategies. Topics include Boolean algebra; set theory; symbolic logic; predicate calculus; number theory; the methods of direct, indirect and inductive proofs; objective functions; equivalence relations; graphs; set partitions; combinatorics; modular arithmetic; summations; and recurrences. Prerequisites: MATH 151 or MATH 140. Corequisites: CMSC 103 or CMSC 201. CMSC 232 advanced techniques in Java. [2] Advanced programming techniques in Java will be presented. The use of networking, threaded programs and techniques for object reflection and persistence will be discussed in class and will be the motivation for homework assignments. Additional topics will include distributed computation facilities in Java, including remote method invocation (RM), and distributed service architectures such as Jini and space-based computations in Java Spaces also will be examined. As time permits, Java security issues will be presented. Prerequisites: CMSC 202 or equivalent. Basic Java programming experience recommended.
A survey course that reviews social issues and the ethical impact of information technology throughout the world. The course examines the policy issues that relate to the use of information technology, such as persona, privacy, rights of access, security, transborder information flow and confidentiality. Prerequisites: CMSC 202. notes: Credit will not be given for both CMSC 304 and either IS 304 or PHIL 251. CMSC 313 Computer organization and assembly language Programming. [3] This course covers the basics of computer organization with emphasis on the lower-level abstraction of a computer system, including digital logic, instruction set and assembly language programming. Topics include data representation;
CMSC
CMSC 345 Software design and development. [3]
GEP: WI.
221
This course introduces the basic concepts of software engineering, including software life cycle, requirements analysis and software design methods. Professional ethics in computer science and the social impact of computing are discussed as an integral part of the software development process. Additional topics may include tools for software development, software testing, software metrics and software maintenance. Prerequisites: CMSC 341. CMSC 352 Women, gender and Information technology. [3]
GEP/GFR: Meets SS.
components and techniques discussed in CMSC 313, CMPE 212 and CMPE 310. All parts of the computer system CPU, memory and input/output are discussed in detail. Topics include information representation, floating-point arithmetic, instructions set design issues (RISC vs. CISC), microprogrammed control, hardwired control, pipelining, memory cashes, bus control and timing, input/output mechanism and issues in the construction of parallel processors. Prerequisites: CMSC 313 or CMPE 212 and CMPE 310. CMSC 412 Microprocessor Systems. [3] A study of microprocessor hardware and software. Topics will include the architecture, addressing schemes and data manipulation mechanisms of popular microprocessors. Prerequisites: CMSC 313 or CMPE 212. notes: Credit will not be given for both CMSC 412 and CMPE 310. CMSC 421 Principles of operating Systems. [3] An introduction to the fundamentals of operating systems. Topics include interprocess communication, process scheduling, deadlock, memory management, virtual memory, file systems and distributed systems. Formal principles are illustrated with examples and case studies of one or more contemporary operating systems. Prerequisites: CMSC 341 and (CMPE 212 and CMPE 310 or CMSC 313). CMSC 422 operating System design. [3] The study of the internal design of a widely used operating system such as UNIX with an emphasis on system programming for the operating system. Topics include kernel design, the I/O system, scheduling algorithms, process control, inter-process communication, system calls and memory management. Prerequisites: CMSC 421.
CMSC 425 Performance analysis of Computer Systems. [3] Review of probability theory, birth-death processes, Markov chains, mean-value analysis, approximation techniques, simulation studies of computer systems. Prerequisites: STAT 355 or permission of the instructor. CMSC 426 Principles of Computer Security. [3] This course will provide an introduction to computer security, with specific focus on the computing aspects. Topics covered will include: Basics of computer security including an overview of threat, attack and adversary models; social engineering; essentials of cryptography; traditional computing security models; malicious software; secure programming; Operating system security in practice; trusted operating system design; public policy issues including legal, privacy and ethical issues; network and database security overview. Prerequisites: CMSC 421 or permission of the instructor. CMSC 427 Wearable Computing. [3] This course covers fundamental concepts, methodologies and algorithms related to wearable computing, including the following: emotional design, convergent design processes, wearability considerations, wearable sensors networks, wearable networks, physiological wearable sensors, innovation processes, marketing and business considerations, human aware computing, context awareness, wearable communities, future mobility and wearable systems applications. Prerequisites: Senior CMSC major or permission of the department. CMSC 431 Compiler design Principles. [3] A detailed study of the design and implementation of a compiler for a high-level
programming language. Topics include lexical analysis, parsing techniques (including LL and LR parsers), semantic routines, run-time storage allocation, code generation and optimization. Prerequisites: CMSC 313, CMSC 331 and CMSC 341. CMSC 432 object-oriented Programming languages and Systems. [3] This course covers the concepts of object-oriented programming (OOP) languages and systems, including an introduction to fundamental abstraction, modularity and encapsulation mechanisms in OOP from a software engineering and representational perspective. Basic OOP concepts covered in this course include polymorphism and operator overloading, message passing via generic functions, late- vs. early-binding times, and inheritance mechanisms and their relationship to the type systems of programming languages. Other topics include a survey of OOP languages and systems, OOP languages vs. imperative programming languages and contrasting pure OOP environments vs. mixed paradigm languages. Prerequisites: CMSC 331 and CMSC 341. CMSC 433 Scripting languages. [3] This course is a study of a class of programming languages and tools known as scripting languages. Topics include: writing scripts to control and connect other programs, strengths and weaknesses of interpreted languages, extending scripting languages to include new functionality, embedding functions of a scripting language in other tools, syntax and usage of regular expressions, and the role of open-source software. Programming projects in multiple languages will be required. Languages studied may include Unix shell and related tools (sed, awk), Perl, Tcl/Tkand Python. Prerequisites: CMSC 331.
This course examines important issues concerning women, gender and information technology (IT). Students will consider such topics as the history of womens involvement with IT; how women are impacted by technology; how women and girls fare in the educational setting as well as online and the way gender intersects with IT in relation to other dimensions of womens experience, such as race, class and age. Students will connect issues relevant to women and IT to their own career choices, interact with women in the IT field and utilize technology for research and presentation. Prerequisites: A prior course in computer science, information systems or gender and womens studies. notes: Also listed as GWST 352, IS 352. CMSC 391 Special topics in Computer Science. [1-4] Special topics in computer science. Prerequisites: Varies by topic. Check current Schedule of Classes. notes: This course may be repeated, provided the topic varies. CMSC 411 Computer architecture. [3] This course covers the design of complex computer systems making heavy use of the
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CMSC 435 Computer graphics. [3] An introduction to the fundamentals of interactive computer graphics. Topics include graphics hardware, line drawing, area filling, clipping, two-dimensional and three-dimensional geometrical transforms, three-dimensional perspective viewing, hidden surface removal, illumination, color and shading models. Prerequisites: CMSC 341 and MATH 221. CMSC 437 graphical User Interface Programming. [3] This is a practical, hands-on course in how to program interactive 2D graphical user interfaces using the X11/ Motif package and OpenGL. Graphical user interfaces are taken here to mean not just standard widget sets, but also various interactive, pointer-based techniques that comprise the modern desktop metaphor. This course also will introduce some of the concepts and software techniques used to implement such applications. In addition, it briefly will review some of the larger issues, history and future directions of programming graphical interfaces. While the primary emphasis of the course is on 2D interfaces, there will be a short introduction to some of the 3D capabilities of OpenGL, as well as a discussion of 3D interaction and virtual reality. Prerequisites: CMSC 341 and MATH 221. CMSC 441 design and analysis of algorithms. [3] This course studies fundamental algorithms, strategies for designing algorithms and mathematical tools for analyzing algorithms. Fundamental algorithms studied in this course include graph algorithms, algorithms for sorting and searching, hashing, integer arithmetic and selected combinatorial tasks. Mathematical tools include asymptotic notations and methods for solving recurrences. Algorithm design strategies include the greedy method, divide-and-conquer, dynamic programming and randomization. Prerequisites: MATH 142 or MATH 152, CMSC 341 and STAT 355. CMSC 442 Information and Coding theory. [3] An introduction to information and coding theory. Topics include error-control coding problems, entropy, channels, Shannons theorems, error-correcting codes, applications of coding theory, algebraic coding theory, block codes, linear codes, cyclic codes, decoding algorithms, BCH codes, convolutional codes, linear sequential circuits and sequential decoding. Prerequisites: CMSC 203 and MATH 221. CMSC 443 Cryptology. [3] An introduction to cryptology, the science of making and breaking codes and ciphers. Topics include: conventional and public-key cryptosystems, including DES, RSA, shift register systems and selected classical systems; examples of cryptanalytic techniques; digital signatures; pseudo-random number generation; cryptographic protocols and their applications and an introduction to the theories of cryptographic strength based on information theory and complexity theory. Prerequisites: CMSC 341, MATH 221 and STAT 355. CMSC 444 Information assurance. [3] Selected recent research topics in information assurance, such as social engineering, buffer overflow, malicious code, spyware, denial of service, information warfare, computer forensics, recovery and response, enterprise security, clandestine channels and emissions security, security analysis, security models and formal techniques, best practices and national policy for information assurance. Taking a broad, practical view of security including people, policies and procedures, and technology this course will help students devise and implement security solutions that meaningfully raise the level of confidence in computer systems. This course will minimize discussion of intrusion detection, firewalls, operating systems security and mathematical cryptology, which are emphasized in other CMSC security courses. Prerequisites: CMSC 421 and CMSC 481 or permission of instructor. CMSC 445 Software engineering. [3] A continuation of the study of software engineering with emphasis on topics not fully covered in CMSC 345. Topics may include software maintenance; metrics; quality assurance; configuration management; deployment; project planning and management and modern software development processes, techniques and tools. Students will be given multiple individual and cooperative hands-on assignments. Prerequisites: CMSC 345. CMSC 446 Introduction to design Patterns. [3] This course is an introduction to software design patterns. Each pattern represents a best practice solution to a software problem in some context. The course will cover the rationale and benefits of object-oriented software design patterns. Several example problems will be studied to investigate the development of good design patterns. Specific patterns, such as observer, state, adapter, strategy, decorator and abstract factory will be discussed. Programming projects in the Java language will provide experience in the use of these patterns. In addition, distributed object frameworks, such as RMI and Jini, will be studied for their effective use of design patterns. Prerequisites: CMSC 331 and CMSC 341. CMSC 451 automata theory and Formal languages. [3] This course introduces the basic concepts in the theory of formal languages. Topics include regular grammars and finite automata, context-free grammars and push-down automata, Turing machines and the halting problem, and an introductory treatment of computable and non-computable functions. Prerequisites: CMSC 202 and CMSC 203. CMSC 452 logic for Computer Science. [3] This course covers the fundamental topics in sentential and first-order logic, including models, logical consequence, deduction and the completeness theorem. Other topics include: undecidability theorems, including Goedels incompleteness theorem and Tarskis theorem; Herbrands theorem; and applications including resolution, logic programming, automatic deduction, program specification and program verification. Prerequisites: CMSC 203. notes: Highly recommended: CMSC 451. Credit will not be given for both CMSC 452 and MATH 409. CMSC 453 applied Combinatorics and graph theory. [3] An introduction to the application of combinatorial methods to computer science. Topics include enumeration methods, recurrence relations, generating functions, graph theory and graph algorithms, and connectivity, Euler tours, Hamiltonian cycles, flow graphs and transport networks, matching theory, planarity, Kuratowskis theorem and NP-complete combinatorial problems. Prerequisites: CMSC 341, MATH 221 and either MATH 142 or MATH 152. notes: Credit will not be given for both CMSC 453 and MATH 475. CMSC 455 numerical Computations. [3] Topics include numerical linear algebra, interpolation,
CMSC
solving non-linear systems and the numerical solution of differential equations. This course also provides some emphasis on numerical algorithms and computation in a parallel environment Prerequisites: CMSC 341, MATH 142 or MATH 152, and MATH 221. notes: Credit will not be given for both CMSC 455 and MATH 441. CMSC 456 Symbolic Computation. [3] The theme of this course is abstract algebra from an algorithmic perspective. Algorithms for computing in groups, rings, fields, ideals, quotient rings and other algebraic objects are studied. For example, the Coxeter coset enumeration and the Groebner basis algorithms are studied. Algebraic varieties play a key role in this course. The course also covers many applications of symbolic computation, such as applications to algebraic coding theory, robotics and automatic theorem proving. There are various projects using a symbolic computation package such as Maple or Mathematica. Prerequisites: CMSC 341, MATH 142 or MATH 152, and MATH 221. CMSC 461 database Management Systems. [3] This course covers database management and the different data models used to structure the logical view of databases. The course also covers database design and implementation techniques, including file organization, query processing, concurrency control, recovery, integrity and security. Prerequisites: CMSC 341. CMSC 465 Introduction to electronic Commerce. [3] Electronic commerce is the use of electronic means to pursue business objectives. It relies on a wide range of modern technologies, such as the World Wide Web, telecommunications, database technologies, agent technologies, business intelligence, multimedia and user interfaces. This course puts special emphasis on the students ability to do research in existing and emerging technology and to summarize and present findings clearly. An important part of this course is the development of technical writing skills. The second part of the course concentrates on the issues that are not solely technical, such as trust management, privacy and personalization, and the role of electronic market in revolutionizing traditional industries. Prerequisites: CMSC 461 and CMSC 481. notes: Recommended: CMSC 421. CMSC 466 electronic Commerce technology. [3] This course is designed to prepare students to be e-commerce developers. It introduces students to the changing and competitive landscape of e-commerce technology, products and solutions. It begins with an introduction to Web technology and an overview of Web applications and services. It further discusses networking technologies with the view toward mobile and wireless commerce and object orientation and Web programming. An overview of Java language and relational databases is given. Database-Web connectivity is discussed. The course proceeds with the study of inter-process communications in a distributed environment concentrating on Java RMI and COBRA technologies. Development of interactive Web pages with JavaScript and dynamic HTML, one of the basic skills in the area of e-commerce development, is covered. Prerequisites: CMSC 461 and CMSC 481 notes: Recommended: CMSC 421 and CMSC 465. CMSC 471 artificial Intelligence. [3] This course is designed as a broad introduction to artificial intelligence. Topics include an overview of artificial intelligence (AI), its subfields and applications; knowledge representation, techniques and issues; natural language understanding; search; logic and deduction; basic robot plan generation; expert systems; handling uncertainty and learning. Prerequisites: CMSC 341. CMSC 472 Knowledge-Based Systems. [3] This course is designed for students interested in expert systems and other computer programs whose performance depends upon specialized domain knowledge, such as that possessed by human experts. Topics include production system fundamentals; knowledge representation for expert systems; problemsolving methods, including forward and backward chaining; belief and uncertainty and an expert system case study. Prerequisites: CMSC 471. CMSC 473 Introduction to natural language Processing. [3] Natural language processing (NLP) was the first non-numerical application of computing more than 50 years ago. The ultimate goal of NLP is to enable computers to communicate with people the same way that people communicate among themselves. To do so, the computers must be able to understand and generate text. The course will introduce the students to the problems, methods and applications of NLP. Prerequisites: CMSC 331, including knowledge of LISP. CMSC 475 Introduction to neural networks. [3] This course is an in-depth introduction to neural networks. Topics include: characteristics of neural network computing; major neural network models and their related algorithms; supervised, unsupervised and reinforcement learning; and neural network application in function approximation, pattern analysis, optimization and associative memories. Prerequisites: CMSC 341.
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CMSC 476 Information retrieval. [3] This course is an introduction to the theory and implementation of software systems designed to search through large collections of text. This course will have two main thrusts. The first is to cover the fundamentals of information retrieval (IR): retrieval models, search algorithms and IR evaluation. The second is to give a taste of the implementation issues through the construction and use of a text search engine. Prerequisites: CMSC 341 or permission of instructor. notes: Recommended: MATH 221, STAT 355 and CMSC 441. CMSC 477 agent architectures and Multi-agent Systems. [3] Fundamental techniques for developing intelligent agents and multi-agent systems, including cognitive, logicbased, reactive and beliefdesire-intention architectures; inter-agent communication languages and protocols; distributed problem-solving, planning and constraint satisfaction methods; distributed models of rational behavior; and learning and adaptation in multi-agent systems. Prerequisites: CMSC 471 and permission of instructor. CMSC 478 Introduction to Machine learning. [3] This course covers fundamental concepts, methodologies and algorithms related to machine learning, which is the study of computer programs that improve some task with experience. Topics covered include decision trees, perceptrons, logistic regression, linear discriminant analysis, linear and non-linear regression, basic functions, support vector machines, neural networks, genetic algorithms, reinforcement learning, naive Bayes and Bayesian networks, bias/variance theory, ensemble methods, clustering, evaluation methodologies and experiment design. Prerequisites: CMSC 471 or permission of the instructor.
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CMSC 479 Introduction to robotics. [3] This course covers fundamental concepts, methodologies, and algorithms related to autonomous mobile robotics, touching on mechanical, motor, sensory, perceptual and cognitive aspects of the problem of building robots that move about and decide what to do on their own. Specific topics covered include legged and wheeled location, kinematic models and constraints, mobile robot maneuverability, motion control, sensors and sensing, perception, localization, belief representations, map representations, probabilistic map-based localization, autonomous map building, planning, reacting and navigation architectures. Prerequisites: CMSC 471 or permission of the instructor. CMSC 481 Computer networks. [3] This course introduces the fundamentals of data communication and computer networking, including circuit and packet switching; network architectures and protocols; local/metropolitan/wide-area networks, OSI and TCP/IP standards; network programming and applications and network management. Prerequisites: CMSC 341; STAT 355 recommended. CMSC 483 Parallel and distributed Processing. [3] This course provides a project and applications-oriented approach to parallel and distributed programming. Students will learn a specific parallel language and programming environment and will complete a large programming project. Topics include a selected parallel programming language, a survey of parallel and distributed architectures and associated programming styles, an introduction to parallel and distributed algorithms, and a study of tradeoffs between computation and communication in parallel processing. Prerequisites: CMSC 421. notes: Recommended CMSC455.
CMSC 484 Java Server technologies. [3] This course is an in-depth look at several of the technologies currently in use to develop applications for the Web. Topics include the use of Java Servlets and Java Server Pages (JSP) and their benefits over traditional CGI programs, the development of web services using SOAP and XML, the use of Enterprise Java Beans to encapsulate server-side business logic and the use of application servers. Several programming projects will be done using these technologies and an appropriate Webserver, such as Apache Tomcat. In addition, several related technologies, such as PHP and Javascript, will be covered. Prerequisites: CMSC 202 and working knowledge of Java. CMSC 486 Mobile telephony Communications. [3] This course provides a technical introduction to mobile radio telephony. Topics include: the evolution of mobile radio communications, transforming signal representation between time and frequency domains, allocation and assignment of communication channels for cellular phones, signal modulation techniques and wireless networks. An in-depth study of the GSM and IS-95 CDMA cellular phone systems also will be presented. Prerequisites: CMSC 313 or CMPE 212 and MATH 152. CMSC 487 Introduction to network Security. [3] The objective of this course is to teach the fundamental concepts, architectures, and protocols related to network security. Topics covered include: overview of network security; basics of cryptography; threat models; authentication and authorization mechanisms and standards; public key infrastructure; electronic mail security; network layer security; transport layer and Web security; packet filtering; firewalls; intrusion detection, and virtual private
networks; recent topics in network security. Prerequisites: CMSC 341 and CMSC 481. CMSC 491 Special topics in Computer Science. [1-4] Special topics in computer science. Prerequisites: Varies by topic. Check the current Schedule of Classes. notes: This course may be repeated, provided the topic varies. CMSC 492 Honors Special topics in Computer Science. [3] Special topics in computer science for honors students. Prerequisites: Varies by topic; check schedule of classes. notes: This course may be repeated, provided the topic varies. Permission is required to enroll in this course. CMSC 493 Capstone games group Project. [3] The computer games capstone course is designed to allow students completing the computer science games track to engage in a complete group project development experience. This will help them to integrate the various technical concepts they have learned in earlier courses. The course aims to impart a foundation in team leadership and project management ability that will allow graduates to function effectively as part of multi-disciplinary teams. Prerequisites: CMSC 435, CMSC 471 and permission of the department. CMSC 495 Honors thesis. [3] Under the supervision of a faculty advisor, students in the computer science Honors Program will write and submit a scholarly paper reporting on their senior project. Prerequisites: Approval of the computer science departmental Honors Program director. notes: CMSC 495 does not count as a technical elective in the computer science major requirements.
CMSC 496 Master of Science Preparation - Software. [4] An accelerated course in software concepts specifically designed for technically sophisticated students who wish to trade exceptionally hard work for a shortened learning schedule. Compresses material from CMSC 331, CMSC 341 and CMSC 441 into a single semester. Prerequisites: Completion of CMSC 202, CMSC 203, MATH 152, MATH 221, the UMBC CMSC B.S. science requirements or equivalent and permission of the instructor. notes: Not open to undergraduate computer science or computer engineering majors or minors. Credits for this course do not apply to requirements for a computer science or computer engineering major or minor. CMSC 497 Master of Science Preparation - Systems. [4] An accelerated course in software concepts specifically designed for technically sophisticated students who wish to trade exceptionally hard work for a shortened learning schedule. Compresses material from CMSC 313, CMSC 411 and CMSC 421. Prerequisites: Completion of CMSC 202, CMSC 203, MATH 152, MATH 221, the UMBC CMSC B.S. science requirements or equivalent and permission of the instructor. notes: Not open to undergraduate computer science or computer engineering majors or minors. Credits for this course do not apply to requirements for a computer science or computer engineering major or minor. CMSC 498 Independent Study in Computer Science for CMSC Interns and Co-op Students. [3] Consult the department Web page on CMSC 498 for more information. notes: This course does not count as a technical elective for computer science and computer engineering majors. This course is offered on a
CMSC / CPLT / DANC

P/F basis only. This course may not be repeated. CMSC 499 Independent Study in Computer Science. [1-4] A student may enroll in this course to study computer science topics that are not available in a regular course. The student and the faculty member supervising the independent study must determine the objectives of the project, the number of credits to be earned and the evaluation criteria for the project. Students are limited to two independent study courses in computer science. Prerequisites: Junior standing and permission of the instructor. notes: This course is offered on a P/F basis only and does not apply toward the requirements for a computer science major. CPlt 260 Introduction to non-Western literature. [3] A survey of the major themes and forms of one or more non-Western literatures. African, Indian, Near Eastern, Far Eastern authors are considered. CPlt 341 Studies in World literature. [3]
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sciences. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: Also listed as ENGL 317. May be repeated once for credit with permission of the advisor. CPlt 348 literature and Culture. [3] A study of the relationship between literature and culture, with emphasis on literature as the product and manifestation of cultural forces. Topics are announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: Also listed as ENGL 348. May be repeated for credit with permission of the advisor. CPlt 368 literary themes. [3] The origin and development of selected themes through various genres and periods. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: Also listed as ENGL 346. May be repeated for credit with permission from the advisor. CPlt 400 Special Projects in Comparative literature. [1-3] Students who wish to undertake a special project must apply to a supervising instructor. Permission to register must be in writing and must specify the number of credits sought. notes: May be repeated for credit with permission of the instructor. CPlt 446 literature and Interdisciplinary Study. [3] The study of literature and its relationships to particular artistic, cultural or scientific problems. Topics are announced each semester offered. notes: May be repeated for credit with permission of the instructor.
CPlt 480 Studies in Comparative literature. [3] A study of a specific topic involving literature beyond the confines of one particular country, such as problems of influence, international literary relations or international literary history. Topics are announced each semester offered.
A study of selected literary works from a single nation or from several nations, with the focus on a century, movement, genre, theme or individual writer. Topics are announced each semester offered. notes: Also listed as ANCS 341, MLL 341 and ENGL 315. May be repeated for credit. CPlt 342 Myth and literature. [3] Studies in the mythologies of various cultures and in the relationship between myth and literature. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better notes: Also listed as MLL 342, ENGL 318. May be repeated once for credit with permission of the advisor. CPlt 344 literature and the other arts. [3] A study of the relationship between literature and music, film and the fine arts, with an emphasis on common concerns, solutions and terminology. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: Also listed as ENGL 316 and MLL 344. May be repeated once for credit with permission of the advisor. CPlt 346 literature and the Sciences. [3] A study of the relationship between literature and the social, natural or physical
dance
danC 100 Introduction to Modern dance. [3]
GEP/GFR: AH.
Comparative and World literature

CPlt 203 Common Heritage of european literature. [3]
GEP/GFR: AH or C.
This course examines the principles, philosophies and choreographies of such pivotal figures in contemporary dance as Martha Graham, Merce Cunningham, Alvin Ailey, Doris Humphrey, Paul Taylor, Bill T. Jones, Rudolf von Laban, Mary Wigman and others through regular studio classes in dance technique, readings, lectures and films. danC 106 Introduction to Ballet. [3]
A study of the classical and/ or Judeo-Christian traditions in Western literature and, in some cases their relationship to the writings of the Old Testament. Greek and Latin classics such as Homers Iliad, Sapphos and Catullus love poetr, and Virgils Aeneid, will be read in English translation. notes: Also listed as ANCS 204. CPlt 231 Introduction to World literature I. [3]
This course examines both historic and contemporary beliefs in the context of performance through regular studio classes in classical technique, readings, lectures and films. danC 110 Beginning Modern dance technique I. [2] First in a series of courses that emphasize the technical aspects of and growth of students skill in dance. This course satisfies either academic credit or one semester of physical education. notes: May be repeated for a total of four credits. danC 115 Jazz dance. [2] A high-energy movement class emphasizing proper dance technique, stylistic development and correct body alignment. All students are required to participate in a concert at the end of the semester.
An introduction to major works in world literature from the Middle Ages to the Renaissance. notes: Also listed as ENGL 231 and MLL 231 CPlt 232 Introduction to World literature II. [3]
An introduction to major works in world literature from the late Renaissance to the present. notes: Also listed as ENGL 232 and MLL 232.
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notes: May be repeated for a total of four credits. danC 116 Ballet I elementary Ballet. [2]
GEP: N/A. GFR: AH. Only one ST applies to AH.
discussions and films. notes: Required for dance majors. danC 216 Ballet II Intermediate Ballet. [2] Continued study and refinement of classical technique. Students at this level must be competent at the beginning level and ready to perform longer and more complex movement phrases. Prerequisites: Two semesters of DANC 116 or permission of the instructor. notes: Required for dance majors. May be repeated for a total of four credits. danC 220 Beginning Modern dance - technique II. [2] Second in a series of dance courses having to do with the technical aspect of and growth of students skill in dance. Prerequisites: DANC 210 or consent of the instructor. notes: Required for dance majors. May be repeated for a total of four credits. danC 230 Improvisation. [3] A preliminary course in composition, designed to help the student generate a vocabulary of movement to explore dances relationship to space, time, energy, patterns and form. Corequisites: Students must be taking a dance technique course concurrently notes: Required for dance majors. danC 260 Introduction to african dance. [3] Course offers an understanding of the role of dance in daily life in African societies. Types of African dance are distinguished; basic movements are identified, and relationship of dance to other African arts is shown. notes: Also listed as AFST 215. danC 280 Performance Practicum. [1-3] Practical experience in rehearsing a dance for performance. Students cast in projects for DANC
400 or 460 should obtain permission to register for this course. Prerequisites: Permission of the instructor notes: Must be enrolled in a technique class concurrently. danC 290 Independent Projects in dance. [1-3] Recommended for students undertaking an independent project in choreography for the first time. Students must specify the number of credits sought. Prerequisites: Permission is required. danC 301 Special Studies in dance. [1-3] Provides for workshops and clinics in particular techniques. The course may be organized in a series of threeto six week modules depending on the type of activity. Prerequisites: Permission of the instructor. notes: Repeatable for a total of nine credits. danC 310 Intermediate Modern dance technique I. [3] Third in a series of courses that emphasize the technical aspect of and growth of students skill in modern dance. Prerequisites: DANC 220 or permission of the department notes: Required for dance majors. Repeatable for a total of six credits. danC 316 Ballet III High Intermediate Ballet. [2] A study of advanced intermediate classical technique. Students must have a knowledge of ballet vocabulary and have demonstrated facility in ballet at the intermediate level. Prerequisites: Two semesters of Ballet II or permission of the instructor. notes: May be repeated for a total of four credits. danC 320 Intermediate Modern dance technique II. [3] Fourth in a series of courses that emphasize the technical aspects of and growth of students skill in mod-
First in a series of courses based on the study of classical technique. The emphasis at this level is on alignment and exposure to the basic movement vocabulary of ballet. No previous experience necessary. notes: May be repeated for a total of four credits. For GFR students, only one course designated as ST may be used to satisfy the AH requirement. danC 125 Musical Comedy dance. [2] A survey of musical comedy dance with emphasis placed not only on proper technique, but also on performing style. Several types of theatre dance are explored during this course. All students are required to participate in a concert at the end of the semester. danC 201 dance History I - Cultural and Classical Forms. [3]
GEP/GFR: AH.
ern dance. Prerequisites: DANC 310 or permission of the department. notes: Required for dance majors. Repeatable for a total of six credits. This course is designated as a gateway course for dance majors and must be passed with a grade of. danC 326 Methods of teaching dance. [3] Focuses on designing developmentally appropriate strategies for teaching dance techniques and creative movement to all age levels, with an emphasis on secondary education. The course will include defining objectives, constructing lesson plans and units, observations and practical experience. Prerequisites: DANC 230 and 310. danC 330 dance Composition I. [3] An introductory course in choreographic methods and dance-making in which studio work, discussion and reading culminate in the creation of one or more dances by each student. Prerequisites: DANC 230. Corequisites: Upper-level technique course. Required for dance majors. danC 331 dance Composition II. [3] A second course in choreographic methods and dancemaking in which more complex structures and sequencing of movement are explored through studio work, discussion and reading, culminating in the creation of one or more dances by each student. Prerequisites: DANC 330. Corequisites: Upperlevel technique course. notes: Required for Dance majors. danC 340 dance and technology. [3] Practical experience in working with a variety of technologies related to dance documentation, choreography and performance. Prerequisites: DANC 230, VPA 225 or permission. notes: Required for the B.A. in Dance.
History of dance as a theater art form from ancient and primitive cultures through the 19th century. The course traces the development of ballet from the Renaissance and Baroque periods through Romanticism and the Russian classics. Movement classes to extend the understanding derived from reading, lectures, discussions and films. notes: Required for dance majors. danC 202 dance History II Contemporary Forms. [3]
GEP/GFR: AH.
History of dance from 1900 to the present. This course traces the development of modernism in dance from Issadora Duncan and the Diaghile era to the avantgarde. Movement classes extend the understanding derived from reading, lectures,
DANC / ECAC
danC 350 dance Workshop. [2] Planning, composition and presentation of dances and dance demonstration, intermediate level. Prerequisites: DANC 220 or DANC 230. Corequisites: Upper-level technique class notes: Must be enrolled in a technique class concurrently. danC 356 Studies in Ballet. [2] Studio work focusing on selected areas of ballet such as pointe, advanced allegro or a particular style of ballet. The specific area of study is announced each time the course is offered. Prerequisites: DANC 216. Corequisites: DANC 316 or DANC 416. danC 390 dance Production Workshop. [3] This course is designed to develop skills in the preparation and performance of faculty choreography on an advanced level. Prerequisites: Audition and consent of the instructor. notes: May be repeated for a total for six credits. danC 399 dance Practicum. [3] Practical experience in the non-performing elements of dance production, including dance lighting, stage management, sound and public relations. Projects include student concerts and workshops. Prerequisites: DANC 350 or permission of instructor. notes: Required for dance majors. danC 400 Independent Studies in dance. [1-3] Independent studies in dance Prerequisites: DANC 290 or permission of the instructor. notes: May be repeated for a total of six credits. Permission granter must specify number of credits sought. danC 410 advanced dance technique I. [3] Fifth course in a series that emphasizes development of students technical skill. Prerequisites: DANC 320. notes: Required for dance majors. May be repeated for a total of six credits. danC 416 Ballet IV - advanced Ballet. [2] Studio work in classical ballet at the advanced level. Students must have demonstrated achievement at the high intermediate level. Prerequisites: Two semesters of Ballet III or permission of the instructor. notes: May be repeated for a total of four credits. danC 420 advanced dance technique II. [3] Sixth course in a series designed to develop the technical skill of the student in dance. Prerequisites: DANC 410. notes: Required for dance majors. May be repeated for a total of six credits. danC 425 Special topics in dance research. [3] This course is oriented around a specific topic to be chosen by the professor. Topics may range from a critical examination of the work of one or more noteworthy choreographers to the dances of a specific period in history. Prerequisites: DANC 201 and DANC 202. danC 430 group Forms of dance Composition. [3] Explorations in choreographing for two or more dancers. Studio work, videotaping, discussion, culminating in the creation of one or more dances by each student, presented in concert. Prerequisites: DANC 330 and DANC 331. Corequisites: Students must be enrolled concurrently in an upper-level technique course. notes: Repeatable for a total of six credits. danC 450 repertory. [3] Designed for advanced students, this course, often taught by the artistin-residence, involves the preparation and performance of a challenging work of choreography. This may be through the mounting of an existing work or the premiering of a new work. (Fall) Prerequisites: DANC 350. Corequisites: DANC 410. notes: Required for dance majors. Repeatable for a total of 12 credits. danC 460 Performance and Production. [4] Planning and presentation of a major dance production, with emphasis on elements of performance. Advancedlevel students enrolled in this course can expect to take the production on tour to two local high schools. (Fall) Prerequisites: Two semesters of DANC 450. Corequisites: Upper-level technique class. notes: Repeatable for a total of eight credits. danC 475 Senior Projects in dance. [3] A course in which senior dance majors complete a project of substantial depth in the area of performance, choreography or research. Students meet in regular seminars to discuss and refine their proposals. Documentation and a rigorous analysis of each project is required. Prerequisites: DANC 202, DANC 331 and DANC 450. notes: Required for dance majors.
227
ing concepts and procedures before taking additional coursework in this area. Prerequisites: ECON 121. eCaC 122 Principles of accounting II Practice Set. [1] This course reviews accounting principle applications covered in ECON 122 using computerized practice sets. The course is an excellent review for transfer students and those students who wish to review accounting concepts and procedures before taking intermediate-level coursework. Prerequisites: ECON 122. eCaC 200 Survey of accounting for entrepreneurs. [3] The course is designed to meet the needs of nonaccountants who want a basic understanding of financial statements and who want to learn how to use accounting information in the decisionmaking process. Topics will include organizational structure, financial reporting with an overview of the accounting cycle, cost management and management control. This survey course is designed for students who have not had previous accounting instruction. notes: Credit will not be given for this course and ECON 121 or 122. This course will not be accepted as a substitute for ECON 121 or 122 for the financial economics major or the accounting or finance certificates. eCaC 317 accounting Information Systems. [3] This course examines accounting systems concepts and technologies, transaction processing systems and the control of accounting information. The roles and uses of technology will be explored in regard to accounting systems design, financial and processing controls, performance evaluation and information security. Prerequisites: ECON 122. notes: Also listed as IS 317.
administrative Sciences/accounting
eCaC 121 Principles of accounting I Practice Set. [1] This course reviews the accounting principle applications covered in ECON 121 using computerized practice sets. The course is an excellent review for transfer students and those students who wish to review account-
228 ECAC / ECAD / ECON

eCaC 321 auditing theory and Practice. [3] A study of the principles and problems of auditing: preparation of working papers and reports, control systems and certification. Prerequisites: ECON 302 or consent of instructor. eCaC 329 Cost accounting. [3] Analysis of manufacturing costs and costs of services. The application of these costs to such problems as job order and process costs, standard costs, direct costs, and budgetary and breakeven analysis. Prerequisites: ECON 121 and 122. eCaC 330 Principles of taxation. [3] A study of federal taxation related to individuals and corporations. Emphasis will be on practical applications of tax law and preparation of tax returns. Prerequisites: ECON121. eCaC 351 advanced Cost accounting. [3] Continuation of ECAC 329, with emphasis on divisional performance measurement, transfer pricing and use of statistical decision models in cost analysis. Prerequisites: ECAC 329. eCaC 399 accounting Internship. [3] This internship provides students an opportunity to receive experience in positions related to accounting. Although many students have some sort of job during their college career, this internship is designed to offer a more progressive experience coupled with relevant academic requirements. This internship includes on-the-job experience and directed reading. Prerequisites: ECON 121 and 122. Corequisites: ECON 301. eCaC 401 advanced accounting. [3] Advanced accounting theory, including specialized problems in partnerships, ventures, consignments, installment sales, insurance statement of affairs, receivers accounts, realization and liquidation reports, and consolidation of parent or subsidiary accounts. Prerequisites: ECON 302. eCaC 420 Information Systems for auditors. [3] Information Systems Auditing involves the examination of controls within an organizations IT infrastructure. Formerly known as an EDP Audit, the IS Audit involves collecting and evaluating evidence about an organizations systems, practices and operations. This course covers methods and outcomes of those procedures as well as the impact and implications involving controls mandated by governmental agencies. Prerequisites: ECAC 321 and IS 300. notes: Also listed as IS 417. Credit will not be given for both IS 417 and ECAC 420. case studies. Prerequisites: Junior standing. eCad 360 Business law. [3] A study of legal principles and laws that affect business activities. Topics include foundations of law and organization of the legal system. Additionally, the course will focus on legal issues involving business organizations, business torts and crimes, as well as the common law topics of contracts, property law, warranty, liability and intellectual property issues. The course also will include legal issues involved in competition, marketing and employment. Prerequisites: Junior standing. eCad 385 Business ethics and Society. [3] Study of the standards of business conduct and the role of business in society with consideration of the sometimes conflicting interests of the firm and society. The course will survey applied topics relating to business ethics, including corporate social responsibility, the relationship of law and ethics, and the ethical decision-making process. Prerequisites: Junior standing. eCad 399 administrative Internship. [3] This course provides the student with an opportunity to obtain training and experience in positions related to management or administration. The course may include on-the-job training, as well as directed reading and research. The course grade will depend on reports that demonstrate the students professional development and on the instructors evaluation (which may be based in part on information provided by the supervisor) of the students internship performance. Prerequisites: ECAD 210 and junior standing. notes: Student must be enrolled in the Administrative Certificate Program. Course is offered P/F only. eCad 410 Production Management. [3] Study of operation of a manufacturing enterprise and the analysis of production system design. Techniques developed include linear programming, simulation and statistical forecasting. Topics include resource allocation, production scheduling, inventory management and quality control. Prerequisites: Junior standing. eCad 425 Marketing. [3] An inquiry into the theory and practice of marketing. Consideration is given to methods of analysis and prediction of demand and marketing costs. Prerequisites: ECON 101, 102, 121 and 122. eCad 489 Seminar in Management and administration. [3] The purpose of this seminar is to synthesize the analytical and applied experiences of the student in managerial and administrative sciences through simulation, case studies and related activities. Prerequisites: Junior standing.
administrative Sciences/ administration

eCad 210 the Practice of Management. [3] The study of the role of the manager in leading and controlling organizations ranging from small entrepreneurships to large corporate environments. Topics will include management theories, corporate culture, goal-setting and measuring performance. eCad 310 Human resource Management. [3] Examination and review of human resource management and of resource materials in the field. Examination of human resource policies as dictated by legal and cultural constraints and traditions within the organization. May include extensive use of
economics
eCon 101 Principles of Microeconomics. [3]
GEP/GFR: Meets SS.
Basic economic principles and their policy applications: value and price for the firm and industry in different competitive situations, public policy toward the firm, income distribution, elements of international economics and comparative economic systems. notes: May be taken in any sequence with ECON 102. eCon 102 Principles of Macroeconomics. [3]
GEP/GFR: Meets SS.
Basic economic principles and their policy applications: economic methods and institutions, measure-
ECON
ment of aggregate economic activity, national income determination, business cycles and economic growth, and elements of aggregate economic policies such as monetary and fiscal policy. notes: May be taken in any sequence with ECON 101. eCon 121 Principles of accounting I. [3] The principles of financial accounting for individuals and business entities, including the use of accounting data in making business decisions and public policy. eCon 122 Principles of accounting II. [3] Continuation of ECON 121. Prerequisites: ECON 121. eCon 250 gender roles in economic life. [3] This course will investigate the influence of gender roles in paid and unpaid work. Topics to be covered include gender in the labor market (job segregation, pay equity, affirmative action), the economics of housework and family care, women in poverty and the role of government. Prerequisites: An introductory course in economics, sociology or gender and womens studies. notes: Also listed as GWST 250. eCon 263 Sports economics. [3]
GEP/GFR: Meets SS
229
eCon 280 the International economy. [3]

GEP/GFR: Meets SS
project analysis. Prerequisites: ECON 101 and MATH 140 or 151, or MATH 155. eCon 311 Intermediate Microeconomic analysis. [3] Economic theory of consumer behavior, production and costs, the firm, price, distribution, general equilibrium and welfare. Prerequisites: ECON 101 and MATH 151 or 155. eCon 312 Intermediate Macroeconomic analysis. [3] Systematic study of the theory of aggregate economics, including the level and growth of national income and employment, the degree of utilization of productive capacity and the general level of prices. Prerequisites: ECON 101, 102, and MATH 151 or 155. eCon 313 economics Internship. [1-3] Students can earn academic credit for internships related to economics. The internship site is usually off-campus. Students must sign up for and pass Shriver Center practicum. This course can be taken Pass/Fail only and cannot be used to meet Economic major or minor requirements. Prerequisites: ECON 311 and ECON 312 and permission of the instructor. notes: Pass/Fail Only; Repeatable upto six credits. eCon 320 elements of Quantitative Methods for Management. [3] This course is designed to teach selected topics in mathematics, statistics and models of decision-making to economics and administrative sciences students interested in improving their ability to learn the techniques of modern management. Prerequisites: ECON 101 and STAT 121 or its equivalent. eCon 352 Industrial relations. [3] This course focuses on trade unions and collective bargaining. Although considerable emphasis is placed on studying
An introduction to international economic problems and issues. Topics will include the growing importance of international economic relations, comparative advantage as a basis for gains from trade, impact of various types of trade restrictions, arguments for protection, regional trading arrangements, international investment and migration, balance of payments problems, determination of exchange rates under alternative international monetary systems and special problems of developing countries. Prerequisites: ECON 101 and 102. eCon 301 Intermediate accounting I. [3] A comprehensive treatment of the theory underlying accounting principles. Prerequisites: ECON 122. eCon 302 Intermediate accounting II. [3] A continuation of ECON 301. Prerequisites: ECON 301. eCon 309 Survey of economics and Finance for Scientists and engineers. [3]
GEP/GFR: Meets SS.
the economic effects of unions for example, the impact of collective bargaining on wages and productivity unions also will be analyzed as institutions. Topics covered in this course include union history, union growth, collective bargaining procedures, collective bargaining in other countries, union impacts on the economy and on union members, union democracy and public policy concerning unions. Prerequisites: ECON 101 and 102. notes: Formerly listed as ECON 452. eCon 374 Fundamentals of Financial Management. [3] Fundamentals of financial management, including financial and working-capital analysis and forecasting, asset pricing theory, capital budgeting, capital structure and cost of capital, dividend policy and special topics in financial management. Prerequisites: ECON 101, 102, 121, 122 and STAT 350 or 351 or 355. eCon 382 asian economic History. [3]
GEP: WI and C. GFR: C.
A historical survey of the development of the economies of Asia. Prerequisites: ECON 101 and 102. eCon 385 economic development. [3] A survey of the principles and problems of the economies of less-developed countries. Includes dimensions of poverty, patterns of development, sources of growth, role of trade and industrial development, planning, the agricultural sector and the new international economic order. Case studies from Asia, Africa and South America. Prerequisites: ECON 101 and 102. notes: Formerly listed as ECON 485. eCon 387 economic development of latin america. [3] A study of the economic history and current important economic issues of the countries of Latin America. Topics covered in this course include the economics of colonial Latin America, dependency theory, strategies of
This course covers a broad number of issues in the economics of sports. Issues studied relate to monopoly structure of professional sports, labor relations between owners and players, and public subsidies to professional sports franchises. Should time allow, the class also will discuss the economics of intercollegiate sports. Prerequisites: ECON 101.
This course is designed to provide science and engineering students with the concepts and tools of economic analysis. It will provide students with an understanding of the broad issues that arise in evaluation of public and private-sector decision-making. Students will learn various concepts of costs and benefits, including social costs and benefits that are needed to evaluate the economic feasibility of private and public-sector projects. Topics include: ways of evaluating costs, including social costs, time values of money, general accounting concepts, economic efficiency criteria, methods to evaluate projects, and ways to incorporate risk and uncertainty into
230 ECON
import substitution, industrialization and the debt crisis. The experiences of several specific countries will be analyzed in detail. Prerequisites: ECON 101 and 102. eCon 403 economic growth and Cycles. [3] A study of the theories, problems and policies related to economic growth and business cycles. Prerequisites: ECON 312 and STAT 351 or its equivalent. eCon 405 Benefit-Cost evaluation. [3] This course develops the basic conceptual framework used in benefit-cost analysis and illustrates how the framework can be used to evaluate specific public-sector programs and policies. The course demonstrates how many of the tools of economics can be applied to practical problems. Prerequisites: ECON 311. eCon 408 Managerial economics. [3] Application of economic analysis to resource allocation within the firm. Problems associated with production scheduling, inventory management, product promotion and distribution are analyzed. Prerequisites: ECON 311 and 320. eCon 410 Selected topics in Financial economics. [3] Study of a particular topic in financial economics. Each semester this course is offered, the specific topic to be covered will be announced before registration. Students should refer to the course description published in the schedule of classes. Prerequisites: ECON 374. notes: May be repeated for credit. eCon 411 Selected topics in Microeconomics. [3] Study of a particular topic in microeconomics. Each semester this course is offered, the specific topic to be covered will be announced before registration. Students should refer to the course description published in the Schedule of Classes. Prerequisites: ECON 311. notes: May be repeated for credit. eCon 412 Selected topics in Macroeconomics. [3] Study of a particular topic in macroeconomics. Each semester this course is offered, the specific topic to be covered will be announced before registration. Students should refer to the course description published in the Schedule of Classes. Prerequisites: ECON 312. notes: May be repeated for credit. eCon 413 Industrial organization. [3] A study of the structure and performance of American industry. Prerequisites: ECON 311. eCon 414 economics of antitrust and regulation. [3] Analysis of policies on antitrust, patents and technology, economic regulation of natural monopoly and social regulation (such as environmental and occupational safety regulations). Prerequisites: ECON 311. notes: Credit will not be given for both ECON 414 and 614. eCon 415 organizations, Incentives and Behavior: theory and Policy. [3] This course applies economic analysis of corporations to alternative organizations, including nonprofit and public-sector organizations, and markets and economies as forms of organizations. Topics include transactions costs and property rights; contracting, information and incentives; and implications for policy analysis. Prerequisites: ECON 311 and 312. notes: Credit will not be given for both ECON 415 and 615. eCon 416 the economics of law. [3] Assessment of the role of economics in jurisprudence. Applications of economic theory to analyze and evaluate the doctrines of the main types of common law property, liability, contract and criminal law as means to promote efficiency. Other topics may include copyright and First Amendment issues. Prerequisites: ECON 311. eCon 417 the economics of Strategic Interaction. [3] Economists have adapted and developed numerous analytical techniques to study settings where strategic interaction between a few agents competitors or cooperators is important. These techniques help us understand how imperfect information can affect bargaining, threats, contracting, market entry, vertical integration and the performance of oligopolies. This course surveys these techniques, defining and analyzing games with symmetric and asymmetric information, examining communication-related issues, including adverse selection, moral hazard, signaling, bargaining, auctions and issues in industrial organization. This course is especially recommended for students planning to go on to graduate school in business or economics. Prerequisites: ECON 311. eCon 421 Introduction to econometrics. [3] Fundamentals of regression methods applied to empirical analysis of economic phenomena. Topics include single-equation regression models with classical assumptions, special econometric techniques for non-classical regression models and simultaneous-equations models. Prerequisites: ECON 311, 312 and STAT 351 or its equivalent. eCon 422 topics in econometrics. [3] Selected advanced topics in econometrics. Prerequisites: ECON 421. eCon 423 economic Forecasting. [3] Study of the application of economic statistics to forecasting problems. Topics covered include analysis of cross-section and timeseries data, use of published economic indicator series and forecasting methodology. Prerequisites: ECON 312 and STAT 351 or its equivalent. eCon 433 Urban economics. [3] Analysis of the economic aspects of urban problems and of alternative public policy of local, state and federal government. Topics are government expenditure, location, tax theory and borrowing policy, employment, income, poverty and welfare, housing and urban renewal, environmental quality, transportation and public overhead capital, and public services. Prerequisites: ECON 311. eCon 434 regional economics. [3] Economic analysis of the location of economic activity. Topics covered include theories of location choice, transportation costs, migration, land use, regional development and government policies affecting regional development. Prerequisites: ECON 311. eCon 437 the economics of natural resources. [3] Economic theory of the use of renewable and non-renewable resources. Economic theory is used to determine optimal pricing and use of natural resources, both in the current period and over time. Actual markets and institutions for selected resources, such as energy resources, are studied in some detail. Prerequisites: ECON 311. eCon 439 environmental economics. [3] Economic analysis of the causes, effects and alternative solutions of the problems of air pollution, water pollution and toxic wastes. Economic theory is applied to define
ECON
environmental quality goals and to analyze alternative policies for achieving these goals. Prerequisites: ECON 311. eCon 441 american economic History. [3] A survey of the growth and development of the American economy from colonial times to the present. Prerequisites: ECON 311 or 312. eCon 442 european economic History. [3] A survey of European economic history from prehistoric times to the present. Prerequisites: ECON 311 or 312. eCon 443 History of economic thought I. [3]
GEP: WI.
231
and the effect of various government policies on labor markets. A wide range of government policies on labor markets, including minimum-wage legislation, income transfer programs, and employment and training programs are examined. Prerequisites: ECON 311. eCon 453 Household economics. [3] Systematic and integrative treatment of a range of household decisions that utilizes and extends intermediate consumer theory. Topics include household production, marriage and fertility, life-cycle models of consumption, learning and the allocation of time. Prerequisites: ECON 311. eCon 454 economics of education and Human Capital. [3] This course deals with theoretical and policy issues relating to the development of human resources. Topics to be covered include: the theory and importance of investment in education and training; measuring the rate of return to education; racial and sexual discrimination; poverty and the distribution of income; analyzing the effectiveness of the American educational system; recent innovations in the organization of education; and issues in the financing of primary, secondary and higher education. Prerequisites: ECON 311. eCon 455 economic Systems. [3] A comparative survey of alternative economic systems. Topics include the theoretical foundations of economic systems, analysis of the structure and performance of important national economies, and the economics of transition from planned to market economies. Prerequisites: ECON 311. eCon 457 economic History of russia and the Soviet Union. [3] An economic analysis of the history, development and operation of the Russian and Soviet economies from feudal
Russia to the demise of the Soviet Union. Analysis of the institutional structure and performance of pre-1917 Russian agriculture and industry. Analysis of war, communism, the new economic policy, the Stalinist model, post-Stalin reforms and the end of the Soviet economic system. Prerequisites: ECON 311. eCon 463 theory of Public Finance. [3] Economic theory of government finance. Social goals and economic criteria for tax, expenditure, transfer, regulatory, debt and stabilization policy. Prerequisites: ECON 311. notes: Credit will not be given for both ECON 463 and 661. eCon 464 State and local Public Finance. [3] Analysis of state and local government economics. Application of social norms and economic criteria for evaluation of receipts (taxation, borrowing, user charges and transfers), outlays (education, transportation, law and justice, utilities, welfare, fire protection, health and others), and regulation and control (land use, environmental quality, utilities, transportation and others). Prerequisites: ECON 311. notes: Credit will not be given for both ECON 464 and 661. eCon 465 the economics of discrimination. [3] This course examines economic theories, empirical evidence and economic policies that relate to discrimination in economic life. Discrimination will be examined in a range of economic markets, including labor, education, housing, mortgages, other loans and insurance. Discrimination by government also will be examined. The types of discrimination covered are based on ethnicity, gender, race and religion. However, the focus is on African Americans and women. The course emphasizes critical analysis of empirical evidence and economic models. Prerequisites: ECON 311.
eCon 467 Health economics. [3] The course deals with the factors underlying the demand and supply of health and medical care services. Included are the market, voluntary nonprofit and governmental sectors of the industry. Special topics are the regional coordination of hospital facilities and programs, the consumer price index, and the measurement of benefits and costs of control programs. Prerequisites: ECON 101 and 102. notes: Credit will not be given for both ECON 467 and 652. eCon 471 Money and Capital Markets. [3] Analysis of portfolio theory and the role of finance in the economy. Survey of sources and uses of funds of the major financial institutions in the contemporary American economy. Analysis of sources of funds, organizational structure, yields, and the impact on the macroeconomy of major money markets (federal funds, commercial paper, Treasury bills, etc.) and capital markets (state and local government securities, mortgages, bonds and stocks). Major international financial markets (foreign exchange, Euro-dollars) are discussed briefly. Prerequisites: ECON 374 and 311. eCon 472 Monetary theory and Policy. [3] A study of theories of monetary economics from the classical quantity theory to the contemporary monetarist view. Analysis of contemporary theory and empirical evidence on money supply and demand and the impact of money on the economy. Evaluation of monetary policy in a historical-analytical framework. Prerequisites: ECON 312. eCon 474 Cases in Corporate Finance. [3] Economic analysis of the problems of financing modern corporations. A theoretical and applied treatment of
Survey and analysis of major developments in economic thought from ancient times through the middle of the 19th century. Mercantilism, physiocracy, the classical economics of Adam Smith and David Ricardo, and the economic ideas of Karl Marx. Prerequisites: ECON 311 and 312. eCon 444 History of economic thought II. [3]
GEP: WI.
Survey and analysis of major developments in economic theory from mid-19th century through mid-20th century. The breakdown of classical economics, marginalism, the theory of production and income distribution, Alfred Marshalls neoclassical economics, the development of welfare economics and macroeconomic analysis. Prerequisites: ECON 311 and 312. eCon 451 labor economics. [3] This course focuses on theoretical and policy issues that relate to the operation of labor markets. Topics include labor supply, labor demand, labor mobility, unemployment
232 ECON / EDUC

asset pricing, capital budgeting, capital structure and the cost of capital, as well as an analysis of specific debt and equity instruments. Students are required to analyze and present cases on a regular basis. Prerequisites: ECON 374 and 311. eCon 475 Financial Investment analysis. [3] An examination of financial assets, financial markets and investment portfolio decisions. Stocks, bonds and derivative securities and their risk and return characteristics are examined. Prerequisites: ECON 374 and ECON 311. eCon 476 Portfolio analysis and Management. [3] Application of economic analysis to the process of portfolio management, including objectives and risk preferences, portfolio constraints and optimization techniques (such as linear programming), scenario forecasting, asset allocation and individual asset selection. Prerequisites: ECON 374 and 311. eCon 477 analysis of derivative Securities. [3] A survey of the nature of major financial derivative securities, including options, futures and swaps. Study of the theoretical models of derivative securities including the binomial options model and the Black-Scholes model. Evaluation of the role of options in hedging and arbitrage. Prerequisites: ECON 374 and 311. eCon 478 real estate economics and Finance. [3] This course focuses on the analysis and valuation of residential and commercial property. Topics include the financing or purchase of properties, factors that determine valuation and methods to evaluate investment in projects. Prerequisites: ECON 374 and 311. eCon 481 International trade theory. [3] A survey of the major theories of international trade. An analysis of why countries trade, what determines the commodity composition of international trade and the gains from trade. The theory of trade restrictions and the formulation of trade policy. Other topics include customs unions, international factor movements, cartels and commodity agreements, and trade policies for developing countries. Prerequisites: ECON 311. notes: Credit will not be given for both ECON 481 and 681. eCon 482 International Finance. [3] Introduction to international monetary relations. A study of exchange rate determination, balance of payments phenomena and international monetary systems. Prerequisites: ECON 312. notes: Credit will not be given for both ECON 482 and 682. eCon 486 topics in economic development. [3] Application of economic analysis to a study of some of the major issues in the economics of development, including project appraisal (cost-benefit analysis), planning, sources of capital, the role of population growth and labor markets, and macroeconomic stabilization. Prerequisites: ECON 311, 312 and 385, or 387. eCon 490 analytic Methods in economics. [3] Study of linear algebra, derivatives, differentials and optimization. Each topic is followed by economic applications. Prerequisites: ECON 311. eCon 493 Individual research in economics. [3] Open to economics majors with 3.2 grade point average or better in economics. Prerequisites: At least one 400-level course in the field in which the student proposes the research and the consent of instructor in the relevant field. notes: May not be repeated for credit. exploration of ways of knowing and ways that learners construct knowledge. Emphasis is placed on empirical findings and their implications for the process of schooling. Topics include instructional models and objectives, conditioning, skill acquisition, verbal learning, memory, problem-solving, creativity and discovery learning. Prerequisites: Permission of the department. edUC 313 Concepts and Practice of Peer-assisted learning I. [2] This course is designed to train prospective peer tutors, undergraduate TAs, and student course discussion leaders in the theory-based techniques and methods of tutoring. Students will learn the roles of the tutor and the tutee and how the interaction of these roles promotes effective tutoring and learning. Areas of emphasis include collaborative/interactive learning, communication skills for tutoring, conducting successful tutoring sessions for varied learners and tutoring situations, and strategies for discipline and skill-specific tutoring. A range of teaching methods from lecture to experiential exercises will be used; active learning/ participation is essential to course mastery. Students will model, practice, evaluate and develop tutoring techniques alone and in groups, and apply the principles and strategies they learn in actual tutoring sessions. Pre or co-requisites: A 200-level course or above in the tutoring discipline, completion of 29 credits with a 3.0 cumulative GPA and 3.0 subject GPA in the courses to be tutored and permission of the instructor. edUC 314 Concepts and Practice of Peer-assisted learning II. [2] Continuation of EDUC 313. Prerequisites: EDUC 313 and permission of the instructor. edUC 387 tutoring and literacy. [3] This course is designed to provide training and ongoing support to UMBC students
education
edUC 306 lifespan Human development. [3] An introduction to human development through the lifespan. The course is designed specifically for nursing students and covers theoretical perspectives and empirical research on development from the prenatal period through senescence, with consideration of practical implications. Issues in physical, social, cognitive and affective development are examined. Prerequisites: PSYC 100. notes: This course does not satisfy the requirements of the psychology major or minor. Also listed as PSYC 306. edUC 310 Inquiry into education. [3] This course introduces reflective practice as a foundation for the study of teaching and learning. Inquiry as a way of learning about schools, as well as about self as teacher and learner, will be explored through reflection on students experiences with children and schooling. The macro- and micro-sociocultural contexts of education across diverse settings will be examined. Students will draw upon anthropological and sociological research methods to study the dynamics of classrooms, schools and communities. Field experiences are required in this course. Prerequisites: permission of the department. edUC 311 Psychological Foundations of education. [3] The psychology of school learning will be explored. There will be an overview of theories of teaching, learning, motivation and related research, including the philosophical assumptions underlying each within the dynamics of context of class, culture, race and gender issues The overall focus will be an
EDUC
who are serving as tutors in community-based programs. Students will explore issues related to literacy and will learn strategies for improving the tutored childrens skills and interest in reading. Prerequisites: Sophomore standing or permission of the instructor. edUC 388 Inclusion and Instruction. [3] This course is designed to introduce students to strategies for differentiating instruction within general education classrooms. The course examines the legal, philosophical and programmatic underpinnings of instructional inclusion, broadly defined. Addressed in the course are approaches for adapting the curriculum - especially in the areas of reading, writing and math - to meet the needs of socio-culturally, linguistically, cognitively (e.g., dyslexic, dyscalculic) and behaviorally diverse student populations, including students identified traditionally as having special needs (e.g., gifted and talented, physically challenged). Prerequisites: Permission of the department. edUC 405 Special Issues in earlyChildhood education. [1-3] Selected issues in early-childhood development, curriculum development and educational philosophy are discussed. The major focus of the seminar is determined in accord with the needs of the registrants. Prerequisites: Permission of the department. notes: Repeatable for credit with permission of the instructor. edUC 410 Secondary reading in the Content areas - Part I. [3] Major approaches to teaching reading to students in grades 7 to 12. Emphasis on skills in all content areas ranging from English to science, which the secondary teacher can apply toward improving secondary students reading ability and their attitude toward reading. Emphasis is on literacy as a tool to increase learning. Prerequisites: Admission to teacher education and permission of the department. edUC 411 Secondary reading in the Content areas - Part II. [3] This course is designed to develop competency in the utilization of reading and writing strategies, assessments, vocabulary building, comprehension and special-needs adaptations. The secondary certification candidates should be able to demonstrate competency in their knowledge of contemporary theory, research, wisdom of practice, modeling and analysis and protected practice. Field experiences are required in this course. Prerequisites: EDUC 410 and permission of the department. edUC 412 analysis of teaching and learning. [3] This course is an introduction to a systematic approach to instruction. Special emphasis is placed on developing performance objectives, planning teaching strategies and formulating evaluation instruments to assess learning. The use of technological resources in instructional planning is emphasized. Students will develop skills to create meaningful learning experiences for students of diverse cultural, ethnic, linguistic and intellectual backgrounds. These skills are then practiced in actual peer teaching situations. Prerequisites: EDUC 310, EDUC 311 and permission of the department. notes: Formerly listed as EDUC 312. edUC 414 adolescent literature. [3] A survey of literature written especially for adolescents of school age (12-18 years). Selections read cut across genre and age groups. Emphasis is on understanding the literature from an adolescents point of view and on devising teaching strategies to create and enhance an adolescents understanding of the works. Attention also is paid to the development of critical skills and criteria for evaluating adolescent literature. Prerequisites: Admission to teacher education and permission of the department. notes: Also listed as ENGL 414. edUC 416 Materials for teaching reading. [3] This course is designed to assist pre-service and in-service teachers in understanding literacy acquisition and processes by observing and analyzing childrens language, reading and writing development as well as examining current and historical issues in language and literacy practice and research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research. Prerequisites: Permission of the department. notes: Also listed as ENGL 415. edUC 417 Processes and acquisition of reading. [3] This course is designed to assist pre-service and in-service teachers in understanding literacy acquisition and processes by observing and analyzing childrens language, reading and writing development as well as examining current and historical issues in language and literacy practice and research. It is organized around current, accepted, researchbased theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes, and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be
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introduced to current scientific research. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 317. edUC 418 Instruction of reading. [3] This course is designed to give the prospective classroom teacher familiarity with a representative array of researchbased instructional techniques and strategies in the area of reading and writing. Course content includes the principles for developing reading and language arts programs in the elementary classroom. The course includes examinations of current approaches, methodologies and strategies for teaching reading and writing as strategic processes; utilizing a variety of developmentally appropriate word recognition, comprehension and composition strategies; and basing instruction on evidence of individual need. Students will be engaged in reading and writing in a workshop model as well as a field experience that requires teaching both reading and writing lessons to elementary students. Prerequisites: EDUC 417 and permission of the department. notes: Formerly listed as EDUC 318. edUC 419 assessment of reading Instruction. [3] This course is designed to assist pre-service teachers in conducting classroom-based literacy assessments. The course content includes an examination of and practice using a range of assessments for reading, writing and related skills, focusing on the relationship between assessment and instructional planning for diverse learners. Instruction will focus on the purpose of assessment, types of assessment tools, how to administer and use several formal and informal assessments, how to interpret assessment results and how to communicate assessment results to a variety of constituents. Prerequisites: EDUC 418 or EDUC 439 and permission of the department. notes: Formerly listed as EDUC 319.
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edUC 420 teaching Mathematics in the elementary School. [3] This course introduces mathematics teaching at the elementary and middle school levels, including: (1) school mathematics content, (2) students mathematical thinking; (3) designing, selecting and sequencing mathematical learning experiences and assessments; and (4) your beliefs about mathematics and mathematics learning and teaching. The course emphasizes teaching for understanding; inquiry learning; and representing mathematics with manipulatives and other technologies. Topics include mathematical reasoning, problem solving and proof; spatial reasoning, geometr, and measurement; number, number systems and operations; and algebraic thinking across the grades. A field experience is required. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 320. edUC 421 teaching Science in the elementary School. [3] This course is designed to help teachers acquire general science understanding and to develop teaching materials for practical use in classrooms. It includes experiments, demonstrations, constructions, observations, field trips and use of audiovisual material. Field experience is required in this course. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC330. edUC 422 teaching Social Studies in the elementary School. [3] This course provides an analysis of the social studies curriculum in elementary schools. Aims and trends in social studies curricula are examined. Teacher candidates will develop methods of instruction and evaluation. Field experiences are required in this course. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 331.
edUC 423 Methods of teaching Speech and drama in the Secondary School. [3] Class plans, units and courses of study for teaching speech, oral interpretation and drama in high school. Objectives of speech and drama education, evaluation of performances, choice of plays for high schools and methods of directing high school dramatic activities. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 423. Also listed as SPCH 301. edUC 424 Issues in early-Childhood education.[1] Teacher candidates will critically examine current issues in early-childhood education as they relate to the social, intellectual, physical and personal development of young children. These issues will be evaluated from a childcentered perspective and within the contexts of family, school, community and society. Prerequisites: Permission of the department. edUC 425 Methods of teaching english in the Secondary School. [3] Methods of teaching composition and literature. The aim of the course is to prepare students for teaching the fundamentals of writing and literature in secondary schools. The course employs classroom demonstrations, model curricula, and current developments in linguistics and literary analysis. Field experiences are required in this course. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 315. Also listed as ENGL 396. edUC 426 teaching Mathematics in the Secondary School. [3] This course introduces mathematics teaching at the middle and high school levels, including: (1) secondary school mathematics content, (2) understanding and developing
students mathematical thinking; (3) designing, selecting and sequencing mathematical tasks and assessments; and (4) your beliefs about mathematics learning and teaching and mathematics itself. The course emphasizes teaching for understanding; discovery learning and representing mathematics with manipulatives, graphing calculators, Geometers Sketchpad and other technologies. Topics include innovative curricula for learning and teaching mathematical reasoning, problem solving, and proof; proportional reasoning; algebraic thinking; trigonometry; spatial reasoning, geometry and measurement; and probabilistic thinking. A semesterlong, one-day per week field experience is required. Students in this course also enroll in Phase I of the 100 day internship. Prerequisites: EDUC 310, 311, 412, 410 and coursework equivalent to six semesters of a baccalaureate mathematics major, or permission of the instructor. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 322. edUC 427 teaching Science in the Secondary School. [3] This course develops a holistic, interdisciplinary understanding of science. Develops skills at designing, using and assessing various developmentally appropriate teaching strategies. Focuses on inquiry and action. Active learning strategies/tools, including reflective inquiries, demonstrations, constructions, field trips, observations and authentic teaching experiences. Use of educational technologies to enhance the teaching and learning of science. Emphasis on adapting subject matter to learner diversity. Field experiences are required in this course. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 332.
edUC 428 teaching Social Studies in the Secondary School. [3] The course introduces participants to the concepts, issues, and methods relevant to teaching social studies at the secondary level. Teacher candidates will gain conceptual knowledge and practical experience with planning, materials development, instructional approaches and assessment in multiple-ability classrooms. The course also provides participants with an introduction to various audiovisual and instructional technologies for use in curricular planning and instruction. Field experiences are required for this course. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 333. edUC 429 teaching Modern Foreign language in the Secondary School. [3] This course reviews principles of second language acquisition and presents an overview of methods and approaches of teaching foreign languages. The students analyze current teaching/learning approaches, instructional curricula, and lesson planning in the context of the The National Foreign Language Standards, Communicative Competence, and a Proficiency Orientation. Class activities include lectures, class discussions, demonstrations, observations and reflections, and lesson and unit planning. Field experiences are required in this course. Prerequisites: EDUC 412 and permission of the department. notes: Formerly listed as EDUC 335. edUC 439 observation and assessment in earlyChildhood education. [3] Teacher candidates learn to observe young children, plan, implement and evaluate activities to foster childrens development and to use naturalistic assessment, including work sampling. Teacher candidates begin constructing their professional
EDUC
portfolio following NAEYC standards, which will be used throughout the early-childhood program. Prerequisites: PSYC 100 and permission of the department. notes: Formerly listed as EDUC 351. edUC 440 Field experience in earlyChildhood education. [2] This course is taken jointly with EDUC 439. Teacher candidates work in nursery schools, child care centers, Head Start programs and public schools for two mornings per week. They observe, plan and implement activities supporting the observational and assessment processes focused on in EDUC 439 and assist the classroom teacher with childrens daily routines. Prerequisites: PSYC 100 and permission of the department. notes: Formerly listed as EDUC 357. edUC 441 Childrens literature and other Materials for literacy development. [3] The primary focus will be on developing knowledge of childrens literature and a variety of texts and other media, including technology for young children, and selecting and evaluating developmentally appropriate materials to address childrens reading interests and needs. Issues pertaining to parent involvement and community resources to support the goals of the reading program also will be discussed. Prerequisites: EDUC 439 and permission of the department. notes: Formerly listed as EDUC 353. edUC 442 Process Seminar in early-Childhood education: Creative Media, level I. [1] This seminar involves experiential learning, using creative materials and activities appropriate for the earlychildhood curriculum. Prerequisites: EDUC 439 and permission of the department. notes: Formerly listed as EDUC 352. edUC 443 Process Seminar in early-Childhood education Math/Science, level II. [2] This seminar involves experiential learning with materials, equipment and processes related to mathematics and science curricula. Prerequisites: EDUC 439 and permission of the department. notes: Formerly listed as EDUC 324. edUC 444 teaching Problem-Solving and thinking Skills in earlyChildhood education. [3] Problem-solving and thinking as an educational process with a focus on childrens learning in mathematics, science, social studies and creative arts in the early-childhood curriculum. Emphasis is on meeting the needs of individual children. Focus is on teaching methods and instructional strategies using early-childhood materials and learning centers (books, blocks, dramatic play, sand/ water, art materials, special artifacts, etc.) to teach social studies, mathematical and scientific concepts, and creative arts through an integrated curriculum. Candidates construct instructional units. Prerequisites: EDUC 439 and permission of the department. notes: Formerly listed as EDUC 304. edUC 445 Field experience in early-Childhood education level II. [2] Teacher candidates work in supervised early-childhood classrooms two mornings a week. They are required to do a series of observations on the school and classroom, plan and carry out activities in specific curriculum areas (math, science, social studies) and to assist the teacher with the childrens daily routine. Prerequisites: EDUC 440 and permission of the department. notes: Formerly listed as EDUC 364. edUC 446 Processes and acquisition of reading in early- Childhood. [3] This course will focus on the ongoing relationship among the communication skills (listening, speaking, writing and reading) within young childrens lives in their families, educational settings and communities. Teacher candidates will study childrens development of language and literacy within diverse economic, ethnic and language contexts to better understand and appreciate their role in childrens early language and literacy development. Prerequisites: EDUC 439 and permission of the department. notes: Formerly listed as EDUC 350. edUC 447 teaching of reading in early-Childhood education. [3] Various philosophies of teaching reading are examined. Students study and develop specific techniques in teaching children decoding skills, comprehension skills, appreciation for reading as a lifelong habit and the relationship of reading to other language arts. Various curricular approaches to reading, word study and writing are studied. Prerequisites: EDUC 444 and permission of the department. notes: Formerly listed as EDUC 305. edUC 448 Field experience in early-Childhood education level II. [2] Students work in supervised public school classrooms in grades 1, 2 or 3 classrooms in a professional development school two mornings a week. Each student is required to observe children in activities related to reading and to develop and carry out reading activities. This is Phase I of the internship. Prerequisites: EDUC 445 and permission of the department. notes: Formerly listed as EDUC 365. edUC 450
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Internship in early-Childhood education. [10] Teacher candidates have two placements in early-childhood classrooms in professional development schools. One placement is in a pre-kindergarten or kindergarten, the other in a primary grade. Through a process of increased responsibility, teacher candidates plan, implement and assess lessons and activities for the total classroom, becoming totally responsible for planning and implementation for at least two weeks in each classroom. Teacher candidates should expect to participate in the school for a period longer than one semester, for a total of 100 days, including the days completed in EDUC 448. Prerequisites: Completion of all methods courses in the program and permission of the department. notes: Formerly listed as EDUC 406. edUC 451 Internship Seminar in early-Childhood education. [3] A professional content course complementing the intensive clinical experience in which teacher candidates analyze the total instructional program and its context. Content includes assigned readings related to the curriculum and teacher candidates own planning and evaluation of their teaching. Teacher candidates will complete electronic professional portfolios consistent with NAEYC standards. Prerequisites: Completion of all methods courses and permission of the department. notes: Formerly listed as EDUC 404. edUC 452 Internship in elementary education. [10] Directed and evaluated teaching experience in selected classrooms. There is an increased emphasis on independent teaching, maintaining learning communities that serve the needs of diverse learners, an emphasis on
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discipline-specific planning, implementing and assessing instruction, and focus on academic and social outcomes. Prerequisites: Completion of all methods courses required for certification and permission of the department. notes: Formerly listed as EDUC 400. edUC 453 Internship Seminar in elementary education. [2] The seminar provides a forum for discussing and processing field experiences and current issues/problems in teaching and learning. Topics that are addressed include classroom management, assessment strategies, the culture of schools and becoming a professional. The seminar provides a supportive arena to integrate theory, research and practice while preparing teacher candidates for the responsibilities of classroom instruction. Prerequisites: Completion of the Phase I internship and permission of the department. notes: Formerly listed as EDUC 403. edUC 456 Internship in Secondary education. [10] This intensive internship provides students with the opportunity to take progressive responsibility for teaching in their specialty area and developing professional teaching competencies in a Professional Development School with support from a mentor teacher and a university supervisor. Prerequisites: Completion of all methods courses required for certification and permission of the department. notes: Formerly listed as EDUC 401. edUC 457 Internship Seminar in Secondary education. [2] The seminar provides a forum for discussing and processing field experiences and current issues/problems in teaching and learning. The seminar has been designed to help teacher candidates analyze the many facets of teaching and to become a reflective practitioner. Topics that are addressed include classroom management, assessment strategies, the culture of schools, developing evidencebased portfolio and becoming a professional. Prerequisites: Completion of the Phase I internship and permission of the department. notes: Formerly listed as EDUC 408. edUC 458 Internship in P-12 education. [10] This intensive internship provides students with the opportunity to take progressive responsibility for teaching in their specialty area and developing professional teaching competencies in a professional development school with support from a mentor teacher and a university supervisor. Prerequisites: Permission of the department. edUC 470 elementary-School Curriculum. [1-3] This course provides an in-depth study of curriculum problems, including extensive reading, critical analysis of research and implications for teaching strategies in the various curriculum areas. Prerequisites: Admission to teacher education and permission of the department. edUC 471 Principles of training and development.[3] This course will examine key principles relevant to training and development, including the role of training in an organization, adult learning theory, needs assessment, training methodology, organizational support, resources and constraints, evaluation of training and managing the training function. Issues that influence training implementation, such as ethics and interpretation, also will be addressed. Prerequisites: One from ECAD 210, EDUC 300 or 301, PSYC 355 or SOCY 310 or equivalent and permission of the instructor. edUC 480 Secondary-School Curriculum. [1-3] This course provides an in-depth study of curriculum problems, including extensive reading and the critical analysis of research and implications for teaching strategies in the various curriculum areas. Prerequisites: Admission to teacher education and permission of the department. edUC 485 the teaching of Writing. [3] An introduction to theories and techniques of writing instruction. Current theory and research is applied in the development of a repertoire of approaches to writing instruction and curriculum development. Students examine research that analyzes writing from linguistic, psychological and developmental perspectives. Direct experience in personal writing reinforces theoretical study of the processes of composition and enables prospective teachers to improve their own writing skills. Each student designs a model writing program or course, including a rationale for choices made, that demonstrates how specific features of the course or program will be taught. Prerequisites: A course in literature, education or permission of department. notes: Also listed as ENGL 485. edUC 489 advanced Special topics in education. [1-3] This course provides an examination of a selected topic in education. The specific topic to be considered is announced each semester that the course is offered. These topics, not offered elsewhere in the curriculum, focus on unique areas of interest, such as training in the institutional setting, the early adolescent learner, law-related education and foundations of multilingual/multicultural education. Prerequisites: Permission of the department. notes: May be repeated for a total of six credits. edUC 490 Individual Projects in education. [1-3] The course is open to students with special projects who apply to the instructor who supervises the experience. A written request to register in the course must be submitted to the program coordinator for approval. The request must include a brief description of the project, number of credits sought and the instructors signature. Prerequisites: Senior standing and consent of program coordinator. notes: May be repeated for a maximum of six credits.
emergency Health Services

eHS 100 Freshman experience in eHS. [3] This course is designed to provide a freshman experience for EHS majors. EHS 100 provides an introduction to the profession of emergency health services and allows new majors to explore their major choice within the context of contemporary professional issues. eHS 200 Concepts of emergency Health Services. [3] This is a survey course that provides an overview of the operation of emergency health service systems. The history of EMS, the interface of public and private organizations, and review of the various personnel who constitute these systems are examined in relation to their impact on the health care delivery system. eHS 300 emergency Health Services theory and Practice I. [3] This course is based on analysis of the components of the emergency health systems in the United States. History and development of the EMS field with analysis of the Emergency Medical Services Systems Act and different
EHS
system models. Examination of federal, state and local authority for the delivery of services; the interface of public and private organizations and the relationship of public health and public safety. Examination of the management role in EMS systems. Prerequisites: EHS 200 or permission of instructor. eHS 301 Planning emergency Health Systems. [3]
GEP: WI.
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explored in informal seminars. Prerequisites or Corequisites: EHS 200 or permission of the instructor. notes: Formerly listed as EHS 491. Repeatable for a maximum of three credits. eHS 311 Stress and Burn-out: Personal and Professional Issues. [3] This course provides detailed information on the types of stress that affect ones personal and professional life. The causes and effects of stress and the recognition of stress symptoms in personal and professional settings is emphasized, as is a broad spectrum of stress-management strategies and stress control techniques. The course focuses on general stress, cumulative stress, critical incident stress (CIS) and post-traumatic stress disorder. Case examples from military, emergency services and other work settings enhance the course material. Prerequisites: EHS 200 or permission of instructor. eHS 320 disaster Management. [3] This course provides the student with the theoretical and practical foundations necessary to manage multicasualty incidents under field conditions. Disaster and multi-casualty planning, system response to disaster, triage principles, EHS relationships with the media, medical evacuation procedures and scene control are taught in this upper-level course. Prerequisites: EHS 200 or permission of instructor. eHS 330 Management of Search and rescue operations. [3] This course provides classroom and field experiences designed to conduct effective search and rescue operations. Concepts explored include management of the emergent multi-organizational network, types of searches, resource management, incident command, shifting probabilities of area, probability density, mission reports, victim behavior,
hazard mitigation, field communications, and search and rescue satellite-aided tracking. Prerequisites: EHS 200 or permission of instructor. eHS 345 death and dying. [3]
GEP/GFR: Meets SS
eHS 352 Micro-computer applications in Health Services Management. [3] This course emphasizes a synthesis between managerial functions in health care organizations and computer applications designed to facilitate these functions. Students develop spreadsheet and database microcomputer skills with emphasis on developing techniques for effective and efficient management. Lectures and exercises will involve topics such as materials management, productivity measurement, determination of staffing needs, special tracking and others. Prerequisites or Corequisites: EHS 200, HAPP 100 or permission of instructor. eHS 360 Instructional Issues in emergency Health Services. [3] This course prepares students for certification as an NFPA 1041, Level 1 and Level 2 instructor, as well as provides an overview of emergency services education. Prerequisites: EHS 200 or permission of instructor. eHS 400 emergency Health Services theory and Practice II. [3] This course provides further development of theory and techniques central to EHS management program development; organizational theory; management skills; program implementation; evaluation and manpower, equipment and resource allocation. Prerequisites: EHS 300 or permission of instructor. eHS 430 research topics in emergency Health Services. [3] Research is an essential tool to improve emergency health services effectiveness. This course focuses on basic research design and methods used in emergency health services, and it takes into account many of the barriers
Students will examine the economic, political and clinical characteristics of emergency health care systems and how these characteristics influence the planning and design of these systems. Strategic planning, balanced scorecards and other planning concepts will be presented. High performance systems will be studied with specific attention to the methods used to cost effectively produce clinical quality, reliable response times and excellent customer service. Prerequisites: EHS 200 or permission of instructor. eHS 302 Clinical Concepts and Practice. [4] This is the core course for clinical training for emergency health services in the United States. Issues such as patient care management, trauma, triage, multi-casualty control, patient transportation, crisis management and inter-agency cooperation are stressed. Includes the lecture and laboratory elements required for State of Maryland Emergency Medical Technician Certification course sequence. Prerequisites: Permission of instructor. eHS 310 Seminar in emergency Health Service Management. [1] The object of this course is to inform the student of current programs, problems and policy issues related to EHS systems. Federal, state and local problems; interagency collaboration and other timely issues are
This course is a broad multidisciplinary approach that examines the theoretical, philosophical and social origins of past and present death attitudes and behavior. Topics include death throughout the life cycle, suicide, euthanasia, grief and bereavement, funeral customs, and the impact of religion and culture on death perspectives. Prerequisites: EHS 200 or permission of instructor or an introductory social science course. notes: Also listed as SOCY 359. eHS 350 Supervision and operations in emergency Health Service Systems. [3] This course provides an introduction and study of principles and methods used in the supervision of personnel within EHS systems. Examines the supervisory process in relation to volunteers and career (paid) personnel, personnel with various levels of skill certification, medical control and the influence of the type of emergency health organization involved. Prerequisites: EHS 200. eHS 351 Financial Management, Budgeting and resource allocation for emergency Health administrators. [3] The purpose of this course is to provide the student with the budgeting and financial management skills and understanding necessary to manage emergency health systems. Emphasis is on understanding the elements of financial reporting and integrating budget decisions and resource allocations into general management practices in the emergency health care field. Prerequisites: EHS 200 and EHS 301 or permission of the instructor.
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to research that are particular to the field. Research design theory is complemented by in-class experience in solving emergency health services research design problems. Prerequisites: STAT 121 and EHS 200. eHS 435 Issues in Injury Control. [3] This course includes a review of epidemiological patterns of injuries related to occupation, transportation, recreation, home life, interpersonal violence and related incidents. Emphasis on prevention of injuries. Role of emergency health services in the field of injury control. Students will develop individual projects for subsequent class presentation. Prerequisites: EHS 200 or permission of instructor. eHS 450 emergency Health Services Practicum and Seminar. [15] This intense course is a blend of fieldwork in emergency health services and integrating seminars. Supervised on-site experience in EHS management situations, seminar sessions integrating knowledge, skill and current issues also are considered. Prerequisites: Completion of all required courses and permission of instructor. notes: Open to majors only. eHS 451 Field experience in emergency Health Services Systems. [3-8] This course is designed for EHS majors with health care systems experience. Placement is made in a supervised setting to complement the students previous education and experiential accomplishments. Focus is in accord with the needs of registrants. notes: Open to majors only. May serve as alternative to EHS 450 with permission. Repeatable for a maximum of 12 credits. eHS 452 Clinical exchange experience. [1-6] This course is designed to facilitate clinical and field internship experience for
paramedic track students in clinical and field settings at national and international sites, and institutions of higher learning. This course provides an academic framework for national and international paramedic students from other institutions of higher learning to participate in the UMBC paramedic track clinical experience. Prerequisites: Permission of the department. notes: Grading method is P/F only. Repeatable for a maximum of six credits. eHS 470 emergency response to Crisis. [3] This course teaches techniques of immediate intervention in various field crises, communication skills and history-taking techniques. Sample crises include alcohol and substance abuse, family emergencies, sexual assault, suicide, child abuse and other pediatric emergencies, multicasualty situations, violence and crisisworker stress. Course activities include lectures, discussion groups, simulations and multimedia presentations. Prerequisites: EHS 200 or any social science introductory course. eHS 471 eMS Systems and Patient assessment. [3] This is an introductory course to advanced life-support prehospital emergency medical services. Topics include roles and responsibilities of the paramedic, review of EMS systems, medical terminology and assessment techniques. eHS 472 Principles of Pharmacology. [3] This in an introductory course in the basics of pre-hospital pharmacology. Topics include the pharmacodynamics and pharmacokinetics of medications, administration techniques and therapeutic communications. eHS 473 essentials of Cardiology. [3] This is an intense course designed to discuss the principles of cardiovascular
disease and its pre-hospital management. Basic three-lead EKG rhythm strip interpretation is discussed, as well as advanced techniques such as 12-lead electrocardiology. eHS 474 Introduction to Medical emergencies. [3] This advanced course emphasizes the pathophysiology and management of patients with various medical emergencies. Topics include toxicology, environmental emergencies, anaphylaxis and infectious disease. eHS 475 Management of respiratory and Critically Ill Patients. [3] This course is designed to provide the advanced education needed by paramedics to administer patient care in the pre-hospital setting. Emphasis is placed on the recognition and treatment of symptoms of illness and injury to the airway and respiratory system. eHS 476 Introduction to trauma emergencies. [3] This course covers the pathophysiology, assessment and management of adult and pediatric patients with injuries involving various body systems. Successful completion of all written and practical skills may result in BTLS certification. eHS 477 Special Populations in eMS. [3] This course is designed to address special populations seen by the pre-hospital provider. Emphasis will be placed on pediatrics, neonatology, gerontology, abuse, patients with special challenges and the home health care patient. eHS 478 Field operations In eMS. [3] This course is designed to discuss topics not associated directly with pre-hospital patient care. Topics include ambulance operations, medical incident command, rescue awareness, hazardous materials incidents and crime scene awareness.
eHS 481 Field and Clinical experience I. [4] This field and hospital internship is designed to integrate clinical experience with knowledge, skills and techniques presented in EHS paramedic track course work. Supervised experience is provided in hospital and field settings. Emphasis is placed on patient assessment, trauma, respiratory pharmacology, cardiology, pediatrics, geriatrics and medical emergencies. Appropriate treatment modalities will be stressed. eHS 482 Field and Clinical experience II. [6] This is the first course of a two-semester capstone field and hospital internship designed to integrate clinical experience with knowledge, skills and techniques presented in EHS paramedic track course work. Supervised experience is provided in hospital and field settings. Emphasis is placed on patients in crisis and refining the skills to assess and appropriately treat patients experiencing a variety of medical and trauma-related illnesses. eHS 483 Field and Clinical experience III. [6] This is the second course of a two-semester capstone field and hospital internship designed to integrate clinical experience with knowledge, skills and techniques presented in EHS paramedic track course work. Supervised experiences provided in hospital and field settings. Emphasis is placed on refining the skills to assess and appropriately treat patients experiencing a variety of medical and trauma-related illnesses. Additional internship time is spent with local EMS agencies learning about the role of supervisors in the field environment. eHS 490 Independent Study. [1-3] Students in this course will complete an individual project
EHS / ELC
in a specific emergency health services area under the supervision of emergency health services faculty. Prerequisites: Junior standing and consent of the instructor. eHS 491 Senior Paramedic Seminar I. [1] This seminar course is taken simultaneously with EHS 482. This course will allow senior paramedic students an opportunity to explore current topics in the field of pre-hospital emergency medicine. Course activities include lecture, discussion groups, simulations and multimedia presentations. Corequisites: EHS 482. eHS 492 Senior Paramedic Seminar II. [1] This seminar course is taken simultaneously with EHS 483. It will allow senior paramedic students an opportunity to explore current topics in the field of pre-hospital emergency medicine. The course will conclude with a capstone experience in which students will provide clinical case studies to members of the emergency medical community. Corequisites: EHS 483. eHS 498 Financial Management and decision Support for Health Services organizations. [3] An introduction to the budgetary process, ongoing financial management skills at the department level, and decision support activities in independent as well as multi-organizational systems. Emphasis is on understanding the reporting mechanisms and the accountability that is expected of the departmental manager with regard to resource allocation, including staffing alternatives, technology procurement, supply utilization and department goal attainment. Prerequisites: HAPP 100 or EHS 200, ECON 121 and 122. notes: Also listed as HAPP 498.
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english as a Second language

english language Center (elC) English Language Center (ELC) courses enhance international students English language fluency and accuracy, preparing them for ENGL 110: Composition for ESL Students and enabling them to confidently communicate as academic writers and speakers. These courses are required for students entering UMBC as conditional admission students or fully admitted students recommended by the Learning Resources Center. In addition, any students seeking advanced English skill development may choose to enroll. Placement in appropriate courses is determined by the Learning Resources Center and the ELC. The courses carry institutional credit, applicable to student hours but not to degree credit. elC 041 Writing and grammar for academic Purposes. This course is designed for high-intermediate English students to develop academic writing skills. Students in this class will learn to write successful academic papers through outlining ideas, writing first drafts, peer editing and revising. Students progress from writing well-formed paragraphs to longer essays with clear topic sentences, appropriate support materials and logical conclusions. Students also will learn about the different styles of academic writing, including the use of references and citations. Prerequisites: Permission of the department. notes: Three institutional credits are awarded. elC 042 reading and Vocabulary for academic Purposes. This course is designed for high-intermediate English students to improve reading comprehension and general language skills. Students will develop advanced comprehension skills, understand
figurative language and recognize a writers intent. Texts include fiction and nonfiction materials, emphasizing reading for both information and pleasure. Students are encouraged to participate in discussions and prepare presentations for class. Prerequisites: Permission of the department. notes: Three institutional credits awarded. elC 043 Speaking and listening for academic Purposes. This course increases the spoken fluency and listening comprehension of high-intermediate English students, and introduces them to English appropriate to an academic environment. Students will develop their skills in notetaking, lecture comprehension, creating presentations and participating in class discussions. In addition to class work, students will attend two UMBC lectures to test their strengths and weaknesses in these areas. Prerequisites: Permission of the department. notes: Three institutional credits are awarded. elC 051 advanced Writing and grammar for academic Purposes. This course gives advanced students the opportunity to perfect their writing skills and prepares them to write in English with university-level competence and accuracy. Students will practice the use of terminology and grammatical structures appropriate to the academic assignments they are likely to encounter. This course also helps to develop skills necessary for analysis, presentation of research topics and persuasive writing. Prerequisites: Permission of the department. notes: Three institutional credits are awarded. elC 052 advanced reading and Vocabulary for academic Purposes. In this course, students develop advanced critical reading skills using a variety of source materials. Readings
may include articles, non-fiction writing and data presentations. Students will be able to identify major points and types of support, separate fact from opinion and analyze vocabulary used in the text. Students are encouraged to participate in critical thinking exercises and class discussions. Prerequisites: Permission of the department. notes: Three institutional credits are awarded. elC 053 advanced Speaking and listening for academic Purposes. This course provides advanced students with extensive practice in English communication skills and strategies in an academic environment. Students improve listening comprehension and pronunciation skills, and they participate in group discussions. As part of the course, students also will attend academic lectures and campus activities and prepare presentations for the class. Prerequisites: Permission of the department. notes: Three institutional credits are awarded. elC 054 Cross-Cultural Communication and University life. This course is designed to assist international students in adapting to the culture of an American university campus. Students will have the opportunity to improve their intercultural communication skills and learn about cultural diversity in the United States. Language and study skills are reinforced by readings, discussions, presentations and written assignments involving current issues and different cultural perspectives. Prerequisites: Permission of the department. notes: Three institutional credits are awarded. elC 061 eSl Special topics: Writing for research and Professional Purposes I. In this course, students will work with published materials in their own disciplines and develop their own writing projects
240 ELC / ENCH

in the context of disciplinary and professional expectations and audiences. Students may be developing writing for scholarly papers, journal articles, research proposals, theses or dissertations. The focus of the work will be on refining writing within specific disciplinary discourses, organization of argument, rhetorical styles, grammatical patterns common to the discipline and strategies and resources for successful academic and professional writing. Students will work individually with the instructor, in groups and as peer reviewers for each others work. Prerequisites: Permission of the department. notes: This course is designated as ELC 061 in the fall semester and ELC 071 in the Spring semester. One to three institutional credits are awarded. elC 063 eSl Special topics: advanced Presentation/discussion II. This course will help highly advanced students to develop fluency in expressing their ideas in both the classroom and other university interactions. Activities include individual and group presentations, role-playing, discussion of current issues, individual pronunciation, interacting with faculty and peers, analyzing lengthy spoken material and other challenges facing advanced ESL students. Undergraduate students will interact with graduate students also enrolled in the class to present topics to their peers relevant to their intended discipline. Prerequisites: Permission of the department. notes: This course is designated as ELC 063 in the fall semester and ELC 073 in the spring semester. Three institutional credits are awarded. elC 071 eSl Special topics: Writing for research and Professional Purposes III. In this course, students will work with published materials in their own disciplines and develop their own writing projects in the context of disciplinary and professional expectations and audiences.
Students may be developing writing for scholarly papers, journal articles, research proposals, theses or dissertations. The focus of the work will be on refining writing within specific disciplinary discourses, organization of argument, rhetorical styles, grammatical patterns common to the discipline and strategies and resources for successful academic and professional writing. Students will work individually with the instructor, in groups and as peer reviewers for each others work. Prerequisites: Permission of the department. notes: This course is designated as ELC 061 in the Fall semester and ELC 071 in the Spring semester. 1-3 institutional credits are awarded. elC 073 eSl Special topics: advanced Presentation/discussion IV. This course will help highly advanced students to develop fluency in expressing their ideas in both the classroom and other university interactions. Activities include individual and group presentations, role-playing, discussion of current issues, individual pronunciation, interacting with faculty and peers, analyzing lengthy spoken material and other challenges facing advanced ESL students. Undergraduate students will interact with graduate students also enrolled in the class to present topics to their peers relevant to their intended discipline. Prerequisites: Permission of the department. notes: This course is designated as ELC 063 in the fall semester and ELC 073 in the spring semester. Three institutional credits are awarded.
vapors, liquids and solids. Analytical and computer methods are presented. (Fall) Prerequisites: ENES 101, CHEM 102 or equivalent; knowledge of programming. enCH 225 Chemical engineering Problem Solving and experimental design. [4] Introduction to the scientific method as applied to chemical engineering processes associated with thermodynamics and fluid, heat and mass transport. Computational and experimental tools are introduced. Students will formulate hypotheses to test physical phenomena associated with chemical engineering processes, design experiments based on their hypotheses, perform experiments and use appropriate computational and programming tools as well as statistical methods to analyze their data and its significance. Issues of safety and ethics, as applied to chemical engineering, also will be discussed. (Spring) Prerequisites: ENCH 215. enCH 300 Chemical Process thermodynamics. [3] Principles of thermodynamics and their application to engineering problems. First and second laws of thermodynamics, properties of gases, liquids and solids, phase equilibrium, flow and non-flow systems, energy conversion;, production of work from heat, thermodynamic analysis of processes, equilibrium-stage operations and the thermodynamics of chemically reacting systems. (Fall) Prerequisites: ENCH 215, ENCH 225, CHEM 351 and MATH 251. enCH 333 Chemical engineering Seminar. [1] Oral and written reports on recent developments in chemical engineering and the process industries. Prerequisites: Senior standing.
enCH 425 transport Processes I: Fluid Mechanics. [3] Fluid properties, fluid statics, flow concepts and basic equations, and viscous effects. Applications in measurements of flow. Design of fluid flow equipment. (Fall) Prerequisites: ENCH 215, ENCH 225 and MATH 225. enCH 427 transport Processes II: Heat and Mass transfer. [3] Steady and unsteady state heat and mass transfer, interphase transfer, simultaneous heat and mass transfer, boundary layer theory, and mass transfer with a chemical reaction. Design applications in condensation, heat exchanger, evaporating and mass transfer operations. (Spring) Prerequisites: ENCH 425. enCH 437l Chemical engineering laboratory. [3] Application of chemical engineering process and unit operation principles in small-scale, semi-commercial equipment. Data from experimental observations are used to evaluate performance and efficiency of operations. Emphasis is placed on correct presentation of results in both written and oral form. Prerequisites: ENCH 427 and ENCH 440. enCH 440 Chemical engineering Kinetics. [3] Fundamentals of chemical reaction kinetics and their application to the design and operation of chemical reactors. Reaction rate theory, homogeneous reactions in batch and flow systems, heterogeneous reactions and catalysis, and biochemical reactions. Catalytic reactor design. (Spring) Prerequisites: ENCH 300, ENCH 425 and CHEM 301. Corequisites: CHEM 303 for biology track students.
engineering Chemical and Biochemical

enCH 215 Chemical engineering analysis. [3] Introduction to methods of chemical engineering calculations and analysis. Stoichiometric relations; material and energy balances and behavior of gases,
ENCH / ENEE
enCH 441 reaction Kinetics in Biotechnology and Bioengineering. [1] This course is supplemental to ENCH 440 and must be taken concurrently for students in the biotechnology and bioengineering track. Topics include applications of chemical reaction kinetics and transport phenomena in biomedical and biochemical engineering. (Spring) Prerequisites: ENCH 300, ENCH 425. Corequisites: ENCH 440. enCH 442 Chemical engineering Systems analysis. [3] Dynamic response of process systems. Goals and modes of control, Laplace transformations, analysis and synthesis of simple control systems, closed-loop response and dynamic testing. (Spring) Prerequisites: ENCH 300, ENCH 425 and MATH 225. Corequisites: ENCH 427 and ENCH 440. enCH 444 Process engineering economics and design I. [3] Principles of chemical engineering economics and process design. Emphasis on equipment types, equipment design principles, capital cost estimation, operating costs and profitability. (Fall) Prerequisites: ENCH 427, ENCH 440 Corequisites: ENCH 445. enCH 445 Separation Processes. [3] Solution thermodynamics. Phase equilibrium. Characteristics of separation processes. Simple and multistage equilibrium processes. Design and operation of binary and multicomponent separation processes. Computational approaches. (Fall) Prerequisites: ENCH 427. enCH 446 Process engineering economics and design II. [3] Application of chemical engineering principles for the design of chemical processing equipment. Typical problems in the design of chemical plants. Comprehensive reports are required. (Fall) Prerequisites: ENCH 444 and ENCH 445. enCH 450 Chemical Process development. [3] Chemical process industries from the standpoint of technology, raw materials, products and processing equipment. Operation of major chemical processes and industries, combined with quantitative analysis of process requirements and yields. (Spring) Prerequisites: ENCH 427 and ENCH440. enCH 452 advanced Chemical engineering analysis. [3] Application of digital computers to chemical engineering problems. Numerical methods, programming and differential equations, and curve fitting. Prerequisites: ENCH 427 and ENCH 440. enCH 454 Chemical Process analysis and optimization. [3] Applications of mathematical models to the analysis and optimization of chemical processes. Models based on transport, chemical kinetics and other chemical engineering principles will be employed. Emphasis on evaluation of process alternatives. Prerequisites: ENCH 427 and ENCH 440. enCH 456 Polymeric Materials. [3] The basic elements of the chemistry, physics, processing methods and engineering applications of polymers. Prerequisites: ENCH 427 and ENCH 440. enCH 459 Statistical design of experiments. [3] Introduces students to a variety of methods that use a statistical approach in the design, execution and analysis of industrial experiments. Prerequisites: ENCH 427 and ENCH 440. enCH 468 research Projects. [2-3] Investigation of a research project under the direction of one of the faculty members. Comprehensive reports are required. Prerequisites: ENCH 440, and ENCH 427 and permission of faculty. enCH 482 Biochemical engineering. [3] Introduction to biochemical, microbiological and physical phenomena relevant in the bioprocess industry: basic biochemistry, enzyme and cell growth kinetics, modern biological techniques (e.g., DNA sequencing, microarray analysis, proteomics) and topics related to industrial fermentation (e.g., operating modes, mixing, mass transfer, scaleup). (Fall) Prerequisites: ENCH 427 and ENCH 440. enCH 484 Biomedical engineering. [3] Applications of engineering analysis to biomedical issues, including drug delivery, biomaterials, tissue engineering, receptor-mediated processes, cardiovascular mechanics, physiological mass transfer and biomedical device design. Prerequisites: ENCH 427 and ENCH 440. enCH 485l Biochemical engineering laboratory. [4] Conduct experiments to study microbial growth and product formation kinetics. Study enzyme kinetics. Conduct protein isolation, purification and concentration experiments. Analyze experimental data and prepare written reports and oral presentations. Observe laboratory safety precautions. This course is designed to teach modern chemical and biochemical laboratory practice. Students will learn aspects of heat and mass transfer of relevance to the bioprocess industry. In addition, they will learn aspects of microbial growth and product formation kinetics. Simple cloning techniques and enzyme/ antibody assays will be introduced. Students will isolate
241
and purify proteins. (Spring) Prerequisites: ENCH 482. enCH 486 a Survey of Sensors and Instrumentation. [3] This course will provide a broad overview of sensors and instrumentation used in a number of applications. Starting with basic definitions, the course will move on to various principles (physical, chemical and biological) used to sense a variety of parameters. A simple sensor will be constructed during the course to provide hands-on experience in sensor design. This elective is suitable for science and engineering majors. Prerequisites: ENCH 427, 440 or permission of the instructor. enCH 489B Special topics in environmental engineering: Biological treatment Processes. [3] Survey of biological treatment processes in environmental engineering. Prerequisites: ENCH 427 and ENCH 440. enCH 489P Special topics in environmental engineering: Physicochemical treatment Processes. [3] Survey of physicochemical treatment processes in environmental engineering. Prerequisites: ENCH 427 and ENCH 440. enCH 489r Special topics in environmental engineering: environmental risk assessment and remediation. [3] Survey of environmental risk assessment and remediation in environmental engineering. Prerequisites: ENCH 427 and ENCH 440.
engineering electrical
enee 244 digital logic design. [3] Topics include gates, flip-flops, registers and counters, Karnough map
242 ENEE / ENES / ENGL

simplification of gate networks, switching algebra, synchronous sequential systems, PLAS and elements of binary arithmetic units. Prerequisites: ENES 240. enee 302 Principles of electrical engineering. [4] Not applicable in the electrical engineering and computer engineering major programs. Acceptable as prerequisite for some advanced ENEE courses. The course introduces fundamental principles and analysis of electrical engineering. Linear analog electrical circuits, Kirchoffs laws, DC, transient and sinusoidal responses, transformers, frequency-selective circuits, introduction and application of Laplace transform, electric machines, Boolean algebra, logic gates and basic digital electronic circuits. It includes laboratory exercises on the subjects covered by the lectures. Prerequisites: PHYS 122 and MATH 225. eneS 251 ethical Issues in Science, engineering and Information technology. [3]
GEP/GFR: Meets AH.
engl 100 Composition. [3]

GEP/GFR: Satisfies Eng Comp Req.
engineering Science
eneS 101 Introductory engineering Science. [3] Introduction to engineering that covers dimensional analysis, data analysis, statics and heat transfer. Students must work in teams on a design project, which includes design construction, evaluation, testing, modeling and presentation. Introduction to computer programming in FORTRAN/MatLab programming and CAD. Prerequisites: MATH 150. Corequisites: MATH 151. eneS 230 Introduction to Materials and their applications. [3] Structure of materials, chemical composition, phase transformations, corrosion and mechanical properties of metals, ceramics, polymers and related materials. Material selection in engineering applications. Prerequisites: ENES 110.
The primary focus of the course will be inquiry into the ethical responsibilities of scientists, engineers and information technologists in todays high-tech information oriented society. Students will be introduced to both historical and contemporary issues involving ethical and professional responsibility through an extensive discussion and analysis of case studies. The key feature of this course will involve learning how to conduct an ethical analysis and then learning how to apply this analysis to case study. Teams will be formed early in the semester so each group can meet and discuss in class and before written assignments are due. Each team will also be required to engage in an extended case-study project that will culminate in a team presentation of the case study in a Power Point format.
A workshop in writing. The approaches to this course may vary in individual sections, but the aim is to help students write clearly and effectively. notes: This course, a university graduation requirement, must be passed with a grade of C or better. Students should plan to take this course in their first year. engl 106 the grammars of Speaking and Writing. [2] An introduction to speech/ prose grammars, with an intensive review of grammatical forms and functions. This course will emphasize the structure of English as it is classified in traditional grammar. notes: Students taking this course also are expected to enroll in one of the following laboratory courses: ENGL 107, 108 or 109. Placement in these sections will be based upon a diagnostic test. engl 107 grammar lab I. [1] Introductory-level, self-paced grammar instruction. Students will complete exercises in the departments writing lab and demonstrate their progress on several mastery tests and a cumulative final exam. Prerequisites: Permission of instructor. notes: Enrollment in ENGL 107 will be based on a diagnostic test given during the first week of classes. engl 107e grammar lab I for eSl Students. [1] Introductory-level, self-paced grammar instruction. Students will complete at least five essays and grammar exercises and have individual conferences with the instructor. A file will be kept on each student to record his or her progress. Prerequisites: Permission of the instructor. engl 108 grammar lab II. [1] Intermediate-level, self-paced grammar instruction. Students will complete exercises in
the departments writing lab and demonstrate their progress on several mastery tests and a cumulative final exam. Prerequisites: Permission of instructor. notes: Placement in this course will be based on the results of a diagnostic test. engl 108e grammar lab II for eSl Students. [1] Intermediate-level, self-paced grammar instruction. Students will complete at least five essays and grammar exercises and have individual conferences with the instructor. A file will be kept on each student to record his or her progress. Prerequisites: Permission of the instructor. engl 109 grammar lab III. [1] Advanced-level, self-paced grammar instruction. Students will complete exercises in the departments writing lab and demonstrate their progress on several mastery tests and a cumulative final exam. Prerequisites: Permission of instructor. notes: Placement in this course will be based on the results of a diagnostic test or satisfactory completion of ENGL 108. engl 109e grammar lab III for eSl Students. [1] Advanced-level, self-paced grammar instruction. Students will complete at least five essays and grammar exercises and have individual conferences with the instructor. A file will be kept on each student to record his or her progress. Prerequisites: Permission of the instructor. engl 110 Composition for eSl Students. [4]
engineering Mechanical
See courses listed under ENME.
english
engl 099 Basic english. Intensive review of basic english skills, with emphasis on sentences and paragraph-level composition. Required (normally during the first semester in residence) of all students whose scores on the written portion of the UMBC freshman placement tests show they need further practice in the fundamentals of written English needed for a collegelevel composition course. Four institutional credits (not applicable to the degree) are awarded. notes: All students required to take ENGL 099 must complete it with a grade of C or better before enrolling in ENGL 100. Four institutional credits are awarded.
A composition course for students whose first language is not English. Course work will emphasize academic essay patterns and writing techniques. Students may be assigned additional grammar work if necessary. note: ENGL
ENGL
110 is the equivalent of ENGL 100, a university graduation requirement. It must be passed with a C or better. notes: Also listed as MLL 110. Must be repeated until a C or better has been earned. Credit for both ENGL 100 and 110 will not be given. engl 190 the World of language I. [3]
GEP/GFR: Meets AH.
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ations of modern science as Newtons mechanics, Darwins evolution, Freuds psychoanalysis or Einsteins relativity. engl 202 language and aesthetic Value. [3]
engl 226 grammar and Usage of Standard english. [3]

GEP/GFR: Meets AH.
engl 243 Currents in american literature. [3]

GEP/GFR: Meets AH.
Language as a distinctive characteristic of the human species. In this course, we examine the structure of both written and spoken forms of language across cultures, comparing them with animal communication and human gestural systems. We explore languages neurological basis, theories of origin and first- and second-language learning. notes: Also listed as LING and MLL 190. MLL 190 is required for the MLL major. Highly recommended: MLL 191. engl 191 the World of language II. [3]
GEP: C. GFR: AH or C.
A study of language in its broad sense as a system that establishes and exchanges meaning. Students will examine the idea of aesthetic value and the organizational principles of discourse in terms of aesthetic standards of judgement such as proportion, coherence, process, balance and pleasure. engl 206 Introduction to World literature and History. [3]
A course that introduces students to the history of conventional usage in written form. Standard prescriptive rules of grammar will be examined to determine their origins and to assess their current significance for acceptable formal expression in prose. Although this course will not be appropriate for students who need instruction in remedial grammar, it will help those who wish to become better writers as they become more informed about the conventions of writing. Prerequisites: ENGL 100 Highly recommended: MLL 190 or 191. engl 231 Introduction to World literature I. [3]
This course, intended primarily for nonmajors, introduces students to past and present trends in American literature. Emphasis will be on major figures and/or important movements in American literature. engl 250 Introduction to Shakespeare. [3]
GEP/GFR: Meets AH.
An introduction to major works in world literature from ancient times to the 20th century. The course will include readings from the Bible, Plato, Greek tragedy, Dante, Shakespeare and selected modern writers. engl 209 american literature for eSl Students. [3]
GEP/GFR: Meets AH.
Language as both a reflection and a determiner of social relationships. In this course, we examine the varying idioms of the scientist, the politician, the media, the poet, the child and the magician, and we investigate how language changes and how it marks social groups. Communication strategies and social taboos reflected in language are discussed for various cultures. Although this course continues work begun in The World of Language I, it is designed so that students can easily enter MLL 191 without having taken MLL 190. notes: Also listed as MLL 191. Highly recommended: MLL majors take the two-course sequence. engl 200 language and Scientific Value. [3]
An introduction to major works in world literature from the Middle Ages to the Renaissance. notes: Also listed as CPLT 231 and MLL 231. engl 232 Introduction to World literature II. [3]
An introduction to the times and art of Shakespeare through the study of a selection of major plays. Students will be given background information necessary to an understanding of the works. The emphasis of the course will be on making Shakespeare and the dramatic form accessible. Intended primarily for non-majors, this course may be used to fulfill the Shakespeare requirement for English majors. engl 260 Black literature to 1900. [3]
GEP/GFR: Meets AH.
Students whose first language is not English, study American literature, especially contemporary novels and short stories, as a means to understand our culture and language better. The texts assigned for this course are not modified, though extensive vocabulary and grammar work may precede each assignment. Students interpret each reading and support their view in writing and during class discussions. engl 210 Introduction to literature. [3]
GEP/GFR: Meets AH.
An introduction to major works in world literature from the late Renaissance to the present. notes: Also listed as CPLT 232 and MLL 232. engl 233 Issues in World literature. [3] Readings in selected literary themes, with emphasis most often on modern literature. engl 241 Currents in British literature. [3]
GEP/GFR: Meets AH.
A critical introduction to representative oral and written literature by primarily black writers in the Americas and in Africa, from the earliest times to the end of the 19th century. Attention will be given to ways in which blacks have reflected the changing roles and fortunes in their literature, as well as perceptions of blacks by other races and cultures as expressed in literature. notes: Also listed as AFST 260. engl 261 Black literature: 20th Century. [3]
GEP/GFR: Meets AH.
A study of language in selected major literary texts compared to the various media of scientific theory. We ask in what ways a poem, play or novel might be related to such cre-
An introduction to the conventions and characteristics of the major genres of literature prose, poetry and drama. Some attention also may be given to film, television and other materials. This course is intended primarily for non -majors.
This course, intended primarily for nonmajors, introduces students to past and present trends in British literature. The emphasis will be on major figures and/or important movements in English literature.
The development of black literature of the Americas and of Africa in the 20th Century. Emphasis on such topics as race pride and consciousness, the Harlem Renaissance, Negritude, the new black consciousness, literature of exile, folk themes in modern writings, interconnections between writers from
244 ENGL
different regions and hemispheres and cross-currents between black literature and other literatures. notes: Also listed as ENGL 261. This course is a sequel to AFST 260, but it may be taken concurrently or independently. engl 271 Introduction to Creative Writing: Fiction. [3]
GEP/GFR: Meets AH.
An introduction to the writing of prose fiction. Prerequisites: ENGL 100 and a 200-level literature course with a grade of C or better or permission of the instructor. engl 272 Introduction to Creative Writing: Scriptwriting. [3]
have completed a first-year composition course, but who feel they need additional preparation before taking ENGL 391 or 393. Students will compose reviews, summaries and short expository papers that integrate primary and secondary research, with particular attention to the correct use of quotations in written English. Coursework includes advanced syntax and the proper citation for source material. Prerequisites: Completion of ENGL 110 with a grade of C or better. engl 290 Impromptu Writing. [1] This course is designed to help students develop skills and utilize techniques and approaches for completing onthe-spot writing assignments, such as in-class essay exams, job application questions and fast-turnaround memos (or other short job-related writing assignments that must be completed and delivered in a very brief period of time). engl 291 Introduction to Writing Creative essays. [3]
GEP/GFR: Meets AH.
dimension of communication by examining how texts composed in various media oral , written, visual, blended are produced, responded to, circulated and adapted to new purposes. Students will be required to produce texts using various sorts of media. Prerequisites: ENGL 100 and a 200-level English course with a grade of C or better. engl 301 analysis of literary language. [3]
GEP: WI.
the early 19th century. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 306 British literature: Victorian and Modern. [3] An examination of selected texts by major British authors from the Victorian era through the early 20th century. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 307 american literature: From new World Contact to the Civil War. [3] An examination of selected texts by major American authors from the colonial period through the Civil War. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 308 american literature: the Civil War to 1945. [3] An examination of selected texts by major American authors from the Civil War period through World War II. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 310 topics in Poetry. [3] An examination of poems chosen to represent a particular type of poetry, a given historical period or the works of selected poets. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with permission of the advisor. engl 312 topics in Fiction. [3] An examination of works of fiction chosen to represent a particular type, a given historical period or selected writers. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with
An introduction to scriptwriting, with variable emphasis on drama, film, television, radio and interactive multimedia. Prerequisites: ENGL 100 and a 200-level literature course with a grade of C or better. engl 273 Introduction to Creative Writing: Poetry. [3]
GEP/GFR: Meets AH.
An introduction to the study of literary texts for English majors and prospective English majors. The course focuses on the nature and special qualities of literary language to provide the student with the critical skills required for intensive literary study. Particular attention will be given to techniques of close reading and critical analysis. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 303 the art of the essay. [3] An examination of the essay as an art form, combining the study of essays as literary texts with the writing of narrative, expository and research papers. The course emphasizes the history and evolution of the essay, from its origins to contemporary trends in the form. Prerequisites: ENGL 100 or equivalent course and completion of a 200-level literature course with a grade of C or better. engl 304 British literature: Medieval and renaissance. [3] An examination of selected texts by major British authors from Old English through Milton. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 305 British literature: restoration to romantic. [3] An examination of selected texts by major British authors from the Restoration through
An introduction to writing poetry. Prerequisites: ENGL 100 and a 200-level literature course with a grade of C or better or permission of the instructor. engl 281 Intermediate exposition. [3] An intermediate writing course for students who have completed a first-year composition course, but who feel they need additional preparation before taking ENGL 391 or 393. Students will compose reviews, summaries and short expository papers that integrate primary and secondary research. Coursework includes advanced syntax and the proper citation of source material. Prerequisites: Completion of ENGL 100 with a grade of C or better. engl 281e Intermediate exposition for eSl Students. [3] An intermediate writing course for ESL students who
An introduction to the fundamentals of composing creative essays, emphasizing structure, diction and narrative development. Students will write a series of essays, which may include narrative, descriptive, expository and research assignments. Prerequisites: ENGL 100 with a grade of C or better or equivalent course. engl 300 Communication and technology: analysis of texts and Contexts. [3] This course exposes students to critical traditions and techniques in the analysis of a wide variety of texts, including those produced in professional, academic, and domestic settings. Central to this analysis will be consideration of the historical contexts in which these texts are created and experienced, and the people and tools involved in these processes. Students enrolled in the course will gain insights to the rhetorical
ENGL
permission of the advisor. engl 314 topics in drama. [3] An examination of plays chosen to represent a particular type of drama, a given historical period or the works of selected playwrights. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with permission of the advisor. engl 315 Studies in World literature. [3]
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permission of the advisor. Also listed as CPLT 346. engl 318 Myth and literature. [3] Studies in the mythologies of various cultures and in the relationship between myth and literature. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated once for credit with permission of the advisor. Also listed as CPLT 342 and MLL 342. engl 320 topics in Communication and technology. [3] A study of key areas of inquiry in the field of communication and technology. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level English course with a grade of C or better. notes: May be repeated for credit with permission of advisor. engl 324 theories of Communication and technology. [3] This course focuses on important theories and issues in communication and technology studies, exploring them from various historical and contemporary perspectives. Students will become acquainted with the major movements in the field and the scholars who have shaped them. Prerequisites: ENGL 100 or equivalent course and completion of a 200-level English course with a grade of C or better. engl 326 the Structure of english. [3] An advanced study of some of the important theories of grammatical structure, intended especially for prospective teachers or writers. This course should not be viewed as a remedial course. Prerequisites: ENGL 100 with a grade of C or better and satisfactory grade on a diagnostic test.
engl 330 researching Communicative Practices. [3] This course examines some of the issues, questions, concerns and challenges faced by those interested in learning about why, how, and when people use writing and other communicative tools to help them accomplish specific goals. The course examines the way school-based writing has been researched and represented as well as how communicative practices associated with the workplace, the home, and the community have been researched and represented. Some of the questions this course seeks to address: What do researchers hope to gain by examining how children, college-aged students, famous writers, housewives, prisoners, office workers, Web designers and engineering teams use writing as well as other communicative resources to accomplish specific objectives? How do researchers decide upon their methods, and how do they choose their projects participants? Finally, how are the results of their studies represented for an audience? Students will be required to research and write about various communicative practices, including ones in their own lives. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 331 Contemporary British literature. [3]
ture from the 1930s to the present, with emphasis on literary developments since World War II. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 340 Major literary traditions and Movements. [3] An examination of works that represent selected literary movements or periods that have shaped British and American literature. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level Literature course with a grade of C or better. notes: May be repeated for credit with permission of advisor. engl 342 Principles and Practices of Visual literacy. [3] This course emphasizes the visual aspect of communication and its important role in meaning-making. Now, perhaps more than ever, visual images are used to produce, represent, identify and circulate information. The facility to code and decode these visual images is an essential part of what it means to be literate today. Exploring the conventions of visual communication as well as the adaptation of those conventions to specific situations, students will read about visual literacy, analyze specific instances of visual communication and construct visuals that communicate meaning in various contexts. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 343 Introduction to genre analysis. [3] This course explores the role of genre in shaping society and the everyday actions of individuals. Students will explore the following questions: What constitutes a genre, and what functions does it accomplish in the world? How does a genre work to stabilize knowledge and particular realities in various contexts? How can the use of
A study of selected literary works from a single nation or from several nations, with the focus on a century, movement, genre, theme or individual writer. Topics are announced each semester offered. notes: Also listed as ANCS 341, MLL 341 and CPLT 341. May be repeated for credit with permission of advisor. engl 316 literature and the other arts. [3] A study of the relationship between literature and music, film and the fine arts, with an emphasis on common concerns, solutions and terminology. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated once for credit with permission of the advisor. Also listed as CPLT 344 and MLL 344. engl 317 literature and the Sciences. [3] A study of the relationship between literature and the social, natural or physical sciences. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated once for credit with
An examination of selected works in British literature from the 1930s to the present, with emphasis on literary developments since World War II. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 332 Contemporary american literature. [3]
An examination of selected works in American litera-
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genre promote social change? What happens when genre expectations are not met, that is, when the genre conventions accepted by a particular community are flouted either intentionally or by mistake? As students formulate answers to these questions, they will come to understand genres not as static categories but as dynamic ways of processing information that shape the world we inhabit. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 344 topics in textual Studies. [3] This course will take up a range of topics associated with the production, editing, circulation, preservation and reception of texts. Topics to be announced each semester offered. Prerequisites: Any literature course with a grade of C or better. notes: May be repeated once for credit. engl 345 topics in literature and History. [3] This course analyzes literary texts, broadly defined, in their contemporary historical contexts. Topics to be announced every semester offered. Prerequisites: Completion of 200-level literature course with a grade of C or better. engl 346 literary themes. [3] The origin and development of selected themes through various genres and periods. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with permission of advisor. Also listed as CPLT 368. engl 347 Contemporary developments in literature and Culture. [3]
GEP/GFR: Meets AH.
influences that help shape our values and actions. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 348 literature and Culture. [3] A study of the relationship between literature and culture, with emphasis on literature as the product and manifestation of cultural forces. Topics are announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with permission of advisor. Also listed as CPLT 348. engl 349 the Bible and literature. [3]
GEP/GFR: Meets AH.
engl 353 rhetorical theory. [3] This course provides an introduction to the concept of rhetorical theory and explores a number of theories that have developed with the purpose of understanding language in use. Readings may include classical as well as modern rhetorical theories and will map the evolution of various rhetorical concepts such as audience and context. Because the study of rhetoric seeks to explain the material and ideological effects of language, students will be asked to make connections between everyday language use and broader issues of identity, power and agency. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 355 Communicative Practices and Play theory. [3] In his 2005 publication, At Play in the Fields of Writing: A Serio-Ludic Rhetoric, Albert Rouzie argues that the deeply entrenched divisions between work and play, seriousness and frivolity, and order and chaos...ultimately impoverished our cultures approach to literacy (27). This course will explore how some of these deeply entrenched divisions between work and play came about, and then it will examine how recent attempts to anneal the work/ play split promise to positively impact our abilities to make and negotiate meaning in a rapidly changing world. Course readings will be drawn from a variety of fields and disciplines including rhetoric and composition, literacy studies, new media studies, gaming studies, sociology, psychology, education and anthropology. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 360 the literature of Minorities. [3] Readings in and analysis of the literature of a racial, ethnic, sexual or social group of America or Great Britain.
This is not an overall survey, but it focuses on an aspect of the literature of one group; e.g., black-American fiction, American-Indian poetry. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with permission of advisor. engl 361 Studies in Black drama. [3]
GEP/GFR: Meets AH.
A study of the relationship between the Bible and selected literary texts. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: Also listed as RLST 350. engl 350 Major British and american Writers. [3] An examination of selected works of one or more British and/or American writers. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated for credit with permission of advisor. engl 351 Studies in Shakespeare. [3] Studies in Shakespeares major works. Specific topics will be announced each semester. By focusing on a particular theme or idea, or a particular set of plays, etc., this course will provide the English major with an in-depth examination of Shakespeares times and works. Prerequisites: ENGL 250 or 301 with a grade of C or better or permission of the instructor. notes: The course may be repeated for credit with permission of advisor.
The portrayal of the black experience in plays by primarily black dramatists. Examination of problems encountered in reading or producing plays of black writers. Experimentations and new directions in black drama and theatre. Selections will treat a specific historical period, theme or group of dramatists from one or more areas of concentration: Africa, the United States, Caribbean and Latin America. Prerequisites: AFST 261. notes: Also listed as AFST 361. Topics to be announced each semester offered. Repeatable with permission. engl 362 Studies in Black Poetry. [3] Examination of a theme, group of poets, or historical period in the development and evolution of black poetry. The special contribution of poetry in the development of a black ethos and a black consciousness. Poets may come from one or more of three geographic areas: Africa, the United States, the Caribbean and Latin America. Special selections of black poetry from other areas may be included. Prerequisites: AFST 260 or 261. notes: Topics to be announced each semester offered. Repeatable for credit, by permission. Also listed as AFST 362. engl 364 Perspectives on Women in literature. [3]
GEP: WI and AH. GFR: AH
In this course, we will seek to identify key developments in recent and contemporary culture and the major intellectual and aesthetic
Reading and analysis of literature by or about women. The course intends to
ENGL
familiarize students both with major women writers and with ways in which women have been portrayed in literature. Particular attention will be paid to issues of canonization, gender and genre, as well as to the development of a female literary tradition. Topics to be announced each semester offered. Prerequisites: Completion of 200-level literature course with a grade of C or better or permission of the instructor. notes: Also listed as GWST 364. engl 366 World literature Written in english. [3] A study of writers from English-speaking countries (e.g., Canada and Australia) whose works and national literary traditions are not covered in the standard British-American literary curriculum, and of those writers (e.g., Indian and Nigerian) whose native language is not English, but who have chosen to write in it to reach a wide international audience. Some attention is paid to the political implications of such choices and to the distinctive linguistic and rhetorical features of such works. Prerequisites: Completion of a 200-level literature course with a grade of C or better. engl 369 race and ethnicity in U.S. literature. [3]
GEP/GFR: Meets AH.
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engl 372 Creative Writing: Scriptwriting. [3] A second course in scriptwriting, with variable emphasis on drama, film, television, radio and interactive multimedia. Prerequisites: ENGL 272 with a grade of C or better or permission of the instructor. engl 373 Creative Writing: Poetry. [3] A second course in writing poetry. Prerequisites: ENGL 273 with a grade of C or better or permission of the instructor. engl 375 Masterworks for Creative Writers. [3] An examination of major English and American writers with emphasis on their style, prosody and techniques of composition. Creative-writing students will explore the connections between critical analysis and the imaginative creation of literature. Students will be encouraged to write their own works while studying that of the masters. Prerequisites: ENGL 271, 272 or 273 with a grade of C or better or permission of the instructor. engl 379 Principles and Practices in technical Communication. [3] This course introduces students to writing that communicates information, often of a technical nature, to non-experts who must use or act upon that information. Students will analyze and practice a variety of genres, including memos, reports, instructions and proposals; learn techniques of audience accommodation and explore rhetorical principles involved in researching, designing, drafting and testing effective documents. Students can expect to work collaboratively and to develop their skills in producing multimedia documents. Prerequisites: ENGL 301 with a grade of C or better. Permission of instructor required. Corequisites: Open only to English majors and writing minors.
engl 380 Introduction to news Writing. [3] An introduction to news reporting with emphasis on techniques of news gathering and the principles of editing. The course explores problems of news reporting in the various mass media. Prerequisites: Completion of ENGL 100 with a grade of C or better or permission of the instructor. engl 382 Feature Writing. [3] An introduction to writing feature and magazine-length articles for publication. The material will be gathered by the student on people, places, things and activities in and around Baltimore. The course includes research and interviewing techniques, writing for a specific audience or market and practice in editing manuscripts. Prerequisites: Completion of ENGL 100 with a grade of C or better and permission of the instructor. notes: May be repeated once for credit with permission of advisor. engl 383 Science Writing. [3] This course introduces the student to the realities of modern print journalism and offers supervised practice in preparing various types of stories on scientific subjects. The three major areas of concentration are media for science communications, translating the languages of science and writing the science story. Prerequisites: Completion of ENGL 100 with a grade of C or better. engl 385 new Media and digital literacies. [3] This course aims to promote digital literacy. That is, it aims to help students gain understanding of the ways in which new media are used to produce, consume and represent information and cultural objects, processes that are increasingly linked to the production of culture
itself. To this end, students will analyze the technologies and artifacts of new media. As students read, analyze and construct new media texts, they will learn about the historical and theoretical contexts for the development of these dynamic and still emerging technologies. Students will come to understand the ways in which these technologies are increasingly responsible for the cultural landscape of our daily lives. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 386 adult literacy tutoring: Issues and Methods. [4] This course explores principles and techniques pertaining to adult literacy tutoring. It introduces students to basic tutoring methods; provides background in the cultural, political and social causes of illiteracy and it serves as a forum for discussion of issues surrounding civic literacy and social responsibility. Students will apply the concepts and skills they develop to actual tutoring experiences. The fieldwork component of this course requires that students spend four hours per week serving as tutors to functionally illiterate adults. Prerequisites: ENGL 100 or equivalent with a grade of C or better and permission of the Shriver Center. engl 387 Web design and Multimedia authoring. [3] This course will give students a foundation in the production and analysis of digital texts. Like other kinds of texts, digital texts require the exercise of language: in this case, the languages of code and image. We will thus learn to use Hypertext Markup Language (XHTML) and Cascading Style Sheets (CSS) the code basis of web texts in order to gain a thorough understanding of digital writing. We will also learn to read digital texts in their many incarnations web texts, hypertexts and interactive media (CD/ DVD) texts. We will learn the complexities of digital narrative
This course examines how notions of race and ethnicity are represented, contested, and reconsidered in U.S. fiction of the mid-nineteenth century through the present. Special attention will be paid to how race intersects with gender, sexuality and class. Course readings are drawn from writers of a range of ethnic backgrounds. Prerequisites: Completion of 200-level literature course with a grade of C or better. engl 371 Creative Writing: Fiction. [3] A second course in the writing of prose fiction. Prerequisites: ENGL 271 with a grade of C or better or permission of the instructor.
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and design, and learn how to compose creative and critical texts in our new medium. Prerequisites: ENGL 100 and a 200-level English course with grades of C or better. engl 388 american environments: landscape and Culture. [3]
GEP/GFR: Meets AH.
engl 392 tutorial in Writing. [1-3] This course of individualized instruction in writing should be taken in conjunction with an upper-level course in the students major field. Students will write on topics in ENGL 392 that are not assigned in the upper-level course. They will complete several writing assignments for each credit of ENGL 392 received. For the major or the minor, this course must be taken for a total of three credits. Prerequisites: Permission of ENGL 392 instructor and completion of ENGL 100 with a grade of C or better. engl 393 technical Writing. [3]
GEP: WI.
This course will examine the interaction between physical environment and culture in the American experience. Topics will include encounters with diverse American landscapes, exploration of the wilderness and settlement of the changing frontier, the role and evolution of urban and wilderness parks, the changing nature of tourism and selected case studies involving culture and the environment. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture or permission of the instructor. notes: Also listed as AMST388. engl 391 advanced exposition and argumentation. [3] This course shows students how to locate, gather and arrange information to produce sophisticated arguments. The course will contain readings drawn from various disciplines. Prerequisites: Completion of ENGL 100 with a grade of C or better and sophomore standing or higher. engl 391e advanced exposition and argumentation for eSl Students. [3] This course shows students how to locate, gather and arrange information to produce sophisticated arguments. The course will contain readings drawn from various disciplines. Prerequisites: Permission of instructor, sophomore standing or higher, and completion of ENGL 110 or equivalent with a grade of C or better.
ble to many disciplines and to the workplace, and they demonstrate how text and visuals work together to reach various audiences with specific needs. Students also work to develop oral communication, technological and visual literacy, and collaborative skills. Prerequisites: Permission of the instructor, junior standing and completion of ENGL 110 or equivalent with a grade of C or better. engl 394 technical editing. [3] A logical supplement to ENGL 393: Technical Writing, the course provides specialists with tools to refine professional writing. This course continues to focus on various formats, such as abstracts, lab reports, review papers and journal articles. Copy-editing and substantive editing techniques will be learned and applied to technical level, organization, format, style, content and graphics presentation. Prerequisites: ENGL 393 with a grade of C or better. engl 395 Writing Internship. [1-4] Practical experience in professional writing or the teaching of writing. Students will complete three to nine hours of supervised work per week in the Writing Lab, the Learning Resources Center or a similar organization/department within the university. Prerequisites: Completion of ENGL 100 or 391 with a grade of C or better and junior standing. Recommendation from a writing instructor. Enrollment in the English writing minor. 3.0 cumulative GPA. Evidence of superior writing ability. engl 396 Methods of teaching english in the Secondary School. [3] Methods of teaching composition and literature. The aim of the course is to prepare students for teaching the fundamentals of writing and literature in secondary schools. The course employs classroom demonstrations,
model curricula and current developments in linguistics and literary analysis. Field experiences are required in this course. Prerequisites: EDUC 412 and permission of the department. notes: Also listed as EDUC 425. engl 397 tutorial in Creative Writing. [1-3] An individualized course for advanced students in creative writing. Prerequisites: ENGL 371 or 373 and instructors permission. notes: This course may be repeated for a total of three credits. engl 398 Journalism Internship. [1-4] Practical experience in professional journalism. Student interns work as staff writers for a local newspaper and report regularly to the departments journalism advisor. Students gain extensive experience in news writing, layout and publication design, and they are expected to compile a substantial portfolio of published work. Prerequisites: ENGL 380, 382 or 383 with a grade of C or better and permission of the instructor. notes: This course is repeatable for a maximum of eight credits. engl 399 Introduction to the Honors Project. [1] An introduction to research methods and survey of the ways in which literary works can be studied. Designed to help English honors candidates explore topics, authors and procedures to begin shaping the subject and method of their senior honors project. Prerequisites: Departmental honors candidacy. engl 400 Special Projects in english. [1-4] Open to students with special projects whether in literature, writing or communication on application to the instructor who will supervise the project. Application forms for special projects are available in the department office.
This course is designed to teach students with diverse backgrounds and interests how to communicate technical information effectively. With the courses emphases on critical thinking, synthesis and analysis, students learn how to inform and persuade in technical writing style and document design. These documents are applicable to a number of disciplines and to the workplace, and they demonstrate how text and visuals work together to reach various audiences with specific needs. Students also work to develop oral communication, technological and visual literacy and collaborative skills. Prerequisites: Completion of ENGL 100 or 391 with a grade of C or better and junior standing. engl 393e technical Writing for eSl Students. [3] This course is designed to teach students with diverse backgrounds and interests how to communicate technical information effectively. With the courses emphases on critical thinking, synthesis and analysis, students learn how to inform and persuade in technical documents that require strategic decisions on content, organization, writing style and document design. These documents are applica-
ENGL
Prerequisites: Permission of the instructor. notes: This course is repeatable for a maximum of eight credits. engl 401 Methods of Interpretation. [3] A course on theory and practice of interpretation. ENGL 401 examines contemporary interpretation theories and the ways in which they may be applied to literature. It introduces students to various approaches to interpretation and helps them to locate the values and methods underlying various interpretive practices, including their own. Prerequisites: ENGL 301 with a grade of C or better and senior standing. engl 403 advanced Creative Writing: non-Fiction. [3] An advanced course in writing and reading creative nonfiction. With the aim of building a portfolio in creative nonfiction, students will examine and practice such genres as literary travel writing, the personal essay, literary journalism and memoir. Prerequisites: completion of ENGL 303 or ENGL 332H with a C or better or permission of the instructor. engl 405 Seminar in literary History. [3] An examination of some aspect of literature within a historical framework. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of the instructor is required. engl 407 language in Society. [3] In this course, students will study written texts and documents to learn how language actually functions in various social settings. It provides students with essential skills and methods of sociolinguistic analysis in the context of actual discourse communities. Students also will learn the politics of language use in various academic and professional contexts and the crucial role language plays in shaping our physical, cultural and economic realities. Prerequisites: ENGL 301 with a grade of C or better, senior standing and permission of the instructor. engl 410 Seminar in genre Studies. [3] An examination of the forms and developments of literary genres (fiction, poetry, drama, autobiography, etc.) or an intensive study of one or two writers in a given genre. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of the instructor is required. engl 414 adolescent literature. [3] A survey of literature written especially for adolescents of school age (12-18 years). Selections read cut across genre and age groups. Emphasis is on understanding the literature from an adolescents point of view and on devising teaching strategies to create and enhance an adolescents understanding of the works. Attention also is paid to the development of critical skills and criteria for evaluating adolescent literature. Prerequisites: Admission to teacher education and permission of the department. notes: Also listed as EDUC 414. engl 415 Childrens literature. [3] This course is designed to assist pre-service and in-service teachers in understanding literacy acquisition and processes by observing and analyzing childrens language, reading and writing development as well as examining current and historical issues in language and literacy practice and research. It is organized around current, accepted, research-based theoretical models that account for individual differences in reading. Introduction to language structures including spoken syllables, phonemes, graphemes and morphemes is included in this course. Participants will apply knowledge of the core areas of language to reading acquisition in terms of first and second language acquisition, typical development and exceptionalities. Participants will be introduced to current scientific research. Prerequisites: Permission of the Education department. notes: Also listed as EDUC 416. engl 417 Seminar in literature and the other arts. [3] An intensive study of the relationships between literature and music, film and the fine arts. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 419 Seminar in literature and the Sciences. [3] An intensive study of the relationships between literature and some aspect of the physical, natural or social sciences. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 431 Seminar in Contemporary British and american literature. [3] Advanced studies in selected works of modern British and/ or American literature. The emphasis is on literary developments since World War II. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 442 Seminar in Visual literacy. [3] This course focuses on the impact of new media on an evolving visual and technological literacy. The course will examine literacy development and expectations in contemporary communication forms. To ground the study we will
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begin with a solid history of literacy development, both visual and textual, across cultures. The course goal is both to understand how we see and how we communicate in various cultural contexts. Practical applications will include both composing and designing in the computer-mediated classroom. We will explore art history, reading and writing theory, and the evolution and sociological expectations of literacy development. Technologys impact on our literacy practices is great in scope; only by comparing print literacy with electronic literacy can we truly begin to understand, interpret, and create documents that meet contemporary visual and textual literacy expectations. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 447 online Voice and Community. [3] The social capital that shapes communities can be strengthened by technology. In fact, online communities, across cultures, have provided the space for disenfranchised and silenced voices - voices for literacy, for freedom, for politics, for support, for justice. The purposes vary, but the design, engagement, and outcome of successful online communities all share the attribute of valued voice. Using Kollack, Powazek and others, students will examine culturally specific online communities, analyzing text, voice, ethics, language, and structure. As well as studying, evaluating, and analyzing aspects of online voice, students will participate in online communities. The course will incorporate online communication as well as traditional writing processes. Prerequisites: permission of faculty. notes: Also listed as LLC 647. LLC 647/ENGL 447 is both theory and writing intensive and will include, among other writing requirements, one final paper for publication submission.
250 ENGL
engl 448 Seminar in literature and Culture. [3] An intensive study of the relationships between literature and culture, with emphasis on literature as a product and manifestation of cultural forces. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 449 Seminar in genre analysis. [3] Taught in an electronic classroom, Genre Analysis will be guided by the theory and methodologies, primarily, of Swales and Bakhtin. Students will conduct what Swales calls textographies or studies of text and situation. In particular, we will examine the rhetoric of academia, science, media and law, both print and electronic. During the course, students will employ multi-methodologies to study text, including observation, discourse analysis, interview and think-aloud protocols. We will also investigate academic writing and the development of academic language and literacy. The face-to-face course will incorporate online communication, as well as traditional writing processes and will explore rhetorical analysis as compared to genre analysis. Prerequisites: permission of faculty. notes: Also listed as LLC 649. LLC 649/ENGL449 is both theory and writing intensive and will include, among other writing requirements, one final paper for publication submission. engl 451 Seminar in Major Writers. [3] An intensive study of one or two major British and/or American writers. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 461 Seminar in Minority literature. [3] The study of a form, period, major figure or theme in the literature of one ethnic, racial, sexual or social minority group in America or Great Britain. Topics to be announced each semester offered. Prerequisites: ENGL 301 with a grade of C or better and senior standing. Permission of instructor is required. engl 471 advanced Creative Writing: Fiction. [3] An advanced course in writing fiction. Prerequisites: ENGL 371 or permission of the instructor. notes: Repeatable once for credit with permission of advisor. engl 473 advanced Creative Writing: Poetry. [3] An advanced course in writing poetry. Prerequisites: ENGL 373 or permission of the instructor. notes: Repeatable once for credit with permission of advisor. engl 475 Special Studies in Creative Writing. [3] A course in which advanced writing students can work with students from other arts in a joint project. The course is defined and guided by one or more faculty members from the disciplines involved. Prerequisites: Six hours of creative writing in at least two of the following three areas: English, theatre or visual arts. notes: Interested students may continue their work in creative writing through ENGL 400: Special Projects, THTR 400: Theatre Studies or ART 491: Special Studies. engl 480 Seminar in advanced Journalism. [3] An intensive study of one or more areas in the field of journalism, such as reporting, editing, newspaper management, mass media and the history of journalism. Topics to be announced each semester offered. Prerequisites: ENGL 380 with a grade of C or better, senior standing and permission of instructor. engl 483 Writing in the Sciences. [3] This course examines scientific writing. Offered with an electronic communication across the curriculum focus, students will hone science writing style and form. Among the texts we will investigate and practice are professional science articles, proposals, abstracts, reports and literature reviews. Students will collect, analyze, and report data on topics ranging from climactic changes, pollution, and deforestation to disease control, genetic research, scientific ethics and medicine. Prerequisites: Permission of the instructor. notes: Also listed as LLC 683. engl 485 the teaching of Writing. [3] An introduction to theories and techniques of writing instruction. Current theory and research is applied in the development of a repertoire of approaches to writing instruction and curriculum development. Students examine research that analyzes writing from linguistic, psychological and developmental perspectives. Direct experience in personal writing reinforces theoretical study of the processes of composition and enables prospective teachers to improve their own writing skills. Each student designs a model writing program or course, including a rationale for choices made, that demonstrates how specific features of the course or program will be taught. Prerequisites: A course in literature, education or permission of department. notes: Also listed as EDUC 485. engl 486 Seminar in teaching Composition: theory and Practice. [3] This course examines our changing understanding of the teaching of composition during the past 30 years by tracing key theories and pedagogies across this period. These sometimes conflicting approaches to the teaching of writing include the following orientations: cognitive, expressivist, social constructivist and political. The course is intended for current and prospective teachers of English at elementary, secondary and post-secondary levels. Prerequisites: Senior standing and permission of instructor. engl 488 Seminar in Computerassisted Writing Instruction. [3] This course introduces the methods of computer-assisted writing instruction to current and prospective teachers across the curriculum. It allows participants to practice these methods in class and provides opportunities for discussion and investigation. Designed for educators in all disciplines and at all levels, elementary through university, this course invites participants to explore ways of integrating technologies into their own classrooms and curricula. Prerequisites: Senior standing and permission of instructor. engl 490 advanced topics in the english language. [3] A historical and linguistic study of the English language from its origins in Old English to World English, as well as language issues in contemporary America. Prerequisites: ENGL 301 with a grade of C or better and senior standing or permission of instructor. engl 491 Seminar in topics in the english language. [3] A historical and linguistic study of the English language from its origins in Old English to World English, as well as language issues in contemporary America. Prerequisites: ENGL 301 with a grade of C or better and senior standing or permission of instructor. notes: Permission required.
ENGL / ENME
engl 493 Seminar in Communication and technology. [3] Intensive review of issues and research in communication and technology. Emphasis may vary from historical to contemporary and include various objects of inquiry and research methods. Prerequisites: Senior standing and permission of the instructor. engl 494 american english Structure for eSl/Fl teachers: Syntax and Morphology. [3] The course examines the syntactical, phonological and morphological systems of modern American English, with particular attention to areas most relevant to teachers of English as a second or foreign language. The systems are examined primarily through the transformational model of grammar. The course includes techniques for teaching specific grammatical structures. Prerequisites: Permission of the instructor. engl 495 Internship. [1-4] Practical experience in applying communication and research skills in an actual work setting. Student interns perform six to eight hours of supervised tasks each week for a newspaper, television or radio station, advertising company, publishing house or other similar agency. Internship opportunities are individually arranged by the English department in cooperation with the sponsoring agency. Prerequisites: Upper-division status, at least a 3.0 cumulative grade point average overall and permission of the departments internship coordinator. engl 499 Senior Honors Project. [4] This project enables the honors student to pursue an inquiry of special interest and to gain experience in planning and executing a major project that is historical, critical or creative in nature. Prerequisites: Senior honors status.
251
engineering Mechanical
enMe 110 Statics. [3] The equilibrium of stationary bodies under the influence of various kinds of forces. Forces, moments, couples, equilibrium, trusses, frames and machines, centroids, moments of inertia, beams, friction and hydrostatics. Vector and scalar methods are used to solve problems. Prerequisites: MATH 151. Corequisites: PHYS 121. notes: Previously listed as ENES 110. enMe 204 Introduction to engineering design with Cad. [3] Sophomores are introduced to engineering design using the science and tools (CAD) of prior courses. The course will cover design specifications, design analysis, performance predictions, design, changes, final design and operation specifications. Students will be required to make written and oral presentations and produce a design report. Prerequisites: ENES 101 and ENME 220. enMe 217 engineering thermodynamics. [3] Properties, characteristics and fundamental equations of state of materials, work and heat transfer. First and second laws of thermodynamics, thermodynamic power and refrigeration cycles, gas/vapor mixtures and psychrometrics. Prerequisites: MATH 152, PHYS 121 and ENME 110. enMe 220 Mechanics of Materials. [3] Distortion of engineering materials in relation to changes in stress or temperature. Geometry of internal strain and external displacement. Application to beams, columns, shafts, tanks and other structural machine, and vehicle members. Prerequisites: ENME 110, MATH 152 and PHYS 121. Corequisites: MATH 251. notes: Previously listed as ENES 220.
enMe 221 dynamics. [3] Study of objects in motion. Objects are approximated first as particles and then as rigid bodies. In both cases, the kinematic relationships are derived first. Kinetics is studied from three perspectives: force-acceleration, work-energy and impulsemomentum. Prerequisites: PHYS 121, ENME 110 and MATH 152 or their equivalents. notes: Previously listed as ENES 221. enMe 301 the Structure and Properties of engineering Materials. [3] The nature and properties of engineering materials as related to their use in all phases of mechanical engineering will be studied. Materials covered include metals, ceramics and glasses, polymer and composites. Prerequisites: ENME 220, PHYS 122, and CHEM 102, and CHEM 102L. enMe 303 Computer Programming and numerical Solution of differential equations. [3] Introduction to programming using MATLAB. Elements of linear algebra and numerical solution of ordinary differential equations with application in engineering. Prerequisites: MATH 225, MATH 251, ENME 220 and ENME 221. enMe 304 Machine design. [3] In-depth design course that is a follow-up to ENME 204. The focus here is on designing machine components. Emphasis is on kinematics, working stresses, repeated loadings, fatigue and heating effects. The course requires completion of a design project and the use of such computational tools as CAD and engineering codes. Prerequisites: ENME 204. enMe 320 Fluid Mechanics. [3] Fluid flow concepts and basic equations, effects of viscosity and compressibility, dimensional analysis and laws of similarity, flow through
pipes and over-immersed bodies, and principles of flow measurement. Prerequisites: ENME 217, ENME 220, ENME 221 and MATH 225. enMe 321 transfer Processes. [3] Conduction by steady state and transient heat flow; laminar and turbulent flow; free and forced convection; radiation, evaporation and condensation of vapors; and transfer of mass, heat and momentum. Prerequisites: ENME 320. enMe 332l Solid Mechanics and Materials laboratory. [3] A laboratory course in testing mechanical properties of materials. Emphasis will be on experimental techniques in solid mechanics, strain gages, strain gage rosettes, photoelasticity, acoustic emissions, metallurgical and electron microscopy. Prerequisites: ENME 220 and ENME 301. notes: Not open to students who have passed ENME 331L. enMe 360 Vibrations. [3] Dynamic characteristics of machinery with emphasis on systems with single and multiple degrees of freedom. Prerequisites: MATH 225, ENME 221, ENME 220 and ENME 303. enMe 403 automatic Controls. [3] Hydraulic, electrical, mechanical and pneumatic automatic control systems; open and closed loops; steady-state and transient operations; stability criteria; linear and nonlinear systems; and Laplace transforms. Prerequisites: ENEE 302 and ENME 360. enMe 405 energy Conversion design. [3] Application of thermodynamics, fluid mechanics and processes; design of engines, compressors, and heat exchangers; and energy and fuel-handling equipment. Prerequisites: ENME 321.
252 ENME
enMe 408 Selected topics in engineering design. [3] Three lecture periods per week. Creativity and innovation in design, generalized performance analysis, reliability and optimization as applied to the design of components and engineering systems, use of computers in design and design of multivariable systems. Prerequisites: Senior standing in mechanical engineering or permission of instructor. enMe 409 Mechanics of deformable Solids. [3] Introduction to the mechanics of engineering materials in three dimensions, concepts of stress and strain, generalized Hookes law and equilibrium of solids. Modes of failure, including plasticity, stability, fatigue and fracture, will be treated. Prerequisites: ENES 220. enMe 410 operations research I. [3] Applications of linear programming queuing model, theory of games and competitive models to engineering problems. Prerequisites: Senior standing in mechanical engineering. enMe 412 Mechanical design for Manufacturing and Production. [3] Physical properties of materials and review of fundamental principles of product design. Various classes of engineering materials are characterized. Types of manufacturing processes that can be applied to the production of the design are discussed. Prerequisites: Senior standing in mechanical engineering. enMe 416 Intermediate thermodynamics. [3] Application of the first and second laws of thermo-dynamics in the analysis of basic heat engines, air compression and vapor cycles, and heat sources in fossil fuels and nuclear fuels. Prerequisites: ENME 217. notes: Formerly listed as ENME 315.
enMe 422 energy Conversion II. [3] Advanced topics in energy conversion and direct conversion processes of fuel cells, solar cells, thermionics, thermoelectrics and magnetohydrodynamics. Prerequisites: ENME 217 and ENME 321. enMe 423 Heating, Ventilation and air Conditioning design. [3] Topics will include heating and cooling load calculations; psychrometrics applied to HVAC design thermodynamics of refrigeration, space air diffusion, piping and duct flow analysis, introduction to solar energy and indoor air quality. Prerequisites: ENME 321 and senior standing in mechanical engineering. enMe 425 Internal Combustion engines. [3] Fundamentals underlying the design and operation of internal combustion engines; aspects of fuels, lubricants, instrumentation, combustion and performance; and the causes and control of air pollution. Prerequisites: ENME 217 and ENME 321. enMe 432l Fluids/energy laboratory. [2] Measurement of fluid properties, fluid forces and observation of flow phenomenon; demonstration of flow measurement techniques; and measurement of heat-transfer properties: conduction, convection and radiation; and condensation and evaporation measurements. Prerequisites: ENME 320. Corequisites: ENME 321. notes: Formerly listed as ENME 343L. enMe 442 Fluid Mechanics II. [3] Hydrodynamics with engineering applications, stream function and velocity potential, conformal transformations, pressure distributions, circulation, numerical methods and analogies. Prerequisites: ENME 320 and senior standing.
enMe 444 Mechanical engineering Systems design. [3] Two lectures and two laboratory periods per week. Design of components that form a complete working system; engineering economics, performance-cost studies, optimization, engineering design practice through case studies; and legal and ethical responsibility of the designer. Prerequisites: Completion of all 300 level courses required in ENME. enMe 461 dynamics II. [3] Linear and non-linear plane and three-dimensional motion, moving aces, LaGranges equation, Hamiltons principle, nonlinear vibration, gyroscope and celestial mechanics. Prerequisites: ENME 360 and senior standing in mechanical engineering. enMe 462 Introduction to engineering acoustics. [3] Study of the physical behavior of sound waves. Introduction to terminology and instrumentation used in acoustics. Criteria for noise and vibration control. Some fundamentals underlying noise control and applications to ventilation systems, machine and shop quieting, office buildings jet noise, transportation systems and underwater sound. Prerequisites: MATH 225. enMe 463 Mechanical engineering analysis. [3] Mathematical modeling of physical situations. Solution of problems expressed by partial differential equations. Application of Fourier series and integrals. Laplace transformation; Bessel functions; Legendre polynomials; and complex problems in mechanical vibrations, heat transfer, fluid mechanics and automatic control theory. Prerequisites: MATH 225. enMe 464 Machine design II. [3] The study of stress and strain as applied to engineering
problems, stress and strain from a three-dimensional point of view, theories of failure, residual stresses, dynamic loading, fatigue, environmental influence, temperature extremes and corrosive media. Case studies of design practices. Prerequisites: ENME 304. enMe 465 Introductory Fracture Mechanics. [3] An examination of the concepts of fracture in members with pre-existing flaws. Emphasis is primarily on the mechanics aspects with the development of the Griffith theory and the introduction of the stress intensity factor, K, associated with different types of cracks. Fracture phenomena are introduced together with critical values of the fracture toughness of materials. Testing procedures for characterizing materials together with applications of fracture mechanics to design are treated. Prerequisites: Senior standing in mechanical engineering. enMe 471 Computer-aided Finite element-Based design. [3] This course introduces the method of finite elements as a tool for mechanical design. The concepts of geometry descritization and function interpolation are used in formulating the linear finite element equations. Various types of elements and general guidelines of finite element modeling are presented. The one-dimensional model is fully formulated, and aspects of non-dimensional finite element modeling are presented. During the two-hour weekly labs, students are introduced to several finite element packages, such as the I-DEAS, ABAQUS and in-house DENDRO softwares. Emphasis is placed on the use of integrated design and analysis software (IDEAS), which is required for the completion of term design projects. Prerequisites: Senior standing in mechanical engineering.
ENME / FREN
enMe 473 Mechanical design of electronic Systems. [3] Design considerations in the packaging of electronic systems. Production of circuit boards and design of electronic assemblies. Vibration, shock, fatigue and thermal considerations. Prerequisites: ENME 304, ENME 360 and ENME 321. enMe 475 robotics. [3] Basic engineering principles in the design and analysis of robots. Industrial applications of robots, Kenematics, dynamics and control of robotic manipulators as well as grasping mechanics. Prerequisites: ENME 360 and ENEE 302, senior standing. enMe 480 engineering experimentation. [3] One lecture and two laboratory periods a week. Theory of experimentation. Applications of the principles of measurement and instrumentation systems to laboratory experimentation. Experiments in fluid mechanics, solid mechanics and energy conversion. Selected experiments or assigned projects to emphasize planned procedure, analysis and communication of results, analogous systems and leadership. Prerequisites: Senior standing in mechanical engineering. enMe 482l Vibrations/Controls laboratory. [2] Methods and instrumentation for determining the vibration properties of mechanical systems. Various methods of spectral and modal analysis. Open- and closed-loop control experiments. Prerequisites: ENME 360 and 403. enMe 488 Special Problems. [3] Advanced problems in mechanical engineering, with special emphasis on mathematical and experimental methods. Prerequisites: Permission of department chairman and senior standing in mechanical engineering. enMe 489 Special topics in Mechanical engineering. [1-4] Selected topics of current importance in mechanical engineering. Prerequisites: Senior standing and permission of department. notes: May be repeated for a maximum of eight credits with permission of students advisor. may be used toward UMBCs language/culture requirement. Fren 201 Intermediate French I. [4]
253
Fren 302 advanced French II. [3]

GEP: C. GFR: L or C.
French
Fren 101 elementary French I. [4]
GEP: N/A. GFR:Meets L.
Further development of listening comprehension and speaking skills and increased emphasis on reading, writing and cultural knowledge. Focus is on everyday life in France and other French-speaking countries. Prerequisites: FREN 102 with a grade of C or higher or equivalent. Fren 202 Intermediate French II. [4]
A continuation of FREN 301, with more attention devoted to the development of reading and writing skills. Prerequisites: FREN 301 with a grade of C or higher or equivalent as determined by the French area coordinator. Fren 310 Interconnections: language. [3]
An introduction to French through a communicative approach. Language is learned in a thematic context, based on real-life situations. Listening comprehension and basic speaking skills are emphasized. Aspects of life in French-speaking countries are also presented. Fren 102 elementary French II. [4]
GEP: N/A. GFR:Meets L.
A continuation of FREN 201, with deeper emphasis on advanced grammar and discussion in French on social and cultural issues. Prerequisites: FREN 201 with a grade of C or higher or equivalent. Fren 300 Special Projects in French language. [1-3] Intensive individualized program of study in French language in an area determined by the students particular needs. Note: Credits earned in FREN 300 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of proficiency. Exceptions will be granted only with the written permission of an instructor and the chair of MLL. notes: This course may be repeated for credit. Fren 301 advanced French I. [3]
This course is an introduction to language history and use in the French-speaking world. Among the topics covered are style and register, the origins of French, dialect diversity, language attitudes and language policy. Lectures, readings and activities will focus on a number of different Francophone societies and will emphasize connections and contrasts with North American habits and practices. Taught in French. Prerequisites: FREN 302. notes: Highly recommended: MLL 190. Fren 315 French Phonetics. [3]
Continuation of FREN 101. Emphasis is on extending skills in spoken French, within the context of real-life situations. A greater amount of reading and writing is included in this course. Prerequisites: FREN 101 with a grade of C or higher or equivalent. Fren 103 Intensive review of elementary French. [4]
Open to students who have completed level III in high school and who nevertheless are unprepared for FREN 201 either as the result of an interruption of five years in their study of the language or as a result of a weak language background. This course offers an intensive review of Elementary French I and II as an opportunity to improve the students listening, speaking, reading and writing skills. notes: FREN 103 or 102, but not both,
Detailed analysis of problems in diction; the use of the international phonetic alphabet; functions of the human vocal apparatus; the essentials of an authentic French accent through systematic exercises in pronunciation, intonation and rhythm. Extensive use of the Media Center. Prerequisites: FREN 202 or equivalent Fren 319 French translation. [3]
An advanced French language course offering practice in the four language skills (listening, reading, speaking and writing) primarily through the use of French films. In addition to regular speaking practice, the course will include formal oral presentations and expository writing. Prerequisites: FREN 202 with a grade of C or higher or equivalent as determined by the French area coordinator.
Instruction and practice in translating from French to English. Students work with various written materials covering many fields. Prerequisites: FREN 302 or equivalent. notes: Highly recommended: FREN 310.
254 FREN / FYS

Fren 320 Interconnections: trade, technology and globalization. [3]
modernism. Taught in French. Prerequisites: FREN 302. Fren 339 explorations in Ideas, literature and the arts. [3] This course will examine a selected topic in French and Francophone literature, arts and ideas. Topics could include a movement, such as classicism, romanticism or post colonialism; a genre, such as drama or the novel; a theme; or individual authors. Emphasis will be placed on artistic and intellectual interconnections between French-speaking countries and other cultures. Prerequisites: FREN 330 or permission of instructor. notes: May be repeated for credit. Fren 340 Interconnections: Social and Historical Confluences. [3]
GEP/GFR: AH or C.
Fren 399 experiential learning in French. [3] Intensive language practice in a French-speaking environment. This course is most effectively completed through study abroad or through a work or community service placement in a French-speaking milieu. Prerequisites: FREN 302 and advisors permission. Fren 400 Special Projects in French. [1-3] This course is open to students on application to the instructor who will supervise the particular project. Note: Credits earned in FREN 400 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of proficiency. Exceptions will be granted only with the written permission of an instructor and the chair of MLL. Prerequisites: Permission to register in the course must be in writing and must specify the number of credits sought. notes: This course may be repeated for credit. Fren 410 Studies in French language and linguistics. [3]
Fren 440 Studies in French-Speaking Culture and Society. [3]

This course focuses on Frances role within the European Union and in the world economy. It will examine how economic and technological developments are shaping Frances sociopolitical landscape while raising new questions about French identity. Globalization trends and the anti-globalization movement will be studied from a French point of view. Taught in French. Prerequisites: FREN 302. Fren 329 Business French I. [3] A course designed for students who wish to study business or who wish to learn about French business language and practices. The course aims to be both theoretical (academic study of French work culture) and practical (introduction of business terminology, correspondence and public speaking skills). Prerequisites: FREN 302 or equivalent. notes: Highly recommended: French 320. Fren 330 Interconnections: Ideas, literature and the arts. [3]
Selected topics will deal with French-speaking societies of the present or past, both in Europe and elsewhere. Topics will be announced each semester offered. Among the recent offerings: contemporary French cinema, the dark side of the Classical period, Senegal and the French experience, and French public memory and national identity. Prerequisites: FREN 340 and 349, or permission of the instructor notes: May be repeated for credit. Fren 450 Seminar in French. [3]
This course examines major moments in French intellectual, literary and artistic history and their interactions with other cultures. Emphasis will be on those movements that have left their mark on present-day cultures, such as medieval religious, courtly and architectural ideals; renaissance humanism, rationalist and classical appeals to moral and aesthetic balance; the Enlightenment belief in progress and human rights; romantic and realist concerns with the environment and social justice; impressionism; surrealism; existentialist and post-structuralist thought; feminisms; and francophone post-colonialism and post-
This course treats key historical events and social movements in France and French-speaking lands and their connections with the rest of the world. These include: exploration in the New World, the Great Revolution of 1789, nationalism, the Napoleonic legacy, socialism and communism, the World Wars, imperialism and decolonization. The course is conducted in English. Students registered for FREN 340 will read supplementary material in French. Prerequisites: FREN 302. notes: Also listed as MLL 340. Fren 349 Modern French Civilization. [3]
Topics will cover some aspect of French language, literature or civilization. Topics will be announced each semester offered. Prerequisites: 12 credits in French courses higher than 302 and senior standing or permission of instructor. notes: May be repeated for credit.
First Year Seminar (FYS)

FYS courses are three-credit classes that are limited to 20 students and taught by fulltime faculty who possess a deep commitment to undergraduate education and have a special interest they want to share with students. The seminars are designed to create an active-learning environment enriched by field work, original research, group projects or performance, as well as more traditional reading, writing and lecture formats. In this environment, faculty partner with students in the exploration of course material that is frequently interdisciplinary, while incorporating significant opportunities for creative and critical thinking, discussion and faculty/peer critiques of assignments. For a listing of FYS courses visit www.umbc. edu/undergrad_ed/fys.
Advanced work in French language and linguistics. Topics may include intensive work on prose style, study of a particular sociolinguistic problem, or analysis of some aspect of the French language. Prerequisites: FREN 310 or permission of instructor. Fren 430 Studies in French literature. [3]
An examination of modern French society and culture. Topics include French politics, youth and the educational system, feminism, immigration issues, cultural practices and policies, and intellectual and daily life. It is recommended that students take this course before studying abroad. Prerequisites: FREN 340 or permission of the instructor. notes: Highly recommended: FREN 320.
Selected topics in French and Francophone literature may include the study of a century, movement, genre, theme or individual author. Topics will be announced each semester offered. Prerequisites: FREN 339 or permission of the instructor. notes: May be repeated for credit.
FREN / FYS
FYS 101B Understanding Human Beings. [3]
GEP/GFR: Meets AH.
255
Human beings appear to be rather special creatures: we are mammals who form and live in very complex societies; we paint, write poetry and make art; we go to war; we are capable of a dazzling array of emotions; we make discoveries about the world; we invent technology to change the world and we spend a lot of time thinking about ourselves and about the meaning of our lives. By reading and talking about material in evolutionary theory and genetics, in psychology, philosophy and literary theory, we will survey the different ways in which scholars and scientists have tried to understand and explain human beings. This course will be particularly focused on how these different perspectives are related to one another and on the question of whether one perspective is superior to the others. FYS 101C Beethovens Music and Cultural legacy. [3]
GEP/GFR: Meets AH.
do I believe about others? What is the relationship I want with the earth? When and where do I experience sacred? Conversations will occur around topics such as these to expand and inform our understanding of how our beliefs and behaviors have the power to transform. FYS 101e living and dying in ancient athens: an archaeologists Point of View. [3]
GEP/GFR: Meets AH.
from the realms of politics, literature, anthropology and sociology. We will see how well our critical terms coincide with real world efforts to construct community and how those examples can show us both the difficulties and benefits of working to build it. FYS 101I Science Versus religion: the Battlefield of evolution. [3]
GEP/GFR: Meets AH.
Few figures in Western musical history have possessed such an enduring fascination as Beethoven. This course will have three main aims: firstly, that of attaining a greater understanding of Beethovens music through close listening of representative works from all three periods of his artistic output. Secondly, it is hoped that these efforts will lead to a deeper understanding of the notion of abstract music. Thirdly, this course will focus on the heritage of Beethovens entire cultural setting, the Golden Age of German culture, and its role in propagating a spiritual form of cultural enlightenment. FYS 101d turning to one another: Beliefs and Behaviors. [3]
GEP/GFR: Meets AH.
This course introduces students to the data and interpretational methods used by archaeologists to reconstruct life in a Classical city. The subject matter dealt with includes the topics childhood, daily life, religious and political activities and burial customs. However, this broad range of subjects covers only the second half of the fifth century BCE, often known as the Golden Age of Athens or the Age of Perikles. Students will focus on reconstructing the built environment of the city, the evidence for the way that both public and private space was used and how Athenians viewed their own city. They will study the effects that status and gender had on the inhabitants of the city and the different interpretations that are reached when only written sources are used. FYS 101F What Makes a Community? [3]
GEP/GFR: Meets AH.
This course is oriented toward exploration of questions that are both personal and global in their orientation. What
What makes a community? All of us belong to at least one, and we talk about the importance of community all the time, but what does that mean? In this course, we will explore of the notion of community as an ideal in Western thought and as it has been put into practice in a range of circumstances from communes to neighbor organizations. The seminar will begin by delving into the many definitions of community, looking at the ways that thinkers have tried to imagine just how and why community matters. We will the follow the notion of community through four major examples taken
There is no argument more classic than that over the superiority of science versus religion. This debate has sparked controversy for centuries on many issues, but has been most prominent in the discussion of evolution. Did Darwin empty the churches of Europe? Does the theory of evolution point to a world without purpose? Is evolution an atheists religion? Should creation science be taught in state schools? With both sides deeply entrenched in their perspectives, little dialogue has actually taken place. This interdisciplinary course provides such a dialogue. With readings spanning history, biology, sociology, theology and philosophy, we explore the origins of modern science, the synergy and split of Church and science, the emergence of modern evolutionary theory and rise of a Creationist response. We will trace the debate from the philosophy of Aristotle and Plato to a polarized present day society of pluralism, post-modernism and fundamentalism. The goal of the course is not to resolve the debate on Evolution, nor to produce a uniform viewpoint in the class, but to require individual students to explore the origin, construction and impact of both religion and science. FYS 101J the Internet and the Humanities. [3]
GEP/GFR: Meets AH.
will learn how to find and participate in humanitiesoriented email and discussion forums or listservs, make effective use of search engines and other information tools, uncover and evaluate the rapidly growing humanities resources online and create their own humanities-focused webpages. We will also consider some important issues raised by these technological developments: the promise and problems of virtual communities, identity construction, censorship and privacy, the implications of hypertext in fiction and non-fiction, the cyborg, plagiarism and the future of books and libraries. This course is intended primarily for students planning to major in the humanities. FYS 101K Becoming american: Immigrant narratives in Contemporary US Society. [3]
GEP/GFR: Meets AH.
This course is designed to introduce the life courses, problems and changing attitudes that different groups of immigrants and their children have faced while acculturating to US society. Readings of case studies and studying documentary films will be used to study immigrants motivations to come to the US, how they have dealt with family, societal conflict, and the work sphere and what strategies of adaptation they have developed. Class discussions will focus on the self-image and identities of the immigrants, their image of the U.S. and role of ethnic solidarity, what aspects of their heritage culture they are passing down from generation to generation, the role of language and other values related to class, race, and gender. Responses to class stratification, racism and sexism will be addressed. FYS 101l Multicultural Perspectives on September 11. [3]
What, if anything, does the Internet have to offer people interested in the humanities-in literature, history, philosophy or the arts? This seminar will address these questions by introducing a variety of technological tools. Students
This course is based in interdisciplinary approaches to the study of culture, in which problems are investigated
256 FYS
using historical, literary, artistic, sociological and anthropological methods. Interpreting contemporary American culture through the lenses of race, class, gender, religion and nationality, this course is part of a wider conversation in the humanities and social sciences about the ways in which historical narratives are shaped by the social identities of their authors, subjects and audiences. Within moments of the September 11th attacks, the events were rapidly being interpreted within the available paradigms of historical precedent. This course seeks to identify the strengths and weaknesses of those paradigms, and to understand how competing paradigms are framed, circulated, and ultimately, discarded. Americans live in a world where they must reconcile the realities of cultural differences with unified notions of America and American identity. This tension has become particularly acute in the post-9/11 era. This course navigates that complicated terrain, not only by introducing students to the dramatically different communities that make up our nation, but by directly addressing the interrelationships and tensions that characterize the workings of our culturally diverse democracy and by examining the ways that the events of September 11th have created new opportunities for unity and exacerbating old-sometimes ancient-hostilities and fears. FYS 101M technological disasters and their Causes. [3]
will study several examples of recent history and try to understand how these tragedies resulted from human failure to correctly apply engineering and mathematical principles and/or to communicate properly. These disasters and others will be analyzed for their causes, both technical and non-technical, to illustrate the interaction of humans with science, engineering, mathematics and statistics. FYS 101n Intermedia: the Poetics of everyday life. [3]
What is an artistic experience? Does art exist in our daily lives? Do artists possess special talents or can anyone experience creativity? Artists of the last half of the 20th century pursued an art form that stimulated the intellect without requiring expensive materials, or time consuming crafts. Intermedia artists appreciated unusual takes on ordinary experiences and created public performances out of them. These artists worked in poetry, music, film, photography, painting, theater and dance creating one interdisciplinary art form they called Intermedia. This course will make use of a collection of Intermedia art objects, poetry, prints, books and time-based media held within the Albin O. Kuhn Special Collections Library. FYS 101o the Pursuit of Wisdom in everyday life: Montaignes essays in Postmodern times. [3]
when access to knowledge is expanding, and we are more in touch with other cultures. In Montaignes time it was the Latin culture and works of the Greeks. Today, it is looking at the multicultural framework of our world and our relationship to, for example, the Middle East, Asia, Africa and Europe, and applying our personal and cultural biases in such a way to define self while appreciating the words and life experiences of another. How is truth discovered and conveyed when various viewpoints and knowledge intersect in ways in which we are less than comfortable, or under circumstances that produce outcomes in which we can find no merit and/or run contrary to our personal truth? FYS 102a Images of Madness. [3]
GEP/GFR: Meets SS.
determine who is responsible for committing these crimes, establish how justice can be achieved and recommend how these actions can be prevented in the future. FYS 102C diversity, ethics, and Social Justice in the Context of Schooling. [3]
GEP/GFR: Meets SS.
We will explore and mediate the tensions that exist in current reform efforts as schools endeavor to meet the needs of diverse students. This course will use an inquiry-based approach to examine federal and local policies and how they impact students, schools and society. FYS 102d Investigating everyday Problems and their Current It Solutions. [3]
GEP/GFR: Meets SS.
This course reviews Academy Award winning films depicting mental illness to consider the influence of motion pictures on the public perception of social issues, policies and services. We will analyze films using a historical framework and with assigned readings that address cultural stereotypes, societal attitudes and the publics response toward people with mental illness. FYS 102B Seeking truth and Justice: Human rights today. [3]
GEP/GFR: Meets SS.
FYS 102e What Should government do? exploring the Interplay of economics and Philosophy. [3]
GEP/GFR: Meets SS.
The steamship Titanic, space shuttle Challenger, and Tacoma Narrows Bridge are disasters that should not have happened. Were they caused by inevitable random failure of technology or by human disregard for known engineering facts? This course will examine how engineering, science, mathematical modeling, and numerical computations relate to human actions in technological disasters. We
Akin to Shakespeare, his younger contemporary across the English Channel, French author Michel de Montaigne continues to give much pleasure to audiences some four hundred years after the first publication of his three books of Essays. Many of the topics he discusses are relevant to the present. We also find ourselves at a period in time
Defining, defending and spreading human rights has become an important social, political and cultural project around the world. Although governments are charged with promoting this project, it is often governments that violate rights. Unfortunately, recent years have seen too many cases of governments systematically abusing the rights of groups and individuals. In this class we will read about how people in different contexts have organized truth commissions in their attempts to stop governments from committing violence against people,
The purpose of the course is to enhance the understanding of a very important dimension of the modern world the scope and limits of government, particularly with respect to the exercise of personal values and the market. The readings and discussion in the class are designed to enhance understanding of society and its ethical aspirations, including but not limited to the roles of and interactions among the market, the state and law. We focus both on philosophical and economics frameworks for assessing these issues. Our purpose is to go beyond politics and self-interest, to apply principles from economics and moral philosophy on policy questions. Our goal is not to provide answers, but to understand what facts and values go into forming our judgments about the question what should government do?.
FYS
FYS 102F Contrasting Visions of Society. [3]
GEP/GFR: Meets SS.
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This course will be based on reading four influential works which set forth contrasting visions of society. These are Adam Smiths Wealth of Nations, Platos Republic, Marx and Engels Communist Manifesto, and Max Webers Protestant Ethic and the Spirit of Capitalism which set forth contrasting visions of society. It will aim to develop an understanding of each of these texts and the contrasts between the visions of society. FYS 102g Sexuality, Health and Human rights. [3]
GEP/GFR: Meets SS.
scientific phenomena in fact, they are inherent in nature itself. Prerequisites: A suitable score on the LRC algebra placement exam or a GEP mathematics course is required. FYS 103B Paradigms and Paradoxes: an attempt to Understand the Universe. [3]
valid (10 meters). Since this journey parallels the history of modern physics, particular emphasis will be placed upon the evolution of the science of measurement and the way in which developments in physics have led to our present-day understanding of the nature of the universe. FYS 103F thinking With Visualization. [3]
examples of conflicts between rational (scientific) and irrational (fundamentalist religious, ideological) approaches to understanding the world will be investigated. FYS 104a Intercultural exploration through Film. [3]
GEP/GFR: C.
Who has the right to access scientific information about individuals sexuality and sexual health? What privacy rights do people have in their sexual relationships? Who controls when and if one has children? In the last decade, scholars and advocacy organizations have been asking such questions that link sexuality, health, and human rights. Increasingly, these linkages are made by human rights advocates, those marginalized by their gender and/or sexuality, feminists and professionals in the health and family planning fields. Students will become sensitized to issues that have become increasingly important to the international community in the areas of sexuality, health and human rights. They will also become familiar with steps in the social science research process, including background literature review, survey construction, data collection and analysis and reporting of findings. FYS 103a Computation as an experimental tool. [3]
GEP/GFR: Meets Mathematics
There are at least two kinds of scientific activities: acquiring and generating data, and inquiring and generating general modes of understanding. The latter activities will dominate this course. The course contents include discussions of some remarkable features of the universe: the class discussions will require no more scientific background than gained from high school chemistry and mathematics. FYS 103C Issues in Biotechnology. [3]
Through directed readings, class discussions, and student presentations, this seminar will focus on understanding these various aspects of modern biotechnology with an emphasis on its scientific basis. Practical demonstrations and visits to UMBC labs using biotechnological techniques will be an important part of the course to illustrate how the methods theoretically discussed in class are actually done. FYS 103d global Warming. [3]
Knowledge may be power, but too much information can be more like the uncontrolled force of a runaway freight train. Understanding the flood of available data is one of the key challenges of our time. Visualizing the data makes the flood more manageable. This course will look at solving real-world problems by applying visualization techniques based on the workings of the human perceptual system. Spotlight application areas include epidemiology, weather, social networks, fluid flow, bioinformatics, surgical planning and national security. Students will analyze the effectiveness of visual representations and construct their own visualizations. FYS 103g How We View the World: living as Well-Informed and engaged Individuals In an age of ongoing Irrat. [3]
FYS 103e Physics through the decades. [3]

The course introduces students to the ubiquity of mathematics and its applications in the modern world. Covered topics such as chaos, fractals and automata theory are used to model various natural and
In this course, we will study some of the greatest ideas in modern physics. These ideas have been used to describe nature on the scale of the universe (10 meters) down to the smallest size where the concept of a length remains
At the beginning of the 21st century, so much of our experience is governed by modern science and technology. However, so much of the information that we are bombarded with everyday is bogus. How do we distinguish the real from the unreal? Our ability to do this will critically affect the decisions we make in life, both professional and personal. Thus, even non-scientists have an obligation to understand the workings and the results of the scientific process. We will explore the ways that scientists evaluate their work and come to a common, if tentative, understanding. Current and historical
This course is closely linked to the intercultural focus of the MLL major. Individual films will serve as case studies to examine the ways in which conflict may arise between cultures as well as to explore the development of intercultural competence. Through a careful examination of individual films as text, the course will focus on, among other issues, the function of verbal and nonverbal communication in multicultural settings. American students live in a society that everyday becomes more diverse and complex. For example, a recent article reports that the Asian and Hispanic population in the United States will triple by 2050 and, by that date, the United States will be the second largest Spanishspeaking country in the world. This clearly indicates that students will experience intercultural conflict in their own lives, often without the tools to deal with the many bewildering issues that emerge from such encounters. Students will be asked to reflect on films that offer rich examples of intercultural conflict. FYS 104B Stereotypes: How We deal With differences. [3]
GEP/GFR: C.
Stereotypes-national, ethnic, racial and religious-have existed for millennia and are found in every part of the globe. Groups of one kind or another often develop certain, commonly held perceptions of other groups that resists contrary evidence suggested by reason or experience. Many conflicts in todays world involve stereotypical views of others and tend to make difficult problems even more complicated and harder
258 FYS / GERM

to solve. In this course we will see how stereotyping works by studying the American stereotype of the French, as well as the French perception of Americans. FYS 105a the Voice of an engaged Citizen: Vote, advocate, Volunteer, respond, act, How. [3] Often we take for granted that we live in a democracy, and we pay too little attention to exercising our responsibilities in maintaining our nations ideals and principles. Given the challenges that we obviously face in this new millennium, a renewed sense of the importance of citizenship and personal responsibility is urgently required of us all. How can the individuals role in decision-making be practiced and enhanced? How have individuals made a difference throughout history? What is different or the same about the past and present? This course will address these and related questions and issues with a focus on how the Internet is used as a medium for finding information about citizenship and for advocating and practicing citizenly conduct. FYS 105B the ethics of living in an Information age Society. [3] This course merges concepts from a number of disciplinesphilosophy, sociology, information systems and public policy to take a broad look at ethics and the different major philosophies which inform ethical behavior. The course comprises readings of the major ethical traditions, e.g., the Babylonian code, the Vedas and the European and ancient Greek philosophers, a foundation in information science and information technology intended to provide a starting point for discussion of ethical issues in todays society, and discussion of the major social implications that have arisen as we have made a transition to an information society. FYS 105C Uncle Petro and Pi. [3] The international bestsellers Fermats Enigma (nonfiction) and Uncle Petros and Goldbachs Conjecture (fiction), the cult film Pi, the Oscar-winner, A Beautiful Mind, and the Pulitizer-winning Broadway play, Proof, are all recent examples of popular works wherein mathematicians and their research have played a prominent role. This course will provide a perspective on contemporary mathematics by examining the actual mathematics behind these and other selected works. Our goal will be to understand and gain proficiency in how technical subjects can be made accessible to a non-technical student. It is clear that many students are not given the opportunity to understand mathematics as it relates to other disciplines. Mathematics (and, by extension, science and technology) plays an increasingly influential role in all spheres of the modern world, including art and culture. This course helps students to understand and appreciate the interaction between these diverse areas. FYS 106a diversity and Pluralism: an Interdisciplinary Perspective. [3]
GEP/GFR: SS or C.
FYS 107a Happy Birthday, don Quixote!. [3]

GEP/GFR: AH or C
The course will primarily work with standard techniques of literary analysis to explore (and question) aspects of Hispanic cultural identity how Hispanic cultures represents themselves to themselves and others at different times and in different places, with special attention to elements that run counter to the establishment view. The range of the course over time and space is very wide, but instead of reaching overarching, oversimplified conclusions, the course will, through its focus on individual works, seek to encourage the students appreciation of specific literary and artistic achievements and critical awareness of issues involved in forging cultural identities.
completed level III in high school and who nevertheless are unprepared for GERM 201, either as a result of an interruption of five years in their study of the language, or as a result of a weak language background. This course offers an intensive review of Elementary German I and II as an opportunity to improve the students listening, speaking, reading and writing skills. notes: GERM 103 or 102, but not both, may be used toward UMBCs language/culture requirement. gerM 201 Intermediate german I. [4]
A continuation of German 101 and 102 stressing further development of listening comprehension and speaking skills. Increased emphasis on reading, writing and cultural knowledge. Prerequisites: GERM 102 with grade of C or better or equivalent. gerM 202 Intermediate german II. [4]
german
gerM 101 elementary german I. [4]
Issues of diversity and pluralism are of utmost importance in the U.S. and abroad. In this course we will look specifically at diversity in terms of both social identity and social conflict. We will focus on the areas of race, class, gender and sexual orientation. We will explore how each of these areas is socially constructed rather than being based in biology or natural laws. We will examine the dynamics of privilege and systematic oppression. Through this exploration, we will address ways in which our society can change in order to come closer to the American ideals of equality and democracy.
An introduction to German through a communicative approach. Language is learned in a thematic context, based on real-life situations. Listening comprehension and basic speaking skills are emphasized. Aspects of life in German-speaking countries also are presented. gerM 102 elementary german II. [4]
Emphasis is on reading ability, writing skills and discussion in German about topics from contemporary German society and culture. Prerequisites: GERM 201 with a grade of C or better or equivalent. gerM 300 Special Projects in german language. [1-3] Intensive individualized program of study in German language in an area determined by the students particular needs. Prerequisites: GERM 202 and written permission of the instructor and the chair of MLL. notes: Credits earned in GERM 300 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of proficiency. This course may be repeated for credit. gerM 301 advanced german I. [3]
A continuation of German 101. Emphasis is on extending skills in spoken German within the context of real-life situations. A greater amount of reading and writing is included in this course. Prerequisites: GERM 101 with a grade of C or better or equivalent. gerM 103 Intensive review of elementary german. [4]
Open to students who have

An advanced German language course in the four language skills (listening,
GERM / GES
reading, speaking and writing) with focus on sociocultural issues and current events in the German-speaking world. In addition to regular oral practice, the course will include such activities as formal oral presentations, intensive and extensive reading and a fair amount of expository writing. Prerequisites: GERM 202 with a grade of C or higher or equivalent, as determined by the German area coordinator. gerM 302 advanced german II. [3]
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and media presentations. Prerequisites: GERM 202 or permission of the instructor. gerM 311 Introduction to german literature and Culture I. [3]
organization and processes of German, including dialectal variation. Prerequisites: GERM 302 or 303 and MLL 190. notes: Highly recommended: LING 210. gerM 350 Special Projects in german. [1-3] A course with readings and discussion in German to be offered in conjunction with a Germanic literature or culture course taught in English (e.g., MLL 216, 261, or HIST 483 or 484). Prerequisites: GERM 202 or permission of instructor. notes: This course may be repeated for credit, with permission, in conjunction with different courses. gerM 400 Special Projects in german. [1-3] Open to students with special projects on application to the instructor who will supervise the particular project (subject to approval by the chair of MLL). notes: Credits earned in GERM 400 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of proficiency. This course may be repeated for credit. gerM 401 Studies in german language. [3]
ing various disciplines. All aspects of the course will be done entirely in German. Prerequisites: GERM 401 or permission of the instructor. notes: May be repeated for credit as topics change. gerM 481 Seminar in german. [3]
A study of German culture reflected in literature from the Middle Ages to the 18th century. Prerequisites: GERM 301 and 302, 303 or permission of the instructor. gerM 312 Introduction to german literature and Culture II. [3]
A continuation of German 301, with more attention devoted to the development of writing skills. A formal final expository essay is required. Prerequisites: GERM 301 with a grade of C or higher or equivalent as determined by the German area coordinator. gerM 303 topics in german. [3]
A study of German culture reflected in literature from the 18th century to the present. Prerequisites: GERM 301 and 302, 303 or permission of the instructor. gerM 313 Modern german Culture. [3]
Topics will cover some aspect of German language, literature or civilization. Topics will be announced each semester offered. Prerequisites: 12 hours in GERM courses higher than the 202 level and senior standing or permission of staff. notes: May be repeated for credit with permission as topics change.
geography and environmental Systems

geS 102 Human geography. [3]
GEP/GFR: SS or C.
Intensive work in the development of advanced language skills in German. Emphasis will be on the reading, discussion and analysis of authentic cultural and literary texts relevant to the topic. Active use of German involving carefully thought-out communication in appropriate style is stressed in speaking and writing. Topics will reflect the wide range of the cultural and intellectual history of Germany but the emphasis will be on current issues and concerns in the Germanspeaking world. Prerequisites: GERM 301 or 302 or permission of the instructor. notes: May be repeated for credit as topics change. gerM 309 Business german. [3]
An introduction to the contemporary culture of the German-speaking countries. Prerequisites: GERM 202 or the equivalent. gerM 319 german translation. [3]
Instruction and practice in translating from German to English. Students work with various written material covering many fields. Prerequisites: GERM 202 or equivalent. gerM 321 Studies in german literature. [3] Selected topics in German Literature may include the study of a century, movement, genre, theme or individual author. Topics will be announced each semester offered. Prerequisites: GERM 311 or 312 or permission of the instructor. notes: May be repeated for credit as topics change. gerM 332 the Structure of german. [3]
Study of the distribution of human activities and the causes and consequences of these distributions, including population, resources, economic activity, urban and rural settlements and cultural phenomena. notes: Recommended as one of the first two courses to be taken by prospective majors. geS 105 World regional geography. [3]
GEP/GFR: SS or C.
Advanced training in oral and written communication in German. Prerequisites: GERM 301 and 302, 303 or permission of the instructor. gerM 421 Studies in Popular german Culture. [3] This course is offered on a rotating basis with changing topics. Each topic is a study of one aspect of popular German culture, e.g. popular literature, mass media (TV, radio, print media), popular film and popular music. Texts and institutions, values, behaviors and practices relating to power, hegemony, gender and nation will be analyzed within the framework of cultural concepts underly-
This course analyzes terminology from business-related areas such as finance, insurance and international commerce and introduces issues of topical concern, such as energy and the environment. The economic side of the German-speaking world is treated in lecture, discussions
A survey of world regions illustrating the interaction of physical and cultural processes. These processes are examined in the context of problems confronting different cultures in contrasting environments. The course deals with regional stresses and conflicts and their geographic implications. geS 110 Physical geography. [3]
An investigation of the morphophonological and syntactic
Study of the principles and processes of climate, earth materials, landforms, soils and vegetation that give logic
260 GES
to their integrated patterns of world distribution. notes: Recommended as one of the first two courses to be taken by prospective majors. geS 110H Physical geography - Honors. [4]
GEP: Sci (non-lab). GFR: Biol/ PhySci (non-lab).
The honors section of this class includes a mixture of traditional lectures, small group discussions and student presentations. In addition to material covered in the regular lecture course, students will utilize resources available through the World Wide Web to explore global patterns related to topics discussed in the class. Information sources include satellite images; weather maps; climatic data; oceanographic data; hydrologic data; ecosystem and watershed studies and images and animations showing locations and impacts of tropical cyclones, El Niqo/ Southern oscillation, floods, droughts, landslides, volcanic eruptions, earthquakes or other natural phenomena. Prerequisites: Membership in the Honors College or permission of instructor. geS 111 Principles of geology. [3]
the earth and the earths ecosystems work, how they are interconnected and how humans utilize and impact natural resource systems. Environmental problems and solutions are examined and natural resource conservation strategies and policies are reviewed. Topics covered in the course include ecosystem processes, climate and climate change, biodiversity and endangered species, land degradation and deforestation, human population growth, agriculture and water and soil resources. geS 220 laboratory and Field techniques for environmental Science. [4]
GEP: Sci and Lab GFR: Meets Biol/PhySci plus lab.
software and concepts including raster and vector models. Students learn basic map fundamentals such as scale, map interpretation and projections along with how remote sensing is used in mapping and GIS. The Lab portion of the course provides hands-on examples of different topical areas covered in lecture and how each integrates using real-world examples. geS 300 History of geographic and environmental thought. [3] An overview of the evolution of the discipline of geography, with emphasis on the relationship between paradigm shifts and changing content and methods. Explores research literature by building familiarity with the principal journals in the field and emphasizes writing skills and their application in geographic research. Prerequisites: GES 102 and 110 or 111. notes: Formerly listed as Geography: Development, Methods, Research and Writing. geS 301 Quantitative techniques in geography. [3] Introduction to the concepts of numerical measurement and application of mathematical and statistical techniques to the solution of geographic problems. notes: Limited to geography majors or minors. geS 302 Selected topics in geography. [3] This course is provided to allow flexibility in offering work not found elsewhere in the course offerings. The topic will be announced prior to the semester when it will be offered. Prerequisites: Three credits in a GES course or permission of instructor. Some topics will require additional prerequisites. notes: May be repeated for credit. geS 305 landscape ecology. [3] Landscape ecology is a new, integrative, discipline that explores the spatial
patterning of ecological processes across the living landscape. This course introduces the fundamentals of ecology within a landscape context and then applies these concepts as tools for sustainable management of landscape structure and function at local, regional and global scales. Prerequisites: BIOL 301 or GES 308 and GES 110 or GES 120, or permission of instructor. geS 307 Conservation Biology. [3] This course focuses on the biology that underlies conservation problems and the challenges we face as a society. This course will introduce some of the literature, controversies and promising methodologies used in Conservation Biology. Objectivity and sound research design are essential for scientific progress, thus a major emphasis will be on carefully evaluating each issue in a rigorous, scientific context. Specific goals of the course are: 1) to introduce the principal concepts and methodologies of conservation biology, 2) To enrich understanding of the scientific contributions necessary for solving conservation problems, 3) to foster understanding of the process of science in general, and as applied in conservation contexts, 4) to further develop analytical and communication skills, thereby improving the ability to contribute to creating solutions. Classes will consist of lectures and discussion on particular issues and readings. Prerequisites: GES 120 and BIOL 100, or for Biology majors, BIOL 100 only. geS 308 ecology. [3] Students enrolled in this course will explore the interactions between the environment and organisms as individuals, populations, communities and ecosystems. Major topics include adaptive strategies of organisms, population dynamics, species interactions, community structure and function, biodiversity
An introduction to the structure, composition, historical evolution and surface features of the earth. Topics include the geologic time scale and radiometric dating; major groups of rocks and minerals; sedimentation and stratigraphy; plate tectonics, seismicity, volcanism, mountain-building and geologic structures; weathering and soil formation and sculpture of the land by surficial processes. geS 120 environmental Science and Conservation. [3]
Students enrolled in this course will gain experience in field sampling, laboratory procedures and data analysis. Exercises will involve field and laboratory work with some combination of water, soils, vegetation, landforms and atmospheric phenomena. Students will work in teams, and each will develop a final research project for presentation at the end of the semester. This is a required course for students majoring in environmental science or environmental studies. Prerequisites: GES 120 Corequisites: Either BIOL 100 or CHEM 101 or permission of the instructor. geS 286 exploring the environment: a geo-Spatial Perspective. [4] This course is designed to introduce students to various technical tools that are currently being used in geography and environmental fields today. GIS, Remote Sensing, GPS and Cartography are discussed in the course. The course covers, among other topics, a basic understanding of how GPS systems function and how they integrate with GIS. The course also provides students a basic understanding of how GPS systems function and how they integrate with GIS. The course also provides students a basic understanding of GIS
An introduction to the interdisciplinary study of how

GES
and productivity. This is a background course for students majoring in environmental science or environmental studies. Prerequisites: GES 120, BIOL 100 or for BIOL majors, BIOL 100 only. notes: Formerly listed as GES 206. geS 310 geomorphology. [3] Study of weathering and the soil mantle, the development of hillslopes, stream valleys and river plains and the significance of structural differences and climatic variation on geomorphic processes and landscape changes. Prerequisites: GES 110 or 111. geS 311 Weather and Climate. [3] This course offers an introduction to the physical processes that control weather and climate. Topics covered include the mechanics of atmospheric behavior, weather systems, the global distribution of climates and their causes, as well as various topics related to climatology. Prerequisites: GES 110. geS 313 Biogeography. [3] Study of the physical, biological and cultural factors that influence the changing distributions of plants and animals over the earth. Prerequisites: GES 110 or 120. geS 314 geography of Soils. [3] Study of the properties, distribution and development of soils, soil formation and classification, soil organisms and organic matter, and soil surveys. Prerequisites: GES 110, 111 or permission of instructor. geS 317 Water Quality. [3] An introduction to basic physical, chemical and biological characteristics of natural waters, focusing on the sources and pathways by which contaminants enter aquatic systems and the impacts of water pollution on aquatic ecology and human health. Topics discussed also include drinking-water standards, wastewater treatment, point and non-point source contamination, and methods for prevention or remediation of contamination. The course concentrates most heavily on surface water quality, but some attention will be devoted to groundwater quality. Prerequisites: GES 110. Students are encouraged to complete CHEM 101 prior to enrolling in this course. geS 318 natural environment of the Chesapeake Bay. [3] An introduction to the geology, circulation, geochemistry and ecology of Marylands most important natural resource and one of the worlds largest estuaries. In bringing together these aspects of the study of the Chesapeake Bay, we will try to understand how an estuarine system evolves under natural conditions and how the system may be affected by human activities. Prerequisites: GES 110. geS 319 ecosystems of north america. [3] A survey of the principal ecosystems of North America, from tundra to tropical rain forests, wetlands to deserts. To be stressed are the ecosystem processes of most importance for biological conservation and the management of natural areas. Prerequisites: GES 110 or 120. geS 325 Historical geography. [3] An introductory course on the salient aspects of historical geography, focus on landscape evolution and regional changes of cultural phenomena. Emphasis is on development of North America, with contrasts of Latin American and non-Western landscapes. Prerequisites: Three credits in a GES course or junior standing. geS 326 american Conservation thought. [3]
GEP/GFR: Meets SS.
261
An exploration of the major ideas and events of American conservation history from European colonization through to the modern environmental movement. The course focuses upon changing attitudes towards nature, wildlife and natural resources and also covers the evolution of federal policy regarding the establishment and management of national parks, forests and wilderness areas. In addition, we will review and analyze some of the major environmental and resource controversies of the last 100 years. Prerequisites: GES 102 or 120 or permission of the instructor. geS 327 Cultural ecology. [3]
GEP/GFR: C.
and social systems to respond to societys needs. Prerequisites: GES 102, three credits of HAPP or permission of instructor notes: Also listed as HAPP 329. geS 330 geography of economic development. [3] Study of patterns of economic development issues around the world with an emphasis on causes and solutions. Focus on the role of agriculture, manufacturing and service provision in the development process. Case studies of specific regions. Prerequisites: GES 102 or permission of the instructor. geS 333 Water resources. [3] This course examines the distribution and abundance of water resources, the nature of water supply systems, the uses of water in modern society, and the impact of human activities on water quality and water availability. Environmental, social and economic implications of water resource management decisions will be considered. Prerequisites: Three credits in a GES course or junior standing. geS 337 transport development. [3] The influence of geographical factors in the creation and maintenance of transportation technologies and patterns, the shaping of patterns of settlement by transportation innovation and the role of transportation in regional development. Prerequisites: Three credits in geography and environmental systems. geS 338 Urban environmental Planning. [3] This course will begin by providing a broad overview of the concept of sustainability in urban development and planning, drawing on both historical and contemporary perspectives. Specific dimensions of urban sustainability such as land use,
This course investigates the relationship between humans and their physical environment and the role that technology plays in this evolving relationship. We examine the interdependence of social organization, technology and the environment using a case study approach from different cultures with particular emphasis upon the Amazon region of South America. The course also explores social and cultural changes arising from technological innovations and the impacts of expanding economic frontiers upon indigenous populations. Prerequisites: GES 102, 105, or 120 or permission of the instructor. geS 329 geography of disease and Health. [3]
The application of geographical concepts and techniques to health-related problems; origins and diffusion of diseases; physical, biological, cultural and policy factors in disease and mortality; location of social service facilities and ability of health
262 GES
transportation, economic development, environmental justice, etc., will then be explored in detail. We will learn some basic tools for studying the sustainability of urban development. Those tools will be applied to in-class collaborative exercises and discussions designed to enhance the students understandings of the planning process and of the complexities of applying the concept of sustainability in the real world. The course will end with a student-defined research project on urban sustainability. Prerequisites: GES 102 or junior standing. notes: Previously listed as Regional Planning. geS 341 Urban geography. [3] This course will enhance students understandings of how cities work (or do not work), and will introduce the students to tools used by urban geographers to study urban places. Topical foci will include transportation, racial and economic segregation, planning, the changing form and function of cities and social and environmental justice. In-class lectures, discussions and exercises will teach the students to apply the theory learned in the classroom to real-world applications. Prerequisites: GES 102 or junior standing. notes: Formerly listed as The City. geS 342 Metropolitan Baltimore. [3] Analysis of the functions, structure, development and planning problems of the metropolitan area. Prerequisites: Three credits in geography and environmental systems or permission of the instructor. geS 350 Social geography. [3] An overview of principles and problems in social geography, with emphasis on issues including population density, diffusion, space perception, distance decay and migration. Prerequisites: GES 102 or permission of instructor. geS 363 World regions: Contemporary International Issues. [3] A geographical perspective on contemporary international issues, including territorial and resource disputes, migration and immigration, environment and regional economic development and social and political conflict. Case studies of regional issues. Prerequisites: GES 102 or GES 105 or three credits in a GES course. geS 381 remote Sensing. [4] This course includes interpretation of imagery, such as aerial photos, B/W IR, color IR, Radar, Thermal IR and various satellite system images. Special emphasis is given to acquisition of data through the use of photogrammetric techniques and visual interpretation. Topical applications include forestry, urbanization, geology and landforms, water resources, agriculture and land use. The course usually includes a one-hour aerial flight project. Prerequisites: Three credits in a GES course or permission of instructor. geS 383 Statistical and thematic Cartography. [4] This course examines various ways to portray quantitative and qualitative information using thematic maps. Emphasis is on data processing, map design and construction. The computer is used to aid in data processing and map development; however, no previous experience with computers is necessary. Prerequisites: GES 280 or permission of instructor. geS 386 Introduction to geographic Information Systems. [4] An overview of the essential characteristics, development and application of Geographic Information Systems (GIS). Students will become familiar with the specialized concepts and methods related to the compilation and manipulation of spatial data, and they will apply those concepts and methods in a laboratory setting. Prerequisites: Permission of instructor for non-majors geS 387 applications for geographic Information Systems. [3] A course designed for nonmajors and working professionals. An introduction and survey of the principal concepts, data structures, data management, system implementation components and design of applications using spatial data technologies. To be stressed are the underlying structure of spatial systems in combination with practical laboratory skills in developing technical competency with state-of-the-practice software tools. Laboratory skills development will attend to Web-based techniques for data access, analysis and formatting output of results. Prerequisites: Three credits in geography and environmental systems or consent of instructor. notes: Not open to students who already have completed GES 386. geS 400 Selected topics in geography. [3] This course is provided to allow flexibility in offering advanced work not found elsewhere in the course offerings. The topic will be announced prior to the semester when it will be offered. Prerequisites: Permission of instructor. notes: May be repeated for credit. geS 405 applied landscape ecology. [4] This course applies the tools of landscape ecology, including GIS, remote sensing, aerial photography and landscape classification, to explore the spatial patterning of ecological processes across landscapes at different scales. Hands-on lab and field exercises will develop understanding and skills necessary for students to plan and conduct their own investigations of landscape pattern, process and change in local and regional landscapes in collaboration with the instructor. Prerequisites: GES 305 and 386 or permission of instructor. geS 406 aquatic ecology. [4] Students enrolled in this course will gain a thorough knowledge of the local aquatic biota and their habitats. Emphasis in this lab-based course will be placed on the interaction between physical, chemical and biological processes occurring in aquatic ecosystems. Students will learn how to collect, analyze and interpret ecological information collected from streams and rivers. Prerequisites: GES 308. geS 408 Field ecology. [4] Students enrolled in this course will gain an appreciation for the modern scope of scientific inquiry in the field of ecology. A major goal is for the students to become familiar with how organisms interact with one another and their natural environment by understanding the structure and function of different types of local ecosystems. Students will learn field collection techniques, as well as how to organize, analyze and present and interpret ecological information. Prerequisites: GES 308. notes: Formerly listed as GES 306. geS 410 Coastal Morphology. [3] Study of the formation and development of coastal landforms with emphasis on depositional forms. Human activities along shorelines are included. Prerequisites: GES 310 and competency in algebra and simple trigonometry. geS 411 Fluvial Morphology. [3] Study of the formation and development of landforms that are produced by riverine processes. Human activities on flood plains are included. Prerequisites: GES 310 and competency in algebra and simple trigonometry.
GES
geS 412 Biogeochemical Cycles and the global environment. [3] This course explores the chemistry and cycling of elements across the Earths surface and atmosphere, with special emphasis on human-induced changes in biogeochemistry that are driving global warming, ocean acidification, acid rain, ozone depletion, water pollution; and nutrient saturation of freshwater, estuarine and coastal environments. The basic biogeochemical processes will be introduced and then integrated to explain the global cycles of water, carbon, nitrogen, phosphorus and sulfur and how these are changed by human activities. Prerequisites: GES 110 or 111 or 120; and GES 308 or BIOL301; and CHEM102 or permission of the instructor. geS 413 Seminar in Biogeography. [3] Advanced and topical themes in biogeography. Prerequisites: GES 313. geS 415 Climate Change. [3] This course deals with the question of climate change and variability. Topics covered include changes in climate in different time scales (geologic, historic and the present), environmental evidence of climate change, factors controlling climate variations, and the use of computer models in reconstructing past climates and predicting climate changes. Prerequisites: GES 311. geS 416 Hydrology. [4] Study of the occurrence and movement of water on and beneath the land surface. All phases of the hydrologic cycle are discussed, with particular emphasis on factors that control runoff, flood frequency, measurement and prediction of streamflow, and applications of hydrologic data in environmental planning. Principles of groundwater flow and the influence of geology on both groundwater and surface water also are included. Experience in the use of microcomputers for problem-solving is recommended. Prerequisites: GES 110 or 111 and either GES 310, 311, 317 or 333; MATH 151 and either GES 301, STAT 121, 350 or 355. geS 429 Seminar in geography of disease and Health. [3] Current issues in the geographic distribution of disease and health and location/allocation of health care services. Methods of analysis, including computer applications of statistics and information storage, retrieval and mapping. Prerequisites: Open only to GES, HAPP and POSI majors. Must have completed GES 329 or have senior/ graduate standing and permission of instructor. notes: Also listed as HAPP 429. geS 432 Seminar in natural resources and environmental Conservation. [3] Advanced study of natural resource problems and policies, strategies for environmental conservation and future resource landscapes. Prerequisites: GES 332 or 326 or permission of instructor. notes: This course may be repeated for credit. geS 433 Sustainability, land Use and natural resources. [3] This seminar class will examine the theory and practice of sustainability as applied to renewable natural resources. Examples and case studies will be drawn from the land-use systems involved with agriculture, forestry, fisheries, recreation and nature conservation. This will be done in an international context, comparing and contrasting sustainability issues in developed and developing countries. Prerequisites: GES 326, 330, 332 or permission of instructor. geS 434 Wildlife law and the endangered Species act. [3] The course will focus on the history of natural resource policies and wildlife laws intended to protect wildlife in the United States, with particular attention to threatened and endangered species. We use this history to analyze what many consider to be the most controversial environmental law, the 1973 Endangered Species Act (ESA). A case study approach is utilized to investigate the conflicts that have arisen in response to specific efforts to protect threatened and endangered species. The course combines science, policy and legal history, philosophy and contemporary and regional politics in an integrative approach to the problem of endangered species in the U.S. We will also discuss worldwide efforts to protect biodiversity such as the 1975 Convention of the International Trade of Endangered Species of Wild Fauna and Flora (CITES) and the 1992 Convention on Biological Diversity. Prerequisites: GES 326 or permission of the instructor. notes: Previously listed as GES 332. geS 435 global Patterns of Production and trade. [3] This course focuses on analysis of the factors responsible for the location of industry and how these factors have contributed to the globalization of production and world trade. Course includes case studies of industries and regions of production. Prerequisites: GES 330 or permission of instructor. geS 438 Selected topics in transportation geography. [3] This course is designed to provide flexibility in offering advanced work in transportation geography. The topic will be announced prior to the semester when the course will be offered.
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Prerequisites: GES 337 or permission of instructor. geS 441 the U.S. City. [3] Students enrolled in this class will gain a thorough knowledge of the major changes experienced by U.S. cities from 1945 to the present. Emphasis will be placed on the sociospatial changes. Major topics will include the causes and consequences of suburbanization, metropolitan fragmentation, and the role of the city in the creation of racial and ethnic identities. Students will learn how to collect and analyze urban data. Prerequisites: GES 341. geS 442 Seminar in Metropolitan Baltimore. [3] Advanced study of the social and economic geography of Baltimore City and surrounding counties. Course will include data analysis and field research. Prerequisites: GES 341 or 342. geS 450 Seminar in Social geography. [3] Advanced study of the spatial aspects of selected social issues. Emphasis on applications of census data analysis in the context of geographic information science methods. Prerequisites: GES 386 or permission of instructor; GES 350 recommended. geS 451 Urban Sustainability. [3] Students will apply previously gained knowledge about urban human-environment interactions to a specific research question related to sustainability in urban landscapes. Readings and in-class discussion will apply the concept of sustainability to contextualize environmental issues facing urban places, including urban development and energy consumption, land-use change, climate change and water resources. Prerequisites: Any 300- or 400-level course in GES.
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geS 461 nature and the City. [3] This course will focus on the ecology of cities paying particular attention to the role of environmental change in shaping urban fortunes as well as more detailed emphasis on urban air and water quality. The measurement of environmental processes in urban contexts will be explored through detailed case studies. Prerequisites: GES 341. geS 462 gIS and Humanenvironmental Systems. [3] This course will focus on the use of GIS in analyzing social and environmental systems that constitute complex human-environmental systems. Students will develop their spatial analysis skills, focusing on environmental processes and social contexts. Specific dimensions of environmental and social sustainability such as land use, transportation, economic development, environmental justice, etc. will be explored in detail. Prerequisites: GES 386 and another 300- or 400-level course in GES. geS 480 advanced Cartographic applications. [4] Practical applications in the design and construction of maps, graphics and other visual materials, using computer-based cartography in a production atmosphere. Emphasis is on design and production of publishable quality graphics. Often, full-color atlases, team developed maps and interactive presentations are produced and distributed to the public. Students should plan to spend a considerable amount of time weekly in the computer laboratory. Prerequisites: GES 280 or permission of instructor. GES 383 is strongly recommended, but not required. geS 481 digital Image Processing for environmental applications. [3] This course covers the use of digital image processing
techniques for extracting information about the earths surficial environments from satellite remote sensing images. Lectures will cover the theory, and laboratory exercises will provide handson experience in the use of computers and software for image acquisition, processing, visualization, enhancement and classification applied to multispectral satellite data. Environmental applications include wetlands delineation, forestry inventory and assessments, land use and urban sprawl analysis. Prerequisites: GES 386 or permission of instructor. geS 482 Cartographic Internship. [3] Students will be selected by the director of cartographic services to assist as unpaid interns for 10 hours per week in the cartographic activities of the department. The interns participate directly in cartographic production and in managing the office of cartographic services. Prerequisites: GES 383 or permission of instructor. notes: Offered pass/fail only. geS 483 geographic Information System Internship. [2-3] Students will be selected by the director of GIS services to assist as unpaid interns for 10 hours per week in the GIS activities of the department or in an outside agency, with approval from the department for the type of work in which the student is to be engaged. Prerequisites: GES 386 or permission of instructor. notes: Offered pass/fail only. geS 485 Field Methods in geography and environmental Systems: environmental Mapping of local landscapes. [3] Students in this course gain hands-on experience with field methods for landscape ecology, including sampling, mapping and spatial analysis of soils, vegetation, soil organisms, stream hydrology and land use patterns
in local landscapes using GIS, GPS, imagery and other techniques. The class will meet one session each week and six full-day Saturday sessions; scheduling to be arranged. Students will work in teams and prepare final projects that will be presented as scientific posters and on the Web. Prerequisites: Senior standing, GES 386 and at least one 300-level environmental science or physical geography course, or permission of instructor. geS 486 advanced applications of geographic Information Systems. [3] This course focuses on the methods for analyzing spatial data and provide an in-depth examination of technical aspects in spatial data handling, spatial pattern analysis, advanced raster processing, and dynamics GIS modeling. Students become familiar with advanced concepts, methods applications of Geographic Information Systems (GIS). Prerequisites: GES 386. geS 489 geographic Information Systems database and System design. [4] An introduction into geographic information system database and system design. Students will study and apply system design principals, GIS database design, National Spatial Database Infrastructure standards, creation of FGDC-compliant metadata, requirements analysis, cost benefit analysis, business process modeling, use case development and logical and physical data models. Prerequisites: GES 386 or permission of instructor. geS 490 geopolitics. [3] This course will focus in the role of geopolitics in shaping international affairs and the functioning of the global order. Traditional approaches and the more radical approaches of the new critical geopolitics will be explored and analyzed. Current events of
international significance will be deconstructed to show their geopolitical roots. Prerequisites: GES 341. geS 491 Independent Study. [1-3] Independent reading and field experience, supervised by a member of the department faculty. For students of advanced standing who have substantially completed major requirements and desire to study independently an aspect of the discipline not covered by regular course offerings. The student must make an arrangement with a faculty member prior to registration. Prerequisites: Permission of instructor. notes: Repeatable for a maximum of 6 credits. geS 497 research Internship. [2-3] Upon application, students are selected by the department to intern in faculty mentored research. During the internship, the students participate in a directed readings program and meet periodically to discuss the activities in which they are engaged. notes: Repeatable for a maximum of six credits. geS 498 Internship in geography and environmental Systems. [3] Upon application, students are selected by the department to intern in the offices of public agencies, private companies or non-profit organizations. During the internship, the students participate in a directed readings program and meet periodically to discuss the activities in which they are engaged. Prerequisites: Formal application and acceptance by the department notes: Course is repeatable for a maximum of six credits. geS 499 Honors thesis. [3] Majors wishing to graduate with departmental honors must complete an honors thesis. The topic and scope of the thesis research project
GES / GREK / GWST

are to be determined in consultation with the students faculty advisor. Prerequisites: Senior standing, minimum cumulative GPA of 3.25 and departmental GPA of 3.5, completion of at least one 400-level course in a topic area related to the thesis research and permission of the students faculty advisor. greK 361 greek oratory. [3]
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gender and Womens Studies

gWSt 100 Introduction to gender and Womens Studies. [3]
GEP/GFR: Meets SS.
Selections from fifth and fourth century B.C.E. orators such as Lysias and Demosthenes. Prerequisites: GREK 201 or equivalent. greK 362 Selections from greek Historians. [3]
greek
greK 101 elementary greek I. [4]
Xenophon, Herodotus and Thucydides. Prerequisites: GREK 201 or equivalent. greK 371 Homer. [3]
Fundamentals of ancient classical Greek. greK 102 elementary greek II. [4]
Continuation of GREK 101. Prerequisites: GREK 101. greK 201 Intermediate greek. [4]
Selections from The Iliad and The Odyssey. Prerequisites: GREK 201 or equivalent. greK 372 Plato. [3]
Selections from Xenophon, Plato, The Septuagint, the New Testament. Prerequisites: GREK 102 or equivalent. greK 350 Septuagint. [3]
Readings in the literary and political thought of Plato. Prerequisites: GREK 201 or equivalent. greK 381 History of greek literature I. [3]
This interdisciplinary course is designed to acquaint students with the status, roles, images and experiences of women. By examining these issues, students also will gain an understanding of the influence of gender on contemporary social organization and behavior, family, workplace, politics, sexuality and the media. Materials will be drawn from many fields, including literature, psychology, sociology and history, focusing particularly on writings by women. Attention will be paid throughout the course to the ways in which womens experiences are affected by such factors as race, ethnicity, nationality, sexual orientation and class. gWSt 200 Studies in Feminist activism. [3]
GEP/GFR: Meets SS.
goals of the course are to conduct a critical inquiry into the patterns of lesbians and gays subordinate status, to explain their origins and persistence and to consider various routes for changing these patterns. Throughout the course, special attention will be given to the diverse experiences of lesbians and gays based on race, class and disability. notes: Also listed as AMST 210. gWSt 250 gender roles in economic life. [3] This course will investigate the influence of gender roles in paid and unpaid work. Topics to be covered include gender in the labor market (job segregation, pay equity, affirmative action), the economics of housework and family care, women in poverty and the role of government. Prerequisites: An introductory course in economics, sociology or gender and womens studies. notes: Also listed as ECON 250. gWSt 258 Introduction to Feminist Philosophy. [3] Drawing on historical and contemporary sources, this course critically examines the ways in which women and womens experiences have been ignored and explicitly and implicitly devalued in Western philosophy. It also seeks to uncover what, if anything, about the methods and central concepts of Western philosophy account for such exclusion and (apparent) contempt. More positively, we will evaluate new feminist approaches to old philosophical questions, such as: What is knowledge? What is justice? notes: Also listed as PHIL 258. gWSt 290 Issues in gender and Womens Studies. [3] An examination of important issues in womens studies. Topics will be announced each semester. notes: May be repeated for credit when topics vary.
Selections from the Greek version of the Old Testament. Prerequisites: GREK 201 or equivalent. notes: Also listed as RLST 352. greK 351 new testament greek. [3]
Lectures and assigned readings on the development of Greek literature. Prerequisites: GREK 201 or equivalent. greK 382 History of greek literature II. [3]
Selections from the New Testament. Prerequisites: GREK 201 or equivalent. notes: Also listed as RLST 351. greK 352 greek tragedy and Comedy. [3]
GEP: WI and C. GFR: L or C.
Continuation of GREK 381. Prerequisites: GREK 201 or equivalent. greK 395 Independent reading in greek. [1-3]
This course examines history and social theory to explain why and how social change occurs. Particular attention is paid to patterns of womens involvement in social change movements internationally, as well as to intersections of gender with race, ethnicity, class and sexual orientation in social movements. Students then connect theory to practice through individual and group advocacy or community service projects. gWSt 210 Introduction to lesbian and gay Studies. [3]
GEP/GFR: Meets SS.
Prerequisites: GREK 201 and permission of department. greK 401 Special author Seminar. [3] The author to be studied will be assigned by the instructor. Prerequisites: GREK 201 and permission of department.
Selections from Aeschylus, Sophocles, Euripides and Aristophanes. Prerequisites: GREK 201 or equivalent.
This course examines various lesbian and gay experiences in contemporary American society. Using an interdisciplinary approach, the course examines historical origins and precedents, theoretical frameworks and contemporary case studies to understand the issues affecting the social relations between American society and lesbians and gays. Primary
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gWSt 300 Methodologies of gender and Womens Studies. [3] This seminar introduces students to the theory and practice of research in gender and womens studies. The course examines the distinguishing qualities of feminist methodologies in the social sciences, humanities, and natural sciences. By reading and discussing examples of excellent and innovative gender and womens studies research, students will acquaint themselves with both the practical details and the ethical issues involved. The course gives particular attention to the interdisciplinary focus of feminist research as well as questions of what distinguishes gender and womens studies from other disciplines; how feminist research and community/political activism are related; how feminist research is changing the traditional disciplines and the methods used in research; and future direction of feminist methods. Prerequisites: GWST 100 or 310 and 200. gWSt 310 gender and Inequality in america. [3]
GEP/GFR: Meets AH.
gWSt 320 International Women directors. [3]

gWSt 325 History of Women in america to 1870. [3]

GEP/GFR: Meets SS.
Study of films by internationally known women filmmakers such as Germaine DuLac, Dorothy Arzner, Leni Riefenstahl, Lina Wertmuller, Chantal Akerman, and Helma Snaders-Brahms. Taught in English. Prerequisites: Any course in the history and/ or analysis of art, film, literature or gender and womens studies. notes: Also listed as MLL 320. gWSt 321 Queer representations in Film and tV. [3] This course will utilize films, television programs and theoretical, historical, and analytic readings to focus on the ways in which LGBTQ people and queer issues have been represented historically in film and television, and how issues of homosexuality intersect with issues of race and gender. Using material from before and after the modern LGBTQ rights movement, we will explore such themes and stereotypes as sissies, mannish lesbians, cross dressing/drag, AIDS, transgender, bisexuality and others. Prerequisites: GWST 100, GWST 200, or permission of instructor. gWSt 322 Women and the Media: Myths, Images and Voices. [3]
GEP/GFR: Meets AH.
This course examines the changing roles of women in American society from colonial times to 1870 and covers such topics as family, work, rebellion, religion, sexuality, slavery, reform movements and early efforts for womens rights. Emphasis is placed on both the variety of womens experiences and the evolving concerns and position of American women as a group. Prerequisites: Any 100-level social science course, junior/ senior standing or permission of the instructor. notes: Also listed as HIST 325. gWSt 326 History of Women in america Since 1870. [3]
GEP/GFR: Meets SS.
gWSt 328 Women and Politics. [3] This course is an examination of significant current trends in womens political mobilization in the United States, including topics such as the gender gap, gender differences in electoral strategies, the impact of gender on political behavior, the status of women in public office, the history of women in public office and the history of womens political participation. Prerequisites: One prior course in political science or gender and womens studies. notes: Also listed as POLI 328. gWSt 330 Women and gender in the Classical World. [3]
GEP: AH or C. GFR: AH.
An examination of the ways in which gender roles and gender relations are constructed and experienced in American society. The course explores the development of a womans sphere denoting womens position in the family and home; cultural definitions of femininity and masculinity through mass media, education and other agencies of socialization; the relationship between wageearning and household work; and feminist consciousness and politics. Special attention is paid to the ways in which gender-based experiences are divided by other social relations, particularly those of class, race and age. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Also listed as AMST 310.
A study of the changing roles of women in American society since 1870, focusing on such topics as work, higher education and the professions, social reform, the suffrage movement, war and peace, working-class and immigrant women, birth control and sexual freedom, and the rebirth of feminism. Emphasis is placed on both the variety of womens experiences and the evolving concerns and position of American women as a group. Prerequisites: Any 100-level social science course, junior/ senior status or permission of the instructor. notes: Also listed as HIST 326. gWSt 327 african-american Womens History. [3]
GEP/GFR: Meets SS.
What do we and can we know about the lives of women in ancient Greece and Italy, and how did women and men interact? In this course, archeological and written evidence will be examined to reconstruct the activities, status and images of Greek, Etruscan and Roman women and place them within their historical and cultural contexts. Attention will be paid to the way both ancient and modern views about women and men influence our understanding of the past and present. Prerequisites: One ancient studies course, one gender and womens studies course or permission of the instructor. notes: Also listed as ANCS 320. gWSt 332 Human Sexuality in Sociological Perspective. [3] The course focuses upon sociological forces that influence sexuality and govern its expression. Topics include the sexual socialization of children and adolescents; teenage pregnancy; sexuality of single, married and older adults; governmental and educational services related to sexuality; sexual orientation; pornography; and sexual coercion. Prerequisites: SOCY 101 or consent of instructor. notes: Also listed as SOCY 332.
In this course, we will define media and examine diverse and complex modes of communication. We will analyze images of women in the media in terms of race, ethnicity, sexuality and gender. As consumers and producers of media, we will become a critical media audience, increasing our media literacy. This course will explore careers for women in the media. We will utilize the media as tools for activism in empowering women on local and global levels, and we will research how others are using the media to create positive change for women. notes: Also listed as AFST 347, MLL 322.
This course traces the history of African-American women in the United States, beginning with their ancestors history in pre-colonial Africa and U.S. slavery to the present. Topics covered include work; family roles; activism; achievements; and bouts with racism, sexism and poverty. Prerequisites: Any 100-level social science course, 200-level literature course, junior/senior standing or permission of the instructor. notes: Also listed as HIST 323 and AFST 354.
GWST
gWSt 333 Human Sexuality in Crosscultural Perspective. [3] Norms and mores that sanction and regulate human sexuality exist universally, but their particular forms vary widely from one society to another. This course examines theories that offer a sociological explanation for the variation of sexual attitudes and behaviors in both industrialized and nonindustrialized societies. Prerequisites: SOCY 101 or consent of instructor. notes: Also listed as SOCY 333. gWSt 338 Women and law. [3]
GEP/GFR: Meets SS.
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Interdisciplinary readings, including fiction and feminist theory, bring the gender perspective to global/international political and economic structures. Prerequisites: GWST 100, GWST 200 or permission of instructor. gWSt 349 Women and theatre. [3]
GEP/GFR: Meets AH.
gWSt 353 Marriage and the Family. [3]

GEP/GFR: Meets SS.
This course examines ways in which gender affects rights with the American civil and criminal legal systems. It explores the interrelationship between traditional attitudes and stereotypes concerning womens roles in society and the historical development of womens legal rights. The course focuses on the consequences of sex differences in shaping the rights of persons under the U.S. Constitutionstatutory remedies to discrimination in employment and education, legal issues relating to reproduction and personal life, and the response of criminal law to issues affecting women, including domestic violence, rape and prostitution. Prerequisites: One prior course in political science or gender and womens studies. notes: Also listed as POLI 338. gWSt 340 global Perspectives on gender and Women. [3] The course addresses gender issues in the local context of womens movements in several regions and countries around the world as articulated by feminist scholars within those countries. Taking a comparative perspective the course considers the diversity of issues and perspectives within womens/feminist movements around the globe as well as the relationship between U.S. women and global feminist struggles.
This course examines the issues of gender identification as they are presented through dramatic writing and theatre performance. Traditionally, the female in plays has been portrayed within the limited roles of wife, mother, whore and goddess. Contemporary women writers have challenged, expanded and redefined these roles. Plays by such writers as Euripides, Strindberg, Shaw, Lorca, Glaspell, Shange and Churchill will be studied through their historical, social and theatrical traditions to understand more fully what creates a context for these current female images. Prerequisites: Sophomore standing. notes: Also listed as THTR 349. gWSt 352 Women, gender and Information technology. [3]
GEP/GFR: Meets SS.
Marriage and family as social institutions. Primary relationships in marriage, their development in courtship, formalization in marriage and extension to children. The course draws on materials from related disciplines, as well as from sociology. Special emphasis on marriage and change in sex roles in modern societies. Prerequisites: SOCY 101 or ANTH 211. notes: Also listed as SOCY 353. gWSt 355 the Sociology of Women. [3]
GEP/GFR: Meets SS.
and psychological research on such topics as womens achievement, mental health and interpersonal relationships. Prerequisites: PSYC 100 and one additional PSYC course. notes: Also listed as PSYC 357. gWSt 364 Perspectives on Women in literature. [3]
GEP/GFR: Meets AH.
Women in society, social roles and socialization, women in the labor force, class and lifestyle differences among women as a minority group, and womens social movement. Prerequisites: SOCY 101 or ANTH 211. notes: Also listed as SOCY 355. gWSt 356 the Psychology of Sex and gender. [3] An examination of the psychology and biology of sex and gender differences. The major focus of the course is an examination of the psychological and social factors that lead to the development of sex and gender differences and similarities in behavior. Sexuality and variations in sexual orientation will be discussed. Research on both sexes (biological contruct) and gender (consequence of socialization) will be included. Diversity and variation on concepts will be explored. Prerequisites: PSYC 100 and one other PSYC course. notes: Also listed as PSYC 356. gWSt 357 Psychology of Women. [3] The course will discuss psychological models of the female personality (psychoanalytic, social learning, cognitive development and gender schema perspectives); sexuality; gender roles; gender bias in psychological research;
Reading and analysis of literature by or about women. The course intends to familiarize students both with major women writers and with ways in which women have been portrayed in literature. Particular attention will be paid to issues of canonization, gender and genre, as well as to the development of a female literary tradition. Topics to be announced each semester offered. Prerequisites: Any 200level literature course with a grade of C or better. notes: Also listed as ENGL 364. gWSt 365 Black Women novelists. [3] In this course students will read and analyze the firstperson narratives of African and diasporan women to understand how women have used language to define and empower themselves in conformity to or in opposition to the social conventions and political ideologies of their societies. Personal narratives such as letters, diaries, memoirs, essays, journals and autobiographies will be read as literary texts which are imaginative, reflexive and symbolic and as social documents which underscore the ways in which race, class, gender and sexual orientation affect the lives of black women. Texts will be examined within the framework of feminist, particularly black feminist, theory and practice. Prerequisites: GWST 100, GWST/AFST 370 or permission of the instructor. notes: Also listed as AFST 360 when the topic is the same.
This course examines important issues concerning women, gender and information technology (IT). Students will consider such topics as the history of womens involvement with IT; how women are impacted by technology; how women and girls fare in the educational setting as well as online; and the way gender intersects with IT in relation to other dimensions of womens experience, such as race, class and age. Students will connect issues relevant to women and IT to their own career choices, interact with women in the IT field and utilize technology for research and presentation. Prerequisites: A prior course in computer science, information systems or womens studies. notes: Also listed as CMSC 352 and IS 352.
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gWSt 370 Black Women: Crosscultural Perspectives. [3]
A comparative examination of selected social and psychological factors that influence the lives of black women in Africa and the diaspora. Prerequisites: AFST 100, GWST 100 or permission of instructor. notes: Also listed as AFST 370. gWSt 371 the Female offender. [3] An examination of causes and incidence of female crime and the exploration of major theories from Freud to the feminist. Community response to female crime and alternative forms of treatment are evaluated. Prerequisites: AFST 271 or junior/senior standing. notes: Also listed as AFST 371. gWSt 374 european Womens History 1200-1750. [3]
GEP/GFR: SS or C.
from the Enlightenment and the Industrial Revolution through World War I. Because the approach will be from both a social and a cultural history perspective, readings will include contemporary descriptions of European womens roles, as well as visions of what those roles should (could) have been, autobiographies, biographies and historical fiction. Prerequisites: Any 100-level social science, 200-level literature course, junior/senior standing or permission of instructor. notes: Also listed as HIST 375. gWSt 376 european Womens History 1914-Present. [3]
GEP/GFR: SS or C.
gWSt 378 Women, gender and Science. [3]

GEP: WI and SS. GFR: SS.
An examination of the status and roles of women in European society throughout the Middle Ages and Early Modern period. Through a mixture of secondary readings, primary sources, and film, this course investigates ideas about women and gender as well as the actions and ideas of women in the past. Topics include women and religion, women and work, womens household and familial roles, women and sexuality, women and politics, and womens education and writings. Prerequisites: Any 100level social science course or junior/senior status. notes: Also listed as HIST 374. gWSt 375 european Womens History 1750-1914. [3]
GEP/GFR: SS or C.
An examination of the role of women in European society from the eve of World War I until the present. Because the approach will be from a political, social, economic and cultural history perspective, readings will include a womens history textbook, primary documents, autobiographical and biographical sketches, historical fiction and scholarly analysis of the role of gender in 20th-century Europe. Prerequisites: Any 100-level social science course, 200level literature course, junior/ senior standing or permission of the instructor. notes: Also listed as HIST 376. gWSt 377 Women and Social Policy. [3]
GEP/GFR: Meets SS.
This course will explore connections between science and gender by turning our attention to two interrelated themes. Once focus will be on questions of how gender shapes the practice of science -- whether or not women and men do science differently. The other focus will be on how sex, gender and sexuality are constructed by the natural and social sciences -- how have the sciences understood and analyzed sex, gender and sexuality? Throughout the course, science will be explored as activity and knowledge that is grounded in social and historical contexts. Prerequisites: GWST 100, a 100-level social sciences course or permission of instructor. gWSt 380 Women and gender in asia. [3]
GEP/GFR: C.
racial, religious and international politics on U.S. population policy. Prerequisites: GWST 100, GWST 200 or permission of instructor. gWSt 382 Perspectives on the Family. [3]
GEP/GFR: Meets AH.
An examination of the role of women and gender in Japan, China and Korea since ancient times. Topics include the influence of gender roles in work, marriage, sexuality and birth control practices. Scholarly analysis, historical fiction and film will be used. Prerequisites: Any 100-level social science course or permission of instructor. notes: Also listed as HIST 380. gWSt 381 the Cultural Politics of Population in the U.S. [3] The course investigates the history and cultural politics of U.S. population control policy, including 19th and early 20th century criminalization of contraception and abortion and restriction of immigration as well as the subsequent liberalization of those laws. Special attention is given to womens organizations and advocacy on population and birth control issues and to the influence of wider gender,
An investigation of family life in America in various historical periods and among different subgroups. Three themes or questions dominate the course: the relationship of the family to the social context within which it exists; the nature and cause of different forms of family life within various American subcultures, past and present; and the extent to which the family has changed and not changed during several centuries. Specific families examined include the colonial New England family, the 19th-century urban middle class, the ethnic family, the black family and the contemporary family. Within each of these types of family experience, specific topics to be investigated include the role of women, relationships between women and men, attitudes toward children, modes of child-rearing, housing styles and others. As part of the course, students examine their own family history. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of the instructor. notes: Also listed as AMST 382. gWSt 390 topics in gender and Womens Studies. [3] A critical examination of selected issues in gender and womens studies. Topics will be announced each semester. notes: May be repeated for credit when topics vary. gWSt 391 the Philosophy of Sex. [3] An examination of the philosophical aspects of human sexuality. Topics include theories of sexual desire and sexual activity; the concept
An examination of the role of women in European society
This course explores the impact of social welfare programs and policies upon womens lives, examines the assumptions and values that have gone into the formulation of these policies, and discusses alternative approaches to dealing with womens concerns. Topics include economic circumstances, women and violence, traditional and alternative social services, and agendas for reform. notes: Also listed as SOWK 377.
GWST / HAPP
of sexual perversion; the moral evaluation of sex acts; feminist analysis of the sexual relations between men and women; and the moral status of homosexuality, adultery, pornography and abortion. Prerequisites: One course in philosophy or permission of instructor. notes: Also listed as PHIL 391. gWSt 401 Special Projects in gender and Womens Studies. [1-3] Intended for students who wish to study independently an aspect of gender and womens studies not covered by regular course offerings. Prerequisites: Junior/ senior standing, at least six prior credits in gender and womens studies courses and written permission of the instructor who will supervise the project. notes: May be repeated for credit. gWSt 433 gender, Work and Family in Cross-cultural Perspective. [3]
GEP: WI.
269
the life course, age stratification systems, and times of family and other life events by gender. Prerequisites: SOCY 101, GWST 100, junior standing or consent of the instructor. notes: Also listed as SOCY 434. gWSt 450 Internship. [1-3] This course offers practical work experience in businesses, agencies and organizations dealing with womens concerns (e.g., Maryland Commission for Women, Planned Parenthood, National Womens Health Network). Prerequisites: Sophomore standing, GPA of 2.5 or higher, at least six prior credits in gender and womens studies courses and written permission of the program director. notes: Repeatable to a maximum of six credits. GWST 450 does not count toward the 18 credits required for the womens studies minor. If completed in conjunction with GWST 495, one three credit internship can be counted toward the womens studies certificate. gWSt 452 WIll Internship Seminar. [2] This seminar links womens studies scholarship with womens work experiences. It examines the social, cultural and historical factors that shape womens work in contemporary society. Particular attention will be paid to the conflict and compromises between public leadership and private lives and strategies for change in the gendered structures of the workplace. gWSt 458 advanced topics in Feminist Philosophy. [3] A detailed examination of some single field of feminist philosophy. Topics will vary from year to year but are likely to include the following: feminist ethics, feminist epistemology and feminist aesthetics. In each case, the class will focus on the theoretical and practical impact of feminist thinking on these traditional areas of philosophy.
We will critically discuss the relevance of womens lived experience for philosophical theorizing. Prerequisites: Two of the following PHIL 258, PHIL 350, PHIL 368, PHIL 371, PHIL 373, PHIL 372, GWST 480 or permission of the instructor. notes: May be repeated once with the permission of the instructor. Also listed as PHIL 458. gWSt 480 theories of Feminism. [3] This course examines the major theories of feminism considered in their social, historical and intellectual contexts. Particular attention is paid to feminist theoretical explorations of the intersections of class, race, ethnicity, nationality and sexual orientation with gender. Prerequisites: GWST 100, GWST/AMST 310 or permission of instructor. gWSt 490 advanced topics in gender and Womens Studies. [3] Advanced investigation of selected topics in gender and womens studies. Topics will be announced each semester. notes: May be repeated for credit when topics vary. gWSt 491 WIll Senior Seminar. [2] This WILL-only seminar provides the space to examine intersections of gender, race, class, sexual orientation and how these identities shape daily lives. Course readings and assignments provide a springboard for students to reflect on their life choices, the choices and constraints faced by women very different from themselves, and to develop strategies for both personal growth and civic engagement. gWSt 495 Colloquium: research and activism. [3]
GEP: WI.
womens issues and activism. Emphasis is placed on student involvement in both the process and the content of gender analysis. Written and oral reports and a research paper are required. Prerequisites: GWST 100, 300 and 480 or permission of instructor.
Health administration and Policy

HaPP 100 Survey of U.S. Health Care System. [3] An overview of the health system in the United States; the range of career opportunities available in the policy, planning and administrative fields; supportive activities required to maintain the functioning of the systems various parts; relationship between health and medical care issues; and social, political and economic concerns. HaPP 200 Human development Implications for Health and disease. [3] Overview of basic biological principles and human issues in health and disease for non-technically oriented students preparing for careers in health care administration, community and public health, social work, etc. Topics include an introduction to human biology and development, interrelationships within the ecological framework, human anatomy and physiology, health and disease, nutrition and malnutrition, significant acute and chronic diseases, public health and disease prevention, aging, trauma, disability and mental stress. Prerequisites: HAPP 100 or permission of the instructor. HaPP 329 geography of disease and Health. [3]
Work and family relationships as affected by gender stratification. Topics include separation of work and family, division of household labor, gender-wage differences, occupational segregation, impact of government work and family policies on women and men. Prerequisites: SOCY 101 or GWST 100 and junior standing or consent of the instructor. notes: Also listed as SOCY 433. gWSt 434 gender and the life Course. [3] This course examines the complex interactions of two critical social constructs: gender and the life course. Material will examine how these constructs have developed over time, how they vary across cultures and historical periods and how they interact to construct very different lives for males and females in society. Specific foci of the course include demographic and biological underpinnings of gender and
The Colloquium provides an opportunity to integrate the subject matter and interdisciplinary methodologies of the major program by focusing on a significant problem in the study of gender and
The application of geographical concepts and techniques to health-related problems; origins and diffusion of diseases; physical, biological, cultural and policy factors
270 HAPP
in disease and mortality; location of social service facilities and ability of health and social systems to respond to societys needs. Prerequisites: GES 102, three credits of HAPP or permission of instructor. notes: Also listed as GES 329. HaPP 354 Social Bases of Public and Community Health. [3] Introduction to concepts of public health and community medicine. Prerequisites: SOCY 101 or ANTH 211 or HAPP 100. notes: Also listed as SOCY 354. HaPP 358 Bioethics. [3] A survey of the ethical constraints on the practice of medicine, on biomedical research using human and non-human animals, and on the delivery of health care. Specific topics will include doctor-patient confidentiality; autonomy, competence and medical decision-making; ethical issues at the beginning and end of human life; and controversial biomedical technologies such as cloning and stem cell research. Prerequisites: One course in philosophy or permission of instructor. notes: Also listed as PHIL 358. HaPP 380 global Issues in Health and disease. [3] This course provides an international comparative perspective on measures of population health such as life expectancy, infant mortality and leading causes of mortality and morbidity. Factors affecting global health disparities such as lifestyle, environment and health systems will be considered. Prerequisites: HAPP 100 or permission of instructor. HaPP 390 the american Health Care System and the Black Community. [3] A course for students concerned with the health status of black, poor and minority people. Analysis of
the relationship between the condition of the health of black people in America and the health delivery system. Specific attention will be on federal, state and local health care policies; personnel training in health administration; medical care organizations; financing and research and evaluation. Prerequisites: HAPP 100, AFST 271 or junior/senior status. notes: Also listed as AFST 390. HaPP 391W Seminar on aIdS for Health and Social Service Providers and administrators. [2] This course is for health care and human-service providers working in settings that serve individuals affected by HIV/ AIDS. The course approaches the multitude of needs created by the HIV epidemic from various perspectives, including prevention education, psychosocial adjustment, community resources and family systems. Conducted in a seminar format, the course relies on large- and smallgroup discussions, exercises and client and policy case reviews to improve skills in working effectively with people affected with HIV/ AIDS. notes: Also listed as SOCY and SOWK 391W. HaPP 398 Selected topics in Health Science and Policy. [1-3] Topic will vary from semester to semester. notes: This course is repeatable for credit when topics differ. HaPP 401 occupational Health Policy and Practice. [3] The problems of health and safety and their management in the workplace and the role of the individual, the community, industry and government in occupational health program development and regulation. Prerequisites: CHEM 100 and HAPP 100, 200 or permission of instructor HaPP 402 environmental Health Policy and Practice. [3] Environmental health regulation and mans place in the
environment and problems in management of water, air, food, energy, housing, waste disposal, pests and sanitation. Prerequisites: CHEM 100 and HAPP 100, 200 or permission of instructor. HaPP 403 Introduction to International Field research. [3]
GEP/GFR: C.
and housing alternatives. Prerequisites: HAPP 100 or permission of an instructor. HaPP 411 Health regulation and Quality Improvement. [3]
GEP: WI.
The purpose of this course is to help prepare students for the increasingly sophisticated requirements of a global society, to develop an international perspective on important issues in culture, policy and practice, and to gain experience using social science field research methods. The international experience is designed to enable students to conduct field research on issues that will be of importance to the United States and Europe by studying the inter-relationships of health and social policy, science and technology, culture and life style in an international context. Students learn social science research methods and vocabulary and concepts from the disciplines of sociology, anthropology and health services research. This course includes lectures, structured exercises, field trips, site visits and discussions in the United States and Switzerland. Prerequisites: Six social science credits and permission of the instructor. notes: Also listed as SOCY 403. HaPP 405 Contemporary Issues in long-term Care. This course surveys a very important service and policy component of the health care system. A brief history of the evolution of long-term care provides the foundation to analyze issues such as social, economic and political environments, as well as credentialing, insurance and reimbursement. Various management functions will be examined, including financing, regulation, staffing and education. Case studies will introduce the student to community profile, demographics
This course overviews health care regulations and associated quality improvement programs within health care organizations and society. It addresses the dynamic processes by which regulations are developed, proposed, modified, codified, implemented, and enforced at local, state, and federal levels relative to professional and institutional providers. The intersection between health care regulation and quality improvement efforts is addressed from multiple perspectives. Prerequisites: HAPP 100 or permission of the instructor. HaPP 412 research Methods in Health. [3] This course considers principles of health research, including an overview of different types of health and health-related research. The course examines issues in research design, measurement, sampling, and computer applications. Prerequisites: HAPP 100 and STAT 121 or STAT 350 or STAT 351 or SOCY 301. HaPP 429 Seminar in geography of disease and Health. [3] Current issues in the geographic distribution of disease and health and location/allocation of health care services. Methods of analysis, including computer applications of statistics and information storage, retrieval and mapping. Prerequisites: Open only to GES, HAPP and POSI majors. Must have completed GES 329 or have senior/ graduate standing and permission of instructor. notes: Also listed as GES 429. HaPP 452 Health Care organization and delivery. [3] Current issues are reviewed in health care organization,
HAPP / HCST / HEBR / HIST

delivery and financing in the United States and the various policies and approaches that impact the changing health care delivery system. Particular emphasis is placed on the implications of technological developments and the increasingly competitive environment in alternative aspects of health care. Prerequisites: SOCY 351 or HAPP 100 and junior standing or consent of instructor. notes: Also listed as SOCY 452. HaPP 495 Health administration and Policy Internship. [5] Students will serve as interns, on an unpaid basis, in medical care or health service organizations and institutions, with supervision provided at the placement location and by the internship coordinator. Prerequisites: Open only to HAPP majors with senior standing. Corequisites: HAPP 496 notes: Students must arrange for placement with the department in the first six weeks of the semester prior to the internship semester. Offered only on a P/F basis. HaPP 496 Internship Seminar. [1] A weekly one-hour seminar will include guest speakers from placement sites discussing organizational and operational problems and approaches, and it will provide for an interchange of experiences and activities among interns. Prerequisites: Open only to HAPP majors with senior standing Corequisites: HAPP 495. HaPP 497 Health Planning and administration. [3] This course introduces the application of management principles and practices, strategic planning, recruitment and deployment of staff, legal and ethical issues and financing strategies within health care organizations. Health policy and governmental influences impacting healthcare organizations will also be discussed. The course will focus on using critical thinking skills related to various applications. Prerequisites: HAPP 100 and ECAD 210 or permission of instructor. HaPP 498 Financial Management and decision Support for Health Services organizations. [3] An introduction to the budgetary process, ongoing financial management skills at the department level, and decision support activities in independent as well as multi-organizational systems. Emphasis is on understanding the reporting mechanisms and the accountability that is expected of the departmental manager with regard to resource allocation, including staffing alternatives, technology procurement, supply utilization and department goal attainment. Prerequisites: HAPP 100 or EHS 200, ECON 121 and 122 notes: Also listed as EHS 498. HaPP 499 Independent Study. [1-3] The student completes an individual project in a specific health administration and policy area under the supervision of a member of the HAPP faculty. Prerequisites: Open only to HAPP program majors with consent of instructor. notes: This course is repeatable for credit. various technologies. Practical social and political issues relating to science and technology will also be addressed.
271
Hebrew
HeBr 101 elementary Modern Hebrew I. [4]
current events in Israeli life as reflected in newspapers, contemporary journals and literature. Language will be developed through such class activities as reading, discussion, composition and oral presentations in Hebrew. Prerequisites: HEBR 201 with a grade of C or better or permission of instructor. HeBr 302 advanced Hebrew II. [3]
GEP: AH or C. GFR: L or AH or C.
An introduction to Hebrew as it is spoken and written today. Listening comprehension, speaking, reading and writing skills are developed. Introductory exposure to Israeli society and culture is included. HeBr 102 elementary Modern Hebrew II. [4]
Continuation of HEBR 101. The course focuses on extending Hebrew language skills. Additional exposure to Israeli society and culture. Prerequisites: HEBR 101 with a grade of C or higher or equivalent. HeBr 201 Intermediate Modern Hebrew I. [4]
This course is a continuation of HEBR 301 with increased attention to the development of reading and writing skills. The evolution of Israeli culture will be traced through a survey of 20th-century Hebrew literature. Class activities will include intensive reading, discussion and writing. A short critical paper will be required. Prerequisites: HEBR 301 or permission of instructor. HeBr 323 Selected Hebrew authors. [3]
Human Context of Science and technology

HCSt 100 Introduction to the Human Context of Science and technology. [3]
GEP/GFR: Meets AH.
Further development of listening comprehension and speaking skills and increased emphasis on reading, writing and cultural knowledge. Focus on everyday life in Israeli society. Prerequisites: HEBR 102 with a grade of C or higher or equivalent. HeBr 202 Intermediate Modern Hebrew II. [4]
The emphasis of this course is on expanding Hebrew language skills. Exploration of the work of one or two authors serves as the basis for more advanced work in Hebrew comprehension, as well as in writing and speaking the language. Literary critique and analysis through class discussions and writing assignments are the foci of class activities. The author(s) to be studied will be selected by the instructor. Authors such as S.Y. Agnon, C.N. Bialik, C. Hazaz or A. Oz may be chosen. Prerequisites: HEBR 201 or permission of instructor.
In this course students explore interactions among the humanities, the sciences and technology, including study of the sciences and technology using humanistic approaches, and study of the effects of the sciences and technology on art, philosophy and society. Students will have the opportunity to consider the role of human values in the pursuit of the sciences and in the invention and employment of
History
HISt 101 american History to 1877. [3]
GEP/GFR: Meets SS.
Reading, writing and oral use of Hebrew, with an emphasis on contemporary Israeli society. Prerequisites: HEBR 201 with a grade of C or higher or equivalent. HeBr 301 advanced Hebrew I. [3]
This advanced Hebrew language course focuses on sociocultural issues and
Major topics include colonial America, the American Revolution, the Constitution, the federal period, sectional conflict, and the Civil War and the Reconstruction. Emphasis on differing interpretations of controversial issues.
272 HIST
HISt 102 american History, 1877 to the Present. [3]
GEP/GFR: Meets SS.
Major topics include industrialization, progressivism, World War I, the twenties, the Depression and the New Deal, World War II, the Cold War and post-war America. HISt 103 east asian Civilization. [3]
GEP/GFR: SS or C.
features and developments of the West in the modern era. Major topics will include Absolutism, the Enlightenment, the political revolutions of the eighteenth century, the Industrial Revolution, imperialism, nationalism, fascism, socialism, the World Wars, the Cold War and globalization. HISt 200 themes in World History. [3]
GEP/GFR: Meets SS.
HISt 242 Introduction to Contemporary africa. [3]

HISt 274 Contemporary Jewish History: 1917 to the Present. [3]

GEP/GFR: SS or C.
A survey of contemporary Africa, its geography, peoples and cultural heritage. Economic, cultural, political and social changes on the continent since World War II, including the struggle for independence and the problems of nation-building. notes: Also listed as AFST 211. HISt 243 Introduction to african History. [3]
A history of traditional society in East Asia, focusing on China and Japan, but touching also on Korea and Vietnam. This course will introduce the principal elements of East Asian civilization before the intrusion of the West in the 19th century. It also will provide an essential historical perspective to developments in contemporary East Asia. HISt 110 Western Civilization to 1700. [3]
GEP/GFR: SS or C.
A history that covers the globe thematically from voyages of discovery, to colonization, cultural contact, empire, slavery, race, nation, migration, technology and the environment. Specific themes to be announced each semester. Recommended to students seeking an international historical perspective on world issues. notes: Not repeatable for credit even if a different topic is offered. HISt 201 Introduction to the Study of History. [3] This course introduces student to the strategies, methods and critical thinking skills necessary for the study of history. The class includes instruction on conducting scholarly research, interpreting primary and secondary evidence and the writing of analytical papers. Students are also introduced to issues of historical epistemology, historiography and the ways that the practice of studying and writing history has changed over time. notes: Students should enroll in this course the first semester they declare history as a major. HISt 218 Introduction to african-american History: a Survey. [3]
GEP/GFR: Meets SS.
Jewish civilization in the 20th century with attention to interwar years, the attempted destruction of European Jewry in World War II and the resistance of the Jews. Post-war issues are examined: the Allies and the United Nations, the emergence of new centers in Europe and Israel, Jews in the Soviet Union, Jewish identity struggle in America and post-Holocaust thought. notes: Also listed as JDST 274 and RLST 274. HISt 303 the Second World War. [3]
GEP/GFR: Meets SS.
A survey of ancient and medieval kingdoms of Africa, the spread of Islam in Africa, European slave trade, white settler penetration of Southern Africa and Arab penetration of East Africa, the colonial conquest, the 20th century and the emergence of nationalist movements seeking independence. notes: Also listed as AFST 212. HISt 255 History of Christianity from its origins to the reformation. [3]
GEP/GFR: Meets SS.
A survey of Western Civilization from its foundation through the ancient, medieval, and early modern periods. This course will cover the main political, economic, cultural and religious features and developments of western society. Major topics will include the political and philosophical contributions of the ancient Greeks, the Roman Republic and Empire, the influences of Christianity, Islam, and Judaism, medieval social and cultural structures, the Renaissance, the Reformations, European exploration and contact with other peoples and cultures, and the Scientific Revolution. HISt 111 Western Civilization 1700 to the Present. [3]
GEP/GFR: SS or C.
Origins, nature and impact of World War II. In addition to an examination of the diplomatic and military events, the course also is concerned with the effects of total war on the societies involved. Prerequisites: Any social science course, junior/senior status or permission of the instructor. HISt 304 United States and the Vietnam War. [3]
GEP/GFR: SS.
Hebrew and Greco-Roman background, the life of Christ, the New Testament and development of theology, triumph of the church in the Roman Empire, the medieval church, the reformation and the end of medieval Christendom, and implications of the Reformation for the modern world. notes: Also listed as RLST 255. HISt 273 History of the Jews in Modern times, From the Middle ages to 1917. [3]
GEP/GFR: SS or C.
A survey of Western Civilization from the Enlightenment through to the present day. This course will cover the main political, economic, cultural and social
This course offers a broad survey of the history of the African-American experience from the African background to the present. notes: Also listed as AFST 206.
Political and socioeconomic forces at work in Europe and within the Jewish community during this period. Hassidism and enlightenment, emancipation and reform. The French and Russian revolutions. Jewish existence in Eastern Europe. Zionism and Aliyah. notes: Also listed as JDST 273 and RLST 273.
The course examines the Vietnam War as a discrete historical event and some of the principal historical interpretations of the causes and consequences of the war. Major emphasis is on political and military developments in Vietnam and the gradual expansion of American involvement. Attention also is given to the impact of the war on American politics and society. Prerequisites: Any 100-level social science course, junior/senior status or permission of instructor. HISt 306 the First World War. [3]
GEP/GFR: SS.
Origins, nature and impact of the First World War. Particular emphasis is placed on the military, diplomatic, social, scientific and technological developments, events of
HIST
the war years, and how this first total war affected the subsequent history of the United States and Europe. Prerequisites: Any 100-level social science course, junior/ senior status or permission of the instructor. HISt 308 Childhood and adolescence in america. [3]
GEP/GFR: Meets SS.
273
and environmental change. Prerequisites: A 100-level social science course or permission of the instructor. HISt 321 african-american History to 1865. [3] An in-depth examination of the social, political and economic history of African Americans in the United States from the 1600s to the Civil War era focusing on chattel slavery, the free black community, family, abolitionism, resistance and the Civil War. Prerequisites: AFST 100, 206, junior/ senior standing or permission of instructor. notes: Also listed as AFST 352. HISt 322 african-american History Since 1865. [3]
GEP/GFR: Meets SS.
HISt 325 History of Women in america to 1870. [3]

GEP/GFR: Meets SS.
HISt 355 Selected topics in History. [3] Topics to be announced each semester offered. Prerequisites: Any 100-level social science course, junior/ senior status or permission of the instructor. notes: Repeatable for credit if different topic is offered. HISt 358 art and Society in the renaissance. [3]
GEP/GFR: SS or C.
An overview of the many ways Americans have thought about children, adolescence and youth, especially relating to public policy and culture. The course examines how adults have defined and redefined whats good for children. In addition, the readings, lectures and activities ask students to uncover the voices of children and adolescents to better understand their experiences and participation in shaping the experiences of childhood and adolescence. The goal is to examine how the influences of race, class, gender and ethnicity are intertwined with age. How old are you? is a question that reflects the importance of age as part of the life experience, and it should not be overlooked as a part of what shaped American history. Prerequisites: One lower-level social sciences or humanities course focused on American society or culture, or permission of instructor. notes: Also listed as AMST 384. HISt 316 native-american History from Contact to 1840. [3]
GEP/GFR: SS or C.
This course examines the changing roles of women in American society from colonial times to 1870 and covers such topics as family, work, rebellion, religion, sexuality, slavery, reform movements and early efforts for womens rights. Emphasis is placed on both the variety of womens experiences and the evolving concerns and position of American women as a group. Prerequisites: Any 100-level social science course, junior/ senior standing or permission of the instructor. notes: Also listed as GWST 325. HISt 326 History of Women in america Since 1870. [3]
GEP/GFR: Meets SS.
An in-depth examination of the political, social, economic and cultural history of African Americans in the United States from the Reconstruction era following the Civil War up to present. Topics include African Americans and the military, the Great Depression, migrations, urbanization, racism, family, civil rights and current issues. Prerequisites: AFST 100, 206, junior/ senior standing or permission of instructor. notes: Also listed as AFST 353. HISt 323 african-american Womens History. [3]
GEP/GFR: Meets SS.
This course surveys the history of Native Americans in North America from first contact with Europeans in the 15th century until the removal of the so-called Five Civilized Tribes in the mid-19th century. We will focus on different cultural groups and cross-cultural contact, emphasizing adaptation, as well as resistance. Topics include war, trade, gender relations, consumerism, religion, disease, sexuality, racial identity
This course traces the history of African-American women in the United States, beginning with their ancestors history in pre-colonial Africa and U.S. slavery to the present. Topics covered include work; family roles; activism; achievements; and bouts with racism, sexism and poverty. Prerequisites: Any 100-level social science course, 200-level literature course, junior/senior standing or permission of the instructor. notes: Also listed as AFST 354 and GWST 327.
A study of the changing roles of women in American society since 1870, focusing on such topics as work, higher education and the professions, social reform, the suffrage movement, war and peace, working-class and immigrant women, birth control and sexual freedom, and the rebirth of feminism. Emphasis is placed on both the variety of womens experiences and the evolving concerns and position of American women as a group. Prerequisites: Any 100-level social science course, junior/ senior status or permission of the instructor. notes: Also listed as GWST 326. HISt 354 West african History. [3] History of West Africa from the period of the medieval empires through the era of the slave trade, the revolutionary 19th century, colonial rule and independence. Prerequisites: AFST 211 or HIST 242, AFST 212 or HIST 243 or permission of instructor. notes: Also listed as AFST 312.
An analysis of the relationship between the art of the Renaissance and its social and economic background. The course traces the development of Renaissance art, changes in style and content, and the emergence of new art forms. It focuses on the social characteristics of artists and patrons, the organization of the arts, their status and function, and the evolution of an art market. HISt 360 Islam in africa. [3]
This course is presented to provide the student with an introduction and overview of the history of Islam in Africa. This requires discussion of Islam itself, its origins, philosophical thought, praxis and expansion. We then will turn to a more detailed examination of the penetration of Islam in Africa, eventually concentrating on its sub-Saharan influences. Prerequisites: AFST 211 or HIST 242, AFST 212 or HIST 243 or permission of instructor. notes: Also listed as AFST 314 and RLST 314. HISt 361 the French revolution. [3]
GEP/GFR: SS or C.
The French Revolution from its origins in feudal, aristocratic society to the revolutionary wars and Napoleonic era. The European reaction to the revolution is examined as is its relationship to the contemporaneous American Revolution. The decline of Court society
274 HIST
and values and their replacement by a democratic society are central issues. Two outstanding historical movies are part of the course. Prerequisites: Any 100-level social science course, junior/ senior status or permission of the instructor. HISt 369 darwinism: the evolutionary Perspective. [3]
GEP/GFR: Meets SS.
HISt 373 History of the Holocaust. [3]

GEP/GFR: SS or C.
The spread of evolutionary thought in Europe and America, the nature of the Darwinian revolution, its transformation of the biological and social sciences and its effect in the larger culture. Prerequisites: Any 100-level social science course, junior/ senior standing or permission of the instructor. HISt 370 the History of the Jews in the United States. [3]
GEP/GFR: Meets SS.
The history of the Jews in the United States from the earliest settlements to the present. The course focuses on political, economic, religious and cultural developments, anti-Semitism and the rise of American Jewry to a position of leadership and responsibility in the world Jewish community. Special emphasis is placed on comparing and contrasting the American-Jewish historical experience with prior Jewish historical experiences in Europe. Prerequisites: One course in American or European history or permission of instructor. notes: Also listed as JDST 370. HISt 371 History and Film. [3]
GEP/GFR: AH or C.
An interdisciplinary examination of the attempted destruction of the Jews of Europe and their culture, as well as the persecution of others on the basis of physical and emotional disabilities, ethnicity, politics, religion and sexual orientation at the hands of the Nazis and their collaborators during WWII. The course will briefly survey the migration of Jews to Europe, the history of anti-Semitism and scientific racism the circumstances in Europe that allowed the rise of the National Socialist movement and the pre-WWII Nazi policies of discrimination. It then will focus on the perpetrators, victims and bystanders of the Final Solution and conclude with an analysis of the legacy of the Holocaust. Prerequisites: Any 100level social science course or junior/senior status. notes: Also listed as JDST 373. HISt 374 european Womens History 1200-1750. [3]
GEP/GFR: SS or C.
the approach will be both from a social and a cultural history perspective, readings will include contemporary descriptions of European womens role, as well as visions of what those roles should (could) have been, autobiographies, biographies and historical fiction. Prerequisites: Any 100-level social science course, 100level literature course, junior/ senior standing or permission of the instructor. notes: Also listed as GWST 375. HISt 376 european Womens History: 1914-Present. [3]
GEP/GFR: SS or C.
HISt 380 Women and gender in asia. [3]

GEP/GFR: C.
An examination of the role of women and gender in Japan, China and Korea since ancient times. Topics include the influence of gender roles in work, marriage, sexuality and birth control practices. Scholarly analysis, historical fiction and film will be used. Prerequisites: Any 100-level social science course or permission of instructor. notes: Also listed as GWST 380. HISt 381 From Samurai to Salariman: Japanese History through Film. [3]
GEP/GFR: C.
This course looks at film and history of the 1930s in Nazi Germany, Stalinist Soviet Union and New Deal America. Using films as historical sources, the course will study images, representations and daily life as it was reflected and refracted through popular, entertainment film.
An examination of the status and roles of women in European society throughout the Middle Ages and Early Modern period. Through a mixture of secondary readings, primary sources, and film, this course investigates ideas about women and gender as well as the actions and ideas of women in the past. Topics include women and religion, women and work, womens household and familial roles, women and sexuality, women and politics, and womens education and writings. Prerequisites: Any 100level social science course or junior/senior status. notes: Also listed as GWST 374. HISt 375 europeans Womens History: 1750-1914. [3]
GEP/GFR: SS or C.
An examination of the role of women in European society from the eve of World War I until the present. Because the approach will be from a political, social, economic and cultural history perspective, readings will include a womens history textbook, primary documents, autobiographical and biographical sketches, historical fiction and scholarly analysis of the role of gender in 20th-century Europe. Prerequisites: Any 100-level social science course, 200level literature course, junior/ senior standing or permission of the instructor. notes: Also listed as GWST 376. HISt 377 the american Jewish experience in Film. [3]
GEP/GFR: Meets SS.
A study of Japanese history from 1600 to the present through the media of film and literature. It also explores the relationship between history and drama, in particular how they can illuminate or conceal basic truths and values of the past. Views of life and modern times, obsessions with honor and suicide, the changing role of women in society, the encounter between Japanese and foreign cultures, and themes of war and pacifism will be investigated. Prerequisites: Any 100level social science course or permission of the instructor. HISt 383 Japan in the Shogun age. [3]
GEP/GFR: C.
An examination of the role of women in European society from the Enlightenment and the Industrial Revolution until World War I. Because
This course explores the experiences of Jews in twentieth century America as portrayed in film through various themes that have helped to shape American Jewish identity. By examining cinematic representations in light of historical background, students will evaluate stereotypes and fictional images presented of Jews. Students will acquire critical movie-viewing skills as well as insight into the contemporary popular Jewish imagination. Prerequisites: HIST 102 or JDST 274 or JDST 370 or permission of the instructor. notes: Also listed as JDST 371.
The history of Tokugawa (1600-1868) or early modern Japan: the age of shogun, samurai, castle-towns, kabuki actors, geisha courtesans and woodblock prints. Emphasis will be placed on the problem of how warriors produced more than two centuries of peace. The course also will investigate the political, economic and cultural patterns that laid the foundation for Japans emergence as a modern nation. Prerequisites: Any 100level social science course or permission of the instructor.
HIST
HISt 385 Contemporary Japan: 1945 to the Present. [3] History of Japan from the end of the World War II to the present: the American occupation, political and constitutional changes, economic recovery and the politics of Japanese capitalism, social changes, education and student radicalism, problems of a postindustrial society and the foreign policy of Japan. HISt 387 Medicine and Health Care in China. [3]
GEP/GFR: C.
275
HISt 391 Internship in History. [3] Prerequisites: Formal application and acceptance by the history department notes: Repeatable for credit. Offered on a P/F basis only. HISt 400 Special Projects in History. [1-3] Open to junior/senior history majors with special study projects and at least a B average in history. In extraordinary circumstances, exceptions may be made with permission of the instructor. Prerequisites: Written permission of the instructor who will supervise the project. Such permission must specify the number of credits sought. notes: May be repeated once for credit. HISt 401 the american South to 1865. [3] This course explores the history of the American South from the arrival of Europeans until the beginning of the Civil War. We will explore this region as a place where three cultures Native American, European, and African intersected, and trace the ways in which they influenced each other, as well as, the role the South played in the history of the American nation as a whole. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 402 the american South Since reconstruction. [3] This course will examine the contours of life in the American South since the end of the Civil War. Given the Souths history of segregation, race is central to understanding Southern identity. We will explore life on both sides of the color line, and will consider ways in which racial identity interacted with class and gender to inform economic development, political and social change, and popular culture in the
nineteenth and twentieth century South. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 403 the american Colonies. [3] A history of the American colonies from their founding to 1774, comparing the social and economic development of the West Indies, New England, mainland South and middle colonies. Topics include patterns of settlement, racial and ethnic interaction, labor, religion, family and gender roles, and cultural achievements. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 405 Comparative Slavery: africa and the new World. [3] Historical examination and comparison of the emergence of domestic slavery in Africa and chattel slavery in the New World and the Americas. Explores the social conditions that shaped these institutions and that led to overt and covert forms of resistance and slaverys eventual decline. Prerequisites: AFST 212 or 352 or junior/ senior standing. notes: Also listed as AFST 420. HISt 407 the Founding of the american nation: 1774-1815. [3] The origins of American democratic institutions are analyzed in their historical contexts. Such topics as the Revolution and Confederation period, the age of federalism, Jeffersonian America and the War of 1812 are surveyed. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 412 american Business and economic History. [3] American business institutions are studied against the background of Americas overall economic growth and
in the context of Americas legal, governmental and social institutions. Prerequisites: HIST 101 or 102 plus junior/ senior status or permission of the instructor. HISt 419 democratizing america, 1815-1850. [3] This course explores the years between 1815 and 1850 a period of great political and cultural change in American history. While it has typically been identified with the figure of Andrew Jackson, we will look beyond the life of one man to see the ways in which Americans of all races and classes experienced this turbulent time. Topics to be covered include the transportation and market revolutions, the rise of democratic politics, slavery and anti-slavery, the rise of womens suffrage and other moral reform movements, westward expansion and its impact on Native Americans, and the emergence of sectionalism. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 421 the american Civil War. [3]
GEP/GFR: Meets SS.
This course examines the historical development of modern medicine and health care in modern and contemporary China. Topics include the indigenous medical system, especially acupuncture and pharmacology; the role of Western medical missionaries; the activities and contributions of the Rockefeller Foundation; the legacy of the pre-Communist medical system; health policies of the Communists after 1949; the mass line in medicine; traditional medicine in contemporary China; health care organizations; barefoot doctors and the rural health care network; recent changes and the impact of the Four Modernizations on the health system. Prerequisites: Any 100-level social science course, junior/ senior standing or permission of the instructor. HISt 388 Society and Culture in China. [3]
GEP/GFR: C.
A history of the period 1840-1880, including an analysis of the sectional conflict, the events of the war and the era of reconstruction. Prerequisites: HIST 101 or 102 plus junior/ senior status or permission of the instructor. HISt 429 the History of Baltimore. [3] An examination of the growth of Baltimore from the 18th century to the present. Major themes are the evolution of urban government and politics, the development of the urban economy from a commercial port to an industrial center and then to the post-industrial era, the growth of the urban physical plant and its expansion into the metropolitan region
This course is a study of Chinese society and culture focusing on the main features of society, cultural developments and currents of thought in traditional and modern times. Prerequisites: Any 100-level social science course or permission of the instructor.
276 HIST
in the 20th century, and the changing relationships of Baltimores socio-economic groups. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the department. HISt 435 20th-Century american Foreign Policy. [3] A history of Americas relations with other countries since 1919. HISt 441 origins of Modern america, 1877-1920. [3]
GEP/GFR: Meets SS.
European and Arabic science, the Copernican revolution, the relationship between religion and science, and the Scientific Revolution. Prerequisites: HIST 100, HIST 110 or HIST 111 and junior/senior status or permission of the instructor. HISt 446 History of Science Since 1700. [3]
GEP: WI AND SS. GFR: SS.
the Aegean Bronze Age, Greek colonization and the tyrants, Sparta, Athens, the Persian Wars, the classical age and the Peloponnesian War, the rise of Macedonia, and Alexander the Great and his impact. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 455 the roman republic. [3]
GEP/GFR: SS or C.
es of Japans beginnings, the transition of Japanese society from courtier to warrior rule during the 11th through 14th centuries and the process of political unification of the 16th century. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 459 Japan Since 1800. [3]
GEP/GFR: SS or C.
An analysis of political, economic, social and intellectual changes from the 1870s through the Wilson administration. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 442 the United States, 1917 to 1945. [3]
GEP/GFR: Meets SS.
A survey of the history of Western science since the 18th century, emphasizing the development of various scientific fields within their institutional settings and the professionalization of the role of the scientist. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 447 History of Civil rights Since the Civil War. [3] A history of civil rights from the first reconstruction through the second. Topics covered include the Civil War amendments and supportive legislation; the rise and demise of Jim Crow; policy evolution toward race, ethnicity and gender; the civil rights movement since World War II; and recent conflict between group and individual rights. Prerequisites: HIST 101 or 102, plus junior/senior status or permission of instructor. HISt 450 Social History of american Medicine. [3] The history of American health care, hospitals and ambulatory care facilities, the role of government, public health programs, and social issues such as smoking and abortion. Prerequisites: Junior/ senior status and one course in the social sciences, biology or chemistry, or permission of the instructor. notes: Also listed as SOCY 457. HISt 453 ancient greece. [3]
GEP/GFR: Meets SS or C.
A history of ancient Rome from the earliest times to 31 B.C.E. Topics include Roman imperialism in Italy and the Mediterranean, the conflict of the orders, the Punic Wars and the collapse of the republic. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 456 the roman empire. [3]
GEP/GFR: SS or C.
Beginning with Japans early modern past and its forced emergence from isolation, this course will explore Japans rise as a modern state, its plunge into militarism and war, and its subsequent rapid emergence as one of the worlds leading nations. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 462 Medieval europe. [3]
GEP/GFR: SS or C.
An examination of American life and politics in the era of World War I, the 1920s, the Great Depression and World War II. Prerequisites: HIST 101 or 102, plus junior/ senior status or permission of the instructor. HISt 443 the United States Since 1945. [3]
GEP/GFR: Meets SS.
A history of ancient Rome from the Augustan Age to the disintegration of the empire in the West. Topics include the Pax Romana, the military monarchy and anarchy, the reorganization of the empire by Diocletian and Constantine, the rise of Christianity and the final collapse of the empire. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 457 Historical survey of the Byzantine Civilization. [3]
GEP/GFR: C.
Survey of the history of medieval Europe between 1000 and 1300 with emphasis on the intellectual renaissance, the rise of representative government, the development of the feudal monarchies, the medieval papacy, and the growth of towns and commerce. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 463 Jews, Christians, and Muslims in the Middle ages. [3] This course examines moments of contact and conflict between the three major monotheistic faiths of the medieval period: Judaism, Christianity, and Islam. Topics will include an examination of the scriptural foundations of the three faiths and their influence on topics such as law, violence, conversion, ritual, and legend. The course provides an overview of how individuals and leadership within the three faiths interacted with each other. Prerequisites: HIST 100, HIST 110 or HIST 111, JDST 100, RLST 100 or
An examination of American history from the 1940s through the 1990s. Primary emphasis is given to political, social and economic history. Prerequisites: HIST 101 or 102, plus junior/senior status or permission of the instructor. HISt 445 History of Science to 1700. [3]
GEP/GFR: Meets SS.
Byzantine state, with particular attention to the art, institutions and ideals that shaped its long history. Prerequisites: HIST 100, HIST 110 or HIST 111, junior/senior status or permission of the instructor. HISt 458 Japan to 1800. [3]
GEP/GFR: SS or C.
The story of the growth of scientific knowledge in the West. Topics include views of nature in traditional societies, Babylonian mathematics and astronomy, Egyptian medicine, the work of the ancient Greeks, medieval
A history of Greece from the earliest times to the death of Alexander. Topics include
The history of Japan from the origins of the Japanese people through the height of Tokugawa rule. Some areas of focus will be an examination through archaeological sourc-
HIST
200-level course, and junior/ senior standing, or permission of the instructor notes: Also listed as JDST463, RLST 463. HISt 465 the renaissance. [3]
GEP/GFR: Meets SS
277
A history of Europe from 1300 to 1500 with emphasis on the economy, institutions and culture of the Italian city-state; the movement toward capitalism and the national state; the erosion of the medieval synthesis and the growth of religious heterodoxy. Prerequisites: HIST 100, HIST 110, or HIST 111 junior/ senior status or permission of the instructor. HISt 466 the reformation. [3]
GEP/GFR: SS or C.
the 16th and 17th centuries. It is under the Tudors that England developed into a strong and relatively wealthy nation state. The country also underwent revolutions in culture (the Renaissance) and religion (the Reformation). The 17th century was a turbulent one, with unemployment and poverty, witchcraft accusations and civil wars affecting the British people. But Britain also was emerging as a colonial naval and trading power, as well as a center of the Scientific Revolution. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 471 Industrial Britain. [3] An examination of the impact of the Industrial Revolution on British society, with particular reference to the themes of social and economic change, the rise of social classes and class consciousness, early feminism and gender relations, and the genesis of modern party politics. Prerequisites: HIST 100, HIST 110 or HIST 111 and junior/senior status or permission of the instructor. HISt 472 Victorian Britain. [3] An examination of the main social, political and economic trends in Victorian Britain, with particular reference to the themes of parliamentary reform and the genesis of modern party politics, the Irish problem and new imperialism, the condition of the people question, the revival of socialism and the struggle for womens suffrage. Prerequisites: HIST 100, HIST 110 or HIST 111 and junior/senior status or permission of the instructor. HISt 473 20th-Century Britain: the age of decline. [3] An examination of the causes and consequences of Britains 20th-century descent from its preeminent position of the Workshop of the World in the 19th century to its
present-day status as the Sick Woman of Europe. Particular attention will be paid to the contemporary debates around the various dimensions of decline, the succession of counter-strategies adopted or canvassed to halt or reverse this process, the impact of the two world wars, and the evolution of domestic social and economic policy. Prerequisites: HIST 100, HIST 110 or HIST 111 and junior/senior status or permission of the instructor. HISt 477 History of China to 1644. [3] Chinese history from ancient times to the mid-17th century, with special attention paid to the development of society, thought, economy and political institutions. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 478 History of China, 1644-1912. [3] Chinese history from the beginning of the Ching dynasty to the founding of the republic in 1912. A study of the disintegration of traditional China and the intrusion of the West. Special emphasis is placed on the re-evaluation of the nature of Western imperialism in China and the rise of Chinese nationalism. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 479 History of China, 1912-1949. [3] From the beginning of the republic to the founding of the communist regime in 1949: the growth of modern Chinese nationalism and anti-imperialism, the struggle for power between the nationalists and Communists, the social and economic revolution, the war with Japan and the American failure in China. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor.
HISt 480 Contemporary China: 1949 to the Present. [3] Chinese history from the founding of the Communist regime in 1949 to the present: ideology and organization of the new regime, the role of the Communist party and the Peoples Liberation Army, social changes and thought reform, arts and culture, the cultural revolution and the Gang of Four, the Four Modernizations, the democratic movement and Chinas foreign policy. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 481 History of Modern France: 1789-1989. [3] A survey and an analysis of French society and political institutions from the era of the great revolution to its bicentennial anniversary, covering the impact of Napoleon and 19th-century conservatism, as well as the formation of republican regimes in the 20th century. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 483 german History, 1789-1914. [3] History of the German states from the French Revolution through national unification, the Bismarckian era and the Wilhelminian era up until the outbreak of World War I. Emphasis is on the struggles between nationalism, conservatism, liberalism and social democracy in the new German empire. Includes a cultural, social and political approach. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 484 german History: 1914 to Present. [3] History of Germany from World War I, through the Weimar Republic, the Third Reich, the Allied occupaUndergradUate Catalog
The economic and political conditions, the popular movements and the theological controversies that led to the overthrow of the Catholic Churchs monopoly of religious loyalties, thereby turning Europeans against one another on a national/ religious basis. Attention is focused on the lives and ideas of the leading reformers. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/ senior status or permission of the instructor. notes: Also listed as RLST 466. HISt 468 the age of enlightenment. [3]
GEP/GFR: SS or C.
A study of the major works of the Enlightenment in Western Europe. The literature and philosophy of the Enlightenment are examined within the political and social history of the 18th century. Readings include Voltaire, Rousseau, Hume and Kant. Prerequisites: HIST 100, HIST 110, or HIST 111, plus junior/senior status or permission of the instructor. HISt 470 tudor Stuart Britain. [3] An introduction to British politics, society, economy, religion and culture during
278 HIST / HONR

tion, and the founding and development of the two Germanies. Emphasis is on the development of economic and military strength, political and social upheaval, cultural responses to war and role of Nazism in modern German history. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 485 russia to 1900. [3]
building and international competition in the 19th century. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 488 europe, 1914 to the Present. [3]
HISt 495 Seminar in american History. [3] Special topics course. Intensive study and discussion of the historical literature on a particular issue, problem or period of American history. Topic will be announced in advance by the instructor. notes: Open to junior/senior majors or others by special permission of the instructor. May be repeated for credit. HISt 496 Historical research. [3]
GEP: WI.
HISt 499 Honors thesis in History II. [3] Research and writing of honors thesis in history. HIST 498 and 499 comprise a two-semester sequence and are part of the departmental honors program. notes: To be taken in the senior year. For further information on HIST 498, 499 and on the Honors Program in history, inquire at the departmental office.
A history of Russia from its origins to the end of the 19th century. Topics covered include Kievan Russia, the rise of Muscovy, the reforms of Peter the Great, the evolution of society under Peters successors, the golden age of Russian culture and industrialization, and the development of the revolutionary movement. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 486 Soviet History on trial. [3]
The history of Europe from the outbreak of World War I until the present. Emphasis on the origins and the social and political impact of the two world wars, the Russian Revolution, the rise of fascism in inter-war Europe, and the decline and the division of Europe after 1945, as well as its more recent revival and developing unity. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 490 Honors - Selected topics in History. [3] Topics to be announced each semester offered. Prerequisites: Honors College student status and any 100level social science course, junior/senior status or permission of the instructor. notes: Repeatable once for credit if different topic offered. HISt 493 Seminar in european History. [3] Special topics course. Intensive study and discussion of the historical literature on a particular issue, problem or period of European history. Topic will be announced in advance by the instructor. notes: Open to junior/senior majors or others by special permission of the instructor. May be repeated for credit. HISt 494 Seminar in World History. [3] Special topics course. Intensive study and discussion of the historical literature on a particular issue, problem or period of world history. Topic will be announced in advance by the instructor. notes: Open to junior/senior majors. Others by special permission of the instructor. May be repeated for credit.
Honors
Honr 100 Honors Forum. [2] This course introduces students to the academic methods and tradition and to the pursuit of excellence. Students will interact with campus researchers and creative artists, participate in service learning and development, acquire research and study skills applicable to their future endeavors, and reflect upon what it means to be a full member of a community of learning. notes: This course is required of all Honors College students in their first fall semester. Honr 201 Methods and Materials of research. [3] Research is an integral part of all academic endeavors. This course will provide students with the opportunity to develop both research skills and a knowledge of major library resources in different fields by researching a topic in an interdisciplinary manner. Students will learn to use print and electronic resources, including online scholarly indexes and the Internet. Students will be required to develop a search strategy to select appropriate sources, evaluate identified material, produce an annotated bibliography on their topic and present their experiences to the class. Prerequisites: Membership in the Honors College or permission of the college and the instructor.
Historical methodology with respect to research, organization and preparation of materials. Written and oral reports and a research paper are required. The course is oriented around a specific topic in American history, to be chosen by individual professor. Prerequisites: HIST 201 and junior/senior status or permission of the instructor. notes: Normally taken in the junior or senior year by history majors. HISt 497 Historical research. [3] Historical methodology with respect to research, organization and preparation of materials. Written and oral reports and a research paper are required. The course is oriented around a specific topic in European and world history, to be chosen by individual professor. Prerequisites: HIST 201 and junior/senior status or permission of the instructor. notes: Normally taken in the junior or senior year by history majors. HISt 498 Honors thesis in History I. [3] Research and writing of honors thesis in history. HIST 498 and 499 comprise a two-semester sequence and are part of the departmental honors program. (For further information on HIST 498, 499 and on the Honors Program in history, inquire at the departmental office.) notes: To be taken in the senior year.
Students try four important cases in Soviet history and examine the full range of 20th century Russian history: radical socialism and the Russian Revolutions of 1917, the socialist social and cultural experiments of the twenties, the Stalinist Revolution, World War II, the Khrushchev Thaw, Brezhnevera stagnation, the Gorbachev experiment, the collapse of the Soviet Union, and aftermath. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of the instructor. HISt 487 europe, 1815-1914. [3]
An examination of European history from the Congress of Vienna, which ended the Napoleonic Wars, until the eve of World War I. Emphasis will be placed on the impact of the Industrial Revolution on social classes, ideologies, gender roles, cultural trends, nation- and empireUndergradUate Catalog
HONR / HUM / INDS

Honr 210 the great Books I. [3]
279
An introduction to the great books of world literature, religion, philosophy, history, and science from ancient times to the present day. This course will include readings from such works as the Bible, the Bhagavad-Gita, Confucius, Homer, Plato, Dante, Machiavelli and Shakespeare. Honr 211 the great Books II. [3]
apply the concepts and skills they develop to actual experiences in community service. Prerequisites: Permission of the Shriver Center and permission of the Honors College. notes: Graded P/F. Honr 400 Honors Independent Study. [1-4] Independent study or research under the guidance of a faculty mentor. Course guidelines are available in the Honors College. Prerequisites: Junior standing and permission of the Honors College. notes: This course is repeatable for a maximum of eight credits. Honr 410 Honors Internship. [3] This course offers academic credit for an internship or other applied learning experience. For each credit hour, student interns perform three hours per week of supervised tasks for a business, government or non-profit agency. Internships are individually arranged with the sponsoring agency under the supervision of the Shriver Center. Prerequisites: Permission of first the Shriver Center and thereafter the Honors College is required. notes: This course is repeatable for a maximum of six credits. Honr 490 Senior Honors Project. [3-4] A formal research paper, an extended essay, a report of experimental research, a performance or a portfolio of creative work that represents the outcome of an independent project by a member of the Honors College. Permission to register will be granted after the student submits a written proposal describing the proposed Honors project, which then is approved and signed by the faculty mentor and the Honors College course director. Prerequisites: Senior standing and permission of the Honors College.
Humanities
HUM 120H Introduction to the Study of the Humanities I. [4]
GEP/GFR: Meets AH.
A second semester course on the great books of world literature, religion, philosophy, history and science. The course will include readings from such authors as Molihre, Swift, Basho, Darwin, Tolstoy, Dickinson and selected modern writers. Although this course continues work begun in HONR 210, it is designed so that students can easily enter HONR 211 without having taken HONR 210. Honr 300 general Honors Seminar. [3] A significant interdisciplinary theme will be examined under the direction of a UMBC faculty member or an expert guest instructor. Seminar topics will vary from semester to semester. Prerequisites: Membership in the Honors College or permission of the college and the instructor. notes: Students may repeat this course for credit Honr 390 reflections on Community Service. [3] This course provides opportunities for reflection on the principles and techniques of community service. It introduces students to basic methods of community service; offers background in the cultural, political and social contexts of community service; and serves as a forum for discussion of issues surrounding civic engagement and social responsibility. Students will
Part I of a two-semester honors course devoted to an exploration of various aspects of the humanities. The course will consist of substantial reading, discussion and writing based on works of literature, history, cultural studies, philosophy and the arts of Western and non-Western cultures. Fieldtrips and attendance at the Humanities Forum are an integral part of the course. Team-taught by professors from two disciplines. Prerequisites: Acceptance into the Humanities Scholarship Program. HUM 121H Introduction to the Study of the Humanities II. [4]
GEP/GFR: Meets AH.
ties by examining issues that have common relevance, such as Realism, Modernism, environmentalism, eroticism, censorship, pornography, multiculturalism and Postmodernism. Through significant learning experiences, images and texts will be analyzed and discussed, and historical perspectives will be provided. Opportunities will be provided for students to examine original materials and become acquainted with primary sources.
Interdisciplinary Studies
IndS 330 Ways of Knowing. [3] How can the insights from various disciplines inform our understanding of difficult issues? This course explores the methods of different academic disciplines and their implications for an interdisciplinary understanding of complex problems. Each year students will examine a compelling issue (e.g., AIDS, energy policy) by integrating the contributions of several disciplines. Students will develop skills in interdisciplinary research and problem solving, oral and written communication, and in integrating diverse perspectives. Prerequisites: First-year seminar or junior standing and by permission only. IndS 330H Ways of Knowing (Honors). [3] See description for INDS 330. Prerequisites: First-year seminar or junior standing and by permission only. IndS 400 Independent Study. [1-3] Independent study or research. Prerequisites: Junior standing, by permission only. notes: No more than 12 credits may be awarded for independent studies, and requests for more than six credits must be approved by the director of the Interdisciplinary Studies Program.
Part II of a two-semester honors course devoted to an exploration of various aspects of the humanities. The course will consist of substantial reading, discussion and writing based on works of literature, history, cultural studies, philosophy and the arts of Western and non-Western cultures. Fieldtrips and attendance at the Humanities Forum are an integral part of the course. Team-taught by professors from two disciplines. Prerequisites: Acceptance into the Humanities Scholarship Program. HUM 250 Interdisciplinary Studies in the Humanities. [3] Selected interdisciplinary topics in the humanities. Topics to be announced each semester. notes: May be repeated for credit with permission of the instructor. HUM 260 Issues in Photography and the Humanities. [3]
This course will explore the relationships between photography and the humani-
280 INDS / IS
IndS 400H Honors Independent Study. [1-3] Independent study or research. Prerequisites: Junior standing, by permission only. notes: No more than 12 credits may be awarded for independent studies, and requests for more than six credits must be approved by the director of the Interdisciplinary Studies Program. IndS 410 Internships. [1-3] Internships are encouraged in interdisciplinary studies. Students may request up to six credits of internship experience. Requests for more than six credits must be approved by the director of the Interdisciplinary Studies Program. Prerequisites: Junior standing, by permission only. IndS 430 Seminar in Interdisciplinary Studies. [3] A seminar designed to examine the integrative nature of interdisciplinary studies through readings, discussions and class presentations on important topics that cut across academic disciplines. Prerequisites: By permission only. notes: Required of all students majoring in interdisciplinary studies. Open to other majors with approval of instructor. IndS 430H Honors Seminar in Interdisciplinary Studies. [3] A seminar designed to examine the integrative nature of interdisciplinary studies through readings, discussions and class presentations on important topics that cut across academic disciplines. Prerequisites: By permission only. notes: 430H is required of departmental honors candidates; open to other majors with approval of the instructor. IndS 480 Capstone Project Seminar. [1] This seminar is designed to prepare students for INDS
490: Capstone Project in Interdisciplinary Studies. With consultation from faculty advisors, students will develop and submit a proposal for a capstone project. Strategies for doing interdisciplinary research and designing a cohesive, integrated, manageable project will be discussed. Prerequisites: INDS 330, by permission only. notes: Required for all interdisciplinary studies students. IndS 490 Capstone Project in Interdisciplinary Studies. [3] An independent study or other creative effort demonstrating the accomplishment of the approved objectives in the students interdisciplinary studies proposal. Permission to register will be granted from the Interdisciplinary Studies Office after the student submits a written statement describing the capstone project, which has been approved and signed by the faculty advisors. Prerequisites: INDS 480, senior standing, by permission only. notes: Required for all interdisciplinary studies students. IndS 490H Honors Final Capstone Project in Capstone Studies Interdisciplinary Studies. [4] See INDS 490. Prerequisites: Senior standing and by permission only. notes: Required of departmental honors candidates.
IS 125 Information Systems logic and Structured design. [3] This course teaches the development of well-structured solutions to various programming applications as a preparation for programming language courses. Concepts of data representation, handling and physical/logical interface are emphasized. Various logical and mathematical tools for problemsolving are introduced. IS 147 Introduction to Computer Programming. [3] This course introduces the basic principles and techniques involved in computer programming and computing. Methods of algorithm development, program development and program design are taught using an object-oriented programming language. Projects are geared toward those typically encountered in the information systems field. Prerequisites: IS 101 recommended. IS 199 Service- learning and Information Systems. [1] This service-learning experience is for all levels of students providing ISrelated support for community organizations. The course has a co-requisite of PRAC 096 which needs to be arranged through the Shriver Center prior to registering for IS 199. Corequisites: PRAC 096. notes: Course may be repeated for a maximum of six credits. IS 202 Systems analysis Methods. [3] Overview of the system development life cycle. Emphasis on current system documentation through the use of both classical and structured tools/techniques for describing process flows, data flows, data structures, file designs, input and output designs and program specifications. Discussion of the information gathering and reporting activities and of the transition from analysis to design. Prerequisites: IS 101.
IS 246 topics in Programming languages and tools. [3] This course will introduce a high-level programming language or a development tool. The specific language or tool may vary and more than one may be offered (the letter suffix will be used to distinguish them). Prerequisites: One semester of programming. notes: This course may be repeated when the language or tool is different. IS 246 counts as a third semester of programming for the IS BS majors. IS 247 Computer Programming II. [3] This second course in a sequence continues the development of programming and problem-solving skills, focusing on topics such as: lists, searching and sorting, sets, stacks, queues, trees and an introduction to analyses of algorithm time and space requirements. Prerequisites: IS 147. IS 295 Introduction to applications Programming. [3] Introduces the development of business-oriented application programs, using case studies to stress the principles of good program design. Application software includes, but may not be limited to, Microsoft Office. Prerequisites: IS 101 and 125 or their equivalents or permission of the instructor. notes: Not intended for IS B.S. majors. IS 298 Special topics in Information Systems. [1-3] A topic at the intermediate level that deals with the design, implementation or post-installation review of information processing systems. Prerequisites: Permission of instructor.
Information Systems
IS 101 Introduction to ComputerBased Systems. [3] An overview of computer information systems. This survey course introduces computer hardware, software, procedures, systems and human resources, and it explores their integration and application in business and other segments of society. The fundamentals of computer problem-solving and programming in a higher-level programming language are discussed and demonstrated.
IS
IS 300 Management Information Systems. [3] An overview of management information systems (MIS), including the development of transaction processing systems and their relationship to management reporting systems. The course objectives include developing an understanding of the purpose, functions, components and applications of transaction processing systems and management reporting systems in private and public organizations, and describing and evaluating policies for information resource management. Prerequisites: IS 101 or permission of the department. IS 303 Human Factors in Computer System design. [3] This course provides a survey of human factors and human computer interaction relevant to the design and use of information systems. It describes the contributions of information systems, computer science, psychology, sociology and engineering to human-computer interaction. Emphasis is placed on human factors theories, human information processing concepts, interaction design approaches and usability evaluation methods. Application areas and current research are also reviewed. Prerequisites: IS 202 or IS 300. IS 304 ethical Issues in Information Systems. [3]
GEP/GFR: Meets AH.
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IS 310 Software and Hardware Concepts. [3] A survey of technical topics related to computer systems with emphasis on the relationships between hardware architecture, system software and applications software. The architecture of processors and storage systems are explored, and the implications for systems software design are covered, along with the impact of hardware and system software design on the development of application programs in a business environment. Prerequisites: One semester of programming and calculus placement. IS 317 accounting Information Systems. [3] This course examines accounting systems concepts and technologies, transaction processing systems and the control of accounting information. The roles and uses of technology will be explored in regard to accounting systems design, financial and processing controls, performance evaluation and information security. Prerequisites: ECON 122. notes: Also listed as ECAC 317. IS 325 Management Science. [3] A survey of the concepts and techniques of management science, including decisionmaking tools, mathematical programming, networks and operations management and simulation. Prerequisites: Calculus and IS 300 or permission of instructor. IS 350 Business Communications Systems. [3] A survey of business data communications for end users of computer networks. Students will gain a basic understanding of the features, operations and limitations of different types of communications and network systems. Topics covered include: fundamentals of data and signals, telecommunications systems,
wired and wireless media, error control, local-area networks, wide-area networks, the Internet and network security. This course will provide the student the knowledge and ability to interact with the system professional administering these areas. Prerequisites: IS 300. notes: Open to B.A. students only. IS 352 Women, gender and Information technology. [3]
GEP/GFR: Meets SS.
that encompass the field of information systems that have been encountered through other courses in the program. Prerequisites: ENGL 100 plus one IS 200-level course. IS 387 Web Content development. [3] This course focuses on the creation and organization of Web content that meets the information needs of endusers and serves the communication purposes of the sites sponsors or creators. Students will learn how to analyze the information architecture, navigation, audience and usability of good and bad Web sites; conduct online research about best practices; talk with Web content developers from a variety of fields; and develop the Web content plan for a site. Prerequisites: ENGL 393, 391 or permission of the instructor. notes: This course does not fulfill the requirement for a third semester of programming for the IS B.S. IS 399 Cooperative education in Information Systems Management. [1-3] This course provides the opportunity for IS majors to earn academic credit while employed in a professional position under the Cooperative Education Program. The course is repeatable to a maximum of six credits for a second co-op assignment. Course grading is P/F only, based on the student meeting the requirements of the Office of Professional Practice and an acceptable performance evaluation from the employer. Prerequisites: Admission to the Cooperative Education Program. IS 400 Individual Study in Information Systems. [1-3] Course open to IS majors only. Students considering enrolling in this course are encouraged to meet with the faculty member coordinating the individual study to determine the course requirements
This course examines important issues concerning women, gender and information technology (IT). Students will consider such topics as the history of womens involvement with IT; how women are impacted by technology; how women and girls fare in the educational setting as well as online; and the way gender intersects with IT in relation to other dimensions of womens experience, such as race, class and age. Students will connect issues relevant to women and IT to their own career choices, interact with women in the IT field and utilize technology for research and presentation. Prerequisites: A prior course in computer science, information systems or gender and womens studies. notes: Also listed as CMSC 352 and GWST 352. IS 369 research Seminar: Writing in Information Systems [3] This seminar course introduces students to current research writing in the fields related to Information Systems. Students will be required to read examples of current research publications in order to improve their professional analytical, communications and interacting skills. The course is designed to improve students skills through reading and critiquing the IS literature, preparing written reviews of journal articles, making presentations and interacting collaboratively. The content areas for this work will relate to the broad topical areas
A survey course that reviews the ethical impact of information systems and related technology throughout the world. The course examines the policy issues that relate to the use of information systems, such as persona, privacy, rights of access, security, transborder data flow and confidentiality. Prerequisites: Any 300-level IS course. notes: Credit will not be given for both IS 304 and PHIL 252.
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and their IS advisor to determine if the course fits their needs. notes: Repeatable for a maximum of six credits. IS 403 User Interface design. [3] A second-semester human computer interaction course in which the student will have the opportunity to apply the user interface theories, guidelines and principles presented in the introductory course. The goal of the course is for the students to follow the complete systems development life cycle in analyzing, designing, developing, implementing and evaluating an interactive user interface. Course activities include producing project milestone deliverables, developing a design report, coding an interactive interface and conducting a formal interface evaluation. Prerequisites: IS 303. IS 410 Introduction to database design. [3] This course introduces the student to the process of database development, including data modeling, database design and database implementation. Students learn basic interactive SQL for both data definition and queries. Students practice design skills by developing a small database project. Prerequisites: Completion of the IS B.S. gateway. IS 413 gUI Systems Using Java. [3] This course introduces the student to graphical user interface systems using the most current version of Java. Students will learn to implement a series of interactive stand-alone or Web-based interfaces. Event handling and multi-threaded Java programs will be studied. Image and data transmission via the Internet will be presented. Students will read articles from the current research literature that offer guidelines in interface design. Familiarity with UNIX file and directory manipulation is recommended. Prerequisites:
IS 247 or CMSC 201. notes: Permission of the department is required. IS 417 Information Systems for auditors. [3] Information Systems Auditing involves the examination of controls within an organizations IT infrastructure. Formerly known as an EDP Audit, the IS Audit involves collecting and evaluating evidence about an organizations systems, practices and operations. This course covers methods and outcomes of those procedures as well as the impact and implications involving controls mandated by governmental agencies. Prerequisites: ECAC 321 and IS 300. notes: Also listed as ECAC 420. Credit will not be given for both IS 417 and ECAC 420. IS 420 database application development. [3] The course offers hands-on experience for developing client/server database applications using a major database management system. Students learn how to create and manipulate database objects, including tables, views and sequences; develop program units using SQL; and implement client applications such as forms and reports. The course provides students with firsthand experience developing prototype client/server applications. Prerequisites: IS 410. IS 425 decision Support Systems. [3] This course provides an overview of theoretical and organizational aspects of decision support systems (DSS), including descriptive and prescriptive decision-making concepts, individual and group decision support systems, and executive information systems. Management of DSS within the end-user environment also is discussed. Projects using DSS software are required, and case examples are discussed. Prerequisites: IS 410 and ECAD 210. IS 325 is strongly recommended.
IS 427 artificial Intelligence. [3] This course will provide an introduction to, and handson experience with, several artificial intelligence (AI) techniques. It will begin with the concepts and design of knowledge-based systems; the students will identify the issues arising in the design of rule-based systems. Machine learning, particularly neural network topologies will be introduced. The class also will include a discussion of recent advances in AI, including intelligent agents, natural language processing, evolutionary computing and case-based reasoning. Prerequisites: IS 425. IS 428 data Mining: techniques and applications. [3] Data mining is the exploration and analysis of large quantities of data in discover hidden and meaningful patterns. Students will learn both how data mining techniques work and how to apply data mining to various business and organizational contexts in this course. Students will gain an in-depth understanding of how data mining is changing the way businesses understand their customers and make decisions. Prerequisites: IS 410 and STAT 351. IS 430 Information Systems and Security. [3] A survey course relating to the establishment and maintenance of a practical information security program. The security implications of databases, telecommunications systems and software are examined, as are techniques to assess risks and to discover abuses of systems. Prerequisites: IS 300 and IS 310. IS 432 Computer Viruses. [3] Through a review of the current literature, a survey of state-of-the-art software tools and an examination of actual microcomputerbased viruses, the course is
intended to prepare students for the eventuality of having to protect their machines and data against the increasingly common threat of viruses. Prerequisites: IS 300 or permission of the instructor. IS 434 the evolution of Modern Information Systems. [3] This course examines the impact of information systems on nearly every aspect of life in the United States and other countries. It traces the developments that have made this situation possible, especially those changes following the release of the personal computer and the rise of networking. Included are topics relating to the increasing reliance on information systems within the economic and social context of the computer revolution. Prerequisites: IS 300 or permission of the instructor. IS 436 Structured Systems analysis and design. [3] A capstone course involving advanced study and application of structured analysis and design methods throughout the system life cycle. Emphasis is given to the common approaches for gathering requirements, modeling, analyzing and designing information systems. Managing the complexity of system development projects also is addressed. These skills are applied via a semester-long, team-based, field research project. Prerequisites: IS 410. IS 437 applied Systems design. [3] Applied Systems Design extends material from IS 436 and allows students to apply material from IS 436 in project teams to create a working Information System. Emphasis is on real-world requirements and constraints. Students may have to sign non-disclosure forms if involved in projects sponsored by organizations providing design opportunities. Prerequisites: IS 436. Corequisites: IS 438 is recommended pre- or corequisite.
IS
IS 438 Project Management. [3] A course covering the manner in which a system project is planned, scheduled and controlled during a projects life. The use of project management techniques such as PERT (Project Evaluation and Review Technique) and Gantt charts will be examined in depth, as will be other techniques of planning, scheduling and controlling projects. Prerequisites: IS 300. IS 439 advanced Project Management. [3] Advanced Project Management is a seminar style course that focuses on extending students project management skills by actively engaging in existing and proposed projects through a case studies approach. Students will take a critical approach to creating and evaluating modern Information Systems projects with the goal of bringing current practice in line with recent research in the field. Prerequisites: IS 438. IS 440 Integrating technology into Business Processes. [3] Office information and decision support systems are examined as emerging and critical elements in business data and information systems. Emphasis is given to information processing considerations at the systems level, including analysis and management of support activities such as data and records management, electronic filing and retrieving systems, word processing, micro- and repro-graphics, and (tele) communications. The course includes discussion of person/machine interfaces and appraisals of current and future technological trends and their impacts on data processing and office equipment. Pre- or corequisites: IS 350. IS 448 Markup and Scripting languages. [3] This course covers the history, theory and practice of markup languages and their associated scripting languages. The markup languages SGML, XML and HTML, along with the standard scripting language ECMAScript (JavaScript), are included along with the document object model. Prerequisites: CMSC 201 or equivalent. IS 450 data Communications and networks. [3] This is an introductory survey course in data communications and networking. It surveys basic theory and technology of computer networking. A single networking protocol stack also is covered in depth. Prerequisites: Completion of the IS B.S. gateway. IS 451 network design and Management. [3] This course covers implementation and administration of enterprise networking and distributed applications. It includes readings and case studies on middleware, network architecture for distributed applications and selected technologies to support enterprise systems. Prerequisites: IS 450. IS 451M lan Management Using Microsoft. [3] A hands-on course using the latest version of the Microsoft server, which covers the design, building, management, security and technical issues involved in a local area network. Preor corequisites: IS 451. IS 451n lan Management Using novell netware. [3] A hands-on course taught in a computer classroom using the latest version of Novell Netware covering the design, building, management, security and technical issues involved in a local area network. Pre- or corequisites: IS 451. IS 451U lan Management Using Unix. [3] A hands-on course taught in a computer classroom in UNIX operating system management and networking. The design, building, management, security and technical issues involved in a local area network will be covered. Pre- or corequisites: IS 451. IS 451W Server-Side Web Systems. [3] A hands-on course covering the design, development, and management of application servers with web interfaces. Pre- or corequisites: IS 451. IS 452 Internetworking. [3] This course covers network routing and other topics in internetworking. This will be a project-oriented course that will consist of lectures and hands-on laboratory experience creating projects that simulate real-world networks. Prerequisites: IS 450. IS 454 Survey of telecommunications. [3] This course examines the design and management issues in communications beyond the local area, including wide-area networks, high speed data transfer, integrated voice and data communications, distributed processing and internetworking. Prerequisites: IS 450 IS 456 telecommunications Policy. [3] This course presents and discusses current telecommunications policy issues based on technological advances and both national and international regulatory developments. The course provides a background in the development and progression of telecommunications regulation and discusses
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the impact of such policies on various segments of the telecommunications industry. Prerequisites: IS 450. IS 460 Health Care Informatics I. [3] The focus of this course is on health care information systems. Examples of topics covered include: requirements and design, providers and payers, regulations, e-commerce, privacy and security, personnel and vendors, knowledge and diffusion. Prerequisites: IS 300. IS 461 Health Care Informatics II. [3] The focus of this course is on advanced topics in health care information systems. Examples of topics include e-commerce standards, government regulation of privacy and security, and cancer information systems. Prerequisites: IS 460. IS 464 telemedicine in trauma Care. [3] This course addresses topical issues of telemedicine in prehospital and trauma care. It covers issues in designing, developing, deploying and evaluating telemedicine systems; research methodologies, including field and laboratory experimentation; and the role of information technologies in supporting team coordination in trauma care from the accident scene to the emergency room. Students will be exposed to the ongoing telemedicine research projects and state-of-the-art telemedicine systems at the Shock Trauma Center. Prerequisites: IS 461. IS 469 Senior Project in Information Systems. [1-3] This course is designed to help a student synthesize material learned in other courses by applying it to a project in the students area of interest. It is open to IS majors by permission of the department. It will consist of an independent study/
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research project directed by a faculty member or a workrelated internship experience focused on computer systems in a setting appropriate to the students interests under the supervision of a faculty member. Prerequisites: Senior standing, two or more IS courses at the 400 level or permission of the department. notes: Repeatable to a maximum of six credits. IS 474 legal aspects of Information Systems. [3] This course focuses on the legal issues surrounding the use and misuse of computer-stored information and copyrights and piracy of computer software. Prerequisites: IS 300. IS 498 Special topics in Information Systems. [1-3] Topics in the design and implementation of information processing systems. Prerequisites: Permission of instructor. notes: Repeatable when topics differ. JdSt 201 Judaism in the time of Jesus and Hillel. [3]
GEP/GFR: AH or C.
This course surveys the history of Judaism and the Jewish people from the onset of Hellenism through the second Jewish revolt against the occupation by the Roman Empire. This formative period in the history of Judaism, of early Christianity and of Jewish-Christian relations is interpreted in light of extant primary and secondary literary and archaeological sources. notes: Also listed as ANCS 220 and RLST 202. JdSt 230 Introduction to the Bible (tanaKH). [3]
GEP/GFR: AH or C.
and the United Nations, the emergence of new centers in Europe and Israel, Jews in the former Soviet Union, Jewish identity struggle in America and post-Holocaust thought. notes: Also listed as HIST 274 and RLST 274. JdSt 290 topics in Judaic Studies. [3] Topics will be announced each semester. notes: May be repeated for credit. JdSt 310 Modern Israel: the land, Its People, Culture and Society. [3]
GEP/GFR: SS or C.
Junior standing or consent of the instructor. notes: Recommended: JDST 274. JdSt 321 Jewish Writing in World literature. [3]
GEP/GFR: C.
An examination of the structure and content of the Jewish Bible (the Torah, the Prophets and the Writings). Topics include the Bibles historical and socio-cultural background, translations, exegesis, and classical and contemporary commentaries. Prerequisites: JDST 100 or the consent of the instructor. JdSt 273 History of the Jews in Modern times, From the Middle ages to 1917. [3]
GEP/GFR: SS or C.
A multidisciplinary study of the historical background and current issues in the modern state of Israel. Topics may include physical and cultural geography; population demographics; immigration and absorption; religious and ethnic diversity; social and political structures; the economy and economic institutions, including the Kibbutz and Moshav; the Israeli educational system and Israeli international relations. JdSt 311 Modern Israel in Film. [3]
This course will study the development of modern Jewish writing from its beginnings in the Yiddish works of Eastern Europe through its diasporic extension into Western Europe, North Africa, Latin America, North America and Israel. Special attention will be given to the analysis of Jewish humor, in literature as well as other cultural forms, from the novels of Sholom Aleichem to the films of Woody Allen. Jewish literary responses to the Holocaust also will be discussed. The course will emphasize the cross-cultural nature of Jewish diasporic writing in its attachment both to common Jewish traditions and to diverse national, historical, geographical and linguistic contexts. notes: Also listed as MLL 321. JdSt 323 Survey of Modern Hebrew literature.
GEP/GFR: AH or C.
Judiac Studies
JdSt 100 Introduction to Judaic Studies. [3]
GEP/GFR: AH or C.
A survey of the Judaic experience and expression, including varieties of religious expression, philosophical issues, literary and artistic dimensions, the role of Jewish law and the contemporary status of Jewish intellectual activity. JdSt 200 Israel and the ancient near east. [3]
GEP/GFR: AH or C.
Political and socioeconomic forces at work in Europe and within the Jewish community during this period. Hassidism and enlightenment, emancipation and reform. The French and Russian revolutions. Jewish existence in Eastern Europe. Zionism and Aliyah. notes: Also listed as HIST 273 and RLST 273. JdSt 274 Contemporary Jewish History: 1917 to the Present. [3]
GEP/GFR: SS or C.
From its founding to the present, films (features and documentaries) about Israel have shaped public opinion and been molded by it. The course explores issues and problems addressed by these films and those that have been ignored. Prerequisites: One of the following: JDST 100, 274, 310, or consent of the instructor. JdSt 320 literature of the Holocaust. [3] An examination of the experiences of the Holocaust through works of poetry, drama, autobiography and/or the novel. Most of the selections relate the Holocaust as it was experienced, after the writers translated those experiences into art, including film and video, making their personal tragedies into recognizable truths. Prerequisites:
A survey of various forms of Hebrew literature in English translation from throughout the world since the 19th century. In addition, modern Hebrew literature is compared to, and contrasted with, pre-modern Hebrew literature and Yiddish literature. Prerequisites: An English or world literature course in any language at the 200 level or above or consent from the instructor. notes: Also listed as MLL 323. JdSt 330 Jewish ethics. [3] An examination of the sources on Jewish ethics; Jewish ethical analyses of issues in medicine, business, sexual behavior and politics; Jewish approaches to dilemmas raised during the Holocaust. Prerequisites: JDST 100 or PHIL 150 or consent of the instructor.
A survey of the cultures of the ancient Near East including Assyria, Persia and especially the development of ancient Judaism. notes: Also listed as ANCS 200 and RLST 201.
Jewish civilization in the 20th century, with attention to inter-war years, the attempted destruction of European Jewry in World War II and the resistance of the Jews. Postwar issues are examined, including the Allies
JDST / JPNS / KORE

JdSt 340 origins of anti-Semitism. [3]
GEP/GFR: AH or C.
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The evolution of anti-Jewish sentiments in the pagan and later Christian world are examined, along with images of the Jew as evil, devil consort and Christ-killer, and the development and spread of myths about Jews, such as their involvement in well-poisonings, the blood libel and host desecration. Study of the changes in beliefs in the modern era includes analysis of how pseudoscientific race theories produced the modern phenomena of antiJudaism and anti-Semitism. JdSt 370 the History of the Jews in the United States. [3]
GEP/GFR: Meets SS.
tion. Prerequisites: One of the following: HIST 102, JDST 274 or JDST 370 or permission of the instructor. notes: Also listed as HIST 377. JdSt 373 History of the Holocaust. [3]
GEP/GFR: SS or C.
The history of the Jews in the United States from the earliest settlements to the present. The course focuses on political, economic, religious and cultural developments, anti-Semitism and the rise of American Jewry to a position of leadership and responsibility in the world Jewish community. Special emphasis is placed on comparing and contrasting the American-Jewish historical experience with prior Jewish historical experiences in Europe. Prerequisites: One course in American or European history or permission of instructor. notes: Also listed as HIST 370. JdSt 371 the american Jewish experience in Film. [3]
GEP/GFR: Meets SS.
An interdisciplinary examination of the attempted destruction of the Jews of Europe and their culture, as well as the persecution of others on the basis of physical and emotional disabilities, ethnicity, politics, religion and sexual orientation at the hands of the Nazis and their collaborators during WWII. The course will briefly survey the migration of Jews to Europe, the history of anti-Semitism and scientific racism the circumstances in Europe that allowed the rise of the National Socialist movement and the pre-WWII Nazi policies of discrimination. It then will focus on the perpetrators, victims and bystanders of the Final Solution and conclude with an analysis of the legacy of the Holocaust. Prerequisites: Any 100level social science course or junior/senior status. notes: Also listed as HIST 373. JdSt 390 topics in Judaic Studies. [3] Topics will be announced each semester. notes: May be repeated for credit. JdSt 400 Special Study or Project in Judaic Studies. [1-3] Tutorial or independent study, archival or empirical research, or field placement. notes: May be repeated for credit. JdSt 410 dynamics of the arab-Israeli Conflict. [3] The course starts with a focus on the development of the Arab-Israeli conflict from its beginnings in the period when Palestine was controlled by the Ottoman Empire. The growth of Arab nationalism and Zionism will be compared, as will the conflicting promises made by the British to both Zionists and Arab nationalists
during World War I. Next is a review of British rule over both Arabs and Zionists during the Palestine Mandate. The second half of the course is an examination of the Arab-Israeli wars since 1948, the Camp David and Oslo peace processes, the Al-Aksa Intifadah and developments since then. The conflict is analyzed against the background of great power intervention in the Middle East, and the dynamics of intra-Arab politics, political Islam and oil. Prerequisites: One of the following: JDST 274, 310, POLI 280 or 373. notes: Also listed as POLI 485. JdSt 463 Jews, Christians, and Muslims in the Middle ages. [3] This course examines moments of contact and conflict between the three major monotheistic faiths of the medieval period: Judaism, Christianity, and Islam. Topics will include an examination of the scriptural foundations of the three faiths and their influence on topics such as law, violence, conversion, ritual, and legend. The course provides an overview of how individuals and leadership within the three faiths interacted with each other. Prerequisites: HIST/JDST/RLST 100- or 200-level course and Junior standing or permission of the instructor. notes: Also listed as HIST 463 and RLST 463. JdSt 490 topics in Judaic Studies. [1-4] Topics, prerequisites and the number of credits will be announced each semester. notes: May be repeated for credit.
and reading introduced and used extensively throughout the course. JPnS 102 elementary Japanese II. [4]
Continuation of JPNS 101. Emphasis on extending skills in spoken Japanese within the context of reallife situations. Reading and writing skills also addressed along with the introduction of Katakana. Prerequisites: JPNS 101 with a grade of C or higher or equivalent. JPnS 201 elementary Japanese III. [4]
The concluding semester of the elementary language sequence. Emphasis on developing communicative language skills and formal knowledge of grammar in listening comprehension, reading, speaking and writing. Kanji characters incorporated in addition to Hiragana and Katakana syllabaries. Prerequisites: JPNS 102 with a grade of C or higher or equivalent. JPnS 202 Intermediate Japanese I. [4]
This course explores the experiences of Jews in 20th-century America as portrayed in film through various themes that have helped to shape American Jewish identity. By examining cinematic representations in light of historical background, students will evaluate stereotypes and fictional images presented of Jews. Students will acquire critical movie viewing skills, as well as insight into the contemporary popular Jewish imagina-
The introductory semester of the intermediate Japanese language sequence. Greater emphasis on formal knowledge of grammar and reading and writing skills. Extension of communicative language skills in social situations. Further development of knowledge of Japanese culture and society. Prerequisites: JPNS 201 with a grade of C or higher or equivalent.
Korean
Kore 101 elementary Korean I. [4]
Japanese
JPnS 101 elementary Japanese I. [4]
An introduction to Japanese language and culture. Comprehension and basic speaking skills are emphasized. Hiragana writing
An introduction to Korean language and culture through a communicative approach. Language is learned in a thematic context based on real-life situations. Students will be introduced to the
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Korean alphabet, grammatical aspects and commonly used phrases in communicative situations. Aspects of everyday life, work and leisure activities and customs and traditions will also be introduced. Kore 102 elementary Korean II. [4]
culture from an intercultural perspective. Prerequisites: KORE 201 with a grade of C or better or equivalent.
latn 321 Prose Composition and grammatical review. [3] Prerequisites: LATN 201 or equivalent. latn 331 tibullus, Propertius, ovid. [3]
latn 402 Special author Seminar. [3] The author to be studied will be assigned by the instructor. Prerequisites: LATN 201 and permission of department.
latin
latn 101 elementary latin I. [4]
linguistics
lIng 190 the World of language I. [3]
GEP/GFR: Meets AH.
This course is the continuation of KORE 101. More advanced grammatical concepts will be introduced. Emphasis is on intensive vocabulary building and the development of more complex speaking and writing skills within the context of real life situations. Cultural aspects will include an introduction to Korean business culture and Koreas position in the world community. Prerequisites: KORE 101 with a grade of C or better or equivalent. Kore 201 Intermediate Korean I. [4]
Fundamentals of Latin. Students with two years of high school Latin continue their language in LATN 102. latn 102 elementary latin II. [4]
Elegy in the age of Augustus. Prerequisites: LATN 201 or equivalent. latn 332 Vergil. [3]
Continuation of LATN 101. Prerequisites: LATN 101 or two years of high school Latin. latn 201 Intermediate latin. [4]
Readings in the Eclogues, Georgics and Aeneid. Prerequisites: LATN 201 or equivalent. latn 341 Cicero. [3]
This course is the continuation of the 101-102 sequence. Emphasis is on the communicative aspect. Students will not only use everyday spoken Korean, but will also be introduced to formal interaction in the language. Advanced grammar and short essay writing will also be stressed. In addition, students will be introduced to aspects of Korean culture in greater detail and will begin to read short authentic texts (literary and non-literary). Prerequisites: KORE 102 with a grade of C or better or equivalent. Kore 202 Intermediate Korean II. [4]
Review and reading selections from Caesar, Nepos, Florus, etc. Prerequisites: LATN 102 or three years of high school Latin. latn 301 Selections From roman Historians. [3]
The life and writings of Cicero. Prerequisites: LATN 201 or equivalent. latn 383 History of roman literature I. [3]
Language as a distinctive characteristic of the human species. In this course, we examine the structure of both written and spoken forms of language across cultures, comparing them with animal communication and human gestural systems. We explore languages neurological basis, theories of origin, and first- and secondlanguage learning. notes: Also listed as ENGL and MLL 190. MLL 190 is required for the MLL major. Highly recommended: MLL 191. lIng 210 Introduction to language Structures. [3]
GEP/GFR: AH.
Caesar, Sallust, Livy and Tacitus. Prerequisites: LATN 201 or equivalent. latn 302 roman Comedy. [3]
Lectures and assigned readings on the development of Roman literature. Prerequisites: LATN 201 or equivalent. latn 384 History of roman literature II. [3]
Selections from Plautus and Terence. Prerequisites: LATN 201 or equivalent. latn 311 roman Poetry: Catullus, Horace. [3]
Continuation of LATN 383. Prerequisites: LATN 201 or equivalent. latn 390 the teaching of latin. [3] Intended for students preparing to teach Latin. Prerequisites: LATN 201 or equivalent, admission to teacher education and/or consent of the department chairman of ancient studies. latn 396 Independent reading in latin. [1-3]
An introduction to the relationship between form and meaning across languages and basic notions in phonology, morphology, syntax and semantics. Practical exercises are drawn from a variety of languages. This course and LING 290 are designed as gateway courses to the applied linguistics major. lIng 220 Survey of traditional grammar. [3] A survey of traditional grammar from a linguistic perspective, with focus on the properties of various languages. Topics include the parts of speech (lexical categories), sentence structure, word order, grammatical relations (subject, object, indirect object), thematic relations (agent, patient, theme, goal), case assignment (nominative, accusative, dative, instrumental), tense,
This course is the continuation of KORE 201. The course emphasizes advanced grammar instruction and vocabulary building and will focus on developing more complex speaking and writing skills. More complex authentic texts will be introduced to provide a deeper understanding of Korean
The lyric temper in Roman poetry. Prerequisites: LATN 201 or equivalent. latn 312 Silver age. [3]
Selections from prose and poetry in the era from Tiberius to Hadrian. Prerequisites: LATN 201 or equivalent.
Prerequisites: LATN 201 and permission of department.
LING / MATH
mood, aspect, voice, concord and anaphora. notes: Highly recommended to language students in general. lIng 280 Studies in general linguistics. [3] This course provides an examination of specific issues in general linguistics, with special reference to various languages (including English) and their dialects. notes: Not repeatable for credit. lIng 290 Introduction to applied linguistics. [3] A survey of the many areas in which the study of language intersects with the analysis of social and psychological issues. Readings and discussions on language learning and processing, bilingualism, attitudes toward language varieties, language planning and the structure of everyday conversation. lIng 300 Special Projects in linguistics. [1-3] A directed reading course on an agreed-upon topic. A critical review-of-the-literature term paper is required. Prerequisites: Two LING courses relevant to the project and permission of the instructor. At least one of the LING courses should be on the 300 level. lIng 310 Phonology and Morphology. [3] A survey of sound systems, phonological and morphological processes across a range of languages. The principles of modern phonology and morphology are examined, and phonological and morphological data are analyzed and interpreted within those principles. Prerequisites: LING 210 or permission of the instructor. lIng 320 Syntax. [3] The principles of the scientific description of sentences within the framework of generative grammar. Strong emphasis on the analysis of linguistic data, formulation of hypotheses and scientific argumentation, with special reference to English and other languages. Prerequisites: MLL 190 and LING 210 or permission of the instructor. lIng 330 language in Context. [3] This course examines how language use determines linguistic form, that is, how the shape and meaning of an utterance is contextdependent. Topics may vary from year to year to encompass the range from theory to methodology in language studies. Some likely topics would be speech acts theory, situational semantics, discourse and conversational analysis, and the ethnography of communication. Prerequisites: Upper-division standing, MLL 190 or 191, ENGL 206 or consent of the instructor. lIng 350 Historical linguistics. [3] A study of linguistic variation and change in all realms of linguistic structure: phonology, morphology, syntax, semantics and lexicon. Language typology and genetic affiliation among reconstructions. Extralinguistic causes of language change (both socio-cultural and political). Writing systems and their decipherment. Prerequisites: MLL 190, LING 210 or permission of the instructor. notes: Highly recommended: LING 210. lIng 360 Sociolinguistics and dialectology. [3] Language varieties in their relation to social structures. Geographical and social dialects. Attitudes toward language diversity. Bilingualism and language situations in the world. Prerequisites: One of the following: MLL 190, 191, LING 210 or permission of the instructor. lIng 380 Studies in linguistics. [3] This course focuses on specific issues in a linguistic subfield (e.g., morphophonemics, language and cognition), with special reference to various languages (including English) and their dialects. Prerequisites: One LING course at the 200-level or above and permission of the instructor. lIng 400 advanced Special Projects in linguistics. [1-3] A directed reading- and research-oriented course on an agreed-upon topic. A theory-significant and original term paper is required. Prerequisites: Two LING courses relevant to the project and permission of the instructor. At least one of the LING courses should be at the 400 level. lIng 410 language Planning. [3] This course examines the language planning choices that have been made in a variety of multilingual settings in the world, with particular reference to the role of ethnic or national identity. It also identifies the impact of those choices on the political, cultural, educational and socioeconomic domains. Prerequisites: MLL 230, LING 290, 360 or permission of the instructor. lIng 450 Workshop in applied linguistics. [3] A practical investigation of the structure of up to three uncommonly taught languages, such as Czech, Gascon, Lithuanian, Mapudungun and Wolof. Prerequisites: LING 210 and another LING course. LING 310 and LING 320 are highly recommended. lIng 470 language and Cognition. [3] This course examines the implications of current linguistic theory and research for first- and second-language acquisition, language disorders, aphasia studies and speech therapy. Prerequisites: LING 310 and 320 or permission of the instructor. lIng 480
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advanced Studies in theoretical linguistics. [3] This course provides an in-depth examination of specific issues in either general or subfield-specific linguistic theory, with special reference to various linguistic phenomena observable in different languages, including English. A theory-significant and original term paper is required. Prerequisites: Two LING courses at the 300- or 400level and permission of the instructor. notes: Repeatable once for credit with permission of instructor and LING major/minor advisor. lIng 490 Seminar in applied linguistics. [3] This course is centered around advanced research on a particular applied linguistics topic. Students are expected to give frequent oral reports and complete work on a theory-significant and original term paper. Prerequisites: Two LING courses at the 300 or 400 level. lIng 499H Honors Paper in linguistics. [3] Original research on a linguistics topic, under the supervision of a linguistics faculty member. The research will result in an extended paper, to be presented orally before an examining committee that includes the students research advisor and another linguistics faculty member. Students should consult with their linguistics advisor regarding eligibility and details. Prerequisites: Senior standing and permission of a faculty member in linguistics.
Mathematics
MatH 099 Introductory algebra. Designed for the student with little or no knowledge of algebra. Topics include properties of integers and real numbers, linear equations and inequalities, operations
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on monomials and simple polynomials, factoring seconddegree polynomials, rational expressions, properties of exponents and square roots, and graphing inequalities. Three institutional credits (not applicable to the degree) are given. Prerequisites: A qualifying score on the mathematics placement test. notes: This course is usually given as LRC 099. MatH 100 Introduction to Contemporary Mathematics. [3]
edge of elementary linear algebra and probability theory. MatH 131 Mathematics for elementary School teachers I. [4]
Students will be introduced to many topics from contemporary mathematics. These are especially of interest to students in the social and information sciences. Topics include networks and graphs, the traveling salesman problem, scheduling linear programming, social choice, voting systems game theory, fair division, patterns, tilings form, similarity and symmetry. MatH 106 algebra and elementary Functions. [3] An introduction to the basic techniques and functions of mathematics. This course is especially recommended for those students who need to brush up due to a shaky high school preparation or for those who havent had a mathematics course in several years. Topics include linear equations and inequalities; quadratic equations; polynomials; and rational functions and their inverses, including the exponential and the logarithm. Prerequisites: Qualifying score on LRC algebra placement exam. notes: Not open to students who have passed MATH 150 or above. Not transferable to other Maryland public institutions for college-level credit. MatH 115 Finite Mathematics. [3]
Intended primarily for prospective elementary school teachers. Structural aspects of mathematics and the why of arithmetical computations. Topics include sets, functions, logic, numbers and number systems, numeration systems, properties of mathematical operations, techniques for computation, decimals, elementary number theory, metric and non-metric geometry, elements of probability and statistics. (FAll). MatH 132 Mathematics for elementary School teachers II. [4]
GEP: N/A. GFR: Meets M.
techniques of integration, numerical integration and improper integrals. Prerequisites: MATH 140 or 155B. notes: The combination of MATH 140 and 141 includes all material in MATH 151 and can serve as a prerequisite to MATH 152. MATH 141 is equivalent to the second quarter of calculus at institutions on quarter system. MatH 142 Calculus applications and Infinite Series. [3]
change, derivatives, differentiations formulas for algebraic and trigonometric functions, maxima and minima, integration and computation of areas. Areas and volumes of solids of revolution, applications. MatH 152 Calculus and analytic geometry II. [4]
Continuation of MATH 131. (Spring.) Prerequisites: MATH 131. MatH 140 differential Calculus. [3]. This course covers the fundamentals of the differential calculus with review of notions of analytic geometry and trigonometry as needed. Content includes limits; rate of change and velocity; derivatives and rules of differentiation; differentiation of polynomial, algebraic and trigonometric functions; curve sketching and optimization problems; and differentiation of inverse functions, anti-derivatives and indefinite integrals. Prerequisites: MATH 150. notes: MATH 140 does not cover all the material of MATH 151. It is equivalent to the first quarter of calculus at institutions on a quarter system. MatH 141 Integral Calculus. [3] Topics of this course include: computation of areas, definition of the definite integral, integrals of algebraic and trigonometric functions, applications of integrals, the calculus of exponential and logarithmic functions, basic and advanced
Topics of this course include: first introduction to differential equations; further applications of the differential and integral calculus; infinite sequences and series; Taylor and Maclaurin series for functions, including the trigonometric, logarithmic and exponential functions. Prerequisites: MATH 141. notes: Completion of this course is equivalent to completion of MATH 152. This is equivalent to the third quarter of calculus at institutions on a quarter system. MatH 150 Precalculus Mathematics. [4]
Topics of this course include logarithmic and exponential functions, inverse functions, methods of integration, improper integrals, hyperbolic functions, sequences and infinite series, power series, Taylor series, applications, conic sections and polar coordinates. Prerequisites: MATH 151, 141 or 155B. MatH 155 elementary Calculus I. [3]
This course provides the mathematical preparation necessary for success in calculus. It also provides preparation for basic physics, computer science and engineering science courses. Topics covered include review of functions and graphing techniques; logarithmic and exponential functions; review of basic right-angle trigonometry followed by an extensive treatment of trigonometric functions, identities and applications to the analytic geometry of the conic sections, applications to two-dimensional vectors and to the geometry of complex numbers. MatH 151 Calculus and analytic geometry I. [4]
Basic ideas of differential and integral calculus, with emphasis on elementary techniques of differentiation and integration with applications are treated in this course. Not recommended for students majoring in mathematics, computer science, engineering, biological or physical sciences. MatH 155B Calculus of trigonometric Functions. [1] The main topics of this course are the differentiation and integration of trigonometric functions, together with a treatment in greater depth of topics in MATH 155. Prerequisites: MATH 155. notes: MATH 155B is a prerequisite to MATH 152. MatH 215 Finite Mathematics for Information Sciences. [3] This course focuses on the area of mathematics of particular use in the information sciences. The basic linear algebra of matrices used for solutions of large scale systems of linear equations is treated. Applications of matrices such as Leontieff models of multi-sector eco-
An introduction to linear algebra, matrices, set theory, combinatorial analysis and probability theory. Appropriate for students desiring a knowlUndergradUate Catalog
Topics of this course include limits, continuity, the rate of
MATH
nomics and the basics of the simples method for solving linear economic optimization problems are discussed. Fundamental concepts of probability including basic combinatorial methods for probabilistic computations are studied. An introduction is given to decision theory. This treatment is in the context of Bayesian or statistical decision theory, though game theoretic versions may be discussed. Possible optional topics may include elementary Markov chains or the matrix algebra of spreadsheet operations. Prerequisites: MATH 141, 151, 155 or 380. notes: This course is intended for IS majors only. MatH 221 Introduction to linear algebra. [3]
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MatH 233 Fundamentals of geometry. [3] In this course, the student will learn and apply the principles of geometry as well as recognize and understand their relevance to the real world. Topics include fundamental concepts and patterns; geometric reasoning and proof; parallel and perpendicular lines as they relate to Euclidean, hyperbolic and elliptical geometry; triangle relationships and triangle congruence; exploring quadrilaterals; transformations and similarity; investigating right triangles, polygons, surface area and volume, and circles. Throughout the course, special emphasis is given to problem-solving techniques. Prerequisites: MATH 132 or 150 or placement into MATH 140 or 151. MatH 251 Multivariable Calculus. [4]
real line, sequences, series, limits, continuity and differentiation of functions, and Riemann Integration. Prerequisites: MATH 142 or 152 and 221. notes: Highly recommended: CMSC 203. MatH 302 Introduction to Mathematical analysis II. [3] Topics of this course include: continuity, differentiation of functions of several variables, uniform convergence of sequences of functions, multiple integration, contraction mapping principle, and implicit and inverse function theorems. Prerequisites: MATH 251 and 301. notes: Credit will not be given for both MATH 302 and 401. MatH 306 geometry. [3] Topics of this course are to be selected from foundations of geometry, modern Euclidean geometry, non-Euclidean geometry, projective geometry and its subgeometries. Prerequisites: MATH 301. MatH 341 Computational Methods. [3] Basic computational methods for interpolation, systems of linear equations, least squares approximation, numerical quadrature, numerical solution of polynomial and transcendental equations. Emphasis on the methods and their computational properties, rather than on their analytic aspects. Prerequisites: MATH 142 or 152, 221, CMSC 201 or permission of instructor. MatH 380 Introduction to operations research. [3]
MatH 381 linear Methods in operations research. [3] Introduction to convex sets. Theory of linear programming. Applications to transportation and assignment problems. Introduction to graphs with applications to network problems, including shortest route and maximum flow problems. Introduction to game theory. Prerequisites: MATH 221. notes: Credit will not be given for both MATH 380 and 381. MatH 385 Introduction to Mathematical Modeling. [3] This is a project-oriented course offering the opportunity to discover how various real world problems can be described and analyzed with the aid of simple mathematical models and computer simulations. Possible project topics include operation of a fuse, spread of pollutants in a river, propagation of an infectious disease, traffic flow on a highway, oscillating chemical reactions, etc. Specific selection of problems will depend on the background and interests of the students enrolled in the course. Students seeking elementary teacher certification in science or math are particularly welcome. This course incorporates constructivist principles and has been designed as an MCTP course for students in the Maryland collaborative for Teacher Preparation Program. Prerequisites: MATH 225. MatH 390 Special topics in Mathematics. [1-4] MatH 401 Mathematical analysis. [3] Topics of this course include: elementary metric space topology, sequences, series, continuity, differentiation, Riemann integral, sequences and series of functions and implicit and inverse function theorems. Prerequisites: MATH 301 or equivalent. notes: Credit will not be given for both MATH 302 and 401.
Topics of this course include: linear equations, GaussJordan reduction, matrices and determinants and their properties, vector spaces and subspaces, basis and dimension, linear transformations, kernel and range, eigenvalues and eigenvectors, and matrix diagonalization. Prerequisites: MATH 141, 151, 155 or 380. MatH 225 Introduction to differential equations. [3]
Topics of this course include: solutions of first- and second order linear differential equations, non-linear exact and separable equations, integrating factors, homogeneous equations, higher-order linear equations, initial and boundary value problems, solutions as functions of the equation parameters, Laplace transforms, power series solutions for Bessel and Legendre equations, difference equations and numerical methods. Prerequisites: MATH 142 or 152, recommended: MATH 251. notes: Recommended for science majors who need a basic knowledge of differential equations.
Topics of this course include: vectors, lines, planes and surfaces in three dimensions. Vector functions and their derivatives. Partial derivatives, gradients, directional derivatives, maxima, minima and Lagrange multipliers. Multiple integrals, area, volume, surface area, integration in different coordinate systems. Line integral, Greens theorem, Stokes theorem and divergence theorem. Prerequisites: MATH 142 or 152. MatH 290 Special topics in Mathematics. [1-4] MatH 299 Independent Study in Mathematics. [1-4] Prerequisites: Permission of instructor. MatH 301 Introduction to Mathematical analysis I. [4] This course is a systematic study of basic analysis with an emphasis on formal proofs, examples and counter examples. Topics include properties of the
Linear programming, including the simplex method. Transportation, assignment and transhipment problems. Network problems. Not recommended for mathematics/ statistics or computer science majors. Prerequisites: MATH 115 or 150. notes: Credit will not be given for both MATH 380 and 381.
290 MATH
MatH 404 Introduction to Partial differential equations I. [3] Quasi-linear and non-linear first-order equations, calculus of variations, linear second order equations and their classification, self-adjoint operators, Sturm Liouville problems and eigenfunction expansions, fundamental solutions and Greens functions, distributions, boundary and initial value problem for potential, wave and heat equations, integral transforms and asymptotic expansions. Prerequisites: MATH 251 and 225. MatH 407 Introduction to Modern algebra and number theory. [3] The basic abstract algebraic structures (rings, integral domains, division rings, fields and Boolean algebra) will be introduced, and the fundamental concepts of number theory will be examined from an algebraic perspective. This will be done by examining the construction of the natural numbers from the Peano postulates, the construction of the integers from the natural numbers, the rationals as the field of quotients of the integers, the reals as the ordered field completion of the rationals and the complex numbers as the algebraic completion of the reals. The basic concepts of number theory lead to modular arithmetic; ideals in rings; and to examples of integral domains, division rings and fields as quotient rings. The concept of primes yields the algebraic concepts of unique factorization domains, Euclidean rings, and prime and maximal ideals of rings. Examples of symmetries in number theory and geometry lead to the concept of groups whose fundamental properties and applications will be explored. Prerequisites: MATH 301 or permission of instructor. MatH 408 abstract algebra. [3] Topics of this course include a deeper examination of the structure of groups, includUndergradUate Catalog
ing Sylow theorems and the fundamental theorem of abelian groups; a further study of rings, including modules and linear algebra over rings; polynomial and matrix rings; field theory, including Galois theory; and applications such as nonsolubility of quintic polynomials by radicals and geometric nonconstructilibity. Prerequisites: MATH 407. MatH 409 Introduction to Mathematical logic. [3] Propositional and first-order logic are developed. The basic framework of formal languages, logical structures and their models is given. Formal deductive systems for logical proofs is set in an algorithmic framework. The completeness and compactness theorems for consistent axiom systems are proven, including the LowenheimSkolem theorems. The last half of the course focuses on the work of Goedel. Using Goedels numbering of number theoretic formulae and proofs, his theorem asserting the incompleteness (inability to prove all true statements) of any consistent axiomatization of the natural numbers that is recursively given are proven. Related results of Tarski and Rosser, his second incompleteness theorem; the impossibility of Peano arithmetic, if consistent, to prove its own consistency are also proven. Time permitting, the course will introduce Goedels proof of the consistency of Cantors continuum hypothesis and axiom of choice with the usual axioms of set theory. Prerequisites: MATH 301, CMSC 441, PHIL 346 or permission of instructor. notes: Credit cannot be given for both MATH 409 and CMSC 452. MatH 410 Introduction to Complex analysis. [3] Complex number plane and functions of a complex variable, differentiability and analyticity. Cauchy-Riemann equations, integration in the complex plane, Cauchys theo-
rem, power series, analytic continuation, Laurent series, improper integrals, gamma function, calculus of residues, evaluation of real integrals, argument principle, meromorphic functions and entire functions. Prerequisites: MATH 251. notes: Recommended: MATH 301. MatH 411 linear algebra. [3] Topics of this course include finite-dimensional vector spaces, subspaces, basis, dimension, linear transformations, matrices, linear functionals, dual space, dual-basis theorem, direct sum, quotient space, determinants, eigenvalues, minimal polynomial, characteristic polynomial, Cayley-Hamilton theorem, companion matrices, invariant subspaces, similarity, diagonalization, rational and Jordan canonical forms, nilpotent operators, inner product spaces, Gram-Schmidt orthogonalization, orthogonal matrices and spectral theorem. Prerequisites: MATH 301. MatH 413 number theory. [3] Following a review of elementary number theory through Fermats little theorem, the course treats: unique factorization, element orders, Eulers function and Carmichaels lambda functions, primitive elements, quadratic reciprocity, the prime-number theorem and elementary analytic number theory, and quadratic number fields. Optional topics may include: computational number theory, finite fields, cyclotomic fields and Fermats last theorem. Prerequisites: MATH 407. MatH 421 Introduction to topology. [3] Topics of this course include metric spaces, topological spaces, derived topological spaces, separation axioms, closure and continuity, covering properties and compactness, connectedness, metrizability, complete metric spaces, and introduction to homotopy
theory. Prerequisites: MATH 302 or 401. Corequisites: MATH 302 or 401. MatH 423 differential geometry. [3] The differential geometry of curves and surfaces, curvature and torsion, moving frames, the fundamental differential forms, and intrinsic geometry of a surface. Prerequisites: MATH 221 and 251. notes: Recommended: MATH 301. MatH 426 Introduction to Mathematical Software Packages: MatlaB. [2] The student will become familiar with the usage of Matlab, an advanced numerical linear algebra package that is widely used in teaching and research. Matlab is an interactive tool for high-performance numerical computations, visualization and programming. Matlab performs complex matrix algebra, computes matrix factorizations (such as LU, QR and SVD) and eigenvalues, solves linear systems of equations, provides extensive 2-D and 3-D visualization tools, and possesses programming tools used in scripts and functions. Prerequisites: MATH 152, 221 and CMSC 201, or permission of instructor. MatH 427 Introduction to Mathematical Software Packages: Maple. [1] The student will become familiar with the usage of Maple, an advanced computer algebra package that is widely used in teaching and research. Maple performs symbolic computations such as integration, differentiation, factoring and simplifying algebraic expressions, solving linear and non-linear systems, solving differential equations exactly or in power series, complex algebra, matrix algebra, plotting in 2-D and 3-D, and animated plots. Prerequisites: MATH 152, 221 and CMSC 201, or permission of instructor.
MATH
MatH 430 Matrix analysis. [3] Topics in this course will include a review of basic matrix operations, determinants, rank, matrix inverse and solving linear equations. The course then will study partitioned matrices, eigenvalues and eigenvectors, spectral decomposition, singular-value decomposition, orthogonal projections, idempotent matrices, quadratic forms, extrema of quadratic forms, nonnegative definite and positive definite matrices, and matrix derivatives. Prerequisites: MATH 251 and 301 or permission of instructor. MatH 432 History of Mathematics. [3] An examination of the conceptual development of mathematics and the roles played by the people central to its development. Key periods of focus will be the Greco-Roman classical era, the development of mathematics from the Renaissance through the birth of the calculus, the rise of mathematical rigor and abstraction in the 18th and 19th centuries, and the continuing evolution of mathematics and its impact on modern society in the 20th century. Ancilliary topics such as ethno-mathematics and humanistic-mathematics may be addressed. Prerequisites: MATH 301 or permission of instructor. notes: This course does not qualify as an upper-division mathematics/ statistics elective for majors or minors, but it does qualify as a supplementary elective. MatH 441 Introduction to numerical analysis. [3] Topics of this course include: numerical linear algebra, interpolation, numerical differentiation and integration, solution of nonlinear equations, acceleration of convergence and numerical treatment of differential equations. Prerequisites: MATH 225, 251, 301 and CMSC 201, or permission of instructor. MatH 452 Introduction to Stochastic Processes. [3] This is a non-measure theoretic course. Topics include general Markov chains (branching process, queuing processes, birth and death processes, and Poisson processes), secondorder processes (Gaussian processes and Wiener processes) and an introduction to stochastic differential equations. Prerequisites: STAT 451 or 355. MatH 456 Mathematical Methods for Science and engineering. [3] Vector analysis and tensors, Sturm-Liouville problems and Fourier series, complex analysis, integral transforms and variational calculus. Prerequisites: MATH 221, 225 and 251. MatH 465 Introduction to artificial neural networks. [3] This course gives a systematic introduction to artificial neural networks, which represent a rather new and fundamentally different approach to computing and information processing. Providing parsimonious universal approximators for static and dynamic mappings, synthetic methodologies for building models and/or solutions, abilities to learn from and adapt to environments, and massively parallel computation paradigms, the artificial neural networks have formed a powerful approach to solving nonlinear or complex problems in a broad spectrum of areas including signal speech/image processing, system control, pattern recognition, robotics, financial management, digital communication, etc. This course will cover multi-layer perceptrons, recurrent neural nets, global minimization for training, adaptive and robust neural nets, neural filtering, identification and control, support vector machines, self-organizing maps, etc. Prerequisites: MATH 221, 251, 301 and STAT 451, or permission of instructor. MatH 470 Introduction to actuarial Mathematics. [2] This course is intended to prepare students for Society of Actuaries Exam Course I Mathematical Foundations of Actuarial Science. Prerequisites: MATH 251 and STAT 451. MatH 475 Combinatorics and graph theory. [3] General enumeration methods, difference equations, generating functions. Elements of graph theory, including transport networks, matching theory and graph algorithms. Introduction to finite geometries and block designs. Prerequisites: MATH 301 or permission of instructor. MatH 476 Introduction to game theory. [3] Purely non-cooperative or zero-sum games between two players are introduced. In simple cases, solutions of such games use techniques of saddle points or other geometric means. VonNeumanns Min-Max theorem assures optimal mixed strategies. In general, linear programming techniques must be employed. Study of convex sets in Euclidean spaces, in particular of polyhedra, and polytopes is necessary for full understanding of the general case. In non-zero sum situations with two or more players, the fundamental results of John Nash assuring equilibria in mixed strategies and on arbitration or bargaining schemes are studied. For cooperative games with many players, several solution concepts are studied, including Shapley values and core allocations. Diverse application are considered. Purely noncooperative or zero-sum games between two players are introduced. Solutions of such entail techniques of finding saddle points or geometric means in simple cases. Prerequisites: Math 221 and Math 251. MatH 479 Mathematics ProblemSolving Seminar. [1]
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Mathematical problem-solving techniques, mathematical communication skills. Problem sessions with problems ranging from precalculus to analysis, algebra, geometry, combinatorics and probability. Problems ranging from quickies tomini research problems. Students will develop and reinforce skills from previous mathematics courses and will be introduced to topics from more advanced courses. Prerequisites: Permission of instructor. notes: Repeatable for credit. MatH 480 Senior Seminar. [1] notes: Repeatable for credit. MatH 481 Mathematical Modeling. [3] Derivation and analysis of mathematical models of phenomena from physics, engineering and other exact sciences. Topics include stability of equilibria of dynamical systems with emphasis on the qualitative aspects of solutions, phase plane analysis and linearization of non-linear systems. Additional topics from catastrophe theory, bifurcation, optimization and chaos will be covered as time permits. Examples will be drawn from population dynamics, flywheel governor, a model for heartbeat, bangbang controls, self-sustained oscillations and morphogenesis. Prerequisites: MATH 221, 225 and 251. MatH 482 non-linear optimization. [3] Introduction to convex analysis. One-dimensional minimization. Unconstrained optimization in algorithms, global convergence and rates of convergence. Quasi-Newton techniques. Convex programming: optimality conditions and duality. Penalty and Barrier methods. Prerequisites: MATH 251. Corequisites: MATH 301.
292 MATH / MCS /MLL

MatH 483 linear and Combinatorial optimization. [3] Integer programming. The traveling salesman problem. Advanced linear programming techniques. Complexity. Projective methods in linear programming. The Karmarkar method. Prerequisites: MATH 381. MatH 484 Stochastic Methods in operations research. [3] Topics of this course include: introduction to Markov chains, Poisson processes, introduction to queuing theory, Stochastic programming, introduction to deterministic and Stochastic dynamic programming. Prerequisites: STAT 355 or 451. MatH 485 Introduction to the Calculus of Variations. [3] This course will provide a modern introduction to basic results of the classical calculus of variations. Special emphasis will be given to the theory of second-order conditions. Considerable attention will be devoted to physical applications of variational methods. Prerequisites: MATH 221, 225, 251 and 301. MatH 486 Introduction to dynamical Systems. [3] The course will address ideas from discrete dynamical systems, including fixed points, periodic points, bifurcations, and an explanation of period 3 implied chaos. Fractals such as Sierpinskis gasket, Julia sets and Mandelbrot sets also will be introduced. Prerequisites: MATH 221 and 225 and some programming experience; Math 301 or permission or instructor. MatH 490 Special topics in Mathematics. [1-4] MatH 495 topics in Mathematics of operations research. [3] Introduction to recent and advanced techniques of
optimization and operations research. The course will be redefined from time to time and will reflect the instructors interests. Prerequisites: Permission of instructor. MatH 496 Mathematics Practicum. [1-4] Under faculty direction, students will write a report dealing with mathematical concepts or techniques utilized or implemented in internships or cooperative education or in the workplace. Prerequisites: Permission of instructor. notes: This course is repeatable up to four times. MatH 497 Senior thesis. [3] The student will be required to prepare an exposition of either a significant area of mathematics or of the results of a student research project. Typically, the former will be in connection with an upperdivision course the student has completed or independent study (MATH 499). MatH 499 Independent Study in Mathematics. [1-4] Under this heading, a student may agree to a course with a particular faculty member on a topic not covered in the regular curriculum. The arrangements with the faculty member must be made before the student registers for the course.
the skills to design and apply a range of interdisciplinary concepts and methods to media analysis projects. Themes of the course will situate various forms of media within specific historical and cultural contexts. MCS 333 History and theory of Mass Communication and Media Studies. [3] This course will introduce students to the history of the discipline of mass communications and media studies, which have their origins in the sociology of mass society at the turn of the twentieth century in the US and Europe. The course will chart the shift from a Mass Communications approach emphasizing media effects approaches that merged in the 1970s as part of a larger shift in studies of human behavior and expressive culture. The course will consider the ways that changes in the technologies of communication, information, entertainment and surveillance have helped to shape the paradigms under which scholars study audiences, messages and culture. Further, the course will examine how these same changes have shaped the way producers think about and communicate with audiences. Prerequisites: MCS 222. MCS 370 Special topics in Media and Communication Studies. [3] A study of key concepts, skills, or themes in the areas of media and communication studies. Topics to be announced each semester offered. Prerequisites: MCS 222. notes: Course may be repeated if topic differs for a maximum of six credits. MCS 400 Independent Projects in Media and Communication Studies. [1-6] Independent projects are designed and the number of credits determined by individual students in consultation with an advisor or instructor. notes: May be
repeated for a maximum of six credits. Recommended at the junior/senior level. MCS 404 Internship. [3] For students interested in an introductory internship experience. Students are expected to commit 40 hours a semester per credit. For example, for three credits, the expectation would be 120 hours of field work. The internship allows students to apply academic concepts and ideas to a work environment. Interested participants must see a Media and Communication Studies faculty member before registering. Prerequisites: Permission of instructor. notes: P/F only. Course may be repeated for a maximum of six credits with permission of the department. MCS 499 Capstone experience Seminar. [3] The Capstone Experience Seminar encourages students to integrate the subject matter and interdisciplinary methods of the major by focusing on a significant problem in the study media and communications studies. Emphasis is placed upon the involvement of students in both the process and content of cultural analysis and interpretation. Importantly, the form that students projects take may be either traditional research paper or a new media production, for example a digital story telling project. Prerequisites: MCS 222, MCS 333.
Media and Communication Studies

MCS 222 Introduction to Media and Communication Studies. [3]
GEP/GFR: Meets AH.
Modern languages and linguistics

Mll 110 Composition for eSl Students. [4]
This course offers students an introduction to the critical perspective and research methods that are central to the analysis of mass communication policy and programing, new media, interpersonal communication, and audience reception. The course will provide students
A composition course for students whose first language is not English. Course work will emphasize academic essay patterns and writing techniques. Students may be assigned additional grammar work if necessary.
MLL
ENGL 110/MLL 110 is the equivalent of ENGL 100, a university graduation requirement. It must be passed with a grade of C or better. notes: Also listed as ENGL 110. Must be repeated each semester until a grade of C or better has been earned. Students may not get credit for both ENGL 100 and 110. Mll 190 the World of language I. [3]
GEP/GFR: Meets AH.
293
Language as a distinctive characteristic of the human species. In this course, we examine the structure of both written and spoken forms of language across cultures, comparing them with animal communication and human gestural systems. We explore languages neurological basis, theories of origin, and firstand second-language learning. notes: Also listed as ENGL and LING 190. Highly recommended: MLL 191. MLL 190 is required for the MLL major. Mll 191 the World of language II. [3]
GEP: C. GFR: AH or C.
goal of the course is to have students understand the sociocultural nature of human identity and diversity. In addition, the course will explore ways of enhancing communication across the boundaries that divide groups in a pluralistic society. Small-group discussion of course material will take place throughout the semester. notes: Also listed as PSYC 204 and SOCY 204. Students may receive credit in only one department; the course may not be repeated in another department. Mll 205 great Books from the French- Speaking World. [3]
GEP/GFR: C.
Mll 208 great Books from the Spanish- Speaking World. [3]
Mll 212 eastern european Cinema. [3]

An introduction to literary traditions and cultural diversity of Spain and Spanish America through great literary works in translation. Readings (primarily narrative fiction) selected from works of such representative authors as Santa Teresa, Miguel de Cervantes, Benito Perez Galdos, Miguel de Unamuno, Jorge Luis Borges, Ana Maria Matute and Gabriel Garcia Marquez. Taught in English. No Spanish required. Mll 209 great Books from Italy. [3]
GEP/GFR: C
Introduction to the major schools of Eastern European cinema, including classical and contemporary Soviet cinema, the Polish school and the Czech new wave. Taught in English. Mll 213 Film and Society in Spain. [3]
GEP/GFR: C.
An examination of recent Spanish films and of social questions they reflect and address. Taught in English. No Spanish required. Mll 214 the new german Cinema. [3]
Language as both a reflection and a determiner of social relationships. In this course, we examine the varying idioms of the scientist, the politician, the media, the poet, the child and the magician, and we investigate how language changes and how it marks social groups. Communication strategies and social taboos reflected in language are discussed for various cultures. Although this course continues work begun in The World of Language I, it is designed so that students can easily enter MLL 191 without having taken MLL 190. notes: Also listed as ENGL 191. Highly recommended: MLL majors take the two-course sequence. Mll 204 diversity and Pluralism: an Interdisciplinary Perspective. [3]
GEP/GFR: SS or C.
The course will examine the culture of the Frenchspeaking world as reflected in the works of such writers as Chretien de Troyes and Marie de France (medieval romances); Rabelais and Montaigne (Renaissance); Racine, Moliere (17th century); Rousseau, Voltaire (18th century); Balzac, Hugo, Sand, Flaubert (19th century); Proust, Sartre, Beauvoir, Cesaire, Hebert (20th century). Taught in English. No French required. Mll 206 great Books from the german- Speaking World. [3]
An introduction to literary and cultural traditions of Italy through an examination of works by Italian authors. Readings, including fiction, drama, essay and poetic narrative, to include selected works from such representative authors as St. Francis, Marco Polo, Dante Alighieri, Boccaccio, Machiavelli, Cellini, Goldoni, Casanova, Manzoni, Pirandello, Pavese and Calvino. Taught in English. No Italian required. Mll 210 africa: language and Culture. [3]
GEP/GFR: AH or C.
A study of the new German cinema, its culture, background and works by internationally acclaimed directors Alexander Kluge, Werner Herzog, Wim Wenders and Margarethe von Trotta. Taught in English. Mll 215 French Film Classics. [3]
The course will focus on the culture of the Germanspeaking world, as reflected in the works of such writers as Goethe, Schiller, Heine, Kleist, Brecht, Boll, Seghers, Grass and Wolf. Taught in English. No German required. Mll 207 great Books from russia and the Soviet Union. [3]
This course provides a general introduction to Africa. It is designed to survey its peoples, languages, cultures, societies and development. An emphasis is placed on how language and development are interrelated. Modules are offered for students to build on their special interests in the continent. notes: Also listed as AFST 213. Mll 211 Postwar Western european Cinema. [3]
An introduction to the classic films of French cinema in the context of French culture and society. Representative directors include Vigo, Clair, Carne, Renoir, Truffaut, Godard, Rohmer, Chabrol and Malle. Taught in English. No knowledge of French required. Mll 216 Classics in german Cinema. [3]
GEP/GFR: C.
An analysis of race, ethnicity, class, gender and sexual orientation in society. The
This course will focus on cultural issues in Russian and Soviet literature, as reflected in major works of Gogol, Dostoyevsky, Tolstoy, Chekhov, Mayakovsky, Babel, Akhmatova, Tsvetaeva and Solzhenitsyn, among others. Taught in English. No Russian required.
Study of the major works of German cinema, from the beginnings to the present, as reflections of German culture. Taught in English. Knowledge of German is not required. Mll 217 Classics in russian Film. [3]
Introduction to the major schools of post-war Western European cinema, including Italian neorealism, the new Italian cinema, the French new wave and the new German cinema. Taught in English.
An examination of masterworks of Soviet cinema and the social and political context they reflect and address. Taught in English. Knowledge of Russian is not required.
294 MLL
Mll 218 Film and Society in latin america. [3]
GEP/GFR: C.
Mll 225 Iranian Cultures. [3]

Mll 234 Culture and Values through art I. [3]

GEP/GFR: AH or C.
An examination of recent Latin-American films and of social questions they reflect and address. Taught in English. Knowledge of Spanish is not required. Mll 219 Contemporary French Cinema. [3]
GEP/GFR: C.
Contemporary French cinema is an introduction to popular French films of the last 25 years. It charts recent developments in all genres of French cinema. Reflecting the diversity of French film production since the new wave, this course will examine a variety of genres from the thriller to the war movie alongside the cinema du look and the work of women filmmakers. Directors will include Luc Besson, JeanJacques Beinex, Claude Berri, Yves Robert, Diane Kurys, Agnes Varda, Maurice Pialat, Jean-Marie Poiret and Coline Serreau. Taught in English. No knowledge of French required. Mll 220 Film and Society in China. [3]
GEP/GFR: C.
The course will address the general concept of culture in the context of social, intellectual, artistic, spiritual, and everyday systems defining Iranian life. Students will read from several books, listen to Persian music, view Iranian movies, taste the cuisine, read translated poetry books, and learn conversational Persian language. They will also examine Iranian magazines and newspapers and will benefit from discussions. The course will broaden their understanding of culture in general, and Iranian culture in particular. Mll 230 World language Communities. [3]
GEP/GFR: C.
This course introduces students to Chinese society during the last 100 years through the viewing and analysis of major films from China, Taiwan, and Hong Kong. Taught in English. No knowledge of Chinese required. Mll 222 Classics of the Japanese Cinema. [3]
A course designed to expand the cultural awareness of students by introducing them to the study of language in a broad context of historical, political and social issues. Special emphasis is placed on the question of bi- or multi-lingual states and on the explosiveness of the language issue in many regions. Taught in English. notes: Also listed as a special topic under ANTH 297. Mll 231 Introduction to World literature I. [3]
This interdisciplinary course examines the early heritage of todays multicultural world from a global perspective. It explores world views and cultural values through art as the medium of communication. Social beliefs, values and art from cultures of Asia, Africa, the Native Americas, the Islamic world and Europe from 50,000 B.C.E. to 1400 C.E. are traced comparatively, including their overlays, convergences and separate developments. Students collaborate in research and participate in experiential exercises relating course content to issues of cultural identity, cultural awareness, globalization and pluralistic societies. notes: May be taken independently from part II. Mll 235 Culture and Values through art II. [3]
GEP/GFR: AH or C.
architecture. The course will make extensive use of Internet resources. Taught in English. No knowledge of Spanish required. notes: Students may take MLL 245 or 345, but not both. Open only to freshman students and sophomores unless instructors permission is granted. Mll 250 Introduction to the French-Speaking World. [3]
A historical and cultural presentation of societies in which French plays a major role, including France, Belgium, Switzerland, Quebec, North and West Africa, Asia and the Caribbean. The points of view of French speakers from around the world will be on such themes as political and cultural conflict, literary creativity and music. Readings and discussions are in English. Mll 261 german ethnic and Cultural Identity. [3]
GEP/GFR: C.
An introduction to major works in world literature from the Middle Ages to the Renaissance. notes: Also listed as CPLT 231 and ENGL 231. Mll 232 Introduction to World literature II. [3]
This interdisciplinary course examines the heritage of todays multicultural world from a global perspective. The course explores the world views, values and art from cultures of Asia, Africa, the Native Americas, the Islamic World, Europe and the United States from the 14th to the 20th centuries. Students collaborate in research and participate in experiential exercises relating course content to issues of cultural identity, cultural awareness, globalization and pluralistic societies. notes: May be taken independently from part I. Mll 245 Hispanic Societies and the Creative arts. [3]
This course will study the cultural identity of the German-speaking world, including Europe, as well as German groups in North America, Latin America and Africa, as manifested in writing, music and other forms of cultural expression. Mll 263 Popular Music and national Identity in german-Speaking Countries. [3]
An introduction to the classic films of the Japanese cinema, presented in the context of Japanese culture and society. Representative directors include Mizoguchi, Kurosawa, Ozu, Morita, Ichikawa and Itami. Taught in English. No knowledge of Japanese required.
An introduction to major works in world literature from the late Renaissance to the present. notes: Also listed as CPLT 232 and ENGL 232.
An overview of societies in which Spanish is the dominant language through the discussion and analysis of their artistic manifestations in the areas of the visual arts, music, film and
An overview of popular music in the German-speaking countries focusing on the post-WWII period. Examines the historical impact of U.S. and British rock music on domestic traditions, subsequent institutional changes, state cultural policies and audience responses in constructing increasingly globalized ethnic, national and cultural identities, and traditions. notes: Also listed as MUSC 263 and ANTH 263.
MLL
Mll 270 Introduction to russian Culture and Civilization. [3]
GEP/GFR: C.
295
An introductory survey of Russian cultural achievements from the 10th century to the revolution of 1917. Topics include religion, literature, art, architecture, music and folklore. Readings and discussions in English. notes: Also listed as RUSS 270. Mll 271 Introduction to Modern russian Civilization and Culture. [3]
GEP/GFR: C.
including the retrieval of text files and images with particular attention to copyright issues. Participants will have the opportunity to develop and/or expand the knowledge base and skills inherent to information technology and indispensable to learning and practicing a foreign language today. Prerequisites: Wordprocessing skills/e-mail on the UMBC system. Mll 301 textual analysis: Words, Images, Music. [3]
GEP/GFR: Meets AH.
tion of cultural conflicts via intercultural training. Prerequisites: Junior standing or prior study in anthropology, linguistics or a related discipline. Mll 306 Intercultural Communication: Issues Confronting Immigrant & Heritage Communities. [4]
Mll 319 Images of Society in Contemporary French Films. [3]

GEP/GFR: C.
An introductory survey of Russian civilization from 1917 through the revolutionary period and Stalinism to dissidence, glasnost and the present. Topics include literature, art, music, social values and intellectual expression. Readings and discussion in English. notes: Also listed as RUSS 271. Mll 280 Introduction to the Spanish-Speaking World. [3]
GEP/GFR: C.
An historical overview and cultural analysis of societies in which Spanish is the dominant language, including Spain, Latin America and Hispanic communities in the United States. Intended primarily to provide greater insights into the realities experienced by speakers of Spanish. Mll 288 Information technology in Foreign languages. [3] This course is designed to familiarize students with technological resources in foreign languages and to prepare them in the effective use of technology approaches and technology-based resources. Activities will include assessing and using software with foreign language capabilities, mastering general Internet tools (File Transfer Protocol, listservs, news groups, etc.), accessing electronic library resources, conducting effective searches on the Web,
This course introduces techniques of analytical reading and reader response that apply to a broad range of texts, including verbal, visual, musical and multimedia, such as cinematic and electronic discourse. Students interact with various forms of communication from popular and high culture by examining their structural and stylistic/ aesthetic properties; the cultural assumptions and values that they convey; and the texts performative effects on emotions, action and thought. Emphasized are the properties of texts that make them effective, pleasing or dangerous and the social context of communication. Prerequisites: MLL 190, 191 or another linguistics course. Mll 305 Introduction to Intercultural Communication. [3]
GEP/GFR: C.
Immigration and social adjustment to a new environment could be analyzed from different theoretical perspectives. By doing service learning, students will learn to combine the analysis of immigration generally studied as a social and economic process and the perspective of intercultural communication. Difficulties in the process of adjustment faced by new immigrants and other members of local heritage communities in the Maryland/D.C. region will allow students to explore ways in which the development of intercultural competence can help resolve cultural conflicts in a multicultural society. Guest speakers from local immigrant/heritage communities will be invited to participate in the seminars. The course will entail spending three hours per week in immigrant/heritage communities doing service learning related to intercultural communication. Prerequisites: A language course above the 201 level, or MLL 305, or permission. notes: Formerly listed as MLL 203. Mll 310 Intercultural Studies of International Film. [3]
GEP/GFR: C.
An examination of outstanding films from the Francophone world, encompassing a range of genres and styles and reflecting the diversity of French film production. Emphasis on the film as an art form and a mirror of society. Taught in English. No knowledge of French required. Prerequisites: Junior/senior standing. Mll 320 International Women directors. [3]
Study of films by internationally known women filmmakers such as Germaine DuLac, Dorothy Arzner, Leni Riefenstahl, Lina Wertmuller, Chantal Akerman and Helma Sanders-Brahms. Taught in English. Prerequisites: Any course in the history and/or analysis of art, film, literature or music, or any course in gender and womens studies. notes: Also listed as GWST 320. Mll 321 Jewish Writing in World literature. [3]
GEP/GFR: C.
This interdisciplinary course introduces students to the basic issues of intercultural communication and acquaints them with the fundamentals of intercultural training. Drawing on linguistic theory, anthropological definitions of culture and ethnicity, and extensive case studies, the course begins with a discussion of the nature and function of verbal and nonverbal communication in multicultural settings. The second part of the course examines the ways in which conflicts may arise between cultures and explores the development of intercultural competence and the resolu-
Major international cinematic trends from the earliest periods to the contemporary era. Emphasis on the feature film in the context of national cinemas and intercultural communication. Topic to be announced each semester offered. Taught in English. notes: May be repeated for credit.
This course will study the development of modern Jewish writing from its beginnings in the Yiddish works of Eastern Europe through its diasporic extension into Western Europe, North Africa, Latin America, North America and Israel. Special attention will be given to the analysis of Jewish humor, in literature as well as other cultural forms, from the novels of Sholom Aleichem to the films of Woody Allen. Jewish literary responses to the Holocaust also will be discussed. The course will emphasize the cross-cultural nature of Jewish diasporic writing in its attachment both to common Jewish traditions and to diverse national, historical, geographical and linguistic contexts. notes: Also listed as JDST 321.
296 MLL
Mll 322 Women and the Media: Myths, Images and Voices. [3]
GEP/GFR: Meets AH.
In this course, we will define media and examine diverse and complex modes of communication. We will analyze images of women in the media in terms of race, ethnicity, sexuality and gender. As consumers and producers of media, we will become a critical media audience, increasing our media literacy. This course will explore careers for women in the media. We will utilize the media as tools for activism in empowering women on local and global levels, and we will research how others are using the media to create positive change for women. notes: Also listed as GWST 322 , AFST 347. Mll 323 Survey of Modern Hebrew literature. [3]
GEP/GFR: AH or C.
Mll 325 ethnic Minorities. [3] An introduction to language minority groups in the United States and the factors that have helped shape our linguistic environment. The class studies many related issues, such as ethnicity, immigration, settlement patterns, language maintenance efforts and language policies in government and education. Mll 326 literature and Social Change. [3]
of a full-length play (or several shorter works). Students participate as actors and/ or assist in tasks of production. They also investigate areas pertinent to the play, such as the life and work of the playwright, historical and cultural milieu depicted, and theories and techniques of staging. Prerequisites: A language course at the 202-level or permission of instructor. notes: May be repeated for credit with permission of the instructor. Mll 331 richard Wagners role in german Culture. [3]
GEP/GFR: C.
movements in France and French speaking lands and their connections with the rest of the world. These include: exploration in the New World, the Great Revolution of 1789, nationalism, the Napoleonic legacy, socialism and communism, the World Wars, imperialism and decolonization. The course is conducted in English. Students registered for FREN 340 will read supplementary material in French. Prerequisites: Junior standing. notes: Also listed as FREN 340. Mll 341 Studies in World literature. [3]
A study of social problems and different visions of social change reflected in the literature of various nationalities and groups. Taught in English. Mll 327 aspects of Modern Japanese Civilization. [3]
A survey of various forms of Hebrew literature in English translation from throughout the world since the 19th century. In addition, modern Hebrew literature is compared to, and contrasted with, pre-modern Hebrew literature and Yiddish literature. Prerequisites: An English or world literature course at the 200 level or above or consent of the instructor. notes: Also listed as JDST 323. Mll 324 World language Issues. [3]
This course examines modern Japanese culture, including family structure, daily life, regional variations, interpersonal and intercultural communication, education from nursery school to college, the traditional arts still practiced in modern Japan and the development of popular youth culture. Students will deepen their understanding through cross-cultural role playing, hands-on experience with the arts and field trips. The course is taught in English. Prerequisites: Junior standing. Mll 328 traditional Chinese Fiction and drama. [3]
GEP/GFR: AH or C.
This course will study Wagners role in defining German cultural identity both within Germany, as well as in other countries. Students will investigate his aesthetics; works; political and personal activities, including controversial issues such as the Bayreuth festival; his anti-Semitism; and his contribution to Nazi cultural policies. Taught in English; no knowledge of German required. Prerequisites: Junior standing. notes: Also listed as MUSC 331. Mll 332 Special topics in german Culture. [3]
A study of selected literary works from a single nation or from several nations, with the focus on a century, movement, genre, theme or individual writer. Topics to be announced each semester offered. notes: Also listed as CPLT 341, ANCS 341 and ENGL 315. May be repeated for credit. Mll 342 Myth and literature. [3] Studies in the mythologies of various cultures and in the relationship between myth and literature. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated once for credit with permission of the advisor. Also listed as CPLT 342, ENGL 318. Mll 344 literature and the other arts. [3] A study of the relationship between literature and music, film and the fine arts, with an emphasis on common concerns, solutions and terminology. Topics to be announced each semester offered. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: May be repeated once for credit with permission of the advisor. Also listed as CPLT 344, ENGL 316.
The course examines the consequences of socio-linguistic heterogeneity in multi-cultural societies through an examination of topics such as the parameters of language variation; the relationship between indigenous, colonial and immigrant languages; language attitudes; and language planning. Students will use these concepts to work toward the resolution of language-based conflicts in a required written research project. Students may register for either MLL 230 or 324. Prerequisites: Junior standing.
A survey of representative Chinese short stories, novels and plays from the third to the 19th centuries. Focus is placed on the study of Tang, Sung, Ming dynasty novels and Yuan dynasty drama. The course is taught in English. No knowledge of Chinese required. Mll 330 theatre in Modern languages. [3] The rehearsal and performance in modern languages
This course will focus on a broad spectrum of topics (events, movements, and individual thinkers) that have shaped German intellectual thought throughout Germanys history. Students will be introduced to concepts that have had a lasting impact and are essential for a true understanding of German culture. Topics will be announced each semester offered. Readings and discussion in English. Prerequisites: Junior standing or permission of instructor. notes: May be repeated for credit as topics change. Mll 340 Interconnections: Social and Historical Confluences. [3]
GEP/GFR: AH or C.
This course treats key historical events and social
MLL / MUSC
Mll 345 the arts and Society in the Spanish-Speaking World. [3] This course examines art in the Spanish-speaking world in the context of its linguistic, ethnic and cultural diversity and complexity. Representative works of the visual arts, music and architecture from Spain and the Americas, both ancient and contemporary, are discussed and analyzed. The course makes extensive use of audio-visual materials and the World Wide Web to access museum and private collections. Taught in English. No knowledge of Spanish required. Prerequisites: Junior standing. notes: Students may take MLL 345 or 245, but not both. Mll 370 19th-Century russian literature and Society. [3]
297
include the place of the individual in a collective society, the role of the artist in a totalitarian state, propaganda, the manipulation of art for social control, and the power of literature to effect social and political change. Readings and discussion in English, although students may choose to read works in the original Russian. Prerequisites: 200-level literature course, a Russian language course or permission of the instructor. notes: Also listed as RUSS 311. Mll 399H Introduction to the Honors Project. [1] An independent study course focused on the systematic development of a topic and methodology for the honors thesis. Open to students who have been admitted to the MLL Honors Program. Prerequisites: Permission of the Director. Mll 400 Special Projects in Modern languages and linguistics. [1-3] Open to students with special projects on application to the instructor who will supervise the particular project. Permission to register must be in writing and must specify the number of credits sought. Credits earned in MLL 400 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of proficiency. Exceptions will be granted only with the written permission of an instructor and the chair of MLL. notes: This course may be repeated for credit. Mll 425 Intercultural and Crosscultural Communication. [3] The purpose of this course is to study communication within the context of the cultural setting. Three main goals are: to provide students with material, both cognitive and experiential, with which they can develop an awareness of their own cultural identity; to increase their knowledge of the special communication
problems to be expected in a cross-cultural situation; and to offer students the opportunity to apply new insights to cross-cultural encounters. Prerequisites: MLL 190, 191 or 230 or equivalent. Mll 430 Internship in Modern languages and linguistics. [1-6] An internship is a defined project using the target language in work involving agencies. notes: Permission to register must be in writing and must specify the number of credits sought. Mll 470 l2 acquisition and learning: theory to Practice. [3] This course examines issues in second-language acquisition and learning from the perspective of teaching and learning in ESOL and foreignlanguage classrooms. Topics covered include a review of past and current learning theories, an exploration of the range of factors (physiological, cognitive, affective, environmental) affecting first- and second-language acquisition, the role of input and output in second-language development, the role of learning styles and strategies in language learning, and language processing in reading and listening. These topics will be explored through readings, class discussions, and various individual and collaborative projects and assignments. Prerequisites: Permission of the instructor or the department. Mll 490 Seminar in Modern languages and linguistics. [3] A study of a specific topic involving language, literature or culture and/ or their interrelations. Mll 498H Senior Honors Seminar. [3] An interdisciplinary seminar that allows Honor Program students to work together at a high level on a topic that they have helped to define. Open
to students who have been admitted to the MLL Honors Program. Prerequisites: Permission of the Director. Mll 499H Senior Honors Project. [3] An independent study course that involves the production of an honors thesis. Enables honors students to pursue work that has a special meaning for them and provides them with valuable experience in planning and executing a large-scale research project. Prerequisites: Permission of the Director.
Music
MUSC 100 Introduction to Music. [3]
GEP/GFR: Meets AH.
A study of Russian literature of the 19th century in relation to the intellectual, political and social concerns of the time. Authors include Pushkin, Gogol, Dostoevsky, Tolstoy, Turgenev and Chekhov. Topics for discussion include class and rank, the role of women, the intelligentsia, socialism and religion, as well as the evolution of literary style. Readings and discussion in English, although students may choose to read works in the original Russian. Prerequisites: A 200-level literature course, a Russian language course or permission of the instructor. notes: Also listed as RUSS 310. Mll 371 20th-Century russian literature and Politics. [3]
A study of what music is, with special reference to the relationship between music and listener. For students with little or no formal training in music, this course explores, in a nontechnical way, the elements of music (e.g., rhythm, melody, harmony, texture and form) and discusses the various cultural contexts in which music is found and how these affect the nature of the music and the listeners perception. MUSC 101 Fundamentals of Music theory. [3]
GEP/GFR: Meets AH.
A study of the fundamentals of music theory, including notation, scale construction, intervals, chords, meter, etc., with emphasis on learning and developing music reading skills. MUSC 110 Musicianship laboratory I. [1] Elementary development of basic musical skills, including sight-singing, notation and dictation. Prerequisites: Permission of the department. Corequisites: MUSC 125 and 178. notes: Permission only course.
A study of the interaction of literature and politics in the Soviet Union, from the October revolution through Socialist realism, to dissident literature and glasnost. Authors include Blok, Zamiatin, Babel, Sholokhov, Bulgakov, Pasternak, Solzhenitsyn and Voinovich. Subjects for discussion
298 MUSC
MUSC 111 Musicianship laboratory II. [1] Intermediate development of basic musical skills, including sight-singing, notation, dictation and transposition. Prerequisites: MUSC 110 with a grade of B or better or placement examination. Corequisites: MUSC 126 and 178. MUSC 112 Music repertoire. [1] A class for music majors to explore repertoire for their specific instrument or voice. Class involves regular performance opportunities and discussions about repertoire, techniques and stylistic issues. Prerequisites: Permission required. MUSC 113 Italian for Musicians. [3] An introductory course in Italian language addressing the specific needs of musicians, covering basic Italian grammar, vocabulary and conversation as well as the Italian equivalents for basic music terminology in English. MUSC 115 Jazz Improvisation and theory Workshop I. [3] A course to help the student develop jazz improvisational skills in a performance/ workshop setting. The course also provides the student with the theoretical underpinnings of jazz. Some of the topics and styles covered: chord scales, blues, bebop, swing, modal improvisation, The New Thing, block chord harmonization, song forms and re-harmonization. MUSC 116 Jazz Improvisation and theory Workshop II. [3] A continuation of MUSC 115. MUSC 117 Pep Band. [1] The UMBC Pep Band is an ensemble consisting of students who meet once a week. The level of repertoire played is at the introductory level. Corequisites:
MUSC 307A. notes: May be repeated for credit. MUSC 125 theory I Basics of Music. [3] A study of the fundamentals of music with intensive consideration of underlying principles of music such as melodic design, tonality, harmonic organization and elements of formal design. Prerequisites: Permission of the department. Corequisites: MUSC 111 and 178. notes: Permission only course. MUSC 126 theory II - Harmony and Voice leading. [3] A continuation of MUSC 125. Prerequisites: MUSC 125 or consent of instructor. Corequisites: MUSC 111 and 178. MUSC 160 Fundamentals of Music for elementary teachers. [2] The fundamentals of music theory and development of skills related to elementary classroom teaching. MUSC 170 Beginning Voice Class. [1] Beginning instruction in vocal techniques. MUSC 171 Intermediate Voice Class. [1] Intermediate instruction in vocal techniques. Prerequisites: MUSC 170 or consent of the instructor. MUSC 172 diction. [1] A course designed to introduce singers to pronunciation and use of the languages most often encountered in vocal repertoire, while providing an overview of representative repertoire its development. One of three languages is offered international phonetic alphabet/English/ Italian (offered each fall semester), German or French (offered alternating spring semesters). Prerequisites: MUSC 172(A) or consent of instructor for MUSC 172(B) and 172(C). notes: Required for all voice majors. May be repeated for credit.
MUSC 173 Introduction to Choral Singing. [2] Introduction to basic sightsinging skills to develop an understanding of how to read choral music. Develop rudimentary musicianship skills, including melodic notation and its application to the keyboard. Traditional hymns will be used to develop this skill. The skills developed in this course will enhance the opportunity to participate in the UMBC choral ensembles in the music department. MUSC 174 Beginning Vocal Methods. [1] Beginning vocal methods provides an inquiry into effective vocal pedagogy when teaching beginning singers. Designed for intended music educators, the course provides opportunities for observing beginning voice classes, instruction in appropriate teaching methodologies for this population, and practicum experiences. MUSC 175 Intermediate Vocal Methods. [1] This course provides an inquiry into effective vocal pedagogy when teaching intermediate singers. Designed for intended music educators, the course provides opportunities for observing intermediate voice classes, instruction in appropriate teaching methodologies for this population, and practicum experiences. Prerequisites: MUSC 174 or permission of instructor. MUSC 178 Beginning Keyboard Skills Class. [1] Development of basic keyboard skills to complement the students studies in music theory. Areas covered include harmonization, technique, solo performing, transposition, improvisation and functional harmony at the keyboard. Some knowledge of music theory needed. Course is designed
to enable students to achieve the level of proficiency in keyboard skills required for the major. Students either may complete two consecutive semesters or test out if the instructor considers their level sufficiently advanced. Prerequisites: Permission of the department. Corequisites: MUSC 110 or 111 and 125 or 126. notes: May be repeated for a maximum of two credits. For music majors only. Permission only course. MUSC 179 Intermediate Keyboard Skills Class. [1] Continued development of keyboard skills. Basic keyboard experience and good knowledge of music theory required. Course is designed to enable students to achieve the level of proficiency in keyboard skills required for the major. Students either may complete two consecutive semesters or test out if the instructor considers their level sufficiently advanced. Prerequisites: MUSC 178 or demonstrated equivalent skill level. Corequisites: MUSC 210 and 225. notes: May be repeated for a maximum of two credits. For music majors only. MUSC 180 Beginning Piano Class. [1] Geared to the non-music major, this course provides the basics of piano playing, along with basic music theory, harmonization, transposition and sight-reading. No experience needed. MUSC 181 Intermediate Piano Class. [1] The emphasis of this course is placed on improving the students keyboard skills through solos and technical exercises. Additional areas include improvisation, composition and ensemble work. Some experience needed. MUSC 182 Beginning String Class. [1] Instruction in the methods of teaching basic string techniques. Open to music education majors.
MUSC
MUSC 183 Intermediate String Class. [1] Intermediate instruction in the techniques of teaching string instrument performance. MUSC 184 Beginning Woodwind Class. [1] Instruction in the methods of teaching basic woodwind techniques. Open to music education majors. MUSC 185 Intermediate Woodwind Class. [1] Intermediate instruction in the techniques of teaching woodwind instrument performance. MUSC 186 Beginning Brass Class. [1] Instruction in the methods of teaching basic brass techniques. Open to music education majors. MUSC 187 Intermediate Brass Class. [1] Intermediate instruction in the techniques of teaching brass instrument performance. Prerequisites: MUSC 186 or consent of the instructor. MUSC 188 Percussion Class. [1] Instruction in the methods of teaching basic percussion techniques. Open to music education majors as well as those who wish to learn basic playing techniques. MUSC 189 guitar Class. [1] Development of basic guitar skills, including sight-reading, accompanying, improvisation and transposition. MUSC 190 Performance Studies: Western art Instruments. [2-3] Private music lessons for non-music majors. Instruction is offered in most Western instruments and voice. The studies direct the student toward attaining a competent technique, a diverse performing repertoire and stylistic interpretive sensitivity. Prerequisites: Consent of instructor. notes: Special fee: $300 per semester for one half-hour lesson weekly; $450 per semester for one-hour lesson weekly. May be repeated for credit. MUSC 191 recital Preparation for Music Majors. [1] The course is designed to prepare students for public performance by requiring attendance at weekly music forums and attendance at 10 concerts (at least seven on campus) each semester. MUSC 193 Performance Studies: Western art Instruments for Music Majors. [3] Private music lessons for music majors; instruction is offered in most Western instruments and voice. The studies direct the student toward attaining a competent technique, a diverse performing repertoire and stylistic interpretive sensitivity. Prerequisites: Consent of instructor. notes: Special fee: $300 per semester for one hour lesson weekly. May be repeated for credit. MUSC 194 Performance Studies: Western art Instruments for Music Majors. [2] Private instruction in an instrument or voice for music majors only; restricted to students in the music technology emphasis or those music majors studying a second instrument. The studies direct the student toward attaining a competent technique, a diverse performing repertoire and stylistic interpretive sensitivity. Prerequisites: Consent of instructor. notes: Special fee: $150 per semester for one-half hour lesson weekly. May be repeated for credit. MUSC 210 Musicianship laboratory III. [1] Advanced development of basic musical skills, including sight-singing, notation, dictation and transposition. Prerequisites: MUSC 111 or placement examination. MUSC 211 Musicianship laboratory IV. [1] Advanced studies in sightsinging, notation, dictation and transposition. Prerequisites: MUSC 210 with a grade of B or better or placement examination. MUSC 212 Introduction to recording Studio techniques. [2] A hands-on approach to learning the basics of multi-track recording, utilizing the music departments fully equipped 16-track studio. This introductory course covers all aspects of sound recording, including microphone placement, signal processing, editing, digital recording, mixing and mastering. Students will work directly with professional musicians, as in a typical recording studio. MUSC 214 the History of Jazz. [3]
GEP/GFR: Meets AH.
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MUSC 216 Introduction to Musical Cultures of east asia. [3]

Introduction to the music of East Asia, with special focus on China, Korea, Japan and Vietnam. The principal musical genres are discussed in the context of related cultural phenomena. The mutual relationship between specific cultural areas are explored in historical perspective. notes: No music background required. MUSC 217 rock and related Music: 1950-Present. [3]
GEP/GFR: Meets AH.
This course explores the evolution of jazz from its origins to the present day, focusing in particular on principal genres and representative musicians/ensembles: blues, ragtime, early New Orleans and Chicago schools, swing, big band, bop, cool jazz, hard bop, avantgarde and free jazz, and jazz-rock fusion within the context of musical, cultural, social and political developments. For students with little or no formal training in music, this course explores jazz in a non-technical way. MUSC 215 Introduction to Black Music. [3]
GEP/GFR: AH or C.
This course explores the evolution of rock n roll from its origins to the present day, focusing on soul, folk rock, British rock, psychedelic, heavy metal, disco, punk and rap styles within the context of cultural, social and political developments. For students with little or no formal training in music, this courses emphasis will be on the styles and evolution of the music, which will be discussed in a non-technical way that centers on music fundamentals i.e., melody, harmony, texture, rhythm and form. MUSC 218 recording techniques. [3] Takes the student through the basics of acoustics and psycho-acoustics, microphone design and placement techniques, consoles and stereo recording principles. Students will also conduct hands-on recording sessions of various different musical instruments, ensembles and genres. Prerequisites: Passage of aptitude test or consent of instructor. MUSC 219 Introduction to digital audio Workstations. [3] This course introduces students to the use of digital audio work stations for music production. Recording, editing and mixing techniques will be explored,
A survey of the form and function of music in African and diasporan cultures. General areas to be explored will be music in ritual and ceremony, as transmitter of history and culture, and as a social and political tool. notes: Also listed as AFST 245.
300 MUSC
and students will work with various musical ensembles. Prerequisites: MUSC 218 or consent of instructor. MUSC 220 Introduction to Percussion ensemble. [2] A beginning percussion ensemble in which students work on technical and reading skills while rehearsing intermediate level repertoire to begin acquiring an experience in the rehearsal/performance process. The course will culminate with an end-of-semester performance. Prerequisites: Consent of instructor. MUSC 221 Jazz theory and aural Skills. [3] Topics include jazz harmony and materials, basic musical forms, composition, techniques of harmonization and reharmonization, substitution and aural recognition of basic materials, including modes of the major and melodic minor scale, chords including extensions and alterations, and pentatonic, diminished and whole tone scales. Basic musical forms are learned through composition projects. Prerequisites: MUSC 126. Corequisites: MUSC 210 and 179A. MUSC 222 Jazz arranging. [3] Course covers the techniques of scoring and arranging jazz music, including orchestration, transposition, melodic and rhythmic embellishment and techniques of harmonization essential to jazz arranging. Techniques covered include tonicization through dominant and diminished sevenths, chromatic and diatonic planing and the linear approach. Composition projects progress to five-part writing, culminating in arranging for nonet. Prerequisites: MUSC 221. Corequisites: MUSC 211 and 179B. MUSC 223 Jazz Composition. [3] Techniques and materials of jazz composition through the study of its masters.
The course progresses from basic lead sheet composition, through extended forms to ensemble writing. Composers studied include Thelonious Monk, Bill Evans, Kenny Wheeler, Bud Powell, Wayne Shorter and Clare Fischer. Course culminates in performance and recording of compositions. Prerequisites: MUSC 221. Corequisites: MUSC 210 and MUSC 179B. MUSC 224 Instrumentation. [3] This course provides an introduction to arranging and composing for specific instruments and instrumental ensembles. Basics of transposition and standard instrumentations are covered, as well as issues of idiomatic voicing and other timbral and textural considerations when arranging for traditional and nontraditional instrumental ensembles. Prerequisites: MUSC 125 or consent of instructor. MUSC 225 theory III - Counterpoint. [3] The study and application of the various technical aspects of music writing/composition as expressed through tonal and expanded harmonic idioms, contrapuntal procedures and various formal constructions. Prerequisites: MUSC 126 or consent of the instructor. Corequisites: MUSC 211 and 179. MUSC 226 theory IV expanded Harmony. [3] An analytical study of musical styles and structure, with emphasis on chromatic harmony and 19th-century technique. The course is designed to develop the students analytical abilities by examining scores. Some of the topics covered include rhythmic, textural and thematic analysis, and the expansion of the orchestra. Prerequisites: MUSC 225 or consent of instructor. Corequisites: MUSC 210 and 179.
MUSC 227 theory V - 20th-Century analysis. [3] An analytical study of musical styles and structure, with emphasis on 20th-century technique. Some of the topics covered include pantonality, serial technique, intermedia forms and chance music. Prerequisites: MUSC 226 or consent of instructor. MUSC 230 Musics of the World. [3]
GEP: AH. GFR: AH or C.
create a good choral sound. Class involves opportunities for teacher observation and practicum experiences. Prerequisites: MUSC 174 and 175 or consent of instructor. MUSC 263 Popular Music and national Identity in german-Speaking Countries. [3]
A survey of selected musical cultures of the world, with emphasis on the musical forms, instruments, tonal material, the role of music in society and its relationship to other arts. MUSC 255 Music History: an overview. [3]
An overview of popular music in the German-speaking countries focusing on the post-WWII period. Examines the historical impact of U.S. and British rock music on domestic traditions, subsequent institutional changes, state cultural policies and audience responses in constructing increasingly globalized ethnic, national and cultural identities, and traditions. notes: Course listed as ANTH, MLL and MUSC 263. MUSC 300 Performance Studies Workshop. [1-3] Designed for students with performance abilities in various areas of music. Topics will vary to include opera, musical theatre, mixed-media, etc. Prerequisites: Consent of instructor. notes: May be repeated for credit. MUSC 301 UMBC Chamber Players. [2] The UMBC Chamber Players is a small, select ensemble of instrumentalists and singers coming from all academic areas. A diverse program of chamber music from all historical periods is performed on and off campus throughout the year. Prerequisites: By audition only. notes: May be repeated for credit. MUSC 301 cannot be taken concurrently with MUSC 358. MUSC 302 UMBC Concert Choir. [2] The UMBC Concert Choir is a select ensemble of singers coming from all academic areas. A diverse program of choral literature is performed throughout the year, including larger cantatas and oratorios. Prerequisites: Consent of the instructor. notes: May be repeated for credit.
A survey of the principal periods in the history of Western music, including the principal forms, styles, genres and composers. Prerequisites: Ability to read music. MUSC 260 Introduction to Music therapy. [3] In addition to defining the profession, this course focuses on the comprehension of theory, ethics, clinical techniques, trends and perspectives in the practice of music therapy. It also stresses written and verbal modes of communication, musicianship skills, cultural context of the therapy, observational techniques and objectives in determining and evaluating music therapy goals in clinical practice in todays health care climate. MUSC 261 teaching Choral Singing. [3] Teaching Choral Singing provides an introduction to choral pedagogy for music educators. Fundamentals of vocal technique are combined with methodologies for teaching beginning and intermediate choruses how to read choral music and how to
MUSC
MUSC 303 UMBC Camerata Chamber Choir. [2] The UMBC Camerata is a small, select ensemble of singers coming from all academic areas. A diverse program of vocal literature is performed throughout the year including madrigals and works for small choruses. Prerequisites: Consent of the instructor. notes: May be repeated for credit. MUSC 303 cannot be taken concurrently with MUSC 358. MUSC 304 UMBC Jubilee Singers. [2] This class affords students instruction in sacred music, predominantly from the African- American heritage. The course will provide an introduction to and study of a variety of musical styles, including spirituals, hymns and anthems. Vocal technique is also part of the class structure. Some vocal instruction will be given, and it is recommended that students take MUSC 170 and 171: Beginning and Intermediate Voice Class, along with the course. Corequisites: Recommended: MUSC 170 and 171. notes: MUSC 304 cannot be taken concurrently with MUSC 358. MUSC 305 UMBC Symphony orchestra. [2] The UMBC Community Symphony is a full-size symphonic ensemble consisting of students, faculty and community members. The orchestra meets once a week in the evening and performs regularly in public throughout the year. Prerequisites: Consent of instructor. notes: May be repeated for credit. MUSC 305 cannot be taken concurrently with MUSC 358. MUSC 306 Improvisation ensemble. [2] The study of recent improvisation practices from graphic scores, to group composition, to coexisting hybrid strategies to free improvisation to intuitive music. Attention also will be given to experimental jazz as a model for further improvisational exploration. Students in the class will be strongly encouraged to develop their own musical voices and invent new ways to improvise. This course is a laboratory for the exploration of the individual musical soul. MUSC 307 ensembles. [2] Student performance of works from the literature for small ensembles. May include vocal accompaniment. Prerequisites: Consent of instructor and audition. notes: May be repeated for credit. MUSC 307 cannot be taken concurrently with MUSC 358. MUSC 308 UMBC Wind ensemble. [2] The UMBC Wind Ensemble is an instrumental ensemble consisting of students, faculty and community members. The group meets once a week in the evening. A diverse program of wind ensemble literature is performed through the year. Prerequisites: Consent of instructor. notes: May be repeated for credit. MUSC 308 cannot be taken concurrently with MUSC 358. MUSC 309 UMBC new Music ensemble. [2] The repertory of the UMBC New Music Ensemble centers around the latest developments in the sonic art. The ensemble explores, performs, and studies new concepts in notation, extended performing techniques, group improvisation and group composition. Prerequisites: Consent of instructor. notes: May be repeated for credit. MUSC 309 cannot be taken concurrently with MUSC 358. MUSC 310 Beginning gamelan. [2] Introduction to the repertory of the gamelan, a traditional ceremonial ensemble of Bali. Prerequisites: By permission and audition. notes: May be repeated once for credit. MUSC 311 Free Composition. [3] Introduction to composition. Students are encouraged to develop music in their own styles while exploring a variety of compositional techniques. Students study the works of a variety of composers throughout the semester and hear readings of their compositions by the faculty ensemble Ruckus. Prerequisites: MUSC 125 and MUSC 224 or consent of instructor. MUSC 312 Composition. [3] Advanced studies in musical composition. Prerequisites: Consent of instructor. notes: May be repeated for credit. MUSC 313 advanced gamelan. [2] An advanced performance course designed to develop students knowledge of the music and performance techniques of the gamelan angklung, a traditional ceremonial ensemble of Bali. Ensemble performs regularly. Prerequisites: By permission and audition. notes: May be repeated for credit. MUSC 313 cannot be taken concurrently with MUSC 358. MUSC 314 Music literature. [3] A rotating topics course designed to familiarize students with the vast repertoire of music in the Western classical tradition. Students will explore historical, sociocultural and stylistic issues related to the works discussed in class. Offered annually, topics will rotate among literature for the piano, orchestra, solo voice, chorus and chamber music. Prerequisites: MUSC 126 or permission of instructor. MUSC 315 alexander technique for Musicians. [3] This course is offered to singers and instrumentalists who are interested in learning how the Alexander technique can enhance performance skills and reduce performance
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anxiety and tension while playing or singing. Through group activities, observation and individual work, students will learn about Alexander technique principles and how they apply to various aspects of practicing and performing. Students will gain a basic understanding of the fundamentals of anatomy and body mapping and how this information can impact their performance. Prerequisites: Four semesters of individual performance studies of primary instrument or permission of instructor. notes: Also listed as THTR 315. MUSC 316 Session Musicianship. [3] A study and development of session musicianship skills, covering styles including folk, country, blues, jazz, rock and hip-hop. Through analysis and discussion of songs, students will gain a working knowledge of the techniques, vocabulary and aesthetics of recording sessions in various styles. Each student will have the opportunity to perform in recording sessions throughout the course. Prerequisites: MUSC 126. MUSC 317 Session ensemble. [2] An ensemble devoted to the study and development of session musicianship skills, covering basic styles including folk, country, blues, jazz, rock and hip-hop. This is a recording ensemble, not a performing ensemble, which will be involved in recording sessions throughout the semester. Prerequisites: MUSC 316 or consent of instructor. MUSC 318 digital audio Processing. [3] A continuation of MUSC 219 where students will explore advanced applications of audio plug-ins for mixing and mastering through work on various projects. Prerequisites: MUSC 219. MUSC 319 advanced topics in Music technology. [3] An exploration of advanced
302 MUSC
topics in music technology. The subject matter varies from semester to semester but may include surround recording techniques, sound design, audio electronics, sound for video and multimedia. Prerequisites: MUSC 318. MUSC 321 Music History I. [3]
GEP/GFR: Meets AH.
performing workshops, the course provides students contextualized opportunities to gain both conceptual and aural understandings of music as an integral part of contemporary culture. Prerequisites: Any music course or consent of instructor. notes: Selections of musical cultures may vary each semester. MUSC 331 richard Wagners role in german Culture. [3]
GEP/GFR: C
on music fundamentals e.g., melody, harmony, texture, rhythm, form and instrumentation. The course also positions the Beatles music and influence within the context of cultural, social and political developments. Prerequisites: Any music course, or permission of instructor. MUSC 337 american Popular Song. [3] A study of the poetical, musical, contextual and social aspects of American song from the 19th century to the present. MUSC 338 Survey of Jazz. [3] A study of the literature, performance practices, stylistic diversifications and cultural foundations of jazz as a distinctive American art form. MUSC 339 Black american Music. [3]
GEP/GFR: Meets AH.
formance with the study of the compositions and styles being performed, and related issues of music performance. Each week, students rehearse with their preferred ensemble, and meet for a one-hour discussion that involves all students in the course. Prerequisites: One prior college-level music ensemble, and permission of instructor. MUSC 360 Seminar in K-12 Choral Methods. [3] Seminar involves a survey of methods and repertoire for K-12 choral education. Class involves reading, performance, discussion and analysis, as well as practicum experiences in the schools. Prerequisites: MUSC 261, 380 and 385 or by consent of the instructor. MUSC 361 Seminar in K-12 Instrumental Methods. [3] Seminar involves a survey of methods and repertoire for K-12 instrumental education. Class involves reading, performance, discussion and analysis, as well as practicum experiences in the schools. Prerequisites: MUSC 182, 183, 184, 185, 186, 187, 188, 189, 380 and 385 or by consent of the instructor. MUSC 362 arts in education. [3] For advanced music majors, the course offers an introduction to theories of aesthetic education as they relate to all the arts and an in-depth exploration of those theories as they relate to music. Within the context of this practicum based course, students will learn to teach general music in an experiential manner to prepare both K-12 students and adult audience members for a deeper appreciation of the performance of music. Topics include writing effective lesson plans and planning and presenting interactive concerts as teaching artists. The course requires regular observations and presentations at a local elementary school. Prerequisites: Four
An analytic study of Western music history and literature from medieval, Renaissance and Baroque periods, with an emphasis on styles, genres and significant composers. Prerequisites: MUSC 126. MUSC 322 Music History II. [3]
GEP/GFR: Meets AH.
An analytic study of Western music history and literature from the Classic and Romantic eras and the early 20th century, with an emphasis on styles, genres and significant composers. Prerequisites: MUSC 321. MUSC 323 Career development for Musicians. [3] A practicum class that examines the components of creating a successful career in the music field. Beginning by exploring traditional careers as well as the many creative, entreprenuerial paths musicians have taken, areas to be studied include self-presentation (writing and speaking), the components of a successful press package, websites, recorded material, and resumes. Financial support options and research methods, legal issues and contracts will be discussed. Prerequisites: MUSC 126. MUSC 330 Popular Musics of non-Western World. [3]
This course will study Wagners role in defining German cultural identity both within Germany, as well as in other countries. Students will investigate his aesthetics; works; political and personal activities, including controversial issues such as the Bayreuth festival; his anti-Semitism and his contribution to Nazi cultural policies. Taught in English; no knowledge of German required. Prerequisites: Junior standing. notes: Also listed as MLL 331. MUSC 332 a History of american Music. [3] A survey of the various types of music that have existed in roughly the geographical United States from the time of the early European settlers to the present, of the various trends that have shaped American musical thoughts, the cultural environment in which this music was created and the importance of music in American life. Prerequisites: MUSC 100, 101, 110 or consent of instructor. MUSC 336 the Beatles: Career, Music, Innovation, Culture, Impact. [3]
GEP/GFR: Meets AH.
An in-depth study of the development of the music of blacks in the United States from early colonial period to the present. Particular attention will be devoted to slave songs, the evolution of the blues and jazz, and the Africanisms evident in these idioms. Prerequisites: MUSC 215 or AFST 245. notes: Also listed as AFST 345. MUSC 357 the great Masters. [3] A non-technical survey of the music of well-known composers, with emphasis upon the music in regard to the listener and upon the historical and cultural context in which the music was created. Each semester one to two composers will be selected for study. Prerequisites: MUSC 100, 101, 110 or consent of instructor. notes: May be repeated once for credit when topics vary. MUSC 358 Music in Performance. [3]
GEP/GFR: Meets AH.
The course explores selected popular musics of the nonWestern world within the context of socio-cultural, economic and political developments. Combining theoretical discussions, participant observations and hands-on
An exploration of the music and career of the Beatles with respect to innovation in pop music and its impact on Western culture. For the student with little or no musical training in music, the Beatles music will be discussed in a nontechnical way that centers
Designed for students who have been active musicians in high school. This course couples rehearsal and per-
MUSC
semesters of MUSC 193 or consent of instructor. MUSC 380 Introduction to Conducting. [3] Introductory course to the art of conducting. Students will learn fundamental principles of conducting and develop technical skills, including basic baton techniques, score reading and analytical skills that are essential for a conductor of any medium. Prerequisites: MUSC 111 and 126. MUSC 385 Intermediate Conducting. [3] Sequel to MUSC 380 designed to prepare the students for actual ensemble conducting. Students will study more advanced baton techniques, develop knowledge of various instruments and voices, learn to develop effective rehearsal techniques and further their study of stylistic interpretation. Prerequisites: MUSC 380. MUSC 390 advanced Performance Studies: Western art Instruments - for Music Majors. [3] Advanced students are selected through audition to receive private music lessons; instruction is offered in most Western art instruments and voice. The studies direct the student toward refining technique, broadening performing repertoire and stylistic interpretive sensitivity. Prerequisites: Consent of instructor. notes: Special fee: $300 per semester, one-hour lesson weekly. May be repeated for credit. MUSC 393 advanced Performance Studies - Honors. [2-4] See MUSC 390. Limited to honors students. MUSC 400 Special Projects. [1-4] Individual projects in music. Prerequisites: Approval of project proposal by the instructor who will supervise it. notes: This course may be repeated for credit, but a student may earn no more than eight credit hours total in MUSC 400. MUSC 401 Special Projects in Composition. [1-4] For music majors with an emphasis in composition, this course provides individual instruction in composition in preparation for the senior recital. Prerequisites: MUSC 312. MUSC 417 Special topics In Music technology. [3] This course offers advanced instruction in areas of technology that extend beyond the more traditional audio recording techniques covered in the music technology course sequence. The subject matter will vary from semester to semester and may include: sound for film and video, video editing (Final Cut Pro), audio archiving, interactive audio (MaxMSP/Jitter) or audio electronics. Prerequisites: MUSC 319. notes: This class may be repeated for upto six credits when topic differs. MUSC 418 Music technology Internship. [3] This course will acquaint students with the processes of audio production in a professional work environment. Students will work under the guidance of music technology faculty on client-based and/or research projects. The focus of the internship is on the development of ideas, working collaboratively in teams and utilizing evolving technologies. Productions vary each semester and demand different skills from interns. Prerequisites: MUSC 319. notes: This class may be repeated for up to six credits. MUSC 427 Composing at the Computer I. [3] A detailed study of the many aspects of electronic music composition. Areas covered include MIDI applications, sampling, hard-disk recording, digital mixing and signal processing. Prerequisites: Consent of instructor. notes: Course is open to all students and requires a taped electronic music composition as a final project. MUSC 428 Composing at the Computer II. [3] An advanced course involving music synthesis, extension of MIDI techniques from MUSC 427 and mixed-media design/ performance. Additional topics may include advanced sequencing, software-based modular design and advanced signal processing/analysis. Prerequisites: MUSC 427 or consent of instructor. notes: A taped composition or a mixed-media presentation is required as a final project. MUSC 429 Production of Music by Computer. [3] An overview of major programs in the computer generation of electronic music. Projects include creating a musical composition in the digital studio. Prerequisites: MUSC 428 or consent of instructor. notes: A musical composition is required as a final project. MUSC 467 Music, art and Society in West africa. [3] A study of the functions and form of traditional and contemporary music in several West African ethnic groups. The use of instrumentation and voice will be studied through listening and performance. A class visit to one museum housing these instruments is required. Prerequisites: AFST 245. notes: Also listed as AFST 415. MUSC 468 african-Caribbean Music. [3] The song and dance music of Caribbean countries will be studied through listening and performance. The derivatives of African religious and cult music found in Haiti, Trinidad-Tobago and Cuba
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will be examined. The influences of French and Spanish cultures on the form and content of African-Caribbean songs and dances also will be studied. Prerequisites: AFST 245. notes: Also listed as AFST 442. MUSC 479 Black Music in the new World. [3] This is a seminar devoted to topics focusing on particular aspects of Afro-American, Afro-Caribbean and/or AfroLatin music. The quality, type and intensity of Africanisms in the music of a region, a group or an era will be explored. An intensive examination of the development of new musical idioms, including the reciprocity of African with European influences. A research paper or project is required. Prerequisites: AFST 245 and junior/senior standing or permission of the instructor. notes: Repeatable for credit. Also listed as AFST 445. MUSC 480 topics in Music, art and Society. [3] A special topics course. Intensive study and discussion of the history, theory and social function of the various musical traditions of a particular culture and their relationship to other forms of art. Topic will be announced in advance by the instructor. Prerequisites: MUSC 230, MUSC 321 or 322. notes: Open to junior/ senior music majors others by permission of the instructor. Also listed as VPA 436. MUSC 485 Selected topics in Music History. [3] A special topics course. Intensive study and discussion of a particular period, style or aspects of music. Topic will be announced in advance by instructor. Prerequisites: MUSC 322, MUSC 492: Senior Project. [2]. notes: Open to junior and senior music majors and the others by special permission of the instructor.
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MUSC 497 Senior Seminar. [2] Examination of special topics concerning musical compositions being performed, composed or written about by participants. principles as they relate to endurance running. notes: Jogging experience is recommended PHed 111 aerobic Conditioning.
GFR/GER/GDR: Satisfies Phys Ed Req.
in a very liberal setting. It will provide an opportunity to improve endurance and cardiovascular strength through swimming skills. PHed 121 Physical Fitness.
well as review of basic skills through drill and technique instruction will be offered. For advanced players and requires instructor permission. PHed 127 aquatic activities.
Physical education
The following 1.5 institutional credit courses apply toward the physical education requirement at UMBC. Two activity courses, completed with a P are required for graduation. All courses are graded P/F. PHed 102 tennis/Badminton.
Designed to develop cardiovascular conditioning through the use of various aerobic activities, including cardiovascular equipment, calisthenics, dance and step (offered in certain sections). PHed 112 Beginning Swimming.
This course is designed to give the student a working knowledge of weight training and aerobic conditioning programs. Students will be exposed to nautilus, free weight and universal machine training, as well as aerobic activities. PHed 122 Self-defense.
This class is designed so that students will have an opportunity to experience a variety of course offerings. Course offerings include: flat water kayaking, white water kayaking, organizational aquatic games and water activities. A course fee may apply. PHed 129 Womens Self-defense.
An introductory course activity class including basic skills, terminology, rules and courtesies and strategy for singles and doubles in tennis and badminton. Course is divided into equal segments. Badminton is conducted in the fieldhouse. Tennis is conducted on the university tennis courts. PHed 105 Basketball.
Designed to develop the necessary swimming skills so the student will feel safe and secure in, on or around the water. All basic skills are covered. PHed 113 Intermediate Swimming.
Provides an opportunity to improve basic swimming skills. Information in the areas of competitive and basic swim skills from Red Cross materials will be offered. Extensive practice time is provided. PHed 116 trail Hiking.
This course provides practical self-defense skills including some defenses against punches and knife attacks. The majority of techniques are based in the martial arts. It is for people of all sizes, strengths and ages. (Tai Chi also may be listed under this heading.) PHed 123 Sports officiating.
This course is designed to improve basic basketball skills, knowledge of rules and strategies of play. Course meets for eight weeks. PHed 109 Jogging.
Development of fitness and conditioning, strength and endurance and different training techniques while jogging. Class will be held both indoors and outdoors on campus. PHed 109a advanced Jogging Concepts of running. This class is designed to improve the students working knowledge of the theory and application of the training
Students in this course will have the opportunity to improve their conditioning by hiking some of the best local back-country hiking trails in Maryland. Along the way, mini-lectures will focus on foot ware and care, trail safety, map reading, clothing selection and helpful accessories. Student must attend the first class and complete seven of the ten hikes offered. All hikes take place during scheduled meeting times. PHed 118 Swim Conditioning.
Course is designed to present an overview of officiating, umpiring and refereeing in a selected group of sports. There will be a combination of theoretical aspects to be covered by lecture, discussion and demonstrations, as well as practical involvement in class and during intramurals. PHed 125 Volleyball.
The goal of this course is to empower women and prevent gender-based violence. This course provides women with practical self-defense skills including verbal negotiation, releases from various grabs, rape prevention, and defense against strikes and knife attacks. The majority of techniques are based on Budo Taijutsu, which is a very practical martial art for people of all sizes, strengths and ages. The goal of this course is to empower women and to prevent violence against women. PHed 133 Walking/Jogging.
An introduction to team volleyball. Proper skill techniques including serving, passing, setting, spiking and basic position play will be taught. PHed 126 advanced Volleyball.
A combination of programs that are involved with both walking and jogging that will range from low impact to advanced programs for each particular activity. Development of fitness and conditioning, strength and endurance, and different training techniques. Class will be held both indoors and outdoors on campus. PHed 135 Co-ed Softball.
Students will have the opportunity to swim and train
Instruction in advanced offenses and defenses, as
An activity course designed to introduce and/or review skills and strategies for co-ed
PHED
slowpitch softball. Students are responsible for providing their own gloves. All other equipment will be provided. PHed 136 Womens lacrosse.
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PHed 144 Soccer.

takes place on the Patapsco River. (Summer only). PHed 153 Scuba.
This course is designed to improve basic womens lacrosse skills, knowledge of the rules and strategies of play. PHed 137 tennis.
An activity class covering the fundamental skills, strategies and concepts of the game of soccer. Course meets for eight weeks outdoors. PHed 146 Weight training/ Physical Fitness.
An introductory activity class that includes basic skills, terminology, rules and courtesies as it relates to the game of tennis. Basic strategies for singles and doubles in tennis will be covered in the course. Course meets eight weeks. PHed 138 Individual Physical education.
This activity class will concentrate on training methods and techniques using free weights and strength training equipment. Students will develop a personal fitness program based on current physical condition and needs. There may be limited usage of cardiovascular equipment. PHed 146W Basic Winter Survival.
This course is available to those interested in obtaining the PDIC open-water scuba certification. The course will follow the national training system outline. Students may be responsible for providing their own personal gear, the instructor will provide tanks, weight belt, regulator and BC. An open-water dive will be required for certification. There is an additional fee for this course. (This course is six weeks in length.) notes: There is an additional fee for this course. PHed 155 Yoga.
techniques and night diving skills. This course culminates with an open-water test for PDIC certification. There is an additional fee for this course. (This course is six weeks in length.) Prerequisites: PHED 153 or equivalent. notes: There is an additional fee for this course. PHed 160 racquetball.
This class will cover basic racquetball skills. Students will be exposed to a variety of competitive methods of play. Class will be held at Merritt Racquet Club. There is an additional fee for this course. PHed 161 Ice Skating.
This course is designed for students who have medical limitations that prevent them from participating in regular activity classes. Activity will be tailored to meet the individual needs of each student. PHed 141 Skiing.
This class will provide professional instruction for any level skier. The student will be charged a fee for lifts, lessons and transportation if available. (Winter and spring only). PHed 143 Bowling.
Lecture, discussion and outdoor experience combine to help students develop techniques for coping with adverse winter weather conditions and learning practical emergency preparedness for car, home and personal survival. A weekend trip will be scheduled to the mountains. Weather permitting, students will be able to participate in ice skating, snowshoeing and crosscountry skiing. (Winter only). PHed 147 Indoor Soccer.
Ashtanga Vinyasa power Yoga is accompanied by a powerful breathing technique called Ujjayi that calms and centers the mind while building heat in the body, strengthens the respiratory and skeletal muscles and increases VO 2 Max. The primary series is considered therapeutic and lays the foundation for more advanced postures and series, and protects against injuries. (Summer and winter only.) PHed 156 Billiards.
This class will cover the basics of ice skating techniques. The course will include group and individual instruction. There will be a nominal fee for ice time and skate rental. Transportation to the rink may be available. There is an additional fee for this course. (Winter only.) PHed 162 Pom and drill.
An activity class designed to introduce and/or review the skills, techniques and other aspects of 10 pin bowling. If available, the department may provide transportation to a local bowling alley. There will be a slight fee for equipment rental and game charge.
This course will emphasize the basic skills of indoor soccer, including trapping, passing, shooting, one-onone matchups, goaltending and use of the sideboards. This course will emphasize rules, conditioning and team play. (Winter only). PHed 149 Fundamentals of Sailing.
This course provides instruction in the basic techniques and strategies of billiards. Students will be exposed to a variety of games including straight billiards, nine ball and tournament play. (Summer and winter only.) PHed 157 advanced open Water Scuba.
This course will emphasize the many techniques and skills needed to perform as dance squad. It will emphasize team dance routines. There will be additional sessions, as well as performances during varsity athletic events. (Tryouts will be conducted at the beginning of the course.) PHed 163 track and Field.
This course will teach the novice sailor to rig, get under way and sail a daysailer. Sailing
This course will provide instruction in navigation, boat diving techniques, limited visibility diving, deep diving
This course will emphasize the basic skills of track and field. Content will include training principles of sprinting and distance running. It will also introduce students to a variety of skills and techniques associated with running and field events.
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PHed 164 Water Polo.
PHed 190 CPr, aed, FIrSt aId. [1.5]

This course will emphasize the basic skills of water polo, including passing, shooting, goal tending and one-on-one match-ups. Team strategies will include a variety of team offenses and defenses. There will be a strong emphasis on conditioning and rules of the game. PHed 170 touch Football.
This course is designed for students to learn the basic principles, rules and skills of touch football. Class is non contact and eight weeks in length. PHed 171 Field Hockey.
This course prepares students to cope when emergency care is needed. Studies in accident prevention, examination procedures and first aid care for victims of accidents or sudden illness before medical assistance is available will be covered. Upon successful completion of the course, students will receive American Red Cross certification in CPR (adult, child and infant), automated external defibrillation, and basic first aid. notes: This course is taught in winter term only. PHed 202 Introduction to Health Behaviors. [3] This course will provide the student with an opportunity to study and apply the principles of social and behavioral sciences to health. Emphasis will be placed on examining relationships between human behavior and subsequent health outcomes. This is a required course for incoming student-athletes. (As per NCAA requirements, this course is open to varsity student athletes only.) PHed 249 advanced Sailing. Designed to expose students to the world of sailboat racing and cruising. This course includes such topics as advanced sail trim, spinnaker sailing, racing tactics, basic navigation, right-of-way rules and anchoring techniques. Prerequisites: PHED 149.
the relationship between free will and determinism, moral responsibility, the nature and possibility of knowledge, causality and the nature of reality. The course emphasizes the formulation and evaluation of philosophical arguments and may draw upon historical as well as contemporary readings. PHIl 146 Critical thinking. [3]
GEP/GFR: Meets AH.
eat animals? Various theoretical positions are covered and may include moral skepticism or relativism, Aristotelianism or virtue ethics, utilitarianism, Kantianism and other forms of nonconsequentialism. Readings may include both historical and contemporary sources. Critical and charitable reading, argument analysis and writing are emphasized. PHIl 210 Philosophy of religion. [3]
GEP/GFR: Meets AH.
An introduction to the basic concepts and principles of reasoning. Topics include the analysis and evaluation of the logical structure of arguments, the meaning and functions of words in arguments, and the detection of fallacious or deceptive patterns of thinking. The course is intended to develop skill in responding critically to incorrect reasoning in everyday discourse. PHIl 150 Contemporary Moral Issues. [3]
GEP/GFR: Meets AH.
A critical examination of the nature and justification of religious belief. Topics discussed include the existence of God, the nature of religious belief, the problem of evil, the possibility of life after death, and the relation between religion and morality. notes: Also listed as RLST 200. PHIl 248 Scientific reasoning. [3]
GEP/GFR: Meets AH.
This course is designed for students to learn the basic principles, rules and skills of field hockey. PHed 172 Wrestling. This course is designed for students to learn the basic principles, rules and skills of wrestling or rugby. PHed 175 rotC Physical training. [1.5]
This course is designed for UMBC ROTC cadets who are in their junior or senior year participating in the Advanced Course. Rigorous physical training is required during this course. The course is designed to help the ROTC students meet the fitness requirement for commissioning as officers into the Armed Forces as well as instilling in each cadet an appreciation for a healthy lifestyle and lifetime fitness. Prerequisites: Junior /senior standing in ROTC program at UMBC. notes: This course may be repeated for a maximum of three credits.
An introduction to the problems and concepts of moral philosophy that focuses on current moral issues. This course introduces students to moral theories and their implications, the nature of moral reasoning and argument, and the meaning and justification of moral concepts such as obligation and rights. Topics may include free speech, abortion and euthanasia, environmental ethics, the rights of animals and distributive and compensatory justice. PHIl 152 Introduction to Moral theory. [3]
GEP/GFR: Meets AH.
The study of scientific reasoning. Among the central issues are: deductive reasoning; inductive reasoning; the justification of inductive inferences; examples of inductive reasoning, such as statistical inferences with respect to both correlation and causal hypotheses; the nature of science and its evolution; analysis of the roles that models, predictions and evidence play in justifying scientific theories. PHIl 251 ethical Issues in Science, engineering and Information technology. [3]
GEP/GFR: Meets AH.
Philosophy
PHIl 100 Introduction to Philosophy. [3]
GEP/GFR: Meets AH.
An introduction to fundamental philosophical concepts and methods, through the consideration of issues such as the existence and nature of God, the relationship between mind and body, personal identity,
An introduction to philosophical theories of morality, which address such questions as: What ought we do? How ought we to live? Is there any right answer to such questions? If there are any right answers, upon what are they based, and how do we come to know them? What makes it the case that we should or should not lie, kill other people or
The primary focus of the course will be inquiry into the ethical responsibilities of scientists, engineers and information technologists in todays high-tech, informationoriented society. Students will be introduced to both historical and contemporary issues involving ethical and professional responsibility through an extensive discussion and analysis of case studies. The key feature of the course will involve learning how to
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conduct an ethical analysis and then learning how to apply this analysis to a case study. Teams will be formed early in the semester so each group can meet and discuss case studies before they are discussed in class and before written assignments are due. Each team also will be required to engage in an extended case study project that will culminate in a team presentation of the case study in a PowerPoint format. PHIl 252 ethical responsibility in Computer and Information technology. [3]
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PHIl 320 topics in the History of Philosophy. [3] A detailed study of an important development in the history of philosophy, such as scholasticism, continental rationalism, British empiricism, existentialist philosophies of man or logical empiricism. Specific topic is announced each semester offered. Prerequisites: One course in philosophy or permission of instructor. notes: May be repeated once for credit with permission of the instructor. PHIl 321 History of Philosophy: ancient. [3]
GEP/GFR: Meets AH.
PHIl 328 History of analytic Philosophy. [3] A study of central texts and themes in the history of analytic philosophy. Readings will be drawn from figures such as Green, McTaggert, Bradley, Frege, Russell, Wittgenstein, Austin, Ayer, Carnap, Dewey, Quine, Davidson and Rorty. Prerequisites: One course in philosophy or permission of instructor. PHIl 332 Philosophy of the asian Martial arts. [3]
GEP/GFR: AH or C.
PHIl 346 deductive Systems. [3] An introduction to symbolized deductive logic, including the construction of formalized systems for traditional logic, the sentential calculus and first-order predicate calculus. These systems will be constructed semantically (as formalizations of deductive reasoning in natural languages) and syntactically (as uninterpreted systems). The course emphasizes the distinction between mechanical decision procedures and the construction of deductive proofs. Prerequisites: One course in philosophy or permission of instructor. PHIl 350 ethical theory. [3]
GEP/GFR: Meets AH.
The primary focus of this course will be an inquiry into the ethical responsibilities of information technologists in todays high-tech, informationoriented society. Students will be introduced to historical and contemporary issues involving ethical and professional responsibility through extensive discussion and analysis of case studies in computer science and information systems. The key outcome of the course involves learning how to conduct an ethical analysis and then apply this analysis to a real case. notes: Credit will not be given for both PHIL 252 and IS 304. PHIl 258 Introduction to Feminist Philosophy. [3] Drawing on historical and contemporary sources, this course critically examines the ways in which women and womens experiences have been ignored and explicitly and implicitly devalued in Western philosophy. It also seeks to uncover what, if anything, about the methods and central concepts of Western philosophy account for such exclusion and (apparent) contempt. More positively, we will evaluate new feminist approaches to old philosophical questions, such as: What is knowledge? What is justice? notes: Also listed as GWST 258
The history of major philosophical views from the preSocratics through Hellenistic philosophy, with special emphasis on the early and middle dialogues of Plato and the physical, ethical and metaphysical works of Aristotle. Prerequisites: One course in philosophy or permission of instructor. PHIl 322 History of Philosophy: Modern. [3]
GEP/GFR: Meets AH.
An examination of major philosophical positions in the 17th and 18th centuries. Philosophers studied typically include Descartes, Spinoza, Locke, Leibniz, Berkeley, Hume and Kant. Prerequisites: One course in philosophy or permission of instructor. PHIl 327 american Pragmatism. [3] An examination of the origin and development of the American pragmatist movements, from their beginnings with Pierce, James and Dewey, to contemporary pragmatists such as Quine. The course compares the merits of the pragmatic method with those of rationalist and empiricist methodologies. Prerequisites: One course in philosophy or permission of instructor.
A critical survey of the classical philosophical literature of the Asian martial arts. The original writings of some preeminent Asian philosophers, sages and martial artists will be examined and discussed. Topics include the nature of philosophy in Asian culture; the conceptual relations between Confucianism, Taoism, Zen Buddhism and the philosophy of the Asian martial arts; the values and ethics of warriorship and the role the philosophy of the martial arts has played in shaping some Asian cultures. Prerequisites: One course in philosophy or permission of instructor. PHIl 334 asian Philosophy. [3]
GEP/GFR: AH or C.
A critical examination of a range of major ethical theories, chosen from among virtue theories, divine command theories, utilitarian theories, contractualist theories, existentialism and Kantianism. Readings may be drawn from both historical and contemporary texts. Prerequisites: One course in philosophy or permission instructor. PHIl 355 Political Philosophy. [3]
GEP/GFR: Meets AH.
This course will consist of a critical survey of the major philosophical and spiritual traditions of India, China and Japan. The key concepts and principles of Hinduism, Jainism, Sikhism, Confucianism, Taoism, Buddhism, Zen Buddhism and Shintoism will be examined and discussed. Topics will include the difference in emphasis and approach between the philosophical thought of East and West, the conceptual relations between the various Asian traditions and the importance of the concept of enlightenment in Asian thought. Special attention will be given to the role that Asian philosophy has played in shaping Asian culture. Prerequisites: One course in philosophy or permission of instructor.
A critical examination of selected philosophical theories aimed at addressing such questions as: What is the extent of political authority, and what (if any) legitimate forms can it take? Can coercion by the state be justified? What are the obligations of citizens? What is the nature of law, and can the rule of law extend to states? What understanding of human nature and human needs underlies the various particular answers to such questions? Readings may be drawn from historical as well as contemporary sources. Please see the current Course Schedule for further details. Prerequisites: One course in philosophy or permission of instructor. notes: May be repeated once for credit with permission.
308 PHIL
PHIl 356 Philosophy of law. [3] What is the rule of law, and why is it a good thing? This course addresses these foundational questions and attempts to connect them with practical issues that confront contemporary society. Students will have the opportunity to study various accounts of Constitutional interpretation and judicial review through the examination of landmark and recent Supreme Court decisions. The course will occasionally focus on a special topic such as: race and American law, feminist jurisprudence and International criminal tribunals. Prerequisites: One course in philosophy or permission of instructor. PHIl 358 Bioethics. [3] A survey of the ethical constraints on the practice of medicine, on biomedical research using human and non-human animals, and on the delivery of health care. Specific topics will include doctor-patient confidentiality; autonomy, competence and medical decision-making; ethical issues at the beginning and end of human life; and controversial biomedical technologies such as cloning and stem cell research. Prerequisites: One course in philosophy or permission of instructor. notes: Also listed as HAPP 358. PHIl 368 aesthetics. [3] An exploration of central philosophical issues concerning art and art criticism. Topics to be discussed may include the nature of beauty, aesthetic evaluations, the identity of works of art, the relation of art to morality, the relation between art and nature, the status of aesthetic experience and perception. Readings will be drawn from historical and contemporary sources. Prerequisites: One course in philosophy or permission of the instructor. PHIl 370 Philosophy and Parapsychology. [3] A survey of experimental and anecdotal evidence for paranormal phenomena and the philosophical issues that arise from their consideration. Topics include ESP, psycho-kinesis, poltergeists, apparitions, survival of death, mind-body identity theories, the nature of scientific explanation and the nature of causality. Prerequisites: One course in philosophy or permission of instructor. PHIl 371 epistemology. [3] A survey of central issues concerning knowledge, belief and justification. Topics to be covered may include: a prior knowledge, perception, skepticism, the problem of other minds, self-knowledge, coherence and correspondence theories of knowledge and truth, internalist and externalist accounts of justification, foundationalism, naturalism and transcendental arguments. Readings will be drawn from historical and contemporary sources. Prerequisites: One course in philosophy or permission of instructor. PHIl 372 Philosophy of Science. [3] What is the exact nature of science? This course considers answers given by different philosophical schools. We examine how these schools explicate central scientific terms such as laws, explanations, theories, models, confirmation, justification, scientific progress and scientific revolutions, and how they account for the nature of the history of science. Prerequisites: One course in philosophy or permission of instructor. PHIl 373 Metaphysics. [3] A survey of central metaphysical concepts and themes in the Western philosophical tradition. Topics to be covered may include: identity, personal identity, causation, free will, the mind-body problem, properties, laws of nature, necessity, essentialism, realism and antirealism and the existence of God. Readings will be drawn from historical and contemporary sources. Prerequisites: One course in philosophy or permission of instructor. PHIl 390 Philosophy of Sport. [3] An examination of the nature and significance of sport to determine the relation sport bears to the basic concerns of humankind. Topics include the relationship between human embodiment, the self and sport; the existential aspects of sport and play; the morality of hunting and ethical issues in sport. Prerequisites: One course in philosophy or permission of instructor. PHIl 391 the Philosophy of Sex. [3] An examination of the philosophical aspects of human sexuality. Topics include theories of sexual desire and sexual activity; the concept of sexual perversion; the moral evaluation of sex acts; feminist analysis of the sexual relations between men and women; and the moral status of homosexuality, adultery, pornography and abortion. Prerequisites: One course in philosophy or permission of the instructor. notes: Also listed as GWST 391. PHIl 394 Philosophy of Biology. [3] An examination of biology from a philosophical point of view. Some of the philosophical problems considered are the tautological character of the principle of natural selection, genic vs. group selection, the definition of fitness, the nature of biological species, the statistical character of evolutionary theory, and the reduction of biological laws to laws in physics and chemistry. Prerequisites: One course in philosophy or permission of instructor. PHIl 395 Philosophy of Physics. [3] A study of the philosophical foundation of physics. We consider some of the major theories in the history of physics, such as Newtonian mechanics, relativity theory and quantum mechanics. A special emphasis will be given to the consideration of central concepts, such as time, matter, motion, force, field, geometry and probability, as well as famous scientific paradoxes. Some familiarity with central concepts of modern physics is presupposed. Prerequisites: One course in philosophy or permission of instructor. PHIl 399 topics in Philosophy. [1-3] A philosophical examination of a concept playing a significant role in the history of ideas or contemporary culture. Recent topics included the philosophy of work, morality and the media, and creationism and evolution. Prerequisites: One course in philosophy or permission of instructor. notes: May be repeated for credit with the permission of the department. PHIl 400 Independent Study in Philosophy. [1-4] Independent study on an approved topic in philosophy. notes: Open to majors and nonmajors with permission of the staff. May be repeated for credit with permission of the department. PHIl 405 Honors Independent Study in Philosophy. [3] Independent study on an approved topic in philosophy. Limited to and required of departmental honors candidates. notes: May be repeated for credit with permission of the department. PHIl 420 Continental Philosophy. [3] A study of central texts and themes in 19th- and 20thcentury European philosophy. Readings will be drawn from figures such as Hegel, Marx,
PHIL
Nietzsche, Kierkegaard, Freud, Husserl, Heidegger, Sartre, Merleau-Ponty, Foucault and Derrida. Prerequisites: Two courses in philosophy or permission of instructor. PHIl 445 Philosophy of language. [3] A survey of philosophical issues concerning the nature of meaning, understanding, communication and language. Topics to be discussed may include the relations between meaning, intention and belief; the relationship between mental content and linguistic meaning; interpretation; the possibility of thought without language; the factual status of meaning and understanding; the nature of naming and referring; the relation between individual understanding and the physical and social environment. Prerequisites: Two courses in philosophy or permission of the instructor. PHIl 452 advanced topics in ethics. [3] An intensive analysis of significant positions in historical or contemporary moral theory. Examples might include Greek ethics, utilitarianism, contemporary concepts of rights and obligations. Prerequisites: Two courses in philosophy or permission of instructor. notes: May be repeated once with permission of the department. PHIl 454 animals and the environment: Moral theory and Its application. [3] Do we stand in moral relations to animals? Can we owe things to the environment? This is a moral theory course that focuses on the understanding and critical assessment of various philosophers attempts to answer these questions. In the course of examining these theories, a number of more concrete questions will come up, for example, scientific questions about the natures of animals and of the environment and about the potential effects of human activities. In addition, a number of particular moral questions arise, such as: Is it acceptable to have animals for pets or to eat them? Are zoos morally permissible? Is the intentional (or negligent) extermination of a species ever morally justified? This is a seminar for students with a strong background in philosophy, environmental sciences or policy. Prerequisites: Two courses in philosophy or permission of instructor. PHIl 455 applied ethics. [3] An examination of applied and professional ethics, including their relationship to ethical theory, the attempt to codify ethical rules for different professions, the use of case studies as a method of moral reasoning and the dilemmas faced by moral agents who also are acting in a professional role. Prerequisites: PHIL 150 or 350 and one other philosophy course. PHIl 458 advanced topics in Feminist Philosophy. [3] A detailed examination of some single field of feminist philosophy. Topics will vary from year to year but are likely to include the following: feminist ethics, feminist epistemology and feminist aesthetics. In each case, the class will focus on the theoretical and practical impact of feminist thinking on these traditional areas of philosophy. We will critically discuss the relevance of womens lived experience for philosophical theorizing. Prerequisites: Two of the following PHIL 258, PHIL 350, PHIL 368, PHIL 371, PHIL 373, PHIL 372, GWST 480 or permission of the instructor. notes: May be repeated once with the permission of the instructor. Also listed as GWST 458. PHIl 470 Philosophy of Mind. [3] A survey of central issues about the nature of mind and its relation to the physical world. Topics to be discussed may include: the nature of belief, intention, desire, action, emotion, pain; special problems raised by consciousness; competing conceptions of the relation between mental and physical states and events, the possibility of psychological laws, and how mental phenomena can play a casual/explanatory role in the physical world. Prerequisites: Two courses in philosophy or permission of instructor. PHIl 471 Freedom, determinism and responsibility. [3] A survey of different conceptions of human freedom, moral responsibility, and how they relate to deterministic and indeterministic pictures of the natural world. Topics to be considered may include: the compatibility of freedom and moral responsibility with determinism, the relation between choice and personal identity, the conceivability of life without freedom or responsibility, and competing conceptions of punishment. Readings will be drawn from historical and contemporary sources. Prerequisites: Two courses in philosophy or permission of instructor. PHIl 472 advanced topics in the Philosophy of Science. [3] An intensive study of an advanced topic in the philosophy of science, biology, physics or probability. Representative topics include scientific realism, explanation, causation, laws, units of biological selection, species and natural kinds, quantum mechanics and quantum paradoxes, interpretations of probability and sociological explanation. Prerequisites: PHIL 372 or 394, 395 and one other philosophy course, or permission of the instructor. A background in some particular science is strongly recommended. notes: May be repeated with permission of the instructor. PHIl 480 advanced topics in the History of Philosophy. [3] An intensive study of the works of a major philosopher such as Plato, Aristotle, Kant or Wittgenstein.
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Prerequisites: Two courses in philosophy or permission of the instructor. notes: May be repeated with permission of instructor. PHIl 481 ancient Philosophy. [3] Advanced work on one or more figures or issues in ancient Greek philosophy. Possible topics include the pre-Socratics, Plato and/or Aristotle, Platos epistemology, Aristotles philosophy of biology, ancient skepticism, Stoicism and the early Platonists. Please see the current Schedule of Courses for further details. Prerequisites: Two courses in philosophy or permission of instructor. notes: May be repeated with permission of instructor. PHIl 484 Kants theoretical Philosophy. [3] An intensive introduction to Kants philosophy as presented in the Critique of Pure Reason and related texts. The course usually focuses on selected parts of the Critique of Pure Reason, including especially the aesthetic, the deduction, the principles and the antinomies. An alternative set of selections may be offered in different terms. Please see the current Schedule of Courses for further details. Prerequisites: Two courses in philosophy or permission of instructor. notes: In case of differing syllabi, the course may be repeated once for credit with permission of instructor. PHIl 498 advanced topics in Philosophy. [3] A detailed examination either of a major area of philosophical inquiry (such as metaphysics, theory of knowledge) or of a specialized topic within one of these areas (such as the philosophy of space and time, the nature of causality, mathematical logic). Prerequisites: Two courses in philosophy or permission of the instructor. notes: May be repeated for credit with the permission of the department.
310 PHIL / PHYS

PHIl 499 advanced topics in Philosophy. [3] See PHIL 499 for course description. Course material is taken largely from astronomy, planetology, and biology although the multidisciplinary nature of this topic also requires basic information in chemistry, geology, and physics. While a broad overview is stressed, some topics will be treated in depth. While no formal experience in physics or astronomy is required, some familiarity with basic concepts in astronomy is helpful. PHYS 111 Basic Physics I. [4]
Physics
PHYS 100 Ideas in Physics. [3]
Gausss law, electric fields and electric potential, currents, simple circuits and Kirchhoffs laws, generation of magnetic fields by charges in motion, electromagnetic induction, magnetic materials, oscillatory circuits, temperature, heat and the laws of thermodynamics. Prerequisites: PHYS 121. Corequisites: MATH 152. PHYS 122l Introductory Physics laboratory. [2]
GEP/GFR: Lab requirement only
PHYS 224 Introductory Physics III. [3] This course emphasizes vibrations, wave motion and optics. Topics include mathematical characterization of vibrations and waves, sound, superposition of standing waves, geometrical and physical optics, diffraction, interference and polarization of light. Prerequisites: PHYS 122. Corequisites: MATH 251. PHYS 303 thermal and Statistical Physics. [3] Thermodynamic description of systems and statistical interpretation of thermodynamic quantities. The first and second laws of physics, temperature, entropy and thermodynamics, and their relationship to a statistical description of many-particle systems. Applications to magnetic systems, gases and liquids and radiation are discussed. Prerequisites: PHYS 224 and MATH 251. PHYS 305 Stellar astrophysics. [3] A survey of the life and death of stars. Topics include star formation, stellar structure and evolution, stellar death (white dwarfs, neutron stars and black holes), supernovae, binary star systems, accretion onto compact objects and X-ray sources. Prerequisites: PHYS 122. PHYS 315 galaxies and the Interstellar Medium. [3] The formation, structure and dynamics of normal galaxies, dark matter, the evolution of elliptical and spiral galaxies, quasars, radio galaxies and active galaxies. Theoretical models will be compared to observations in radio, IR, optical, X-ray and gamma-rays. Prerequisites: PHYS 122. PHYS 316 extra-galactic astronomy and Cosmology. [3] An introduction to modern cosmology, including evidence for the Big Bang and the expanding universe, the
A one-semester, generalinterest course for the non-science major, introducing concepts of classical physics such as mechanics, electromagnetism, thermodynamics and optics, along with how a physicist views the world. Prerequisites: Mathematical ability at the level of high school algebra, geometry and trigonometry. PHYS 101 Ideas in Modern Physics. [3]
A one-semester, general interest course for the non-science major, introducing concepts of modern physics such as relativity, quantum mechanics, and atomic and nuclear physics. notes: Suitable for students who have taken PHYS 100, but PHYS 100 is not a prerequisite. PHYS 105 Ideas in astronomy. [3]
Three lectures and one two-hour laboratory period a week. A general physics course intended primarily for students in psychology, biology and the health related sciences. Topics include mechanics, heat and sound. Prerequisites: High school mathematics, including trigonometry or MATH 150. notes: This course satisfies the minimum requirements of medical and dental schools. PHYS 112 Basic Physics II. [4]
Four hours of laboratory work a week. This is the laboratory course associated with the PHYS 121-122 sequence. Pre- or Corequisite: PHYS122. PHYS 203 Ultrasound Physics. [3] This is an in-depth examination of the physics of diagnostic medical sonography. It includes elementary principles, propagation of ultrasound through tissues, transducers, pulse-echo instrumentation, image storage and display, Doppler instrumentation, color Doppler, image artifacts, ultrasound equipment quality assurance, bioeffects and safety considerations. Prerequisites: PHYS 112. notes: Required for students admitted to the diagnostic medical sonography program and those selected for a B.S. in IND: DMS. PHYS 220 Introduction to Computational Physics. [3] An introduction to the computational software packages MATLAB and Mathematica, with particular emphasis on their use in solving physics problems and analyzing experimental data taken in physics laboratory experiments. Applications to problems in mechanics, electromagnetics and wave propagation will be stressed. The course will end with a comparison of the strengths and limitations of these languages and a compiled language such as C. Prerequisites: PHYS 122, MATH 152 and CMSC 104 or CMSC 201.
Continuation of PHYS 111. Topics include electricity, magnetism, optics and modern physics. Prerequisites: PHYS 111. PHYS 121 Introductory Physics I. [4]
A general-interest course that covers observations, models and theories of the solar system, the stars and the galaxies. Students also will become acquainted with the history of astronomy. Prerequisites: Mathematical ability at the level of high school algebra, geometry and trigonometry. PHYS 106 Introduction to astrobiology. [3]
This course emphasizes classical mechanics. Topics include force, particle kinematics and dynamics, equilibrium, Newtons laws of motion and gravitation, rotational motion, collisions, momentum, energy and conservation laws. Prerequisites: MATH 151. Corequisites: MATH 151. PHYS 122 Introductory Physics II. [4]
The prospect of extraterrestrial life is considered in the context of the evolution of the Universe and of life on Earth.
This course emphasizes electricity, magnetism, heat and thermodynamics. Topics include Coulombs law,
PHYS
formation of light elements in the early universe, the effect of dark matter on the formation of large-scale structure in the universe and galaxy motions, gravitational lenses, observations of quasars, the intergalactic medium and measurement of cosmological parameters. Prerequisites: PHYS 122. PHYS 320l electronics for Scientists. [4] A basic lecture and laboratory course in electronics. Properties of semiconductor devices and their combinations in amplifiers, oscillators, timers, switching circuits, digital circuits and electronic instruments in common use in the scientific laboratory. Prerequisites: PHYS 122 and PHYS 220. PHYS 321 Intermediate Mechanics. [3] An intermediate course in classical mechanics, including linear and nonlinear oscillations, dynamics of a system of particles, rigid body motion, planetary dynamics, accelerated reference frames, LaGranges equations, normal coordinates and vibrating strings. Prerequisites: PHYS 224, MATH 225 and MATH 221. PHYS 324 Modern Physics. [3] The breakdown of classical physics, special relativity, quantum mechanics and atomic structure, solid-state, nuclear and elementaryparticle physics. Pre- or corequisites: PHYS 224. PHYS 324H Modern Physics, Honors. [4] The breakdown of classical physics, special relativity, quantum mechanics and atomic structure, solid-state, nuclear and elementaryparticle physics. Honors section students meet for an additional two hours per week to perform advanced laboratory experiments that are pertinent to material covered in lectures. Corequisites: PHYS 224 PHYS 330l optics laboratory. [3]
GEP: WI.
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A laboratory course in optics and spectroscopy, which includes experiments on reflection, refraction, diffraction, interference, polarization, atomic spectra, interferometers and the properties of lasers. Important physical constants such as the Rydberg constant and the speed of light are measured. Prerequisites: PHYS 224 and PHYS 324. Corequisites: PHYS 220L. PHYS 331l Modern Physics laboratory. [3] Laboratory course intended for physics majors. Purpose is to acquaint the student with some of the phenomena and experimental techniques of atomic and nuclear physics. Error analysis and advanced data fitting technique are included. Prerequisites: PHYS 330L and PHYS 324. Corequisites: PHYS 220. PHYS 333 applied Physics in archaeology and art. [3]
and structure. Concepts of pressure, density, thermodynamics and radiative energy balance. Atmospheric motions and major circulations. Major chemical cycles in the atmosphere and elementary atmospheric chemical reactions. Modifications of the atmospheric chemical structure, the greenhouse effect, acid rain and toxic chemicals. Air pollution meteorology. Prerequisites: PHYS 122. PHYS 402 nuclear Physics. [3] An introduction to the structure of nuclei and the interaction between subnuclear particles. Topics include radioactivity, nuclear reactions, nuclear forces, models of nuclear structure, the classification and interactions of elementary particles, and experimental techniques. Prerequisites: PHYS 324. PHYS 403 Solid-State Physics. [3] An introductory course in solid state physics. Topics include crystal structures and lattice vibrations, free electron gas, energy bands, insulators, semiconductors and metals, superconductivity and magnetism. Prerequisites: PHYS 324 and 303. PHYS 407 electromagnetic theory. [3] Vector analysis, electrostatics, dielectric media, electric currents, magnetic fields, electromagnetic induction and magnetic properties of matter. Prerequisites: PHYS 224 and MATH 225. PHYS 408 optics. [3] An intermediate course in optics that treats light as an electromagnetic field. Topics include interaction of light and matter, polarization, interference, diffraction, Fourier optics and coherence theory, introduction to guided wave theory and the basics of laser operation. Prerequisites: PHYS 407.
PHYS 415 observational astronomy. [4] Detection of radiation and data analysis techniques covering spatial, spectral and timing data. Hands-on, practical experience will be combined with a knowledge of the fundamentals of astrophysics gained from previous astronomy courses. Students will complete a research project using UMBCs 32 telescope and data obtained from the High Energy Astrophysics Archive (HEASARC). Experience using state-of-the-art astronomical software to analyze data will be gained. Prerequisites: PHYS 305, 315 and 316. PHYS 418 Semiconductor optical devices. [4] A lecture and laboratory course in the design, fabrication and testing of semiconductor devices such as p-i-n photodetectors, optical waveguides, optical switches and laser diodes. PHYS 424 Introduction to Quantum Mechanics. [3] The breakdown of classical mechanics and the development of quantum theory, the foundations of the Schroedinger equation, the uncertainty principle, quantum systems in one dimension, angular momentum, spin and atomic physics. Prerequisites: PHYS 321, 324 and MATH 225. PHYS 425 relativistic Physics. [3] Special relativity, general relativity from a modern viewpoint, the Schwarzschild solution, other solutions of the Einstein field equation, the role of general relativity in astrophysics and an introduction to the unified field theories. Prerequisites: PHYS 321 and PHYS 324. PHYS 428 Integrated optics and Holography. [4] A lecture and laboratory course. Design, fabrication
This course will demonstrate how physics is utilized to locate and date archaeological objects to determine their place of origin and to reconstruct ancient technologies. Topics in physics will be introduced at an elementary level and developed to the necessary sophistication. Prerequisites: At least junior standing, mathematical ability at the level of high school algebra and geometry. notes: Credit does not apply toward the physics major. PHYS 335 Physics and Chemistry of the atmosphere. [3] A first course in the physical and chemical principles that led to the formation of the Earths atmosphere, its structure and processes. Atmospheric composition
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and testing of semiconductor and polymer-integrated optical devices such as MachZehnder interferometer, 2x2 coupler/switch and phase modulator. Modeling and construction of holographic experiments such as fourwave mixing and two beam coupling with applications as novelty filters and holographic storage. Prerequisites: PHYS 418 and consent of instructor. PHYS 430 Introduction to Materials. [3] An introduction to the properties of materials, including crystallography and texture, diffraction and microscopic techniques, plastic deformation of metals, defects in materials diffusion, equilibrium phase diagrams and order-disorder transformation. Prerequisites: PHYS 303 and 324 or consent of instructor. PHYS 440 Computational Physics. [3] The application of computers and numerical methods to physics models. Boundary value problems, Monte Carlo techniques and modeling. Prerequisites: PHYS 220, PHYS 321, PHYS 324 and consent of instructor. PHYS 450 Special topics. [1-4] A course with a particular faculty member on a topic not covered in the regular curriculum. The arrangements with the faculty member must be made before registration. PHYS 480 techniques of theoretical Physics. [3]. A course in mathematical physics. Topics include: infinite series, Fourier series, ordinary differential equations, complex variables, integral transforms and partial differential equations. PHYS 490 Senior Seminar. [1] Research methods, the preparation of project proposals and the specific proposals for a senior project. Prerequisites: 90 credits and 3.0 GPA in major courses.
PHYS 499 Senior research. [3] The student, in consultation with the faculty, is to formulate a senior research project and to carry out this project under the direction of a faculty mentor. Prerequisites: PHYS 321 and 324. Corequisites: PHYS 407.
of political science. The specific topic will be announced before registration. notes: May be repeated for credit. PolI 210 Political Philosophy. [3]
GEP/GFR: Meets AH.
PolI 240 State and local Politics. [3]

Political Science
PolI 100 american government and Politics. [3]
GEP/GFR: Meets SS.
An introduction to American national government and politics. An examination of the ideas, institutions and processes that define the American political system. Intended as a first course in political science for both majors and nonmajors. PolI 170 Politics, Culture and Human diversity. [3]
GEP/GFR: SS or C.
An introduction to the philosophical problems underlying political issues and the attempts through the centuries to solve these problems. Although covering many centuries of philosophy, we need not do so in chronological order. This course will introduce students to political philosophy and will, and at the same time, attempt to locate the role of philosophical reasoning within political science. Prerequisites: Sophomore standing or POLI 100. PolI 220 the U.S. Constitution: Where It Came From and What It Says. [3]
GEP/GFR: Meets SS.
An introduction to the structures and political processes of state and local governments in the United States, with particular emphasis on Maryland. Prerequisites: Sophomore standing or POLI 100. PolI 250 Introduction to Public administration and Policy. [3]
An introduction to the relationships among politics, culture and human diversity throughout the world. Can cultures and human diversity be judged by independent standards of justice? When does cultural diversity endanger political unity? Must religious nationalism endanger, and can secularism protect, cultural diversity? notes: Not open to students who have taken POLI 120. PolI 200 Introduction to Politics. [3]
GEP/GFR: Meets SS.
This course examines the circumstances leading to the Federal Convention of 1787 that drafted the U.S. Constitution, the deliberations and decisions of the convention, the basic structure of the document, the campaign for (and against) its ratification of the Constitution, and the establishment of the U.S. government in 1789. It also examines the provisions of the Constitution and their impact on U.S. political institutions. This is not a course in constitutional law. Prerequisites: Sophomore standing or POLI 100. PolI 233 Common law and legal analysis. [3] This course will introduce students to the origins and basic elements of American Common Law. It also will introduce them to the case analysis method known as briefing. There will be particular emphasis on the development of students analytical and writing skills. Prerequisites: Sophomore standing.
This course provides a basic understanding of the theories and practice of public administration: how public organizations are different from private organizations, the political context of public administration, the problems of bureaucratic power and control, organizational theory and personnel management, and core policy and management processes such as regulation and budgeting. Prerequisites: Sophomore standing or POLI 100. PolI 260 Comparative Politics. [3]
This introductory course provides a basic understanding of the fundamental concepts in comparative politics. During the semester, students will learn to think critically and analytically about politics. In addition, students will learn about different political systems across the globe and how they function and provide governance to citizens. Prerequisites: Sophomore standing or POLI 100. PolI 280 International relations. [3]
GEP/GFR: Meets SS.
An introduction to the science of politics addressing such fundamental problems, ideas and concepts as justice, power, equality, institutional principles and political behavior. notes: Not open to students who have taken POLI 110. PolI 209 Special topics in Political Science. [1-3] Study at an introductory level of a particular topic that overlaps two or more areas
Study of politics among nations. Purpose is to identify theoretical guides to aid in the understanding of international politics. Contemporary problems and issues will be examined. Prerequisites: Sophomore standing or POLI 100.
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PolI 300 Quantitative analysis in Political Science. [4] The primary objective of this course is to help students understand and evaluate the kinds of quantitative information presented in tables, graphs, and statistics in political science textbooks and articles that are commonly invoked in debates concerning public affairs and public policy. It also helps develop students own research skills. It focuses particularly on survey research on public opinion and voting behavior. Prerequisites: POLI 100 plus MATH 106 or a score on the LRC algebra placement exam suitable for a general education MATH course. notes: Not open to students who have taken POLI 302. PolI 301 research Methods in Political Science. [3]
GEP: WI.
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Prerequisites: See current Schedule of Classes. notes: May be repeated for credit. PolI 310 Political Philosophy Before 1600. [3] This course consists of close textual analysis of a small number of works of political philosophy written before 1600. Among the authors that may be covered in any given year will be Thucydides, Xenophon, Plato, Aristotle, Thomas Aquinas and Machiavelli. Prerequisites: Sophomore standing or POLI 210. PolI 315 Political Philosophy from 1600. [3]
to study subjects of special concerns to them. Prerequisites: Sophomore standing or POLI 100. PolI 323 the Presidency. [3] This course examines the U.S. presidency as a highly idiosyncratic, rapidly evolving political institution. The focus will be on the contemporary presidency, with specific attention paid to subtopics, including the study and assessment of the presidency and presidents; constitutional design, presidential power and leadership; campaigns and elections; public opinion, media and the rhetorical presidency; structural organization of the White House, executive office of the president and the executive branch; relations with Congress and the bureaucracy; and the presidents role in domestic, economic and budgetary policies. Prerequisites: Junior standing or POLI 100. PolI 324 the Congress. [3] This course examines the contemporary U.S. Congress, with a constant eye toward the paradoxes that define, and dilemmas that face, the institution and its members. The course focuses on a single theme with widereaching implications, namely the tension between the representative Congress as the collection of individual members with idiosyncratic, local, divergent needs and the lawmaking Congress as a collective body with shared, national, convergent responsibilities. Prerequisites: Junior standing or POLI 100. PolI 325 Political Parties and elections. [3] A theoretical and comparative examination of the electoral process, with special attention to American politics. Consideration of electoral methods, party organization, party systems, candidate selection and voter behavior. Prerequisites: Junior standing or POLI 100.
PolI 327 Interest groups and lobbyists. [3] This course examines the significance of organized interests and lobbying behavior on national policy. Specific topics include a history of lobbying and interest-group activity; the nature of representation; collective action and collective action dilemmas; membership, recruiting and fundraising; the structure and organization of interest groups; interest-group objectives and activities; tactics, information, access and influence of groups in lobbying Congress, the president, courts and the bureaucracy; campaign financing and political action committees; regulation of lobbying and campaign activities; and the impact of groups on policy outcomes. Prerequisites: Sophomore standing or POLI 100. PolI 328 Women and Politics. [3] This course is an examination of significant current trends in womens political mobilization in the United States, including topics such as the gender gap, gender differences in electoral strategies, the impact of gender on political behavior, the status of women in public office, the history of women in public office and the history of womens political participation. Prerequisites: One prior course in political science or gender and womens studies. notes: Also listed as GWST 328. PolI 334 Judicial Process. [3] This course is designed to give the student an introduction to the way in which the American court system operates. Students will learn the elements of the formal judicial process by briefing and discussing court decisions. Prerequisites: Junior standing or POLI 233.
This course focuses on the preparation of research designs, consideration of quantitative versus qualitative methods, problems of inference and causality, development of cases and the uses of statistics. The primary objective is to develop students research capabilities. Prerequisites: POLI 100 plus sophomore standing. PolI 302 analysis of Political data. [3] This course examines statistical techniques and software packages used in quantitative political science research. Prerequisites: POLI 100 plus MATH 106 or a score on the LRC algebra placement exam suitable for a general education MATH course. notes: Not open to students who have taken POLI 300. PolI 309 Selected topics in Political Science. [3] Study of a particular topic that overlaps two or more areas of political science. The specific topic will be announced before registration.
This course consists of close textual analysis of a small number of works of political philosophy written since 1600. Among the authors who may be chosen in any given year will be Hobbes, Locke, Montesquieu, Rousseau, Marx and Nietzsche. Prerequisites: Sophomore standing or POLI 210. PolI 319 Selected topics in Political Philosophy. [3] This class allows the opportunity to investigate a given topic in political philosophy outside of a historical period and beyond the scope of one author. Possible topics include: philosophical responses to slavery, natural law, feminist theory and democratic theory. Prerequisites: POLI 210 or permission of instructor. notes: May be repeated for credit. PolI 320 american Political thought. [3] Political ideas that have been most significant in shaping the American political regime and way of life. Emphasis on the philosophic dimension of American statesmanship and on principles underlying major changes in the character of the American polity. Students are given opportunities
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PolI 337 Comparative Justice. [3]
GEP: WI.
This course will examine public law systems across a spectrum of nations and in several international tribunals. We will compare the structure, powers and role of national and international courts as well as the varied meanings of justice and rights. This analysis will be conducted using cases from the courts in our study, as well as by reading scholarly and journalistic reports on the topics discussed. Prerequisites: Any 200-level POLI course or junior standing. PolI 338 Women and law. [3]
GEP/GFR: Meets SS.
provide students with: (1) knowledge of trial practice and the judicial process; (2) training in constructing and testing logical arguments; (3) training in thinking and speaking in high pressure situations; (4) training in written advocacy; (5) instruction on the law of evidence; and (6) instruction in various legal areas. Prerequisites: POLI 100 or permission of instructor. PolI 340 Problem-Solving in the Urban Black Community. [3] Urban problems within the Black community. Nature and types of problems, causes (internal and external), effects and remedies. Topics to be announced each semester offered. Prerequisites: AFST 271 or junior/senior status. notes: Also listed as AFST 385. PolI 350 the Policy-Making Process. [3] This course introduces students to the context, participants and stages (e.g., problem definition and implementation) of the American public policy process. It focuses on domestic public policy-making at the national level and examines some of the political, constitutional and social equality issues affecting public policy making. In addition, the course analyzes several substantive policy areas (energy, crime, welfare, health and education) employing the policy stages around which the course is structured. Prerequisites: POLI 100 or junior standing. PolI 352 administrative law. [3] The principles and practices of administrative law in the United States. Topics include legislative and executive control of administrative action, processes of administrative decision-making, the informal administrative process and governmental tort liability. Prerequisites: Junior standing and one of POLI 100, POLI 233 or POLI 250.
PolI 353 governmental Budgeting and Financial Management. [3]

GEP: WI.
the course. Prerequisites: Junior standing or POLI 260. PolI 371 Comparative asian Politics. [3] Comparative study of the politics of Asian regimes with emphasis on the origins and impact of democratic versus authoritarian regimes and the problems of modernization in such countries as Japan, India, Indonesia and China. Prerequisites: Junior standing or POLI 260. PolI 373 Comparative Middle eastern and north african Politics. [3] Comparative study of the politics of the Middle Eastern and North African states, including the relationship between development, political organization and social structure. Prerequisites: Junior standing or POLI 260. PolI 374 european Politics. [3] First, the course offers an examination of classical concepts in comparative and European politics, such as electoral systems, political parties, federalism, and the welfare state. Next, we study the European Union, its history, institutions, and effects on European politics. Finally, at the very end of the semester we turn to the former Communist countries of Eastern Europe, discuss the recent regime transition that has occurred in many countries and consider the impact of the most recent enlargement (with the addition of 10 former Communist countries) on the European Union. Prerequisites: Junior standing or POLI 260. PolI 377 latin-american Politics. [3] Comparative study of the politics of Latin-American states. Emphasis on political problems associated with development and modernization in the Western hemisphere. Prerequisites: Junior standing or POLI 260.
The course begins with an overview of how governments acquire money through taxation and debt and comply with balanced budget and related constraints. It proceeds to the study of how governments spend money. Among the topics covered are budget analysis methods, the institutional structure of the budget process, political strategies for budgetary competition, performance budgeting, management, budgeting for infrastructure and economic development and contracting with private providers of public services. Prerequisites: Junior standing or POLI 250. PolI 354 Public Management and Personnel Systems. [3] This course explores how government agencies are led and managed. Topics include the roles and personalities of agency leaders, how agencies interact with political authorities and citizens to establish their missions, organizational cultures, the internal structures of government agencies, and the relationship of agencies with non-profit and private sector partners. A major focus of the course is on the selection and motivation of personnel in the context of merit systems and unionization. Prerequisites: Junior standing or POLI 250. PolI 360 Comparative Political analysis. [3]
This course examines ways in which gender affects rights with the American civil and criminal legal systems. It explores the interrelationship between traditional attitudes and stereotypes concerning womens roles in society and the historical development of womens legal rights. The course focuses on the consequences of sex differences in shaping the rights of persons under the U.S. Constitutionstatutory remedies to discrimination in employment and education, legal issues relating to reproduction and personal life, and the response of criminal law to issues affecting women, including domestic violence, rape and prostitution. Prerequisites: One prior course in political science or gender and womens studies. notes: Also listed as GWST 338. PolI 339 legal advocacy. [3] This course instructs students in various methods of legal and political advocacy. Each year the American Mock Trial Association distributes complete case materials. Using these materials students study the law of the case, the law ofevidence, civil or criminal procedure and strategic methods for implementing these rules. This course will
Examination of liberalpluralist, Marxist-radical and conservative-corporatist frameworks as alternative approaches to the study of comparative politics. These approaches represent both ways of interpreting politics, as well as ways of thinking critically about them. There will be case studies of selected countries to test the propositions of
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PolI 378 Contemporary african Politics. [3] Nationalism and the struggle for independence. The evolution of post-independence systems and institutions. Examination of problems and trends since independence, including development administration, territorial and ethnic conflicts, nation-building and the role of the military, decolonization and neocolonialism, and Africa in world affairs. Prerequisites: AFST 211 or HIST 242. notes: Also listed as AFST 320. PolI 380 International relations theory. [3] An intensive overview of the central schools of thought in the study of international relations (IR). We will read, discuss and write about theories rooted in realism, liberalism, Marxism, constructivism and other IR paradigms. Emphasis is on the purposes of theory, the main perspectives in IR theory and how IR theory has developed in conjunction with the evolution of international relations itself. Students should be prepared for careful reading, critical discussion and analytical writing. Prerequisites: Junior standing or POLI 280. PolI 381 International relations of the asian-Pacific region. [3] Theoretical and historical examination of international relations in the Asia-Pacific region since 1945. Topics will include: the Cold War in Asia; regional great-power rivalries; contemporary flashpoints such as Kashmir, the Korean peninsula and Taiwan; transnational terrorism; the U.S.led regional alliance system; and multilateral groupings, such as APEC and ASEAN. Throughout the course, we will pay close attention to how history has shaped theory and how theory, in turn, has shaped history. PolI 384 diplomacy and the United nations. [3] This course is an orientation to the activities of the United Nations. It focuses on pressing international issues and provides an overview of international laws and the procedures of diplomacy. Students will simulate United Nations sessions and treaty negotiation in addition to articulating policy for individual nations. Course materials and class discussions will assist students in preparation for Model United Nations conferences. Non-delegates are welcome to enroll. Offered only in fall semesters. Prerequisites: Sophomore standing or POLI 280. PolI 384l Model United nations. [1] Open to students attending fall or spring Model United Nations conferences. Students will attend collegiate conferences to serve as a nations expert on assigned committees to negotiate United Nations resolutions. Students will be graded on their research on issues, completeness of position papers and draft resolutions prepared to the conference. Offered both fall and spring semesters. Prerequisites: POLI 384. notes: May be repeated up to four credits. PolI 385 International Security. [3] This course is both an introduction to the scholarly discipline of strategic studies and a broad survey of postCold War international security issues. Topics will include core concepts in strategic studies; strategy during the Cold War; post-Cold War international security issues, such as nuclear dangers and arms control; major-power relations in Europe and Asia; and so-called new security issues, such as sub-state conflicts, transnational terrorism, refugee and migration flows, the problem of failed states and environmental degradation. Prerequisites: Junior standing or POLI 280. PolI 388 International Conflict and Cooperation. [3] The course introduces game theory at an elementary level. Simple models of strategic interaction and conflict will be presented to analyze the strategy and tactics of international (and other) deterrence, coercion, bargaining and cooperation. Attention will be given to doctrines of nuclear strategy and arms control and to the changing strategic balance between the United States and the Soviet Union during the Cold War period. Prerequisites: Junior standing or POLI 280. PolI 390 american Foreign Policy. [3]
GEP/GFR: Meets SS.
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political science not covered by regular course offering. Prerequisites: Application and acceptance by the supervising instructor for a specified number of credits. notes: May be repeated for credit. PolI 402 Honors research. [1-3] Research leading to honors thesis under supervision of a member of the political science faculty. Prerequisites: Admission into the departmental honors program. notes: May be repeated for a total of six credits. PolI 403 research Internship. [1-3] Student applicants selected by the department will work closely with a faculty member in the conduct of research or the preparation of publications. Intended for advanced students who are seriously interested in entering graduate study in political science or a related field. Prerequisites: Formal application and acceptance by the instructor. notes: May be repeated for credit. PolI 405 Seminar in Political Science. [1-3] An advanced seminar on some topic within political science to be selected by the instructor and announced before registration. Prerequisites: Application and acceptance by the instructor. notes: May be repeated for credit. PolI 406 Seminar in Political Psychology. [3] A seminar covering those areas of politics in which a psychological perspective can enhance understanding of the political process. No background in psychology will be assumed. Under the guidance of the instructor, students will pursue individual research projects, as well as discuss and evaluate generally assigned readings. Prerequisites: Junior standing.
This course examines how American foreign policy is created and under what constitutional authority it is established. It explores the historical underpinnings and contemporary currents of American foreign policy. The course also examines the way Americans perceive global events and considers how these perceptions influence contemporary policy. Prerequisites: POLI 280 or junior standing. notes: Not open to students who have taken POLI 290. PolI 395 national Security Policy of the United States. [3] A comprehensive overview of the problems of policy, organization and implementation involved in providing for the national security of the United States. Background in international politics is helpful but not required. Prerequisites: Junior standing or one course in international politics. PolI 401 Individual Study in Political Science. [1-3] Independent reading and research supervised by a member of the political science faculty. Intended for students who desire to study independently an aspect of
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PolI 409 Selected topics in Political Science. [1-3] Study of a particular topic that overlaps two or more areas of political science. The specific topic will be announced before registration. Prerequisites: See current Schedule of Classes. notes: May be repeated for credit. PolI 410 Seminar in Political Philosophy. [1-3] Advanced study of selected texts, with emphasis on advanced exploration of problems in political philosophy, such as the fact/value problem, the relationship between political philosophy and ideology, or the dilemmas of equality, freedom and excellence in a liberal democracy. The specific topic will be announced before registration. Prerequisites: Application and acceptance by the instructor. notes: May be repeated for credit. PolI 412 ethics and Public Policy. [3] Moral issues facing people individually and collectively in their professional or public roles, such as government officials, corporate managers, scientists, doctors and citizens. Clarification of value concepts such as freedom, equality, justice, the public interest and community. Exposition of these values as they pertain to actual cases of decision-making and policy debates. Issue areas examined include personal integrity in public and private organizations, corporate social responsibility, government regulation of technology and the ethics of income redistribution. This is a seminar course intended for upper-level students with some background in ethics and/or political philosophy. Prerequisites: Permission of instructor. PolI 419 Special topics in Political theory. [3] Study of a particular topic within the area of political phiUndergradUate Catalog
losophy and theory. The specific topic will be announced before registration. Prerequisites: See current Schedule of Classes. notes: May be repeated for credit. PolI 423 Presidential elections. [3] This course examines the subject of presidential election in its full generality. It considers normative criteria for leadership selection processes; the creation; evolution and contemporary structure of the U.S. presidential selection process and the strategic considerations that derive from this structure. Prerequisites: POLI 323 or 325 or junior standing. PolI 425 U.S. Campaigns and elections. [3] This course examines campaigns and elections in the United States as important elements of representative democracy. Candidates, voters, political parties, groups and consultants are evaluated according to the function each serves in the democratic process and the role each plays in electoral politics. Prerequisites: POLI 325 or junior standing. PolI 427 african american Politics. [3] An examination of the unique history, content and forms of African American political participation, with a particular emphasis on the nature and consequences of AfricanAmerican influence within, or exclusion from, the workings of various political institutions. Attention is focused on the attitudinal and structural dimensions of participation, the socio-economic conditions of African Americans and on selected attempts by African Americans to use the political process for ameliorating said conditions. Upon completion, students will be familiarized with issues affecting contemporary discussions within African-American politics and democratic theory. Prerequisites: Junior standing or POLI 325.
PolI 428 Politics Internship. [4] Student applicants selected by the department intern in the offices of elected officials. During the internship, students also participate in a directed reading program, scheduled meetings with other UMBC participants, and seminars involving guest speakers and students from all participating colleges in the area. Prerequisites: Formal application and acceptance by the department. notes: May be repeated for credit. PolI 429 Selected topics in american government and Politics. [3] Study of a particular topic within the area of American politics. The specific topic will be announced before registration. Prerequisites: See current Schedule of Classes. notes: May be repeated for credit PolI 432 Civil rights. [3] Examination of the criminal justice, due process and equal protection rights of Americans as articulated in judicial decisions and statutes. Among issues studied are capital punishment, affirmative action, abortion, equality in education, housing, etc. Prerequisites: POLI 230 or junior standing. PolI 433 First amendment Freedoms. [3] The freedoms of speech, press, religion and assembly as defined in important Supreme Court decisions. The problem of liberty versus authority in a democratic regime. The competing theories of First Amendment interpretation by courts. Prerequisites: POLI 230 or junior standing. PolI 435 legal reasoning. [3] Designed to give students advanced understanding of the ways in which American lawyers and judges think about legal questions and issues.
The course will be devoted to intensive practice in the process of legal analysis. Students will study a series of cases and related materials that address the basic tools of legal reasoning and the special characteristics of reasoning in the specific areas of American law. Prerequisites: Permission of the instructor. PolI 436 Health law. [3] Topics include an overview of major issues in health law, such as definitions of life, the Good Samaritan concept, client rights, privacy, professional licensing, liability and malpractice. Prerequisites: Junior standing. PolI 438 legal Internship. [4]
GEP: WI.
Student applicants selected by the department intern under lawyers and judges. The internship program includes supervised public service, directed reading and research, and classroom and seminar instruction. Intended for non-majors as well as majors. Prerequisites: Formal application and acceptance by the department. notes: May be repeated for credit. PolI 439 Selected topics in Public law. [3] Study of a particular topic within the area of public law, such as the relationship between private law and public justice, the role of the judicial process in social change or a particular area of constitutional law. The specific topic will be announced before registration. Prerequisites: See current Schedule of Classes. notes: May be repeated for credit. PolI 440 Urban Politics. [3] An examination of problems, politics and policies relevant to state, county, city and other forms of local government organizations. Problems of the city in an age of urbanization and trends in metropolitan and suburban politics are
POLI
considered, with particular reference to the Baltimore area. Prerequisites: Junior standing plus POLI 240 or POLI 250. PolI 442 Intergovernmental relations. [3] An examination of the American federal system, with emphasis on processes of conflict and coordination between local governments, state governments and national government. Attention is focused on the allocation of responsibilities to different levels of government and the use of intergovernmental tools (such as grants mandates and cooperative agreements) to implement domestic policies. Prerequisites: POLI 240 or junior standing. PolI 443 Urban Problems and Policy analysis. [3] This course is designed to provide students with an understanding of the nature and causes of urban problems and the ability to analyze and understand the problems and policies addressed to them. Prerequisites: Permission of instructor. PolI 445 law, Politics and american education Policy. [3] Examination of the way in which the political process creates and implements educational policy. Topics include school integration, students rights and academic freedom, religion and education, federal legislation and regulation, politics of higher education, school finance, collective bargaining, urban school governance and school choice. Prerequisites: Open to juniors and seniors in POLI, EDUC or Honors College. PolI 446 the Politics of Poverty and Social Welfare Policy. [3]
GEP: WI.
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state relations affect the formulation and implementation of social welfare policies. Comparisons of American policies and politics with those of other nations. Prerequisites: Junior standing or two courses in American politics. PolI 450 Seminar in Public administration and Policy. [3] An integrative seminar for advanced students in public administration and policy. The course applies theories of administrative capacity, organizational leadership, policy design and political feasibility to current policy problems. Students prepare research papers with special attention paid to improving information gathering and writing skills. Prerequisites: POLI 350, 353 and 354 or permission of instructor. PolI 452 the Politics of Health. [3] This course examines how health policies reflect the political system in which they are enacted and implemented. It introduces concepts, theories and literature concerning the development of the U.S. healthcare system and the contemporary agendas and actions of the federal and state governments. It applies political dimensions to policy issues such as access to insurance and health services, cost containment, disease and injury prevention, and initiatives for health care reform. Prerequisites: Junior standing and POLI 100 or permission of instructor. PolI 458 administrative Internship. [4] Student applicants selected by the department intern in the offices of federal, state and local administrations. The internship includes supervised reading programs and seminars with other interns and other speakers. Prerequisites: Formal application and acceptance by the department. Preference will be given to students pursuing the Certificate in Public Administration and Policy. notes: May be repeated for credit.
PolI 459 Selected topics in Public Policy. [3] Study of a particular topic within the area of public policy. The specific topic will be announced before registration. Prerequisites: See current Schedule of Classes. notes: May be repeated for credit. PolI 460 Comparative Institutional development. [3] Institutions are the rules that guide human interaction. Whenever we come into contact with other humans, institutions are involved. But where did our social, political and economic institutions come from? How did they become so firmly entrenched in our societies? This class attempts to answer these profound and often abstract questions by reading influential books on the subject and by generating our own ideas in class discussions. Prerequisites: POLI 260. PolI 461 Comparative legislatures. [3] This class will present an analysis of various democratic legislatures around the globe. Each student will be assigned a specific legislature and will be responsible for gathering and analyzing information for that legislature during the semester. Topics for class discussion will include each legislatures history, broad institutional structures (procedures and rules), and main political features (parties and politicians). Prerequisites: POLI 260. PolI 462 Comparative electoral Systems and representation. [3] This course examines the great variety of election methods used around the world and their consequences for the representation of parties, interests and groups especially those with minority status in legislatures, governments and policy outcomes. Prerequisites: POLI 260 or POLI 325.
PolI 464 Comparative Political economy. [3] An examination of the political and policy responses of the advanced industrial states in Western Europe, North America and Japan to past and present economic challenges. The course will focus on how ideology, political, social and economic institutions, and socioeconomic interests in each area shape its response to the rise of the new competitors in other parts of the world, changes in technology and production, and the globalization of markets and finance. Prerequisites: POLl 260 or junior standing. PolI 469 Selected topics in Comparative Politics. [3] Study of a particular topic chosen from within the area of comparative politics. The specific topic will be announced before registration. Prerequisites: See current Schedule of Classes. PolI 472 Modern Indian Politics. [3]
This course examines modern nation-building and selfgovernment in a traditional society. Other topics discussed include: the secular state; political parties, economic development, the transformation of caste, the rise of revolutionary movements and of ethnic and religious nationalism, the development of nuclear weapons, and the continuing conflict with Pakistan. Prerequisites: Junior standing or POLl 100 or 170. PolI 473 Mahatma gandhis Political experiments With truth. [3]
Study of liberal, conservative and radical views of the welfare state. How politics in Congress, the bureaucracy, interest groups and federal-
A study of Gandhis effort to gain national independence and to reform India by nonviolent vindication of truth. A reflection of Gandhis sexual asceticism, civil disobedience, and politicization of women. A comparison and contrast of Gandhi with Socrates, Henry Thoreau, and Rev. Martin
318 POLI / PSYC

Luther King, Jr. Intended for non-majors as well as majors. A seminar presentation, a research paper and regular class attendance all are required. Prerequisites: Junior standing or a grade of C or better in POLI 200 or POLI 301 or a writing class beyond ENGL 100. notes: Also listed as RLST 473. PolI 475 the Politics in the Former Soviet Union. [3] This seminar is designed to introduce the student to the politics and government of the countries that occupy the territory of the former Soviet Union. It will cover both the history and the current political status of these countries with particular reference to the influence of the Soviet experience on their internal politics and international relations. Prerequisites: Junior standing or POLl 260. PolI 480 International organization. [3] One characteristic of the increasingly globalized international environment is the proliferation of intergovernmental organizations (IGOs, such as the U.N., the World Bank, IMF, WTO) and non-governmental organizations (NGOs, such as Amnesty International, Green Peace and the International Red Cross). This course examines what it means to organize internationally, both in theory and in practice. It considers the future of IGOs and NGOs and their likely impact on the dynamics of international relations. Prerequisites: POLl 280 or junior standing. PolI 482 International law. [3] This course is designed to introduce students to the complexities of law in the international environment. The course begins by familiarizing students with the American legal system, a brief overview of the international system and how cases are reported in the U.S., as well as the nature of international law. The first half of the class
deals with how international law is created by examining treaties, the role of custom, general principles of law and judicial opinions. The second half of the class deals with the United Nations, nonofficial sources of law and the application of international law in specific instances, including a brief review of human rights. Prerequisites: POLl 280 and any law course. PolI 485 dynamics of the arab-Israeli Conflict. [3] The course starts with a focus on the development of the Arab-Israeli conflict from its beginnings in the period when Palestine was controlled by the Ottoman Empire. The growth of Arab nationalism and Zionism will be compared, as will the conflicting promises made by the British to both Zionists and Arab nationalists during World War I. Next is a review of British rule over both Arabs and Zionists during the Palestine Mandate. The second half of the course is an examinationof the Arab-Israeli wars since 1948, the Camp David and Oslo peace processes, the Al-Aksa Intifadah and developments since then. The conflict is analyzed against the background of great power intervention in the Middle East, and the dynamics of intraArab politics, political Islam and oil. Prerequisites: One of the following: JDST 274, 310, POLI 280 or 373. notes: Also listed as JDST 410. PolI 486 Middle east International relations. [3] An examination of the development of international relations in the Middle East since the 19th century. Special emphasis is placed on intra-Arab relations, the Arab-lsraeli conflict and the role of the great powers in the Middle East. Prerequisites: POLl 373 or any course in international politics.
PolI 487 International Political economy. [3] The course focuses on the basic analytical tools and knowledge of economics needed to develop an understanding of important international economic problems with which political actors must cope. The course explores the challenges for policy-makers stemming from the globalization of finance, markets and production. Prerequisites: Junior standing or POLl 280 or ECON 280. PolI 488 Politics and International relations of South asia. [3] This course presents an overview of the politics and international relations of South Asia, a region that includes India, Pakistan, Bangladesh, Afghanistan, Sri Lanka, Nepal, Bhutan and the Maldives. Topics covered include the history of the region, covering the British colonial period, the awakening of nationalism in the late 19th century, the independence movements of the early 20th century and the formation of newly independent polities at mid-century; processes of political and economic development; significant issues in South Asias international politics, including India-Pakistan relations, Kashmir, the foreign policies of regional actors, nuclear proliferation, Afghanistans long war, ethnic conflict, transnational terrorism and U.S. foreign policy in the region. Prerequisites: POLI 280. PolI 489 Selected topics in International relations. [3] Study of a particular topic in international relations. The specific topic will be announced before registrations. Prerequisites: See current Schedule of Classes. notes: May be repeated for credit.
PolI 492 Contemporary american Foreign Policy. [3] This course is designed for students with a basic understanding of foreign policy and the foreign policy apparatus in the United States. The course examines present-day issues that confront the United States in the foreign policy arena. Students will explore American foreign policy as it relates to other key states in world politics. Group work and class participation will be an integral part of the course. Prerequisites: POLI 280 and junior standing. PolI 499 Selected topics in american Foreign Policy. [3] Study of a particular topic within the area of foreign policy. The specific topic will be announced before registration. Prerequisites: See current schedule of classes. notes: May be repeated for credit.
Psychology
PSYC 100 Introduction to Psychology. [4]
GEP/GFR: Meets SS.
Introduction to the basic concepts of psychology. Emphases on interpretation of psychological data, biological bases of behavior, perception, learning, individual differences, personality, behavior pathology and social psychology. PSYC 200 Child developmental Psychology. [3]
GEP/GFR: Meets SS.
The study of age-related cognitive, social and emotional behavior focusing on theories of development during infancy and childhood. This course is recommended for students planning to teach in elementary or secondary schools. Prerequisites: PSYC 100.
PSYC
PSYC 204 diversity and Pluralism: an Interdisciplinary Perspective. [3]
GEP/GFR: SS or C.
319
An analysis of race, ethnicity, class, gender and sexual orientation in society. The goal of the course is to have students understand the sociocultural nature of human identity and diversity. In addition, the course will explore ways of enhancing communication across the boundaries that divide groups in a pluralistic society. Small-group discussion of course material will take place throughout the semester. notes: Also listed as SOCY 204 and MLL 204. Students may receive credit in only one department; the course may not be repeated in another department. PSYC 205 Before We Were Born. [3] A multidisciplinary analysis of prenatal human development, including psychological and biological theories of human development; neural development; prenatal behavior, perception and learning; developmental and genetic disorders; effects of maternal conditions on prenatal development. PSYC 210 Psychology of learning. [3]
GEP/GFR: Meets SS.
ics and responsibility, conflict resolution and group development will be the focus of this course. Prerequisites: This course requires special permission from the Residential Life Office for registration. PSYC 216 Foundations of leadership development. [3] This course is designed to help develop effective, ethical leaders. The principles and practices of leadership will be addressed, incorporating opportunities to implement what is learned. It is a highly interactive course that requires extensive in-class discussion and outreach to various groups. The main goals are to help students better understand themselves, develop intercultural competence, communicate effectively in group settings, develop an ethical decision-making process, value civic engagement and actively apply leadership skills. Prerequisites: PSYC 100 and permission of instructor notes: Also listed as EDUC 216. PSYC 230 Psychology and Culture. [3]
GEP/GFR: SS or C.
people. Includes an introduction to black psychology. notes: Also listed as AFST 255 and SOWK 255. PSYC 285 abnormal Psychology. [3]
GEP/GFR: Meets SS.
implications. Issues in physical, social, cognitive and affective development are examined. Prerequisites: PSYC 100. notes: This course does not satisfy the requirements of the psychology major or minor. Also listed as EDUC 306. PSYC 307 Psychology of aging. [3] An examination of psychological changes associated with aging. Topics include physiological, cognitive, affective, behavioral and social changes. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 308 Child Maltreatment. [3] Psychological aspects of child maltreatment will be covered. Issues to be discussed include history, definitions, causes and correlates, prediction, treatment, prevention and developmental effects of abuse of children. Prerequisites: PSYC 200 or 285. PSYC 316 language and thought. [3] Introduction to empirical and theoretical literature on a variety of topics dealing with language behavior and higher mental processes. Prerequisites: PSYC 200 or 210. PSYC 317 Cognitive Psychology. [3] Introduction to human information processing, including such topics as concept formation, pattern recognition, attention, memory and problem-solving. Prerequisites: PSYC 100 and one additional PSYC course. notes: PSYC 200 and 210 are recommended. PSYC 320 Psychological assessment. [3] Basic principles of the construction, standardization and interpretation of psychological tests. Emphases on intelligence, personality and interest tests. Prerequisites: PSYC 331 or PSYC 100 and STAT 121.
Mental, emotional and personality disorders. Classification of abnormal behavior, its causes and treatment. Prerequisites: PSYC 100. PSYC 292 Special topics in Psychology. [1-3] Students should refer to the course description(s) appearing in the Schedule of Classes. Prerequisites: PSYC 100. PSYC 304 adolescent Psychology. [3]
GEP/GFR: Meets SS.
Basic problems in the psychology of learning: reinforcement and patterns of reinforcement, extinction, generalization and discrimination, verbal learning, transfer of training, retention and forgetting, and concept learning. Prerequisites: PSYC 100. PSYC 215 Paraprofessionals in the residential Community. [3] This course is for students who are paraprofessionals in the Residential Life Office. The course will examine developmental tasks and critical issues facing college students. College student development theory, helping and peer counseling skills, examination of personal eth-
Building on students familiarity (from PSYC 100) with basic concepts and research methods in contemporary American psychology, this course explores the ways in which these ideas are related to cultural variation, both internationally and within the United States. The findings of cross-cultural research are examined in four major fields of psychology: cognitive, developmental, personality and social. Implications are considered for interpretation of personal experience and for applications of psychology in professional practice and public policy. Prerequisites: PSYC 100 or consent of the instructor. PSYC 255 Psychology of the Black experience. [3]
GEP/GFR: Meets SS.
Concerned with the period of human development from puberty to maturity. Topics include theoretical perspectives, cross-cultural differences, physiological growth and cognitive development, selected social issues and selected problem areas, including drug abuse, sexual behaviors and delinquency. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 305 the exceptional Child. [3] This course will examine development and behavior of various types of exceptional children. Consideration is given to children who are sensorially impaired, mentally disabled, brain-damaged, learning disabled, gifted and to other atypical children. Prerequisites: PSYC 200. PSYC 306 lifespan Human development. [3] An introduction to human development through the lifespan. The course is designed specifically for nursing students and covers theoretical perspectives and empirical research on development from the prenatal period through senescence, with consideration of practical
A survey of selected psychological theories and research pertaining to black
320 PSYC
PSYC 324 Introduction to Interviewing techniques. [3] An introduction to the interview as an information gathering technique in research, in the clinic and in industry. Students receive supervised experience in interviewing skills. Prerequisites: PSYC 285 or 380. Recommended PSYC 331. PSYC 330 Child development and Culture. [3] The influence of culture on child development will be examined from several perspectives. Issues examined include the influences of group; differences in family organization, how styles of parenting affect childrens socio-emotional development, how language and communication practices affect cognitive development, national differences in cultural tradition reflected in the pattern of educational and other institutions, and implications for the participation of minority cultural groups in American education. Prerequisites: PSYC 200. notes: PSYC 230 is recommended. PSYC 331 experimental Psychology: design and analysis I. [4]
and 332 are required for students majoring in Psychology. PSYC 333 laughter and Humor. [3]
PSYC 345 Introduction to Clinical Psychology and Psychotherapy. [3] This course focuses on clinical interviewing; intellectual and personality assessment; the diagnosis and classification of psychopathology; and theories, techniques and research concerning a variety of therapeutic approaches (including psychodynamic, Gestalt, person-centered and cognitive/behavioral.) Prerequisites: PSYC 285 PSYC 355 Comparative Psychology and ethology. [3] Introduction to the biology of behavior emphasizing the adaptive and evolutionary significance of speciestypic behavioral systems in animals. Prerequisites: PSYC 100 and one additional PSYC course. notes: BIOL 100 is recommended. PSYC 356 the Psychology of Sex and gender. [3] An examination of the psychology and biology of sex and gender differences. The major focus of the course is an examination of the psychological and social factors that lead to the development of sex and gender differences and similarities in behavior. Sexuality and variations in sexual orientation will be discussed. Research on both sexes (biological construct) and gender (consequence of socialization) will be included. Diversity and variation on concepts will be explored. Prerequisites: PSYC 100 and one other PSYC course. notes: Also listed as GWST 356. PSYC 357 Psychology of Women. [3] The course will discuss psychological models of the female personality (psychoanalytic, social learning, cognitive development and gender schema perspectives); sexuality; gender roles; gender bias in psychological research and psychological research on such topics as
womens achievement, mental health and interpersonal relationships. Prerequisites: PSYC 100 and one additional PSYC course. notes: Also listed as GWST 357. PSYC 360 Psychology of Motivation. [3] Study of theory and experimentation concerned with the concepts of drive and reward and their effects on perception, learning and behavior. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 370 Sensation and Perception. [3]
Laughter and humor is a wide ranging, interdisciplinary science course dealing with some of our species most common, potent and ancient behaviors. Laughter and humor will be examined from evolutionary, historical, philosophical, psychological, literary, musical, acoustic and neurological perspectives, to understand their place in human nature and everyday life. Class participation and self-examination are emphasized and novel descriptive techniques are used to discover order and meaning in our laughter and social relationships. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 335 Physiological Psychology. [3]
GEP/GFR: Meets SS.
An examination of basic phenomena in sensory psychophysics and perception. Anatomy and physiology of sensory systems, methodological issues and perceptual theories are considered. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 375 neuroanatomy. [3] This course is a self-paced, clinically oriented introduction to human neuroanatomy. Students learn the basic structures of the brain and spinal cord and how to diagnose and localize the site of various neuropathologies. Prerequisites: PSYC 100 or BIOL 100. PSYC 380 Personality. [3]
Physiological and neurological bases of behavior. Emphasis on physiological bases of sensory, motivational, emotional and cognitive processes. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 340 Social Psychology. [3]
GEP/GFR: Meets SS.
Design and analysis of single-variable experiments and quasi-experiments. This course emphasizes the design, analysis, interpretation and evaluation of psychological research. Prerequisites: PSYC 100 and a mathematics placement above MATH 099. PSYC 332 experimental Psychology: design and analysis II. [4] Design and analysis of experiments, including multi-factor problems. Students perform experiments, apply statistical methods in data analysis and write scientific reports. Prerequisites: Completion of PSYC 331 with a grade of C or better. notes: Successful completion of both PSYC 331
Analysis of theories and research in the scientific study of human social phenomena, focusing on the relationship between the social environment and individual behavior. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 342 the Psychology of aggression and anti-social Behavior. [3] Topics include theories of violence and aggression; the classification, treatment and modification of anti-social behavior; and the development of conscience and pro-social behavior. Prerequisites: PSYC 200 or PSYC 285.
A comparative survey of the major theories of personality, preceded by a discussion of theory construction and evaluation and including an examination of some of the empirical research generated by the theories. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 382 Child and adolescent Psychopathology. [3] The course covers assessment, causality and treatment of specific DSM-IV disorders of childhood and
PSYC
adolescence (e.g., autism, depression and suicide, anorexia nervosa, conduct disorders). Differences in theories of causality of disorders are linked to assessment and treatment. Models of intervention such as psychotherapy, behavior therapy, family therapy and primary prevention are discussed. Prerequisites: PSYC 285. PSYC 385 Health Psychology. [3] The course presents a comprehensive review of the role of behavioral variables in the maintenance of health and in the prevention, etiology and treatment of disease. Special attention is paid to behavioral variables in coronary heart disease, hypertension and cancer. Other topics include pain management, the treatment of obesity and alcoholism and the management of the dying patient. Prerequisites: PSYC 100 and one additional PSYC course. notes: PSYC 285 is recommended. PSYC 387 Community Psychology. [3] This course assesses the current status of theory, research and action by psychologists as they grapple with the difficult, often values-related social and psychological problems in communities (e.g., mental illness, discrimination, unemployment). Major topics include prevention of psychological and medical problems in highrisk populations, development of alternative human-service models and resources in the community, and the establishment of effective social and mental health policies. Prerequisites: PSYC 100 and one additional PSYC course. PSYC 390
neuropsychopharmacology. [3]
321
cognition. Prerequisites: PSYC 210, 285 or 335. PSYC 393 Special topics in Psychology. [1-3] Students should refer to the course description(s) appearing in the Schedule of Classes. notes: Repeatable upto nine credits. PSYC 397 research experience in Psychology. [1-3] Active involvement in psychological research under the direct supervision of a faculty member. Prerequisites: Permission of instructor. notes: This course can be taken P/F only and does not count as an upper-level elective for the psychology major or minor requirements. May be repeated for a maximum of six credits. PSYC 398 applied Psychology Internship. [1-3] This course gives students the opportunity to gain academic credit for structured practical experiences relevant to psychology. The internship site may be on or off campus. Prerequisites: PSYC 100 and permission of instructor. notes: This course can be taken P/F only and does not meet psychology major or minor requirements. May be repeated for a maximum of six credits. PSYC 399 Cooperative education in Psychology. [1-3] This course provides a means for students intending to pursue careers in psychology to acquire academic credit while they are employed in a position related to psychology. The number of credits assigned, which will not exceed three per semester, will be based upon the instructors assessment of the intellectual and scientific level of the employment and its contribution to the professional development of the student. The grade assigned will be based on the quality of a written
report and on the instructors appraisal of the students performance. The instructor may be guided in part by an evaluation provided by the students employment supervisor. Prerequisites: Junior/ senior standing and permission of instructor. notes: This course can be taken P/F only and does not meet psychology major or minor requirements. May be repeated for a maximum of six credits. PSYC 400 Seminar in developmental Psychology. [3] Selected topics in developmental psychology. Prerequisites: PSYC 200 and 332. PSYC 406 advanced Behavior Pathology. [3] Selected areas and topics in abnormal psychology are examined. The course emphasizes current research on key conceptual issues in behavior pathology such as classification of disorders and the combined and interactive influences of biological, psychological, and social factors in the determination of behavior pathology. A variety of conditions are covered, including anxiety disorders, mood disorders, eating disorders, traumatic stress disorders and schizophrenia. Prerequisites: PSYC 285, PSYC 332. PSYC 407 advanced Child Psychology. [3]
GEP: WI.
from research and theory in developmental psychology to problems of education. Prerequisites: PSYC 200 and PSYC 332. PSYC 410 Seminar in learning. [3] Contemporary issues in learning. Topics such as the selection of behavior by its consequences, contingencies of reinforcement, the relation between behavioral and cognitive approaches, and verbal behavior will be treated through primary readings. Prerequisites: PSYC 210 and PSYC 332. PSYC 415 Seminar in Cognitive Psychology. [3]
GEP: WI.
Selected topics in human cognition. Prerequisites: PSYC 317 and PSYC 332. PSYC 437 Contemporary Social Issues: Making a difference. [3]
GEP: WI.
An examination of the basic principles of how drugs affect the central nervous system and behavior. Topics include pharmacokinetics, drugs as treatments for behavior disorders, drugs with abuse potential and the neurochemistry of mood and
An in-depth critical examination of theory and research in selected aspects of childrens cognitive and social/emotional development. The course includes consideration of applications of basic research findings to real-world contexts and issues. Prerequisites: PSYC 200 and 332. PSYC 409 development and education. [3]
GEP: WI.
This advanced seminar focuses on community psychology approaches to making a difference in contemporary social issues. Approaches related to prevention, group empowerment, urban areas and social policy will receive special focus. Course requirements include active and prepared participation in classroom discussion, thought papers based on assigned readings, and an in-class presentation and final paper in an area of interest to the student. Prerequisites: PSYC 332. PSYC 440 Seminar in Social Psychology. [3] Selected topics in social psychology. Prerequisites: PSYC 340 and 332. PSYC 446 Industrial/organizational Psychology. [3] A general survey of industrial psychology, including such topics as personnel selection and evaluation, job satisfaction, environmental factors and current
The aim of the course is to apply insights derived
322 PSYC / RLST

research on individual behavior in complex organizations. Prerequisites: PSYC 210 or 340 and PSYC 332. PSYC 448 developmental neuroscience. [3]
GEP: WI.
PSYC 470 Seminar in Perception. [3] Selected topics in sensoryperceptual research will be examined. Emphasis may vary over given sensory systems and may focus on developmental, applied or other variables that determine perception and its importance for behavior. Prerequisites: PSYC 370, 335 or a 300-level biology course and PSYC 332. PSYC 480 Seminar in Personality Study. [3] Selected theoretical and research topics in the study of personality. Prerequisites: PSYC 332 and 380. PSYC 485 Seminar in Behavior Pathology. [3] Selected theoretical and research topics in the study of behavior pathology. Prerequisites: PSYC 285 and PSYC 332. PSYC 490 Independent research Project or Independent reading in Psychology. [1-3] Students will be required to present the results of their research orally at the end of the semester. Prerequisites: Permission of instructor required. notes: May be repeated for a maximum of nine credits. A student may register for no more than three credits of PSYC 490 with a given instructor each semester. Does not count as an upper-level elective required for the psychology major. PSYC 493 advanced topics in Psychology. [3] A detailed examination either of a major area of psychological research (such as cognitive science) or of a specialized topic within one of these areas (such as nonlinear dynamics in behavior and cognition). Prerequisites: 15 or more credits in psychology (including PSYC 332) and permission of instructor. notes: May be repeated
for credit with the permission of the department. PSYC 498H Honors thesis research. [4] All honors students will design and carry out an original research investigation under the supervision of a faculty member thesis advisor. Prerequisites: PSYC 332; 397, 490 or 497 and permission of instructor. notes: Does not count as an upper-level elective required for the psychology major. PSYC 499H Honors thesis. [4] Continuation of PSYC 498H. In addition to submitting a written honors thesis, students must present their research either in poster or oral format at an appropriate venue (e.g. Psychology Department Colloquium, UMBC Undergraduate Research and Creative Achievement Day, professional/scientific conference). Prerequisites: PSYC 498H and permission of the instructor. notes: Does not count as an upperlevel elective required for the psychology major.
possibility of life after death and the relation between religion and morality. notes: Also listed as PHIL 210. rlSt 201 Israel and the ancient near east.
GEP/GFR: AH or C.
This course begins with an examination of the history of embryology and developmental thought, and it moves on to contemporary topics in neuronal proliferation, differentiation, migration, axon outgrowth, trophic interactions, synapse formation, regeneration, naturally occurring neuronal death and behavior development. The behavioral relevance of techniques, findings and theory in neuroembryology is emphasized. Prerequisites: PSYC 335 or a 300-level biology course and PSYC 332. PSYC 450 Seminar in Comparative Psychology and ethology. [3] Examination of special topics dealing with the scope, aims and methods of the comparative, phylogenetic approach to the study of behavioral mechanisms. Prerequisites: PSYC 355 and PSYC 332. PSYC 460 Seminar in Motivation and emotion. [3] Selected topics and current issues in motivation and emotion. Prerequisites: PSYC 332, 360 and permission of the instructor. PSYC 463 eating: normal and abnormal. [3] This course examines the psychological, physiological and cultural determinants of human eating behavior. Topics include the development of food preferences and eating habits, eating disorders, (e.g. anorexia nervosa, bulimia, binge eating), overeating/ obesity, the nature of hunger/ satiety, evolutionary perspectives and the effects of aging. Prerequisites: PSYC 332.
A survey of the cultures of the ancient Near East, including Assyria, Persia and especially the development of ancient Judaism. notes: Also listed as ANCS 200. rlSt 202 Judaism in the time of Jesus and Hillel. [3]
GEP/GFR: AH or C.
This course surveys the history of Judaism and the Jewish people from the onset of Hellenism through the second Jewish revolt against the occupation by the Roman Empire. This formative period in the history of Judaism, of early Christianity and of Jewish-Christian relations is interpreted in light of extant primary and secondary literary and archaeological sources. notes: Also listed as ANCS 220 and JDST 201. rlSt 203 earliest Christianity. [3]
religious Studies
rlSt 100 dimensions of religion. [3]
GEP/GFR: Meets AH.
An interdisciplinary introduction to the study of religion. Methods and insights from the humanities and the social sciences are applied to the study of such topics as myth, symbol and ritual; the nature, origins and validity of religious experience; and the concept of human destiny in Eastern, Western and African religious traditions. rlSt 200 Philosophy of religion. [3]
GEP/GFR: Meets AH.
A survey of the development of early Christianity in the Roman empire. Topics include the status of foreign religions in the empire, the social world of early Christianity, the attitude of the Roman government toward Christians, persecution and the triumph of Christianity. notes: Also listed as ANCS 203. rlSt 210 Classical Mythology. [3]
GEP/GFR: AH or C
A study of the principal Greek and Roman myths. notes: Also listed as ANCS 210 rlSt 220 Introduction to Comparative religion. [3]
A critical examination of the nature and justification of religious belief. Topics to be discussed include the existence of God, the nature of religious belief, the problem of evil, the
The course focuses on the historical development of
RLST
the great religious traditions: Judaism, Christianity, Islam, Hinduism, Buddhism, Taoism, Confucianism and Shinto. The study begins with an examination of so-called primitive religions and the origins of religion. rlSt 230 Comparative african religions. [3]
323
destruction of European Jewry in World War II and the resistance of the Jews. Post-war issues are examined: the Allies and the United Nations, the emergence of new centers in Europe and Israel, Jews in the Soviet Union, Jewish identity struggle in America and post-Holocaust thought. notes: Also listed as HIST 274 and JDST 274. rlSt 314 Islam in africa.
An introduction to indigenous religions of Africa. Religions in African traditional society, with special reference to the principal elements in the religious system the Supreme Being, the cosmic gods, the ancestors and lesser spirits. The impact of Islam and Christianity. notes: Also listed as AFST 230. rlSt 255 History of Christianity from Its origins to the reformation. [3]
GEP/GFR: Meets SS.
societies of the world through ethnographic case studies. Cases to be examined include societies in native South America, Asia, the Pacific, Africa and the contemporary United States. Using these case studies, the course examines a range of perspectives used by anthropologists to understand religion and belief systems. Prerequisites: ANTH 211, SOCY 101 or consent of the instructor. notes: Also listed as ANTH 316. rlSt 349 the Sociology of religion. [3]
GEP/GFR: Meets SS.
rlSt 370 african religions in africa and the diaspora. [3]

Hebrew and Greco-Roman background, the life of Christ, the New Testament, the development of theology, triumph of the church in the Roman empire, the medieval church, the Reformation and the end of medieval Christendom and implications of the Reformation for the modern world. notes: Also listed as HIST 255. rlSt 273 History of the Jews in Modern times, From the Middle ages to 1917. [3]
GEP/GFR: SS or C.
This course is presented to provide the student with an introduction and overview of the history of Islam in Africa. This requires a discussion of Islam itself, its origins, philosophical thought, praxis and expansion. We then will turn to a more detailed examination of the penetration of Islam in Africa, eventually concentrating on its sub-Saharan influences. Prerequisites: AFST 211 or HIST 242, AFST 212 or HIST 243, or permission of instructor. notes: Also listed as AFST 314 and HIST 360. rlSt 315 religious Influences in american life. [3] Rather than being an encyclopedic survey of individual sects and churches, this course centers on several of the formative contributions of religion to American culture, from the Puritan era to the present, including the work ethic, radical conscience, philanthropy, culture religion, and the response of particular faiths to such basic crises as revolution, slavery and industrialization. The status of Catholicism and Judaism in a Protestantoriginated culture also may be considered. Prerequisites: Any 100-level social science course, junior/senior status or permission of instructor. rlSt 316 anthropology of religion. [3]
GEP/GFR: SS or C.
A comparative study of selected indigenous African religions and an examination of African religious survivals in the New World. Continuity and change in the principal forces of the religious systems: the Supreme Being, the cosmic gods, the ancestors and lesser spirits, as well as the relationship to other religions. Prerequisites: Junior or senior standing. notes: Also listed as AFST 368. rlSt 380 topics in religious Studies. [1-3] A critical investigation from a cross-cultural and interdisciplinary perspective of selected issues in religious studies. Topics will be announced each semester. rlSt 400 Special Projects in religious Studies. [1-3] Prerequisites: Written permission of the instructor who will supervise the project. Such permission must specify the number of credits sought. notes: Open to juniors and seniors. May be repeated for credit. rlSt 463 Jews, Christians, and Muslims in the Middle ages. [3] This course examines moments of contact and conflict between the three major monotheistic faiths of the medieval period: Judaism, Christianity, and Islam. Topics will include an examination of the scriptural foundations of the three faiths and their influence on topics such as law, violence, conversion, ritual and legend. The course provides an overview of how individuals and leadership within the three faiths interacted with each other. Prerequisites: HIST 100, HIST 110, or HIST 111, JDST 100, RLST 100 or 200-level course, and junior/ senior standing, or permission
Analysis of religious institutions and structures and of the relations between religion and society. Special attention is given to the social sources of religious attitudes; religious roles and organizations; American religious trends; and the interplay between religion and science, religion and politics, religion and economic behavior, and religion and social class. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. notes: Also listed as SOCY 349. rlSt 350 the Bible and literature. [3]
GEP/GFR: Meets AH.
A study of the relationship between the Bible and selected literary texts. Prerequisites: Completion of a 200-level literature course with a grade of C or better. notes: Also listed as ENGL 349. rlSt 351 new testament greek. [3]
Political and socioeconomic forces at work in Europe and within the Jewish community during this period. Hassidism and enlightenment, emancipation and reform. The French and Russian revolutions. Jewish existence in Eastern Europe. Zionism and Aliyah. notes: Also listed as HIST 273 and JDST 273. rlSt 274 Contemporary Jewish History: 1917 to the Present. [3]
GEP/GFR: SS or C.
Selections from the New Testament. Prerequisites: GREK 201 or equivalent. notes: Also listed as GREK 351. rlSt 352 Septuagint. [3]
GEP/GFR: L or C.
Jewish civilization in the 20th century with attention to interwar years, the attempted
This course examines the nature of belief systems, myth and ritual in various
Selections from the Greek version of the Old Testament. Prerequisites: GREK 201 or equivalent. notes: Also listed as GREK 350.
324 RLST / RUSS

of the instructor. notes: Also listed as HIST463, JDST 463. rlSt 466 the reformation. [3]
GEP/GFR: SS or C.
rUSS 102 Basic russian II. [4]

The economic and political conditions, the popular movements and the theological controversies that led to the overthrow of the Catholic Churchs monopoly of religious loyalties, thereby turning Europeans against one another on a nationalreligious basis. Attention focuses on the lives and ideas of the leading reformers. Prerequisites: HIST 100, HIST 110 or HIST 111, plus junior/senior status or permission of instructor. notes: Also listed as HIST 466. rlSt 473 Mahatma gandhis Political experiments With truth. [3]
Continuation of RUSS 101. Further development of grammar, reading, conversation and listening comprehension skills, based on authentic material from Russian culture and civilization. Prerequisites: RUSS 101 with a grade of C or higher or equivalent. rUSS 201 Intermediate russian I. [4]
literature, art, music, social values and intellectual expression. Readings and discussions in English. notes: Also listed as MLL 271. rUSS 300 Special Projects in russian language. [1-3] Intensive, independent, individualized program of study in Russian language or culture in an area determined by the students particular needs. notes: Credits earned in RUSS 300 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of achievement. Exceptions will be granted only with the written permission of an instructor and the chair of MLL. This course may be repeated for credit. rUSS 301 Continuing russian I. [3]
rUSS 304 Continuing russian Conversation II. [1]

Continuation of RUSS 303. Prerequisites: RUSS 301 with a grade of C or higher or equivalent. notes: It is recommended that the course be taken in conjunction with RUSS 302. rUSS 310 19th-Century russian literature and Society. [3]
Further development of linguistic structure of Russian in a social and cultural context. Emphasis is on comprehension and speaking skills. Prerequisites: RUSS 102 with a grade of C or higher or equivalent. rUSS 202 Intermediate russian II. [4]
A study of Gandhis effort to gain national independence and to reform India by nonviolent vindication of truth. A reflection of Gandhis sexual asceticism, civil disobedience, and politicization of women. A comparison and contrast of Gandhi with Socrates, Henry Thoreau and Rev. Martin Luther King Jr. Intended for non-majors as well as majors. A seminar presentation, a research paper and regular class attendance are all required. Prerequisites: Junior standing or a grade of C or better in POL200 or POLI 301 or a writing class beyond ENGL 100 notes: Also listed as POLI 473.
Review of grammar, with emphasis on communication in a number of everyday situations. Emphasis is on developing reading and writing skills. Prerequisites: RUSS 201 with a grade of C or higher or equivalent. rUSS 270 Introduction to russian Culture and Civilization. [3]
GEP/GFR: C.
Class discussion and written composition on the basis of thematically arranged topics; emphasis on complex grammatical structures, composition and vocabulary building. Prerequisites: RUSS 202 with a grade of C or better or equivalent. rUSS 302 Continuing russian II. [3]
A study of Russian literature of the 19th century in relation to the intellectual, political and social concerns of the time. Authors include Pushkin, Gogol, Dostoevsky, Tolstoy, Turgenev and Chekhov. Topics for discussion include class and rank, the role of women, the intelligentsia, socialism and religion, as well as the evolution of literary style. Readings and discussion in English, although students may choose to read works in the original Russian. Prerequisites: A 200-level literature course, a Russian language course or permission of the instructor. notes: Also listed as MLL 370. rUSS 311 20th-Century russian literature and Politics. [3]
russian
rUSS 101 Basic russian I. [4]
An introductory survey of Russian cultural achievements from the 10th century to the revolution of 1917. Topics include religion, art, architecture, music, literature and folklore. Readings and discussions in English. notes: Also listed as MLL 270. rUSS 271 Introduction to Modern russian Civilization and Culture. [3]
GEP/GFR: C.
Continuation of 301. Prerequisites: RUSS 301 with a grade of C or better or equivalent. rUSS 303 Continuing russian Conversation I. [1]
An introduction to Russian. Emphasis is on structure, comprehension, speaking skills and reading skills. Video provides exposure to idiomatic Russian language, as well as an introduction to Russian culture and society.
An introductory survey of Russian civilization from 1917 through the revolutionary period and Stalinism to dissidence, glasnost and the present. Topics include
For students with a basic knowledge of Russian who wish to improve speaking and conversational skills. Prerequisites: RUSS 202 with a grade of C or higher or equivalent. notes: It is recommended that the course be taken in conjunction with RUSS 301.
A study of the interaction of literature and politics in the Soviet Union, from the October revolution through Socialist realism, to dissident literature and glasnost. Authors include Blok, Zamiatin, Babel, Sholokhov, Bulgakov, Pasternak, Solzhenitsyn and Voinovich. Subjects for discussion include the place of the individual in a collective society, the role of the artist in a totalitarian state, propaganda, the manipulation of art for social control, and the power of literature to effect social and political change. Readings and discussion in English, although students
RUSS / SCI
may choose to read works in the original Russian. Prerequisites: 200 level literature course, a Russian language course or permission of the instructor. notes: Also listed as MLL 371. rUSS 315 Studies in russian Film. [3] Major cinematic trends from the earliest periods to the contemporary era. Emphasis on the feature film as an art form, a social documentary and a means of persuasion. Topics to be announced each semester the course is offered. Taught in English or Russian, as announced each semester. Prerequisites: A film course, RUSS 202 or permission of the instructor. notes: Also open to native speakers of Russian. rUSS 332 the Structure of russian. [3]
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a 200- or 300-level course taught in English (e.g., RUSS 270-271, 310-311, 315, 332, 340 and 460). The particular topic will be announced each time the course is offered. Prerequisites: RUSS 202 with a grade of C or higher or permission of the instructor. notes: Repeatable for credit as topics change. Not open to native speakers of Russian. rUSS 400 Special Projects in russian. [1-3] An independent, individualized program of study of Russian language or culture in an area determined by the students needs. Open to students on application to the instructor who will supervise the particular project. Prerequisites: Permission to register in the course must be in writing and must specify the number of credits sought. notes: Credits earned in RUSS 400 may not be used to satisfy the basic requirements of the major, minor or certificate of achievement. Exceptions will be granted with the permission of an instructor and the chair of MLL. This course may be repeated for credit. rUSS 401 advanced russian I. [3]
or permission of the instructor. notes: Also open to native speakers of Russian. rUSS 403 advanced russian Conversation. [1] Advanced spoken production of high-level, abstract language. Prerequisites: RUSS 302 with a grade of C or higher or permission of the instructor. rUSS 415 Political russian. [3] The course is intended for advanced students of Russian who wish to acquire, on the basis of authentic texts, the specialized vocabulary of international relations, economics, trade, and national security. The course also emphasizes the more complex grammatical constructions typical of these registers and introduces techniques of translation. Prerequisites: RUSS 302 with a grade of C or permission of the instructor. rUSS 419 theory and Practice of translation. [3]
rUSS 450 Masterpieces of russian literature. [3] A study of Russian literature in Russian with the focus on a movement, genre, theme, individual writer or individual work. Topics will be announced each semester offered. Readings and discussions in Russian. Prerequisites: RUSS 302 or permission of the instructor. notes: May be repeated for credit. rUSS 460 russian Folklore. [3] A study of the forms of Russian folk art and trends in the interpretation of folklore. Topics will include folktales, epics, folk drama, music, art, costume and customs. Taught in English or Russian, as announced each semester. Prerequisites: A 200-level literature or anthropology course, RUSS 202 or permission of the instructor. notes: Also open to native speakers of Russian.
An investigation of the phonological and morphological structure of Russian, with special emphasis on noun and verb inflection. Prerequisites: RUSS 301 with a grade of C or higher or permission of the instructor. notes: Also open to native Russian speakers. Highly recommended: LING 210. rUSS 340 Studies in russian literature. [3] A study of selected Russian literary works, with the focus on a movement, genre, theme or individual writer. Topics will be announced each semester offered. Readings and discussion in English. Students may choose to read works in the original Russian. Prerequisites: A 200-level literature course or permission of the instructor. notes: May be repeated for credit as topics change. rUSS 350 russian Complementary reading. [1]
Science
SCI 100 Water: an Interdisciplinary Study. [3]
An advanced Russian language course in the four language skills (listening, reading, speaking and writing) with focus on sociocultural issues and current events in Russia. In addition to regular oral practice, the course will include such activities as formal oral presentations and expository writing. Prerequisites: RUSS 302 with a grade of C or higher or permission of the instructor. notes: Also open to native Russian speakers. rUSS 402 advanced russian II. [3]
Introduction to methods and techniques of translation (English to Russian and Russian to English). Discussion of selected problems of contrastive grammar and comparative stylistics and lexicon, with practical exercises in translation. Students work with materials from their individual fields of specialization (e.g., politics, science, medicine, business). Prerequisites: Permission of instructor. notes: Also open to native speakers of Russian. rUSS 438 Studies in russian linguistics. [3] An in-depth examination of specific issues in Russian linguistics in the light of contemporary linguistic theory. A theory-significant and original term paper is required. Prerequisites: RUSS 332. notes: May be repeated once with permission of the instructor.
Russian texts read and discussed (orally and in writing) in Russian, in conjunction with
Continuation of RUSS 401, with more attention to the development of writing skills. Prerequisites: RUSS 401 with a grade of C or higher
An interdisciplinary lab science experience that integrates biology, chemistry, earth sciences and physics into a single, three-credit course with a unifying theme of water. Topics covered may include: water quality, unique physical and chemical properties of water, biological importance of water, water in the earths environment, and water and policy. The course consists of a combination of lecture, discussion, laboratory exercises and fieldwork. Frequent access to a computer with an internet connection is a requirement in this course; students will be expected to participate online regularly. This course is intended for those students not majoring in the natural/physical sciences or
326 SOCY
engineering, and it satisfies the GFR and GEP graduation requirement for a laboratorybased science course. SoCY 210 Class and Inequality in the United States. [3]
GEP/GFR: Meets SS.
SoCY 297 Selected topics in Sociology. [3] The specific topic will be announced in advance of the semester the course is offered. Prerequisites: SOCY 101 or ANTH 211. SoCY 298 Selected topics in Sociology. [3] The specific topic will be announced in advance of the semester the course is offered. SoCY 299 Independent Study. [1-3] Prerequisites: Consent of the instructor. SoCY 300 Methodology of Social research. [4] Principles of social research, including examination of issues in research design, measurement, sampling and computer applications. Course considers both issues in the logic of science and practical problems of data collection. Prerequisites: SOCY 101 and sophomore standing. SoCY 301 analysis of Sociological data. [4] Statistical techniques related to sociological research, including measures of central tendency and dispersion, measures of association, correlation and regression, and statistical inference. Statistical software packages are introduced. Prerequisites: SOCY 300 and passing score on the Sociology Statistics Readiness Test or consent of the instructor. SoCY 315 Population and Society. [3]
GEP/GFR: Meets SS.
national population policies. Prerequisites: SOCY 101 or ANTH 211 or GEOG 102. SoCY 321 race and ethnic relations. [3]
GEP/GFR: Meets SS.
Sociology
SoCY 101 Basic Concepts in Sociology. [3]
GEP/GFR: Meets SS.
Theories and empirical research on the origin, characteristics and consequences of social inequality. Prerequisites: SOCY 101 or ANTH 211. SoCY 220 Urban Sociology. [3]
An introduction to the concepts used in all advanced sociology courses: basic elements of social structure, including primary groups and organizations, culture and society, socialization, social stratification and social change. SoCY 201 Social Problems in american Society. [3]
GEP/GFR: Meets SS.
The ecology of the city and metropolitan community, social change, stratification, complex organizations and social roles, and city and regional planning. Prerequisites: SOCY 101 or ANTH 211. SoCY 235 Sociological Perspectives on globalization. [3] This course is concerned with the impact of globalization on societies throughout the world. It will examine the concept and significance of globalization and its impact in advanced and developing societies on human rights, technology, women and the family, education, political and economic systems, crime and terrorism, religion, environmental issues, health, ethnic groups and minorities and the concept of the nationstate. Particular emphasis will be placed on differences in world views from region to region internationally and how different regions have been affected by globalization. Prerequisites: SOCY 101 or ANTH 211 or GEOG 202. SoCY 240 elementary Social Behavior. [3] An introduction to the study of human social interaction emphasizing socialization and small-group processes. Survey of research findings and theoretical issues of special interest to sociologists. Prerequisites: SOCY 101 or ANTH 211.
Sociological analysis of the types of minority-majority group relations and the effects of these relationships on society and the groups and the individuals involved. Prerequisites: SOCY 101 or ANTH 211. SoCY 330 deviance in Contemporary Society. [3] An analysis of deviant activities, including crime, sexual deviation and mental illness. Sociological explanations of these phenomena and the strengths and weaknesses of these explanations. Examinations of the legal system and other social control mechanisms. Prerequisites: SOCY 101, ANTH 211 or consent of the instructor. SoCY 332 Human Sexuality in Sociological Perspective. [3] The course focuses upon sociological forces that influence sexuality and govern its expression. Topics include the sexual socialization of children and adolescents; teenage pregnancy; sexuality of single, married and older adults; governmental and educational services related to sexuality; sexual orientation; pornography and sexual coercion. Prerequisites: SOCY 101 or consent of instructor. notes: Also listed as GWST 332. SoCY 333 Human Sexuality in CrossCultural Perspective. [3] Norms and mores that sanction and regulate human sexuality exist universally, but their particular forms vary widely from one society to another. This course examines theories that offer a sociological explanation for the variation of
A survey of American social problems designed for the general student. Topics typically include race and ethnic conflict, crime and delinquency, population and inequality. notes: This course does not count as a prerequisite for any other sociology or anthropology course. SoCY 204 diversity and Pluralism: an Interdisciplinary Perspective. [3]
GEP/GFR: SS or C.
An analysis of race, ethnicity, class, gender and sexual orientation in society. The goal of the course is to have students understand the sociocultural nature of human identity and diversity. In addition, the course will explore ways of enhancing communication across the boundaries that divide groups in a pluralistic society. Small group discussion of course material will take place throughout the semester. notes: Also listed as MLL 204 and PSYC 204. Students may receive credit in only one department; the course may not be repeated in another department.
An introduction to the study of human populations in advanced and developing countries; changes in the size, composition and distribution of populations; the economic, political and social significance of populations and
SOCY
sexual attitudes and behaviors in both industrialized and non-industrialized societies. Prerequisites: SOCY 101 or consent of instructor. notes: Also listed as GWST 333. SoCY 334 Sexual diversity. [3] Focus is on the social construction and politics of sexuality. Specific topics will include pornography, intergenerational sex, transgenderism, sex and the handicapped, bisexuality, homosexuality and sadomasochism. The course will be organized around lectures, guest speakers, audio visual material and group discussions. Prerequisites: SOCY 101 or ANTH 211 or permission of the instructor. SoCY 335 Sociology of Violence. [3] This course examines various examples of collective domestic conflict and evaluates the sociological theories that explain why such conflict occurs. Topics include ethnic conflict, colonial insurrections, terrorism, coup detat and revolution. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. SoCY 345 Sociology of education. [3]
GEP/GFR: Meets SS.
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between religion and science, religion and politics, religion and economic behavior, and religion and social class. Prerequisites: SOCY101 or ANTH 211 or permission of the instructor. notes: Also listed as RLST 349. SoCY 351 Medical Sociology. [3] Introduction to the field of health and illness behavior and health care institutions, including the sociocultural context of health orientations. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. SoCY 352 Issues in Health Care. [3]
GEP/GFR: Meets SS.
the labor force, class and lifestyle differences among women as a minority group, and womens social movement. Prerequisites: SOCY 101 or ANTH 211. notes: Also listed as GWST 355. SoCY 357 Sociology of the life Cycle. [3]
social science course. notes: Also listed as EHS 345. SoCY 361 Science and Society. [3] The course examines science as a social enterprise and the interaction between scientific activity and society. Topics include the origin of science, characteristics of scientists, the scientific community, the process of scientific discovery, scientific fraud, and the distinction between science and pseudoscience. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. SoCY 365 Sociology of the labor Force and occupations. [3] This course examines the American labor force in terms of the decision to work, the characteristics of workers, job-seeking behavior, etc. It also analyzes different occupations in terms of their composition, patterns of mobility and work behavior. Prerequisites: SOCY 101, ANTH 211, ECON 100 or 101. SoCY 371 Criminology and Penology. [3] The study of crime, theories of criminal behavior, treatment of criminals and the behavior of law enforcement officials. Prerequisites: SOCY 101 or ANTH 211. SoCY 372 Juvenile delinquency. [3] The nature, extent, causes, treatment and prevention of juvenile delinquency. Prerequisites: SOCY 101 or ANTH 211. SoCY 373 Women, Crime and Justice. [3] A sociological analysis of the many facets of womens relationship to the criminal justice system as offenders, victims, survivors and workers. Topics include the increase of women in prison; the various groups of women who are victimized; and the employment patterns of women police, correctional
This course examines some of the leading health and health care issues of current concern. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. SoCY 353 Marriage and the Family. [3]
GEP/GFR: Meets SS.
This course focuses on the successive statuses and roles that individuals occupy in society from puberty to old age. Issues examined include: age grading, age norms, generational and developmental social events, agents of socialization, relations between generations in formal and informal structures and social change through generational succession. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. SoCY 358 Contemporary Problems of aging in Society. [3] This course deals with issues in the field of aging, emphasizing those that are on the frontier of social concern and public debate, but are not generally covered in detail in survey courses. These include: prospects and implications of an expanded life expectancy, ageism and poverty, victimization and abuse of the aged, institutions and centers for the aged, politics and conservatism, aging and sexuality, death and dying. Prerequisites: SOCY 101 or ANTH 211. SoCY 359 death and dying. [3]
GEP/GFR: Meets SS.
Theory and research on education as a social institution. The changing functions of formal education, equality of educational opportunity, the dilemma of meritocracy, urban educational problems and strategies for change. Prerequisites: SOCY 101 or ANTH 211 or consent of instructor. SoCY 349 the Sociology of religion. [3]
GEP/GFR: Meets SS.
Marriage and family as social institutions. Primary relationships in marriage, their development in courtship, formalization in marriage and extension to children. The course draws on materials from related disciplines, as well as from sociology. Special emphasis on marriage and change in sex roles in modern societies. Prerequisites: SOCY 101 or ANTH 211. notes: Also listed as GWST 353. SoCY 354 Social Bases of Public and Community Health. [3] Introduction to concepts and principles of public health and community medicine. Prerequisites: SOCY 101 or ANTH 211 or HAPP 100. notes: Also listed as HAPP 354. SoCY 355 the Sociology of Women. [3]
GEP/GFR: Meets SS.
Analysis of religious institutions and structures and of the relations between religion and society. Special attention is given to the social sources of religious attitudes; religious roles and organizations; American religious trends; and the interplay
Women in society, social roles and socialization, women in
This course is a broad multidisciplinary approach that examines the theoretical, philosophical and social origins of past and present death attitudes and behavior. Topics include death throughout the life cycle, suicide, euthanasia, grief and bereavement, funeral customs, and the impact of religion and culture on death perspectives. Prerequisites: EHS 200 or permission of instructor or an introductory
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officers, judges and lawyers. Active student participation is encouraged. Prerequisites: SOCY 101 or ANTH 211. SoCY 374 drugs and alcohol in Society. [3] The course provides an overview of causes and consequences of alcohol and drug abuse from the sociological perspective. The effects of society, family, peers, ethnicity and the media on alcohol, tobacco, and drug use will be discussed along with the historical framework of individual drugs. Additionally, theories of addiction, theories of use, use within subcultures, drug policy, and the relationship between substance abuse and crime will be examined. Discussion of controversial issues will include drug testing in social institutions, harm reduction, and legalization. Prerequisites: SOCY 101 or PSYC 100 or ANTH 211. SoCY 380 Political Sociology. [3]
GEP/GFR: Meets SS.
a seminar format, the course relies on large- and smallgroup discussions, exercises, and client and policy case reviews to improve skills in working effectively with people affected with HIV/ AIDS. notes: Also listed as HAPP and SOWK 391W. SoCY 396 Community Service and learning Internship. [1-3] An internship providing experience giving direct service delivery to the elderly, disadvantaged youth, the mentally and physically challenged, the homeless, the environment or illiterate adults. notes: Also listed as ANTH 396. Apply at the Shriver Center. P/F only. Does not give credit toward the sociology major or minor. This course may be repeated once for credit. SoCY 397 Selected topics in Sociology. [1-3] The specific topic will be announced in advance of the semester the course is offered. Prerequisites: SOCY 101, or ANTH 211 or consent of instructor. SoCY 398 Selected topics in Sociology. [3] The specific topic will be announced in advance of the semester the course is offered. SoCY 399 Independent Study. [1-3] Prerequisites: Nine credits in sociology and consent of instructor. SoCY 401 thesis research. [3] This course sequence (401 and 402) partially fulfills the requirement for the major in sociology with honors. Information describing the requirements for the honors major is available from the departmental office. Prerequisites: SOCY 300 and consent of department chair. SoCY 402 thesis research. [3] See SOCY 401.
SoCY 403 Introduction to International Field research. [3]

GEP/GFR: C.
surveys and critiques different types of theory and metatheory. Prerequisites: Nine credits in sociology. SoCY 409a Sociological theory. [3] Classical and contemporary sociological theorists are studied and compared, as well as different schools of theory. Also, the course surveys and critiques different types of theory and metatheory. Prerequisites: Nine credits in sociology and consent of the instructor. notes: This course is designed for evening students. Lectures are provided on audio tape. SoCY 414 the evaluation of educational Policy. [3] This course applies research findings from the sociology of education to some key issues of educational policy, focusing on primary and secondary education. Both issues of educational quality and equality are considered, including school quality, choice proposals, school desegregation, compensatory education, tracking, mainstreaming and bilingual education. The course includes an introduction to the nature of educational policy, an overview of the policy-making process at the local level and a critical assessment of policy research, with special attention given to problems of measurement and study design. Prerequisites: Junior standing and nine credits in the social sciences and/or education. SoCY 415 Higher education and Social Inequality. [3] A sociological analysis of the impact of higher education on social inequality in the United States. Topics will include a discussion of problems of attaining a representative student body, missions of different types of institutions, the development of programs for different types of students and the effects of affirmative action programs. Prerequisites: Junior standing
Social and cultural contexts of contemporary politics. Power structure and political participation in advanced industrial societies. Functions and problems of mass, class and status-group politics from the respective viewpoints of elite and pluralist theory. Role of ideological movements and perspectives for democratic participation in advanced societies. Prerequisites: SOCY 101, or ANTH 211 or consent of instructor. SoCY 391W Seminar on aIdS for Health and Social Service Providers and administrators. [2] This course is for health care and human-service providers working in settings that serve individuals affected by HIV/ AIDS. The course approaches the multitude of needs created by the HIV epidemic from various perspectives, including prevention education, psychosocial adjustment, community resources and family systems. Conducted in
The purpose of this course is to help prepare students for the increasingly sophisticated requirements of a global society, to develop an international perspective on important issues in culture, policy and practice, and to gain experience using social science field research methods. The international experience is designed to enable students to conduct field research on issues that will be of importance to the United States and Europe by studying the inter-relationships of health and social policy, science and technology, culture and life style in an international context. Students learn social science research methods and vocabulary and concepts from the disciplines of sociology, anthropology and health services research. This course includes lectures, structured exercises, field trips, site visits and discussions in the United States and Switzerland. Prerequisites: Six social science credits and permission of the instructor. notes: Also listed as HAPP 403. SoCY 406 Social Inequality and Social Policy. [3] This course examines poverty and inequality in modern society. The focus is on describing the extent of poverty and inequality, examining theories that attempt to explain these phenomena and discussing the policies that have been employed to mitigate them. In addition to class inequality, the course will consider racial and sexual inequality. Prerequisites: Nine credits in sociology and junior standing or consent of instructor. SoCY 409 Sociological theory. [3] Classical and contemporary sociological theorists are studied and compared, as well as different schools of theory. Also, the course
SOCY
and nine credits of sociology or consent of instructor. SoCY 416 Cyberspace, Culture and Society. [3] The information super highway, communications revolution and cyberspace are used to describe the contemporary revolution in human communications. This course will explore the cultural and societal implications of computer-mediated communications (CMC) by addressing such topics and questions as: representations of self and self-identity in cyberspace, interactions in cyberspace, information technology and institutional change, community formation in cyberspace, democracy and collective action in cyberspace, and order and deviance in cyberspace. Throughout the course, contemporary technological advances will be compared and contrasted with the cultural and societal effects of previous technologies, such as the printing press, wireless telephone, television. Prerequisites: ANTH 211 or 212 or SOCY 101. notes: Also listed as ANTH 416. SoCY 417 applied Survey techniques. [3] The techniques of survey research methods. Topics such as the planning of survey projects, sample design, questionnaire construction, tabulation procedures and report preparation are covered. Students participate in a survey research project. Prerequisites: Junior standing. SoCY 418 SaS for Social Scientists. [3] This course introduces students to the basic principles of SAS, a widely used statistical software package. Students will learn data entry, data correction and validation, data analysis, combining data sets, rearranging data and micros. Prerequisites: SOCY301. SoCY 419 Qualitative Methods in Social research. [3] This course will focus on the styles of research, analysis and epistemologies associated with qualitative research in the applied social and policy sciences. As an increasingly important mode of inquiry, qualitative, multi-method approaches are particularly relevant to the study of social interaction and behavior in natural settings. Qualitative approaches involve the collection and analysis of empirical information from multiple sources, such as first-person accounts, life histories, visual/printed records, semistructured and open-ended interviews, informal and formal observations, biographical and autobiographical materials, among others. Students in the course will learn how to design, collect and analyze qualitative information by conducting a small, semester-long study. Sections of the research project will be prepared, presented and evaluated throughout the course. Prerequisites: ANTH 211 or SOCY 101. notes: Also listed as ANTH 419. SoCY 420 Social epidemiology. [3] Basic concepts and methods of epidemiological investigation, with special emphasis on the social environment and its influence on health. Prerequisites: 12 credits in sociology and junior standing or consent of instructor. SoCY 430 Sociology of aging. [3] Changing work, family and other sociological roles of the elderly; the subculture of the aged; economic, health, medical care and other social problems of the elderly. Prerequisites: Nine credits in sociology and junior standing or consent of instructor. SoCY 431 Family and aging in Society. [3] An analysis of human development and aging as they relate to the institution of the family. Using a family life cycle perspective, the course examines demographic trends, historical change in the family, stages of family life, changing family roles and intergenerational relations. Particular attention is paid to the mutual effects of changing family structure and social policy in shaping the status of the aged in society. Prerequisites: Nine credits in sociology and junior standing or consent of instructor. SoCY 432 Work and retirement. [3] An examination of the issues and research related to work among older people and the termination of work at retirement. Specific topics addressed include the work career and aging, skill obsolescence, efficiency of older workers, age discrimination in employment, the retirement decision, differences in retirement by sex, consequences of retirement for health and economics, pension policy and implications for the future. Prerequisites: Nine credits in sociology or SOCY 360 or consent of instructor. SoCY 433 gender, Work and Family in a Cross-Cultural Perspective. [3]
GEP: WI.
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developed over time, how they vary across cultures and historical periods and how they interact to construct very different lives for males and females in society. Specific foci of the course include demographic and biological underpinnings of gender and the life course, age stratification systems, and times of family and other life events by gender. Prerequisites: SOCY 101, GWST 100, junior standing or consent of the instructor. notes: Also listed as GWST 434. SoCY 450 demographic analysis. [3] Methods of processing and analyzing demographic data. Measures of mortality, fertility, migration and population projections as applied to census and vital statistics data are analyzed, and the more general applications of demographic techniques to other classes of data are illustrated. Prerequisites: SOCY 230 and an introduction course in statistics or consent of instructor. SoCY 451 Sociology of Health and Illness Behavior. [3]
GEP: WI.
Work and family relationships as affected by gender stratification. Topics include: separation of work and family, division of household labor, gender wage differences, occupational segregation, impact of government work and family policies on women and men. Prerequisites: SOCY 101 or GWST 100 and junior standing or consent of the instructor. notes: Also listed as GWST 433. SoCY 434 gender and the life Course. [3] This course examines the complex interactions of two critical social constructs: gender and the life course. Material will examine how these constructs have
Analysis of health needs and demands of the population. Examination of health and illness behavior, utilization patterns, and taking into account socio-demographic variations and trends. Topics include mortality and morbidity, health attitudes and behavior, social psychology of illness and patient professional relationships. Prerequisites: Nine credits in sociology, including SOCY 351, and junior standing or consent of instructor. SoCY 452 Health Care organization and delivery. [3] Current issues are reviewed in health care organization, delivery and financing in the United States and the various policies and approaches that impact the changing health care delivery system.
330 SOCY / SOWK

Particular emphasis is placed on the implications of technological developments and the increasingly competitive environment in alternative aspects of health care. Prerequisites: SOCY 351 or HAPP 100 and junior standing or consent of instructor. notes: Also listed as HAPP 452. SoCY 454 Comparative Health Systems. [3] A comparative analysis of different types of health systems in the United States and selected other nations, examining differences in financing, cost, utilization, staffing, services provided and relations with other social institutions. Prerequisites: Nine credits in sociology, including SOCY 351, and junior standing or consent of instructor. SoCY 455 disability and rehabilitation. [3] Conceptualization and measurement of disability, determinants and consequences of disabling chronic conditions, services for the disabled, and program planning and evaluation in disability and rehabilitation. The development of Social Security policy and rehabilitation will be discussed in terms of interdisciplinary approaches. Prerequisites: Nine credits in sociology, including SOCY 351, and junior standing or consent of instructor. SoCY 457 Social History of american Medicine. [3] The history of American health care, hospitals and ambulatory care facilities, the role of government, public health programs, and social issues such as smoking and abortion. Prerequisites: Junior/ senior status and one course in the social sciences, biology or chemistry, or permission of the instructor. notes: Also listed as HIST 450. SoCY 458 Sociology of Mental Health and Illness. [3] The course examines the social history of mental health: the concepts and treatments employed, the professionals role, the role of social class in mental illness, social factors in psychopathology, stress, social support and coping processes, along with sociological critiques of mental health practices. More contemporaneously, to examine de-institutionalization and the community mental health movement, the relationship between mental illness and the criminal justice system, and lastly, the mental patients rights movement. Prerequisites: Junior standing and SOCY 351 or consent of instructor. SoCY 459 Sociology of Fertility. [3] This course focuses on the social and economic factors that determine fertility in developed, as well as developing countries. Special attention is given to age, age at marriage, education, labor force participation, race and ethnicity, and the overall relationship between female status and fertility. Issues such as abortion, sterilization abuse, family planning, population control and teenage pregnancy also are covered in the course. Prerequisites: Junior standing, SOCY 230, SOCY 351 or consent of instructor. SoCY 472 Issues in aging Policy. [3] This course addresses salient issues in aging policy and provides students with a context for understanding the public policy process. The course will explore theoretical models of public policy and will apply them to aging policy, examine major public-policy controversies facing the aging society, study the role of organizations in the policy process, provide tools for analyzing social policies in aging, and expose students to key literature in aging and social policy. Prerequisites: Nine credits in sociology and junior standing or consent of instructor. SoCY 496 Internship experience and analysis. [3] Students will serve as interns, particularly in nonprofit organizations appropriate to their career interests, with supervision provided by the placement location and the internship coordinator. They will systematically analyze their internship experience in the organization in light of relevant sociological perspectives (structural-functional, interactional, conflict) and theoretical models of organizational effectiveness, applied to the functioning of their assigned work unit and their own effectiveness as interns. SoCY 497 Selected topics in Sociology. [1-3] The specific topic will be announced in advance of the semester in which the course is offered. Prerequisites: SOCY 101, ANTH 211 or consent of instructor. SoCY 498 Seminar in Medical Sociology. [3] Current issues in medical sociology with contributions from faculty members, guest speakers and students. Prerequisites: Minimum of nine credit hours in concentration; to include SOCY 351, 420 and one additional course from the following: SOCY 352, 354 or 451. SoCY 499 Independent Study. [1-3] Prerequisites: 12 credits in sociology and consent of instructor. age students to develop their own ideas on social issues and to connect their ideas with action. SoWK 240 Information technology in Social Work. [3] This course uses technology to enhance generalist social work practice through oral presentation, and written work, both individually and within groups. Students will have the opportunity to work with computer resources currently available through the Universitys computer and library systems. SoWK 255 Psychology of the Black experience. [3]
GEP/GFR: Meets SS.
A survey of selected psychological theories and research pertaining to black people. Includes an introduction to black psychology. notes: Also listed as PSYC 255 and AFST 255. SoWK 260 Introduction to Social Welfare, Social Policy and Social Work I. [3]
GEP/GFR: Meets SS.
Social Work
SoWK 200 Social Issues Social action. [3]
GEP/GFR: Meets SS.
This course explores three broad social issues challenging the nation. Readings and assignments encour-
This course is the first social policy course required of all social work majors. It provides an overview of the historical development and contemporary forces that have shaped the social welfare system in the United States. The course examines the relationship between the social welfare system and the problems and issues addressed by social services, and the role of the professional social worker in areas of services such as aging, child welfare, health and mental health, income maintenance, and services to women and minorities. In addition, the course offers opportunities to meet with practitioners in the field to understand the diverse populations served. Corequisites: SOWK 240. notes: This course must be taken prior to beginning field education.
SOWK
SoWK 271 Introduction to Community Involvement. [3] A survey of issues and opportunities in the area of community involvement. Introduction to the growth and evolution of black communities, with emphasis on the living conditions of their members and the problems facing community developers. Varieties of black communities are studied. notes: Also listed as AFST271. SoWK 299 Social Work Independent Study. [1-3] This course permits students to design and work on individual research projects and/or service learning experiences with selected faculty members. SoWK 311 Introduction to Field experience in Social Work. [3] This course offers the opportunity to observe the delivery of social services within selected agencies. Students are assigned to an agency for a beginning experience in examining how social work services are provided. Field education experience is combined with seminar instruction. Prerequisites: SOWK 260. notes: Open to all students. Recommended for social work majors. May be repeated for credit. P/F only. SoWK 350 Psychology of racism. [3] Analysis of current psychological theory and research on individual and institutional racism. Prerequisites: AFST 255. notes: Also listed as AFST 350. SoWK 360 Social Welfare, Social Policy and Social Work II. [3]
GEP: WI.
331
sector programs operating on such national, state and local levels as income maintenance, housing and homelessness, health and mental health, children, families and services for older people. Prerequisites: SOWK 260 and three credits of ECON or POLI. SoWK 371 Social Work: Practices in aging. [3]
GEP/GFR: Meets SS.
SoWK 386 Strengthening Family Structure. [3] This course covers family structure and its functioning in American society; the relation of culture, values and social class to parental roles, child-rearing practices and family relationships; and application of theory in the development of programs and services for building on the strengths of families. Prerequisites: SOWK 388 or consent of instructor. SoWK 387 Policies, Programs and Services for Children. [3]
GEP/GFR: Meets SS.
The course content covers normal life-cycle development from infancy through childhood from the perspective of ecological systems theory. Prerequisites: PSYC 100, SOCY 101 and human biology. notes: This course must be taken prior to beginning field education placement. SoWK 389 Human Behavior II. [3] In the context of the same framework and variables described in Human Behavior I, this course covers normal lifecycle development from adolescence and young adulthood to later adulthood. Prerequisites: SOWK 388. SoWK 390 Special topics in Social Welfare. [1-3] This course provides students the opportunity to examine at an advanced level a select issue in the social welfare field. The course will draw on basic understanding of concepts available through other courses in the social sciences. Prerequisites: Six hours in the social sciences. notes: Repeatable for credit. SoWK 391W Seminar on aIdS for Health and Social Service Providers and administrators. [2] This course is for health care and human-service providers working in settings that serve individuals affected by HIV/ AIDS. The course approaches the multitude of needs created by the HIV epidemic from various perspectives, including prevention education, psychosocial adjustment, community resources and family systems. Conducted in a seminar format, the course relies on large- and smallgroup discussions, exercises and client and policy case reviews to improve skills in working effectively with people affected with HIV/ AIDS. notes: Also listed as HAPP and SOCY 391W.
This course provides students with an understanding of the social issues, trends, policies and services affecting older people and their families. It interfaces with social work practice, other human service disciplines, social institutions. Course content includes social and demographic trends; theories in gerontology, physiological changes and health status of older people; senescence and family life and the economics of aging. SoWK 372 Social Work and Health Care. [3]
GEP/GFR: Meets SS.
This course examines social work practice and policy in the health care system. It explores the factors that influence behavior in relation to health maintenance, helpseeking, and adaptation to physical challenges in the context of social work services. Issues of ethics and medical technology are addressed. SoWK 377 Women and Social Policy. [3]
GEP/GFR: Meets SS.
This course presents the current situation in services for children, as well as a historic perspective on the development of our societys perception of childrens needs. It attempts to go beyond the traditional definitions of child welfare as an institution and encompass consideration of a social welfare system that would include family policy advocacy, programs to enhance socialization of children, helping services and services to surrogate families. Select intervention techniques appropriate for work with children are presented, and skills are developed. Prerequisites: SOWK 260 or consent of instructor. SoWK 388 Human Behavior and the Social environment I. [3]
GEP/GFR: Meets SS.
This is the second required social policy course for social work majors. The course examines the current American social welfare system, with attention focused on the major public- and private-
This course explores the impact of social welfare programs and policies upon womens lives, examines the assumptions and values that have gone into the formulation of these policies, and discusses alternative approaches to dealing with womens concerns. Topics include economic circumstances, women and violence, traditional and alternative social services, and agendas for reform. notes: Also listed as GWST 377.
This course examines theory, research and practice issues of human development within the bio-psycho-social context of mutually influencing personal, family, community and societal systems. Emphasis is placed on understanding the relevance and use of theory for practice and on how diversity in race, ethnicity, culture, gender, sexual orientation and socio-economic circumstances contribute to and influence personality development, as well as the systems within which this takes place.
332 SOWK / SPAN

SoWK 395 addictive Behaviors Patterns. [3]
GEP/GFR: Meets SS.
SoWK 480 Field Instruction I. [6] Students are assigned to a social service agency and participate in the delivery of social work services. Prerequisites: SOWK 260, 397 and 388 with a grade of C or better in each course; an overall GPA of 2.5 or better; senior standing and permission of the department. Corequisites: SOWK 481. notes: P/F only. Students who drop SOWK 480 also must drop SOWK 481. SoWK 481 Social Work Methods II: a generalist approach to Practice. [3]
GEP: WI.
This course provides an overview of the major issues related to addictive behavior patterns including those associated with alcoholism. The major concepts, theories, policies and research associated with addictive behaviors are examined. Emphasis is placed on the impact of addictive patterns on family members, especially children. The relationships between addictive behaviors and other health and social issues are explored. SoWK 397 Social Work Methods I: Introduction to Practice. [3]
GEP: WI.
Research findings pertinent to selected problems in social functioning are identified, analyzed and applied to practice. Approaches to the evaluation of the students own practice are presented. Prerequisites: Successful completion of SOWK 480 and 481 with a grade of C or better and permission of the department. Corequisites: SOWK 482. SoWK 499 Independent Study. [1-3] This course presents an opportunity for in-depth study of a particular social welfare or social work problem. It ordinarily requires a substantial research effort and a major paper. Prerequisites: Faculty member sponsorship and permission. notes: A proposal must be submitted, and permission must be obtained before registration. Repeatable for credit. For students completing an honors independent study, up to six credits can be given.
ertheless, are unprepared for SPAN 201 either as a result of an interruption of at least five years since their study of the language or as a result of a weak language background. This course offers an intensive review of Elementary Spanish I and II as an opportunity to improve the students listening, speaking, reading and writing skills. SPAN 103 or 102, but not both, may be used toward UMBCs language/ culture requirement. SPan 201 Intermediate Spanish I. [4]
This course provides knowledge, skills and values needed for beginning social work practice. Emphasis is placed on communication skills and the beginning stages of the problem-solving process. Special attention is given to the significance of human diversity for interpersonal helping. Prerequisites: SOWK 260, junior standing, and an overall GPA of 2.5 or better. notes: This course must be taken in the academic year immediately prior to starting the field education placement. SoWK 470 Social Work research. [3] This course deals with problem formulation, data collection and analysis, and presentation of research findings and conclusions. Attention is paid to classic and recent studies and to the application of research to social work knowledge and practice. Prerequisites: Junior standing and an approved course in statistics. notes: The following UMBC courses are acceptable substitutes for SOWK 470: AFST 301, SOCY 300, PSYC 332 and POLI 301.
This course presents a conceptual framework of social work intervention and covers the common elements of social work practice. It combines development of the ecological perspective with the problemsolving model and the development of basic social work skills. Students are introduced to concepts and skills relevant for intervention with clients with particular emphasis on case management and crisis intervention. Students are also introduced to indirect interventions on behalf of clients. Corequisites: SOWK 480. SoWK 482 Field Instruction II. [6] Students continue participation in the delivery of social services with increased practice responsibility. Prerequisites: Successful completion of SOWK 480 and 481 with a grade of C or better and permission of the department. Corequisites: SOWK 483. notes: P/F only. Students who drop SOWK 482 also must drop SOWK 483. SoWK 483 Social Work Methods III: Selected Intervention Strategies, research and evaluation. [3]
GEP: WI.
A continuation of SPAN 101 and 102 with an increased emphasis on reading, writing and cultural knowledge. Prerequisites: SPAN 102 with grade of C or better or equivalent. SPan 202 Intermediate Spanish II. [4]
Spanish
SPan 101 elementary Spanish I. [4]
An introduction to Spanish based on real-life situations. Comprehension and basic speaking skills are emphasized. Some reading and writing is required, as well as an introduction to various aspects of Hispanic societies. notes: No previous knowledge of Spanish required. SPan 102 elementary Spanish II. [4]
A content-based language course dealing with current topics related to the Hispanic world. Topics may include ecology, politics and government, education, science, health and nutrition, economics, culture and geography. Emphasis on reading and listening comprehension of authentic printed materials and videos and in-class oral discussions. A review of selected grammar is woven into the course activities. Prerequisites: SPAN 201 with a grade of C or better or equivalent. SPan 300 Special Projects in Spanish language. [1-3] Open to students with special projects on application to the instructor who will supervise the particular project. Credits earned in SPAN 300 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of achievement. Exceptions will be granted only with the written permission of an instructor and the chair of MLL. Prerequisites:
A continuation of SPAN 101. Emphasis is on extending skills in everyday spoken Spanish. Prerequisites: SPAN 101 with grade of C or better or equivalent. SPan 103 Intensive review of elementary Spanish. [4]
This course emphasizes change strategies that pertain to families, group work and community organization.
Designed for students who have completed level III in high school and who, nev-
SPAN
Permission to register must be in writing and must specify the number of credits sought. notes: This course may be repeated for credit. SPan 301 advanced Spanish I. [3]
333
An advanced Spanish language course in the four language skills (listening, reading, speaking and writing) with focus on sociocultural issues and current events in the Spanish-speaking world. In addition to regular oral practice, the course will include such activities as formal oral presentations, intensive and extensive reading, and a fair amount of expository writing. Prerequisites: SPAN 202 with a grade of C or better or equivalent as determined by the Spanish area coordinator. SPan 302 advanced Spanish II. [3]
ing in the language on the college level. The course will focus on Spanish grammar, reading and writing, and Hispanic culture and current events in the Spanishspeaking world. Prerequisites: Permission of instructor. notes: This course may be used in lieu of SPAN 301 toward the MLL major minor with concentration in Spanish. SPan 307 the Cultures of Spain. [3]
SPan 309 Business Spanish. [3]

A course designed for students with an intermediate knowledge of Spanish who wish to study business or who wish to become acquainted with the language of business. The course introduces business terminology and concepts and covers basic letter reading and writing. Prerequisites: SPAN 202 or equivalent. SPan 311 Introduction to Spanish literature. [3]
cultural milieu depicted, theories and techniques of staging. Prerequisites: SPAN 301 or permission of instructor. SPan 400 Special Projects in Spanish. [1-3] Open to students with special projects on application to the instructor who will supervise the particular project. Permission to register must be in writing and must specify the number of credits sought. Credits earned in SPAN 400 may not be used to satisfy the basic requirements for any track in the MLL major, minor or certificate of achievement. Exceptions will be granted only with the written permission of an instructor and the chair of MLL. notes: May be repeated for credit. SPan 401 Studies in Spanish language. [3]
GEP: WI. GFR: Language.
A continuation of SPAN 301 with more attention devoted to the development of writing skills. A formal final expository essay is required. Prerequisites: SPAN 301 with a grade of C or better or equivalent as determined by the Spanish area coordinator. SPan 303 topics in Spanish. [3]
This course is an introduction to the culture and society of Spain. Through readings, video materials and discussion, the course explores aspects of the countrys history, politics, cultural achievements and current life. As a language class, it seeks to extend reading, writing, speaking and listening comprehension skills in Spanish, as well as the general analytical and communicative skills appropriate to college-level study. Prerequisites: SPAN 301 or SPAN 304 or permission of the instructor. For non-native speakers, SPAN 302 should be taken prior to or at the same time as this course. SPan 308 the Cultures of latin america. [3]
A study of works from various periods of Spanish literature, with additional stress on the development of Spanish language skills. Prerequisites: SPAN 302 or 304 or permission of the instructor. SPan 312 Introduction to Contemporary latin-american literature. [3]
A study of works by several major contemporary Latin-American writers. Prerequisites: SPAN 302 or 304 or permission of the instructor. SPan 331 the Sound System of Spanish. [3]
Advanced training in oral and written communication in Spanish. Prerequisites: Three courses beyond SPAN 302 or 304 or permission of the instructor. notes: It is recommended that majors take this course during their senior year. SPan 421 Studies in Hispanic literature. [3]
Advanced work in the development of language skills in Spanish. A predetermined semester topic constitutes the basis for further work in the use of spoken and written Spanish. Emphasis will be on reading and on an active use of Spanish involving carefully thought-out and expressed communication in appropriate style. Prerequisites: SPAN 301 or 304. notes: May be repeated for credit as topics change. SPan 304 Spanish for Heritage Spanish Speakers. [3]
A course specially designed for heritage speakers of Spanish with no formal train-
This course is an introduction to the cultures, history and societies of Latin America. Through readings, video materials, film, art and political essays, the course explores gender and race relations among other political, linguistic and historical issues. As a language class, it seeks to extend reading, writing, speaking and listening comprehension skills in Spanish, as well as the general analytical and communicative skills appropriate to college-level study. Prerequisites: SPAN 301 or SPAN 304 or permission of the instructor. For nonnative speakers, SPAN 302 should be taken prior to or at the same time as this course.
An investigation of the sound system and phonological processes of Spanish, including dialectal variation. Prerequisites: SPAN 302 and MLL 190. notes: Highly recommended: LING 210. SPan 341 theatre in Spanish. [3]
The rehearsal and performance in Spanish of a fulllength play (or several shorter works). Students participate as actors and/or assist in tasks of production. They also investigate areas pertinent to the play, such as the life and work of the playwright, historical and
A seminar on a selected topic in Hispanic/Spanish literature. Past offerings include modern Cuban literature. Hispanic/Latino literature in the U.S., Latin American women writers, contemporary Latin American narrative, the Generations of 98 and 27, Galdos, and Don Quijote. Topics will be announced each semester offered. Consult schedule of classes for full description of specific topics. Prerequisites: SPAN 311 and 312 or permission of the instructor. notes: May be repeated for up to nine credits as topics change.
334 SPAN / SPCH / STAT

SPan 461 Hispanic language and Culture for Foreign language teachers I. [3] A reading and discussion course conducted in Spanish that examines broad aspects of contemporary life in the Spanish-speaking world through the use of authentic texts and materials including advertisements, newspaper and magazine articles, short stories and plays, poems, films and music. Weekly topics include cross-cultural values, gender roles and the family, youth and education, the individual and society. Readings on teaching foreign cultures to American students and developing lesson plans are included. Prerequisites: Permission of instructor. notes: Open only to foreign-language teachers. SPan 462 Hispanic language and Culture for Foreign-language teachers II. [3] The course seeks to enhance advanced communication skills in Spanish through study of authentic current usage. Coursework will include examining written and oral texts, film and video for examples of current linguistic practice, reading relevant articles on pedagogy and developing lesson plans for application to the teachers foreign-language classroom. Prerequisites: Permission of instructor. notes: Open only to foreign-language teachers. May be taken concurrently with SPAN 461. SPan 471 topics in Spanish Society. [3]
300 or 400-level course, or permission of the instructor. notes: May be repeated up to nine credits as topics change. SPan 472 topics in latin-american Society. [3]
SPCH 220 Small-group Communication. [3] Small-group communication is designed for students wishing to strengthen communication skills in various small-group situations. Theory, practice and analysis are combined as students participate in discussion and task-oriented groups. The class is interdisciplinary in focus, and topics cover a range of issues. The class involves some field work in business, community and political settings. Video taping is used to allow students to observe themselves in the group interaction. SPCH 301 Methods of teaching Speech and drama in the Secondary School. [3] Class plans, units and courses of study for teaching speech, oral interpretation and drama in high school. Objectives of speech and drama education, evaluation of performances, choice of plays for high schools and methods of directing high school dramatic activities. Prerequisites: EDUC 412 and permission of the department. notes: Also listed as EDUC 423.
Stat 290 Special topics in Statistics. [1-4] Stat 299 Independent Study in Statistics. [1-4] Prerequisites: Permission of instructor. Stat 350 Statistics With applications in the Biological Sciences. [4]
A seminar on a selected topic in Latin-American society. Past offerings include social movements, human rights, indigenous populations, globalization, immigration and transnational families, gender relations, women in politics, contemporary Mexico and the Latin diaspora in the U.S. Topics will be announced each semester offered. Consult schedule of classes for full description of specific topics. Prerequisites: SPAN 302 or 304, 308 and one other 300 or 400-level course, or permission of the instructor. notes: May be repeated for up to nine credits as topics change.
Speech
SPCH 100 Public Communication. [3]
Preparation and practice in forms of oral communication. Emphasis is upon formal speaking in small-group and public address formats. Units to include selection of materials, organization, outlining, word choice, delivery and development of simple visual aids, and listening skills. SPCH 210 Interpersonal Communication. [3] Study in one-to-one and small group communication process and theory. Emphasis is placed on how the individual relates to others on verbal and nonverbal levels in task and social relationships. Attention is given to such units as self and personality, semantics, kinesics, proxemics, disclosure theory, conflict and group problem-solving.
Statistics
Stat 121 Introduction to Statistics for the Social Sciences. [4]
Organization and presentation of data, summary of descriptive measures, probability, binomial and normal distributions, sampling natural populations and the estimation of population parameters, hypothesis testing, chi-square analysis experimental designs and the analysis of variance, linear regression and correlation, and non-parametric statistics. Students will be introduced to statistical computing. All the statistical procedures will be illustrated using data from biology and the health sciences. Prerequisites: MATH 150 or placement into 151. notes: Not open to students who have passed or are concurrently taking STAT351, 355, 356, 453, or CMPE 320. This course does not satisfy the statistics requirement for CMSC majors and does not qualify as part of the MATH major or minor. Stat 351 applied Statistics for Business and economics. [4]
A seminar on a selected topic in Spanish society. Past offerings include post-Franco Spain, the Spanish Civil War, modernization and tradition, nationalism and regionalism. Topics will be announced each semester offered. Consult schedule of classes for full description of specific topics. Prerequisites: SPAN 302 or 304, 308 and one other
Introduction to statistical methods common to social science applications. Topics include descriptive statistics, elementary probability theory, concepts of sampling and principles of statistical inference. Prerequisites: A suitable score on LRC algebra Placement exam. notes: Not open to students who have passed a higher level of statistics course with a grade of C or better.
Organization and presentation of data, summary of descriptive measures, probability, binomial, normal distributions and Pareto distribution, estimation of population parameters, sampling distributions, hypothesis testing, chi-square analysis, analysis of variance, linear regression and correlation, index numbers, time seried analysis and forecasting. Students will be introduced to statistical computing. All the statistical
STAT
procedures will be illustrated using data from management, business and economics. Prerequisites: MATH 150 or 155. notes: Not open to students who have passed or are concurrently taking STAT 350, 355, 356, 453, or CMPE 320. This course does not satisfy the statistics requirement for CMSC majors and does not qualify as part of the MATH major or minor. Stat 355 Introduction to Probability and Statistics for Scientists and engineers. [4]
335
Stat 405 Survey Sampling. [3] Sampling versus total enumeration, planning of sample surveys, simple random sampling, stratified sampling, systematic sampling, cluster sampling, double and multistage sampling, variance estimation, problem of non-response and practical case studies. Prerequisites: STAT 453. Stat 414 environmental Statistics. [3] The purpose of this course is to study statistical methods used in environmental applications. This course includes a brief review of the basic methods of inference for percentiles, means and differences in mean with special emphasis on non-parametric methods, which are used widely in environmental applications. The course will cover the following topics: analysis of variance, estimation of components of variance and regression methodology using environmental data. Methods of analyzing data with observations that are below detection limits. Parametric and non-parametric methods of estimating trends in seasonal and auto-correlated data. Sampling methods that are particularly useful in environmental applications will be discussed. Prerequisites: STAT 350, 351, 355 451 or permission of the instructor. Stat 417 Introduction to time Series data analysis. [3] Concepts in time series analysis, such as stationarity; some commonly used time series models, such as autoregressive moving average models, are introduced using examples. Time series data analysis tools, namely, autocorrelation function (ACF), partial autocorrelation function (PACF), detrending, differencing and forecasting will be discussed using real data sets. Some selected topics from time series modeling, such as
transfer function models and intervention models, will be discussed. Data analysis using statistical software such as SPLUS will be an integral part of the course. Prerequisites: STAT 355 or 453. notes: Approved by the Society of Actuaries to satisfy its Validation by Educational Experience (VEE) in Applied Statistical Methods. Stat 418 applied Multivariate Methods. [3] Topics include multiple regression, partial and multiple correlations, the multivariate normal distribution, statistical inference for mean vector and covariance matrix, multivariate analysis of variance, principal components, canonical correlations, discriminant analysis, factor analysis and cluster analysis use of statistical packages. Prerequisites: STAT 453 and MATH 221. Stat 419 Introduction to Biostatistics. [3] Topics include an introduction to statistics used in epidemiologic studies and clinical trials, measures of association, logistic regression, co-variate adjustment, introductory life table analysis, Cox regression, randomization techniques, ethics in human experimentation and statistical analysis using SAS. Prerequisites: STAT 454. Stat 420 Statistics for Bioinformatics. [3] This course surveys the statistical methodology underlying current bioinformatics techniques. Topics to be covered include: dynamic programming, including the Needleman-Wunsch algorithm and Smith-Waterman algorithm; methods of inference, including maximum likelihood and Bayesian approach; Markov models, including Markov chains, hidden Markov models and inferences for these models; Monte-Carlo Markov chain methods, including Gibbs sampling and
Metropolis-Hastings algorithm; extreme-value theory, including Gumbel distribution and significance of alignments; cluster analysis, including hierarchical methods, Kmeans method and determination of number of clusters; classification methods, including CART algorithm and QUEST algorithm; generalized linear models, including model types, inference and statistics for model fit; model validation, cross-validation and predictive assessment. Prerequisites: MATH 152 and either STAT 350 or STAT 355 or permission of instructor. Stat 432 Statistical Computer Packages and their applications. [1] The student will become familiar with the commercial statistical package, SAS, its use for various statistical applications. Prerequisites: STAT 350, 351, 355 or 453, or permission of instructor. Stat 433 Introduction to Statistical Computing. [3] Topics include pseudo-random numbers and tests for pseudo-randomness, sampling methods, direct methods, rejection sampling, variance reduction importance sampling, stochastic simulation methods, randomization tests, and the jackknife and the bootstrap. Additional topics such as Gibbs sampling, Markov chains, Monte-Carlo and EM algorithm may be covered. Prerequisites: STAT 453. Stat 451 Introduction to Probability theory. [3] Topics include probability spaces and probability calculus, random variables and their distribution functions, the calculus of expectations, characteristic functions and large sample theory. Prerequisites: MATH 251. Corequisites: MATH 251. notes: Recommended: CMSC 203.
An introduction to applied statistics designed for science majors and others with demonstrated quantitative ability. Topics include nature of statistical methods, random variables and their distribution functions, general principles of estimation and hypothesis testing. A laboratory introduces students to computer techniques in statistical analysis. Prerequisites: MATH 142 or 152. Recommended CMSC 203. notes: Not open to students who have passed with a grade of C or better or who concurrently are taking STAT 350, 351, 356 or 453 or CMPE 320. Stat 356 Probability, Statistics and random Processes. [3] This course presents the fundamental concepts of probability, statistics and random processes from a computer and electrical engineering prospective, emphasizing applications in communications and signal processing. Students will learn the basics to analyze and model the probabilistic behavior of engineering systems and to analyze experimental data associated with such systems. Prerequisites: MATH 225, 251 and ENEE 206. notes: Credit will not be given after or concurrent with STAT 453. Credit will be given for only one of STAT 350, 351, 355, 356 or CMPE 320.
336 STAT / THTR

Stat 453 Introduction to Mathematical Statistics. [3] Principles of statistical decision theory, theories of estimation and hypothesis testing, optimality, power functions, estimation by confidence intervals and decision-making. Prerequisites: STAT 451. Stat 454 applied Statistics. [3] Introduction to statistical computing and statistical computation packages: BMD and SPSS. Multiple regression and correlation analysis, analysis of variance and covariance, non-linear regression, contingency table analysis, design of experiments, and robust and non-parametric methods. Prerequisites: STAT 350 or 351, 355 or 453, or permission of the instructor. notes: Approved by the Society of Actuaries to satisfy its Validation by Educational Experience (VEE) in Applied Statistical Methods. Stat 455 design of experiments and Quality Control. [3] Topics include principles of experimental design, randomized designs and analysis of variance, Latin square designs, incomplete block designs, factorial designs, control charts for variables and attributes, cusum chart, acceptance sampling, response surface methodology and the Taguchi approach to parameter designs. Prerequisites: STAT 453. Stat 470 Probability for actuarial Science. [1] This brief course is intended to prepare students to take Society of Actuaries Exam Course P/1 Probability. Prerequisites: STAT 451. Stat 490 Special topics in Statistics. [1-4] Stat 496 Statistics Practicum. [1-4] Under faculty direction, students will write a report dealing with statistical concepts or techniques utilized or implemented in internships, cooperative education or in the workplace. Prerequisites: Permission of instructor. notes: This course is repeatable up to four times. Stat 497 Senior thesis. [3] The student will be required to prepare an exposition of either a significant area of statistics or of the results of a student research project. Typically, the former will be in connection with an upperdivision course the student has completed or independent study (STAT 499). Stat 499 Independent Study in Statistics. [1-4] Under this heading, a student may agree to a course with a particular faculty member on a topic not covered in the regular curriculum. The arrangements with the faculty member must be made before the student registers for the course. tHtr 104 Introduction to Costume. [3]
GEP/GFR: Meets AH.
A study of the process involved in the creation of clothing for the stage. The course will examine clothing in its historical context through the use of film, slides, guest lecturers and department productions. Students will learn to read and analyze scripts with an eye to discovering the finer points of gender, class, rank and age. Lab hours will reinforce these concepts by allowing students to work on specific projects related to departmental productions. notes: Required for all theatre majors. tHtr 110 Introduction to acting. [3]
GEP/GFR: Meets AH.
the Hollywood movie and rock video star. Basic elements of the course will include performers demonstrations, theatre visits, film and video. The course will cover performance styles from a range of cultures, including African and Asian. Some attention also will be given to contemporary film acting and to performers in other such media as dance and rock music. notes: The course is intended for the nonmajor. tHtr 202 Introduction to dramatic literature. [3]
GEP/GFR: Meets AH.
Beginning elements of the acting process. Elementary work in the use of texts and physical exploration to gain basic acting tools. This course is intended for the nonmajor. notes: Recommended for freshmen and sophomores. tHtr 120 Introduction to theatre. [3]
GEP/GFR: Meets AH.
This course has two primary goals. The first is to familiarize students with basic methods of reading and analyzing plays. The second is to expose students to a significant number of dramatic texts. Assigned readings, while including classic works, will focus on dramatic literature from the late-19th century to the present. notes: Required for all theatre majors. tHtr 204 the american Musical. [3] This course will follow the changing form and content of the American musical. After a brief summary of early American musical plays, revues and operettas, the major part of this course will concentrate on innovations that have changed these old forms into the modern musical. These changes also will reflect changing social patterns in the United States. Some original sources will be compared with the resulting musicals. Films, recordings and live singers will be used in the class. tHtr 206 Fashion, Costume and Society. [3]
GEP/GFR: Meets AH.
theatre
tHtr 100 Introduction to Scenography. [3]
GEP/GFR: Meets AH.
A theoretical introduction to the artistic and aesthetic aspects of theatre scenography, which includes the development of stage scenery, props and methodology. Lectures will cover the historical, conceptual and technical characteristics of set design. Students will read and analyze plays from the perspective of a designer and will supplement that study with practical experiences relating to department productions. notes: Required for all theatre majors.
A course designed to increase the students awareness and enjoyment of theatre. Attention is given to conventional forms of drama and newer kinds of performance with attention to their sources in theatre history. The students become familiar with how theatre is made and the people who make it: actor, director, writer and designer. The nature of the audience and the relationship of theatre to society are discussed. The students read plays and see films, plays and other theatre events at UMBC and around Baltimore. tHtr 200 great Performers. [3]
This lecture/demonstration course examines the phenomenon of the performer, from tribal ritual and the shaman to
A theoretical introduction to the artistic and aesthetic aspects of fashion. Students will examine the psychology of clothing and how styles developed through different
THTR
historical periods. Fashion, mirroring societal changes, will be studied as an outcome of class struggle, politics, economics and attitudes toward the human body. tHtr 210 History of the theatre I. [3]
GEP/GFR: Meets AH.
337
group exercises. notes: Linked course to THTR 222. Repeatable once for credit with consent of instructor. tHtr 221 Craft of acting II. [4] Continuation of THTR 220, moving the elements of craft toward specific ideas of performance, the basic act toward the concept of dramatic action. Defining motives for acting: act how? For whom? Under what circumstances? To what end? Prerequisites: THTR 220, 222 and/or consent of instructor notes: Linked course to THTR 223. Repeatable for credit with consent of instructor. tHtr 222 Vocal training for the actor I. [3] A course designed to expand the vocal range, power and imagination of the actor. Exercises to develop a vocal warmup that focuses on breathing, releasing muscular tension throughout the body, and finding the organic connection between feeling and sound production. Students learn the rudiments of anatomy and physiology in relation to vocal production. Acting improvisations and poetry direct the actor to greater expression. notes: Linked with THTR 220. Repeatable for credit with consent of instructor. tHtr 223 Vocal training for the actor II. [3] Furthering the techniques learned in THTR 222. Emphasis on exercises that focus on breath management, resonance, articulation and vocal dynamics. Storytelling and texts that are rich in imagery will be used to increase the actors vocal range and responsiveness. Prerequisites: THTR 222 and/or consent of instructor. notes: Linked course with THTR 221. Repeatable for credit with consent of instructor.
tHtr 229 Movement for the actor. [3] A survey of techniques and methodologies exploring the physical life of the actor. These include a broad selection of traditional and new approaches to physical training designed to promote the creativity, presence, energy and technique of the actor. tHtr 230 drawing for the theatre. [3] This course is for students interested in learning about the basic elements of drawing as they apply to theatre design. Students will explore problems in rendering three-dimensional objects, tonal and textural values and simple perspective with emphasis on visual analysis of the relationship between form and volume. tHtr 231 drafting for the theatre: Hand and Cad. [3] Graphic techniques with major emphasis on theatrical drafting standards. Included are designers drawings, ground plans, working drawings, elevations and sections. Importance of precise communication of designers concepts to those constructing scenery and properties stressed. tHtr 232 Scene design. [3] Problems of design and technical theatre are studied, and the use of imagination and research are developed for various periods and styles. Techniques of rendering are discussed and applied. Students begin to design for specific plays. Prerequisites: THTR 100 or consent of instructor. tHtr 233 Costume design. [3] Fashion design is the first step toward costume design. The purpose of this course is to familiarize the student with the process of designing clothes. Emphasis will be placed upon the art of drawing the human figure. Students will be encouraged to develop both their
skills and imagination. The difference between stage costume and fashion proportion, line, shape and color will be explored. Assignments will be given in research, experimentation and other related projects. Prerequisites: THTR 100, 104 or consent of instructor. tHtr 234 Make-up for the Stage. [2] The student develops techniques for creating realistic, stylized and character makeup for the stage. There is an emphasis on practical application and research. Specific projects are assigned. notes: Required of all theatre majors. tHtr 235 lighting design. [3] A study of the aesthetics and mechanics of lighting design. An examination of the fundamental concepts involved in formulating the lighting design for a theatrical performance. Experiences in basic electricity, the instrumentation and control equipment of lighting, use of color media and the mechanical development of lighting plots required for production. Prerequisites: THTR 100 or consent of instructor. tHtr 237 Sound design. [3] A study of the aesthetics and mechanics of sound design. Experience, through lectures and projects, in using the equipment available to the sound designer/technician. Besides familiarization with the manual skills required, the projects are geared to develop an understanding of the conceptual processes of design as they apply to sound. Prerequisites: THTR 100 or consent of instructor. tHtr 239 Movement II: alexander technique. [3] Through practical exercises and related reading, the course introduces students to the basic skills of communicating through movement, including: relaxation, coordination and alignment, and spatial relationships. All exercises are based on the
A study of the evolution of theatre from the ancient world to the Renaissance. Students read a series of plays by the major playwrights. These are discussed as reflections of the changing physical theatre, as well as the social, political and artistic currents of each period. The emphasis is on the theatre of the West, although the course may trace conventions and consider some of the drama from the theatre of the East and other non-Western traditions. Prerequisites: THTR 120 or THTR 202 or instructor consent. notes: Required for all theatre majors. tHtr 211 History of the theatre II. [3]
GEP/GFR: Meets AH.
Post-Renaissance theatre through the rise of realism and naturalism to the grounds of modern theatre practice. The course relates dramatic literature to emerging ideas of acting, directing, stage design, as well as new forms of theatre architecture and new concepts of performance. As in THTR 210, tendencies in the theatre are examined in view of the changing social and cultural scene. Prerequisites: THTR 120 or THTR 202 or THTR 210 or instructor consent. notes: Required for all theatre majors. tHtr 220 Craft of acting I. [4] Elements of the acting process; centering, concentration and focus; sense and emotional memory; learning to draw upon ones own experience as the basis of performance; gaining access to the unconscious; the attitude of public solitude; following an impulse; gesture and rhythm. Individual and
338 THTR
principles of the Alexander Technique of movement re-education, which leads to greater poise and physical expression. Prerequisites: Consent of instructor. tHtr 242 Presentations Skills for nonactors. [3]
GEP/GFR: Meets AH.
needed for pre-production and rehearsals. Also included will be an exploration of the organizational structures of a theatrical production. Prerequisites: THTR 100. notes: Offered bi-annually. tHtr 254 technical Production. [3] An introduction to the basics of theatre technology and production management, including the role and responsibilities of the technical director. Topics will include the application of computer programs such as Microsoft Word, Microsoft Excel and CAD. Hands-on experience with welding and advanced carpentry also will be covered. Prerequisites: THTR 100, 250 and 231. tHtr 270 theatre Into Film. [3]
GEP/GFR: Meets AH.
performance studies of primary instrument or permission of instructor. notes: Also listed as MUSC 315. tHtr 321 Script analysis. [3]
GEP/GFR: Meets AH.
parameters of specific genres and the demands of specific performance styles. Prerequisites: Consent of instructor. tHtr 330 Scene Painting. [3] Various techniques for painting scenery are explored, as well as methods of transposing rendering concepts. Studies of the use of different materials to create various visual effects. Prerequisites: Consent of instructor. tHtr 331 Pattern drafting. [3] Topics covered include creation of patterns from original garments, period pattern research and individual interpretation of source materials. Assignments develop practice in drafting, draping, fitting and altering both mens and womens period garments. Prerequisites: Consent of instructor. tHtr 332 advanced Scene and Costume design. [3] Students continue to study costume and scene design and history, with an emphasis on the illustration of a range of periods and styles of drama. Costume design students examine characterization and receive practice in the execution of costumes and building techniques. Scene design students explore rendering skills and working drawings for plays studied in class. Each student will be assigned extensive individual projects on a play read outside of class. Students also may be required to do construction work on theatre department productions. Prerequisites: THTR 232 or consent of instructor. notes: Repeatable for credit. tHtr 335 advanced lighting design. [3] A continuation of the process of developing an aesthetic sense of lighting design. Projects involve working from a script through the
An introduction to theatre performance skills that can be applied to public presentations. Emphasis is placed on developing greater expressiveness through the study of a range of acting, voice and movement techniques. Students will make presentations in class as they explore the relationship of the speaker/performer to the listener/ audience. tHtr 250 Introduction to Production techniques. [3] A practical study of the technical aspects of scenery, costumes and lighting through departmental production crew assignments. The course is intended to teach students the step-by-step process of how a theatre production is mounted from start to finish. Prerequisites: Consent of instructor. notes: Open to all students. May be repeated for additional credit. Required of all theatre majors. tHtr 252 theatre lab. [1-3] An elective laboratory course designed to provide students with the opportunity to apply their practical crafts through contracted departmental production projects. notes: May be elected as a supplement to any 200-level technical course. Permission and credits determined by instructor. Repeatable for a maximum of six credits. tHtr 253 Stage Management. [3] An examination of the varied responsibilities and practical techniques of the theatre stage manager. Students will learn the skills for constructing a prompt book, rehearsal schedule and the different techniques
The analysis of major theatrical works from various theoretical perspectives. The purpose of the course is to enable actors, directors, designers and critics to acquire analytic tools necessary to decode the dramatic text and to apply that knowledge to production. Coursework will range from literary and structural analysis to acted excerpts, design renderings and production concepts. Prerequisites: THTR 210 or 211 or consent of instructor. notes: Required of all theatre majors. tHtr 324 Craft of acting III. [4] Continuation of THTR 221. Integration of improvisatory skills into scene study. Prerequisites: THTR 221, 223 and/or consent of instructor. notes: Linked course with THTR 325. Repeatable for credit with consent of instructor. tHtr 325 Vocal training for the actor III. [3] Emphasis is placed on the integration of the actors voice and body with those images, feelings and thoughts that are triggered by complex texts. Introduction to concepts and uses of the International Phonetic Alphabet (IPA). Explorations will focus on classics and non-realistic writings of modern and contemporary playwrights. Prerequisites: THTR 222 and 223. notes: Linked course with THTR 324. Repeatable for credit with consent of instructor. tHtr 329 Movement for the actor III. [3] Development of movement skills related to the creation of specific characters, the
An examination of films that are based on significant theatrical texts. Selected plays are read, analyzed and then compared with screen treatments shown in class. Cinematic and theatrical techniques are discussed and evaluated. Plays are chosen from an international list and from various time periods and genres. Open to all students. tHtr 315 alexander technique for Musicians. [3] This course is offered to singers and instrumentalists who are interested in learning how the Alexander technique can enhance performance skills and reduce performance anxiety and tension while playing or singing. Through group activities, observation and individual work, students will learn about Alexander technique principles and how they apply to various aspects of practicing and performing. Students will gain a basic understanding of the fundamentals of anatomy and body mapping and how this information can impact their performance. Prerequisites: Four semesters of individual
THTR
conceptual process to the final product complete lighting designs for production. Repeat students will complete highly complex design assignments involving work in special effects, timing and executing lighting movement sequences. Prerequisites: THTR 235 and consent of instructor. notes: Repeatable for credit. tHtr 337 advanced Sound design. [3] A continuation of the process of developing an aesthetic sense of sound design. Projects working from textual bases to complete sound designs involving mood, locational stimuli, sound as texture, etc. Repeat students will study in the area of synthesized non-realistic aural stimuli, acoustics, systems for production and performance. Prerequisites: THTR 237 and consent of instructor. notes: Repeatable for credit. tHtr 339 advanced Production techniques. [3] A laboratory course designed to give advanced theatre students an opportunity to apply their studies in the design and technical aspects of theatre production. Students enrolled are expected to contribute significantly to actual productions as assistant designers, crew heads and in the coordination of major elements of the production process. Prerequisites: THTR 100, 104, 250 and one design course. notes: Repeatable for up to nine credits. tHtr 345 auditioning and the Business of acting. [3] This course is intended for all those who wish to prepare themselves for careers as professional actors. The ability to audition well is a critically important skill for the performer. Students will explore and rehearse audition material; acquire the skills for cold readings; and investigate the business side of the actors life, including writing resumes, acquiring an agent, etc. When available, visiting professionals will contribute to course instruction. Prerequisites: THTR 324 or consent of instructor. tHtr 346 theatre and Social development. [3] This course will teach theatre students how to apply their artistic knowledge toward creating and developing skills in P-12 students. Course work will be at UMBC and in selected P-12 schools in the Baltimore area. UMBC students will study practices and theories incorporating theatre and social development, as they learn how to create theatrical productions in P-12 classrooms. UMBC students will then craft theatrical productions with P-12 students and evaluate their social growth. The course will also examine career options in theatre and social development. tHtr 347 Character & Scene Study. [4] Building a character and playing the scene. Exercises in observation, behavior patterns, diction, the psychology of character, problems of motivation, the division of action into units and objectives. Gradually, the student learns to define an action through given circumstances and develop the arc of performance in a particular setting. Prerequisites: THTR 324 and/or consent of instructor. notes: Repeatable for credit with consent of instructor. tHtr 349 Women and theatre. [3]
GEP/GFR: Meets AH.
339
social and theatrical traditions to understand more fully what creates a context for these current female images. Prerequisites: Sophomore standing. notes: Also listed as GWST 349. tHtr 350 directing I. [4] In this course, we examine the basic skills and techniques involved in directing for performance, including the reading and selection of scripts, casting, blocking and working with the actors and designers. The student also is given the opportunity to select a short script and to direct it for presentation at the end of the semester. Prerequisites: Consent of instructor. tHtr 353 advanced Stage Management. [3] An examination of the role of stage manager in any theatrical event, with particular focus on the relationships between the stage manager and the other production artists and the necessary techniques for running a performance. Professional guest artists will attend classes, and students will visit professional theatres to observe the workings of the production team. Prerequisites: THTR 253 or consent of instructor. tHtr 354 advanced technical Production. [3] A continuation of the skills learned in THTR 254, with additional topics covered including theatre rigging, structural design, CAD and special effects. Students will meet with professionals and visit other theatres to observe the workings of the backstage. Prerequisites: THTR 254. tHtr 360 Modern theatre I: Social Protest. [3]
GEP: WI and AH. GFR: AH
Fugard, Soyinka, Smith or other playwrights. The selected writers will be considered in the context of historical events, artistic movements and relevant philosophical and social thought including issues of race, class and gender from the late- 19th century to the present. Required for theatre majors but open to all students. Prerequisites: One 200level literature course in THTR, ENGL, MLL or CPLT, completed with a grade of C or better. tHtr 361 Modern theatre II: the Interior World. [3]
GEP/GFR: Meets AH.
An exploration of one major thrust of modern theatre the need to understand human action and identity in the face of the ontological uncertainty and alienation of modern life. The course will select from the works of Strindberg, Pirandello, Williams, Beckett, Fornes, Mamet or other playwrights. The selected writers will be considered in the context of the artistic movements and relevant currents of philosophical, psychological and social thought from the late 19th century to the present. Required for theatre majors but open to all students. Prerequisites: One 200level literature course in THTR, ENGL, MLL or CPLT, completed with a grade of C or better. tHtr 364 History of american theatre. [3]
GEP/GFR: Meets AH.
This course examines the issues of gender identification as they are presented through dramatic writing and theatre performance. Traditionally, the female in plays has been portrayed within the limited roles of wife, mother, whore and goddess. Contemporary women writers have challenged, expanded and redefined these roles. Plays by such writers as Euripides, Strindberg, Shaw, Lorca, Glaspell, Shange and Churchill will be studied through their historical,
A history of American theatre and its drama from 1700 to the present. Writers such as ONeill, Hellman, Williams, Miller and August Wilson will be discussed. Prerequisites: Three-credit theatre course, a 200-level literature course or consent of instructor. tHtr 365 Modern american theatre. [3] A study of American dramatic literature from the works of Eugene ONeill to the present. Social, economic and artistic influences will be
An exploration of one major thrust of modern theatre the desire to create social change. The course will select from the works of Ibsen, Shaw, Brecht, Odets, Miller, Churchill,
340 THTR / VPA

examined. Prerequisites: THTR 202, 210, 211 or consent of instructor. tHtr 370 theatre Practicum. [3] This course focuses on ways of teaching theatre techniques in high school drama classes. Emphasis is placed on pedagogy used in bringing plays to life, beginning with script analysis, including acting, voice, movement techniques, set and costume construction skills, use of lighting and sound, through putting a play on stage. The course includes defining objectives, constructing lesson plans and units, and examining different forms of evaluation. Classes include discussion, observation and practical experience. Prerequisites: THTR 250, THTR 350 or consent of the instructor. tHtr 371 Playwriting. [3]
GEP/GFR: Meets AH.
tHtr 390 theatre in Production. [3-5] An advanced practical course designed to develop skills in the preparation and performance of production materials. The course will culminate with a series of public performances. Prerequisites: Audition and consent of instructor. notes: Repeatable for credit. tHtr 400 theatre Studies. [1-6] Individual projects designed to suit particular interests and abilities of the student. Prerequisites: Consent of the instructor. notes: May be repeated with permission of the department chairperson up to a maximum of 15 credits. tHtr 420 Styles of acting. [3] A consideration of the problems particular to specific styles of acting or modes of performing. The possible areas of exploration are as various as the theatre itself, but in general, the class concentrates on specific genres of theatre or on individual writers with distinct stylistic identities. Prerequisites: All 300-level core acting/ voice/movement courses and consent of instructor. notes: Repeatable for credit. tHtr 421 acting Shakespeare. [3] A consideration of the problems and challenges inherent in acting Shakespeares plays. Concentration on scene study. Prerequisites: All 300-level core acting/ voice/movement courses or consent of instructor. notes: Repeatable for credit with consent of instructor. tHtr 432 design Seminar. [2-5] This class is for advanced scenic, costume, lighting and sound design majors. Students develop their design skills through a series of assignments. Class discussion, critique and practical expertise are emphasized.
Students may be assigned to design or assist departmental productions. Prerequisites: All design courses in areas of emphasis and permission of instructor. tHtr 450 Senior Project. [1] In consultation with a faculty advisor or instructor, all theatre majors must conceptualize and do research leading to a solo performance or portfolio presentation that will be reviewed and critiqued by theatre faculty. Once approved, the presentation will be developed by the student with minimal faculty supervision. These presentations must be given their initial showings in the fall or spring semester preceding the semester of the students graduation. If a student does not receive a grade of C or better for their presentation (or for a BFA student, a grade of B or better) the work will have to be reviewed again in the same or following semester. notes: Required for graduation. tHtr 470 drama Seminar. [1-4] A seminar on a special topic announced in advance of the term during which the course is offered. Prerequisites: Consent of instructor. notes: Repeatable for credit up to a maximum of six credit hours. tHtr 471 advanced Playwriting. [3] An advanced creative writing course where students practice dramatic structure and the process of playwriting. Students learn the craft and discipline of developing a dramatic text through the revision and completion of a full-length play. Prerequisites: THTR 371 or consent of instructor. notes: Repeatable once for credit with consent of the department.
tHtr 490 Production Workshop. [2-6] The workshop is intended for advanced actors. Beginning with a play, participants spend the term exploring a social and historical context for the script, as well as studying the writers background. The research is incorporated into the rehearsal process, which culminates in a fully staged production. Prerequisites: Audition and consent of instructor. notes: Repeatable for credit with consent of instructor.
Visual and Performing arts

VPa 120H Introduction to the arts I. [2] This course is specifically for Linehan Artist Scholars and is an introduction to contemporary art practice. Students will explore art-making through a variety of exercises in performance, sound, writing, visual art and collaborative work under the direction of the instructor and guest artists. Landmark art works of the last 100 years also will be discussed with relevance to the students New York field trip in the fall. Emphasis is on the development of a vocabulary for understanding form, content and process. Students also are required to analyze selected performances/exhibitions. Prerequisites: Admission to the Linehan Artist Scholar Program. VPa 121H Introduction to the arts II. [2] This course is specifically for Linehan Artist Scholars and is the second of a two-semester introduction to contemporary art practice. Students will continue to explore art-making through a variety of exercises in collaborative performance under the direction of the instructor and guest artists. Students will examine models of collaborative art work and design and implement short pieces. Students will attend a local multimedia event and
A creative writing course where students develop the skills essential to the discipline of dramatic writing. Special attention is given to understanding dramatic form and structure. Students learn the process of playwriting while completing several short plays and learning to effectively critique dramatic texts. Prerequisites: Any 200-level literature course and consent of the instructor. notes: Repeatable for credit with permission of the department chairperson. tHtr 380 Performance laboratory. [3-5] This course is designed for small-scale investigations into the nature of performance in which students use their specific skills to act and design. Faculty will direct the formation of the projects and participate in the critical viewings of the work. Prerequisites: All 200-level core work and consent of instructor. notes: Repeatable for credit with consent of instructor.
VPA / WOL
critique it. Prerequisites: Admission to the Linehan Artist Scholar Program. VPa 225 Ideas in the arts. [3]
GEP/GFR: Meets AH.
341
An introductory course that explores central issues in the visual and performing arts. A study of the inter-relationships of essential elements in a work of art, including process, technique, form, subject matter and content, will be emphasized. The course also covers an examination of the arts in a larger context, from historical, cultural and theoretical perspectives. Students will attend and discuss performances and exhibitions drawn from the areas of dance, music, visual art and theatre. VPa 244 Forms of Movement. [3] A workshop in various physical disciplines, ranging from dance forms to the martial arts. Certain of the disciplines, such as yoga and Tai Chi Chuan, are also techniques of meditation. In any given semester, concentration may be on a single form of movement (sometimes involving sound) or on a range of movement experience. Connections are explored between movement ideas and, where relevant, their philosophical and social roots; for instance, the dependency of the Tai Chi Chuan on Taoism or the relation between the idea of body language and Gestalt thought. notes: Repeatable for credit. VPa 301 Special topics: aesthetics, ethical Values and the new Media. [3] Addresses basic questions in aesthetics and how those issues interface with questions of ethical value that have been intensified and complicated with new developments in technology. Aesthetic issues such as what is beautiful, what is art and what is the aesthetic experience will be discussed
in relation to classic historical texts from Plato and Aristotle to Kant and selected 20th-century aestheticians. Important in this regard are questions of how what is beautiful gave way to considerations to taste and ultimately what is the nature of the aesthetic experience. Continues with such topics as who decides what is beautiful (e.g., insider vs. outsider art), who owns art (e.g., Native American artifacts collected for museums, graffiti, digitized art), the authenticity of the art object and if art has an ethical value (political art, pornography, representation and aestheticization of violence in art, Nazi film, etc.). Prerequisites: A 200-level course in the students area of concentration. VPa 320 art and the artist: 1990s. [3] A study of new directions in the arts, fostered by the advent of computer technology and its integration into the arts. Featured will be visiting artists working in various media to discuss technology used in dance, music, theatre and the visual arts. Of special concern will be the increasing influence of digital media and their effects on the artist and on art. Prerequisites: Junior standing or permission of the instructor. VPa 322 Ideas of Performance. [3] The course defines performance as any professional act done by an artist. Students investigate changing strategies of performance in dance, music, theatre and visual arts. Major questions: How do ideas get into the arts from other fields of experience? How do the arts cope with the fading of traditional structures of meaning? In studying the interaction among the various arts, the course refers to such developments as mixed-media and kinetic events and the use of environments, anti-literatures, verbal and non-verbal
strategies, serialism, indeterminacy, ready-made materials, etc. Students are exposed to slides, video, films and guest lecturers from the VPA and other arts departments. VPa 325 Contemporary art in Process. [3] A study of new directions in the visual and performing arts. The course integrates the Inter-Arts Series into its structure and introduces students to contemporary artistic imperatives; the artistic process; and artists and their work in dance, music, theatre and the visual arts. It also explores the possible inter-relationships of the arts today. The visual and performing arts series brings some of the most advanced and influential artists to the UMBC campus to present their work and discuss its motives. Readings and discussions prepare students for the series of events and discussions with the artists. Prerequisites: VPA 225 or permission of the instructor. notes: Repeatable for credit. VPa 348 Music theatre Workshop. [6] Offered by the music and theatre departments, this interdisciplinary workshop will explore the theoretical, performing and technical aspects of the production of music theatre. The course focuses on a specific work, with students examining the social, political, visual and aural history of that work and its place in the genre of music theatre. The result of these studies is a fully mounted and staged production that is conceived, designed, constructed and performed by members of the workshop. Students from all disciplines are welcome. Prerequisites: Auditions or interview. notes: Repeatable for credit.
VPa 400 Performance in Culture. [4] An exploration of the relationship between form and content, between the work of art and the culture that produced it. The course may focus on a single period or draw upon several periods. Questions: How has reality been perceived at different times on a stage? In painting? In music, movement and the written word? What is a performance, and what is its relationship to culture? In effect, students will interpret periods and styles. They alternately will read/write/think and do/ make/perform in the effort to understand, sensually, as well as intellectually, how artists perceive reality and how they interpret it for the world. Open to all students. Prerequisites: Junior/senior standing or permission of instructor. VPa 410 Capstone Projects in Visual and Performing arts. [1-6] Individual projects combining two or more of the visual and/ or performing arts. Required for VPA majors. Majors must take at least three credits and may repeat for up to six credits. Prerequisites: Approval of the project proposal by the instructors who will supervise it. VPa 436 topics in Music, art and Society. [3] A special topics course. Intensive study and discussion of the history, theory and social function of the various musical traditions of a particular culture and their relationship to other forms of art. Topic will be announced in advance by the instructor. Prerequisites: MUSC 230, MUSC 321 or 322. notes: Open to junior/senior music majors others by permission of the instructor. Also listed as MUSC 480.
342 WOL
Wolof
Wol 101 elementary Wolof I. [4]
An introduction to Wolof, a major lingua franca of West Africa, through a communicative approach. Listening comprehension and basic speaking skills are emphasized, but reading and composition also will be introduced. Wol 102 elementary Wolof II. [4]
Continuation of WOL 101. Emphasis is on extending skills in spoken Wolof within the context of real-life situations. A greater amount of reading and writing is included in this course. Prerequisites: WOL 101 with a grade of C or higher or equivalent. Wol 201 Intermediate Wolof I. [4]
Further development of listening comprehension and speaking skills and increased emphasis on reading, writing and cultural knowledge. Focus on everyday life in Senegalese society. Prerequisites: WOL 102 with a grade of C or higher or equivalent Wol 202 Intermediate Wolof II. [4]
Reading, writing and oral use of Wolof, with an emphasis on contemporary Senegalese society. Prerequisites: WOL 201 with a grade of C or higher or equivalent
UNIVERSITY OFFICIALS
343
University Officials
the University System of Maryland
Board of regents
Clifford M. Kendall Chairman Norm Augustine Patricia S. Florestano Assistant Treasurer R. (Reverand) Michael Gill Assistant Secretary Barry P. Gossett Alicia Coro Hoffman Orlan M. Johnson Vice Chairman The Hon. Francis X. Kelly, Jr. The Hon. Marvin Mandel The Hon. C. Thomas McMillan David H. Nevins A. Dwight Pettit, Esquire Frank Reid The Hon. Roger L. Richardson ex officio James L. Shea Secretary Thomas G. Slater, Esquire Josh Michaels Student Regent
Marilyn e. demorest Vice Provost for Faculty Affairs B.A., Trinity College, 1965; M.A., The Johns Hopkins University, 1967; Ph.D., 1969 diane M. lee Vice Provost; Dean of Undergraduate Education B.S., Towson State University, 1970; M.A., University of Maryland, College Park, 1976; Ph.D., 1982 John S. Martello Vice Provost for Continuing and Professional Studies; President/CEO, UMBC Training Centers, LLC; Executive Director, the Shriver Center B.S., Pennsylvania State University, 1974; M.A., University of Maryland, Baltimore County, 1976; Ph.D., Howard University, 1984 antonio Moreira Vice Provost for Academic Affairs B.S., University of Oporto, 1973; M.S., University of Pennsylvania, 1975; Ph.D., 1977 Warren deVries Dean, College of Engineering and Information Technology B.S., University of WisconsinMadison, 1971; M.S., 1973; Ph.D. 1975 John W. Jeffries Dean, College of Arts, Humanities and Social Sciences B.A., Harvard University, 1963; M.Phil., Yale University 1971; Ph.D., 1973 geoffrey P. Summers Dean, College of Natural and Mathematical Science B.A., University of Oxford (U.K.), 1965; Ph.D., 1970 richard Barth Dean of Social Work B.A., Brown University, 1975; M.S.W., School of Social Welfare, 1979; Ph.D., 1982
UMBC executive officers

Freeman a. Hrabowski, III President B.A., Hampton Institute, 1970; M.A., University of Illinois, 1971; Ph.D., 1975 elliot Hirshman Provost B.A., Yale University, 1983; M.A., UCLA, 1984; Ph.D., 1987 Scott a. Bass Vice President for Research and Dean of the Graduate School B.A., University of Michigan, 1971; M.A., 1973; Ph.D., 1976 Sheldon K. Caplis Vice President for Institutional Advancement B.A., University of Baltimore, 1972; M.B.A., Morgan State University, 1973 lynne Schaefer Vice President for Administration and Finance B.A., Michigan State University, 1977; M.B.A., Wayne State University, 1993 Jack Suess Vice President for Information Technology and Chief Information Officer B.A., UMBC, 1981; M.S., 1995 nancy Young Interim Vice President for Student Affairs B.S., University of Maryland, College Park, 1979; M.A., Ohio State University, 1985; Ph.D., University of Maryland, College Park, 2007
officers of the University System

William E. Kirwan Chancellor Irwin Goldstein Senior Vice Chancellor for Academic Affairs Joseph Vivona COO and Vice Chancellor for Administration and Finance
344 FACULTY
Faculty
abraham, guenet Assistant Professor, Visual Arts B.A., Warren Wilson College, 1980; M.F.A., Yale University, 1996 adali, tlay Professor, Computer Science and Electrical Engineering B.S., Middle East Technical University (Turkey), 1987; M.S., North Carolina State University, Raleigh, 1988; Ph.D., 1992 (Turkey), 1987; M.S., North Carolina State University, Raleigh, 1988; Ph.D., 1992 adler, Marina Associate Professor, Sociology and Anthropology; Affiliate Associate Professor, Gender and Womens Studies; Affiliate Associate Professor, Language, Literacy, and Culture B.A., University of Tennessee, Knoxville, 1981; M.A., 1984; Ph.D., University of Maryland, College Park, 1990 alfgren, drew Librarian I, A.O. Kuhn Library and Gallery B.A., Ursinus College, 1976; M.S., Drexel University, 1994 allen, John Adjunct Professor, Psychology B.A., St. Meinrad College 1969; M.S., St. Louis University, 1972; Ph.D., 1974; M.P.A., University of Puget Sound, 1978 alonso, diane lindwarm Lecturer, Psychology B.S., University of Maryland, College Park, 1985; M.S., 1995; Ph.D., 1998 alves, donald Adjunct Assistant Professor, Emergency Health Services B.S., California State University, Sacramento, 1990; B.S., Madison University, 2003; M.D., Eastern Virginia Medical School, 1997 anderson, eric C. Lecturer, Physics B.S., Ohio University, 1984; M.S., The Ohio State University, 1986; Ph.D., Arizona State University, 1993 anderson, robert Adjunct Assistant Professor, Psychology B.S., Towson University, 1975; M.A., 1979; Ph.D., University of Maryland, Baltimore County, 1993 anjanappa, Muniswamappa Professor, Mechanical Engineering B.S., Bangalore University (India), 1973; M.Sc., University of Madras, 1975; Ph.D., University of Maryland, College Park, 1986 armstrong, thomas e. Professor, Mathematics and Statistics B.S., University of Minnesota, 1967; M.A., Princeton University, 1969; Ph.D., 1973 arnold, Bradley r. Associate Professor, Chemistry and Biochemistry B.S., Dalhousie University, 1983; Ph.D., University of Utah, 1991 arola, dwayne Associate Professor, Mechanical Engineering B.S., University of Washington, Seattle, 1989; M.S., 1991; Ph.D., 1996 ashworth, John W., III Clinical Assistant Professor, Emergency Health Services B.A., University of Virginia, 1967; M.H.A., The George Washington University, 1975 aziz, Kadir a. Professor Emeritus, Mathematics and Statistics B.S., Wilson Teachers College, 1952; M.S., The George Washington University, 1954; Ph.D., University of Maryland, College Park, 1958
Badru, lateef olapade Associate Professor, Africana Studies B.Sc., City University London (U.K.), 1979; M.Sc., The London School of Economics and Political Science (U.K.), 1982; Ph.D., State University of New York at Stony Brook, 1993 Badugu, ramachandram Research Assistant Professor, Chemical and Biochemical Engineering B.Sc., Osmania University (India), 1991; M.Sc., 1994; M.Phil., University of Hyderabad (India), 1995; Ph.D., 1999 Baffour, tiffany Sanders Assistant Professor, Social Work; Affiliate Assistant Professor, Gender and Womens Studies B.A., New Jersey City University, 1992; M.A., University of Delaware, 1997; M.S.S., Bryn Mawr College, 1999; Ph.D., Howard University, 2003 Bailey, daniel Associate Professor, Visual Arts M.F.A., School of the Art Institute of Chicago, 1987 Baker, linda Professor, Psychology B.A., Douglass College, 1973; M.S., Rutgers University, 1975; Ph.D., 1977 Baldwin, Kenneth H. Associate Professor Emeritus, English B.A., University of Detroit, 1964; M.A., 1966; M.A., The Johns Hopkins University, 1968; Ph.D., 1970 Baradwaj, rajalakshmi J. Lecturer, Mathematics and Statistics B.Sc., University of Madras (India), 1984; M.Sc., 1987; M.S., Texas A&M University, 1990 Barner-Barry, Carol Professor Emerita, Political Science B.A., Dickinson College, 1960; M.A., Syracuse University, 1964; Ph.D., 1970
Barnet, Christopher dwight Adjunct Associate Professor, Physics B.S., Northern Illinois University, 1976; M.S., 1978; M.S., New Mexico State University, 1987; Ph.D., 1990 Barnett, Jeffrey e. Adjunct Professor, Psychology B.S., State University of New York at Oneonta, 1979; M.A., Yeshiva University, 1981; Psy.D., 1984 Barroll, J. leeds Professor Emeritus, English A.B., Harvard University, 1950; M.A., Princeton University, 1955; Ph.D., 1956 Bass, Scott a. Vice President for Research; Dean, graduate school; Distinguished Professor, Sociology and Anthropology; Distinguished Professor, Public Policy B.A., University of Michigan, 1971; M.A., 1973; Ph.D., 1976 Bayles, taryn Melkus Professor of the Practice, Chemical and Biochemical Engineering B.S., New Mexico State University, 1979; M.S., University of Pittsburgh, 1984; Ph.D., 1986 Beale, Stephen a. Research Assistant Professor, Chemical and Biochemical Engineering B.S., University of California, Davis, 1984; M.S., University of Texas, Arlington, 1989; M.S., Carnegie Mellon University, 1994; Ph.D., 1997 Beck, thomas e. Librarian IV, A.O. Kuhn Library and Gallery; Affiliate Associate Professor, Visual Arts B.A., University of Maryland, College Park, 1969; M.F.A., 1972; M.F.A., Maryland Institute College of Art, 1975 Beckmann, Volker Adjunct Assistant Professor, Physics Diplom., University of Hamburg, 1996
FACULTY
Bediako, Shawn M. Assistant Professor, Psychology B.S., University of Central Arkansas, 1994; M.S., Florida A&M University, 1996; Ph.D., State University of New York at Stony Brook, 2002 Behrens, Paul W. Adjunct Professor, Biological Sciences B.A., The Johns Hopkins University, 1977; M.S., University of Maryland, Baltimore County, 1980; Ph.D., 1983 Beith, nancy Stratton Lecturer, Music B.M., Syracuse University, 1974; M.M., Peabody Conservatory of Music, 1976 Belasco, Warren J. Professor, American Studies; Affiliate Professor, Language, Literacy, and Culture B.A., University of Michigan, 1969; M.A., 1972; Ph.D., 1977 Bell, alan S. Professor, Modern Languages and Linguistics A.B., Dartmouth College, 1964; M.A., The Johns Hopkins University, 1967; Ph.D., 1968 Bell, Jonathan Professor, Mathematics and Statistics B.S., San Diego State University, 1969; M.S., 1971; Ph.D., University of California, Los Angeles, 1977 Bell, Kathryn Visiting Assistant Professor, Visual Arts B.F.A., Pratt Institute, 1993; M.F.A., University of Maryland, Baltimore County, 2006 Bellack, alan Adjunct Professor, Psychology B.A., City College of New York, 1965; M.A., St. Johns University, 1967; Ph.D., The Pennsylvania State University, 1970 Bembry, James X. Associate Professor, Social Work B.A., College of the Holy Cross, 1974; M.S.W., Temple University, 1978; Ph.D., University of Maryland, College Park, 1992 Bennett, dawn Assistant Professor, Mechanical Engineering B.S., Brown University, 1988; M.S., Duke University, 1990; Ph.D., New Jersey Institute of Technology, 2004 Bennett, Sari J. Clinical Associate Professor, Geography and Environmental Systems A.B., University of Illinois, 1970; A.M., 1972; Ph.D., 1977 Benson, linda Instructor, English B.A., Oklahoma State University, 1970; M.A., 1972 Berge, Zane l. Professor, Education; Affiliate Associate Professor, Language, Literacy, and Culture B.S., Rochester Institute of Technology, 1977; Ph.D., Michigan State University, 1988 Berger, Vance Adjunct Associate Professor, Mathematics and Statistics B.S., Cornell University, 1987; M.S., Stanford University, 1989; Ph.D., Rutgers University, 1995 Berman, Jessica Associate Professor, English; Affiliate Associate Professor, Gender and Womens Studies A.B., Princeton University, 1983; M.A., The University of Chicago, 1986; Ph.D., 1993 Bhatia, nam P. Professor Emeritus, Mathematics and Statistics B.Sc., B.R. College (India), 1952; M.Sc., Agra College, 1954; M.Sc., B.R. College, 1956; Dr. rer. nat., Technische Hoschschule, Dresden (Germany), 1961 Bieberich, Charles J. Associate Professor, Biological Sciences B.S., University of Tampa, 1982; Ph.D., The Johns Hopkins University, 1987 Biehler, dawn Assistant Professor, Geography and Environmental Systems B.A., Williams College, 1997; M.S., University of WisconsinMadison, 2003; Ph.D., 2007 Bissell, richard a. Associate Professor, Emergency Health Services B.A., University of California, Davis, 1973; M.S., University of Colorado, 1979; M.A., University of Denver, 1979; Ph.D., 1984 Black, Maureen Adjunct Professor, Psychology B.A., The Pennsylvania State University, 1967; M.A., University of Southern California, 1973; Ph.D., Emory University, 1978 Blass, thomas Professor, Psychology B.A., Yeshiva College, 1963; M.A., 1965; Ph.D., 1969 Block, dawn Marie Lecturer, Computer Science and Electrical Engineering B.S., University of Maryland, Baltimore County, 1999 Blumberg, daphne d. Associate Professor, Biological Sciences B.S., Iowa State University of Science and Technology, 1970; Ph.D., Tufts University School of Medicine, 1976 Blunck, Susan M. Clinical Associate Professor, Education; Affiliate Associate Professor, Language, Literacy, and Culture B.A., The University of Iowa, 1972; M.S., 1988; Ph.D., 1993 Boehling, rebecca l. Associate Professor, History; Affiliate Associate Professor, Gender and Womens Studies B.A., Duke University, 1977; M.A., University of WisconsinMadison, 1980; Ph.D., 1990 Borrero, John Charles Assistant Professor, Psychology B.S., Lousiana State University, 1997; M.S., University of Florida, 2001; Ph.D., 2004
345
Bourne, Barbara J. Clinical Instructor, Education B.S., Springfield College, 1983; M.A., University of Maryland, Baltimore County, 1990 Bouton, r. terry Associate Professor, History B.S., Cornell University, 1989; M.A., Duke University, 1993; Ph.D., 1996 Boyan Jr., a. Stephen Associate Professor Emeritus, Political Science A.B., Brown University, 1959; M.A., Tufts University, 1961; Ph.D., The University of Chicago, 1966 Bradley, Brian P. Professor Emeritus, Biological Sciences B. Agriculture, Queens University (Ireland), 1961; Diploma in Animal Genetics, University of Edinburgh, 1962; M.S., University of Wisconsin, 1964; Ph.D., 1966 Bradley, Michael e. Professor, Economics A.B., Albion College, 1961; M.S., Cornell University, 1963; Ph.D., 1967 Bradley, Stephen S. Associate Professor, Visual Arts B.F.A., University of South Florida, 1976; M.F.A., Florida State University, 1987 Braude, Stephen e. Professor, Philosophy B.A., Oberlin College, 1967; M.A., University of Massachusetts Amherst, 1970; Ph.D., 1971 Brehm, Henry P. Professor Emeritus, Sociology and Anthropology B.A., New York University, 1953; M.A., 1960; Ph.D., University of Maryland, College Park, 1970
346 FACULTY
Brennan, timothy J. Professor, Public Policy; Affiliate Professor, Economics B.A., University of Maryland, College Park, 1973; M.A., University of Wisconsin, 1975; Ph.D., 1978 Brewster, rachel M. Assistant Professor, Biological Sciences S.F.B., University of Geneva (Switzerland), 1989; Ph.D., University of Michigan, 1996 Brodsky, anne e. Associate Professor, Psychology; Affiliate Associate Professor, Gender and Womens Studies A.B., Vassar College, 1987; M.A., University of Maryland, College Park, 1992; Ph.D., 1995 Brown, Kathryn (Kate) Associate Professor, History B.A., University of Wisconsin, 1988; M.A., University of Washington, 1993; Ph.D., 2000 Brown, William Ira Lecturer, Modern Languages and Linguistics B.A., The City College of New York, 1971; M.A., University of Oregon, 1973; Ph.D., University of Wisconsin, 1981 Brown, William t. Associate Professor Emeritus, Theatre B.A., Howard University, 1951; M.A., Western Reserve University, 1954 Brown, Coleman P., III Assistant Instructor, Emergency Health Services B.S., University of Maryland, Baltimore County, 1988 Bruley, duane F. Professor Emeritus, Chemical and Biochemical Engineering B.S., University of Wisconsin, 1956; M.S., Stanford University, 1959; Ph.D., University of Tennessee, 1962 Bryan, Kathy Scales Lecturer, American Studies; Affiliate Assistant Professor, Gender and Womens Studies B.A., Drake University, 1979; M.A., University of Maryland, College Park, 1981; Ph.D., 1991
Bulmer, Mark H. Affiliate Associate Professor, Geography and Environmental Systems; Research Associate Professor, Joint Center for Earth Systems Technology B.Sc., University of London (U.K.), 1990; Ph.D., University College London (U.K.), 1994 Burchard, robert P. Professor Emeritus, Biological Sciences B.A., Brown University, 1960; M.Sc., 1962; Ph.D., University of Minnesota, 1965 Burgess, Helen J. Assistant Professor, English B.A., Victoria University of Wellington, 1994; M.A., 1997; Ph.D., West Virginia University, 2003 Burke, Colin B. Associate Professor Emeritus, History B.A., San Francisco State College, 1960; M.A., 1965; Ph.D., Washington University, 1973 Burt, gary Lecturer, Computer Science and Electrical Engineering B.S., University of the State of New York, 1990; M.S., Bowie State University, 1997 Bush, C. allen Professor, Chemistry and Biochemistry B.A., Cornell University, 1961; Ph.D., University of California, Berkeley, 1965 Bustos, Mauricio M. Associate Professor, Biological Sciences B.A., Universidad Nacional de Cordoba (Argentina), 1982; Ph.D., University of California, Irvine, 1986 Campbell, Petya K. entcheva Affiliate Assistant Professor, Geography and Environmental Systems; Research Assistant Professor, Joint Center for Earth Systems Technology B.S., Academy of Forest Engineering (Sofia, Bulgaria), 1988; M.S., University of Massachusetts at Amherst, 1994; Ph.D., University of New Hampshire, 2000
Canfield, gerald Associate Professor, Information Systems B.A., University of Utah, 1978; M.A., 1979; M.S., San Jose State University, 1986; Ph.D., University of Utah, 1990 Cantori, louis J. Professor Emeritus, Political Science B.A., University of Massachusetts Amherst, 1959; M.A., The University of Chicago, 1962; Ph.D., 1966 Carmi, Shlomo Professor, Mechanical Engineering B.S., University of the Witwatersrand (South Africa), 1962; M.S., University of Minnesota, 1966; Ph.D., 1968 Carpenter, robert e. Associate Professor, Economics A.B., University of Michigan Flint, 1986; M.A., Washington University, 1988; Ph.D., 1992 Carpenter, tara S. Lecturer, Chemistry and Biochemistry B.A., Thiel College, 1999; Ph.D., Duquesne University, 2005 Carroll, Kathleen a. Associate Professor, Economics B.A., Cleveland State University, 1972; Ph.D., The Johns Hopkins University, 1976 Carter, gary M. Professor, Computer Science and Electrical Engineering B.S., University of Washington, 1967; M.S., Massachusetts Institute of Technology, 1969; Ph.D., 1975 Caruso, Steven M. Lecturer, Biological Sciences B.S., University of Maryland, Baltimore County, 1994; Ph.D., 2001 Castellanos, Mariajose Assistant Professor, Chemical and Biochemical Engineering B.S., Autonomous University of Mexico, 1998; Ph.D., Cornell University, 2005
Cataldo, Michael F. Adjunct Professor, Psychology B.A., University of Rochester, 1968; M.A., University of Kansas, 1971; Ph.D., 1974 Catania, a. Charles Professor, Psychology A.B., Columbia University, 1957; M.A., 1958; Ph.D., Harvard University, 1961 Cazabon, lynn Associate Professor, Visual Arts B.A., B.F.A., University of Michigan, 1987; M.F.A., Cranbrook Academy of Art, 1990 Cella, lisa M. Assistant Professor, Music B.A., Syracuse University, 1988; M.M., Peabody Conservatory, 1991; Graduate Performance Diploma, 1993; DMA, University of California, 2001 Chan, Irene Associate Professor, Visual Arts B.Arch., California Polytechnic State University, 1989; M.F.A., San Francisco Art Institute, 1997 Chang, Chein-Chi Adjunct Professor, Civil and Environmental Engineering B.E., Tamkang University (Taiwan), 1979; M.S., The Ohio State University, 1981; Ph.D., University of Missouri-Rolla, 1988 Chang, Chein-I Professor, Computer Science and Electrical Engineering B.S., Soochow University (Peoples Republic of China), 1973; M.S., National Tsing Hua University, 1975; M.A., State University of New York, 1975; M.S., University of Illinois at Urbana-Champaign, 1980, 1982; Ph.D., University of Maryland, College Park, 1986 Chang, May M. Librarian II, A.O. Kuhn Library and Gallery B.App.Sc., Curtin University of Technology (Australia), 1988; M.S., University Illinois at Urbana-Champaign, 2000
FACULTY
Chang, richard Associate Professor, Computer Science and Electrical Engineering B.S., Clarkson University, 1986; M.S., Cornell University, 1989; Ph.D., 1991 Chapin, Bambi lynn Assistant Professor, Sociology and Anthropology B.A., University of Virginia, 1988; M.A., University of California, San Diego, 1998; Ph.D., 2003 Charalambides, Panos g. Professor, Mechanical Engineering B.Sc., University of Thessaloniki (Greece), 1981; M.Sc., University of Illinois at Urbana-Champaign, 1983; Ph.D., 1986 Chard, Sarah e. Assistant Professor, Sociology and Anthropology; Affiliate Assistant Professor, Gender and Womens Studies B.A., Bryn Mawr College, 1991; M.A., Case Western Reserve University, 1995; Ph.D., 2001 Chavis, david M. Adjunct Professor, Psychology B.A., State University of New York at Buffalo, 1975; M.S., Vanderbilt University, 1981; Ph.D., 1983 Cheah, Charissa S. l. Assistant Professor, Psychology B.A., University of Waterloo (Canada), 1995; Ph.D., University of Maryland, College Park, 2000 Chen, Yung Jui (ray) Professor, Computer Science and Electrical Engineering B.S., National Tsing Hua University (Taiwan), 1969; Ph.D., University of Pennsylvania, 1976 Chen, Zhiyuan Assistant Professor, Information Systems B.S., Fudan University (China), 1995; M.S., 1997; Ph.D., Cornell University, 2002 Chiu, Jui-Yuan Christine Affiliate Assistant Professor, Physics; Research Assistant Professor, Joint Center for Earth Systems Technology B.S., National Central University (Taiwan), 1992; M.S., 1994; Ph.D., Purdue University, 2003 Choa, Fow-Sen Professor, Computer Science and Electrical Engineering B.S., National Taiwan University, 1980; M.S., State University of New York at Buffalo, 1985; Ph.D., 1988 Choi, taeryon Assistant Professor, Mathematics and Statistics B.S., Seoul National University (Korea), 1998; M.S., 2000; Ph.D., Carnegie Mellon University, 2005 Chuku, gloria Ifeoma Associate Professor, Africana Studies B.A., University of Nigeria (Nsukka), 1986; M.A., University of Port Harcourt (Nigeria), 1989; Ph.D., University of Nigeria (Nsukka), 1995 Cinyabuguma, Matthias Assistant Professor, Economics M.A., University Catholique de Louvain (Belgium), 2000; M.A., Brown University, 2002; Ph.D., 2005 Claassen, lark a. Lecturer, Biological Sciences B.S., University of Puget Sound, 1982; Ph.D., The Johns Hopkins University, 1991 Clark, Joe Librarian II, A.O. Kuhn Library and Gallery B.A., University of Utah, 1993; M.A., University of Arizona, 2003 Coates, dennis C. Professor, Economics B.A., State University of New York at Albany, 1979; M.A., University of Arizona, 1982, 1983; Ph.D., 1988 Coates, Joseph M. Assistant Professor, Visual Arts B.F.A., California Institute of the Arts, 1987; M.F.A., Rhode Island School of Design, 1991 Cohen, Jere M. Associate Professor, Sociology and Anthropology B.A., University of Michigan, 1963; M.A., 1964; Ph.D., The University of Chicago, 1971 Cohen, Warren Professor Emeritus, History A.B., Columbia University, 1955; A.M., Fletcher School of Law and Diplomacy, 1956; Ph.D., University of Washington, 1962 Cook, Cathy C. Associate Professor, Visual Arts B.F.A., University of Wisconsin - Milwaukee, 1984; B.F.A., 1984; M.F.A., 1988 Cook, J. Marvin Associate Professor Emeritus, Education B.S., Louisiana Polytechnic University, 1951; M.S., Texas A&M University, 1952; M.Th., Southern Methodist University, 1958; Ph.D., University of Maryland, College Park, 1969 Cooney, Michael d. Visiting Lecturer, Emergency Health Services B.S., University of Maryland, Baltimore County, 2005 Corbett, Christopher Professor of the Practice, English B.S., Northwestern University, 1973 Cost, richard Scott Adjunct Associate Professor, Computer Science and Electrical Engineering A.B ., Colgate University, 1988; M.S.E., The Johns Hopkins University, 1991; Ph.D., University of Maryland, Baltimore County, 1999 Cotten, Shelia r. Adjunct Associate Professor, Sociology and Anthropology B.A., Wake Forest University, 1987; M.S., North Carolina State University, 1991; Ph.D., 1997 Craig, nessly C. Associate Professor, Biological Sciences B.A., Reed College, 1963; Ph.D., University of Pennsylvania, 1967
347
Crandall, Joann Professor, Education B.A., Ohio University, 1965; M.A., University of Maryland, College Park, 1970; M.S., Georgetown University, 1974; Ph.D., 1982 Criste, richard t. Clinical Assistant Professor Emeritus, Social Work B.A., St. Marys Seminary and University, 1960; M.S.W., University of Maryland at Baltimore, 1969; Ph.D., University of Maryland, College Park, 1983 Cronin, thomas W. Professor, Biological Sciences B.Sci., Dickinson College, 1967; M.A., Duke University, 1969; Ph.D., 1979 Croteau, Marcia a. Senior Lecturer, Economics B.S.E., Arkansas State University, 1973; M.S.E., 1974 Cui, lili Lecturer, Physics B.S., Xuzhou Normal University (China), 2000; Ph.D., Kansas State University, 2006 Cullum, Brian M. Assistant Professor, Chemistry and Biochemistry B.A., Frostburg State University, 1994; Ph.D., University of South Carolina, 1998 Cutler, neal e. Adjunct Professor, Erickson School B.A., University of Southern California, 1965; M.A., Northwestern University, 1966; Ph.D., 1968 dahlquist, lynnda M. Professor, Psychology B.A., St. Olaf College, 1975; M.S., Purdue University, 1978; Ph.D., 1981
348 FACULTY
daniel, Marie-Christine Assistant Professor, Chemistry and Biochemistry B.S., University of Rennes (France), 1998; M.S., 2000; Ph.D., University of Bordeaux (France), 2003 davis, Jeffrey Assistant Professor, Political Science B.A., University of Richmond, 1990; J.D., University of Georgia School of Law, 1994; Ph.D., Georgia State University, 2002
de Souza-Machado, Sergio g. Affiliate Assistant Professor, Physics; Research Assistant Professor, Joint Center for Earth Systems Technology B.A., College of Wooster, 1988; M.S., University of Maryland, College Park, 1990; Ph.D., 1996
deluty, robert H. Associate Professor, Psychology; Affiliate Associate Professor, English B.A., New York University, 1975; M.A., State University of New York at Buffalo, 1978; Ph.D., 1980 demorest, Marilyn e. Vice Provost for Faculty Affairs; Professor, Psychology B.A., Trinity College, 1965; M.A., The Johns Hopkins University, 1967; Ph.D., 1969 demoz, Belay B. Adjunct Assistant Professor, Physics B.Sc., Asmara University (East Africa), 1984; M.Sc., University of Nevada, Reno, 1989; Ph.D., 1992 desJardins, Marie Associate Professor, Computer Science and Electrical Engineering A.B., Harvard University, 1985; Ph.D., University of California, Berkeley, 1992 deVries, Warren r. Dean, College of Engineering and Information Technology; Professor, Mechanical Engineering B.S., Calvin College, 1971; B.S., University of Wisconsin, 1971; M.S., University of Wisconsin-Madison, 1973; Ph.D., 1975 dickson, lisa M. Assistant Professor, Economics B.A., College of William & Mary, 2000; M.S., University of Texas at Austin, 2002; Ph.D., 2005 diClemente, Carlo C. Professor, Psychology A.B., St. Marys University, 1964; S.T.B., Gregorian University, Rome (Italy), 1966; M.A., New School of Social Research, 1974; Ph.D., University of Rhode Island, 1978 dillon, John F. Adjunct Professor, Mathematics and Statistics B.S., Villanova University, 1963; Ph.D., University of Maryland, College Park, 1974
dixon, Ben Visiting Assistant Professor, Philosophy B.A., University of Nevada, 1997; M.A., Bowling Green State University, 2001; Ph.D., 2005 donato, Paul Adjunct Assistant Professor, Sociology and Anthropology B.A., Adelphi University, 1972; M.S.W., University of Maryland, Baltimore, 1976; M.S., The Johns Hopkins University, 1982; M.A., Cornell University, 1986; Ph.D., 1990 donovan, Julie Lecturer, English L.L.B., University of London (U.K.), 1985; M.A., University of New Mexico, 2000; Ph.D., The George Washington University, 2007 draganescu, andrei Assistant Professor, Mathematics and Statistics B.Sc., University of Bucharest (Romania), 1993; S.M., The University of Chicago, 1997; Ph.D., 2004 drummey, Kevin Ward Adjunct Associate Professor, Mathematics and Statistics B.A., Towson State University, 1978; M.A., University of Maryland, College Park, 1982; Ph.D., University of Maryland, Baltimore County, 1992 durant, Mark alice Professor, Visual Arts B.A., Massachusetts College of Art, 1981; M.F.A., San Francisco Art Institute, 1985 dusman, linda Professor, Music B.M., American University, 1978; M.A., 1981; D.M.A., University of Maryland, College Park, 1988 dwyer, Susan J. Associate Professor, Philosophy; Affiliate Associate Professor, Gender and Womens Studies B.S., University of Adelaide (Australia), 1986; Ph.D., Massachusetts Institute of Technology, 1991
dyer, eric Assistant Professor, Visual Arts B.A., University of Maryland, Baltimore County, 1994; M.F.A., Maryland Institute College of Art, 2004 ealick, greg Visiting Lecturer, Philosophy B.A., University of Maryland, Baltimore County, 1989; M.Phil., William Marsh Rice Institute, 1992 earickson, robert J. Associate Professor Emeritus, Geography and Environmental Systems B.S., Arizona State University, 1963; M.A., 1965; Ph.D., University of Washington, Seattle, 1968 eckert, J. Kevin Dean, Erickson School; Professor, Sociology and Anthropology B.A., Ursinus College, 1969; M.A., Northwestern University, 1973; Ph.D., 1978 edinger, C. William Associate Professor, English B.A., Stanford University, 1963; M.A., University of Wisconsin, 1964; Ph.D., 1969 eggleton, Charles d. Associate Professor, Mechanical Engineering B.S., University of California, Berkeley, 1986; M.S., Stanford University, 1989; Ph.D., 1994 eisenmann, david M. Associate Professor, Biological Sciences B.S., University of Pennsylvania, 1985; Ph.D., Harvard University, 1992 ellis, erle C. Associate Professor, Geography and Environmental Systems A.B., Cornell University, 1986; Ph.D., 1990 el-omari, Samir Lecturer, Modern Languages and Linguistics B.S., University of Maryland, Baltimore County, 2003; M.A.E., 2006
de Verneil, Marie C. Senior Lecturer, Modern Languages and Linguistics B.A., Central Michigan University, 1977; M.A., The Catholic University of America, 1980; M.A., University of Maryland, Baltimore County, 1999; Ph.D., The Catholic University of America, 1983 dean, Stephen Clinical Assistant Professor, Emergency Health Services B.A., Emory University, 1976; M.H.A., University of Washington, 1979 deleon, Iser guillermo Adjunct Assistant Professor, Psychology B.S., University of Florida, 1988; M.A., Western Michigan University, 1993; Ph.D., University of Florida, 1997 deluty, Barbara Medine Adjunct Assistant Professor, Psychology B.A., State University of New York at Buffalo, 1979; M.S., University of Miami, 1982; Ph.D., 1984
FACULTY
emurian, Henry H. Associate Professor, Information Systems B.A., American University, 1968; M.A., 1971; M.S., The Johns Hopkins University, 1983; Ph.D., American University, 1975 erill, Ivan Assistant Professor, Biological Sciences B.S., Universitat Autnoma de Barcelona, 1996; M. Eng., 2000; Eng. D., 2002 evans, Susan Bogar Senior Lecturer, Computer Science and Electrical Engineering B.S., University of Maryland, Baltimore County, 1994; M.S., 1997 everhart, amy l. Senior Lecturer, Information Systems B.A., University of Maryland, Baltimore County, 1984; M.S., 1992 Fabris, daniele Associate Professor, Chemistry and Biochemistry Ph.D., University of Padua (Italy), 1989 Falco, raphael Professor, English B.A., Columbia University, 1977; M.A., 1985; Ph.D., New York University, 1990 Fallon, Michael Senior Lecturer, English B.A., University of Baltimore, 1973; M.A., New Mexico State University, 1981 Farabaugh, Philip J. Professor, Biological Sciences B.A., University of California, San Diego, 1972; M.A., Harvard University, 1978; Ph.D., Cornell University, 1981 Farabaugh, robin I. Senior Lecturer, English A.B., Wellesley College, 1973; M.A., Cornell University, 1978; Ph.D., 1985 Farquhar, tony Associate Professor, Mechanical Engineering B.S., University of Massachusetts Amherst, 1977; M.S., Cornell University, 1988; Ph.D., 1991 Farrow, Scott Professor, Economics B.A., Whitman College, 1974; M.A., Washington State University, 1981; Ph.D., 1983 Fatih, Zakaria Assistant Professor, Modern Languages and Linguistics B.A., Universit dIbn Zohr (Morocco), 1990; M.A., Leiden Universiteit (The Netherlands), 1994; Ph.D., State University of New York at Buffalo, 2000 Favaro, Sharon Librarian I, A.O. Kuhn Library and Gallery B.A., Rutgers, The State University of New Jersey, 2001; M.L.I.S., 2005 Feldstein, Stanley Professor Emeritus, Psychology B.A., Brooklyn College, 1953; M.A., Columbia University, 1954; Ph.D., 1960 Ferguson, Jessame e. Librarian II, A.O. Kuhn Library and Gallery B.A., University of Massachusetts Amherst, 1994; M.L.I.S., 1995 Fernandez, Jean Assistant Professor, English; Affiliate Assistant Professor, Gender and Womens Studies B.A., University of Madras (India), 1976; M.A., 1978; M.Phil., 1987; M.A., The University of Iowa, 2001 Field, thomas t. Professor, Modern Languages and Linguistics; Affiliate Professor, Language, Literacy, and Culture B.A., Wheaton College, 1971; M.A., Cornell University, 1975; Ph.D., 1978 Filbert, teresa H. Clinical Assistant Professor, Education B.A., Towson University, 1972; M.Ed., The Johns Hopkins University, 1974; M.S., 1978; Ph.D., Seton Hall University, 2007 Finin, timothy Professor, Computer Science and Electrical Engineering B.S., Massachusetts Institute of Technology, 1971; M.S., University of Illinois at Urbana-Champaign, 1977; Ph.D., 1980 Finkelstein, Jonathan C. Associate Dean, College of Arts, Humanities and Social Sciences; Associate Professor, Psychology B.A., Temple University, 1965; Ph.D., The University of Chicago, 1971 Fischetti, renate Professor Emerita, Modern Languages and Linguistics B.A., University of Maryland, College Park, 1967; M.A., 1969; Ph.D., 1971 Fishbein, James C. Professor, Chemistry and Biochemistry B.A., The Johns Hopkins University, 1979; Ph.D., Brandeis University, 1985 Fitzpatrick, Carolyn H. Senior Lecturer, English B.A., University of North Carolina, 1973; M.A., State University of New York at Stony Brook, 1974 Fleischmann, esther M. Senior Lecturer, Biological Sciences B.A., New York University, 1974; Ph.D., University of Georgia Fletcher, Patricia diamond Associate Professor, Public Policy B.S., State University of New York at Cortland, 1975; M.L.S., Syracuse University, 1985; Ph.D., 1990 Flinchbaugh, Michelle r. Librarian I, A.O. Kuhn Library and Gallery B.A., Indiana University, 1992; M.L.S., Indiana University, 1994 Forestiere, Carolyn Assistant Professor, Political Science B.A., College of William & Mary, 1993; M.A., The University of North Carolina at Chapel Hill, 1997; Ph.D., Emory University, 2004
349
Forgionne, giusseppi Professor, Information Systems B.S., Wilkes College of Commerce and Finance, 1966; M.B.A., University of Scranton, 1968; M.A., University of California, Riverside, 1972; Ph.D., 1973 Foster, ted M. Professor of the Practice, Computer Science and Electrical Engineering B.S., University of Virginia, 1963; Ph.D., The Johns Hopkins University, 1967 Fountain, augustus Way, III Adjunct Professor, Chemistry and Biochemistry B.S., Stetson University, 1985; M.S., The Florida State University, 1994; Ph.D., 1997; M.S.S., The United States Army War College, 2004 Fox, Mary H. Adjunct Associate Professor, Psychology B.A., University of Maryland, Baltimore County, 1977; M.A., 1981; Ph.D., University of Maryland, College Park, 1986 Franson, James d. Professor, Physics B.S., Purdue University, 1970; Ph.D., California Institute of Technology, 1977 Freeland, Stephen J. Associate Professor, Biological Sciences B.A., University of Oxford (U.K.), 1991; M.Sc., University of York (U.K.), 1993; Ph.D., University of Cambridge (U.K.), 1998 Freiberg, Karen Senior Lecturer, Psychology; Affiliate Associate Professor, Erickson School B.S., State University of New York at Plattsburgh, 1966; M.A., Cornell University, 1968; Ph.D., Syracuse University, 1974 Frey, dennis Lecturer, Computer Science and Electrical Engineering B.S., The Pennsylvania State University, 1972; M.E.S., Loyola College in Maryland, 1998
350 FACULTY
Frey, douglas d. Professor, Chemical and Biochemical Engineering B.A., Willamette University, 1978; B.S., Stanford University, 1978; M.S., University of California, Berkeley, 1980; Ph.D., 1984 Freyman, Jay M. Associate Professor, Ancient Studies A.B., Amherst College, 1964; A.M., University of Pennsylvania, 1965; Ph.D., 1968 Frick, Jerri Clinical Instructor, Education B.S.Ed., Clarion University of Pennsylvania, 1994; M.Ed., Virginia State University, 2000; M.S., Virginia Polytechnic Institute and State University, 2001 Froide, amy M. Associate Professor, History Affiliate Associate Professor, Gender and Womens Studies B.A., University of San Diego, 1988; M.A.T., 1990; M.A., Duke University, 1992; Ph.D., 1996 Fryer, Mary g. Clinical Assistant Professor, Education B.S., Louisiana State University, 1959; M.A., University of South Dakota, 1979; Ph.D., University of Maryland, College Park, 1994 Fulmer, William e. Professor of the Practice, Erickson School B.A., Lipscomb University, 1967; M.B.A., Florida State University, 1968; M.A., Ph.D., University of Pennsylvania, 1974 gaines, Jean M. Adjunct Assistant Professor, Erickson School B.S.N., University of Wisconsin, 1976; M.S.N., Bowie State University, 1997; Ph.D., The Johns Hopkins University, 2001 galindo, Claudia l. Assistant Professor, Language, Literacy, and Culture B.A., Pontificia Universidad Catlica del Per, 1996; Ph.D., The Pennsylvania State University, 2005 gangopadhyay, aryya Associate Professor, Information Systems B. Tech., Indian Institute of Technology, 1984; M.B.A., Rutgers University, 1991; M.S., New Jersey Institute of Technology, 1992; Ph.D., Rutgers University, 1993 garcin, elsa d. Assistant Professor, Chemistry and Biochemistry B.Sc., Aix-Marseille (France), 1993; M.Sc., Joseph Fourier University (France), 1994; Ph.D., 1998 gardner, Symmes Affiliate Associate Professor, Visual Arts B.F.A., Philadelphia College of Art, 1979; M.F.A., Temple University, 1981 garvie, Colin W. Assistant Professor, Chemistry and Biochemistry B.Sc., University of Glasgow (Scotland); Ph.D., University of Leeds (U.K.), 1997 georganopoulos, Markos Assistant Professor, Physics B.Sc., University of Thessaloniki (Greece), 1989; M.S., Boston University, 1991; Ph.D., 1999 george, Ian Michael Associate Professor, Physics B.Sc., The University of Birmingham (U.K.), 1984; Ph.D., University of Leicester, 1988 gethmann, richard C. Associate Professor Emeritus, Biological Sciences B.S., Washington State University, 1964; M.S., Oregon State University, 1966; Ph.D., The University of Chicago, 1970 ghosh, Upal Associate Professor, Civil and Environmental Engineering B.Tech., Indian Institute of Technology, 1989; M.S., State University of New York at Buffalo, 1993; Ph.D., 1998 giersach, tiffany Malinky Lecturer, Chemistry and Biochemistry B.S., Trinity University, 1997; Ph.D., Harvard University, 2002 gindling, thomas Professor, Economics B.A., Denison University, 1981; M.A., Cornell University, 1986; Ph.D., 1987 gioia, gerald a. Adjunct Assistant Professor, Psychology B.A., Franklin and Marshall College, 1978; Ph.D., The University of North Carolina at Chapel Hill, 1984 glasgow, Michael S. Adjunct Associate Professor, Psychology B.A., The Johns Hopkins University, 1966; Ph.D., University of Maryland, College Park, 1971 glazer, dina g. Lecturer, Information Systems B.S., University of Maryland, Baltimore County, 1993; M.S., 1995 gobbert, Matthias K. Associate Professor, Mathematics and Statistics M.N.S., Arizona State University, 1993; Ph.D., 1996 goldberg, Marilyn Y. Associate Professor, Ancient Studies; Affiliate Associate Professor, Gender and Womens Studies A.B., Bryn Mawr, 1969; M.A., University of Cincinnati, 1972; Ph.D., Bryn Mawr, 1977 goldfarb, Marsha g. Professor, Economics B.A., Pembroke College, 1964; M.A., Northwestern University, 1966; Ph.D., 1968 goldstein, thomas Associate Professor, Music B.Mus., Hartt College of Music, 1975; M.Mus., Brooklyn College Conservatory of Music, 1994 good, theresa a. Professor, Chemical and Biochemical Engineering B.S., Bucknell University, 1983; M.S., Cornell University, 1985; Ph.D., University of WisconsinMadison, 1996 gornick, Fred Professor Emeritus, Chemistry and Biochemistry B.S., City College of New York, 1951; Ph.D., University of Pennsylvania, 1959 gougousi, theodosia Assistant Professor, Physics B.S., Aristotle University of Thessaloniki (Greece), 1990; M.S., University of Pittsburgh, 1993; Ph.D., 1996 gowda, Muddappa S. Professor, Mathematics and Statistics B.Sc., Bangalore University, 1969; M.Sc., 1971; M.A., University of WisconsinMadison, 1980; Ph.D., 1982 grabill, Vin Associate Professor, Visual Arts B.A., Oberlin College, 1971; M.S.Vis.S., Massachusetts Institute of Technology, 1981 graham, Susan e. Librarian I, A.O. Kuhn Library and Gallery B.A., University of Maryland, Baltimore County, 1998; M.L.S., University of Maryland, 2007 gray, William l. Lecturer, Education B.S., Towson State College, 1955; M.Ed., The Johns Hopkins University, 1962; Ph.D., University of Maryland, College Park, 1970 greenberg, david H. Professor Emeritus, Economics B.A., Southern Methodist University, 1962; Ph.D., Massachusetts Institute of Technology, 1966 gribbin, Joseph a. Professor of the Practice, Erickson School B.A., The Catholic University of America,1970 ; M.A., 1973; Ph.D., 1977
FACULTY
grodsky, Brian K. Assistant Professor, Political Science B.A., University of Colorado, 1996; M.A., University of Michigan, 2002; Ph.D., 2006 groninger, lowell d. Associate Professor, Psychology A.B., University of Illinois at Urbana-Champaign, 1963; A.M., 1966; Ph.D., 1969 gross, Fred Professor Emeritus, Mathematics and Statistics B.S., Brooklyn College, 1955; M.S., Columbia University, 1957; Ph.D., University of California, Los Angeles, 1962 grubb, James S. Professor, History B.A., Williams College, 1974; B.Phil., The University of York (U.K.), 1975; Ph.D., The University of Chicago, 1983 gler, osman Professor, Mathematics and Statistics B.A., Yale University, 1978; S.M., The University of Chicago, 1979; Ph.D., 1990 guo, Zhiling Assistant Professor, Information Systems B.E., Tianjin University (China), 1996; M.E., 1999; Ph.D., The University of Texas at Austin, 2005 gwiazda, Piotr K. Assistant Professor, English Affiliate Assistant Professor, Language, Literacy, and Culture B.A., Southern Connecticut State University, 1996; M.A., New York University, 1998; Ph.D., 2001 gwo, Jing-Ping (Jack) Adjunct Assistant Professor, Civil and Environmental Engineering B.S., National Chiao-Tung University, Taiwan, 1985; M.S., The University of California at Berkeley, 1989; Ph.D., The Pennsylvania State University, 1992 Hack, Janet Librarian I, A.O. Kuhn Library and Gallery B.A., Whitman College, 1984; M.L.S., University of Maryland, College Park, 2004 Hagerty, devin t. Associate Professor, Political Science B.A., Rutgers University, 1984; M.A.L.D., Tufts University, 1987; Ph.D., University of Pennsylvania, 1995 Hagopian, louis P. Adjunct Assistant Professor, Psychology B.S., Virginia Commonwealth University, 1985; M.S., Virginia Polytechnic Institute and State University, 1988; Ph.D., 1991 Halem, Milton Research Professor, Computer Science and Electrical Engineering B.S., City College of New York, 1953; Ph.D., New York University, 1968; Ph.D., Dalhousie University (Honoris Causa), 1999 Haltiwanger, C. david Adjunct Assistant Professor, Psychology B.A., University of Florida, 1973; Ph.D., The University of North Carolina at Chapel Hill, 1979 Halverson, Jeffrey Brian Associate Professor, Geography and Environmental Systems B.S., University of Virginia, 1989; Ph.D., 1995 Hamby, douglas Associate Professor, Dance B.S., Michigan State University, 1973; M.F.A., Temple University, 1994 Hamilton, diana Sue Visiting Lecturer, Chemistry and Biochemistry B.S., University of Virginia, 1986; Ph.D., University of Maryland, Baltimore County, 1993 Hanson, Frank e. Professor, Biological Sciences A.B., The University of Iowa, 1960; Ph.D., University of Pennsylvania, 1965 Harries, Keith d. Professor Emeritus, Geography and Environmental Systems B.Sc., London School of Economics (U.K.), 1960; M.S., University of California, Los Angeles, 1966; Ph.D. 1969 Harris, linda r. Instructor, English B.A., University of Maryland, College Park, 1971; M.A., 1973 Harrison, daphne d. Professor Emerita, Africana Studies Mus.B., Talladega College, 1953; Mus.M., Northwestern University, 1961; Ed.D., University of Miami, 1971 Hasegawa, Kazumi Affiliate Assistant Professor, Language, Literacy, and Culture B.A., Osaka University of Foreign Studies (Japan); B.S., M.A., Southern Illinois University at Carbondale; Ph.D., Michigan State University Hathaway, William e. Instructor Emeritus, Emergency Health Services B.S., United States Military Academy, 1961; M.S., The George Washington University, 1968 Hayden, l. Michael Professor, Physics B.A., United States Naval Academy, 1978; M.A., University of California, Davis, 1984; Ph.D. 1987 Henriksen, Mark Associate Professor, Physics B.S., University of California, Los Angeles, 1977; Ph.D., University of Maryland, College Park, 1986 Herbert, Sandra Professor Emerita, History B.A., Wittenberg University, 1963; M.A., Brandeis University, 1965; Ph.D., 1968 Herning, ronald I. Adjunct Associate Professor, Psychology B.S., Wisconsin State University, 1969; M.S., 1971; Ph.D., University of Illinois at Urbana-Champaign, 1976
351
Hess, Carol Associate Professor, Dance B.A., Barnard College, 1975; M.A., Columbia University, 1980 Hewitt, Christopher J. Professor, Sociology and Anthropology; Affiliate Professor, Language, Literacy, and Culture B.Sc., London School of Economics (U.K.), 1962; M.A., Brown University, 1965; Ph.D., 1970 Hirshman, elliot Provost; Professor, Psychology B.A., Yale University, 1983; M.A., University of California, Los Angeles, 1984; Ph.D., 1987 Hitz, Zena Assistant Professor, Philosophy B.A., St. Johns College, 1995; M.Phil., University of Cambridge (U.K.), 1996; Ph.D., Princeton University, 2005 Hoch, Peter Adjunct Professor, Computer Science and Electrical Engineering B.S.E.E., The City College of New York, 1961; M.S.E.E., The George Washington University, 1966; D.Sc., 1972 Hody, Cynthia a. Associate Professor, Political Science B.A., University of California, 1977; M.A., 1979; Ph.D., University of California, Los Angeles, 1986 Hoff, raymond Meyer Professor, Physics A.B., University of California, Berkeley, 1970; Ph.D., Simon Fraser University (Canada), 1975 Hoffman, Kathleen a. Associate Professor, Mathematics and Statistics B.S., University of New Hampshire, 1991; Ph.D., University of Maryland, College Park, 1997
352 FACULTY
Hosmane, ramachandra S. Professor, Chemistry and Biochemistry B.Sc., Karnatak University (India), 1966; M.Sc., 1968; M.S., University of South Florida, 1976; Ph.D., 1978 Hrabowski, Freeman a., III Professor, Education B.A., Hampton Institute, 1970; M.A., University of Illinois at Urbana-Champaign, 1971; Ph.D., 1975 Huang, Yi (Yvonne) Assistant Professor, Mathematics and Statistics
B.S., Peking University (China), 1997; M.S., University of California, Los Angeles, 2000; Ph.D., The Johns Hopkins University, 2007
Hyman, arthur Associate Professor Emeritus, Chemistry and Biochemistry B.S., City College of New York, 1955; Ph.D., Rutgers University, 1964 Jacob, Preminda Associate Professor, Visual Arts B.A., Stella Maris College (India), 1979; M.A., Majaraja Sayaji Rao University (India), 1981; M.A., State University of New York at Binghamton, 1988; Ph.D., University of California, Los Angeles, 1994 Jacobs, Bryan Charles Adjunct Assistant Professor, Physics B.S., Drexel University, 1989; M.S., The Johns Hopkins University, 1994; Ph.D., University of Maryland, Baltimore County, 2003 Jancuska, John Instructor, Physical Education B.S.P.E., University of Delaware, 1975; M.S.P.E., Indiana University, 1976 Janeja, Vandana Assistant Professor, Information Systems B.S., Devi Ahilya Vishwa Vidhyalaya University (India), 1997; M.S., 1999; M.S., New Jersey Institute of Technology, 2001; M.B.A., Rutgers University, 2007; Ph.D., 2007 Jeffries, John W. Dean, College of Arts, Humanities and Social Sciences; Professor, History B.A., Harvard University, 1963; M. Phil., Yale University,1971; Ph.D., 1973 Jiang, Weiyuan Affiliate Assistant Professor, Mechanical Engineering and Research Assistant Professor, Joint Center for Earth Systems Technology B.S., Fudan University (China), 1993; M.S., 1996; Ph.D., Clarkson University, 2003 Johnson, anthony M. Professor, Computer Science and Electrical Engineering; Professor, Physics B.S., Polytechnic Institute of New York, 1975; Ph.D., City College of New York, 1981
Johnson, arthur t. Professor, Political Science B.S.F.S., Georgetown University, 1966; M.A., Syracuse University, 1968; Ph.D., State University of New York at Buffalo, 1975 Johnson-greene, doug Adjunct Associate Professor, Psychology B.S., University of North Dakota, 1984; M.A., Mankato State University, 1986; Ph.D., University of Mississippi, 1993 Jordan, lisa C. Adjunct Assistant Professor, Psychology B.A., Elmira College, 1989; M.A., Michigan State University, 1993; Ph.D., 1997 Joshi, anupam Professor, Computer Science and Electrical Engineering B. Tech., Indian Institute of Technology (Delhi), 1989; M.S., Purdue University, 1991;Ph.D., 1993 Joshi, ashish Research Assistant Professor, Information Systems M.D., Punjabi University (India), 1999; M.P.H., Boston University, 2004 Joyce, Shelley S. Senior Lecturer, Theatre B.A., Western Illinois University, 1973; M.A., 1975 Judson, andrea Clinical Instructor, Social Work B.A., Hope College, 1990; M.A.S.W., University of Michigan, 1995 Ka, omar Associate Professor, Modern Languages and Linguistics; Affiliate Associate Professor, Language, Literacy, and Culture B.A., University of Dakar (Senegal), 1975, 1976; M.A., 1976, 1979; Ph.D., University of Illinois at Urbana-Champaign, 1987 Kahng, Sung Woo Adjunct Assistant Professor, Psychology B.A., Kalamazoo College, 1990; M.S., University of Florida, 1996; Ph.D., 1999
Kalfoglou, andrea lynn Assistant Professor, Sociology and Anthropology B.A., University of Virginia, 1991; Ph.D., The Johns Hopkins University, 1999 Kalivretenos, aristotle g. Adjunct Assistant Professor, Chemistry and Biochemistry B.S., Clemson University, 1985; Ph.D., Colorado State University, 1990 Kallaugher, Kevin (Kal) Artist-in-Residence, Imaging Research Center B.A., Harvard University, 1977 Kalpakis, Konstantinos Associate Professor, Computer Science and Electrical Engineering B.S., University of Patras (Greece), 1989; M.S., University of Maryland, Baltimore County, 1992; Ph.D., 1994 Kann, Maricel g. Assistant Professor, Biological Sciences B.S., Universidad de la Repblica (Uruguay), 1991; M.S., 1994; Ph.D., University of Michigan, 2001 Karabatis, george Assistant Professor, Information Systems B.S., Aristotle University of Thessaloniki (Greece), 1983; M.S., University of Houston, 1988; Ph.D., 1995 Kargupta, Hillol Associate Professor, Computer Science and Electrical Engineering B.Tech., Regional Engineering College (India), 1988; M.Tech., Indian Institute of Technology (India), 1990; Ph.D., University of Illinois at Urbana-Champaign, 1996 Karlin, Bradley e. Adjunct Assistant Professor, Erickson School B.A., University of Michigan, 1996; M.S., Texas A&M University, 2002; Ph.D., 2005 Karpel, richard l. Professor, Chemistry and Biochemistry B.A., Queens College, 1965; Ph.D., Brandeis University, 1970
Huang, Yi-Ping Clinical Assistant Professor, Education B.A., National Institute of the Arts (Taiwan), 1990; M.A., University of Maryland, Baltimore County 1993, 2002; Ph.D., 1998 Huemmrich, Karl F. Affiliate Assistant Professor, Geography and Environmental Systems; Research Assistant Professor, Joint Center for Earth Systems Technology B.S., Carnegie-Mellon University, 1977; Ph.D., University of Maryland, College Park, 1995 Hussey, laura S. Assistant Professor, Political Science
B.A., University of Notre Dame, 2000; M.P.M., University of Maryland, College Park, 2002; M.A., 2005; Ph.D., 2006
Hussey-gardner, Brenda Adjunct Assistant Professor, Psychology B.S., University of Maryland, College Park, 1985; M.A., M.P.H., The University of North Carolina at Chapel Hill, 1987; Ph.D., University of Maryland, College Park, 1995 Hussong, Uta a. Librarian I, A.O. Kuhn Library and Gallery B.S., University of Michigan, 1990; M.B.A., University of Hawaii at Manoa, 1998; M.L.I.Sc., 2005
FACULTY
Kars, Marjoleine Associate Professor, History; Affiliate Associate Professor, Gender and Womens Studies B.A., Duke University, 1982; Ph.D., 1994 Katzel, leslie I. Adjunct Associate Professor, Psychology B.S., Cooper Union, 1975; Ph.D., The Johns Hopkins University, 1981; M.D., University of Maryland School of Medicine, 1984 Kaushal, Sujay S. Adjunct Assistant Professor, Civil and Environmental Engineering B.A., Cornell University, 1997; Ph.D., University of Colorado, 2003 Kelber-Kaye, Jodi I. Lecturer, Gender and Womens Studies B.A., Connecticut College, 1986; M.A., University of Arizona, 1994; Ph.D., 2003 Kelley-Moore, Jessica ann Adjunct Associate Professor, Sociology and Anthropology B.A., Hanover College, 1997; M.S., Purdue University, 1999; Ph.D., 2002 Kelly, lisa a. Associate Professor, Chemistry and Biochemistry B.S., State University of New York at Geneseo, 1988; M.S., University of Rochester, 1989; Ph.D., Bowling Green State University, 1993 Khan, akhtar S. Professor, Mechanical Engineering B.S., Aligarth University (India), 1961; B.S.E., 1965; Ph.D., The Johns Hopkins University, 1972 Kim-Boyle, david r. Assistant Professor, Music B.Mus., The Australian National University, 1991; M.A., University of Wollongong (Australia), 1997; Ph.D., State University of New York at Buffalo, 2001 Kinach, Barbara Associate Professor, Education B.A., State University of New York at Cortland, 1970; M.S.T., Boston College, 1972; M.A., University of California, Berkeley, 1988; Ed.D., Harvard University, 1992 King, Paula nicole Lecturer, American Studies B.A., Coastal Carolina University, 1999; M.A., University of New Mexico, 2001 King-Meadows, tyson d. Assistant Professor, Political Science B.A., North Carolina Central University, 1992; M.A., The University of North Carolina at Chapel Hill, 1996; Ph.D., 2001 Kloetzel, John a. Associate Professor Emeritus, Biological Sciences B.A., University of Southern California, 1962; Ph.D., The Johns Hopkins University, 1967 Knight, Carolyn Professor, Social Work B.A., Goucher College, 1975; M.S.W., University of Maryland, College Park, 1977; Ph.D., 1985 Koehler, Carolyn grace Associate Professor, Ancient Studies; Affiliate Associate Professor, Gender and Womens Studies B.A., Vassar College, 1970; M.A., Princeton University, 1973; Ph.D., 1979 Kogan, Jacob Professor, Mathematics and Statistics B.S., Tel Aviv University, 1976; M.S., Weizmann Institute of Science (Israel), 1980; Ph.D., 1985 Komlodi, anita g. Assistant Professor, Information Systems M.A., Kossuth Lajos University (Hungary), 1994; M.L.S., University of Maryland, College Park, 2000; Ph.D., 2002 Kop, Willem Johan Adjunct Associate Professor, Psychology B.A., University of Utrecht (The Netherlands), M.A., 1988; M.Sc., University of Limburg (The Netherlands); Ph.D., 1994 Korenman, Joan S. Professor Emerita, English B.A., Brandeis University, 1963; M.A., Harvard University, 1964; Ph.D., 1970 Koru, akif gnes Assistant Professor, Information Systems B.Sc., Ege University (Turkey), 1996; M.Sc., Dokuz Eyll University (Turkey), M.S., Southern Methodist University, 2002 Kostov, Iordan V. Research Assistant Professor, Chemical and Biochemical Engineering M.Sc., Odessa Polytechnical Institute (Ukraine), 1987; Ph.D., Bulgarian Academy of Sciences, 1993 Kou, Weidong Adjunct Professor, Computer Science and Electrical Engineering B.S., Beijing University of Post and Telecommunications (China); M.Sc., 1982; Ph.D., Xidian University (China), 1985 Krainak, Michael a. Adjunct Associate Professor, Physics B.S., The Catholic University of America, 1979; M.S., The Johns Hopkins university, 1984; Ph.D., 1989 Kramer, Ivan Associate Professor, Physics B.S., City College of New York, 1961; Ph.D., University of California, Berkeley, 1967 Kreizenbeck, alan Associate Professor, Theatre B.S., University of Colorado, 1969; M.S., 1974; Ph.D., New York University, 1979
353
Krueger, arlin J. Affiliate Professor, Physics; Research Professor, Joint Center for Earth Systems Technology B.A., University of Minnesota, 1955; Ph.D., Colorado State University, 1984 Kuhn, david Adjunct Assistant Professor, Psychology B.A., The Johns Hopkins University, 1993; M.A., Louisiana State University, 2000; Ph.D., 2004 Kuhn, Stephanie Contrucci Adjunct Assistant Professor, Psychology B.S., Virginia Polytechnic Institute and State University, 1993; M.A., Louisiana State University, 2000; Ph.D., 2004 Kundu, Prasun K. Affiliate Associate Professor, Physics; Research Associate Professor, Joint Center for Earth Systems Technology B.S., Calcutta University (India), 1974; M.S., Indian Institute of Technology, Kharagpur, 1976; M.A., University of Rochester, 1978; Ph.D., 1981 Kurtz, Patricia F. Adjunct Assistant Professor, Psychology B.A., The George Washington University, 1984; M.A., The Claremont Graduate School, 1988; Ph.D., 1991 County, 1993 laBerge, e. F. Charles Adjunct Assistant Professor, Computer Science and Electrical Engineering B.S.E., The Johns Hopkins University, 1974; M.S.E., 1975; Ph.D., University of Maryland, Baltimore County, 2003 laCourse, William r. Professor, Chemistry and Biochemistry B.S., Charter Oak College, 1982; Ph.D, Northeastern University, 1987 lacy, Sandra l. Instructor, Dance B.A., University of Maryland, Baltimore County, 1976
354 FACULTY
lake, reagan a. Lecturer, Biological Sciences B.A., University of Arizona, 1993; M.S., University of Maryland, College Park, 2001 lam, Hung Research Assistant Professor, Chemical and Biochemical Engineering B.S., M.S., University of Hannover (Germany), 1997; Ph.D., 2002 lamdin, douglas Professor, Economics B.A., University of Maryland, Baltimore County, 1983; M.A., University of Maryland, College Park, 1985; Ph.D., 1991 lamous-Smith, Willie B. Professor Emeritus, Africana Studies B.Sc., University of London (U.K.), 1962; Dr.sc.pol., University of Muenster (Germany), 1966 lanman, Barry a. Professor of the Practice, History B.S., Towson State University, 1973; M.Ed., 1975; Ed.D., Temple University, 1984 lanoue, george r. Professor, Political Science; Professor, Public Policy B.A., Hanover College, 1959; M.A., Yale University, 1961; Ph.D., 1966 larkey, edward Associate Professor, Modern Languages and Linguistics; Affiliate Associate Professor, Language, Literacy, and Culture M.A., Philipps-Universitt (Federal Republic of Germany), 1978; Ph.D., University of HumboltBerlin (Germany), 1986 lary, david John Affiliate Professor, Physics; Research Professor, Joint Center for Earth Systems Technology B.Sc., Kings College (London), 1987; Ph.D., 1991 lasher, lawrence M. Associate Professor Emeritus, English
B.A., Newark College of Rutgers University, 1959; M.A., University of Maryland, College Park, 1962; Ph.D., 1965 Rutgers University, 1959; M.A., University of Maryland, College Park, 1962; Ph.D., 1965
lenihan, anthony S. Research Assistant Professor, Computer Science and Electrical Engineering B.S., Xavier University, 1995; M.S., University of Michigan, 1997; Ph.D., 2002 B.S., Xavier University, 1995; M.S., University of Michigan, 1997; Ph.D., 2002 lenk, Crista d. Clinical Assistant Professor, Emergency Health Services B.A., The Pennsylvania State University, 1997; M.P.A., West Virginia University, 1999 levy, Harold Assistant Professor Emeritus, Political Science A.B., The University of Chicago, 1956; J.D., 1959; M.A., 1963; Ph.D., 1972 levy, leon H. Professor Emeritus, Psychology B.A., Antioch College, 1950; M.A., The Ohio State University, 1951; Ph.D., 1954 lewis, laura rehmke Assistant Professor, Geography and Environmental Systems B.S., Washington State University, 1996; Ph.D., University of California, Davis, 2006 liebman, Joel F. Professor, Chemistry and Biochemistry B.S., Brooklyn College, 1967; M.A., Princeton University, 1968; Ph.D., 1970 lin, Weihong Assistant Professor, Biological Sciences B.S., Zhongsham University (China), 1982; M.S., 1988; Ph.D., Colorado State University, 1998 lindahl, lasse Professor, Biological Sciences
M.S., University of Copenhagen (Denmark), 1969; Ph.D., 1973
lindenmeyer, Kriste Professor, History; Affiliate Professor, Gender and Womens Studies B.A., University of Cincinnati, 1985; M.A., 1987; Ph.D., 1991 lo, James t. Professor, Mathematics and Statistics B.S., National Taiwan University, 1964; Ph.D., University of Southern California, 1969 lomonaco Jr., Samuel J. Professor, Computer Science and Electrical Engineering B.S., St. Louis University, 1961; Ph.D., Princeton University, 1964 lord, William Professor, Economics B.A., Indiana University, 1976; M.A., 1980; Ph.D., 1984 lottes, Ilsa l. Associate Professor, Sociology and Anthropology; Affiliate Associate Professor, Gender and Womens Studies B.S., Purdue University, 1965; M.S., 1967; Ph.D., University of Pennsylvania, 1986 lovett, Paul S. Professor Emeritus, Biological Sciences B.S., Delaware Valley College, 1964; Ph.D., Temple University, 1968 loviglio, Jason W. Associate Professor, American Studies B.A., Wesleyan University, 1987; Ph.D., University of Minnesota, 1999 lu, Hua Assistant Professor, Biological Sciences B.S., Nanjing University (China), 1990; M.S., 1993; Ph.D., Texas A&M University, 1999 lu, Wuyuan Adjunct Associate Professor, Chemistry and Biochemistry B.S., Nanjing University (China), 1984; M.S., 1989; Ph.D., Purdue University, 1994
laurie, Clayton d. Adjunct Associate Professor, History B.A., The University of Northern Iowa, 1977; M.A., The University of Nebraska, 1982; Ph.D., The American University, 1990 leach, Jennie B Assistant Professor, Chemical and Biochemical Engineering B.S., Rensselaer Polytechnic Institute, 1998; Ph.D., The University of Texas at Austin, 2003 lease, richard Visiting Lecturer, Chemistry and Biochemistry B.A., The University of Texas at Austin, 1987; B.S., 1988; Ph.D., University of Texas at Dallas, 1994 lee, diane M. Vice Provost; Dean, Undergraduate Education; Associate Professor, Education; Affiliate Associate Professor, Language, Literacy, and Culture B.S., Towson State University, 1970; M.A., University of Maryland, College Park, 1976; Ph.D., 1982 leips, Jeffrey W. Associate Professor, Biological Sciences B.S., Florida State University, 1983; Ph.D., 1997 leiser, Kathleen a. Clinical Instructor, Social Work B.A., University of WisconsinLa Crosse, 1978; M.S.W., University of WisconsinMilwaukee, 1980
lindenmeyer, Kriste Affiliate Professor, Gender and Womens Studies B.A., University of Cincinnati, 1985; M.A., 1987; Ph.D., 1991
FACULTY
lutters, Wayne g. Associate Professor, Information Systems B.A., Connecticut College, 1992; M.S., University of California, Irvine, 1995; Ph.D., 2001 lynn, Yen-Mow Professor, Mathematics and Statistics B.S., National Taiwan University, 1955; M.S., California Institute of Technology, 1957; Ph.D., 1961 Ma, Bing Assistant Professor, Economics B.A., Central University of Finance and Economics (China), 1998; M.A., 2001; M.A., Brown University, 2002; C.Phil., University of California, Los Angeles, 2007 Ma, ronghui Assistant Professor, Mechanical Engineering B.S., Zhejiang University (China), 1991; M.S., Southeast University (China), 1994; Ph.D., State University of New York at Stony Brook, 2003 Mabe, Mitzi Instructor, English B.A., University of Maryland, Baltimore County, 1974; M.S., The Johns Hopkins University, 1977; M.S., 1980 MacCarthy, John e. Adjunct Professor, Computer Science and Electrical Engineering B.A., 1976; Ph.D., University of Notre Dame, 1982 MacKay, a. Bryan Senior Lecturer, Biological Sciences B.A., University of Maryland, Baltimore County, 1973; M.S., 1979 Maclennan, Jamie Visiting Assistant Professor, Sociology and Anthropology B.A., Rowan University, 1997; M.A., Rutgers, 2002; Ph.D., 2005 Magaziner, Jay Adjunct Professor, Erickson School B.A., Case Western Reserve University, 1970; M.A., The University of Chicago, 1977; M.S.Hyg., University of Pittsburgh, 1982; Ph.D., The University of Chicago, 1980 Magder, laurence S. Affiliate Associate Professor, Mathematics and Statistics B.A., Michigan State University, 1976; M.P.H., University of Michigan, 1982; Ph.D., The Johns Hopkins School of Hygiene and Public Health, 1994 Maguire, Brian J. Clinical Associate Professor, Emergency Health Services B.S., Regents College, 1991; M.S.A., Central Michigan University, 1993; D.P.H., The George Washington University, 2004 Maher, Jennifer H. Assistant Professor, English; Affiliate Assistant Professor, Language, Literacy, and Culture B.A., Miami University, 1995; M.A., 1999; Ph.D., Iowa State University, 2006 Majeski, robin a. Visiting Associate Professor, Erickson School B.S.N., The Catholic University of America, 1983; M.A., 1991; Ph.D., University of Maryland, College Park, 1998 Mallinson, Christine Assistant Professor, Language, Literacy, and Culture; Affiliate Assistant Professor, Gender and Womens Studies B.A., The University of North Carolina at Chapel Hill, 2000; M.A., North Carolina State University, 2002; Ph.D., 2006 Mandell, Marvin B. Professor, Public Policy B.A., State University of New York at Buffalo, 1974; B.S., 1974; Ph.D., Northwestern University, 1979 Mang, Stephen a. Lecturer, Chemistry and Biochemistry B.A., University of San Diego, 2003; M.S., University of California, Irvine, 2007 Marcotte, dave e. Associate Professor, Public Policy B.A., University of North Carolina, 1986; M.A., University of Minnesota, 1989; Ph.D., University of Maryland, College Park, 1994 Marks, Maury I. Adjunct Professor, Computer Science and Electrical Engineering B.S.E.E., Drexel Univerrity, 1957; M.S.E.E., California Institute of Technology, 1958; M.S., The Johns Hopkins University, 1978 Markus, thorsten Adjunct Assistant Professor, Physics M.S., University of Bremen (Germany), 1992; Ph.D., 1995 Martello, John S. Vice Provost, Continuing and Professional Studies; Affiliate Associate Professor, Psychology B.S., The Pennsylvania State University, 1974; M.A., University of Maryland, Baltimore County, 1976; Ph.D., Howard University, 1984 Marten, Mark r. Associate Professor, Chemical and Biochemical Engineering B.S., State University of New York at Buffalo, 1986; M.S., Purdue University, 1988; Ph.D., 1991 Martens, Jeffrey d. Lecturer, Information Systems B.A., Virginia Polytechnic Institute, 1982; M.S., The College of William & Mary, 1986 Martins, Jos Vanderlei Associate Professor, Physics B.S., University of So Paulo, 1991; M.S., 1994; Ph.D., 1999
355
Mason, richard S. Lecturer, Ancient Studies B.A., Columbia University, 1968; Ph.D., The University of North Carolina at Chapel Hill, 1979 Mathew, thomas Professor, Mathematics and Statistics B.A., University of Kerala (India), 1976; M.A., 1978; Ph.D., Indian Statistical Institute, 1984 Maton, Kenneth I. Professor, Psychology B.A., Yale University, 1975; M.A., University of Illinois at Urbana-Champaign, 1982; Ph.D., 1984 May, Brigitte Z. Senior Lecturer, Modern Languages and Linguistics Ph.D., Tulane University, 1974 McCann, Carole Associate Professor, Gender and Womens Studies; Affiliate Associate Professor, Language, Literacy, and Culture B.A., Temple University, 1978; Ph.D., University of California, Santa Cruz, 1987 McCann, Kevin J. Affiliate Associate Professor, Physics; Research Associate Professor, Joint Center for Earth Systems Technology B.S., Georgia Institute of Technology, 1969; M.S., 1971; Ph.D., 1974 McCarthy, John e. Adjunct Professor, Computer Science and Electrical Engineering B.A., Carleton College, 1976; Ph.D., University of Notre Dame, 1982 McCarthy, lucille Professor, English
B.A., Stanford University, 1966; M.A.T., University of Chicago, 1968; Ph.D., University of Pennsylvania, 1985
McConnell, Virginia d. Professor, Economics B.A., Smith College, 1969; Ph.D., University of Maryland, College Park, 1978
356 FACULTY
McCray, Stanley Associate Professor, Modern Languages and Linguistics B.A., University of Toledo, 1974; M.A., University of Michigan, 1976; Ph.D., 1979 McCully, Susan Lecturer, Theatre; Affiliate Assistant Professor, Gender and Womens Studies
B.A., Allentown College of St. Francis de Sales, 1985; M.F.A., The Catholic University of America, 1989; Ph.D.,University of Wisconsin-Madison, 1997
McMillan, William Wallace Associate Professor, Physics B.S., Rhodes College, 1985; M.A., The Johns Hopkins University, 1990; Ph.D., 1992 McShane, Marjorie J. Research Assistant Professor, Computer Science and Electrical Engineering B.A., Grinnell College, 1989; M.A., State University of New York at Albany, 1992; M.A., Princeton University, 1996; Ph.D., 1998 Medina-lpez-Portillo, adriana Assistant Professor, Modern Languages and Linguistics; Affiliate Assistant Professor, Language, Literacy, and Culture B.A., National Autonomous University of Mexico, 1995; M.A., University of Maryland, Baltimore County, 1998; Ph.D., 2004 Mehta, amita V. Affiliate Assistant Professor, Geography and Environmental Systems; Research Assistant Professor, Joint Center for Earth Systems Technology B.S., Gujarat University (India), 1980; M.Sc., 1982; M.S., Florida State University, 1987; Ph.D., 1991 Melcavage, eugene Peter, II Lecturer, Political Science B.A., University of Maryland, Baltimore County, 1991; M.A., 1992; J.D., University of Maryland, 1996 Mendelson, tamra C. Assistant Professor, Biological Sciences B.A., University of Maryland, Baltimore County, 1991; M.A., 1992; J.D., University of Maryland, 1996 Menyuk, Curtis r. Professor, Computer Science and Electrical Engineering; Affiliate Professor, Mathematics and Statistics B.S., Massachusetts Institute of Technology, 1976; M.S., 1976; Ph.D., University of California, Los Angeles, 1981
Menzie, Charles a. Adjunct Assistant Professor, Civil and Environmental Engineering B.S., Manhattan College, 1971; M.A., City College of New York, 1974; Ph.D., 1978 Meringolo, denise d. Assistant Professor, History B.A., The George Washington University, 1990; M.A., University of Maryland, College Park, 1994; Ph.D., The George Washington University, 2005 Messick, rosalie e. Senior Lecturer, Modern Languages and Linguistics B.A., Mount St. Agnes College, 1968; M.A., University of Arizona, 1975 Messinger, Seth d. Assistant Professor, Sociology and Anthropology B.A., University of Connecticut, 1990; M.A., New York University, 1996; Ph.D., Columbia University, 2003 Metzger, Mary ann Associate Professor Emerita, Psychology B.A., University of Connecticut, 1960; M.A., 1968; Ph.D., 1970 Meyers, roy t. Professor, Political Science B.A., Colby College, 1976; M.A., University of Michigan, 1981; Ph.D., 1988 Miller, andrew J. Associate Professor, Geography and Environmental Systems B.A., Brown University, 1975; Ph.D., The Johns Hopkins University, 1983 Miller, Cheryl M. Associate Dean, College of Arts, Humanities and Social Sciences; Associate Professor, Political Science; Associate Professor, Public Policy B.A., Lincoln University, 1969; M.C.P., Massachusetts Institute of Technology, 1971; Ph.D., The University of North Carolina at Chapel Hill, 1983
Miller, nancy a. Associate Professor, Public Policy; Affiliate Associate Professor, Erickson School B.A., Earlham College, 1978; M.A., The University of Chicago, 1985; Ph.D., 1989 Miller, nicholas r. Professor, Political Science B.A., Harvard University, 1963; M.A., University of California, Berkeley, 1964; Ph.D., 1973 Miller, Stephen M. Associate Professor, Biological Sciences B.S., Case Western Reserve University, 1984; Ph.D., Massachusetts Institute of Technology, 1991 Milligan, Charles J. Affiliate Professor, Erickson School B.B.A., University of Notre Dame, 1983; J.D., Harvard University, 1986; M.P.H., University of California, 1990 Minkoff, Susan e. Associate Professor, Mathematics and Statistics B.S., Duke University, 1986; M.A., Rice University, 1993; Ph.D., 1995 Mitch, david F. Professor, Economics
B.A., The University of Chicago, 1973; M.A., 1974; Ph.D., 1982
Mcdermott, Patrice Associate Professor, American Studies; Affiliate Associate Professor, Gender and Womens Studies; Affiliate Associate Professor, Language, Literacy, and Culture B.A., University of Maryland, College Park, 1980; M.A., 1982; Ph.D., 1989 Mcdonald, david neal, II Assistant Professor, Visual Arts B.A., B.S., Texas A&M University, 1992; M.S., The Ohio State University, 1995; M.F.A., 1998 Mcdonough, Susan alice Assistant Professor, History; Affiliate Assistant Professor, Gender and Womens Studies A.B., Princeton University, 1996; M.A., Yale University, 2001; Ph.D., 2005 Mcgraw, Patricia Associate Professor, Biological Sciences B.S., University of Oregon, 1977; Ph.D., Columbia University, 1984 Mcgurrin, anthony M. Instructor, English B.A., University of Maryland, Baltimore County, 1974; M.A., State University of New York at Buffalo, 1975 McKinley, Kathryn l. Associate Professor, English B.Phil., The Pennsylvania State University, 1980; M.A., University of Toronto, 1984; Ph.D., University of Delaware, 1992
Mitchell, gust W. Associate Professor Emeritus, Social Work B.A., West Liberty State College, 1964; M.S., University of Tennessee, 1966; D.S.W., The Catholic University of America, 1975 Mitchell, Jeffrey t. Clinical Professor, Emergency Health Services B.A., St. Marys Seminary and University, 1971; M.S., Loyola College, 1975; Ph.D., University of Maryland, College Park, 1983 Mitchell, Susan M. Lecturer, Computer Science and Electrical Engineering B.S., University of Maryland, Baltimore County, 1979; M.S., The Johns Hopkins University, 1983
FACULTY
Moffit, Kimberly r. Visiting Assistant Professor, American Studies B.A., University of North Carolina at Charlotte, 1992; M.A., Boston University, 1994; Ph.D., Howard University, 2000 Moorjani, angela B. Professor Emerita, Modern Languages and Linguistics B.A., University of Maryland, College Park, 1963; Ph.D., The Johns Hopkins University, 1969 Moreira, antonio r. Vice Provost for Academic Affairs; Professor, Chemical and Biochemical Engineering B.S., University of Oporto (Portugal), 1973; M.S., University of Pennsylvania, 1975; Ph.D., 1977 Morel, Jorge g. Adjunct Professor, Mathematics and Statistics B.A., Pontificia Universidad Catlica Madre y Maestra (Dominican Republic), 1972; M.S., Centro Interamericano de Enseanza de Estadistica (Chile), 1974; M.S., Iowa State University, 1982; Ph.D., 1987 Moren, lisa Associate Professor, Visual Arts B.F.A., Syracuse University, 1985; M.F.A., Cranbrook Academy of Art, 1991 Morgan, leslie a. Professor, Sociology and Anthropology B.A., Miami University, 1971; M.A., University of Southern California, 1976; Ph.D., 1979 Morin, Joseph C. Lecturer, Music B.Mus., University of Maryland, College Park, 1979; M.A., New York University, 1984; Ph.D., 1992 Morris, Joel M. Professor, Computer Science and Electrical Engineering B.S., Howard University, 1966; M.S., Polytechnic Institute of Brooklyn, 1970; Ph.D., The Johns Hopkins University, 1975 Morris, Katherine J. Clinical Instructor, Social Work B.A., College of the Holy Cross, 1996; M.S.W., University of Pennsylvania, 2000 Moskal, robin B. Librarian II, A.O. Kuhn Library and Gallery B.A., University of Kentucky, 1976; M.L.I.S., 1982 Murdock, John g. Clinical Assistant Professor, Education B.S., The Johns Hopkins University, 1992; M.A.Ed., Stanford University, 1993; D.Ed., The George Washington University, 2006 Murphy, Christopher M. Professor, Psychology B.A., University of New Hampshire, 1983; M.A., State University of New York at Stony Brook, 1990; Ph.D., 1991 neerchal, nagaraj K. Professor, Mathematics and Statistics B.S., Indian Statistical Institute, 1981; M.S., 1982; Ph.D., Iowa State University, 1986 neff, robert J. Assistant Professor, Geography and Environmental Systems B.S., Southern Illinois University at Carbondale, 1996; M.S., 1998; Ph.D., The Pennsylvania State University, 2005 nelson, John e. Clinical Assistant Professor, Education; Affiliate Assistant Professor, Language, Literacy, and Culture B.A., University of Washington, 1965; M.A., University of California, Los Angeles, 1973; Ph.D., McGill University, 1980 nicholas, Charles K. Professor, Computer Science and Electrical Engineering B.S., University of MichiganFlint, 1979; M.S., The Ohio State University, 1982; Ph.D., 1988 nielsen, M. Marriott Instructor, English B.A., University of Delaware, 1976 nirenburg, Sergei Professor, Computer Science and Electrical Engineering M.Sc., Kharkov University (U.S.S.R.), 1974; Ph.D., The Hebrew University of Jerusalem (Israel), 1980 nohe, timothy Associate Professor, Visual Arts B.F.A., Maryland Institute, College of Art, 1989; M.F.A., University of California, San Diego, 1995 norcio, anthony F. Professor, Information Systems B.A., University of Maryland, College Park, 1965; B.S., 1968; M.L.S., 1973; Ph.D., The Catholic University of America, 1978 norris, donald F. Professor, Public Policy B.S., University of Memphis, 1964; M.A., University of Virginia, 1968; Ph.D., 1971 north-Coleman, Cheryl M. Lecturer, Education B.A., Towson University, 1993; M.Ed., 1999 nunoo-Quarcoo, Francis Professor, Visual Arts B.A., Dickinson College, 1984; M.F.A., University of Michigan, Ann Arbor, 1987 oBrien, eileen Lecturer, Psychology; Affiliate Assistant Professor, Gender and Womens Studies B.S., University of Pittsburgh, 1973; M.S., The Catholic University of America, 1977; M.A., 1984; Ph.D., 1987 odell, Kathy Associate Dean, College of Arts, Humanities and Social Sciences; Associate Professor, Visual Arts B.A., Colby College, 1973; M.A., University of California, Berkeley, 1982; Ph.D., City University of New York Graduate Center, 1992
357
oneill, Michael C. Associate Professor, Biological Sciences B.S., University of Santa Clara, 1962; Ph.D., University of California, Berkeley, 1969 oates, James timothy Associate Professor, Computer Science and Electrical Engineering B.S., North Carolina State University, 1989; M.S., University of Massachusetts, Amherst, 1997; Ph.D., 2000 ogura, tatsuya Research Assistant Professor, Biological Sciences B.S., Niigata University (Japan), 1983; M.S., 1985; Ph.D., Teikyo University School of Medicine (Japan), 1993 okundaye, Joshua Associate Professor, Social Work B.A., University of Oklahoma, 1983; M.A., 1990; M.S.W., University of Maryland, Baltimore, 1992; Ph.D., 1996 olano, Marc Assistant Professor, Computer Science and Electrical Engineering B.S., University of Illinois at Urbana-Champaign, 1990; Ph.D., The University of North Carolina at Chapel Hill, 1998 oliva, linda M. Clinical Assistant Professor, Education B.S., University of Maryland, College Park, 1981; M.Ed., Boston University, 1984; Ed.D., 1993 olson, William S. Affiliate Associate Professor, Physics; Research Associate Professor, Joint Center for Earth Systems Technology A.B., Cornell University, 1978; Ph.D., University of Wisconsin, 1987 omland, Kevin Associate Professor, Biological Sciences B.A., Dartmouth College, 1985; Ph.D., The University at Albany, 1995
358 FACULTY
oraiopoulos, lazaros Affiliate Associate Professor, Physics; Research Associate Professor, Joint Center for Earth Systems Technology B.Sc., Aristotles University of Thessaloniki (Greece), 1989; M.Sc., McGill University (Canada), 1992; Ph.D., 1996 orgelfinger, gail Senior Lecturer, English B.A., The George Washington University, 1972; A.M., The University of Chicago, 1973; Ph.D., 1978 orser, W. edward Professor, American Studies; Affiliate Professor, Language, Literacy, and Culture B.A., Randolph-Macon College, 1962; M.A., Yale University, 1963; Ph.D., University of New Mexico, 1969 osherow, Michele I. Clinical Assistant Professor, English
B.A., Carnegie Mellon University,
Park, Junyong Assistant Professor, Mathematics and Statistics B.S., Seoul National University (Korea), 1995; M.S., 1997; M.S., Purdue University, 2003; Ph.D., 2006 Parker, Carolyn a. Clinical Assistant Professor, Education B.A., State University of New York at Binghamton, 1986; M.A.T., Union College, 1991; Ph.D., University of Maryland, College Park, 2001 Parker, eugene P. Associate Professor, Geography and Environmental Systems B.A., The Ohio State University, 1972; M.A., 1974; M.S., 1975; Ph.D., University of Colorado, 1981 Parrish, John Macon Adjunct Professor, Erickson School B.A., University of Virginia, 1974; M.S., Virginia Commonwealth University, 1976; Ph.D., 1979 Patel, Chintan Research Assistant Professor, Computer Science and Electrical Engineering B.E., University of South Gujarat (India), 1999; M.S., University of Maryland, Baltimore County, 2001; Ph.D., 2004 Pavlis, erricos Constantine Affiliate Associate Professor, Physics; Research Associate Professor, Joint Center for Earth Systems Technology Dipl. Ing., National Technical University of Athens (Greece), 1976; M.S., The Ohio State University, 1979; Ph.D., 1983 Peake, Charles F. Associate Professor Emeritus, Economics B.S., East Tennessee State University, 1956; M.S., University of Tennessee, 1957; Ph.D., University of Maryland, College Park, 1968
Peng, Yun Professor, Computer Science and Electrical Engineering B.S., Harbin Engineering Institute (China), 1970; M.S., Wayne State University, 1981; Ph.D., University of Maryland, College Park, 1985 Perks, H. Mark Senior Lecturer, Chemistry and Biochemistry B.S., Bucknell University, 1970; Ph.D., The Johns Hopkins University, 1980 Pfeifer, Jessica Assistant Professor, Philosophy B.A., Wesleyan University, 1991; Ph.D., University of California, San Diego, 1999 Phatak, dhananjay S. Associate Professor, Computer Science and Electrical Engineering B. Tech., Indian Institute of Technology (Bombay, India), 1985; M.S.E.E., University of Massachusetts Amherst, 1990; Ph.D., 1994 Pincus, Fred l. Professor, Sociology and Anthropology; Affiliate Professor, Language, Literacy, and Culture B.A., University of California, Los Angeles, 1964; M.A., 1967; Ph.D., 1969 Pinkston, John t. Professor, Computer Science and Electrical Engineering B.S.E., Princeton University, 1964; M.S., Massachusetts Institute of Technology, 1966; Ph.D., 1967 Pittenger, arthur o. Professor, Mathematics and Statistics
B.S., Stanford University, 1958; M.S., 1959; Ph.D., 1967
Pitts, Steven C. Associate Professor, Psychology B.A., California State University, North Ridge, 1990; M.A., Arizona State University, 1993; Ph.D., 1999 Platt, austin P. Associate Professor Emeritus, Biological Sciences B.A., Williams College, 1959; M.A., University of Massachusetts Amherst, 1963; Ph.D., 1965 Plusquellic, James Associate Professor, Computer Science and Electrical Engineering B.S., Indiana University of Pennsylvania, 1983; M.S., University of Pittsburgh, 1995; Ph.D., 1997 Poggio, Sara Z. Associate Professor, Modern Languages and Linguistics; Affiliate Associate Professor, Gender and Womens Studies; Affiliate Associate Professor, Language, Literacy, and Culture Licencia en Sociologia, Universidad de Buenos Aires (Argentina), 1973; Ph.D., University of Maryland, College Park, 1991 Polk, dwight a. Senior Lecturer, Emergency Health Services B.A., Virginia Polytechnic and State University, 1981; M.S.W., University of Maryland, Baltimore, 1996 Pollack, ralph M. Professor, Chemistry and Biochemistry Sc.B., Brown University, 1965; Ph.D., University of California, Berkeley, 1968 Potra, Florian a. Professor, Mathematics and Statistics B.S., Babes-Bolyai University (Romania), 1973; M.S., 1974; Ph.D., University of Bucharest and INCREST (Romania), 1980
1988; M.A., University of Maryland, College Park, 1994; Ph.D., 2000
oskoz, ana r. Assistant Professor, Modern Languages and Linguistics B.A., University of Deusto (Spain), 1992; M.A., University
of the Basque Country (Spain), 1993; M.A., The University of Iowa, 1997, Ph.D., 2003
ostrand-rosenberg, Suzanne Professor, Biological Sciences A.B., Barnard College, 1970; Ph.D., California Institute of Technology, 1974 ozok, a. ant Assistant Professor, Information Systems B.S., Technical University of Istanbul (Turkey), 1996; M.S., Purdue University, 1997; Ph.D., 2001 Papadakis, aristeides Professor Emeritus, History B.A., Holy Cross College, 1961; M.A., Fordham University, 1964; Ph.D., 1968
Pittman, todd B. Associate Professor, Physics B.S., Bucknell University, 1990; M.S., University of Maryland, Baltimore County, 1992; Ph.D., 1996
FACULTY
Pouyat, richard V. Adjunct Professor, Civil and Environmental Engineering A.S., State University of New York, Morrisville, 1978; B.S., State University of New York, Syracuse, 1980; M.S., 1983; Ph.D., Rutgers University, 1992 Power, Kate S. Clinical Assistant Professor, Education B.A., Northwestern University, 1984; M.Ed., University of Illinois at Chicago, 1990; Ph.D., 2001 Provencher, denis M. Assistant Professor, Modern Languages and Linguistics; Affiliate Assistant Professor, Language, Literacy, and Culture B.A., The University of Vermont, 1992; M.A., The Pennsylvania State University, 1994; Ph.D., 1998 Provine, robert r. Professor, Psychology B.S., Oklahoma State University, 1965; Ph.D., Washington University, 1971 rabenhorst, thomas d. Senior Lecturer, Geography and Environmental Systems B.S., University of Maryland, College Park, 1968; M.A., 1972 rabin, Bernard M. Professor, Psychology B.A., University of Michigan, 1963; Ph.D., State University of New York at Buffalo, 1968 rada, roy Professor, Information Systems B.A., Yale University, 1973; M.S., University of Houston, 1976; M.D., Baylor College of Medicine, 1977; Ph.D., University of Illinois a Urbana-Champaign, 1981 radtke, Katherine l. Associate Professor, Chemistry and Biochemistry A.S., St. Petersburg Junior College, 1983; B.A., University of South Florida, 1992; Ph.D., Auburn University, 1996 rao, govind Professor, Chemical and Biochemical Engineering B.S., Indian Institute of Technology (Madras, India), 1984; Ph.D., Drexel University, 1987 rasera, robert l. Professor Emeritus, Physics B.S., Wheaton College, 1960; Ph.D., Purdue University, 1965 ratcliffe, Michael r. Lecturer, Geography and Environmental Systems B.S., University of Maryland, College Park, 1984; M.L., University of Oxford (U.K.), 1989 rathinam, Muruhan Assistant Professor, Mathematics and Statistics B.E., University of New South Wales (Sydney, Australia), 1987; Ph.D., California Institute of Technology, 1997 ray, Jayanta Adjunct Assistant Professor, Chemistry and Biochemistry B.Sc., Calcutta University (India); M.Sc.; Ph.D., 1999 re, Peggy Associate Professor, Visual Arts B.F.A., Virginia Commonwealth University, 1985; M.F.A., University of Michigan, 1993 readel, Karin e. Senior Lecturer, Geography and Environmental Systems B.S., State University of New York College of Environmental Science and Forestry, 1987; M.S., University of Illinois at Urbana-Champaign, 1995 redding, tate o. Senior Lecturer, Information Systems
B.A., Dakota Weslyan University,
359
reno, robert C. Associate Professor, Physics B.S., Manhattan College, 1965; M.A., Brandeis University, 1967; Ph.D., 1970 resta, S. Peter Adjunct Assistant Professor, Psychology B.S., Mount St. Marys University, 1970; M.A., Loyola College in Maryland, 1976; M.S.W., University of Maryland, Baltimore, 1984; Ph.D., University of Maryland, College Park, 1993 rheingans, Penny Associate Professor, Computer Science and Electrical Engineering B.A., Harvard University, 1985; M.S., The University of North Carolina at Chapel Hill, 1988; Ph.D., 1993 richards, e. Michael Associate Professor, Music B.M., New England Conservatory of Music, 1976; M.M., Yale University School of Music, 1978; A.M., Smith College, 1980; Ph.D., University of California, San Diego, 1984 ritschel, daniel Associate Professor, History B.A., McGill University, 1978; M.A., 1981; Ph.D., University of Oxford (U.K.), 1987 rivkin, Mary S. Associate Professor, Education; Affiliate Associate Professor, Language, Literacy, and Culture B.A., Wellesley College, 1960; M.Ed., Western Washington State College, 1975; Ph.D., University of Maryland, College Park, 1985 robinson, Phyllis r. Professor, Biological Sciences B.A., Wellesley College, 1973; Ph.D., University of Wisconsin-Madison, 1981 robinson, thomas n., Jr. Assistant Professor, Africana Studies; Assistant Professor, Psychology B.A., Morehouse College, 1967; M.S., Howard University, 1971; Ph.D., 1974
robucci, ryan Assistant Professor, Computer Science and Electrical Engineering B.S., University of Maryland, Baltimore County, 2002; M.S., Georgia Institute of Technology, 2004; Ph.D., 2007 ronch, Judah l. Professor of the Practice, Erickson School B.A., Hunter College, 1966; Ph.D., Yeshiva University, 1972 rose, Morgan Joseph Assistant Professor, Economics B.A., University of MissouriColumbia, 1994; M.A., 1996; M.A., Washington University, 2000; Ph.D., 2005 rosenthal, alan S. Associate Professor, Modern Languages and Linguistics B.A., University of Maryland, College Park, 1959; M.A., 1961; Ph.D., Rutgers University, 1970 ross, Julia Myers Professor, Chemical and Biochemical Engineering B.S., Purdue University, 1990; Ph.D., University of Texas at Houston, 1994 rostamian, rouben Professor, Mathematics and Statistics B.S., Arya-Mehr University (Iran), 1972; Ph.D., Brown University, 1977 roth, thomas F. Professor Emeritus, Biological Sciences B.S., Tufts University, 1954; M.A., Harvard University, 1959; Ph.D., 1964 rothstein, William g. Professor, Sociology and Anthropology; Affiliate Professor, Language, Literacy, and Culture B.S., Massachusetts Institute of Technology, 1959; M.A., University of Minnesota, 1961; Ph.D., Cornell University, 1964
1978; M.A.S., The Johns Hopkins University, 1991
reed, Brian e. Professor, Civil and Environmental Engineering B.S., State University of New York at Buffalo, 1984; M.S., 1986; Ph.D., 1990
360 FACULTY
rous, Philip J. Associate Dean, College of Natural and Mathematical Sciences; Professor, Physics B.Sc., University of Bristol (U.K.), 1983; Diploma of Imperial College, 1986; Ph.D., Imperial College of Science and Technology, University of London (U.K.), 1986 roy, anindya Associate Professor, Mathematics and Statistics B.S., Indian Statistical Institute (Calcutta, India), 1991; M.S., 1993; Ph.D., Iowa State University, 1999 rubin, anna Associate Professor, Music B.A., Pomona College, 1968; B.F.A., California Institute of the Arts, 1975; M.F.A., 1981; M.A., Princeton University, 1996; Ph.D., 2000 rubin, anne Sarah Associate Professor, History A.B., Princeton University, 1991; M.A., University of Virginia, 1993; Ph.D., 1999 rubin, Morton H. Professor, Physics B.S., Massachusetts Institute of Technology, 1959; Ph.D., Princeton University, 1964 rubinstein, robert l. Professor, Sociology and Anthropology; Affiliate Professor, Language, Literacy, and Culture B.A., Case Western Reserve University, 1968; M.A., Bryn Mawr College, 1972; Ph.D., 1978 rukhin, andrew Professor, Mathematics and Statistics B.S., Leningrad State University (Russia), 1967; Ph.D., Steklov Mathematical Institute (Russia), 1970 rusinko, elaine Associate Professor, Modern Languages and Linguistics B.A., University of Maryland, College Park, 1971; M.A., Brown University, 1973; Ph.D., 1976 rutledge, Janet C. Senior Associate Dean, Graduate School; Affiliate Associate Professor, Computer Science and Electrical Engineering B.S., Rensselaer Polytechnic Institute, 1983; M.S., Georgia Institute of Technology, 1984; Ph.D., 1990 Sachs, david H. Professor of the Practice, Erickson School B.A., Amherst College, 1992; M.B.A., Harvard University, 1997; M.P.A., 1998 Sagvolden, terje Adjunct Professor, Psychology Ph.D., University of Oslo, Norway, 1979 Salkever, david S. Professor, Public Policy A.B., 1965, Amherst College; Ph.D., Harvard University, 1971 Salkind, Wendy Associate Professor, Theatre B.F.A., California Institute of the Arts, 1972; M.F.A., University of California, Davis, 1974 Sampath, Sreedevi Assistant Professor, Information Systems B.E., Osmania University (India), 2000; M.S., University of Delaware, 2002; Ph.D., 2006 Sandoz, James W. Senior Lecturer, Biological Sciences B.A., University of Maryland, Baltimore County, 1976; M.S., 1979 Santarpia, Joshua l. Adjunct Assistant Professor, Civil and Environmental Engineering B.S., New Mexico Institute of Mining and Technology, 1997; M.S., Texas A&M University, 2001; Ph.D., 2005 Schaeffer, Cindy M. Adjunct Assistant Professor, Psychology B.S., University of Maryland, College Park, 1992; M.A., University of MissouriColumbia, 1996; Ph.D., 2000 Schaffer, eugene C. Professor, Education; Affiliate Professor, Language, Literacy, and Culture B.A., Temple University, 1968; M.Ed., 1971; Ph.D., 1975 Schaller, thomas F. Associate Professor, Political Science B.A., State University of New York at Oswego, 1989; M.S., Florida State University, 1990; Ph.D., The University of North Carolina at Chapel Hill, 1997 Schamp, Homer W., Jr. Professor Emeritus, Education A.B., Miami University of Ohio, 1944; M.S., University of Michigan, 1947; Ph.D., 1952 Schneider, Judith M. Associate Professor, Modern Languages and Linguistics B.A., Barnard College, 1963; Ph.D., Duke University, 1969 Schoenbaum, geoffrey Adjunct Assistant Professor, Psychology B.S., University of Georgia, 1989; Ph.D., The University of North Carolina at Chapel Hill, 1994; M.D., 1996 Schraven, greggory S. Lecturer, Theatre B.A., University of Maryland, Baltimore County, 1997 Schreier, Harold J. Associate Professor, Biological Sciences B.S., California Polytechnic State University, 1978; Ph.D., The Pennsylvania State University, 1983 Schultz, david a. Assistant Professor, Psychology B.A., University of Maryland, College Park, 1990; M.Div., Yale University, 1993; M.A., The College of William & Mary, 1995; Ph.D., University of Delaware, 2000 Schumacher, John g. Associate Professor, Sociology and Anthropology; Affiliate Assistant Professor, Erickson School B.S., John Carroll University, 1986; M.A., Bowling Green State University, 1994; M.A., Case Western Reserve University, 1997; Ph.D., 2000 Schwartz, ana Mara Associate Professor, Modern Languages and Linguistics; Affiliate Associate Professor, Language, Literacy, and Culture B.S., Barry University, 1966; M.Ed., Colorado State University, 1979; Ph.D., University of Maryland, College Park, 1992 Schwartz, John B. Lecturer Emeritus, Information Systems B.A., University of Minnesota, 1949 Schwartz, ronald a. Lecturer Emeritus, Education B.S., University of Idaho, 1962; M.A., West Chester State College, 1972 Scott, Michelle renee Assistant Professor, History; Affiliate Assistant Professor, Gender and Womens Studies B.A., Stanford University, 1996; M.A., Cornell University, 2000, Ph.D., 2002 Scott, Valeri P. Lecturer Emerita, Information Systems B.A., Lake Forest College, 1971; M.A., University of Wisconsin, 1973; M.A., University of Oklahoma, 1975 Scully, Patricia a. Associate Professor, Education; Affiliate Associate Professor, Language, Literacy, and Culture B.A., Trenton State College, 1971; M.A., Columbia University, 1974; Ph.D., University of Maryland, College Park, 1997 Seagall, Zary Distinguished Professor, Computer Science and Electrical Engineering M.Sc., Technion (Israel), 1976; D.Sc., 1979 Seaman, Carolyn B. Associate Professor, Information Systems B.A., College of Wooster, 1986; M.S., Georgia Institute of Technology, 1987; Ph.D., University of Maryland, College Park, 1996
FACULTY
Seaman, Kevin g. Clinical Assistant Professor, Emergency Health Services B.S., Georgetown University, 1980; M.D., 1984 Searls, Colette C. Assistant Professor, Theatre B.A., University of California, Berkeley, 1991; M.F.A., University of California, Irvine, 2002 Sears, andrew l. Professor, Information Systems; Affiliate Professor, Erickson School B.S., Rensselaer Polytechnic Institute, 1988; Ph.D., University of Maryland, College Park, 1993 Sekin, gl Assistant Professor, Sociology and Anthropology B.A., Bosphorus University (Turkey), 1994; M.S.G., University of Southern California, 1998; Ph.D., Case Western Reserve University, 2006 Sedlak, Joseph Adjunct Associate Professor, Physics B.S., Case Western Reserve University; Ph.D., University of Wisconsin Seguin, linda Marie Librarian II, A.O. Kuhn Library and Gallery B.A., The Pennsylvania State University, 1990; M.L.I.S., University of South Carolina, 2000 Seidman, thomas I. Professor, Mathematics and Statistics; Affiliate Professor, Computer Science and Electrical Engineering A.B., The University of Chicago, 1952; M.A., Teachers College Columbia University, 1953; M.S., New York University, 1954; Ph.D., 1959 Shelton, nancy rankie Assistant Professor, Education; Affiliate Assistant Professor, Language, Literacy, and Culture B.A., State University of New York at Albany, 1976; M.A., University of Florida, 1992; Ed.S., 1995; Ph.D., 2003 Shen, Jinglai Assistant Professor, Mathematics and Statistics B.S.E., Beijing University of Aeronautics and Astronautics (China), 1994; M.S.E., 1997; Ph.D., University of Michigan, 2002 Sherman, alan t. Associate Professor, Computer Science and Electrical Engineering Sc.B., Brown University, 1978; M.S., Massachusetts Institute of Technology, 1981; Ph.D., 1987 Sherwin, Walter K. Associate Professor, Ancient Studies A.B., University of Notre Dame, 1960; M.A., The Ohio State University, 1962; Ph.D., 1966 Shewbridge, William Clarence Affiliate Assistant Professor, Modern Languages and Linguistics B.A., University of Maryland, Baltimore County, 1980; M.S., Towson University, 1985; D.C.D., University of Baltimore, 2002 Shields, anna Marshall Associate Professor, Modern Languages and Linguistics A.B., Washington University, 1987; A.M., Harvard University, 1990; Ph.D., Indiana University, 1998 Shih, Yanhua Professor, Physics B.S., Northwestern University, 1981; M.S., University of Maryland, College Park, 1984; Ph.D., 1987 Shin, Pyong K. Research Assistant Professor, Chemical and Biochemical Engineering B.S., Seoul National University (Korea), 1985; Ph.D., Purdue University, 1990 Shin, Sarah Jihe Associate Professor, Education; Affiliate Associate Professor, Language, Literacy, and Culture B.S., Cornell University, 1992; Ph.D., University of Michigan, 1998 Shipka, Jody Assistant Professor, English B.A., Loyola University Chicago, 1997; M.A., University of Illinois at Urbana-Champaign, 1999; Ph.D., 2005 Shivnan, Sally Senior Lecturer, English B.A., University of Maryland, Baltimore County, 1995; M.F.A., George Mason University, 1999 Short, John rennie Professor, Public Policy M.A., University of Aberdeen (U.K.), 1973; Ph.D., University of Bristol (U.K.), 1976 Sidhu, deepinder P. Professor, Computer Science and Electrical Engineering B.S., University of Kansas, 1966; M.S., State University of New York at Stony Brook, 1979; Ph.D., 1973 Siegman, aron W. Professor Emeritus, Psychology B.A., City College of New York, 1952; M.S., University of Wisconsin, 1954; Ph.D., Columbia University, 1957 Sigurdsson, Sigurdur oli Assistant Professor, Psychology B.A., University of Iceland, 2000; B.A., 2001; M.A., Western Michigan University, 2004; Ph.D., 2006 Simmons-Hodo, Simmona e. Librarian IV, A.O. Kuhn Library and Gallery; Affiliate Assistant Professor, Gender and Womens Studies B.A., University of Maryland, Baltimore County, 1974; M.L.S., University of Maryland, College Park, 1976; M.A., 1985 Singer, Harvey n. Adjunct Assistant Professor, Erickson School S.B., Massachusetts Institute of Technology; M.B.A., Harvard University
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Singer, Jonathan e. Associate Professor, Education B.A., Brown University, 1988; M.A.T., Colgate University, 1992; Ph.D., University of Missouri, 1997 Sinha, Bimal K. Professor, Mathematics and Statistics B.Sc., Calcutta University (India), 1965; M.Sc., 1967; Ph.D., University of Calcutta (India), 1973 Sinnigen, John H. Professor, Modern Languages and Linguistics; Affiliate Professor, Language, Literacy, and Culture A.B., Dartmouth College, 1967; M.A., The Johns Hopkins University, 1968; Ph.D., 1971 Sinsky, Joel a. Adjunct Professor, Physics B.A., University of Pennsylvania, 1959; Ph.D., University of Maryland, College Park, 1967 Sipe, Vicki Librarian II, A.O. Kuhn Library and Gallery B.A., University of Minnesota, 1990; M.L.S., University of Maryland, College Park, 1991 Sivalingam, Krishna M. Professor, Computer Science and Electrical Engineering B.E., Anna University (India), 1988; M.S., State University of New York at Buffalo, 1990; Ph.D., 1994 Skotnicki, Jerrauld S. Adjunct Professor, Chemistry and Biochemistry A.B., College of the Holy Cross, 1973; M.A., Dartmouth College, 1974; Ph.D., Princeton University, 1981 Slifer, Keith John Adjunct Assistant Professor, Psychology B.A., Western Maryland College, 1979; M.A., University of Maryland, Baltimore County, 1981; Ph.D., Florida State University, 1987
362 FACULTY
Sloane, robert a. Associate Professor, Modern Languages and Linguistics A.B., Dartmouth College, 1964; M.A., University of Minnesota, 1967; Ph.D., The Johns Hopkins University, 1972 Small, Sue e. Clinical Assistant Professor Education B.S., Miami University, 1962; M.Ed., 1964 Ed.D., University of Maryland, College Park, 1985 Smalls, James Associate Professor, Visual Arts B.A., University of California, Los Angeles, 1981; M.A., 1986; Ph.D., 1991 Smead, e. Howard Adjunct Associate Professor, History B.A., University of Maryland, College Park, 1970; M.A., 1972; Ph.D., 1979 Smith, dana H. Lecturer, Information Systems B.S., Salisbury State University, 1990; M.Ed., 1994; M.S., University of Maryland, Baltimore County, 2001 Smith, david W. Assistant Professor, Music B.A., Towson University, 1983; M.Mus., Indiana University, 1992; M.Mus., Webster University, 1997 Smith, Jeffrey Lecturer, Chemical and Biochemical Engineering B.S., University of Maryland, Baltimore County, 1986; M.S., 1989 Smith, orianne Assistant Professor, English; Affiliate Assistant Professor, Gender and Womens Studies B.A., Bennington College, 1986; M.A., Loyola University Chicago, 1999; Ph.D., 2005 Smith, Paul J. Associate Professor, Chemistry and Biochemistry B.S., State University of New York Brockport, 1988; Ph.D., University of Pittsburgh, 1993 Smith, robert Wayne Affiliate Professor, Erickson School B.S., Eastern Illinois University, 1965; M.S., Purdue University, 1966; M.S.W., Tulane University, 1973; Ph.D., University of New Orleans, 1979 Smith, Stuart Professor, Music B.M.A., Hartt College of Music, 1970; M.A., 1972; D.M.A., University of Illinois at Urbana-Champaign, 1978 Snyder, donald Lecturer, Media and Communication Studies B.A., University of Maryland, College Park, 1995 Sokolove, Phillip g. Professor, Biological Sciences; Affiliate Professor, Education A.B., University of California, Berkeley, 1964; Ph.D., Harvard University, 1969 Sollers, John J., III Adjunct Assistant Professor, Psychology B.S., Towson State University, 1990; M.A., University of Missouri-Columbia, 1995; Ph.D., 1997 Song, Yoon Lecturer, Mathematics and Statistics B.A., University of Maryland, Baltimore County, 1997; M.S., 1999; Ph.D., 2002 Sonnenschein, Susan Associate Professor, Psychology B.A., New York University, 1972; M.S., The Pennsylvania State University, 1975; Ph.D., State University of New York at Stony Brook, 1979 Sorkin, alan l. Professor Emeritus, Economics; Affiliate Professor, Erickson School B.A., The Johns Hopkins University, 1963; M.A., 1964; Ph.D., 1966 Sparling, lynn C. Associate Professor, Physics B.S., University of New Mexico, 1976; M.S., University of Wisconsin, 1980; Ph.D., The University of Texas at Austin, 1987 Spence, anne Marie Assistant Professor, Mechanical Engineering B.S., University of Missouri, 1985; M.S., The University of Texas Arlington, 1988; Ph.D., University of Maryland, College Park, 1994 Spitz, ellen Handler Professor, Visual Arts A.B., Barnard College; M.A.T., Harvard University; Ph.D., Columbia University, 1983 Stacey, Simon Affiliate Assistant Professor, Political Science B.A., University of the Witwatersrand (South Africa), 1995; B.A., 1996; Ph.D., Princeton University, 2005 Stapleton, laura M. Assistant Professor, Psychology B.A., University of Michigan, 1988; M.Ed., George Mason University, 1992; Ph.D., University of Maryland, College Park, 2001 Starr, raymond H., Jr. Professor Emeritus, Psychology B.A., The Johns Hopkins University, 1962; M.A., Denver University, 1965; Ph.D., University of Cincinnati, 1968 Stephany, Jaromir Associate Professor Emeritus, Visual Arts A.A.S., Rochester Institute of Technology, 1956; B.F.A., 1958; M.F.A., Indiana University, 1960 Stephens, a. Brooke Associate Professor, Computer Science and Electrical Engineering B.A., University of Colorado, 1964; M.S., The Johns Hopkins University, 1982; Ph.D., University of Maryland, College Park, 1969 Stewart, Carole lynn Assistant Professor, English B.A., University of Calgary (Canada), 1993; M.A., 1996; Ph.D., University of Victoria (Canada), 2002 Stolle-Mcallister, John Associate Professor, Modern Languages and Linguistics; Affiliate Associate Professor, Language, Literacy, and Culture B.A., Bates College, 1987; M.A., University of Minnesota, 1991; Ph.D., 2000 Storch, rudolph Associate Professor, Ancient Studies A.B., Capital University, 1961; M.A., The Ohio State University, 1964; Ph.D., 1967 Strow, l. larrabee Research Professor, Physics B.A., University of Maryland, Baltimore County, 1974; M.S., University of Maryland, College Park, 1977; Ph.D., 1981 Stuart, Mary e. Professor, Sociology and Anthropology B.A., The University of North Carolina at Chapel Hill, 1971; M.A., University of Maryland, Baltimore, 1974; Sc.D., The Johns Hopkins University, 1989 Sturgeon, John Professor, Visual Arts B.F.A., University of Illinois at Urbana-Champaign, 1968; M.F.A., Cornell University, 1970 Su, Hai-Jun Assistant Professor, Mechanical Engineering B.S., Beijing University of Posts and Telecommunications (China), 1995; M.S., 1998; Ph.D., University of California, Irvine, 2004 Sullivan, Kathryn Librarian II, A.O. Kuhn Library and Gallery B.A., Grove City College, 1995; M.L.I.S., University of Maryland, College Park, 1998
FACULTY
Summers, geoffrey P. Dean, College of Natural and Mathematical Sciences; Professor, Physics B.A., University of Oxford (U.K.), 1965; Ph.D., 1970 Summers, Michael F. Professor, Chemistry and Biochemistry B.S., University of West Florida, 1980; Ph.D., Emory University, 1984 Suri, Manil Professor, Mathematics and Statistics B.S., University of Bombay (India), 1979; M.S., Carnegie Mellon University, 1980; Ph.D., 1983 Sutton, Susanne S. Lecturer, Modern Languages and Linguistics B.A., University of Hanover (Germany), 1992; M.A., Texas State University, 1994 Swan, Christopher M. Assistant Professor, Geography and Environmental Systems B.S., West Chester University, 1994; M.S., University of Maryland, College Park, 1997; Ph.D., 2003 Szalai, Veronika a. Assistant Professor, Chemistry and Biochemistry A.B., Bryn Mawr College, 1988; Ph.D., Yale University, 1998 Sznajder, roman Adjunct Associate Professor, Mathematics and Statistics M.S., University of Warsaw (Poland), 1976; M.S., University of Maryland, Baltimore County, 1992; Ph.D., 1994 takacs, laszlo Associate Professor, Physics M.S., Eotvos Lorand University (Hungary), 1974; Ph.D., 1978 takacs, Wendy e. Professor, Economics B.A., Douglass College, Rutgers University, 1969; M.A., The Johns Hopkins University, 1971; Ph.D., 1976 tan, Ming Adjunct Professor, Mathematics and Statistics B.A., Wuhan University (China), 1982; M.S., Central China Normal University and Wuhan University (China), 1986; Ph.D., Purdue University, 1990 tang, Junmei Assistant Professor, Geography and Environmental Systems B.S., Jiangxi Normal University (China), 1999; M.S., Chinese Academy of Sciences (China), 2002; Ph.D., Texas State University-San Marcos, 2007 tangborn, andrew Affiliate Associate Professor, Mathematics and Statistics; Research Associate Professor, Joint Center for Earth Systems Technology B.S.M.E., University of Washington, 1981; S.M., Massachusetts Institute of Technology, 1983; Ph.D., 1988 tasch, Uri Professor, Mechanical Engineering B.Sc., M.E., Technion (Israel), 1976; M.E., Illinois Institute of Technology, 1978; Ph.D., Massachusetts Institute of Technology, 1983 tatarewicz, Joseph n. Associate Professor, History B.A., Towson State College, 1972; M.A., The Catholic University of America, 1976; M.A., Indiana University, 1981; Ph.D., 1984 taylor, richard e. Adjunct Professor, Computer Science and Electrical Engineering B.A., State University of New York at Binghamton, 1966 temoshok, lydia r. Adjunct Professor, Psychology B.A., Yale University, 1972; M.A., University of Michigan, 1975; Ph.D., 1976 temple, Christel n. Associate Professor, Africana Studies; Affiliate Associate Professor, Gender and Womens Studies; Affiliate Associate Professor, Language, Literacy, and Culture B.A., The College of William & Mary, 1992; M.A., University of Maryland, Baltimore County, 1994; Ph.D., Temple University, 1999 templeton, roye S. Instructor, Philosophy B.A., Albright College, 1964; M.A., Howard University, 1977 tenney, Joyce e. Librarian II, A.O. Kuhn Library and Gallery B.A., University of Maryland, Baltimore County, 1979; M.L.S., University of Maryland, College Park, 1983 teti, douglas M. Adjunct Professor, Psychology B.S., St. Josephs College, 1976; M.S., Villanova University, 1980; Ph.D., The University of Vermont, 1984 thayer, Julian Adjunct Associate Professor, Psychology B.A., Indiana University, 1981; M.A., New York University, 1984; Ph.D., 1986 thomas, James Visiting Lecturer, Philosophy B.A., University of Arkansas, 1992; M.A., 1994; M.A., University of Washington, 1996 thomas, Mark Visiting Assistant Professor, Economics B.A., University of Maryland, Baltimore County, 1976; M.A., Michigan State University, 1983; Ph.D., 1996 thomas, William H. Professor of the Practice, Erickson School B.S., State University of New York College at Cortland, 1982; M.D., Harvard Medical School, 1986; D.H.L., State University of New York, 2001
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thompson, Calla Assistant Professor, Visual Arts B.F.A., University of Ottawa, 1996; M.F.A., Syracuse University, 1999 tice, Carolyn J. Professor, Social Work; Affiliate Professor, Erickson School B.S.W., West Virginia University, 1973; M.S.W., Temple University, 1976; D.S.W., University of Pennsylvania, 1987 tighe, Bonnie Senior Lecturer, Mathematics and Statistics B.S., The Pennsylvania State University, 1970 ting, laura Assistant Professor, Social Work B.A., Columbia University, 1987; M.S., 1989; Ph.D., University of Maryland, Baltimore, 2003 titchener, John M. Associate Professor Emeritus, Philosophy A.B., Kenyon College, 1958; M.A., University of Michigan, 1960; M.A., University of Melbourne, 1965; Ph.D., The Ohio State University, 1966 tokay, ali Affiliate Associate Professor, Geography and Environmental Systems; Research Associate Professor, Joint Center for Earth Systems Technology B.S., Istanbul Technical University, 1984; M.S., Saint Louis University, 1988; Ph.D., University of Illinois at Urbana-Champaign, 1993 toll, Charles H. Adjunct Professor, Mathematics and Statistics B.A., Boston College, 1968; M.Phil., Yale University, 1972; Ph.D., University of Maryland, College Park, 1984 tolosa, leah Research Associate Professor, Chemical and Biochemical Engineering B.S., University of Santo Tomas (Phillipines), 1980; M.S., 1987; Ph.D., University of Connecticut, 1995
364 FACULTY
topoleski, l.d. timmie Professor, Mechanical Engineering B.S., Cornell University, 1981; M.S., 1984; Ph.D., University of Pennsylvania, 1990 tracy, allison M. Lecturer, Chemistry and Biochemistry B.A., University of Delaware, 2001; Ph.D., The Johns Hopkins University, 2005 trela, James e. Associate Professor, Sociology and Anthropology B.A., American International College, 1965; M.A., Case Western Reserve University, 1967; Ph.D., 1970 tufekci, Zeynep Assistant Professor, Sociology and Anthropology B.S., Bosphorus Univerity (Turkey), 1991; B.A., Istanbul University (Turkey), 1995; M.A., The University of Texas at Austin, 1999; Ph.D., 2004 turner, tracey Jane Associate Professor, Physics B.A., University of Leicester (U.K.), 1984; Ph.D., 1988 Vaporis, Constantine n. Associate Professor, History; Affiliate Associate Professor, Gender and Womens Studies B.A., The Ohio State University, 1979; M.A., Princeton University, 1984; Ph.D., 1987 Vrnai, tams Affiliate Assistant Professor, Physics; Research Assistant Professor, Joint Center for Earth Systems Technology M.Sc., Etvs Lornd University (Hungary), 1989; Ph.D., McGill University (Canada), 1996 Viancour, teresa a. Associate Vice Provost, Undergraduate Education; Associate Professor, Biological Sciences B.A., University of California, San Diego, 1972; Ph.D., 1978 Viauroux, Christelle Assistant Professor, Economics B.S., University of Toulouse (France), 1993; M.S., 1995; M.A., 1996; D.E.E.Q.A., 1997; Ph.D., 2001 Vincent, James S. Associate Professor Emeritus, Chemistry and Biochemistry B.S., University of Redlands, 1957; Ph.D., Harvard University, 1963 Volkovich, Zeev (Vladimir) Adjunct Associate Professor, Mathematics and Statistics M.Sc.,Tashkent State University (U.S.S.R.), 1975; Ph.D., Ukranian Academy of Sciences (U.S.S.R.), 1982 von Kerczek, Christian H. Associate Professor Emeritus, Mechanical Engineering B.S., University of Notre Dame, 1963; M.S., 1965; Ph.D., The Johns Hopkins University, 1973 Vourlekis, Betsy S. Professor Emerita, Social Work B.A., Harvard University, 1964; M.S.W., Columbia University, 1966; Ph.D., University of Maryland, College Park, 1984 Walbesser, Henry H. Professor Emeritus, Information Systems B.S., State University of New York at Buffalo, 1958; M.A., University of Maryland, College Park, 1960; Ph.D., 1965 Waldstein, Shari Professor, Psychology A.B., Duke University, 1984; M.S., University of Pittsburgh, 1989; Ph.D., 1993 Walton, elizabeth Associate Professor, Dance B.A., Brandeis University, 1959 Walz, Bruce J. Professor, Emergency Health Services B.A., Western Maryland College, 1975; M.A., Hood College, 1982; Ph.D., University of Maryland, College Park, 1985 Wang, lai-Xi Adjunct Associate Professor, Chemistry and Biochemistry B.S., Jiangxi Normal University (China), 1984; M.S., Chinese Academy of Sciences, 1987; Ph.D., 1991 Wang, Xiao Assistant Professor, Mathematics and Statistics B.S., University of Science and Technology (China), 1997; M.S., 2000; Ph.D., University of Michigan, 2005 Wang, Yansen Affiliate Assistant Professor, Civil and Environmental Engineering B.S., Beijing Forestry University, 1982; M.S., University of Connecticut, 1985; Ph.D., 1989 Warner, Charles F. Adjunct Assistant Professor, Erickson School B.S., United States Naval Academy, 1992; M.A., University of Maryland, College Park, 1999; M.B.A., Harvard University, 2001 Warwick, Zoe S. Associate Professor, Psychology B.S., Duke University, 1985; Ph.D., 1992 Watson, lynn Associate Professor, Theatre B.F.A., Ohio University; 1975, M.F.A., University of California, Irvine, 1993 Webb, robert K. Professor Emeritus, History A.B., Oberlin College, 1947; M.A., Columbia University, 1948; Ph.D., 1951 Welch, g. rickey Professor, Biological Sciences B.S., University of Tennessee, 1970; Ph.D., 1975 Welty, Claire Professor, Civil and Environmental Engineering B.A., University of Virginia, 1976; M.S., The George Washington University, 1983; Ph.D., Massachusetts Institute of Technology, 1989 West, latanya S. Librarian I, A.O. Kuhn Library and Gallery B.A., University of Baltimore, 2004; M.L.S., Drexel University, 2006 Westphal, germn F. Associate Professor, Modern Languages and Linguistics Profesor de Ingls, Universidad Austral de Chile, 1974; M.A., Simon Fraser University (Canada), 1978; Ph.D., 1981 Wexler, Victor g. Associate Professor Emeritus, History B.A., University of Michigan, 1963; M.A., Columbia University, 1965; Ph.D., 1971 Whalen, dale l. Professor, Chemistry and Biochemistry B.S., Loras College, 1961; Ph.D., University of California, Berkeley, 1965 Wiechelt, Shelly a. Assistant Professor, Social Work; Affiliate Assistant Professor, Gender and Womens Studies B.A., California University of Pennsylvania, 1982; M.S.W., West Virginia University, 1985; Ph.D., University of Pittsburgh, 1999 Williams, gregory r. Clinical Assistant Professor, Education B.A., State University of New York at Plattsburgh, 1978; M.S., 1980; Ed.D., The George Washington University, 1997 Wilson, richard l. Lecturer, Philosophy B.A., Portland State University, 1975; M.A., Duquesne University, 1981 Wilt, lawrence J.M. Librarian III, A.O. Kuhn Library and Gallery B.A., State University of New York at Binghamton, 1970; M.L.S., Indiana University, 1977; Ph.D., Indiana University, 1980
FACULTY
Wolf, Julia B. Senior Lecturer, Biological Sciences B.S., Brenau College, 1979; M.S., University of Maryland, Baltimore Country, 1983 Wolf, richard e. Professor, Biological Sciences B.A., University of Cincinnati, 1963; M.S., 1968; Ph.D., 1970 Worchesky, terrance Associate Professor, Physics B.A., Amherst College, 1983; M.S., Georgetown University, 1982; Ph.D., 1983 Worden, Fred Assistant Professor, Visual Arts B.F.A., Colorado College, 1971; M.F.A., California Institute of the Arts, 1973 Wu, en Shinn Associate Professor, Physics B.S., National Taiwan University, 1965; Ph.D., Cornell University, 1972 Xiao, Yan Adjunct Associate Professor, Information Systems B.A.Sc., Lanzhou Railroad Institute (China), 1982; M.A.Sc., Beijing Institute of Technology (China), 1985; Ph.D., University of Toronto (Canada), 1994 Xu, Huakun (Hockin) Adjunct Assistant Professor, Mechanical Engineering B.S., Hangzhou University (China), 1984; M.S., Kansas State University, 1990; Ph.D., University of Maryland, College Park, 1993 Yager, david Distinguished Professor, Visual Arts; Affiliate Professor, Erickson School B.A., University of Connecticut, 1971; M.F.A., Florida State University, 1974 Yalowitz, Steven Associate Professor, Philosophy B.A., Oberlin College, 1983; Ph.D., Columbia University, 1991 Yan, li Professor, Computer Science and Electrical Engineering B.S., University of Science and Technology of China, 1982; M.S., University of Maryland, College Park, 1986; Ph.D., 1989 Yang, Zhongqin (June) Librarian I, A.O. Kuhn Library and Gallery B.A., Anhui University (China), 1997; B.Law, Peking University (China), 1999; M.S.I.S., University at Albany, State University of New York, 2002 Yesha, Yaacov Professor, Computer Science and Electrical Engineering B.Sc., Tel-Aviv University (Israel), 1972; M.Sc., Weizmann Institute of Science (Israel), 1975; Ph.D., 1979 Yesha, Yelena Professor, Computer Science and Electrical Engineering B.Sc., York University (Canada), 1984; M.Sc., The Ohio State University, 1986; Ph.D., 1989 Yip, Ka-Che Professor, History B.A., The University of Hong Kong, 1965; M.A., Columbia University, 1967; Ph.D., 1970 Yoon, Victoria Associate Professor, Information Systems B.S., Chung-Ang University (Korea), 1979; M.S., University of Pittsburgh, 1982; Ph.D., The University of Texas Arlington, 1989 York, donald M. Adjunct Assistant Professor, Computer Science and Electrical Engineering B.S., Stevens Institute of Technology, 1978; M.S., University of Pittsburgh, 1982; Ph.D., George Mason University, 2001 Yoshioka, airi Assistant Professor, Music B.A., Yale University, 1992; M.Mus., The Juilliard School, 1995; D.M.A., 2002 Young, david B. Associate Professor Emeritus, Education B.A., The Ohio State University, 1958; M.A., 1962; Ed.D., Stanford University, 1967 Young, Patricia a. Assistant Professor, Education; Affiliate Assistant Professor, Language, Literacy, and Culture B.F.A., New York Institute of Technology, 1985; M.S., California State University, Hayward, 1994; Ph.D., University of California, Berkeley, 1999 Young, Steven r. Associate Professor, Modern Languages and Linguistics B.A., Fordham University, 1973; M.A., The University of Chicago, 1974; Ph.D., 1984 Younis, Mohamed Farag Associate Professor, Computer Science and Electrical Engineering B.Sc., Alexandria University (Egypt), 1987; M.Sc., 1992; Ph.D., New Jersey Institute of Technology, 1997 Zhang, dongsong Associate Professor, Information Systems B.S., The BRANCH campus of Peking University (Beijing, China), 1990; M.S., Chinese Academy of Sciences (Beijing, China), 1995; Ph.D., The University of Arizona, 2002 Zhou, lina Associate Professor, Information Systems B.S., Shanxi University (China), 1991; M.S., 1994; M.S., The University of Arizona, 2001; Ph.D., Peking University (China), 1998 Zhu, liang Associate Professor, Mechanical Engineering B.S., University of Science and Technology (China), 1988; M.Phil., The City University of New York, 1995; Ph.D., 1995
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Zhu, Weidong Professor, Mechanical Engineering B.S., Shanghai Jiao Tong University (China), 1986; M.S., Arizona State University, 1988; Ph.D., University of California, Berkeley, 1994 Zimmerman, Sheryl Adjunct Professor, Erickson School B.S.W., University of Illinois at Urbana-Champaign, 1979; M.S.W., University of Illinois at Chicago, 1981; Ph.D., 1988 Zlotescu, elena Associate Professor, Theatre M.F.A., University of Fine Arts (Bucharest, Romania), 1960 Zupan, Marc Assistant Professor, Mechanical Engineering B.Eng., The University of Dayton, 1995; M.S., The Johns Hopkins University, 1997, Ph.D., 2001 Zwart, Cheryl a. Adjunct Assistant Professor, Psychology B.A., State University of New York at Binghamton, 1971; M.A., 1978; Ph.D., 1981 Zweck, John Associate Professor, Mathematics and Statistics; Affiliate Associate Professor, Computer Science and Electrical Engineering B.Sc., University of Adelaide (Australia), 1988; Ph.D., Rice University, 1993
366 STUDENT-RELATED ADMINISTRATIVE OFFICES
Student-Related Administrative Offices

academic Services
office of the Provost administration Building
Arthur T. Johnson Provost and Senior Vice President for Academic Affairs Marilyn E. Demorest Vice Provost for Faculty Affairs Antonio R. Moreira Vice Provost for Academic Affairs Diane M. Lee Vice Provost and Dean, Undergraduate Education Teresa Viancour Associate Vice Provost for Undergraduate Education C. Jill Randles Assistant Vice Provost for Undergraduate Education
Continuing and Professional Studies Fourth Floor, academic IV Building (B Wing) english language Center 207a, University Center John Martello Vice Provost of Continuing and Professional Studies President/CEO UMBC Training Centers, LLC
Doug Kendzierski Associate Vice Provost Beverly Bickel Associate Vice Provost Director, English Language Center; Interim Director, USM/UMBC Shady Grove Beth Jones Director, Office of Summer, Winter and Special Programs Gregory Williams Director, Instructional Systems Development
off-Campus Student Services the Commons, room 309

Ramona Arthur Director
alumni relations alumni House

Sandra Dzija Director, Alumni Relations and Annual Giving
College of natural and Mathematical Sciences University Center, First Floor

Geoffrey Summers Dean Janie Stevenson Assistant Dean of Financial Management Kathy Lee Sutphin Assistant Dean for Institutional Projects
athletics retriever activities Center

Charles Brown Director
Center for Women and Information technology

Claudia Morrell Executive Director Joan Korenman Founding Director
division of enrollment Management library, Pondside

Yvette Mozie-Ross Assistant Provost for Enrollment Management
Humanities Scholars Program

Michele Osherow Director
albin o. Kuhn library & gallery

Larry Wilt Director
Undergraduate admissions and orientation library, Pondside

Dale Bittinger Director
the Shriver Center Public Policy Building, First Floor

John S. Martello Executive Director and Founder, The Shriver Center; Vice Provost, Continuing and Professional Studies Michele Wolff Director Joby Taylor Director, Shriver Peaceworker Program
linehan artist Scholars Program and Interarts Studies Program

Alan Krezabeck Director
College of arts, Humanities and Social Sciences Physics Building

John Jeffries Dean Jonathan Finkelstein Associate Dean Kathy ODell Associate Dean Eva Dominguez Assistant Dean of Financial Services
Financial aid and Scholarships library, Pondside Stephanie Johnson Director office of academic and PreProfessional advising
Ken Baron Director
Meyerhoff Scholarship Program academic Services, room 106C

Earnestine B. Baker Assistant to the Vice President Institutional Advancement /Executive Director, Meyerhoff Scholarship Program External Affairs LaMont F. Toliver Director
office of the registrar

Steven Robinson Registrar
Student Support Services academic IV, room 467

Cynthia M. Hill Associate Provost
College of engineering and Information technology

Shlomo Carmi Dean Brooke Stephens Associate Dean Ted Foster Assistant Dean
Sherman SteM teacher education Scholars Program

Rehana Shafi Assistant Director
learning resources Center academic IV, room 345 (B Wing)

Andrea V. Spratt Acting Director
Student Services
division of Student affairs the Commons, room 319
Nancy Young Interim Vice President for Student Affairs Kim Leisey Assistant Vice President for Student Affairs
Sondheim Public affairs Scholars Program

Roy T. Meyers Director
Bookstore the Commons

Robert Somers Director
STUDENT-RELATED ADMINISTRATIVE OFFICES

Career Services Center Math/Psychology, room 204
Anne Scholl-Fiedler Director
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graduate School and office of graduate admissions administration Building, Second Floor
Jill Barr Assistant Dean of Graduate Enrollment
transportation Services Warehouse 113

Joseph Regier Director
Financial Services administration, room 302

Jean Bunche Bursar
University Counseling Services Math/ Psychology, room 201a

Kim Leisey Interim Director
University Health Services erickson Hall

Verlyn Warrington Clinical Director Jennifer Lepus Acting Director
office of Student life the Commons, room 336

Patty Perillo Director
Student Judicial affairs Math/Psychology, room 222a

Christopher Tkacik Director
residential life erickson Hall

Kim Leisey Director, Residential Education
the Commons room 335

Joe Regier Director
University Police Police department, room 111

Anthonio Williams Chief of Police
368 APPENDIX I / MHEC STUDENT TRANSFER POLICIES
Appendix I
Complete Text of MHEC Student Transfer Policies
humanities, and similar subjects) and in the fine arts (music, art, etc.). The program is intended for transfer to an equivalent Bachelor of Arts degree program at four year institutions. 4-1. Associate of Art in Teaching (A.A.T.) means a degree that recognizes a mastery in teacher education, which: a. Meets the lower-level degree academic content, outcomes and requirements for teacher education, similar to the first two years of a baccalaureate program in teacher education;
b. Requires a passing score on Praxis I, or SAT score of 1100 or more, or ACT score of 24; c. Requires a cumulative grade point average of 2.75 on a 4.0 scale; and
title 13B Maryland Higher education Commission

Subtitle 06 general education and transfer
Chapter 01 Public Institutions of Higher education
Authority: Education Article, 11-201 - 11-206, Annotated Code of Maryland .01 Scope and applicability This chapter applies only to public institutions of higher education. .02 definitions A. B. In this chapter, the following terms have the meanings indicated. Terms defined. 1. Area of concentration means a sequential arrangement of courses within a program, which at the: a. Undergraduate level exceeds 24 semester credit hours; b. Masters level exceeds 12 semester credit hours;
and
d. If achieved, transfers in total without further review by Maryland public and independent four-year institutions. 5. Associate of Fine Arts (A.F.A.) means a degree that recognizes a mastery in the professional arts in programs, which: a. Have as a primary goal transfer to a B.F.A. degree program;
b. Are similar to the first two years of a B.F.A. degree program; and c. Require at least 60 percent of the course credit to be in studio work and related areas.
6. Associate of Science (A.S.) means a degree that recognizes a mastery in science or technology (engineering, agriculture, the natural sciences) with a heavy emphasis on undergraduate mathematics or science. The program is intended for transfer to a Bachelor of Science degree program at four-year institutions. 7. Bachelor of Arts/Bachelor of Science (B.A./B.S.) means a degree awarded for successful completion of a program of 120 or more undergraduate semester credit hours. 8. Bachelor of Technical or Professional Studies means a degree awarded for the successful completion of an A.A.S. degree, an advanced program of study in the designated area of concentration, and a 12-credit internship or field placement related to the program of study. 9. Certificate of advanced study means a certificate awarded for successful completion of at least 30 semester credit hours of graduate study or the equivalent beyond the masters degree. 10.Commission means the Maryland Higher Education Commission. 11.Directed technology certificate means a certificate awarded for successful completion of a specialized learning program, which: a. Meets employer training needs; and
c. Doctorate level exceeds 18 semester credit hours. 2. Articulated system (ARTSYS) means a computerized data information system created to facilitate the transfer of students from Maryland community colleges to the University of Maryland System and other participating institutions. 3. Associate of Applied Science (A.A.S.) means a degree that recognizes a mastery of vocational-technical occupational skills (law enforcement, computer technology, engineering technology, etc.). The program is intended for those seeking immediate employment opportunities. However, the program does not preclude a student from transferring to a technical baccalaureate degree program such as a bachelors degree in technology or a bachelors degree in technical or professional studies, or from transferring non-technical courses to a four-year institution. 4. Associate of Arts (A.A.) means a degree which recognizes a mastery in the liberal arts (social sciences,
MHEC STUDENT TRANSFER POLICIES / APPENDIX I

b. Consists of at least 12 credits but not more than 24 credit hours at the freshman or sophomore levels, or both. 12.Doctoral degree means a degree awarded for successful completion of at least two years of study beyond the masters level, including completion of a thesis or dissertation. 13.First professional degree means a degree awarded for successful completion of all institutional requirements for becoming a practitioner in a field such as law, medicine, dentistry, pharmacy, theology or nursing. 14.Formal award means a certificate, diploma, or degree granted in recognition of successful completion of the requirements of a program. These official awards are conferred by the faculty and ratified by the institutions governing board. 15.Full-time equivalent faculty (FTEF) means the number of full-time faculty plus the number of course credit hours taught by part-time faculty during the fall and spring semesters, divided by 24 for teaching four-year institutions and divided by 18 for research institutions. For community colleges, the number of course credit hours eligible for State aid and taught by part-time faculty during a given fiscal year would be divided by 30 and added to the number of full-time faculty. 16.Instructional program means a course of study, requiring the completion of a specified number of course credits from among a prescribed group of courses, which leads to a formal award. 17.Internship means a supervised work experience or field placement directly related to the students program. 18.Joint degree means a single degree offered by two or more institutions bearing the name and seal of each in which all participants are substantively involved in required course work, faculty exchange and shared use of facilities. 19.Lower-division certificate means a certificate awarded for successful completion of a minimum of 12 semester hours at the freshman or sophomore levels, or both. 20.Masters degree means a degree awarded for successful completion of at least 30 semester credit hours or the equivalent of graduate-level courses. 21.Off-Campus Program. a. Off-campus program means: i.A program in which more than 1/3 of the required course work in a major field of study leading to a certificate beyond the bachelors level or leading to an undergraduate or graduate degree is offered by an approved or chartered institution at a location other than the principal location of the sponsoring institution during any 12-month period; or ii.Course work offered at a location other than the principal location of an approved or chartered institution that is advertised as leading to an
369
undergraduate or graduate degree or to a certificate beyond the bachelors level at that location, regardless of the portion of a program offered at that location. b. Off-campus program for community colleges means an activity or activities offered outside the community college service area. 22.Parallel program means a program of study, or courses, at one institution of higher education that has comparable objectives to those at another higher education institution. For example, a transfer program in psychology in a community college is defined as a parallel program to a baccalaureate psychology program at a four-year institution of higher education. 23.Post-baccalaureate certificate means a certificate awarded for successful completion of at least 12 semester credit hours of college-level work, the majority of which is at the masters level. 24.Primary degree means a single degree offered by one institution having responsibility for at least 2/3 of the course requirements in which cooperating institutions participate by the appropriate and complementary addition of courses, faculty, and facilities intended to complete the degree requirements of the primary institution. 25.Professional certificate means a certificate awarded for successful completion of the number of courses required by the appropriate national professional association. 26.Recommended transfer program (RTP) means a planned program of courses, including both general education and courses in the major, taken at the community college, which is: (a) Applicable to a baccalaureate at a receiving institution; and (b) Ordinarily the first two years of the baccalaureate degree. 27.Secretary means the Secretary of Higher Education. 28.Segment means the University of Maryland System, Morgan State University, St. Marys College of Maryland, the Maryland Independent Colleges and Universities Association, and the Maryland Association of Community Colleges. 29.State Plan means the document titled State Plan for Higher Education. 30.Undergraduate major means, varying by degree program and subject area, a: a. Minimum of 30 semester hours (1/2 of which must be upper-divisional credit) in one field or in an interdisciplinary or multidisciplinary field; and b. Coherent, sequential and integrated academic program of study-in-depth that is intended to provide: i.A body of knowledge,

ii.Methods of study, and iii. Practice appropriate to a subject area. 31.Upper-division certificate means a certificate awarded for successful completion of at least 12 semester credit hours at the junior or senior levels, or both. .02-1 admission of transfer Students to Public Institutions. A. Admission to Institutions. 1. A student attending a public institution who has completed an A.A., A.A.S. or A.S. degree or who has completed 56 or more semester hours of credit, may not be denied direct transfer to another public institution if the student attained a cumulative grade point average of at least 2.0 on a 4.0 scale or its equivalent in parallel courses, except as provided in A(4) of this regulation. 2. A student attending a public institution who has not completed an A.A., A.A.S. or A.S. degree or who has completed fewer than 56 semester hours of credit, is eligible to transfer to a public institution regardless of the number of credit hours earned if the student: a. Satisfied the admission criteria of the receiving public institution as a high school senior; and b. Attained at least a cumulative grade point average of 2.0 on a 4.0 scale or its equivalent in parallel courses. 3. A student attending a public institution who did not satisfy the admission criteria of a receiving public institution as a high school senior, but who has earned sufficient credits at a public institution to be classified by the receiving public institution as a sophomore, shall meet the stated admission criteria developed and published by the receiving public institution for transfer. 4. If the number of students seeking admission exceeds the number that can be accommodated at a receiving public institution, admission decisions shall be: a. Based on criteria developed and published by the receiving public institution; and b. Made to provide fair and equal treatment for native and transfer students. B. Admission to Programs. 1. A receiving public institution may require higher performance standards for admission to some programs if the standards and criteria for admission to the program:
a. Are developed and published by the receiving public institution; and a. Based on criteria developed and published by the receiving public institution; and
b. Made to provide fair and equal treatment for native and transfer students. 3. Courses taken at a public institution as part of a recommended transfer program leading toward a baccalaureate degree shall be applicable to related programs at a receiving public institution granting the baccalaureate degree. C. Receiving Institution Program Responsibility. 1. The faculty of a receiving public institution is responsible for development and determination of the program requirements in major fields of study for a baccalaureate degree, including courses in the major field of study taken in the lower division. 2. A receiving public institution may set program requirements in major fields of study that simultaneously fulfill general education requirements. 3. A receiving public institution, in developing lower-division course work, shall exchange information with other public institutions to facilitate the transfer of credits into its programs. .03 general education requirements for Public Institutions. A. While public institutions have the autonomy to design their general education program to meet their unique needs and mission, that program shall conform to the definitions and common standards in this chapter. A public institution shall satisfy the general education requirement by: 1. Requiring each program leading to the A.A. or A.S. degree to include not fewer than 30 and not more than 36 semester hours, and each baccalaureate degree program to include not fewer than 40 and not more than 46 semester hours of required core courses, with the core requiring, at a minimum, course work in each of the following five areas: a. Arts and humanities b. Social and behavioral sciences c. Biological and physical sciences d. Mathematics, and e. English composition;
or
2. Conforming with COMAR 13B.02.02.16D(2)(b)-(c). B. Each core course used to satisfy the distribution requirements of A(1) of this regulation shall carry at least three semester hours. General education programs of public institutions shall require at least: 1. One course in each of two disciplines in arts and humanities
b. Maintain fair and equal treatment for native and transfer students. 2. If the number of students seeking admission exceeds the number that can be accommodated in a particular professional or specialized program, admission decisions shall be:
C.

2. One course in each of two disciplines in social and behavioral sciences 3. Two science courses, at least one of which shall be a laboratory course
4. One course in mathematics at or above the level of college algebra and
371
theoretical components if they are to be included as meeting general education requirements. L. Public institutions may incorporate knowledge and skills involving the use of quantitative data, effective writing, information retrieval and information literacy when possible in the general education program. M. Notwithstanding A(1) of this regulation, a public four-year institution may require 48 semester hours of required core courses if courses upon which the institutions curriculum is based carry four semester hours. N. Public institutions shall develop systems to ensure that courses approved for inclusion on the list of general education courses are designed and assessed to comply with the requirements of this chapter. .04 transfer of general education Credit A. A student transferring to one public institution from another public institution shall receive general education credit for work completed at the students sending institution as provided by this chapter. A completed general education program shall transfer without further review or approval by the receiving institution and without the need for a course-by-course match. Courses that are defined as general education by one institution shall transfer as general education even if the receiving institution does not have that specific course or has not designated that course as general education. The receiving institution shall give lower-division general education credits to a transferring student who has taken any part of the lower-division general education credits described in regulation .03 of this chapter at a public institution for any general education courses successfully completed at the sending institution. Except as provided in regulation .03M of this chapter, a receiving institution may not require a transfer student who has completed the requisite number of general education credits at any public college or university to take, as a condition of graduation, more than 10-16 additional semester hours of general education and specific courses required of all students at the receiving institution, with the total number not to exceed 46 semester hours. This provision does not relieve students of the obligation to complete specific academic program requirements or course prerequisite required by a receiving institution. A sending institution shall designate on or with the student transcript those courses that have met its general education requirements, as well as indicate whether the student has completed the general education program. A.A.S. Degrees. 1. While there may be variance in the numbers of hours of general education required for A.A., A.S. and A.A.S. degrees at a given institution, the courses identified as meeting general education requirements for all degrees
5. One course in English composition. D. Interdisciplinary and Emerging Issues. 1. In addition to the five required areas in A of this regulation, a public institution may include up to eight semester hours in a sixth category that addresses emerging issues that institutions have identified as essential to a full program of general education for their students. These courses may:
a. Be integrated into other general education courses or may be presented as separate courses and
b. Include courses that:

i.Provide an interdisciplinary examination of issues across the five areas or ii.Address other categories of knowledge, skills and values that lie outside of the five areas.
B.
2. Public institutions may not include the courses in this section in a general education program unless they provide academic content and rigor equivalent to the areas in A(1) of this regulation. E. General education programs leading to the A.A.S. degree shall include at least 20 semester hours from the same course list designated by the sending institution for the A.A. and A.S. degrees. The A.A.S. degree shall include at least one threesemester-hour course from each of the five areas listed in A(1) of this regulation. F. A course in a discipline listed in more than one of the areas of general education may be applied only to one area of general education. G. A public institution may allow a speech, communication or foreign-language course to be part of the arts and humanities category. H. Composition and literature courses may be placed in the arts and humanities area if literature is included as part of the content of the course. I. Public institutions may not include physical education skills courses as part of the general education requirements. General education courses shall reflect current scholarship in the discipline and provide reference to theoretical frameworks and methods of inquiry appropriate to academic disciplines.
C.
D.
E.
F.
J.
G.
K. Courses that are theoretical may include applications, but all applications courses shall include

shall come from the same general education course list and exclude technical or career courses. 2. An A.A.S. student who transfers into a receiving institution with fewer than the total number of general education credits designated by the receiving institution shall complete the difference in credits according to the distribution as designated by the receiving institution. Except as provided in regulation .03M of this chapter, the total general education credits for baccalaureate degreegranting public receiving institutions may not exceed 46 semester hours. H. Student responsibilities. A student is held: 1. Accountable for the loss of credits that: a. Result from changes in the students selection of the major program of study b. Were earned for remedial coursework OR c. Exceed the total course credits accepted in transfer as allowed by this chapter. 2. Responsible for meeting all requirements of the academic program of the receiving institution. .05 transfer of non-general education Program Credit A. Transfer to another public institution. 1. Credit earned at any public institution in the state is transferable to any other public institution if the:
a. Credit is from a college or university parallel course or program
same standards that apply to native students in the receiving institution, and the assignment shall be consistent with the state minimum requirements. 2. Transfer of credit from the following areas shall be consistent with COMAR 13B.02.02. and shall be evaluated by the receiving institution on a course-by-course basis:
a. Technical courses from career programs
b. Course credit awarded through articulation agreements with other segments or agencies c. Credit awarded for clinical practice or cooperative education experiences and d. Credit awarded for life and work experiences. 3. The basis for the awarding of the credit shall be indicated on the students transcript by the receiving institution. 4. The receiving institution shall inform transfer students of the procedures for validation of coursework for which there is no clear equivalency. Examples of validation procedures include ACE recommendations, portfolio assessment, credit through challenge, examinations and satisfactory completion of the next course in sequence in the academic area. 5. The receiving baccalaureate degree-granting institution shall use validation procedures when a transferring student successfully completes a course at the lowerdivision level that the receiving institution offers at the upper-division level. The validated credits earned for the course shall be substituted for the upper-division course. D. Program articulation. 1. Recommended transfer programs shall be developed through consultation between the sending and receiving institutions. A recommended transfer program represents an agreement between the two institutions that allows students aspiring to the baccalaureate degree to plan their programs. These programs constitute freshman- and sophomore-level coursework to be taken at the community college in fulfillment of the receiving institutions lower-division coursework requirement. 2. Recommended transfer programs in effect at the time that this regulation takes effect, which conform to this chapter, may be retained. .06 academic Success and general Wellbeing of transfer Students A. Sending institutions. 1. Community colleges shall encourage their students to complete the associates degree or to complete 56 hours in a recommended transfer program that includes both general education courses and courses applicable toward the program at the receiving institution. 2. Community college students are encouraged to choose as early as possible the institution and program into which they expect to transfer. 3. The sending institution shall:
b. Grades in the block of courses transferred average 2.0 or higher and c. Acceptance of the credit is consistent with the policies of the receiving institution governing native students following the same program. 2. If a native students D grade in a specific course is acceptable in a program, then a D earned by a transfer student in the same course at a sending institution is also acceptable in the program. Conversely, if a native student is required to earn a grade of C or better in a required course, the transfer student also shall be required to earn a grade of C or better to meet the same requirement. B. Credit earned in or transferred from a community college is limited to:
1. Half the baccalaureate degree program requirement, but may not be more than 70 semester hours and
2. The first two years of the undergraduate educational experience. C. Nontraditional credit. 1. The assignment of credit for AP, CLEP or other nationally recognized standardized examination scores presented by transfer students is determined according to the

a. Provide to community college students information about the specific transferability of courses at fouryear colleges b. Transmit information about transfer students who are capable of honors work or independent study to the receiving institution and c. Promptly supply the receiving institution with all the required documents, provided the student has met all financial and other obligations of the sending institution for transfer. B. Receiving institutions. 1. Admission requirements and curriculum prerequisite shall be stated explicitly in institutional publications. 2. A receiving institution shall admit transfer students from newly established public colleges that are functioning with the approval of the Maryland Higher Education Commission on the same basis as applicants from regionally accredited colleges. 3. A receiving institution shall evaluate the transcripts of a degree-seeking transfer student as expeditiously as possible and shall notify the student of the results no later than mid-semester of the students first semester of enrollment at the receiving institution if all official transcripts have been received at least 15 working days before mid-semester. The receiving institution shall inform a student of the courses that are acceptable for transfer credit and which of those are applicable to the students intended program of study. 4. A receiving institution shall give a transfer student the option of satisfying institutional graduation requirements that were in effect at the receiving institution at the time the student enrolled as a freshman at the sending institution. In the case of major requirements, a transfer student may satisfy the major requirements in effect at the time when the student was identifiable as pursuing the recommended transfer program at the sending institution. These conditions are applicable to a student who has been continuously enrolled at the sending institution. .07 Programmatic Currency A. A receiving institution shall provide to the community college current and accurate information on recommended transfer programs and the transferability status of courses. Community college students shall have access to this information. Recommended transfer programs shall be developed with each community college whenever new baccalaureate programs are approved by the degree-granting institution. When considering curricular changes, institutions shall notify one another of the proposed changes that might affect transfer students. An appropriate mechanism shall be created to ensure that both two- and four-year public colleges provide input or comments to the institution proposing the change. Sufficient lead time shall be provided to affect the change with minimum disruption. Transfer students are not required to repeat equivalent coursework successfully completed at the community college. C. C. .08 transfer Mediation Committee A.
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There is a Transfer Mediation Committee, appointed by the Secretary, that is representative of the public four-year colleges and universities and the community colleges. Sending and receiving institutions that disagree on the transferability of general education courses as defined by this chapter shall submit their disagreements to the Transfer Mediation Committee. The Transfer Mediation Committee shall address general questions regarding existing or past courses only, not individual student cases, and shall address questions raised by institutions about the acceptability of new general education courses. As appropriate, the committee shall consult with faculty on curricular issues. The findings of the Transfer Mediation Committee are considered binding on both parties.
B.
.09 appeal Process A. Notice of Denial of Transfer Credit by the Receiving Institution. 1. Except as provided in A(2) of this regulation, a receiving institution shall inform a transfer student in writing of the denial of transfer credit not later than mid-semester of the transfer students first semester if all official transcripts have been received at least 15 working days before midsemester. 2. If transcripts are submitted after 15 working days before mid-semester of the students first semester, the receiving institution shall inform the student of credit denied within 20 working days of receipt of the official transcript. 3. A receiving institution shall include in the notice of denial of transfer credit: a. A statement of the students right to appeal; and b. A notification that the appeal process is available in the institutions catalog. 4. The statement of the students right to appeal the denial shall include notice of the time limitations in B of this regulation. B. A student believing that the receiving institution has denied the student transfer credits in violation of this chapter may initiate an appeal by contacting the receiving institutions transfer coordinator or other responsible official of the receiving institution within 20 working days of receiving notice of the denial of credit. Response by receiving institution. 1. A receiving institution shall: a. Establish expeditious and simplified procedures governing the appeal of a denial of transfer of credit. b. Respond to the students appeal within 10 working days.
B.
C.

2. The institution may either grant or deny an appeal. The institutions reasons for denying an appeal shall be consistent with this chapter and conveyed to the student in written form. 3. Unless a student appeals to the sending institution, the written decision in C(2) of this regulation constitutes the receiving institutions final decision and is not subject to appeal. D. Appeal to sending institution. 1. If a student has been denied transfer credit after an appeal to the receiving institution, the student may request the sending institution to intercede on the students behalf by contacting the transfer coordinator of the sending institution. 2. A student shall make an appeal to the sending institution within 10 working days of having received the decision of the receiving institution. E. Consultation between sending and receiving institutions. 1. Representatives of the two institutions shall have 15 working days to resolve the issues involved in an appeal. 2. As a result of a consultation in this section, the receiving institution may affirm, modify or reverse its earlier decision. 3. The receiving institution shall inform the student in writing of the result of the consultation. 4. The decision arising out of this consultation constitutes the final decision of the receiving institution and is not subject to appeal. .10 Periodic review A. Reports by receiving institutions. 1. A receiving institution shall report annually the progress of students who transfer from two-year and four-year institutions within the state to each community college and to the secretary of the Maryland Higher Education Commission. 2. An annual report shall include ongoing reports on the subsequent academic success of enrolled transfer students, including graduation rates, by major subject areas. 3. A receiving institution shall include in the reports comparable information on the progress of native students. B. Transfer Coordinator. A public institution of higher education shall designate a transfer coordinator, who serves as a resource person to transfer students at either the sending or receiving campus. The transfer coordinator oversees the application of the policies and procedures outlined in this chapter and interprets transfer policies to the individual student and to the institution. C. The Maryland Higher Education Commission shall establish a permanent Student Transfer Advisory Committee that meets regularly to review transfer issues and recommend policy changes as needed. The Student Transfer Advisory Committee shall address issues of interpretation and implementation of this chapter.
Administrative History Effective date: December 4, 1995 (22:24 Md. R. 1901) Regulation .02B amended effective July 1, 1996 (23:13 Md. R. 946) Regulation .02-1 adopted effective April 6, 1998 (25:7 Md. R. 528) Regulation .03 amended effective July 1, 1996 (23:13 Md. R. 946) Regulation .05A amended effective July 1, 1996 (23:13 Md. R. 946)
ADVANCED PLACEMENT EXAMINATIONS / APPENDIX II
375
Appendix II
Advanced Placement (AP) Examinations
UMBC will award credit and/or placement based on the scores indicated below in the approved Advanced Placement (AP) examinations listed. To receive credit for AP exams, students must have an official Advanced Placement score report sent to the UMBC Office of Undergraduate Admissions. They may request an official score report by writing to: Advanced Placement Service P.O. Box 6671 Princeton, NJ 08541-6671 Please remember to include UMBCs College Entrance Examination Board (CEEB) code number (5835) in the request.
Credit earned through Advanced Placement examinations may be used to satisfy the General Education Requirements, satisfy course prerequisite, as elective credit or toward major requirements in many instances (please consult the academic department).
examination Art History Art Studio Drawing Art Studio 2D Art Studio 3D Biology Score 5, 4, 3 5, 4, 3 5, 4, 3 5, 4, 3 5 or 4 Credits 6 3 3 3 8 Course exemption ART 220 and 221 (AH) ART 214 ART 210 Art elective BIOL 100* + 100L* plus one elective general education course (S) BIOL elective (S) CHEM 101 CHIN 301 CHIN 202 CHIN 201 CMSC 104 IS 125 IS 147 CMSC 104 CMSC 104 and 201 or IS 147 and IS 247 ECON 102 ECON 101 ENGL 100 ENGL 100 and 210 GES 120 FREN 301 FREN 202 FREN 201 Determined by MLL department None GERM 301 GERM 202 GERM 201
examination Government and Politics American Government and Politics Comparative History European History World History United States Human Geography Italian Language
Score 5, 4, 3 5, 4, 3 5, 4, 3 5, 4, 3 5, 4, 3 5, 4, 3 5 4
Credits 3 3 6 6 6 3 6 6
Course exemption POLI 100 POLI 260 HIST 111 (C) + HIST elective (SS) History electives (SS) HIST 101 and 102 GES 102 MLL upper level electives MLL upper level electives
MLL lower level elective. Meets 201 languages proficiency
Latin Vergil
5 or 4
Determined by ancient studies department Determined by ancient studies department Determined by ancient studies department Determined by ancient studies department MATH 151 MATH 150** MATH 151 and 152 MATH 151 Determined by music department Determined by music department PHYS 111 and 112 + lab PHYS 121 and 122 (no lab)*** PSYC 100 SPAN 301 SPAN 202 SPAN 201 SPAN upper-level electives SPAN upper-level electives STAT 121
Latin Literature
5 or 4
3 Math Calculus AB Math Calculus BC Music Aural Literature Nonaural Music Theory Physics B Physics C Psychology Spanish Language 5 or 4 3 5 or 4 3 5, 4, 3 5, 4, 3 5, 4, 3 5, 4 5, 4, 3 5 4 3 Spanish Literature 5 or 4 3 Statistics 5 or 4
3 4 4 8 4 6 6 8 8 3 6 6 4 6 4 4
3 Chemistry Chinese Language 5 or 4 5 4 3 Computer Science A 5, 4, 3 3 3 Computer Science AB Computer Science AB Economics Macro Economics Micro English Language and Composition English Literature and Composition Environmental Science French Language 3 5 or 4 5 or 4 5 or 4 5, 4 5, 4 5 or 4 5 4 3 French Literature 5 or 4 3 German Language 5 4 3
4 4 6 6 4 3 3 3 3 7 3 3 3 6 3 6 6 4 6 4 6 6 4
Students who are exempt from BIOL 100 should wait until their sophomore year to take BIOL 302: Molecular and General Genetics; BIOL 301 can be taken during the spring semester of the freshman year.
** If the math department approves placement in MATH 152, credit for MATH 151 (in lieu of MATH 150) will be assigned upon successful completion of MATH 152. *** Not equivalent to PHYS 122L
376 APPENDIX II / COLLEGE-LEVEL EXAMINATION PROGRAM EXAMINATIONS
College-Level Examination Program (CLEP) Examinations
examination College Algebra College Algebra/ Trigonometry
Minimum Scaled Score Credits 60 50 3 3
related Course Math elective* Math elective* ENGL 100 (English Composition) w/ optional essay required EDUC 340 ENGL 241 (AH) FREN 101-102 FREN 201-202 (L, 201-proficiency) GERM 101-102 GERM 201-202 (L, 201-proficiency) PSYC 200 (SS) IS 101 ECON 102 (SS) BIOL 275 (Science without lab) ECON 101 (SS) ECON 121 ECAD 210 PSYC 100 (SS) SOCY 101 (SS) SPAN 101-102 SPAN 201-202 (L, 201-proficiency) STAT 121 (Math) PSYC 320 Math elective* HIST 111 (SS or C)
UMBC will award credit for successful completion of the CollegeLevel Examination Program (CLEP) tests listed below. CLEP examinations may be used to satisfy General Foundation Requirements, satisfy course prerequisites, as elective credit or toward a major requirement in many instances (please consult the academic department). To receive credit, official scores must be sent to: Office of Undergraduate Admissions UMBC 1000 Hilltop Circle Baltimore, MD 21250 Students can request that scores be sent to UMBC by writing to: CEEB CLEP Transcripts P.O. Box 6600 Princeton, NJ 08541 Or call: 609-771-7865
Please include UMBCs CODE (5835) in the request. Acceptability of CLEP examinations and scores required are subject to change based on modifications to exam content by the College Board. For the most recent information on CLEP examinations accepted at UMBC, please visit www.umbc.edu/registrar/CleP.htm
Freshman College Composition Educational Psychology English Literature French Level I French Level II German Level I German Level II Human Growth and Development Information Systems Computer Applications Macroeconomics Introduction Microbiology Microeconomics Introduction Principles of Accounting Principles of Management Psychology General Sociology Intro Spanish Level I Spanish Level II
67
50 50 50 62 50 62 50 59 50 50 50 53 50 50 50 50 62 50 50 50 50
3 3 8 8 8 8 3 3 3 3 3 3 3 3 3 8 8 3 3 3 6
For more information about CLEP, visit the College Board at www.collegeboard.org.
general examinations*
Minimum Scaled Score Credits 50 50 50 50 3 3 3 3
examination Humanities Mathematics Natural Science Social Sciences and History
related Course Lower-level elective Lower-level elective Lower-level elective Lower-level elective
Statistics Tests and Measurements Trigonometry Western Civilization
Subject Matter examinations

American Government 50 3 3 3 3 3 4 3 4 POLI 100 (SS) HIST 101 (SS) HIST 102 (SS) ENGL 210 (AH) BIOL 100 (Science without lab) MATH 151 (Math) MATH 151 (Math) CHEM 101 (Science without lab) American History 50 (History of United States I) American History 50 (History of United States II) Analzying and Interpreting Literature Biology Calculus Calculus with Elementary Functions Chemistry (General) 63 50 51 50 50
General examinations and MATH electives do not satisfy general requirements.
INTERNATIONAL BACCALAUREATE EXAMINATIONS / APPENDIX II
377
International Baccalaureate (IB) Examinations
examination History History of Africa History of the Americas History of East and Southeast Asia History of West and South Asia History of Europe History/ Culture of the Islamic World Latin
level Higher Higher
Score 5, 6, 7 5, 6, 7
Credit 3 3
Course equivalency Lower-level elective Lower-level elective
Higher
5, 6, 7
Lower-level elective
UMBC will award credit according to the listing below to students who sit for International Baccalaureate (IB) examinations. To receive credit for IB exams, students must have official examination results sent to the UMBC Office of Undergraduate Admissions. Credit earned through IB examinations may be used to satisfy General Education Requirements, satisfy course prerequisites, as elective credit or toward major requirements in many instances (please consult academic department).
examination Art/Design Biology Chemistry Computing Studies Economics English A level Higher/ SL Higher Higher Higher Higher Higher Score Credit Course equivalency Submit portfolio for review by visual arts department for consideration of course waiver or credit. 6, 7 6, 7 5, 6, 7 5, 6, 7 5, 6, 7 4 4 3 6 6 BIOL 100 CHEM 101 Lower-level elective* ECON 101, 102 ENGL 206 and 210 (or 231 or 233) ENGL 210 and English elective (or 231 or 233) FREN 301, 302, and upper level-level FREN elective FREN 301, 302 FREN 301, 302 FREN 301 FREN 202, 301 FREN 202 FREN 202 GERM 301, 302, 303 GERM 301, 302 GERM 301, 302 GERM 301 GERM 202, 301 GERM 202 GERM 202 GES 102 GREK 201, one 300level Greek course
Higher
5, 6, 7
Lower-level elective
Higher Higher
5, 6, 7 5, 6, 7
3 3
Lower-level elective Lower-level elective
Higher Higher SL
5, 6, 7 6, 7 6, 7 5, 6, 7 5, 6, 7 5, 6, 7 6, 7 6, 7 6, 7
3 7 4 8 8 3 3 8 4
Lower-level elective LATN 201, one 300level Latin course LATN 201 MATH 151, STAT 121 MATH 151, STAT 121 Lower-level elective PHIL 100 PHYS 121, 122 PSYC 100
Maths with Further Math Math Mathematical Studies Philosophy Physics Psychology Social and Cultural Anthropology Spanish A
Higher Higher SL Higher Higher Higher/ SL Higher SL Higher
English B French A
Higher Higher
5, 6, 7 6, 7
6 9
5 SL French B Higher SL German A Higher SL German B Higher SL Geography Greek Higher/ SL Higher 6, 7 5 6, 7 5 6, 7 6, 7 5 6, 7 5 6, 7 5 6, 7 5, 6, 7 6, 7
6 6 3 7 4 4 9 6 6 3 7 4 4 3 7
6, 7 6, 7 6, 7 5
3 3 9 6 6 3 7 4 4
ANTH 211 ANTH 212 SPAN 301, 302, upper-level elective SPAN301, 302 SPAN301, 302 SPAN 301 SPAN 202, 301 SPAN 202 SPAN 202
SL Spanish B Higher SL
6, 7 5 6, 7 5 6, 7
Computer science majors should contact the department for further review of credit. SL = Standard Level
SL
6, 7
GREK 201
378 APPENDIX III / USM BYLAWS, POLICIES AND PROCEDURES
Appendix III
USM Bylaws, Policies and Procedures of the Board of Regents VIII-2.70 Policy on Student Classification for Admission and Tuition Purposes
D.
Presumption Either of the following circumstances raises a presumption that the student is residing in the State of Maryland primarily for the purpose of attending an educational institution and therefore, does not qualify for in-state status under this policy: 1. A student is attending school or living outside Maryland at the time of application for admission to a USM institution, or 2. A student is Financially Dependent on a person who is not a resident of Maryland. This presumption may be rebutted. The student bears the burden of rebutting the presumption. See "III. Rebuttal Evidence" below.
(Approved by the Board of Regents August 28, 1990; Amended July 10, 1998; Amended November 27, 2000; Amended April 11, 2003; Amended June 23, 2006, Amended February 15, 2008)
II. requirements
Before a request for classification to in-state status will be considered, a student must comply with all of the following requirements for a period of at least twelve (12) consecutive months immediately prior to and including the last date available to register for courses in the semester/term for which the student seeks in-state tuition status. The student must demonstrate he or she: A. Owns or possesses, and has continuously occupied, including during weekends, breaks and vacations, living quarters in Maryland. The student must provide evidence of a genuine deed or lease and documentation of rent payments made. In lieu of a deed or lease, a notarized affidavit from a landlord showing the address, name of the student as occupant, term of residence, and history of rent payments made will be considered. As an alternative, a student may demonstrate that he or she shares living quarters in Maryland which are owned or rented and occupied by a parent, legal guardian or spouse. Has substantially all of his or her personal property, such as household effects, furniture and pets in Maryland. Has paid Maryland income tax on all taxable income including all taxable income earned outside the State and has filed a Maryland tax return. Has registered all owned or leased motor vehicles in Maryland. Possesses a valid Maryland driver's license, if licensed. Is registered to vote in Maryland, if registered to vote. Receives no public assistance from a state other than the State of Maryland or from a city, county or municipal agency other than one in Maryland. Has a legal ability under Federal and Maryland law to live permanently without interruption in Maryland. Has rebutted the presumption that he or she is in Maryland primarily to attend an educational institution, if the student's circumstances have raised the presumption.
I. Policy
A. Purpose To extend the benefits of its system of higher education while encouraging the economical use of the State's resources, it is the policy of the Board of Regents of the University System of Maryland (USM) to recognize the tuition categories of in-state and out-of-state students for the purpose of admission and assessing tuition at USM institutions. B. Burden of Proof The person seeking in-state status shall have the burden of proving by clear and convincing evidence that he or she satisfies the requirements and standards set forth in this Policy. Assignment of in-state or out-of-state status will be made by the applicable USM institution upon a review of the totality of facts known or presented to it. C. In-state Status To qualify for in-state tuition, a student must demonstrate that, for at least twelve (12) consecutive months immediately prior to and including the last date available to register for courses in the semester/term for which the student seeks in-state tuition status, the student had the continuous intent to: 1. Make Maryland his or her permanent home; and 2. Abandon his or her former home state; and 3. Reside in Maryland indefinitely; and 4. Reside in Maryland primarily for a purpose other than that of attending an educational institution in Maryland. Satisfying all of the requirements in Section II (and Section III, when applicable) of this policy demonstrates continuous intent and qualifies a student for in-state tuition. Students not entitled to in-state status under this policy shall be assigned out-of-state status for admission and tuition purposes.
B. C.
D. E. F. G.
H. I.
USM BYLAWS, POLICIES AND PROCEDURES / APPENDIX III
379
III. rebuttal evidence

Satisfying the requirements listed in paragraphs A through I of Section II, does not rebut the presumption that a student is in Maryland primarily to attend an educational institution. To overcome the presumption, a student must present additional evidence. To determine a student's intent, the University will evaluate evidence of a student's objectively verifiable conduct. Evidence that does not document a period of at least twelve (12) consecutive months immediately prior to and including the last date available to register for courses in the semester/term for which the student seeks in-state tuition status is generally considered an unfavorable factor under this policy. Evidence of intent must be clear and convincing and will be evaluated not only by the amount presented but also based upon the reliability, authenticity, credibility and relevance of the evidence. The absence of objective, relevant evidence is generally considered an unfavorable factor. A student's statement of intent to remain in Maryland in the future is generally not considered to be objective evidence under this policy. Additional evidence that will be considered includes, but is not limited to, the following: A. Source of financial support: 1. Maryland employment and earnings history through sources beyond those incident to enrollment as a student in an educational institution e.g., beyond support provided by work study, scholarships, grants, stipends, aid, student loans, etc. (Tuition costs will be considered as a student expense only to the extent tuition exceeds the amount of any educational scholarships, grants, student loans, etc.), or 2. Evidence the student is Financially Dependent upon a person who is a resident of Maryland. B. Substantial participation as a member of a professional, social, community, civic, political, athletic or religious organization in Maryland, including professionally related school activities that demonstrate a commitment to the student's community or to the State of Maryland. Registration as a Maryland resident with the Selective Service, if male. Evidence showing the student uses his or her Maryland address as his or her sole address of record for all purposes including on health and auto insurance records, bank accounts, tax records, loan and scholarship records, school records, military records, leases, etc. An affidavit from a person unrelated to the student that provides objective, relevant evidence of a student's conduct demonstrating the student's intent to live permanently in Maryland.
A. B.
A full-time or part-time (at least 50 percent time) regular employee of USM or a USM institution. The spouse or Financially Dependent child of a full-time or part-time (at least 50 percent time) regular employee of USM or a USM institution. A full-time active member of the Armed Forces of the United States whose home of record is Maryland or one who resides or is stationed in Maryland, or the spouse or a Financially Dependent child of such a person. Students that qualify under this provision will retain in-state status for tuition purposes as long as they are Continuously Enrolled regardless of a change in military assignment or status of the active member of the military. A veteran of the United States Armed Forces with an honorable discharge who, within one year of discharge, presents documentation that he or she attended a secondary school in the State for at least three years, and graduated or received the equivalent of a high school diploma from a secondary school in the State. The veteran must present documentation and register at a USM institution within one year of discharge for this provision to apply. For UMUC, a full-time active member of the Armed Forces of the United States on active duty, or the spouse of a member of the Armed Forces of the United States on active duty. A graduate assistant appointed through a USM institution for the semester/term of the appointment. Except through prior arrangement, this benefit is available only for enrollment at the institution awarding the assistantship.
C.
D.
E.
F.
V. Procedures
A. An initial determination of in-state status will be made at the time of admission. The determination made at that time, and any determination made thereafter, shall prevail for each semester/term until the determination is successfully challenged in a timely manner. A change in status must be requested by submitting a USM institution's "Petition for Change in Classification for Tuition". A student applying for a change to in-state status must furnish all evidence that the student wishes the USM institution to consider at the time the petition is due. The due date is based on the deadline set forth by the USM institution at which the student seeks to enroll. If the applicable USM institution has no such deadline, the due date is the last published date to register for the forthcoming semester/term for which the change in classification is sought. The student shall notify the USM institution in writing within fifteen (15) days of any change in circumstances which may alter in-state status. In the event incomplete, false, or misleading information is presented, the USM institution may, at its discretion, revoke in-state status and take disciplinary action provided for by the institution's policy. Such action may include suspension or expulsion. If in-state status is gained due to false or misleading information, the institution reserves the right to retroactively assess all out-of-state charges for each semester/term affected.
B.
C.
D.
E.
C.
D.
IV. non-residents who may temporarily qualify for in-state status

In addition, persons with the following status shall be accorded the benefits of in-state status for the period in which they hold such status:
380 APPENDIX III / USM BYLAWS, POLICIES AND PROCEDURES

E. Each USM institution shall develop and publish additional procedures to implement this Policy. Procedures shall provide that on request the institution President or designee has the authority to waive any requirement set forth in Section II if it is determined that the application of the requirements creates an unjust result. These procedures shall be filed with the Office of the Chancellor.
VI. definitions
A. Financially Dependent: For the purposes of this policy, a financially dependent student is one who is claimed as a dependent for tax purposes. Parent: A parent may be a natural parent, or, if established by a court order recognized under the law of the State of Maryland, an adoptive parent. Guardian: A guardian is a person so appointed by a court order recognized under the law of the State of Maryland. Spouse: A spouse is a partner in a legally contracted marriage. Child: A child is a natural child or a child legally adopted pursuant to a court order recognized under the law of Maryland. Regular Employee: A regular employee is a person employed by USM or a USM institution who is assigned to a State budget line or who is otherwise eligible to enroll in a State retirement system. Examples of categories NOT considered regular employees are graduate students, contingent employees, and independent contractors. Continuous Enrollment: 1. Undergraduate Student - An undergraduate student who is enrolled at a USM institution for consecutive fall and spring semesters, until completion of the students current degree program or unless on an approved leave of absence or participating in an approved program off-campus. 2. Graduate and Professional Continuous enrollment for a graduate or professional student is defined by the institution in accordance with program requirement.
B.
C. D. E.
F.
G.
VI. Implementation
This policy as amended by the Board of Regents on February 15, 2008 shall be applied to all student tuition classification decisions made on or after this date.
Annotated Code of Maryland, Education Article, 12-101. University System of Maryland 3300 Metzerott Road Adelphi, MD 20783-1690, USA 301.445.2740
GENERAL EDUCATION PROGRAM WORKSHEET / APPENDIX IV
381
Appendix IV
General Education Program (GEP) Worksheet
For Students entering Higher education Summer 2007 or later
Students who began or resumed higher education (following high school graduation) in summer 2007 or later must satisfy the General Education Program (GEP) graduation requirements. Students who began or resumed higher education (following high school graduation) prior to summer 2007 and have maintained continuous enrollment (without a two-year break) may complete General Foundation Requirements (GFR) or General Education Program (GEP) graduation requirements. a. graduation requirements: 1. Completion of a minimum of 120 academic credits-not including institutional credits. The final 30 credits toward the degree must be completed at UMBC. 2. A minimum cumulative UMBC grade point average of 2.00. 3. Completion of one course with the writing intensive WI designation: 4. Two activity courses in physical education: (unless 30 or older before your first day of classes at UMBC or a military veteran). This PE credit does not count toward the 120 credits required for graduation. 5. Completion of UMBCs general education program, outlined below. 6. 45 credits of upper-level courses numbered at the 300 or 400 level. 7. Completion of an academic major offered by UMBC.
B.
general education Program:
All areas listed below must be completed as specified. 1. English Composition: Completion of English 100 or equivalent course. a. 2. Arts/Humanities: Three courses with AH designation; courses must come from at least two different academic disciplines. Ancient studies and archaeology are considered the same discipline. a. b. c.
3. Social Sciences: Three courses with SS designation; courses must come from at least two different academic disciplines. Sociology and anthropology are considered the same discipline. a. b. c.
4. Mathematics: One course in mathematics or statistics with the M designation. a. 5. Sciences: Two courses with the S designation. One science course must include a laboratory component. a. b. Lab
6. Culture: B.A. students: two courses with the C designation. B.S./B.S.E. students: one course with the C designation. a. b.
7. Language: Completion of a foreign language through the 201 level or demonstrated proficiency at that level. 201: The language requirement consists of completion of a foreign language through the 201 level or demonstrated proficiency at that level. Proficiency, the number of courses needed to complete the requirement, and course placement, are determined by previous experience as follows: completion of level IV or higher of a language in high school (see table below) or corresponding AP, IB or CLEP credit (see Appendix II, Undergraduate Catalog), completion of a language through the 201 level at a regionally accredited college/university.
382 APPENDIX IV / GENERAL EDUCATION PROGRAM WORKSHEET

Highest language level attained in high school
5 4 3 2 0 -1
Meets 201-proficiency requirement

yes yes no no no
number of courses to complete requirement (continuing with H.S. language)

none none 201 102, 201 101, 102, 201
appropriate placement level* (202 & 301 are C designated for GEP)
301 202 201 102 101
* Students should not enroll in language courses below their appropriate placement level without authorization from the Department of Modern Languages and Linguistics (MLL). For students who have completed level III of a language in high school, but who feel unprepared for the 201 course, a 103 review course is available in French and Spanish. INTERNATIONAL STUDENTS proficient in a language other than English may receive equivalency for the 201-level proficiency requirement, provided that they present documentation showing that they have studied at the secondary school level (i.e., sixth grade or above) for at least one year in a country other than the continental United States. Such students should submit an application form available at www.umbc.edu/mll or the Department of Modern Languages and Linguistics office to determine whether the 201-level proficiency has been met. C. additional Policies Concerning the general education Program requirements: 1. All courses used to satisfy the general education program requirements must be completed with a C or better. Courses taken on a pass/fail basis may not be used toward general foundation requirements. 2. Within the general education program requirements, no one course may be used to satisfy more than one area. Therefore if a course has been approved as AH or C it may be used to satisfy either one, but not both, of these areas. 3. A crosslisted course may be considered as any one of its assigned disciplines, no matter under which departmental designation the course is taken. 4. No more than two courses from the same discipline may be used to satisfy either the arts/humanities or social science areas. No more than three courses from the same discipline may be used throughout the general education program requirements, except that three English courses may be used in addition to English composition.
5. Credit earned through AP, IB and CLEP may be used toward general foundation program requirements when equivalent to a UMBC general education program requirement course. Departmental credit by exam does not apply toward general education program requirements. 6. Only one studio or performance course (designated by ST) may count toward general education program requirements. 7. Biology, chemistry and physics majors satisfy the science requirements as part of their curriculum. Other majors usually satisfy these requirements by choosing one of the following six options: a. BIOL 100 + BIOL 100L and one other sciencedesignated course b. BIOL 123 + BIOL 123L and one other sciencedesignated course c. CHEM 101 + CHEM 102 + CHEM 102L d. CHEM 123 + CHEM 124 + CHEM 124L e. PHYS 111 and one other science-designated course f. SCI 100 and one other science-designated course g. BIOL 109 and one other science-designated course 8. Only one First-Year Seminar (FYS) course can be used throughout the general education program. The course must have an approved general education program designation and it can only be utilized in the appropriate category.
GENERAL FOUNDATION REQUIREMENTS WORKSHEET / APPENDIX V
383
Appendix V
General Foundation Requirements (GFR) Worksheet
B.
Arts/Humanities Three courses with AH designations; two from one academic discipline, and one from another Ancient studies and archaeology are considered the same discipline. 1a. 1b. 2.
For Students Who entered Higher education Prior to Summer 2007

Students who began or resumed higher education (following high school graduation) in summer 2007 or later must satisfy the General Education Program (GEP) graduation requirements. Students who began or resumed higher education (following high school graduation) prior to summer 2007 and have maintained continuous enrollment (without a two-year break) may complete General Foundation Requirements (GFR) or General Education Program (GEP) graduation requirements.
C.
Social Science Three courses with SS designations; two from one academic discipline, and one from another. Sociology and anthropology are considered the same discipline. 1a. 1b. 2.
I. graduation requirements
A. Completion of a minimum of 120 academic credits, not including institutional credits. The final 30 credits toward the degree must be completed at UMBC. B. C. A minimum cumulative UMBC grade point average of 2.0 Two activity courses in physical education: (unless 30 or older before the students first day of classes at UMBC or a military veteran) 1. 2. This P.E. credit does not count toward the 120 credits required for graduation. D. Completion of UMBCs General Foundation Requirement (GFRs), outlined below. 45 credits of upper-level courses numbered at the 300 or 400 level. Completion of an academic major offered by UMBC. E. D.
Mathematics One course in mathematics or statistics with the MS designation. (Computer science courses do not apply.) 1. Biological/Physical Science Two courses with the MS designation other than mathematics, statistics or computer science. One biological/physical science course must include a laboratory component. Refer to number seven under Section C (Additional Policies Concerning GFRs) for more information 1. 2.
F. Language/Culture B.a. students: The language-culture component consists of (1) completion of a foreign language through the 201 level or demonstrated proficiency at that level; and (2) one or two additional courses in language (L) or culture (C) or a combination of the two (a student can take one L and one C course). Proficiency, the number of courses needed to complete the requirement and course placement are determined by previous experience as follows: Students who meet the 201-proficiency requirement, either because they completed level IV or higher of a language in high school (or have the corresponding AP, IB or CLEP credit) or because they completed a language through the 201 level at college, can fulfill the second part of the requirement by taking courses in the same or in another language at the appropriate placement level, by starting a new language, by taking culture courses or by any combination of these choices.
E.
F.
II. general Foundation requirements (gFrs)

All areas listed below must be completed as specified. A. English Composition One course in writing ENGLISH 100 or its equivalent. 1.
384 APPENDIX V / GENERAL FOUNDATION REQUIREMENTS WORKSHEET

Highest language level attained in high school
5 4 3 2 01
Meets 201-proficiency requirement

yes yes no no no
number of courses to complete requirement

2 L or C or combination 2 L or C or combination 201 + 2 L or C or combination 102, 201, + 1 L or C 101, 102, 201, + 1 L or C
appropriate placement level

301 202 201 102 101
B.S. students: The requirements are identical to those of the B.A. students with one exception. B.S. students may substitute one course beyond the 201-level requirement with an MS course in the mathematics category. InternatIonal StUdentS should submit an application form available from the Department of Modern Languages and Linguistics or on the Web at www.umbc.edu/mll/gfr.html to determine whether they have the 201 equivalency. exceptions: Students who enroll in language courses below their appropriate placement level do not receive GFR credit for these courses. Instead, the courses count as electives. In some instances, students may receive authorization from the Department of Modern Languages and Linguistics (MLL) to enroll in a course below the appropriate placement level for GFR credit. Students with a weak language background and those with five or more years since their last language class should consult with the MLL department about such placements. For students who have completed level III of a language in high school, but who feel unprepared for the 201 course, a 103 review course is available in French and Spanish. Students who have received this permission can fulfill the requirement by completing 103, 201, and one L or C course. Please note: Students may not receive credit for both 102 and 103 in the same language. 201 a. b.
D.
A cross-listed course may be considered as any one of its assigned disciplines, no matter under which departmental designation the course is taken. No more than two courses from the same discipline may be used to satisfy either the arts/humanities or social science areas. No more than three courses from the same discipline may be used throughout the GFRs, except that three English courses may be used in addition to English composition. Credit earned through AP, IB and CLEP may be used toward GFRs when equivalent to a UMBC GFR course. Departmental credit by exam does not apply toward GFRs. Only one studio or performance course, designated by ST may count toward GFRs. Biology, chemistry, physics and engineering majors satisfy the biological/physical science requirements as part of their curriculum. Other majors usually satisfy these requirements by choosing one of the following five options: 1. BIOL 100 + BIOL 100L and one other MS course (excluding mathematics, statistics or computer science). 2. CHEM 101 + CHEM 102 + CHEM 102L 3. CHEM 123 + CHEM 124 + CHEM 124L 4. PHYS 111 and one other MS course (excluding mathematics, statistics or computer science).
E.
F.
G. H.
III. additional Policies Concerning gFrs

A. All courses used to satisfy the GFRs must be completed with a C or better. Courses taken on a P/F basis may not be used toward GFRs. Within the GFRs, no one course may be used to satisfy more than one area. Therefore, if a course has been approved as AH or C, it may be used to satisfy either one, but not both, of these areas. Students may use only one First-Year Seminar (FYS) course in their entire GFR package. The course must have an approved GFR designation, and it can only be use in the appropriate category. The remaining courses in the area in which a FYS course is used must come from two different disciplines.
5. SCI 100 and one other MS course (excluding mathematics, statistics or computer science). 6. BIOL 109 and one other MS course (excluding mathematics, statistics, or computer science).
B.
C.
ADDITIONAL POLICIES / APPENDIX VI
385
Appendix VI
UMBC has published specific statements of policy regarding the following areas:
1. Faculty, student and institutional rights and responsibilities for academic integrity 2. The UMBC code of Student Conduct 3. Sexual harassment 4. Procedure for review of alleged arbitrary and capricious grading 5. Hazing 6. Procedures for complaints of discrimination 7. Alcohol and other drugs 8. Sexual assault These policies are available in the Office of the Vice President for Student Affairs. Summaries and, in some cases, the complete text of these policies will be published in the Student Handbook, the UMBC Directory and the Schedule of Classes. Many policies are also accessible from the UMBC Home page, www.umbc.edu. Information Regarding the Family Educational Rights and Privacy Act of 1974, commonly called FERPA, is available at www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
386 APPENDIX VII / DISCLOSURE OF STUDENT RECORDS PROCEDURE
Appendix VII
Disclosure of Student Records Procedure
II.
It is the policy of UMBC to permit students to inspect their education records.
a. rights of access Each student has a right of access to his or her education records, except confidential letters of recommendation received prior to Jan. 1, 1975, and financial records of the students parents. B. Waiver A student, by a signed writing, may waive his or her right of access to confidential recommendations in three areas: admission to any education institution, application for employment, and receipt of honors and awards. UMBC will not require such waivers as a condition for admission or receipt of any service or benefit normally provided to students. If the student chooses to waive his or her right of access, he or she will be notified, upon written request, of the names of all people making confidential recommendations. Such recommendations will be used only for the purpose for which they were specifically intended. A waiver may be revoked in writing at any time, and the revocation will apply to all subsequent recommendations, but not to recommendations received while the waiver was in effect. C. types and locations of educational records, titles of records, Custodians at UMBC Please note that all requests for access to records should be routed through the appropriate office listed. 1. Admissions Records Admission applications and transcripts from institutions previously attended a. Undergraduate: Director of Admissions, Library b. Graduate: Director of Graduate Admissions, Administration Building 2. 3. Transcripts and Registration Records Registrar, Academic Services Building Academic Departmental Records Academic records; Departmental Chairperson Individual Departmental Offices Disciplinary Records Director of Student Judicial Programs, Mathematics/Psychology Building Counseling Services. Biographical data, summaries of conversations with students, test results; Director of University Counseling Services, Mathematics/Psychology Building Financial Aid and Scholarship Records Director of Financial Aid and Scholarships, Library Health Services Where records are made and used only for treatment purposes, they are not education records and are not subject to this policy; health education records are subject to this policy; Director of University Health Services, Erickson Hall
The University of Maryland, Baltimore County (UMBC) adheres to a practice of compliance with the Family Educational Rights and Privacy Act (FERPA). As such, it is the practice of the University (1) To permit students to inspect their education records (2) To limit disclosure to others of personally identifiable information from education records without students prior written consent, (3) To provide students the opportunity to seek correction of their education records where appropriate. This procedure formalizes that practice and supercedes the UMBC Disclosure of Student Records Policy. I. definitions A. Student means an individual who is or who has been in attendance at UMBC. It does not include any applicant for admission to UMBC who does not matriculate, even if he or she previously attended UMBC. (Please note, however, that such an applicant would be considered a student with respect to his or her records relating to that previous attendance.) Education records means those records that are directly related to a student and maintained by UMBC. The following are not education records: 1) Records that are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to any other person except a temporary substitute for the maker of the record 2) Records made by UMBC Police that are maintained by UMBC Police for law enforcement purposes 3) Employment records, except where an enrolled student is employed as a result of his or her status as a student 4) Records made by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in his or her professional capacity, or assisting in a paraprofessional capacity, made, maintained or used only in connection with treatment of the student and disclosed only to people providing treatment. However, these records may be reviewed by an appropriate professional of the students choice only after a written release is submitted by the student. 5) Records that only contain information about an individual after he or she is no longer a student at UMBC.
B.
4.
5.
6. 7.
DISCLOSURE OF STUDENT RECORDS PROCEDURE / APPENDIX VII

8. Job Placement Records Director of Career Development Center, Mathematics/Psychology Building Business Services All student accounts receivable, records of students financial charges and credits with the University; Bursar, Administration Building
387
9.
2. This directory information will be disclosed even in the absence of consent unless the student files written notice informing UMBC not to disclose any or all of the categories within three weeks of the first day of the semester in which the student begins each school year. This notice must be filed annually within the above allotted time to avoid automatic disclosure of directory information. The notice should be filed with UMBCs Registrars Office. 3. UMBC will give annual public notice to students of information designated as directory information. 4. Directory information may appear in public documents and otherwise may be disclosed without student consent unless the student objects as provided above. B. Prior Consent not required Prior consent will not be required for disclosure of education records to the following parties: 1. School officials of UMBC who have been determined to have legitimate educational interests: a. School officials include instructional or administrative personnel who are or may be in a position to use the information in furtherance of a legitimate educational interest. b. Legitimate educational interests include those interests directly related to the academic environment. 2. Officials of other schools in which a student seeks or intends to enroll, and officials of other schools in which the student is enrolled during a period when the student remains enrolled at UMBC. Upon request, and at his or her expense, the student will be provided with a copy of the records that have been transferred. The student, upon request, will have the opportunity to have a hearing to address amendment of his of her records as provided for under Section IV, Subsection B of this policy. 3. Authorized representatives of the comptroller general of the United States, the attorney general of the United States, the secretary of U.S. Department of Education, or an official or employee of the Department of Education acting for the secretary under a delegation of authority, or State and local educational authorities, but only in connection with the audit or evaluation of federal- or state-supported education programs or for the enforcement of, or compliance with, federal legal requirements relating to these programs. These officials will protect information received so as not to permit personal identification of students to parties not named above, and, subject to controlling Federal law or prior student consent, will be destroyed when no longer needed for these purposes. 4. Authorized persons and organizations that are given work in connection with a students applications for, or receipt of, financial aid, but only to the extent necessary for such purposes as determining eligibility, amount, conditions, and enforcement of terms and conditions.
10. Academic Misconduct Records Provost, Administration Building 11. On-Campus Housing Records Director of Residential Life, Erickson Hall 12. Athletic Records Director of Athletics, Physical Education and Recreation, Retriever Activities Center 13. International Student Records Director of International Education Services, Administration Building d. Procedure to be Followed to Inspect educational records Request for access should be made in writing to the appropriate office. UMBC will comply with a request for access within a reasonable time, but not more than 45 days after receipt of the request. In the usual case, arrangements will be made for the student to read his or her records in the presence of a staff member. If facilities permit, a student ordinarily may obtain copies of his or her records by paying reproduction costs. The fee for copies is $.50 per page. UMBC will not provide copies of any transcripts in the students records other than the students current University transcript from UMBC. Official UMBC transcripts (with University seal) will be provided at a higher charge. III. It Is the Policy of UMBC to limit disclosure of Personally Identifiable Information From education records Unless It Has the Students Prior Written Consent, Subject to the Following limitations: a. directory Information 1. The following categories of information have been designated directory information: a) Name b) Address c) Telephone Listing d) Electronic Mail Address e) Photograph f) Date and Place of Birth g) Major Field of Study h) Dates of Attendance i) j) Enrollment Status Participation in Officially Recognized Activities and Sports Degrees, Honors and Awards Received
k) Weight and Height of Members of Athletic Teams l) m) Most Recent Educational Institution Attended
388 APPENDIX VII / DISCLOSURE OF STUDENT RECORDS PROCEDURE

5. State and local officials to whom such information is specifically required to be reported by effective state law adopted prior to Nov. 19, 1974 concerning the juvenile justice system. 6 Organizations, including, but not limited to, federal, state and local agencies, and independent organizations, conducting educational studies for, or on behalf of UMBC, to develop, validate or administer predictive tests; to administer student aid programs; or to improve instruction. The studies shall be conducted in a manner that does not permit personal identification of students to individuals other than representatives of the organization, and the information will be destroyed when no longer needed for these purposes. 12. The public when a UMBC disciplinary proceeding has found that the student violated a University rule as it relates to an allegation that the student perpetrated a crime of violence, or non-forcible sex offenses, as defined by the FERPA and above. UMBC may only release the final results of the disciplinary proceeding. 13. A students parent or guardian regarding the students violation of any federal, state or local law, or of any rule or policy of UMBC governing the use or possession of alcohol or a controlled substance if the student is found to have committed a disciplinary violation with respect to that use or possession and the student is younger than age of 21 at the time of the disclosure. C. Prior Consent required 7. Accrediting organizations for purposes necessary to carry out their functions. 8. Parent(s) of a student who is a dependent for income tax purposes. UMBC may require documentation of dependent status such as copies of income tax forms. 9. Appropriate parties, as mandated, to comply with a judicial order or lawfully issued subpoena. UMBC will make reasonable efforts to notify the student before complying with the order or subpoena, unless the disclosure is in compliance with a federal grand jury subpoena or other subpoena issued for a law enforcement purpose, and the court has ordered that the existence or the contents of the subpoena, or the information furnished in response, not be disclosed. UMBC may disclose, without subpoena or court order, educational records to a court in connection with legal action initiated by UMBC against a student, or by a student against UMBC, when those records are relevant for UMBC to proceed with the action as plaintiff or in its defense. 10. Appropriate parties in connection with an emergency, where knowledge of the information is necessary to protect the health or safety of the student or other individuals. 11. A victim of an alleged perpetrator of a crime of violence, or a non-forcible sex offense, as defined by the FERPA. The disclosure may only include the final results of the disciplinary proceeding conducted by UMBC as it relates to that allegation. FERPA defines alleged perpetrator of a crime of violence as a student who is alleged to have committed acts that would, if proven, constitute any of the following offenses or attempts to commit the following offenses: a) Arson b Assault offenses c) Burglary d) Criminal homicide manslaughter by negligence e) Criminal homicide murder and non-negligent manslaughter f) Destruction/damage/vandalism of property g) Kidnapping/abduction h) Robbery i) Forcible sex offenses In all other cases not addressed in Section III.B., UMBC will not release personally identifiable information in education records or allow access to those records without prior consent of the student. Unless disclosure is to the student himself or herself, the consent must be written, signed and dated, and if must specify the records to be disclosed, the identity of the recipient and the purpose of disclosure. A copy of the record disclosed will be provided to the student upon request and at his or her expense. d. records of disclosures UMBC will maintain, with the students educational records, a record of each request, and each disclosure, of personally identifiable information from the students records, except: 1. Disclosures to the student himself or herself 2. Disclosures pursuant to the written consent of the student (The written consent itself will suffice as a record.) 3. Disclosures to instructional or administrative officials of UMBC 4. Disclosures of directory information 5. Disclosures in response to a federal grand jury or other law enforcement subpoena where the disclosure is directed not to occur. This record of disclosures may be inspected by the student, the official custodian of the records, and other UMBC and governmental officials whose purpose is to audit the recordkeeping procedures of UMBC. e. redisclosure of Information UMBC may disclose personally identifiable information from an educational record only on the condition that the party receiving the information will not redisclose without prior written consent of the student unless the stated purpose of the disclosure includes redisclosure. This redisclosure condition does not apply when disclosure is made under this Procedure Section III.B.8., Section III.B.9., Section III.A., Section III.B.12. and Section III.B.13.
DISCLOSURE OF STUDENT RECORDS PROCEDURE / APPENDIX VII

IV. It Is the Policy of UMBC to Provide Students the opportunity to Seek amendment of their education records a. request to amend records A student who believes information contained in his or her education records is inaccurate, misleading or in violation of the students rights of privacy may submit a written request to the appropriate custodian specifying the document(s) being challenged and the basis for the complaint. The request will be sent to the person responsible for any amendments to the record in question. Within a reasonable period of time of receipt of the request, UMBC will decide whether to amend the records in accordance with the request. If the decision is to refuse to amend, the student will be so notified and will be advised of the right to a hearing to challenge the content of his or her records. B. right to a Hearing If UMBC refuses to amend a students record, the student then may exercise the right to a hearing by delivering a written hearing request to the Office of the President. The student will be notified in writing of the date, place and time reasonably in advance of the hearing. The hearing will occur within a reasonable time after receipt of the request for a hearing. 1. Conduct of the Hearing The hearing will be conducted by a UMBC official, of UMBCs choosing, who does not have a direct interest in the outcome. The student will have a full and fair opportunity to present evidence relevant to the issues raised and may, at his or her own expense, be assisted or represented by individuals of his or her choice, including an attorney. 2. Decision Within a reasonable period of time after the conclusion of the hearing, UMBC will notify the student in writing of UMBCs decision. The decision will be based solely upon evidence presented at the hearing and will include a summary of the evidence and the reasons for the decision. If UMBC decides the information is inaccurate, misleading or a violation of the students privacy rights, UMBC will amend the records accordingly. C. right to Place an explanation in the records If, as a result of the hearing, UMBC decides the information is not inaccurate, misleading or otherwise in violation of the students privacy rights, the University will inform the student of the right to place in his or her record a statement commenting on the information and/or explaining any reasons for disagreeing with the Universitys decision. Any such explanation will be kept as part of the students record as long as the contested portion of the record is kept and will be disclosed whenever the contested portion of the record is disclosed. V. the right to File a Complaint
389
A student alleging UMBC noncompliance with the Family Educational Rights and Privacy Act may file a written complaint with the Family Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202-4605.
390 APPENDIX VII I / REGULAR TEACHER PREPARATION PROGRAM
Appendix VIII
To be licensed to teach in Maryland, all teacher candidates are required to pass the standardized tests that are specified by the Maryland State Department of Education. The success of the teacher candidates on these tests must be reported by each institution. The chart below provides this information and compares the UMBC pass rate to those of the entire state.
Single-assessment Institution level Pass-rate data:

regular teacher Preparation Program Hea title II 2006-2007 academic Year University of Maryland, Baltimore County (Institution Code 5835) Maryland Single-assessment Institution level Pass-rate data
type of assessment Aggregate Basic Skills Aggregate Professional Knowledge Aggregate Academic Content Areas Elementary Education Early-Childhood Education
number taking assessment 105 82
number Passing assesment 100 80
Institutional Pass rate 95% 98%
State Pass rate 99% 98%
100 45 16
99 45 16
99% 100% 100%
99% 100% 100%
INDEX
391
11 8 14 37
Index
[ ] Indicates location of course descriptions
C
Campus Activities Career Services Center Cars on Campus Certificate Programs Chemical and Biochemical Engineering 1 33 33 38 37 1 33 7 178 40, [227] 366 18 18 18 19 20 20 42, [188] 161 [193] 44, [193] 47, [197] 49, [198] 18, 375 47, [201] 183, [202] 13 31 Chemistry Chinese Classical Languages College-Level Examination Program (CLEP) The Commons Compliance Comparative and World Literature Computer Engineering Computer Science Computing Services Confidentiality of Records Conservation and Environmental Research Areas Continuing and Professional Studies Counseling Course Codes Course Descriptions Credit-by-Exam
a
Academic Advising Academic Clemency Academic Dishonesty Academic Divisions Academic Programs Academic Services Academic Standing Accelerated Bachelors/Masters Degree Programs Acting Administrative and Managerial Sciences Administrative Offices Admission Freshman Transfer International Non-Degree Golden I.D. Africana Studies Allied Health American Sign Language American Studies Ancient Studies Anthropology Advanced Placement (AP) Exam Archaeology Art Athletics Auditing Courses
64, [240] 67, [213] 140, [216] 47 32, 376 11 21 [225] 72, [217] 72, [219] 3 32, 386 4 16 15 35 188 32
d
Dance Degree Requirements Dental Hygiene Diagnostic Medical Sonography Program Dining Halls Disabled Student Services 78, [225] 28 162 17 14 2
e
Economics Education Electrical Engineering 81, [228] 86, [232] 72, [242] 89, [236] 64, 72, 134, [217], [241], [251] English English Language Center Environmental Science and Environmental Studies Evening Classes 93, [242] 2, 16, [239] 98 7
B
Biochemistry and Molecular Biology Bioinformatics and Computational Biology Biological Sciences Business Technology Administration 52 55 58, [208] 62
Emergency Health Services Engineering
392 INDEX
F
Faculty Financial Aid Financial Economics First-Year Experience Seminars Success Courses Living/Learning Communities French 344 25 81, [228] 9 9, [254] 9 10 140, [253]
I
Information Systems In-State Status Interdisciplinary Studies International Baccalaureate (IB) International Media Center Internships 116, [280] 378 39, 121, [279] 32, 377 4 5
J
Japanese 140, [285] 123, [284] Judaic Studies
g
Gender and Womens Studies General Education Program Geography and Environmental Systems German Grades Pass/Fail Incomplete Changes Graduation Application Requirements Greek 29 28, 34 47, [265] 101, [265] 34 104, [259] 140, [258] 31 31 31 32
K
Korean 140, [285]
l
Latin Learning Resources Center Library Linguistics Living Accommodations 47, [286] 2 3 140, [286] 14
M H
Health Administration and Policy Health Services Hebrew History Honors Graduation Deans List Semester General Departmental Phi Beta Kappa Honors College Human Context of Science and Technology Humanities 107, [269] 15 123, [271] 109, [271] 32 32 32 32 32 32 6 3, 39, 112, [278] 114, [271] [279] Major Programs Management of Aging Services Map, Campus Mathematics Mechanical Engineering Media and Communications Studies Medical and Research Technology Minor Programs Modern Languages and Linguistics Music 37 124, [192] 398 126, [287] 134, [251] 137, [292] 162 37 140, [292] 145, [297]
n
Nursing 163
INDEX
393
25
o
Off-Campus Student Services Officials Optometry Orientation 13 343 161 1
S
Scholarships Science Security Service-Learning Programs Shriver Center Social Work 25 163 6 149, [306] 151, [304] 164 152, [310] 156, [312] 162 161 161 161 161 161 165, [318] Sociology Spanish Speech Statistics Student Involvement Center Student Life Student Support Services Study Abroad Summer Session [325] 14 5 5 172, [330] 175, [325] 140, [332] 93, [334] 126, [334] 6, 12 10, 12 2 6 16
P
Paying for College Pharmacy Phi Beta Kappa Philosophy Physical Education Physical Therapy Physics Political Science Predental Hygiene Predentistry Prelaw Premedicine Preoptometry Preveterinary Psychology
t
Theatre Transcripts Transfer Policies Transit Tuition and Fees 178, [336] 32 19, 368 13 22
r
Recreation Refunds Registration Graduate Courses Records Inter-institutional Re-instatement Religious Studies Repeating Courses Requirements GEP GFR Graduation Retriever Activities Center ROTC Russian 13 23 29 30 31 30 21 171, [322] 31 28 29, 381 29, 383 29 11 8 140, [324]
U
Undergraduate Research 7
V
Visual and Performing Arts Visual Arts 182, [340] 183, [202]
W
Winter Session Withdrawal Wolof 16 23, 30 140, [341]
394 NOTES
Notes
NOTES
395
396 NOTES
NOTES
397
398 2008 - 2010 CAMPUS MAP

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Undergraduate Catalog 2008-2010

new Student orientation Programs

International education Services (IeS)

learning resources Center (lrC)

english language Center (elC)

Student Support Services (SSS)

Services for Students with disabilities

the Honors College

office of Information technology (oIt)

Cera: Conservation and environmental research areas

International Media Center

oIt Student Job opportunities

SPECIAL OPPOR TUNITIES

K-16 outreach Initiatives

Internship and Cooperative education Programs

International Work and Service

6 SPECIAL OPPOR TUNITIES

Service delivery Programs

Student Involvement Center (SIC)

the Choice Program

Phi Beta Kappa

SPECIAL OPPOR TUNITIES

accelerated Bachelors/Masters Programs

evening and SpecialSessions Classes

8 SPECIAL OPPOR TUNITIES

Career Counseling/ advisement

Career Services Center Web Site

reserve officers training Corps Program (rotC)

graduate School Preparation

Job Placement opportunities

THE FIRST-YEAR EXPERIENCE

The First-Year Experience

new Student Book experience (nSBe)

Collegiate Summer Institute, Summer Bridge Program

First-Year academic Seminars (FYS)

Introduction to an Honors University (IHU), First-Year Success Courses

10 THE FIRST-YEAR EXPERIENCE

living learning Communities (llC)

office of Student life (oSl)

LIFE ON THE UMBC CAMPUS

Life on the UMBC Campus

the UMBC Bookstore

the Commons Information Center (CIC)

retriever activities Center (raC) arena

12 LIFE ON THE UMBC CAMPUS

religion and Spirituality

Student events Board (SeB)

Student Involvement Center (SIC)

Student government association (Sga)

LIFE ON THE UMBC CAMPUS

off-campus Student Services (oCSS)

Sports and recreation

transfer Student network (tSn)

14 LIFE ON THE UMBC CAMPUS

administration Building Caf

the Commons Food Court

eligibility and application for on-campus Housing

Student Judicial Programs

the library lobby Caf

living learning Programs

LIFE ON THE UMBC CAMPUS

Workshops and Career Issues

Typical Concerns for Contacting UCS for Therapy: