Faculty:  Kim Anderson (Art), Anthony P. Andrews, (Anthropology), Uzi Baram (Anthropology), Maribeth Clark (Music), Glenn R. Cuomo (German Language and Literature), Andrea Dimino (English), Aron Z. Edidin (Philosophy), Keith  A. Fitzgerald (Political  Science), April N. Flakne (Philosophy), Sandra L. Gilchrist (Biology), David A. Harvey (History), Cris Hassold (Art History), Sarah Hernandez (Sociology), Barbara Hicks (Political Science), Sonia Labrador-Rodríguez (Spanish Language and Literature),  Margaret Lowman (Biology and Environmental Studies), Susan Marks (Religion), Nova Myhill (English), Eirini Poimenidou (Mathematics), Amy B. Reid (French Language and Literature), David S. Rohrbacher (Classics), Kimberly Ryan (Psychology), Mariana Sendova (Physics), Suzanne E. Sherman (Chemistry) Frederick R. Strobel  (Economics), Wendy Sutherland (German Language and Literature), Jocelyn C. Van Tuyl  (French Language and Literature), Miriam L. Wallace (English), Katherine M. Walstrom (Biochemistry).

"One is not born a woman, but rather becomes one." – Simone de Beauvoir

Gender Studies is a dynamic interdisciplinary field of academic study and research. Drawing on continuing scholarly developments in the Natural and Social Sciences and in the Humanities, Gender Studies invites us to consider and to question the assumptions and values that shape our individual self-image and our interactions with others in society. Some students approach Gender Studies from the angle of Environmental Studies, others with the cross-cultural concerns of anthropology, or with an interest in how gender inflects the field of ethics; what joins them in conversation is a will to examine how human understandings of gender and sexual identity have changed over time and how they continue to shape our experience of the world. Broadly defined at New College, Gender Studies encompasses work that could also be called women’s studies, masculinity studies, lesbian and gay studies, queer studies, or feminist studies; it also intersects with the issues raised in the various fields of ethnic studies.

The Joint-Disciplinary AOC in Gender Studies complies with the New College Academic Learning Compact, which ensures that graduates have demonstrated the requisite oral and written communication skills, appropriate content knowledge, and creative and critical thinking skills for the Bachelor of Arts degree. These skills are assessed in each academic and service-learning component. The senior thesis project and the baccalaureate examination are the final capstone requirement, demonstrating the student’s achievement of the required skills and abilities for the Gender Studies portion of the AOC.

To fulfill the following requirements, students may combine gender-oriented courses offered in established disciplines with Tutorials, Independent Research Projects, and Independent Study Projects. In addition to selecting courses from among those cross-listed under Gender Studies in the Course Schedule, students may also arrange with faculty at the start of term to focus on gender issues in the papers and assignments for other appropriate courses, which may then count towards a Gender Studies concentration.

Students are strongly encouraged to seek out appropriate internships, activist projects, or service-learning opportunities during the semester, the January Independent Study Period, or the summer. Faculty and Career Services can help students find local or national placements. Students may also want to consider participating in one of the intensive off-campus semesters offered by various universities around the country, which combine Gender Studies-related internships with research opportunities in cities such as Washington, D.C. or Atlanta. We encourage students to pursue Gender Studies in an international context by studying a foreign language and/or by undertaking a semester of study abroad.

In what follows, a "course" is defined as an activity or pair of activities equivalent to a full term of work (i.e., a semester-long course or Tutorial, IRP, or an ISP). Students need to complete at least:

• two courses each in the Humanities and in the Social Sciences with papers or projects focused on gender;

• one course in the Natural Sciences with papers or projects focused on gender;

• a course or tutorial on gender or feminist theory;

• a senior project/thesis that raises gender-related issues but which may be sponsored by any member of the faculty (not only those listed above). The senior thesis will usually have a strong Gender Studies focus, and is often inter or cross-disciplinary in nature.

• At least one of the projects must be cross-cultural or deal with gender as it intersects with race, ethnicity, and/or social class.

• One broadly interdisciplinary project. Although a specifically interdisciplinary course may not be offered regularly, an interdisciplinary undertaking could productively combine coursework in one field with course, tutorial, or Independent Study work on a related topic in another disciplinary field. For instance, coursework in Psychology on parenting practices and attitudes could be effectively combined with a tutorial in Philosophy on embodiment and maternity, OR in Literature on representations of motherhood and alternative families, OR in Biology on women’s health issues.

• A Methods course is highly recommended for serious students of Gender Studies, ideally surveying both qualitative and quantitative methods. Regularly offered courses in the Social and Natural Sciences in methods may, at the discretion of the instructor, fulfill this recommendation.

When undertaking courses or projects not cross-listed under Gender Studies, students should be sure to ask faculty to indicate on their term evaluation that their work fulfills Gender Studies requirements. They may then list the course on their Gender Studies Worksheet.

• In Humanities: Music, Gender and Culture; An-Other Story: the Art of Women through the Ages; Anglo-American Feminist Theory: Problems in Conceiving  Women, Feminist Ethics, Women and Religion

• In the Natural Sciences: Women and Science; Gender Development in Science Fiction; Current Issues in Genetics, Role of Women in Natural History.

• In Social Sciences: Social Movements; The Colonial Encounter; Race and Ethnicity in Global Perspective.

• Interdivisional: Women in the United States of America: Our Voices and Experiences, Gender Studies Across the Disciplines: Tutorial; Challenges for African Women: Tutorial

• Gender Bias in Physiological Stress Research (Biology/Gender Studies)

• Inanimate Abjections: Configuring Identity in the Work of Hans Bellmer, Cindy Sherman, and Mike Kelley (Art History/Gender Studies)

• The Healing Power of Narrative: The 1937 Haitian Massacre and Two Literary Representations (Literature/Gender Studies)

• Gazing the Streets: A Visual Arts Installation Project (Visual Arts/Gender Studies)

• Jewish Women’s Lives in the Interwar Polish Shtetl (Special Area of Concentration)

• Existence in the Inquiry: The Dynamism of Feminist Existentialism(Religion/Gender Studies)

• Strange Fruits: An Academic Journal on Issues of Gender and Race (Special Area of Concentration)

• Queening/Queering: Gender in Edmund Spenser’s The Faerie Queene and the Practice of Queer Criticism (Literature/Gender Studies)

• Dancing with Desire: Theorizing the Possibility of Feminist Dance (Sociology/Gender Studies)

• You Don’t Have to Be Straight to Shoot Straight: Military Formations and the Impossibility of Masculinity (Special Area of Concentration) 

In response to the unique challenges of global interdependence, the International and Area Studies (IAS) concentration is designed to meet the need for a new generation trained to enter the international arena with a more comprehensive view of the international system and an in-depth understanding of a major region or issue in world affairs.  The IAS area of concentration offers three tracks to meet a range of student interests and still provide solid training for future study or work in the area.  The “area studies” track combines fundamental courses on the international political and economic systems with the student’s choice of specialization in a regional area; the “systemic track” focuses on a deeper understanding of the international political and economic systems; and the “issue” track is designed for students with a specific interest in a major international issue that affects more than one region, e.g. global health issues or peace and conflict.  In addition to these three tracks in the IAS AOC, we offer separate AOCs in Latin American Studies and in European Studies.  These two AOCs are designed for students with intensive interests in one of these regions and less of a focus on the international system.  Students are free to concentrate in other regional areas either under the IAS area studies track or as an individually designed major.  International and Area Studies, Latin American Studies, and European Studies are also very appropriate “slashes” for students combining them with disciplinary AOCs, so we offer a reduced set of requirements for those options.

The requirements listed below are the minimum expected; students are encouraged to take more classes and do ISPs and tutorials in areas that interest them.  In exceptional cases, students may petition the International Studies Committee to substitute a different course for a requirement.  (For example, a biology student doing fieldwork in Latin America might count that experience toward the study abroad requirement or toward his or her “area course” requirements.)  The student’s baccalaureate committee would also have to approve the substitution. 

NOTE:  Students who declare an AOC in International and Area Studies by Spring 2007 or who entered New College by Fall 2005 may choose whether they prefer to go by the old set of requirements or one of these new sets.

Faculty:  Frank Alcock (Political Science), Uzi Baram (Anthropology), Carrie Beneš (History), Glenn Cuomo (German Language and Literature), Kathryn Dungy (History), David Harvey (History), Sarah Hernandez (Sociology), Barbara Hicks (Political Science), Sonia Labrador-Rodriguez (Spanish Language and Literature), John Newman (Religion), José Alberto Portugal (Spanish Language and Literature), Amy B. Reid (French Language and Literature), Fred Strobel (Economics), Wendy Sutherland (German Language and Literature), Jocelyn van Tuyl (French Language and Literature)

Note: Students doing the area studies track in Europe or Latin America may also have faculty from those AOCs as committee members, even if they are not listed under the general IAS heading.

1 non-language Humanities course
1 History course
1 non-History Social Science course
1 elective in any area

Systemic Track
Completion of the 4^th-semester course (or equivalent) of a foreign language
Intro to World Politics
1 Comparative Politics course
Race and Ethnicity in Global Perspective
At least 3 of the following economics courses:
     Intro to Economic Analysis
     Intro Macroeconomics
     International Economics
     Development Economics
2 Modern History courses
1 Environmental Politics course covering international or cross-border issues
If possible, an ecology or science course dealing with a major global ecosystem (climate, oceans)

Issue Track
Completion of the 4^th-semester course (or equivalent) of a foreign language
Intro to World Politics
1 Comparative Politics course
Intro to Economic Analysis or Intro Macroeconomics
International Economics or Development Economics
At least 4 courses in your issue of specialization, e.g. global health.  The following activities may count for this course requirement:
     Courses taught here (usually on an occasional basis)
     Courses taken at other institutions, if they meet NCF standards
     Courses taken abroad, if they meet NCF standards
     Up to 2 tutorials

European Studies 

Faculty:  Carrie Beneš (History), Glenn Cuomo (German Language and Literature), April Flakne (Philosophy), David Harvey (History), Barbara Hicks (Political Science)Amy Reid (French Language and Literature), David Schatz (Russian Language and Literature), Fred Strobel (Economics), Wendy Sutherland (German Language and Literature), Jocelyn van Tuyl (French Language and Literature), Miriam Wallace (English)

Latin American Studies

Faculty:  Anthony Andrews (Anthropology), Al Beulig (Biology), Kathryn Dungy (History), Sandra Gilchrist (Biology), Sarah Hernandez (Sociology), Sonia Labrador-Rodriguez (Spanish Language and Literature), José Alberto Portugal (Spanish Language and Literature), Jesus Ramos-Kitrell (Music), Amy Reid (French Language and Literature), Fred Strobel (Economics)

Completion of a 6^th semester course (or equivalent) of Spanish (culture/literature in the original).  Students must complete an advanced course or tutorial in Spanish during their senior year at NC.
     *Students working primarily in a country using a language other than Spanish
     may substitute 2 semesters of that language (e.g. Portuguese or French) for the
     5^th and 6^th semesters of Spanish, although they are encouraged to attain
     advanced-level Spanish as well.
1 other Latin American literature, art, music, or culture course
the 2-course core History sequence on Latin America
1 Politics course that addresses Latin America or developing countries
1 Economics course that addresses developing countries or international
     economics (these courses require an intro level econ course)
3 electives in any field covering Latin America or focusing on the issues of developing countries

African Studies, Asian Studies, Middle Eastern Studies

We do not currently offer enough courses in these areas to allow us to devise structured AOCs.  Students wanting to complete an AOC in one of these areas are encouraged either to complete the International and Area Studies area track with a concentration in their regional area of choice or to design their own special combined majors with strong training in another discipline. They should consult with both their advisors and other International and Area Studies faculty in designing such special majors.

For All Students in the AOCs Listed Above

Every student should study abroad for a semester or summer.  (A full semester is preferable.)  In unusual circumstances, another significant multicultural experience may be substituted for this requirement upon approval of the International Studies Committee and the student’s own baccalaureate committee.  Language courses taken abroad may be counted to your requirements if they lead to at least as much progress as we would expect in a semester here.  You are also likely to be taking a few area courses, which can count toward your area course requirements if they are substantial.  (Please bring home your syllabi and copies of your work for your committee to review.)  

Students completing a double major should not count more than two classes toward both majors.
The thesis or thesis project must be on an international or area studies topic.
At least two members of the affiliated faculty for your program must be on your baccalaureate committee.

Requirements for a combined AREA OF CONCENTRATION (“slash”)

International and Area Studies

Area Studies Track
Completion of 3^rd-semester course (or equivalent) of a foreign language  

Intro to World Politics or Comparative Politics course

Intro to Economic Analysis or Intro Macroeconomics

International Economics or Development Economics

3 courses in your regional area of specialization, including at least one History course. 

*Students combining IAS with an AOC in Political Science, Economics, or History will have already met some of the requirements above and should take additional courses outside of their AOC as substitutes.
 

Systemic Track

Intro to World Politics

1 Comparative Politics course

Intro to Economic Analysis or Intro Macroeconomics

International Economics or Development Economics

2 Modern History courses

*Students combining IAS with an AOC in Political Science, Economics, or History will have already met some of the requirements above and should take additional courses outside of their AOC as substitutes.

Issue Track

Intro to World Politics

1 Comparative Politics course

Intro to Economic Analysis or Intro Macroeconomics

International Economics or Development Economics

3 courses in your issue of specialization. 

*Students combining IAS with an AOC in Political Science or Economics will have already met some of the requirements above and should take additional courses outside of their AOC as substitutes.

European Studies

If the disciplinary concentration you are combining is not in a European language and literature
     Completion of the 3^rd-semester course or equivalent of a major European
           language
     1 European Humanities elective outside of language
     the 2-course core history sequence on Modern Europe
           (History AOC’s should replace this requirement with 2 other electives, 1 of
           which is in Social Sciences)
     2 Social Science electives (outside of the other AOC you are combining) that
           address Europe or developed countries
If the disciplinary concentration you are combining is in a European language and literature
     1 European Humanities elective outside of your AOC
     the 2-course core history sequence on Modern Europe
     3 Social Science electives that address Europe or developed countries (2 of
           them must be outside History)

Latin American Studies

If the disciplinary concentration you are combining is not Spanish Language and Literature
     Completion of the 3^rd-semester course (or equivalent) of Spanish language
     1 Latin American Humanities elective outside of language
     the 2-course core History sequence on Latin America
            (History AOC’s should replace this requirement with 2 other electives, 1 of
            which is in Social Sciences)
     2 Social Science electives (outside of the other AOC you are combining) that
            cover Latin America or developing countries

If the disciplinary concentration you are combining is in Spanish Language and Literature
     1 Latin American Humanities elective outside of your AOC
     the 2-course core history sequence on Latin America
     3 Social Science electives that address Latin America or developing countries (2
            of them must be outside History)

For All Students in the Combined AOC’s Listed Above

Study abroad is highly recommended.  Language courses taken abroad may be counted to your requirements if they lead to at least as much progress as we would expect in a semester here.  You are also likely to be taking a few area courses, which can count toward your area course requirements if they are substantial.  (Please bring home your syllabi and copies of your work for your committee to review.)  

The thesis or thesis project should have some international or area studies content.

You must have at least one faculty member affiliated with your program on your baccalaureate committee.

MEDIEVAL AND RENAISSANCE STUDIES

An Area of Concentration in Medieval and Renaissance Studies normally includes the following:

Faculty:  Richard D. Coe (Economics), Catherine S. Elliott (Economics), Keith A. Fitzgerald (Political Science), Frederick R. Strobel (Economics)

This Area of Concentration is of growing interest to students, since it offers insight into the decision-making process within government and business. The core of the program is economics and political science. The goal is to prepare a student to analyze technical reports, to understand the behavior of decision makers, and to appreciate the complexity of social issues. Many students have found the study of Public Policy a good preparation for law, business, government service, and other vocations that involve the large institutional structures of our society.

Typically, a student begins the program with introductory work in American government and in both macroeconomics and microeconomics. From there, most participants pursue political theory, bureaucracy, executive or legislative decision-making, and public finance. In addition, course work in the sociology of formal organizations, social ethics, statistics, mass media, modern history, and social psychology is suggested to support the emphasis on politics and economics.

Even before the introductory classes are complete, students may select issue areas on which to focus their research. In the past, the issues selected have included local energy policy, coastal zone management, neighborhood governance, racial discrimination, arts policy, condominium development, bicycle pathways, utility pricing, the governance of small towns, legislative reform, legislative staffing, educational policy-making, and bureaucratic leadership. Internship opportunities expose students to the way decisions concerning these policies are made.

Public Policy students write senior theses that bring to bear their analytic skills on the policy issue of their choice. Often such reports are shared with policy makers, and they have proven to be useful in admission to graduate and professional schools. However, the purpose of the senior thesis in Public Policy, as well as the program as a whole, is not to train students to be experts in particular issue areas or methodologies. Rather, Public Policy majors gain wide exposure to a variety of ideas, values, and methods that may prove useful in their later lives. The direction of debate and discussion is more open than professional training allows. Public Policy here is not a technique, but another avenue to the liberal arts.

Faculty:  Maribeth Clark (Music), Glenn R. Cuomo (German Language and Literature), Aron Z. Edidin (Philosophy), Stephen T. Miles (Music), Nova Myhill (British and American Literature), Amy B. Reid (French Language and Literature), Jocelyn C. Van Tuyl (French Language and Literature), Maria D. Vesperi (Anthropology)

A component in theater should be undertaken by students as part of their undergraduate liberal arts education. Theater of course lends itself to this context, having many conceptual and historical relations to other liberal arts disciplines. Although over the years a few New College students have gone on to graduate study or professional employment in theater, it should be understood that theater study at the College is not preprofessional training; and students should be aware that making a career in theater remains extremely difficult.

By graduation, students need to have taken the equivalent of 8-10 courses in theater, or about half the total courses for their entire, joint-disciplinary Area of Concentration.

• Normally after completing at least one of the required Asolo courses, students begin to take part in play production tutorials that have academic sponsorship from one of the faculty members listed above. The student's work in play productions should include not just acting, but also "behind the scenes" work (as stage manager, director, or in some other capacity).

2. Literary, Historical, and Theoretical Study

Faculty:  Anthony P. Andrews (Anthropology), David Brain (Sociology),  Malena E. Carrasco (Art History),  Maria D. Vesperi (Anthropology)