For Reference
Not to be taken from this room
Northeastern University Basic College Bulletin 1985-1986
College of Arts and Sciences
Boston-Bouve College of Human Development
Professions College of Business Administration College of Computer Science College of Criminal Justice College of Engineering School of Engineering Technology
(formerly Lincoln College) College of Nursing College of Pharmacy and
Allied Health Professions University College
(Alternative Freshman-Year Program)
The New England Association of Schools and Colleges accredits schools and colleges in the six New England states. Membership in one of the six regional accrediting associations in the United States indicates that the school or college has been carefully evaluated and found to meet standards agreed upon by qualified educators. Colleges support the efforts of public school and commu- nity officials to have their secondary schools meet the standards of membership.
Northeastern University supports the efforts of secondary school officials and governing bodies to have their schools achieve regional accredited status to provide reliable assurance of the quality of the educational preparation of its applicants for admission.
The Northeastern University Bulletin (USPS 989-040) is published by Northeast- ern University at 360 Huntington Avenue, Boston, Massachusetts 021 15, six times a year; once in January, twice in August, once in September, and twice in October. Second-Class Postage Paid at Boston, Massachusetts, and at addi- tional mailing offices. Volume XIII, Number 3, August 30, 1985.
POSTMASTER: send address changes to Northeastern University, 360 Hunting- ton Avenue, Boston, Massachusetts 021 15.
Delivery of Services
The University assumes no liability, and hereby expressly negates the same, for failure to provide or delay in providing educational or related services or facili- ties or for any other failure or delay in performance arising out of or due to causes beyond the reasonable control of the University, which causes include, without limitation, power failure, fire, stnkes by University employees or others, damage by the elements and acts of public authorities. The University will, how- ever, exert reasonable efforts, when in its judgment it is appropriate to do so, to provide comparable or substantially equivalent services, facilities or perfor- mance, but its inability or failure to do so shall not subject it to liability.
The Northeastern University Bulletin contains current information regarding the University calendar, admissions, degree requirements, fees, and regulations, and such information is not intended to be and should not be relied upon as a statement of the University's contractual undertakings.
Northeastern University reserves the right in its sole judgment to promulgate and change rules and regulations and to make changes of any nature in its program, calendar, admissions policies, procedures and standards, degree re- quirements, fees, and academic schedule whenever it is deemed necessary or desirable, including, without limitation, changes in course content, the resched- uling of classes, cancelling of scheduled classes and other academic activities and requiring or affording alternatives for scheduled classes or other academic activities, in any such case giving such notice as is reasonably practicable un- der the circumstances.
Northeastern University will do its best to make available to you the finest education, the most stimulating atmosphere and the most congenial conditions it can provide. But the quality and the rate of progress of your academic career is in large measure dependent upon your own abilities, commitment, and effort. This is equally true with respect to professional advancement upon completion of the degree or program in which you are enrolled. The University cannot guar- antee that you will obtain or succeed at any particular job; that will depend upon your own skills, achievement, presentation, and other factors such as market conditions at that time. Similarly, in many professions and occupations there are increasing requirements imposed by federal and state statutes and regulatory agencies for certification or entry into a particular field. These may change dur- ing the period of time when you are at Northeastern and they may vary from state to state and from country to country. While the University stands ready to help you find out about these requirements and changes, it is your responsibility to initiate the inquiry because the University has no other way of knowing what your expectations and understandings are.
In brief, the University is there to offer you educational opportunities and choices and to assist you in finding the direction in which you want to steer your educational experience. But you are a partner in this venture with an obligation and responsibility to yourself.
Northeastern University Publications 11.9.4a
Tuition and Regulations
Tuition rates, all fees, rules and regulations, courses, and course content are subject to revision by the President and the Board of Trustees at any time.
Northeastern University is committed to a policy of equal opportunity for all stu- dents, employees, and applicants for employment without regard to race, color, religion, sex, sexual preference, age, national origin, or handicap or veteran status. The University prohibits discrimination in all matters involving admission, registration, and all official relationships with students, including evaluation of academic performance.
Northeastern also prohibits discrimination against any employee regarding up- grading, demotion or transfer, layoff or termination, rates of pay or other forms of compensation, and selection for training. In addition. Northeastern adheres to Affirmative Action guidelines in all recruitment endeavors.
Further, Northeastern will not condone any form -of sexual harassment, which is defined as the use of unwelcome sexual advances, requests for favors, and other verbal or physical conduct of a sexual nature, as an explicit or implicit condition of employment, as the basis for employment decisions, or to interfere with an individual's work performance by creating an intimidating, hostile, or offensive work environment.
Inquiries concerning our equal opportunity policies may be referred to the Uni- versity Title IX Coordinator/Compliance Officer for Section 504 of The Rehabilita- tion Act of 1973, Affirmative Action Office, 175 Richards Hall, 437-2133.
Northeastern's efforts to comply with the Title IX Education Amendments of 1972 and Section 504 of The Rehabilitation Act of 1973 are coordinated by the Dean and Director of Affirmative Action.
Department of Undergraduate Admissions Northeastern University 360 Huntington Avenue Boston, Massachusetts 02115 Telephone: 617-437-2200
Contents
A Message from the President ix
Cooperative Education
The Department of Cooperative Education 2
The Urban University
Campus Highlights 8
Boston, the "Extended Campus" 11
Visitor Information Center 13
Academic Programs
Undergraduate Programs 17
College of Arts and Sciences 21
Boston-Bouve College of Human Development Professions 97
College of Business Administration _ 125
College of Computer Science 145
College of CriminalJustice 151
College of Engineering 1 55
School of Engineering Technology (formerly Lincoln College) 1 81
College of Nursing 191
College of Pharmacy and Allied Health Professions 195
Basic College Compensatory Programs 21 5
University College Alternative Freshman-Year Program 21 7
Other Schools and Colleges of the University 221
Academic Research 229
Undergraduate Admissions
Department of Undergraduate Admissions
234
General Requirements for Entrance 235
Applying for Admission and Plans of Admission 238
Admission of Transfer Students 243
Required Deposits from Freshmen and Transfer Students 246
General and Special Health Requirements 246
College Expenses
Tuition and Fees 250
Expenses for the Freshman Year 250
Expenses for Upperclassmen 251
Required Fees for All Students 251 Other Fees Refunds
252 253
Housing 255
Financial Assistance
Financial Aid 260
State Assistance Programs 262
Federal Programs 262
University Scholarships 264
Other Scholarships 284
288
Honor Societies and Awards
student Support Services and Resources
University Libraries
Freshman Orientation Programs
Office of Freshman Affairs
Academic Assistance Center
Preprofessional Advising
Department of Education Services
The Counseling and Testing Center
Academic Computer Services
The Center for Instructional Technology
Office of Minority Student Affairs
Office of Multicultural Student Affairs
The International Student Office
International Student Information
English Language Center
University Health Services
Office of Services for the Handicapped
Department of Career Development and Placement
Office of Parents' Services
HELP Legal Service
Student Activities
Student Organizations
Fraternities
Sororities
Sports
Professional Societies
Men's Athletics
Women's Athletics
Religious Life
General Information
Brief History
Academic Policy
Policy on International Programs and Services
Alumni Association
Gifts and Bequests
ROTC
Center for Cooperative Education
Academic Calendar
Governing Boards and Officers
University Map
Boston Access Map
A Message from the President
We find ourselves in the midst of a cultural revolution with effects as profound as those of the industrial revolution. At an ever-increasing pace, we are being propelled into an information age that is shaping our world. The challenge facing colleges and universities is to adapt their value systems to the sweeping impact of information technology. We must find a way to move forward while holding fast to the wisdom of the past.
Northeastern University is a model for the modern university. We are constantly evolving to reflect the changes in our society. We recognize education as the preparation for life and the intelligent appreciation of life. The common theme of our programs is the combination of the quest for knowledge with the forging of a productive career path. The Cooperative Plan of Education, the cornerstone of Northeastern's na- tional and international reputation for the last seventy-five years, is our way of effectively coupling these objectives. By integrating learning with the demands of living, cooperative education enables students to understand the importance of continued learning throughout their lives.
At Northeastern, a practical approach to higher education does not diminish our emphasis on academic life. We offer a broad spectrum of programs spanning professional fields and the liberal arts. Our distin- guished faculty have traditionally emphasized excellence in teaching as a professional goal. They are dedicated to pursuing innovative scholarship and generating new knowledge through research in areas as diverse as cancer detection, artificial intelligence, laser technology, and language and cognition.
As an urban university located in the heart of Boston, one of Ameri- ca's richest cultural environments, Northeastern University is a dynamic and exciting place at which to study. The entire city is part of our "ex- tended campus." By taking advantage of the University's many and diverse programs, the Cooperative Education Plan, and the resources of our surroundings, Northeastern students have a unique opportunity to achieve well-rounded intellectual, cultural and social development.
Kenneth G. Ryder President
Cooperative Education
Cooperative Education: An Education that Works
Cooperative Education is based on the principle that what students learn in the workplace is just as valuable as what they learn in the classroom. By combining work and study, students gain greater insight into each.
At Northeastern University, cooperative education is given such a high priority that it is considered a degree requirement for most programs. The University makes every effort to plan and carefully structure student work assignments. It also attempts whenever possible to integrate stu- dents' work experiences into their academic work. But the University cannot do it alone. A student's interest and enthusiasm play a crucial role in determining the quality of co-op experiences. The success of co- op, then, depends upon the cooperation of educators, students, and outside agencies to produce an integrated and relevant program.
Studies have shown that the reinforcement of classroom learning by,' job responsibilities increases a student's motivation and self-confidence as well. Greater interest in academic work develops when students see the relation between co-op work and the principles they study in the classroom. Not only are co-op students able to evaluate career deci sions early in their college years, they gain meaningful work experience: before graduation and establish professional contacts and references.
Finally, the salaries students earn on co-op assignments help defray tuition, room and board, books, and other expenses.
The Department of Cooperative Education
Paul M. Pratt, M.Ed., Dean
Richard E. Sprague, M.B.A., M.Ed., C.A.G.S., Assistant Dean
Kathy Sharkey-Jordan, M.Ed., Assistant to ttie Dean
Professors
Nancy J. Caruso, M.Ed. Charles F. Field, M.Ed. George K. Howe, M.Ed. Robert W. Miller, M.Ed.
Associate Professors
Boreslaw P. Berestecky, M.Ed. Betsey W. Blackmer, R.P.T.,
M.Ed. Richard L. Canale, M.Ed.,
C.A.G.S. Elizabeth A. Chilvers, M.Ed. Mark I. Conley, Jr., Ed.D.
Robert D. Deterge, R.Ph., D.Ph. Philip W. Dunphy, M.Ed. Mary R. Flynn, R.N., M.Ed. Kenneth R. Hancock, Jr., B.S. Stephen M. Kane, Ed.D. Gerard J. Lavoie, M.P.A. Homer C. Littlefield, B.S. Judith A. Moll, M.S. Anthony R. Rotondi, M.Ed. ; WillieSmith, Jr., M.Ed. i
Roderic W. Sommers, M.Ed Hugh J. Talbot, M.P.A. Leonard Zion, M.A.
Assistant Professors
Michael A. Ablove, M.Ed. Mary M. Doolan, B.A. Donald L. Eastridge, M.Div, Jean F. Egan, M.Ed. Kathleen L. Finn, R.N., M.Ed. Theresa A. Harrigan, M.Ed. JohnC. Mulhall, M.S. Ann C. Noonan, R.P.T., M.Ed. Veronica Leona Porter, M.Ed. Melvin W. Simms, Ed.D. William A. Sloane, M.B.A. Robert R. Tillman, M.Ed.
instructors
Joyce K. Fletcher, M.Ed. Louis v. Gaglini, B.A. Peter J. Mollo, M.Ed.
4 / Cooperative Education
The Department of Cooperative Education administers the cooperative education programs for all undergraduate education' programs in the Basic Colleges and the graduate programs in Engineering.
Participation in the Cooperative Plan of Education is required of all students in the Basic Colleges except those in the College of Arts and Sciences. Although most Arts and Sciences students choose to take advantage of co-op, the college offers a full-time program in which eight quarters of upperclass study may be completed in three years.
Cooperative Education curricula leading to the baccalaureate degree require five years at Northeastern University. Programs consist of a freshman year of three consecutive quarters of full-time study followed by four upperclass years in which students alternate periods of class- room attendance with Cooperative Education assignments.
Students are assigned a faculty coordinator-counselor team which is responsible for all phases of their cooperative program and which as- sists them in deriving greater value from their education at Northeastern. Personal interviews provide the basis for referral to specific opportunities that help students realize career objectives. The Department of Coop- erative Education keeps abreast of activities in specific areas in order to provide counseling on opportunities and trends. In general, co-op as- signments become increasingly professional as the students' education and abilities grow.
Students may wish to participate in an activity other than paid employ- ment during a cooperative period. They may wish to travel abroad, to volunteer their services, or to take specialized courses at another insti- tution. Students may arrange time for these special activities with their coordinators.
"^ k
Cooperative Education / 5
Further details on the cooperative program are available in a booklet entitled Co-opportunities, which the Department of Undergraduate Ad- missions will be happy to send you on request.
Life/Career Planning Program
Joseph E. Barbeau, Ed.D., Director
The fundamental mission of the Life/Career Planning Program is to offer students a variety of career-related services. Those who may be unde- cided about their academic major or career direction or who want to explore career options and formulate postgraduation plans may elect any of several courses which are open to all undergraduate majors. Students needing assistance with resumes, interviewing, cover letters or job survival techniques may attend regularly scheduled workshops or may use the drop-in resume critique service of the Career Resource Center, Also available in the Center is an "open-shelf collection of print materials and a computer terminal for obtaining information on jobs and careers, financial aid, and graduate and professional schools.
International Cooperative Education
Robert E. Vozzella, M.A., C.A.G.S., Director
The International Cooperative Education Office offers a wide variety of services to domestic as well as international students. Through the Inter- national Exchange Program, qualified undergraduates are afforded the opportunity to be placed abroad for their cooperative work experience. Placements are currently available in the United Kingdom, Ireland, France, Germany, Sweden, Canada, and Israel for students whose ac- ademic, linguistic, and professional experience makes them appropriate candidates for positions abroad.
International students may receive assistance on matters relating to their co-op employment, such as social security and tax information, as well as issues involving the verification of their immigration and co-op status.
The course "Working in the United States" which has been expressly created to meet the needs of underclass international students is taught by the staff of the International Cooperative Education Office. It is de- signed to assist such students to compete more effectively for domestic cooperative education positions and to facilitate their adjustment into the American work force.
New co-op programs currently are being developed in the home countries of international students where the economic and social con- ditions render such undertakings possible. Limited opportunities with various American Multinational Corporations are available for students majoring in engineering, computer science and business administration.
?i;ii
:4 'i/*,
The Urban University
Campus Highlights
Located on Huntington Avenue in the Back Bay section of Boston, the main campus of Northeastern University occupies fifty-five acres, includ- ing the same land on which the Boston Americans and the Pittsburgh Nationals played the first World Series baseball game in 1903. Today, the University still provides ready access to baseball games; it is located close to the Fenway section and Fenway Park, as well as to cultural landmarks such as Symphony Hall, the Museum of Fine Arts, and the Boston Public Library, among others.
The "front door" to the campus is the Yard, or Quadrangle, facing Huntington Avenue, which is accessible to public transportation. The remaining sides of the Quadrangle are formed by Richards Hall, the Ell Student Center, and the Dodge Library. These three buildings were erected following an architectural design contest held in the early 1930s. Their white brick facades and clean lines form the nucleus of an archi- tectural unit that is maintained throughout much of the campus.
The campus also reflects the fact that Northeastern is an urban uni- versity. Many University buildings bear the architectural design that characterizes the buildings surrounding the Quadrangle; other buildings have been acquired over the years and refurbished or recycled for the University's use. Many of these buildings were constructed before Northeastern selected its traditional architectural theme and reflect the more traditional warmth of old Boston.
The campus itself has been planned to provide freedom of movement within the central academic area of classroom and laboratory buildings. During the ten-minute break between classes, students and faculty are able to reach their next classrooms along the walkways and secondary streets that provide ready access to all centrally located buildings. In addition, a network of underground corridors connects many of the buildings on campus, providing routes that are especially convenient during periods of inclement weather.
Dunng the early 1960s, large dormitory facilities were added diago- nally across Huntington Avenue from the Quadrangle. In fact, Huntington Avenue currently forms an approximate divider between the education ■ buildings on the south and the dormitories to the north.
Two blocks and a right turn away from the main quadrangle on cam- pus is the oldest indoor ice-hockey arena in the United States and one of the focal points for amateur athletics in the Boston area. Today, the Matthews Arena is primarily devoted to hockey and collegiate sports, but has expanded its university athletic focus to include all men's bas- ketball contests and many women's varsity contests. With more than million and a half dollars already invested in the Matthews Arena, the building is an architectural jewel and a credit to the community. As long as Northeastern owns the Matthews Arena, it will continue to meet the needs of the surrounding community as a superior recreational facility.
As the University continues to expand, parking and recreational areas are periodically relocated on the edge of campus as new buildings are
Campus Highlights/ 9
added to the central academic area. At present, the University is plan- ning construction around a second and new "front door" on the south- west border of the campus. In that area, a transit line will be relocated on the site of an old railroad line, and the station at Ruggles Street will
10 /Campus Highlights
also coordinate local bus routes and a suburban commuter rail line. This area is also the location of the newest housing facility on campus, West Hall, a ten-story apartment-dormitory.
Plans for the future of the University include the construction of some new buildings as well as upgrading of the old. Among the high- lights of the campus is its newest structure, the Snell Engineering Center. This five-story building accommodates the departments of Industrial En- gineering and Information Systems, Civil Engineering, Chemical Engi- neering, and Mechanical Engineering and the School of Engineering Technology (formerly Lincoln College). The Snell Center adjoins the Dana Research Center, home of the departments of Physics and Electri- cal and Computer Engineering, creating an impressive academic com- plex. Cullinane Hall, which houses the College of Computer Science, is a fine example of renovation. The structure was the University's oldest and has been totally refurbished to meet the ever increasing needs of Northeastern's newest college. The Snell Center and a planned new library will not only provide more classrooms and research and study facilities, but will also physically form a quadrangle, the key design element of spatial organization at the University. The quadrangle will be an integral part of the new "front door" to the campus.
A building constructed recently is the architecturally dramatic addition to the Law School. This one-story structure is half below grade, opening into a sunken garden, and has a landscaped plaza on its roof. Over a block long, this plaza is a focal point and gathering spot for the west campus area. Adjacent to this site, a semicircular classroom building has also been recently constructed.
An ongoing renovation program is also providing more accessibility for the handicapped. Existing facilities throughout the University are being updated constantly to provide more efficient classroom, research, and office facilities while still retaining their traditional charm.
11
Boston, the "Extended Campus"
It IS no accident that one out of every five Massachusetts students chooses Northeastern University for his or her college education. In addition to its innovative system of Cooperative Education, Northeast- ern's "extended campus" of Boston attracts students who want to take advantage of the many opportunities this world-class city offers.
Located throughout metropolitan Boston, many of America's leading corporations and institutions provide Northeastern students with mean- ingful co-op assignments. Their offices and laboratories become class- rooms for students who want to participate in the world of work first- hand. Co-op employers help them gain the knowledge and judgment for a head start in launching their careers and the foundation on which to build them.
For those who want to see the eclectic blend of historic and contem- porary Boston, there are the exciting shops and restaurants of Boston's nationally famous Quincy Market and the new Copley Place. Alongside the bustle of Haymarket in the North End, the ancient tradition of China- town, and the grace of the Public Garden is the strikingly bold architec- ture of Government Center, Copley Plaza, the State House, and the Christian Science Center. The John Hancock Observatory and the Pru- dential Skywalk offer excellent views of Boston, old and new.
Among the hundreds of cultural attractions in Boston are the Museum of Fine Arts and Symphony Hall, both adjacent to the Northeastern cam- pus. The former provides free admission to its permanent collections and special international exhibitions for more than 16,000 Northeastern undergraduates. Also neighbors of Northeastern are the Isabella Stewart Gardner Museum, the Institute of Contemporary Art, the New England Conservatory of Music, the Christian Science Center, and the Boston Public Library. A short ride on mass transit brings students to the Mu- seum of Science, Hayden Planetarium, and the Theatre District.
The home of more than sixty colleges and universities, greater Boston offers an ever-changing kaleidoscope of academic enrichment. Within walking distance of Northeastern are Massachusetts Institute of Tech- nology. Boston University, Simmons College, Emmanuel College, Mas- sachusetts College of Art, and Harvard Medical School. Also close by are Boston's world-renowned hospitals and their affiliated research fa- cilities.
Best known as the birthplace of the American Revolution, Boston at- tracts thousands to the historical landmarks of its Freedom Trail every year. Among them are Paul Revere's House, the U.S.S. Constitution ("Old Ironsides"), Faneuil Hall, Beacon Hill, and the Boston Common. In recent years, a Harborwalk has introduced thousands more to the excit- ing sights on the Boston Waterfront, including the Boston Tea Party Ship and Museum.
Boston revels in the competition of its professional sports teams— the Red Sox, Celtics, Bruins, and Patriots— and Northeastern students join in the excitement at Fenway Park, Boston Garden, and Sullivan Stadium. Each spring, runners from all over the world come to Boston to partici- pate in the Boston Marathon— the granddaddy of them all. In addition, the Charles River and the slopes of northern New England tempt North- eastern students with some of the best crewing and skiing in the country.
12 /Campus Highlights
The list of professional, historical, cultural, educational and recrea- tional opportunities in Boston goes on and on. Although many of them are within walking distance of Northeastern, many others are easily ac- cessible by mass transit, which stops directly in front of the University. Northeastern, in partnership with many of the city's most prestigious institutions, encourages students to explore these opportunities to the fullest.
13
Visitor Information Center
Christopher Mackey, B.A., Director
The Visitor Information Center, located in 115 Richards Hall, provides information to visitors to the University Campus. The University map, A Guide to Northeastern University; All Roads Lead To Northeastern Uni- versity; The Northeastern Alunnni Magazine; The Northeastern Edition; and other Northeastern catalogs, pamphlets, and brochures are all available at this convenient, central location. Staff members are ready to personally answer questions, give directions, and provide friendly and accurate advice about the University and its programs to visitors, stu- dents, staff, and faculty. Visitors may request a University Visitor Pass which will entitle them to a number of special services and premiums, including a special information kit, discounts at the University Bookstore and University events, complimentary posters, and free passes to the Museum of Fine Arts. With a 24-hour notice, visitors or their sponsors may request parking reservations by writing or calling the Visitor Infor- mation Center's main telephone number, 61 7-437-2736. The Center also produces The Northeastern University Events Line, an up-to-the-minute recorded listing of University activities and happenings of interest to the general public and the University community. To find out today's events, call 61 7-437-3281.
Academic Programs
Quarter-Hour Credits
Northeastern University operates on a quarter-system calendar. All courses are evaluated in terms of quarter-hour credit. A quarter-hour credit is equal to three-fourths of a semester-hour credit.
Classes at Northeastern are scheduled In different modules.
In assessing quarter-hour weights for courses, the following statement applies:
One quarter hour of credit Is equal to fifty minutes of Instruction per week, plus two hours of preparation.
Undergraduate Programs / 1 7
Undergraduate Programs
College of Arts and Sciences
Bachelor of Arts or Bachelor of Science
African-American Studies
Art, including a concentration in Architecture
Biology
Chemistry
Economics
English
Geology
History * Human Services
Journalism
Linguistics
Mathematics
Modern Languages (French, German, Italian, Russian, Spanish)
Music
Philosophy
Physics
Applied Physics ** Political Science (including a concentration in Public Administration)
Psychology
Sociology/Anthropology
Speech Communication
Theatre and Dance
Boston-Bouve College of Human Development Professions
Bachelor of Science in Education Early Childhood Education
Elementary Education with a minor in Special Education, or one of these emphases:
Humanities
Reading-Language
Science and Mathematics
Social Sciences English as a Second Language Human Services Physical Education with emphases in:
Athletic Training
Cardiovascular Health and Exercise
Dance Education
Elementary School
Secondary School School and Community Health Education Bachelor of Science in Physical Therapy Bachelor of Science in Recreation and Leisure Studies with concentrations in:
Outdoor Recreation
Recreation Management
Therapeutic Recreation
* Bachelor of Arts only ** Bachelor of Science only
18 / Undergraduate Programs
College of Business Administration
Bachelor of Science in Business Administration Accounting
Entrepreneurship and New Venture Management Finance and Insurance Human Resources Management International Business Management Marketing Transportation and Physical Distribution Management
College of Computer Science
Bachelor of Science in Computer Science Emphasis tracks in: Artificial Intelligence Data Base Management Data Structures and Computer Architecture Discrete/Continuous Mathematical Foundations Microcomputer and Time-Sharing Computer Use Programming Languages Software Design
College of Criminal Justice
Bachelor of Science in Criminal Justice Emphasis tracks in: Corrections Law Enforcement Legal Studies Security and Crime Prevention
College of Engineering
Bachelor of Science Chemical Engineering
* Civil Engineering (Environmental option available)
* Electrical Engineering (Computer Engineering and Power Systems options available)
Industrial Engineering
* Mechanical Engineering Unspecified-general Engineering Program
Bachelor of Science/Master of Science Five-year Cooperative Program Degrees in:
Electrical Engineering
Industrial Engineering
Mechanical Engineering
School of Engineeering Technology (formerly Lincoln College) Bachelor of Engineering Technology Five-Year Day Cooperative Programs Computer Technology i
Electncal Engineering Technology
Mechanical Engineering Technology ;
Transfer, Day Cooperative Program !
Aerospace Maintenance Engineering Technology !
Also offered as part-time evening program*
Undergraduate Programs/ 19
College of Nursing
Bachelor of Science in Nursing Five-year Day Cooperative Education Program Transfer Program (for registered nurses who want to earn their Bachelor of Science in Nursing)
College of Pharmacy and Allied Health Professions
Bachelor of Science
Health Record Administration
Medical Laboratory Science (Medical Technology)
Pharmacy
Respiratory Therapy
Toxicology Associate in Science
Medical Laboratory Science
Respiratory Therapy Open-Option: freshman-year program for undeclared health majors
University College
Alternative Freshman-Year Program
Degree requirements: 1 72-222 quarter hours (requirements vary by pro- gram).
mtf(^
College of Arts and Sciences
Richard Astro, Ph.D., Dean
J. Edward Neighbor, Ph.D., Associate Dean and Director of Graduate
School Timothy P. Perkins, M.A., Assistant Dean and Director of tlie Division of
Special Programs Ruthann T. Stiles, M.A., Assistant Dean (Financial Affairs) Deborah H. Stein, M.Ed., Assistant Dean (Graduate and
Undergraduate Student Affairs) Gail F. Leclerc, M.Ed., Assistant to the Dean (Undergraduate Student
Affairs) Suzanne E. Marchand, M.A., Assistant to tfie Dean (Graduate Student
Affairs) Mary Mello, M.A., Special Assistant to the Dean (Administrative and
Curriculum Affairs) Suzanne L. Robblee, M.A., Assistant to the Dean (Special Programs) Paula L. Sossen, M.Ed., Assistant to the Dean (Undergraduate Student
Affairs)
Program Alms
Studies in a broad distribution of disciplines in Arts and Sciences are universally regarded as the core of higher education. For this reason, nearly all students in the University— no matter what disciplines they choose for their career training— devote a substantial portion of their studies to the arts and sciences.
The College of Arts and Sciences comprises a wide variety of pro- grams spanning an enormous range of human knowledge and activity. These programs are grouped informally into divisions as follows: (1 ) Fine Arts, (2) Humanities, (3) Natural Sciences, including Mathematics, and (4) Social Sciences. The College as a whole emphasizes the general education of students; within each division, the disciplines tend to offer a common preprofessional orientation and emphasis.
In addition, the College offers a large number of interdisciplinary pro- grams as well as extradisciplinary opportunities for the ennchment of learning. These are grouped into a division of Special Programs. The division includes exchange programs with other institutions, both nation- ally and internationally, for employment and/or study; programs for ex- tended studies in field settings at sea and abroad; and cultural programs involving affiliations with professional performing arts organizations — to name a few. At present the division comprises over thirty different spe- cial programs of various types. These programs are described at the end of the Arts and Sciences section of this Bulletin.
Graduates of the College find they are prepared for a multitude of employment opportunities in all walks of life. Many choose to accept employment directly, following receipt of the bachelor's degree. Others choose to continue their training by going on to graduate-level studies, for example, in business, law, or medicine. Others decide to pursue advanced study in an area closely related to their undergraduate field.
Four- and Five-Year Programs in all programs, students of the Col- lege have the option of choosing a four-year, full-time track or the five- year Cooperative Plan. The five-year plan offers opportunities for regular "real world" employment and income in an area often related to the
22 / College of Arts and Sciences
chosen area of academic work. Students are normally eligible to partic- ipate in [he Cooperative Plan when they achieve sophomore status.
Major Programs
Entering students are invited to express a "major preference" for one of the major programs, and this, together with the core requirements of the College, determines the course of studies in the first and second years. There is considerable flexibility, however, and students often change their preferences during this period. Formal certification of the major choice, accomplished by submission and approval of a petition, nor- mally takes place at the beginning of the third year, when the transition to the "upper division" of the College occurs.
Students entering the lower division of the College may wish to petition later for transfer to the upper division of the College of Business or the College of Computer Science. Arts and Sciences freshmen with this intention should indicate "Business" or "Computer Science" as the initial major preference on the application.
Students in the College may earn a Bachelor of Arts degree in all major programs or a Bachelor of Science degree in most major pro- grams.
Honors Program
The Honors Program of the College exists to meet the needs of highly motivated and especially successful students. It is an optional program providing an assortment of special courses and activities for students who are invited to participate.
The Honors Program sponsors, through the efforts of an advisory council of students in the program and a faculty honors committee, a number of cultural, recreational, and social events, as well as a speaker series. Some of these events are made available by the program for the benefit of the entire University community. Others afford honors students alone the opportunity to associate with peers in circumstances less for- mal than the classroom, where they can get better acquainted and par- ticipate in the casual discussions that make up such an important part of a university education.
The Honors Curriculum consists of (1) some of the courses required for all, or elected by many, students; (2) interdisciplinary and survey seminars as honors alternatives for elective courses; (3) one-credit-hour "mini-courses" on a wide variety of subjects; and (4) the opportunity for students to undertake a special Honors Project under the supervision of a faculty adviser in the junior and senior years.
The Honors Program is designed to be consistent with participation in the other programs of the College, including a major in any of the de- partments. The Honors Program makes some extra demands, but be- cause the courses are limited in size, aim for greater than usual breadth and depth of inquiry, and promote close interaction between faculty and students, the program offers especially stimulating educational oppor- tunities.
A student's participation in any honors course is noted clearly on his or her transcript— something that may be useful when students apply for employment or admission to graduate school.
Students who participate in the Honors Program may be eligible for Honors Program Distinction at graduation. The requirement for this no- tation on the student's transcnpt is that a student completes at least
College of Arts and Sciences / 23
twenty-four quarter hours of course work in tfie program, including at least one survey seminar and not more tfian eighit quarter hours of credit for a junior/senior honors project.
Since the fall of 1983, eligible students from other colleges in the University have been invited to participate in the Honors Program courses and activities.
Advising and Placement
Upon acceptance to the College, students are placed into freshmen and sophomore courses designed to suit their abilities, needs, and prospec- tive major affiliations. The placement process involves close consultation between students and faculty advisers from the major programs.
The particular studies advised for freshmen fall into several placement categories, as follows: (1) honors, (2) regular, (3) regular with modifica- tion, and (4) special. The latter two categories may require that students undertake studies in skill development to improve their chances of suc- cess in college. These placements are determined by faculty, subject to review by consultation during Orientation Week, before classes start in the fall quarter. Continued monitoring and mentoring by faculty and/or staff advisers aids students in appropriately preparing to enter their major fields of study.
As in the freshman year, faculty guidance is available to upper-class students for maintaining satisfactory academic standing and gaining entry by petition to a major field of specialization. After the major choice is certified, students are formally affiliated with their department, its fac- ulty, and other students in the same major field.
The Arts and Sciences Dean's Office, located in 403 Meserve Hall, is the central administrative office for all students majoring in Arts and Sciences programs. In addition to the academic counselors located in the various departments, the Dean's Office staff is available to all stu- dents for academic assistance. The counselors in the Dean's Office work closely with departmental advisers to help the student work out a pro- gram of study and take care of any problems that may ahse relating to administrative procedures. The Dean's Office is open from 8:30 to 4:30, Monday through Friday, during the fall, winter, and spring quarters, and from 8:00 to 5:30, Monday through Thursday, during the summer. Stu- dents are encouraged to make appointments with counselors at any of these times. The phone number is 437-3980.
Student Services
Cahners Hall Math/Writing Center All mathematics and English re- medial courses are taught in classrooms in Cahners Hall, the Math/ Writing Center. The facility includes a Writing Center and a Math Work- shop, where students may receive individual tutoring. In addition, Cah- ners Hall has five computer terminals and a printer which are used to teach problem-solving strategies in the remedial math courses.
Preprofessional Advising The Pre-Health Professions Advisory Com- mittee, a University-wide group, offers preprofessional counseling for students interested in a career in medicine, dentistry, or related profes- sional medical fields. The Committee members are available to discuss the various medical fields, minimum admissions requirements, and ap- plication processes.
For students preparing for a career in law, there are also a number of faculty members who can serve as advisers and resource personnel on related curricular and admissions questions.
24 / College of Arts and Sciences
In addition, the Department of Career Development and Placement provides information and advice on procedures for admission, prepara- tion of applications, and the scheduling of appropriate admissions tests. For further information regarding the above, students should contact a counselor in the Arts and Sciences Dean's Office.
Program Descriptions and Regulations
The following pages briefly describe each major in the College of Arts and Sciences. Within each division of the College, the majors are listed in alphabetical order. Summaries of the divisions can be found on the following pages: Fine Arts, page 25; Humanities, page 32; Natural Sci- ences and Mathematics, page 43; Social Sciences, page 58.
A summary of the Special Programs in the College can be found on page 80. Following this is a brief description of each of these programs, listed in alphabetical order.
Finally, a summary of general College conduct can be found on page 94. A more complete account of the regulations can be obtained from the Dean's Office of Arts and Sciences.
A complete listing of individual courses offered by the College, includ- ing a short description of contents for each course, is given in the Basic Day Colleges Course Descriptions and Curriculum Guide, obtainable from the Registrar's Office.
25
Fine Arts
To try to define the boundaries of an academic discipline is to invite controversy. This is nowhere more true than in the field of the arts. However, one can say that the term "arts," used without qualification (as in "Arts and Sciences"), refers to such disciplines as languages, litera- ture, and philosophy that are presumed to develop general intellectual ability and judgment and provide information of general cultural con- cern.
Education in the arts is thus distinguishable from education in the sciences — which emphasizes knowledge of objective facts and laws — and especially from narrowly practical training, as for a particular profes- sion such as law or medicine.
The term "Fine Arts" refers specifically to those disciplines concerned primarily with works produced or intended for beauty rather than mere utility. Thus, the term includes (but is not limited to) activities such as sculpture, painting and drawing, and, often, architecture, drama, music, and the dance.
in the College of Arts and Sciences, the major disciplines comprising the Fine Arts division are as follows:
Art and Architecture page 26
Music page 28
Theatre and Dance page 30
26
Art and Architecture
Peter Serenyi, Ph.D., Professor and Chairman
Professor
Robert L. Wells, M.A., M.F.A. Associate Professors
Samuel S. Bishop, M.A., M.F.A. Wheaton A. Holden, Ph.D. Assistant Professor
T. Neal Rantoul, M.F.A.
Professional Preparation
Aims The visual arts, our oldest form of artistic expression, offer a deeper understanding of humanity and the cultural forces that have affected us historically. Moreover, as visual communication becomes more widespread in the contemporary world, the use and understanding of visual language must be seen as a necessary part of the educational process.
In view of this, the aim of the Department is threefold: (1) to introduce art and architecture both as history and as creative activity in the context of a broad liberal arts education; (2) to offer a more focused study of the visual arts through a critical examination of both the language and con- tent of art and architecture in the context of a particular historical period, or through the hands-on experience of a studio setting; and (3) to pro- vide an opportunity for a solid academic foundation to those who wish to pursue a career in art and architecture, or related fields.
One of the main resources of the Department is Boston itself, whose architecture spans three hundred years, whose museums are world fa- mous, whose galleries and cinemas offer the latest in their respective areas, and whose public library is one of the best of its kind. Learning to use these resources systematically is an all-embracing aim of the De- partment.
Description of the Major The Department offers three concentrations within the major; (1) history of art and architecture, (2) studio art, and (3) architecture. Courses in the history of art and architecture cover the major periods of the Western World from Ancient to Modern, with a focus on nineteenth- and twentieth-century Europe and America.
The studio concentration includes painting, drawing, printmaking, ar- chitecture, film, and photography. Studio courses are complemented by courses offered in the theory and criticism of these art forms. The best work created in the studio courses is exhibited in the annual student show at the University Art Gallery.
The architecture concentration consists of courses in the history and theory of architecture and architectural design. Except for Introduction to Architectural Design, all design courses are to be taken at the Boston Architectural Center at 320 Newbury Street, Boston.
A View of the Major The Department offers both a Bachelor of Arts degree and a Bachelor of Science degree program. In both programs the requirements for the major are the two-part survey course in art history, twelve electives in art and/or architecture, plus one elective each, in music and philosophy and two in history. With prior approval, art
Art and Architecture / 27
courses not offered by the Department may be taken in one of the neighboring art schools or universities.
Majors may pursue either a four-year full-time program or a five-year cooperative plan of study, Transfer from one to the other is possible, and registration in either can be reversed. Cooperative work assignments include positions in museums, libranes, histoncal collections, archives, and the Northeastern University Art Gallery.
A View of the Minor The Department offers a minor program for stu- dents majoring in other fields of study. The program consists of a general minor and the following four concentrations: history of painting, architec- ture, film and photography, and studio art. The number of courses re- quired for the minor does not exceed seven. Students interested in the minor program should consult the Department.
Special Programs
See Center for Asian Studies, Boston Architectural Center Affiliation, Division of Fine Arts, Humanities Center, Independent Major, Insh Stud- ies, Media Studies Minor, Urban Studies Minor, International Co-op, and New England Conservatory affiliation, in the Special Programs section, page 80.
28
Music
Joshua R. Jacobson, D.M.A., Associate Professor and Chairman
Professor
Roland L. Nadeau, M.M
Lecturers
Barbara Barry, Ph.D. Associate Professors Robert Ceely, M.A.
Reginald Hache, A.D. Douglas Durant, M.F.A.
Robin Hendrich, Ed.D. Anne C. Ewers, M.M.
David Sonnenschein, D.M.A. George F. Litterst, M.M.
Charles Mokotoff, M.M. Assistant Professors Edmond J. Moussally, MM.
Kenneth P. Ayoob, D.M.A. j^g^en L Pokross, Ed.M.
Ernest D. Brown, Ph.D. Julia A. Griffin, Ph.D. Dennis H. Miller, D.M.A.
Professional Preparation
Alms Music speaks directly to the soul. The experience of the nnaster- works of the musical art is one of the cornerstones of a humanistic education.
The primary aim of the Department of Music is to foster the aesthetic appreciation of music by giving students the opportunity to gain the knowledge and skills necessary to understand and intelligently evaluate a musical composition.
Courses are offered in the areas of general appreciation, music theory, the history of music (both Western and non-Western), applied music lessons, and aspects of the music industry. Performing ensembles di- rected by full-time music faculty provide the opportunity for students to experience first-hand the music which they have studied in the class- room. Furthermore, an extensive concert series offers a varied program of performances on campus by faculty, students, and guest artists.
Description of the Major The Music Department offers a variety of options for the prospective musician. While the core of the program is the study of music, students can concentrate in a vahety of sub-special- ties such as World Music, African-American Music, Music and Technol- ogy, the Music Industry, Music Therapy, and Performance.
The Music major is divided into two areas. In the first area, the histori- cal development of the great music literature of Western civilization is traced. The second area is comprised of a series of theory courses encompassing ear-training, keyboard skills, and analytic techniques. Students have use of Northeastern's modern facilities, which include a piano laboratory and a fully-equipped listening center.
A View of the Major For the B.A. degree program in music, students must complete four courses in music theory, five courses in music his- tory, one course in keyboard proficiency, and two courses in musical analysis. Students must take a minimum of three electives in music, as well as three courses in Western Civilization, Art, and Drama. The re- mainder of the student's course work is selected from a broad base of electives in the College Core Curriculum.
Music/ 29
A View of the Minor The Department offers a minor in Music for stu- dents majoring in other fields of study. The program consists of three courses in music theory, two courses in music history, one course in keyboard proficiency, and one elective in music.
Special Programs
See New England Conservatory, Boston Lyric Opera, Division of Fine Arts, Humanities Center, Independent Major, League of Composers — International Society for Contemporary Music, and International Co-op in the Special Programs section, page 80.
30
Theatre and Dance
Mort S. Kaplan, M.A., Chairman
Professor
Eugene J. Blackman, M.A. Associate Professors
Janet L. Bobcean, M.F.A. Jerrold A. Phillips, Ph.D. Assistant Professors
James J. Moran, M.F.A. Ingrid H. Sonnichsen, M.A.
Professional Preparation
Aims Theatre, one of the most ancient of all art forms, is still a moving force in our society because it uniquely involves both the performer and the spectator to a degree unmatched by most creative and communi- cative arts.
At Northeastern, students in the Theatre and Dance Department have the opportunity to enroll in a program of study that provides a balance betv\/een theory/history/literature courses and studio rehearsal and per- formance vuork. The curricula provide the student with the opportunity to obtain the background for advanced study on a graduate level or for a career in the professional theatre.
Description of the IVIajor The undergraduate theatre major will be introduced to the total theatre experience. A diverse core program, con- sisting of twelve courses, is designed to develop understanding of the essentials necessary as a foundation upon which to elect one of the following seven concentrations: Acting, Sce'^.ic Design, Costume De- sign, Lighting Design, Literature/Cnticism, Dance, or Generalist Concen- tration.
The classroom and stages are viewed as laboratories where theory is tested in rehearsal and performance. To enrich the means of perfor- mance, the facilities and faculty of other art departments — Music and Art and Architecture — are drawn upon. Theatre majors are encouraged to express individual creative and interpretative impulses, and with the support of a faculty adviser are often able to perform a variety of projects of their own initiation in areas of acting, directing, playwriting, design, or performance art.
A View of the IVIajor The difference between the B.A. degree and the B.S. degree is one of flexibility and concentration. The B.S. degree al- lows the substitution of specialized field courses for certain of the Col- lege's general and language requirements.
Besides completing the required courses offered by the College of Arts and Sciences toward a degree program, and before focusing on further course work within any particular concentration, all majors in all concentrations except Dance must complete forty-eight quarter hours of the departmental core, which includes such courses as Introduction to Acting, Concepts of Directing, Stagecraft, Introduction to Theatre De- sign, and Introduction to Art, Drama, and Music. Theatre majors with a Dance Concentration, before focusing on further course work within this Concentration, must complete a core of forty-seven quarter hours. In addition to various technique classes in Ballet, Jazz Dance, Modern
Theatre and Dance/ 31
Dance, and Choreography, the following are just some of the courses in the core of the Dance Concentration: Dance in the Twentieth Century, Anatomy/Physiology, Kinesiology, and Dance in Cultural Perspective.
The theatre represents the major public laboratory to the major, a place where theory is put into practice. All majors are expected to work in production each quarter in residence and fulfill a variety of crew assignments in construction, painting, sound, lighting, costuming, and box office work, as well as crew assignments for the running of a show. Whenever possible, majors are expected to serve as stage managers and assistant stage managers. Appearing in a production is not a sub- stitute for crew work and, when reasonably possible, all those concen- trating in a performance aspect should also participate in crew activities.
It is also recommended that Theatre majors take a Physical Education skill course during each of the quarters in residence. The following courses, when available, are recommended: Modern Dance, Ballet, Jazz Dance, Tumbling, Gymnastics, Fencing, and Physical Condition- ing.
Description of the Minor Students majoring in other departments may choose a minor in Theatre to complement their academic majors or to assist them in developing career goals by taking eight courses (thirty- two quarter hours). Closely supervised by a departmental faculty ad- viser, students may follow programs of study that offer a generalized or a specialized program. Specialized areas are in Acting, Scenic Design, Costume Design, Lighting Design, and Literature and Criticism.
Accreditation Basic course work offered by this department adheres to the suggested minimum requirements for a Theatre degree as put forth by the American Theatre Association and enables the diligent stu- dent to prepare for the Graduate Placement Examination in Theatre.
Special Programs
See The Division of Fine Arts, Humanities Center, Sports and Leisure Studies, Film Studies, Irish Studies, Asian Studies, American Sign Lan- guage, and International Co-op in the Special Programs section, page 80.
32
Humanities
The Humanities are those disciplines concerned with human beings and their cultures — especially subjective aspects of cultures, which invest life with meaning and value. Examples are the disciplines of languages and literature, and philosophy and religion.
The Humanities are distinguished from the Social Sciences, which tend to focus on objective aspects of societies and on individual rela- tionships in, and to, society. This distinction, however, is helpful only if used with reservations. Most humanistic disciplines do not neatly con- form to one simple description or the other.
In the broadest terms, of course, the Humanities can be viewed as encompassing the Fine Arts. This is because a sense of aesthetics is among the most basic of human values. As a result, all cultures are centrally concerned with issues of form and beauty.
In the College of Arts and Sciences, the major disciplines comprising the Humanities division are as follows:
English page 33 Journalism page 35 Modern Languages page 37 Philosophy and Religion page 39 Speech Communication page 41
33
English
Kinley E. Roby, Ph.D., Professor and Chairman
Professors
Samuel J. Bernstein, Ph.D. Robert J. Blanch, Ph.D. Francis C. Blessington, Ph.D. Irene Fairley, Ph.D. Gary Goshgarian, Ph.D. Earl N. Harbert, Ph.D. Victor E. Howes, Ph.D. M. X. Lesser, Ph.D. James E. Nagel, Ph.D. Jane A. Nelson, Ph.D. Guy Rotella, Ph.D. Herbert L. Sussman, Ph.D. Arthur J. Weitzman, Ph.D. Paul C. Wermuth, Ph.D. Joseph E. Westlund, Ph.D.
Associate Professors
Timothy R. Donovan, Ph.D. Gerald R. Griffin, Ph.D. Ann Harleman-Stewart, Ph.D. Stuarts. Peterfreund, Ph.D. Lloyd A. Skiffington, Ph.D.
Assistant Professors
Richard Bullock, Ph.D. Michael Goodman, Ph.D. Janet Randall, Ph.D. Michael Ryan, Ph.D. Kristin Woolever, Ph.D.
Lecturers
Joseph deRoche, M.F.A. David lutein, M.A.
Continuing Lecturers
Beth I. Bennett, M.A.
Vicki Casana, M.A.
Faye F. Firnhaber-Cudmore,
M.A. Paul Gallagher, M.Ed. Susan Goldwitz, M.A. Joseph L. lacovella, M.A. Constance Leigh, M.A. Ronald MacKay, M.A. RobinMcCormack, M.A. Eileen P. Nam, M.A. Virginia C. Parsons, M.A. James E. Poulos, M.A. Carolyn Sirois-Zuch, M.A.
Instructor
Mary Blitzer-Field, M.A.
Assistant to the Coordinator of Introductory Writing Programs and Clinical Instructor of English
Jennifer G. Hicks, M.A.
Director of the Writing Center and Clinical Instructor of English
Maureen Daly, M.A.
Coordinator of English Studies and Clinical Instructor of English
Jean S. Mullen-Smith, M.A.
Professional Preparation
Aims The English Department curriculum is diverse in its aims and flexible in its design. For the general University community, the curricu- lum offers possibilities in creative, expository, and technical writing; lin- guistics; and American, British, and foreign literature. For the preprofessional student — in law, medicine, business, engineering, or computer science — it offers a broad intellectual and cultural frame for specialist concerns. For the minor in English, it offers the possibility of concentration in literature, writing, or technical writing to supplement the major concerns of other disciplines. For the major in English, it offers the opportunity to prepare for careers in teaching and research, advertising and publishing, radio and television — indeed, any field in which com- munication and judgment go hand in hand.
At a time when the price of imprecision in language is more than simple misunderstanding, and the cost of changing values more than
34 / College of Arts and Sciences
personal uncertainty, the study of literature provides "a monnentary stay against confusion." It deals with the hard edge of being, an insight into the ways of men and women, at once clear and complex. In fact, the very structure of literature gives shape and meaning to the often formless experiences of life. And it does so with grace and force. Put another way, literature "tells it like it is," not statistically, not abstractly, but with the details of fully realized people in accessible worlds, in "imaginary gardens with real toads in them."
Description of the Major There is flexibility enough in the curriculum requirements and its details to accommodate the pace and interest of a wide range of students. Members of the Department are available throughout the year to help and advise students, but the critical choices rest essentially with the student. The American literature requirement, for example, may be met by successfully completing courses from among such recent offerings as Major American Novels, The New England Re- naissance, American Realism, and American Romanticism. To this area, as to others, the Department regularly adds new courses and, hence, even more options.
A View of the IWajor The curriculum for the major in English allows the student to take a wide vanety of courses while maintaining a strong background in the history of British and American literature. After com- pleting the freshman requirement, the English major takes survey courses, area courses (in language or writing, British literature, Ameri- can literature, major figure, genre), other electives, and, finally, a Junior- Senior Seminar as the culmination of study. A student has the opportu- nity to study science fiction, Kurt Vonnegut, topics in film, or children's literature, as well as Shakespeare, early American literature. Romantic poetry, and topics in literary criticism. In an effort to be responsive to the individual interests and academic needs of a particular student, inde- pendent study also may be arranged with an English instructor.
A View of the IVIinor Students who would like to minor in English may choose the minor in literature or in writing, either expository or creative. There is also a minor in technical communication which is described in the Special Programs section of this publication. Within each minor, the i student may select an individual course of study with the help of an English Department adviser.
Special Programs
See American Sign Language, Exchange Program-American College in Greece, Humanities Center, Independent Major, Irish Studies, Linguis- tics Minor, Media Studies Minor, Romanticism Past and Present, Studies in Amehcan Fiction, Technical Communication Minor, and International Co-op in the Special Programs section, page 80.
35
Journalism
LaRue W. Gilleland, M.A.J. , Professor and Chairman
Associate Professors
Patricia Hastings, Ph.D. William Kirtz, M.S.
Assistant Professors
Jane Bick, M.A. Louis Conrad, M.S. William James Willis, Ph.D.
Professional Preparation
Alms The Department of Journalism offers students the opportunity to prepare themselves for productive careers in print and broadcast news media, advertising, and public relations. It emphasizes professional skills in information gathering, writing, editing, photography, and design and graphics that may be applied to numerous fields.
The Department also seeks to contribute to the existing body of knowl- edge in journalism/mass communications, especially knowledge which will help news media practitioners and educators perform their jobs with increasing effectiveness.
Career Opportunities Journalism offers many exciting, rewarding ca- reer opportunities. Northeastern University journalism graduates work for daily and weekly newspapers, news departments of radio and tele- vision stations, wire services, general and specialized magazines, pub- lic relations departments, and advertising agencies.
A View of the l\/lajor A journalist should have a broad background of liberal arts courses on the undergraduate level, a need that most univer- sity journalism programs have long recognized. The student should have professional courses but not to the point of overspecialization.
The generally accepted formula for the bachelor's degree in journal- ism is a combination of 75 percent arts and sciences courses and 25 percent professional courses. The ideal schedule is one or two journal- ism courses each quarter, with additional work in the humanities, social sciences, physical sciences, and economics.
Because journalism skills can be better expanded and understood with the aid of a laboratory, upperclass journalism majors are encour- aged to participate in the Cooperative Plan of Education. Co-op assign- ments with newspapers, radio and television stations, news bureaus, advertising agencies, and public relations offices provide a practical laboratory experience important in helping students prepare themselves for careers in mass communications. In addition, such experience offers the student an advantage if he or she decides to seek admission to a graduate program.
All majors in this department complete a journalism core program that includes History of Journalism, Journalism Ethics, Newswriting, Editing, Law of the Press, and Photojournalism. In addition, each major takes courses in one of four concentrations — Newspaper/Print Media, Radio- Television News, Advertising, or Public Relations — according to his or her career objective.
36 / College of Arts and Sciences
Special Programs
See Center for Asian Studies, American Sign Language, Exchange Pro- gram-American College in Greece, London Journalism/Mass Communi- cations Internship, Independent Major, Media Studies Minor, Russian Studies, The Center for the Study of Sport in Society, Technical Com- munication Minor, Urban Studies Minor, Women's Studies Minor, and International Co-op in the Special Programs section, page 80.
37
Modern Languages
Holbrook C. Robinson, Ph.D., Associate Professor and Chairman Robert B. Modee, M.A., Assistant Professor and Executive Officer
Professors Assistant Professors
Samuel Jaramillo, Ph.D. Ross D. Hall, Ph.D.
Constance H. Rose, Ph.D. Inez Hedges, Ph.D.
. ■ . r. X Neil A. Larsen, Ph.D.
Associate Professors ., c.^- , . - .
I , A /M . r^i. r^ John Spiegel, M. A. Israel A. Aluf, Ph.D. ^ ^
Lillian Bulwa, Ph.D. Instructors
Benedetto Fabrizi, D.M.L. Daniel C. Barker, M.A.
Walter M. Gershuny, Ph.D. Rita Soracco, M.A.
Juliette M. Gilnnan, Ph.D. Bonnie S. McSorley, Ph.D. Stephen A. Sadow, Ph.D. Philip H. Stephan, Ph.D.
Professional Preparation
Alms The study of Modern Languages can be of value to all students, regardless of their major fields of interest. In the complex and rapid pace of modern life, there is a need for increased communication between varied and often divergent cultures, even those within the narrow con- fines of one's own community. To better understand and appreciate these cultures, it is very important to know the ways in which the mem- bers of the culture think.
As the principal means of communication, language frequently offers the key to understanding. Thus, language may serve to help one achieve a more cosmopolitan, open-minded, and sensitive view of the world.
The Department offers opportunities for background preparation for students interested in elementary, secondary school, or college teach- ing; international business relations; high-tech; government service; journalism; library science; world affairs; travel; and community service (especially in Spanish-speaking areas). Those who wish to teach in col- lege must plan on graduate study.
Description of the Major Available in French, German, Italian, Rus- sian, or Spanish, the major in Modern Languages normally requires advanced courses in two languages. The freshman year usually is con- sidered a year to establish the basic foundation upon which the major will be formed. It should be utilized to fulfill as many general require- ments as possible so that during the upperclass years more time can be devoted to the major discipline.
Normally the study of a second (minor) language begins in the second year. However, in exceptional cases, this pattern may be altered to per- mit students to begin their second language in the freshman year or, perhaps, postpone it to a later year. The Modern Language major should plan to take at least two language electives per quarter from the begin- ning of the second year. Again, of course, this pattern may be varied to fit the needs of the individual student.
It should be noted that the requirements indicated here for the major and minor languages are mininnum requirements. When at all possible, a student is strongly encouraged to go beyond them, and even, per- haps, to pursue a third language.
38 / College of Arts and Sciences
The Department is currently designing a one-language major. Stu- dents are urged to consult their departmental advisers for further infor- mation concerning this program and other possible curriculum changes.
A View of the Major The Department offers a choice of either a Bach- elor of Arts or a Bachelor of Science degree. For either degree, the student must select a major as well as a minor language from French, German, Italian, Russian, or Spanish. Both degrees require Freshman English.
The B.A. is, of course, the traditional degree of this discipline. Candi- dates for the B.A. must satisfy the College requirements for graduation and, in addition, must meet the departmental requirements in their major. These requirements are sixteen quarter hours in history (any history courses relevant to the major are acceptable), eight quarter hours of Survey of English Literature, a minimum of thirty-two quarter hours of advanced work in the major language, and eight quarter hours of ad- vanced work in the minor language. Advanced work may be defined as any course beyond the intermediate level of the language.
The Bachelor of Science degree in Modern Languages differs from the B.A. primarily in its emphasis. Whereas the B.A. requires that the student satisfy the full general requirements of the College of Arts and Sciences, the B.S. waives certain of these requirements in favor of a more concentrated program in the major area.
In addition, the candidate for the B.S. degree must complete eight quarter hours of composition and conversation in the major language and eight quarter hours of composition and conversation in the minor language. Candidates then must complete forty additional quarter hours of advanced work in the major language and sixteen additional quarter credits of advanced work in the minor.
Description of the Minor For students interested in acquiring profi- ciency in one foreign language as an adjunct to their major, the Depart- ment offers a minor in f\/!odern Languages, open to students of all colleges. The details of the requirements for a minor vary slightly from language to language, but, in all cases, the student is required to take a total of six courses. Generally, two composition and conversation courses, a civilization course, and an introductory course in literature are required. The remaining courses are free electives drawn from ad- vanced courses offered by the Department.
Students are urged to consult the Department adviser for further infor- mation about the minor.
Additional Information In the basic language courses, attendance in the language laboratory is required for two half-hour sessions per week. The facilities of the language laboratory are also available on an optional basis for advanced work. The Department lounge is available to Modern Language students. See page 81 for information on courses in Amencan Sign Language.
Special Programs
See Center for Asian Studies, American Sign Language, Exchange Pro- gram-American College in Greece, French for Business and Economics, Business German, Humanities Center, Independent Major, International Co-op, Irish Studies, Russian Studies, and Elementary Spanish for Crim- inal Justice and Human Services in the Special Programs section, page 80.
39
Philosophy and Religion
Michael R. Lipton, Ph.D., Associate Professor and Chairman
Professors
Walter L. Fogg, Ph.D. Pavel Kovaly, Ph.D., C.Sc.
Associate Professors
William J. DeAngelis, Ph.D. Bart K. Gruzalski, Ph.D. Edward A. Hacker, Ph.D. Stephen L. Nathanson, Ph.D. Gordon E. Pruett, Ph.D. Susan M. Setta, Ph.D. Joseph H. Wellbank, Ph.D.
Professional Preparation
Aims Philosophy deals with a wide range of questions and issues generated by various aspects of human experience, by the beliefs and theories people hold, and by the practical problems human beings con- front. Philosophy includes both questions and theories related to art, religion, morality, society, and natural and social sciences. Because of the breadth of its concerns, the study of philosophy provides a unique opportunity for students to examine their beliefs in many areas through critical reflection.
Through readings, discussion, and writing, philosophy students can encounter and examine questions concerning the nature and validity of religious beliefs, moral judgments, and scientific theories, as well as questions of values and social policy in such areas as law, medicine, and technology. In all these areas, analysis of issues and evaluation of arguments provide an opportunity to understand diverse claims to knowledge and areas of controversy.
The program includes courses that may help strengthen the student's work in other areas and provide an understanding of the methods and traditions of philosophical and religious thought. A major in Philosophy may also help a student to acquire a broad background in the humani- ties and to sharpen his or her critical abilities in preparation for graduate or professional study in many areas. Indeed, former Philosophy majors can be found in the most diverse of professional careers. For students majoring in another discipline, the Department offers a minor program, which can be a valuable supplement to most fields.
The program in Religion offers students the opportunity to acquire an understanding of religious experience, both as an individual response and within its social, historical, literary, and political context. Specific religions (Christian, Jewish, Hindu, etc.) are studied as well as the myth- ical and mystical dimensions of religious experience in general. The program strives to clarify the relation between the religious experience and other facets of human life that are the concern of both the liberal arts and the professions. Although a major is not offered in Religion, the program attempts to provide a basic introduction to religious studies. Both introductory and intermediate-level courses are offered.
40 / College of Arts and Sciences
Description of the Major Northeastern's program for a Philosophy major is designed to offer students a balanced understanding of the nature of philosophy and particular philosophical problems that arise in the various arts and sciences. A maximum number of electives has been provided so that students may choose in accordance with their own backgrounds and interests. Students may pursue either a five-year co- operative or a four-year full-time course of study.
All degree candidates in Philosophy must take at least eight quarter hours in English and fifty-two quarter hours in the Department and must meet the following specific requirements;
1 . Classical Greek Philosophy and Modern Philosophy
2. Introduction to Logic or Symbolic Logic (The Department emphat- ically recommends that students contemplating graduate studies in Philosophy take Symbolic Logic.)
3. Theory of Knowledge or Metaphysics or Moral Philosophy and
4. At least one seminar
5. Thirty-two quarter hours of Philosophy electives, to be selected after consultation with the student's departmental adviser.
Description of the Minor To attempt to meet the needs of students who are majoring in other areas but have a special interest in Philosophy, the Department offers a minor in Philosophy. The program contains an essential core of courses, as well as a great range of electives to accom- modate individual interests.
Specific requirements:
1 . An introduction to philosophy course;
2. Either Classical Greek Philosophy or Modern Philosophy;
3. Either Introductory Logic or Symbolic Logic;
4. Either Moral Philosophy or Theory of Knowledge or Metaphysics or Philosophy of Mind;
5. Three electives in Philosophy to bring the total number of quarter hours in Philosophy to twenty-eight.
Special Programs
See Center for Asian Studies, Exchange Program-American College in Greece, Humanities Center, Independent Major, Women's Studies Minor,' and International Co-op in the Special Programs section, page 80.
41
Speech Communication
Carl W. Eastman, M.A., Associate Professor and Chairman
Associate Professors Lecturers
Michael L. Woodnick, M.S. Wesley Horner, B.M.
Alan J. Zaremba, Ph.D. Kimberley H. Tetrev, M.A.
Assistant Professors
Joan F. Drexelius, Ph.D. Roberta L. Kosberg, Ph.D.
Joseph D. Warren, Ph.D.
Professional Preparation
Aims The Department of Speech Communication seeks to help stim- ulate the personal and professional growth of the student through a study of the pnnciples and methods of communication.
Courses are designed to aid students in understanding the commu- nication process and the roles of communication in society. The Speech Communication program also helps students to increase their self- awareness and heighten personal development by offering theoretical and experiential learning opportunities.
More than twenty-five courses in such areas as persuasion, group discussion and conference techniques, interpersonal communication, mass media, broadcasting, communication theory, and public address are designed to meet the needs of students, whether majoring or minor- ing in Speech Communication or selecting courses for personal devel- opment to supplement professional training in other fields.
Description of the IVIajor The objectives of the Speech Communica- tion major are threefold:
1 . To stimulate the student's personal growth and development in perception and self-expression through the study of historical, contemporary, and artistic aspects of speech and communication, and to provide organized knowledge and critical insight;
2. To help prepare the student for professions that require both a theoretical and a technical knowledge of communication, such as broadcasting, the law, government service, public relations, ad- vertising, social service, industrial communication, and similar fields;
3. To help prepare the student for advanced graduate study in com- munication and other professional fields.
A View of the IVIajor Students may receive either a B.A. or B.S. degree through concentrations related to mass communication, interpersonal communication, organizational communication, communication re- search, communication theory, advocacy, and public address. Through selection of the appropriate concentration within the Department and complementary elective courses in other departments, students are af- forded considerable flexibility in tailoring their programs to satisfy their personal and professional needs.
To further provide for the unique needs of students with specialized interests or professional goals, the Department offers directed-study and internship programs. Virtually every Speech Communication major com- pletes one or more projects in each of these programs.
42 / College of Arts and Sciences
In directed study, the student works closely with a chosen faculty adviser while connpleting a student-selected research or performance project. Generally commensurate with the workload of a one-quarter course, directed-study projects deal with such areas as surveying and interpreting communicative behavior, studies of the rhetoric of political campaigns, or the effects of the media on society.
The internship program offers students the opportunity for profes- sional development through field experiences designed to complement or implement their classroom training. Distinct from the Co-op Plan, the internship program provides academic credit for unpaid, part-time, on- site activities, during the student's academic quarters. Internships, care- fully selected by the student and faculty advisers with an understanding based on the student's goals, often result in the student's placement in active roles in commercial broadcasting studios, advertising firms, and governmental agencies.
Description of the l\/linor Students majoring in such fields as Political Science, Business, and Human or Social Services or Education may develop a minor that complements their academic major by selecting appropriate courses with the aid of a Speech Communication faculty adviser.
Basic theoretical competence and personal skills in the areas of intra- personal, interpersonal, group, organizational, and public communica- tion may be acquired by taking the following four core courses required of all minors: Introduction to Communication Theory, Business and Professional Speaking, Interpersonal Communication I, and Group Dis- cussion.
Individual needs and specific goals may be satisfied by selecting three additional electives with the approval of the Speech Communica- tion faculty. Recommended elective groupings have been developed for students concentrating in Management, Marketing, Elementary or Sec- ondary Education, Human or Social Services, Political Science, Sociol- ogy, Psychology, and Journalism.
Special Programs
See American Sign Language, Center for Asian Studies, Exchange Pro- gram-American College in Greece, Humanities Center, London Journal- ism/Mass Communication Internship, Technical Communication Minor, Independent Major, and International Co-op in the Special Programs section, page 80.
43
Natural Sciences and Mathematics
The natural sciences are disciplines based chiefly on objective, quanti- tative hypotheses that can be confirmed or refuted by experimentation involving numerical measurements. These disciplines are sometimes referred to as the "exact sciences." However, that may be somewhat misleading, since controlled approximations are more characteristic of them than exactness.
The older term used for the natural sciences (in the seventeenth and eighteenth centuries) was "natural philosophy." This embraced the physical and life sciences as well as mathematics. The great treatise of Isaac Newton, which altered completely the understanding of the phys- ical universe, was titled Philosophiae naturalis prlncipia mathematica (Latin for Mathematical Principles of Natural Philosophy).
Although mathematics is not confined to the study of nature as such — having more basic roots in subjective thought than in objective reality — it is nearly always grouped with the natural sciences. Indeed, mathe- matics is sometimes referred to as the "queen and servant of the sci- ences."
In the College of Arts and Sciences, the major disciplines comprising the Natural Sciences and Mathematics Division are as follows:
Biology page 44 Chemistry page 47 Earth Sciences page 50 Mathematics page 52 Physics page 54
44
Biology
David C. Wharton, Ph.D., Professor and Chairman
Professors
Francis D. Crisley, Ph.D. JanisZ. Gabliks, Ph.D. Charles A. M. Meszoely, Ph.D. M. Patricia Morse, Ph.D. Nathan W. Riser, Ph.D. Fred A. Rosenberg, Ph.D. Ernest Ruber, Ph.D. Phyllis R. Strauss, Ph.D.
Associate Professors
Joseph L. Ayers, Ph.D. Kostia Bergman, Ph.D. Charles H. Ellis, Jr., Ph.D. Gwilym S. Jones, Ph.D. Helen H. Lambert, Ph.D. Joseph V. Pearincott, Ph.D. Daniel C. Scheirer, Ph.D. Henry 0. Werntz, Ph.D.
Assistant Professors
Donald P. Cheney, Ph.D. Richard L. Marsh, Ph.D. Jacqueline M. Piret, Ph.D. Susan Powers-Lee, Ph.D. Cristina Reyero, Ph.D.
Adjunct Professor
Bruce B. Collette, Ph.D.
Adjunct Assistant Professor
Barbara Thorne, Ph.D.
Professional Preparation
Alms The Biology major offers students the opportunity to develop a basic understanding of the organization and the processes of life, from the level of molecules and cells through the level of organs and organ systems to the level of populations, species, ecosystems, and evolution. The major also offers the mathematical, chemical, and physical back- ground necessary to understand biology and to help train students in practical scientific skills associated with each of these areas of study. Finally, it allows students to begin to specialize in a subdiscipline of biology.
Description of the Major The major consists of ten biology courses in addition to those required in chemistry, physics, and mathematics. Six of the biology courses constitute the required "Biocore": Principles of Biology I, II, and III; Environmental and Population Biology; Genetics and Developmental Biology; and Cell Physiology and Biochemistry. The other four biology courses for the major may be chosen from a variety of upperclass biology electives which require some or all of the "Biocore" as prerequisites. It is usually possible to follow the prescribed sequence if a student has decided on the major in the freshman or sophomore year. For students who may enter the major in the middler year, it is often possible to complete the major in the normal time by taking some of the electives concurrently with the latter, "Biocore" courses.
To graduate with a major in Biology, a student must have a cumulative Quality Point Average (QPA) of 2.0 for all science and mathematics courses required for the major. There are two programs within the Biol- ogy major, one leading to the Bachelor of Arts degree and the other to the Bachelor of Science degree. Both the B.A. and the B.S. degrees require a modern language. The B.S. program is more rigorous and
Biology / 45
extensive in its mathematics and science requirements and thus may offer better preparation for some areas of postgraduate study. The dif- ference is mainly one of emphasis, however.
After completing the "Biocore," students interested in independent research may arrange with individual faculty to undertake Directed Study; if eligible, they may be invited to undertake a more extensive Honors Program involving up to four quarters of research.
The Department publishes a booklet, The Biology Undergraduate Ad- visory Book, which explains the required and recommended courses and the QPA standards in science for Biology majors. The Advisory Book is available in the Biology Office, Room 403, Richards Hall. Students intending to major in Biology should obtain a copy as early as possible after their enrollment at Northeastern. Biology majors wishing to pursue a minor in another field should see their biology adviser as early in their program as possible, for coordination of major and minor requirements.
A View of the Major The Biology major provides an opportunity for excellent preparation in a wide variety of careers or professions in the life sciences, including medical, dental, and other health-related profes- sions. Graduate study leading to a master's or doctoral degree can open careers in upper-level teaching and/or research in one of the specialized areas of biology, such as zoology, botany, microbiology, physiology, ecology, marine biology, cell biology, or biochemistry. Biology majors may also pursue postgraduate training in such health-related areas as nutrition, public health, or medical technology.
Biology majors not wishing to enter professional or graduate schools may find employment on technical levels in federal, state, industrial, hospital, or university laboratories doing research, survey, or quality con- trol in a biological area. After graduation they may also be able to enter directly into positions in industries involved in the manufacture and dis- tribution of pharmaceuticals, biological products, food, or scientific equipment. Many biologists are employed at all levels in fisheries, for- estry services, county agencies, museums, aquariums, research ves- sels, and marine stations.
Preprofessional students (for example, premedical or predental) are urged to consult with the preprofessional advisory committee early in their careers at Northeastern. Students are cautioned that the successful completion of the required preprofessional courses by no means en- sures admission to a professional school since other factors are also Involved.
Description of the Minor A minor in Biology consists of any six biology courses for which the student has the prerequisites, plus two more courses which may be biology courses or courses from other depart- ments that serve as prerequisites for Biology courses. At least five of the total eight courses must include laboratory, and a student may not count toward the Biology minor more than one course, or course sequence, that covers substantially the same material.
To accommodate the needs of students majoring in many different fields, the Biology minor requirements have been phrased in a very general and flexible way. To ensure that course selection is sound and appropriate to the student's background, each student's Biology minor
46 /College of Arts and Sciences ■
program must receive the signed approval of the Biology minors' ad- viser. The student should obtain this required approval of his/her pro- gram before the start or, at the latest, by the end of the first biology course. Failure to do so may result in courses' not being counted for a minor, if the adviser finds them to have been inappropriate selections.
The academic standards for a minor in Biology are the same as those for a Biology major; namely, a QPA of 2.0 must be achieved for those courses used to satisfy the minor requirements. Courses taken on a pass/fail basis are not acceptable for minor credit.
Suggested course groupings for a Biology minor have been devel- oped for students with different backgrounds in college mathematics and science. The "core" minor for students with considerable course work in mathematics, chemistry, or physics provides the basic founda- tion on which a Biology major is built, without advanced specialization. For students with less or no college mathematics/science background, three other minor options provide the opportunity for first-level exposure to the basic pnnciples of Biology, plus an opportunity to achieve some advanced specialization in plant and/or animal studies or to explore human biology, molecular biology, biochemistry, and the problems of the environment. For further information, consult with the Biology minors' adviser.
Laboratories
The Biology Department has specially equipped teaching laboratories for general biology, botany, anatomy, microbiology, microscopy, physi- ology, zoology, and cell biology. Equipment for field work, museum specimens, models, charts, and closed-circuit television are employed in laboratory instruction. Additional facilities include aquarium and ani- mal rooms, stockrooms, preparation rooms, research areas, a vertebrate museum, and a large suburban greenhouse and woodlot. The Depart- ment has close association with the University's Marine Science and Maritime Studies Center in Nahant and with the University's Electron Microscopy Center.
Special Programs
See School for Field Studies, Independent Major, Instrumentation for Science Minor (see Physics Section), International Co-op, Marine Stud- ies Minor, Combined Program with Preprofessional Schools and East/ West Marine Biology Program in the Special Programs section, page 80.
47
Chemistry
Philip W. Le Quesne, Ph.D., D.Sci., Professor and Chairman
Professors
Geoffrey Davies, Ph.D. Bill C. Giessen, Dr.Sc.Nat. Arthur M. Halpern, Ph.D. Barry L. Karger, Ph.D. William M. Reiff, Ph.D. John L. Roebber, Ph.D. Robert A. Shepard. Ph.D. Alfred Viola, Ph.D. PaulVouros, Ph.D.
Professors Jointly Appointed
John L. Neumeyer, Ph.D. Robert F. Raffauf, Ph.D.
Associate Professors
David A. Forsyth, Ph.D. Thomas R. Gilbert, Ph.D. David M. Howell, Ph.D. Conrad M. Jankowski, Ph.D. Elmer E. Jones, Ph.D. Kay D. Onan, Ph.D. Robert N. Wiener, Ph.D.
Assistant Professors
Lee A. Flippin, Ph.D. Michael E. Kellman, Ph.D. Mary J. Ondrechen, Ph.D. John Wronka, Ph.D. Lawrence D. Ziegler, Ph.D.
instructors
James F. Hall, Jr., M.S. Bernard J. Lemire, B.S., Supervisor of Laboratories
Professional Preparation
Alms The educational objectives of the Chemistry Department are to give students the opportunity to (1) experience the intellectual stimula- tion of studying a physical science; (2) grasp the basic pnnciples and techniques that are central to a variety of chemistry-related careers; and (3) prepare for graduate study in chemistry or related fields. These ob- jectives are implemented by the Department's highly research-oriented faculty, including leaders in various fields of the science.
Description of the Major Chemistry is concerned with the structure and properties of substances and with the transformations they undergo. The undergraduate program leads to either a B.A. or a B.S. degree in Chemistry. It is relatively small, having a combined total of about sixty undergraduates throughout all levels. Class sizes, too, are not large. For example, the typical size of the freshman Chemistry course given to chemistry and other science majors is about forty students. The upper- class chemistry major courses are generally smaller. All of the courses are taught by full-time chemistry faculty members, and there is consid- erable opportunity for direct interaction between faculty and students. Both the chemistry curriculum and the departmental facilities are ap- proved by the American Chemical Society (A.C.S.); thus, the B.S. de- gree which we award is A.C.S. certified and therefore carnes national recognition for quality.
Modern chemistry is the cornerstone for a large number of professions and industries. Challenging career opportunities exist in almost all tech- nical fields in which functions such as research, development, produc- tion, sales, market analysis, quality control, and management are involved. Tfie Chemistry major programs offer the students an excellent opportunity for preparation In the study of medicine, dentistry, and for advanced study in many fields of science. For students who choose to
48 / College of Arts and Sciences
participate in the Cooperative Plan of Education there can be additional professional benefits. The practical experience gained on a job can place chemistry in a more realistic perspective than academic training alone and may help students to prepare themselves for better employ- ment prospects upon graduation.
The Department publishes an informational booklet, Chemistry at Northeastern, which describes the Chemistry major curriculum and re- quirements in detail. Interested students may obtain a copy of this book- let in the main office of the Chemistry Department, Room 1 02, Hurtig Hall or from the Department of Admissions, 150 Richards Hall.
A View of the Major The Department offers two major programs that lead to the B.S. or B.A. degree. Both are based normally on the five-year cooperative-study plan, but academically equivalent four-year study op- tions are available. The two degree curricula differ mainly in their arts and sciences content and advanced science course requirements. De- partmental advisers are ready to provide assistance and counseling to all Chemistry majors in relation to course selections and other profes- sional matters.
The Chemistry major programs at Northeastern are based on a career- oriented concept. The basic core of courses in chemistry, mathematics, and physics may be supplemented with selected courses in other areas. Thus, the program offers the student an opportunity to prepare for any one of a wide variety of careers. Alumni have pursued careers in many areas, such as:
— The health professions (medicine, dentistry)
— Professional and technical employment in industry
— Chemical sales and management
— Teaching and research via graduate study
— Clinical chemistry, medicinal chemistry, and pharmaceutical chemistry
— Geochemistry, mineralogy, and environmental chemistry
— Forensic chemistry
Departmental advisers suggest various course options for students interested in preparing for any of the above careers. The vanety of careers open to persons with strong backgrounds in chemistry is exten- sive, and other options can be constructed from the large number of courses offered at the University.
A large part of the curriculum is common to all options. It consists of courses in English, calculus, physics, and basic chemistry, which are taken in the freshman year. Students may be exempted from the General Chemistry courses by passing equivalency tests; in this case other courses are substituted. In the upperclass years, students take courses in organic, inorganic, physical, and analytical chemistry. For the B.S. degree, some additional advanced mathematics and science courses are required. German or Russian is strongly recommended for students who plan to pursue graduate study in the sciences.
Qualified students are encouraged to undertake a research project under the supervision of a faculty member. An honors program is open to especially able students.
Description of the Minor A minor program in Chemistry is available for students majoring in other fields. It consists of courses in general, analytical, organic, and physical chemistry. Further information may be obtained from the Chemistry Department Office, Room 102, Hurtig Hall.
Chemistry / 49
Accreditation
The Chemistry programs at Northeastern are approved by the Americari Chemical Society. The B.S. degree meets the Society's requirements for certification, which means that a certified graduate is eligible for full membership in the A.C.S. after two years of experience.
Facilities and Research
The mam facilities of the Chemistry Department are housed in Hurtig Hall, a modern, air-conditioned, five-story building that contains equip- ment for up-to-date teaching and research. Faculty offices are located there, as is the James Flack Norris Room, which serves as a lounge for undergraduate Chemistry majors. Additional research facilities are lo- cated in the Forsyth Building and in the Institute of Chemical Analysis, Applications, and Forensic Science. The Department's major research equipment includes electron microscopes, mass spectrometers, lasers. X-ray diffractometers, nuclear magnetic-resonance and electron spin- resonance spectrometers, Gouy and Faraday magnetic balances, Mossbauer spectrometers, and a variety of ultraviolet and infrared spec- trometers. Undergraduate students taking advanced courses or working on research projects may utilize certain of these instruments.
Active research programs are under way in synthetic and mechanistic organic chemistry, natural products chemistry, inorganic chemistry, chemical oceanography, photochemistry, and spectroscopy, theoretical chemistry, analytical chemistry, separation science, and solid-state chemistry.
Special Programs
See Combined Program with Pre-professional Schools, School of Field Studies, Independent Major, International Co-op, Instrumentation for Sci- ence Minor (see Physics Section), Marine Studies Minor, and East/West Marine Biology Program in the Special Programs section, page 80.
50
Earth Sciences
Richard H. Bailey, Ph.D., Associate Professor and Chairman
Associate Professors Assistant Professor
Bernard L. Gordon, M.S. Malcolm D. Hill, Ph.D.
Richards. Naylor, Ph.D.
William A. Newman, Ph.D.
Peter S. Rosen, Ph.D.
Martin E. Ross, Ph.D.
David L. Wilmarth, Ph.D.
Professional Preparation
Aims The Department of Earth Sciences offers a degree program in geology as an in-depth study of a major area of the earth sciences, as well as courses in geology, oceanography, and astronomy, which are available to all students.
Description of the Geology Major Geology is a broad-based science that deals with the study of the physical features, composition, history, and processes of the earth. The study of geology, however, also de- mands an understanding of the application of scientific knowledge to current problems and concerns. For example, the manufacture of an enormous number of products composed of metals and petroleum de- rivatives is a primary basis of the economy of our society. Understanding the origins of these natural resources and the ways in which to ensure their continued supply is, therefore, one of the major roles of today's geologists. Only a small portion of the earth has been studied in detail, leaving many unexplored frontiers for each new graduate in the field.
A View of the Major Since the study of geology utilizes principles of other physical sciences, students should complete basic courses in chemistry, physics, and mathematics along with Physical and Historical Geology during their first two years. After completing the introductory geology courses and one year of chemistry, every Geology major takes a three-course sequence — Descriptive Mineralogy, Optical Crystallog- raphy, and Optical Mineralogy — since a knowledge of minerals is fun- damental to geological understanding. In addition to the required introductory and mineralogy courses, the student chooses a minimum of six (for the B.A. degree) or eight (for the B.S. degree) additional geology courses. There are also electives required in the areas of the humanities and social sciences.
Each student is assigned to an adviser in the Department. The adviser assists students in making appropriate course selections as their knowl- edge increases and special interests develop. Though not required, courses in petrology, structural geology, and paleontology are usually among the electives chosen by undergraduates.
During the junior and senior years, students may select undergradu- ate research as one of their elective courses. Under the supervision of a faculty member, a problem is selected, defined, and researched. These projects offer undergraduates the opportunity to go much more deeply into some aspect of geology that holds particular interest for them. Stu- dents who meet the college requirements for the honors program may also be invited to carry out an undergraduate research project.
In addition to its major curriculum the Earth Sciences Department also offers a minor program in Geology.
Earth Sciences / 51
Special Information
Field Trips Though much geology can be learned from textbooks and in the laboratory, a sound geological education must also include first- hand experience in the field and direct observation of geological phe- nomena. Whenever it is appropriate, field work on an individual or group basis will be part of courses.
Special Programs
See School for Field Studies, Independent Major, International Co-op, Instrumentation for Science Minor (see Physics Section), Marine Studies Minor, and EastA/Vest Marine Biology Program in the Special Programs section, page 80.
52
Mathematics
Maurice E. Gilmore, Ph.D., Professor and Chairman
Professors
SamuelJ. Blank, Ph.D. Bohumil CenkI, Sc.D. David I. Epstein, Ph.D. Holland C. Filgo, Ph.D. Alberto R. Galmarino, Ph.D. Arshag B. Hajian, Ph.D. Evelyn F. Keller. Ph.D. Nancy Kopell, Ph.D. JayantShah, Ph.D. Gabriel Stolzenberg, Ph.D. JackWarga, Ph.D.
Associate Professors
Shirley A. Blackett, M.Ed. MarkBndger. Ph.D. Gail Carpenter, Ph.D. Bruce Claflin, M.S. Margaret B. Cozzens, Ph.D. Ron Donagi, Ph.D. John Frampton, Ph.D. Terence Gaffney, Ph.D. R. MarkGoresky, Ph.D. Eugene Gover, Ph.D. Samuel Gutmann, Ph.D. Anthony larrobino, Ph.D. Solonnon M. Jekel, Ph.D. Nishan Krikorian, Ph.D. Roberto. McOwen, Ph.D. Richard Porter, Ph.D. Mark Ramras, Ph.D. Thomas 0. Sherman, Ph.D. Chuu-Lian Terng, Ph.D.
Assistant Professors
Margaret Bayer, Ph.D. David Bernstein, Ph.D. Robert W. Case, Ph.D. Mo-sukChow, Ph.D. Stanley J. Eigen, Ph.D. Leonore Feigenbaum, Ph.D. Laurences. Gillick, Ph.D. Donald R. King, Ph.D. Marc Levine, Ph.D. ZakharG. Maymin, Ph.D. CarlaB. Oblas, M.S. M. Inez Platzeck, Ph.D. Prabhakar A. Rao, Ph.D. Catherine M. Roche, Ph.D. Martin Schv^/arz, Ph.D. Nevin P. Scrimshaw, Ph.D. Joel A. Stein, Ph.D. Barbara Tabak, Ph.D. Gordana G. Todorov, Ph.D.
Professional Preparation
Aims The Department offers interested students the opportunity to de- velop and expand their abilities in this exact science, one of the oldest and most basic of all the sciences.
Description of the Major The Department offers two programs of study in mathematics. One of the programs in mathematics leads to a Bachelor of Arts degree and requires a minimum of thirteen mathematics courses. Students in the Bachelor of Arts program also must complete a foreign language requirement. Because mathematics-related material is more often written in French, German, Italian, or Russian, one of these languages is recommended. The Department also offers a Bachelor of Science degree program, which requires a minimum of sixteen mathe- matics courses but does not require the study of a foreign language.
A View of the Major All students must take a basic sequence of math- ematics courses, which, as a rule, should be completed by the end of the sophomore year. The sequence offers students the opportunity to
Mathe.Tiatics / 53
acquire a working knowledge of the calculus of one and several varia- bles, differential equations, some linear algebra, and numerical meth- ods. With respect to the latter, although a computer programming course is not required, students will be encouraged and eventually expected to learn the basic programming skills necessary for numerical solutions of complex problems.
A transition from the basic sequence to more advanced parts of the curriculum is provided by Analysis l-ll and Advanced Linear Algebra I. These courses are prerequisites for many advanced courses in applied analysis, complex analysis, topology, and foundations.
As a rule, students planning to take a substantial number of mathe- matics courses (e.g.. two per quarter) should take Analysis l-ll and Ad- vanced Linear Algebra I in the middler year. Students may wish to take a prerequisite for more advanced courses in algebra and/or one that includes linear, nonlinear, and dynamic programming. Courses in prob- ability, statistics, and numerical analysis may also be taken directly after the basic sequence.
Double Majors It is possible for mathematics majors to follow pro- grams leading to a double major in mathematics and another discipline from the College of Arts and Sciences or the College of Computer Sci- ence.
Special Programs
See Independent Major, International Co-op, Instrumentation for Science Minor (see Physics Section).
54
Physics
Robert P. Lowndes, Ph.D., Professor and Chairman
Professors
Ronald Aaron, Ph.D. Petros N. Argyres, Ph.D. Richard L. Arnowitt, Ph.D. Alan H. Cromer, Ph.D. Williann L. Faissler, Ph.D. Marvin H. Friednnan, Ph.D. David A. Garelick, Ph.D. Marvin W. Gettner, Ph.D. Michael J. Glaubman, Ph.D. Hyman Goldberg, Ph.D. Walter Hauser, Ph.D. Giovanni Lanza, Ph.D. Bertram J. Malenka, Ph.D. Pran Nath, Ph.D. Olive H. Perry, Ph.D. Stephen Reucroft, Ph.D. Eugene J. Saletan, Ph.D. Carl A. Shiftman, Ph.D. Jeffrey B. Sokoloff, Ph.D. Yogendra N. Srivastava, Ph.D. Michael T. Vaughn, Ph.D. Eberhard von Goeler, Ph.D. Allan Widom, Ph.D. FaYuehWu, Ph.D.
Associate Professors
Arun Bansil, Ph.D. Paul M. Champion, Ph.D. Jorge v. Jose, Ph.D. Marie E. Machacek, Ph.D. Robert S. Markiewicz, Ph.D.
Assistant Professors
George 0. Alverson, Ph. D. Narenda Jaggi, Ph.D. Jacqueline Krim, Ph.D. Mark Novotny, Ph.D. Robert Polvado, Ph.D. Lou Reinisch, Ph.D.
Professional Preparation
Aims Physics is concerned with the fundamental principles that gov- ern natural phenomena, ranging in scale from collisions of subatomic particles, through the behavior of solids and liquids, to exploding stars and colliding galaxies.
Understanding these principles can help us unravel, explore, and predict the basic phenomena and processes of not only physics, but also of biology, chemistry, and the earth and space sciences. Such an understanding will also help with the creation, development, and oper- ation of a broad spectrum of micro and macro devices ranging from the silicon chip electronic systems and lasers of today's high technology to the more conventional mechanical and electrical instruments and ma- chinery currently used in research and industrial organizations.
The educational objectives of the Physics undergraduate programs are to provide students with the opportunity to
1 . experience the intellectual stimulation of studying science and, specifically, physics and astrophysics;
2. experience, by association, the excitement of the front-line research programs ongoing in the Department;
3. achieve an understanding of the basic principles and techniques that are central to the broad array of physics-related careers;
4. prepare for graduate study in physics or related fields.
Physics / 55
To this end the Physics Department offers undergraduate courses at four levels:
1 . descriptive courses intended primarily for nonscience majors with limited mathematical backgrounds;
2. general survey courses intended for students in scientific and en- gineering fields;
3. advanced courses focusing on particular areas of physics and intended mainly, but not exclusively, for Physics majors; and
4. highly advanced courses intended mainly, but not exclusively, for prospective graduate students in Physics.
Description of the Major Students who major in Physics are offered the opportunity to prepare for a wide variety of careers. In addition to work in industrial, government, and high-technology laboratories in areas of applied physics, students who have mastered the fundamental principles emphasized in a physics education may find opportunities in allied fields, such as biophysics, computer sciences, geophysics, med- ical and radiation physics, and various branches of engineering. Addi- tionally, many students majoring in Physics go on to pursue advanced degrees in physics and related fields.
A student majoring in Physics may follow either a four-year full-time program or a five-year co-op program. The latter program allows stu- dents to alternate between the classroom and off-campus work experi- ences in research and professional organizations located not only in the important high-technology centers in and around Boston, but elsewhere in the United States. The co-op program enhances and complements the educational process, and helps provide financial assistance and the development of valuable career contacts with employers. In a number of cases, students in the Physics major work on co-op with a high- technology company, and then return to school and work with a related aspect of one of the research programs of the Department either for credit or as work-study.
A View of the IVIajor Physics majors may obtain one of three degrees, the Bachelor of Arts in Physics, the Bachelor of Science in Physics, or the Bachelor of Science in Applied Physics.
The first-year program for all Physics majors includes a three-quarter physics sequence common to all science and mathematics majors, and a three-quarter calculus sequence. The remaining courses in each quar- ter of the freshman year can be chosen from a wide range of electives, but generally students are advised to meet some of the core curnculum requirements and perhaps to learn to use the computer.
Beyond the basic first year survey courses in physics and mathemat- ics, B.A. students are required to pass the two second-year intermediate physics courses, three upper-division lecture courses, three upper- division laboratory courses, as well as one upper-division mathematics elective. In addition, the College requirements must also be satisfied. This program is extremely flexible and allows the B.A. Physics major to pursue other interests in depth.
Candidates for either of the B.S. Physics degrees must complete the two intermediate physics courses, the second year of the calculus se- quence, and a year of differential equations. In addition, the B.S. candi- dates must satisfy the appropriate college requirements.
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Candidates for the B.S. in Physics must also complete seven upper- division physics lecture courses, three upper-division physics laboratory courses, and five additional technical electives (courses from the sci- ences, mathematics, or engineering departments). The B.S. in Physics program is most appropriate for those students who wish to pursue graduate study in physics.
In addition to the common intermediate level courses described above, candidates for the B.S. in Applied Physics degree must complete three upper-division physics lecture courses, five upper-division physics laboratory courses, three computer science courses, and four additional technical electives. The B.S. in Applied Physics program is most appro- priate for those students who expect to proceed directly to work after the B.S. degree, or for those who expect to go to graduate school in related fields.
The upper-division lecture courses offered by the Department include Mechanics, Wave Motion and Optics, Thermodynamics, Electromag- netic Theory, Quantum Mechanics, Mathematical Physics, Nuclear Physics, Solid State Physics, Plasma Physics, and Astrophysics. The upper-division laboratories include Wave Motion, two quarters of Elec- tronics, a laboratory devoted to microcomputer programming and inter- facing, and a special project laboratory in which the student designs and carries out a complete project involving either some aspect of in- strumentation or some aspect of computational physics. The courses are all taught by active researchers in physics who have a strong com- mitment to teaching. The upper-division courses are generally small (ten to fifteen students).
There are regular lectures and colloquia in the Department, many of which may be of interest to undergraduate students. In addition, there are reading courses on special topics in physics.
Students interested in majoring in Physics should consult with one of the Department advisers as early as possible in their college careers to plan their programs.
Description of the Minors The Physics Department offers two minor programs for students majoring in other fields: the Physics Minor and the Instrumentation for Science Minor.
The Physics Minor program is designed to accommodate a wide va- riety of interests while still providing a study of the fundamentals. To fulfill the requirements of this minor, a student must take five intermediate and/or advanced courses after completing introductory physics.
The Instrumentation for Science Minor is designed to provide a stu- dent with experience in the use of common laboratory instruments, the taking and the analysis of data, and elementary skills in electronics. A major goal of the minor is to prepare the student to design and construct relatively small scale special purpose measurement instrumentation. To fulfill the requirements of the minor a student must take four intermediate and/or advanced laboratory courses after completing introductory physics.
Further information on the Minor Programs may be obtained from the Physics Department Office, Room 112, Dana Research Center.
Physics / 57
Honors Program and Undergraduate Research
Students invited into the Honors Program may take graduate courses, reading courses, and special topics courses, by petition, in the various research fields of the Department. Such work occasionally leads to pre- sentation of papers at professional meetings and to publication in professional journals.
Facilities and Research
The Physics Department is housed in the Dana Research Center, a modern, air-conditioned building which includes its own library, research laboratories. Department and student machine shops, electronics shop, conference and seminar rooms, and faculty and graduate and under- graduate student offices. The Department has its own computer facility, housing a VAX 11/750 computer, as well as.PDP 11/24 and LSI 11/23 computers dedicated to physics research programs. In addition, a De- partmental terminal cluster providing access to three VAX 11/780 units of the University Computer Center is located in the Dana Center.
In addition to the research facilities on campus, faculty and graduate students currently pursue their research at a variety of off-campus na- tional and international facilities: astrophysics experiments at the NASA Infrared Telescope Facility, Mauna Kea, Hawaii, at Kitt Peak National Observatory, Tucson, Arizona, and at NRAO Very Large Array, Socorro, New Mexico; high-energy physics experiments at the Stanford Linear Accelerator Center (SLAC), Palo Alto, California, at CERN, Geneva, Swit- zerland, and at the Fermi National Accelerator Laboratory (Fermilab), Batavia, Illinois; high-magnetic field experiments at the National Magnet Laboratory, Cambridge, Massachusetts; inelastic neutron scattering ex- periments at the Brookhaven National Laboratory, New York, at the Oak Ridge National Laboratory, Oak Ridge, Tennessee and at the Laue- Langevin Institute, Grenoble, France.
The Department's full-time faculty are involved in a broad spectrum of front-line experimental and theoretical programs in astrophysics, atomic, and molecular physics, biophysics, elementary particle physics, and solid state and low temperature physics. A full deschption of these pro- grams may be obtained upon request to the Chairman of the Depart- ment.
Special Programs
See Independent Major and International Co-op, Marine Studies Minor in the Special Programs section, page 80.
58
Social Sciences
The Social Sciences are disciplines involving the study of society as such, as well as the social behavior of individuals and groups. In con- trast to the approach used in the Humanities, the Social Sciences tend to focus on objective aspects of societies. Measurement and testing, and the statistical treatment of data, play a larger role in the Social Sciences.
On the other hand, as mentioned before, this distinction is helpful only if used with caution. In the final analysis, human beings and human institutions cannot be studied without due attention to both subjective and objective factors. For this reason, the dividing line between Human- ities and Social Sciences cannot be drawn sharply.
In the College of Arts and Sciences, the major disciplines comprising the Social Sciences are as follows:
African-American Studies page 59 Economics page 61 History page 63 Human Services* page 65 Linguistics page 67 Political Science page 70 Psychology page 72 Sociology/Anthropology page 75
* The Human Services major is offered jointly by the College of Arts and Sciences and the Boston-Bouve College of Human Development Professions.
59
African-American Studies
Ozzie L. Edwards, Ph.D., Coordinator
Associate Professor
Holly M. Carter, Ph.D.
Assistant Professors
Ernest D. Brown, Ph.D. Jordan Gebre-Medhin, Ph.D. Patrick Manning, Ph.D.
Professional Preparation
Aims African-American Studies at Northeastern University offers an interdisciplinary study of the black experience with two central pur- poses: (1) to provide academically rigorous and exciting courses for all students interested in the field; and (2) to contribute to the students' ability to develop analytical skills and to apply this learning, whatever their disciplines or career objectives.
By presenting fresh perspectives while remaining firmly grounded in traditional academic standards, the courses in African-American Studies may aid the student to develop the skill of critical thinking, provide the opportunity to gain a meaningful, liberal arts education, and help to form a strong basis for professional or graduate work.
Students from other disciplines should find that the courses in African- Amencan Studies are designed to complement and enrich their chosen concentrations or majors.
Description of the Major A major in African-American studies offers students the opportunity to prepare themselves for a wide range of professions calling for an understanding of intergroup relations and the minority experience. Students may go on to graduate study in such areas as social work, sociology, education, law, business, history, or the humanities.
A View of the l\/lajor Students majoring in African-American Studies may earn either the Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree. All majors are required to take the following set of courses:
— Economic Issues in Minority Communities
— Directed Study for Senior Thesis
— Africa Today
— African-American Literature I
— Contemporary Issues in Black Society
— Black Psychological Identity
— African-American History I
— Research Seminar
— Survey of Black Political Movements
— Race Relations in America
Faculty advisers work with students to help them select electives within their chosen areas of concentration to fulfill their distnbution and lan- guage requirements for the degree of Bachelor of Arts, or career pack- age programs for the degree of Bachelor of Science.
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Description of the IVIinor A minor in African-American Studies is de- signed to meet the needs of students who major in other areas but have a special interest in African-American Studies. To qualify for a minor in African-American Studies, a student must earn twenty-eight quarter hours in the field, twelve of which are from the set of courses required of majors. The remaining courses will be a "concentration cluster" that is arranged in consultation with the student's faculty adviser.
Concentration Clusters A concentration cluster is comprised of a set of four courses which focus on a given aspect of African-American Stud- ies. A cluster might focus on sociology-psychology, history, humanities, human services, research, or other areas related to the student's edu- cational or career needs. Concentration clusters are arranged in con- sultation between the student and a faculty adviser.
Special Programs
See Center for Asian Studies, Exchange Program-American College in Greece, Independent Major, International Co-op, Urban Studies Minor, and Women's Studies Minor in the Special Programs section, page 80.
61
Economics
Morns A. Horowitz, Ph.D., Professor and Chairman
Professors
Conrad P. Caligahs, Ph.D. Harold M. Goldstein, Ph.D. Daryl A. Hellman, Ph.D. Irwin L. Herrnstadt, Ph.D. Sungwoo Kim, Ph.D. Gustav Schachter, Ph.D.
Associate Professors
NeilO. Alper, Ph.D. Bruce Bolnick, Ph.D. Steven A. Mornson, Ph.D. Pawan K. Sawhney, Ph.D. Andrew M. Sum, M.A. Gregory Wassail, Ph.D.
Assistant Professors
Anthony Becker, M.A. Oscar Brookins, Ph.D. Kamran N. Dadkhah, Ph.D. Alan Dyer, Ph.D. Barbara M. Fraumeni, Ph.D. Jeanne K. Henn, Ph.D. Gary B. Stone, M.A.
Lecturers
Mana N. DaCosta, M.A. Meenakshi N. Dalai, M.A. Herbert Eskot, M.A. Paul Harrington, M.A. Rajen Mookerjee, M.A. Manijeh Sabi, M.A. Frank Tortora, M.A.
Professional Preparation
Aims The Economics program offers students the opportunity to ob- tain a better understanding of how our economy and other economies function, to prepare themselves for graduate study in economics, and to develop specialties that may qualify them to work as economists.
Description of the Major Economics is the study of ways in which scarce resources, including human resources, are deployed to satisfy the material wants of individuals and society. Economists analyze the factors that determine the success or failure of this process.
Macroeconomics, concerned with the overall economy, deals with such problems as inflation, unemployment, growth and instability, and government monetary, fiscal, and regulatory policies. Microeconomics is concerned with the economic behavior of individuals, households, firms, and industries. It assesses the economic effects of racism, sexism, pollution, and environmental damage and analyzes the economic as- pects of natural resources, poverty, health, income distribution, trade unions, and collective bargaining.
Graduates may be employed by businesses in such activities as in- dustrial relations, planning and forecasting, determining plant locations, and making financial studies. They may become expert in analyzing consumer demand and developing and marketing new products. They may conduct research, teach, or provide specialized consulting ser- vices. In addition, federal, state, local governments, and trade unions are important sources of jobs for economists.
62 / College of Arts and Sciences
A baccalaureate economics degree, or graduation with a number of advanced economics courses, offers students an excellent opportunity to prepare themselves for graduate programs in economics as well as for entry into schools of law and business.
A View of the Major There is considerable flexibility in the Economics program to enable students to concentrate in areas of personal interest. A student expecting to major in the field should take the problem- oriented Principles of Economics in the freshman or sophomore year to discover the range of insights economics can offer in analyzing and solving a variety of problems. Upper-division courses apply theory to an in-depth study of a specific area of the field.
Other courses for the major include two quarters each of fundamentals of mathematics, economic statistics, and economic theory. In addition, the Department offers electives in all areas of economics, honors courses, reading courses, and a senior seminar.
The courses listed above are required for either the Bachelor of Arts or Bachelor of Science degree. However, the B.A. follows the liberal arts tradition in its distribution and language requirements — the Department of Economics requires other social science courses as well, plus six economics electives. The B.S. is a professional degree. In addition to social science electives, it requires ten economics electives and one course in quantitative methods.
The Department courses offer training in economic theory, money and banking, public finance, international trade, growth and development, industrial organization, comparative economic systems, economic his- tory, environmental economics, economics of crime, urban problems, labor markets, collective bargaining, human resources, poverty and dis- crimination, and medical economics. In addition, tool courses, such as statistics, mathematical economics, econometrics, and quantitative methods are available. Other electives and reading courses permit stu- dents to study an area in-depth.
Description of the Minor The Department also offers a minor consist- ing of four required courses and four electives, which are selected in consultation with a faculty adviser. Any course taken outside the Depart- ment of Economics to satisfy these minor elective requirements must be approved by a faculty adviser in the Department.
Special Programs
See London Political Internship Programme, Economic Planning and Policy M.S., Exchange Program-American College in Greece, French for Business and Economics, Business German, Independent Major, Inter- national Co-op, Irish Studies, London Business/Economics Internship Programme, Oxford Study Semester, Russian Studies, Trent Polytechnic Institute, Urban Studies, and Washington Internship Program, in the Spe- cial Programs section, page 80.
63
History
Raymond H. Robinson, Ph.D., Professor and Chairman
Professors Assistant Professors
Philip N. Backstrom, Ph.D. Laura L. Frader, Ph.D.
Ballard C. Campbell, Ph.D. Ruth-Ann M. Harns, Ph.D.
William M. Fowler, Jr., Ph.D. Gerald H. Herman, M.A.
Donald M. Jacobs, Ph.D. Patnck Manning, Ph.D.
John D. Post, Ph.D. Martin R. Ring, Ph.D.
Associate Professors
Charmane J. Blaisdell, Ph.D. NorbertL. Fullington, Ph.D. LaVerne J. Kuhnke, Ph.D. Clay McShane, Ph.D. Stanley R. Stembridge, Ph.D.
Professional Preparation
Aims History's concern with the diverse and complex past of humanity provides an excellent opportunity for the development of greater under- standing and appreciation of today's culture and civilization. Tradition- ally, history has been a major of great appeal to men and women desiring a broad base before they embark on careers in business, law, journalism, and government.
Other majors know that they want to work more directly in history. Some want to teach in public schools. They may elect education courses that may lead to state certification. (Those desiring jobs in private sec- ondary schools need not be certified by state authorities.) Teaching positions in colleges and universities require master's, and increasingly doctor's, degrees. An undergraduate major in History facilitates en- trance to graduate programs in the field. Ordinarily, college and univer- sity history teachers spend part of their time in research and writing.
Not all professional historians teach and write. Many find pleasure and profit working in public archives, private historical societies, museums, and restoration projects. The careers serve not only other professional historians but a larger public as well.
Description of the Major For majors of such diverse interests and ambitions, curricula must combine sensible structure with flexibility. Ma- jors in History at Northeastern may qualify for either a Bachelor of Arts or a Bachelor of Science degree. Since the B.A. requires a foreign language, it appeals to prospective candidates for graduate school where reading knowledge of foreign languages is often necessary; the B.S. is designed for students desiring greater specialization in history and a social science orientation.
Candidates for both degrees are required to take the surveys in West- ern Civilization and American History, and The Historian's Craft, which focuses on methods, problems, and philosophies of historians. A later course. Approaches to History, requires students to undertake a major historical project. Elective courses cover the political, economic, social, and cultural history of man in diverse times and places.
64 / College of Arts and Sciences
A View of the Major To ensure a broad program of study, the College of Arts and Sciences requires that students choose courses offered by departments outside the area of the major.
The history requirements are broken into groups: Group A (Ancient, Medieval, and Early Modern Europe); Group B (Modern Europe); Group C (British North American Colonies and the United States); and Group D (Other Areas or Regions). A minimum of two courses (eight quarter hours) must be elected from each group.
Majors are also urged to avoid overspecialization at the undergradu- ate level. Though there are no maximum limits on the amount of history that may be taken, the Department advises broad course selection as the best policy for its majors. All majors are assigned to departmental advisers v^ho offer counsel about the program. Students are urged to seek advice about history electives, about other electives, and about the honors program.
All qualified History majors are urged to consider the honors program in History. Those accepted write honors theses under the direction of members of the Department. Students ordinarily register the honors courses in their last three quarters of enrollment, except for the summer quarter when honors courses are not usually offered.
Description of the Minor Students interested in a minor in history should consult the History Department for information.
Special Programs
See Center for Asian Studies, Exchange Program-American College in Greece, London Political Internship Programme, Independent Major, In- ternational Co-op, Irish Studies, New England Quarterly, Oxford Study Semester, Russian Studies, Center for the Study of Sport in Society, Trent Polytechnic Institute, Urban Studies, Washington Internship Program, and Women's Studies in the Special Programs section, page 80.
65
Human Services
An interdisciplinary major involving the College of Arts and Sciences and the Boston-Bouve College of Human Development Professions
Wilfred E. Holton, Ph.D., Sociology/Anthropology, Director and Associate Professor
Advisory Committee
Eva Havas, Ph.D., Sociology/ Anthropology John D. Herzog, Ph.D., Department of Education Ronald J. McAllister, Ph.D., Sociology/ Anthropology Barbara Schram, Ed.D., Department of Education Harold S. Zamansky, Ph.D., Psychology
Fieldworl( Supervisor
Natalie H. Riffin, M.Ed., O.T.R.
Professional Preparation
Aims This major offers students the opportunity to prepare themselves for possible careers in one of the areas broadly defined as "human services." The program is interdisciplinary. The Human Services curric- ulum allows students the opportunity to obtain fundamental attitudes, knowledge, and skills that may lead to meaningful careers in the helping professions as well as to graduate education in a variety of fields.
Students who major in Human Services through the College of Arts and Sciences may prepare themselves to perform a variety of functions in public and private agencies. Through course work, two quarters of fieldwork experience, and possible co-op jobs, students have the op- portunity to explore such areas as casework services in social service and welfare agencies; therapeutic treatment programs in mental health settings; supportive counseling in community health centers; rehabilita- tion counseling services; sheltered workshops; parole counseling; court liaison in programs for delinquent youth; staff work in halfway houses, penal institutions, and drug treatment centers; supportive counseling for the mentally retarded; community organizing; services for the aging; administration in human services agencies; and social program re- search and evaluation.
Description of the IVIajor The Human Services program offers a con- tinuing advisory system to help students make the best use of their early course selections and to guide them to appropriate upper-level courses. College Requirements. Degree requirements differ for each partici- pating college. Refer to pages 94 to 95 for requirements in the College of Arts and Sciences and to page 98 for requirements in the Boston- Bouve College of Human Development Professions. Students in Arts and Sciences may take a five-year Cooperative Education Program or a four- year full-time program. There are five basic aspects to the program as follows:
1 . Prerequisite Courses. Prescribed courses in sociology, psychol- ogy, government, economics, and human services are required, for a total of six courses.
2. Core Courses. Nine courses in such areas as statistics, research methods, group process, organizations, personality, intervention strategies, and a senior seminar are required.
66 / College of Arts and Sciences
3. Specified Electives. Three courses in the areas of African- American Studies, special education, and/or poverty must be se- lected from a list of recommended options.
4. Specialization. Each student must take a five-course specializa- tion developed in conjunction with an adviser. Typically, these specializations are in one of three areas: administrative, commu- nity, and clinical. Specific course choices are designed to com- plement the individual's interests and goals. "Deaf Studies" and other structured specializations are being developed.
5. Fieldwork. Human Services students are required to fulfill two fieldwork placements during the last two years of their program. Each placement consists of 150 hours on site. The type of place- ment varies according to the student's interest. In the past, stu- dents have found placements in community programs, nursing homes, vocational workshops, state and federal agencies, and recreational facilities. These experiences are supervised by Uni- versity staff to maximize the student's learning opportunity.
A View of the Major The Human Services major offers students the opportunity to obtain useful values and basic knowledge relating to var- ious human services fields. Courses introducing some basic skills can help them to understand and work with a variety of helping services.
Human Services students at Northeastern have been very active in their major and helpful to each other. The Human Services Student Or- ganization combines social and career-related activities, which in the past have included open houses, day-long conferences, and weekend retreats. A quarterly Human Services Newsletter is published by stu- dents and faculty.
For specific details on degree requirements, students should consult their Human Services advisers or the Program Coordinator in 125 Holmes Hall, 437-2624.
Special Programs
See American Sign Language, Exchange Program-American College in Greece, London Political Internship Programme, Independent Major, In- ternational Co-op, Personality and Social Psychology Concentration, El- ementary Spanish for Criminal Justice and Human Services, Trent Polytechnic Institute, Urban Studies Minor, and Women's Studies Minor in the Special Programs section, page 80.
67
Linguistics
An interdepartmental major
Frangois Grosjean, Ph.D. and Doctoral d'Etat, Professor and Coordinator, Psychology
Professors
Harlan Lane, Ph.D. and Doctoral d'Etat, Psychology Joanne Miller, Ph.D., Psychology
Associate Professors
Irene Fairley, Ph.D., English
Michael Lipton, Ph.D., Philosophy and Religion
Assistant Professors
John Carroll, Ph.D., Psychology Ross Hall, Ph.D., Modern Languages Janet Randall, Ph.D., English Judy Shepard-Kegl, M.A., Psychology
Professional Preparation
Aims Linguistics is the science of language and is concerned with such issues as how children learn to speak, how we understand and produce language, how language barriers keep people apart and how language ties bring them together, how language is structured and how it is represented in the brain, why some people are better at acquiring a second language than others, and how sign languages are different from spoken languages. Combined with other appropriate courses, a major in linguistics may be a useful first step in becoming, for instance, a linguist, an expert on child language, a teacher of a foreign language or of English as a second language, an interpreter, or even an expert in artificial intelligence. But above all, specializing in linguistics allows the student an opportunity to have an insight into language itself — a highly complex aspect of our everyday life that we take for granted far too readily.
Description of the IVIajor The major in linguistics is an interdepart- mental enterprise. Five departments (English, Modern Languages, Philosophy and Religion, Psychology, and Sociology/Anthropology) col- laborate to offer a comprehensive program that makes use of the vast resources and talent that exist at Northeastern University in the field of linguistics. The major reflects the current research of such diverse peo- ple as linguists, sociologists, psychologists, language educators, and teachers of second languages. It is administered by a coordinator who is a member of the Psychology Department.
The major offers students a systematic introduction to modern linguis- tics and is broad enough to meet the needs of students interested in:
— general linguistics (phonetics and phonology, semantics, syntax, bi- lingualism, historical linguistics, philosophy of language, language and culture, Amencan Sign Language);
68 / College of Arts and Sciences
— experimental linguistics (language and cognition, child language, neurolinguistics, psycholinguistics); and
— linguistics applied to language-related work (language teaching, lan- guage testing, language teaching materials, interpreting, literary analysis).
A View of the Major Students enrolled in the major can obtain either a Bachelor of Arts or a Bachelor of Science degree. These two degrees are in every way identical except that the second language requirement can be met with American Sign Language in the B.S. degree but not in the B.A. degree.
Besides the general college requirements, the requirements of the major include six basic courses from the main areas of linguistics; gen- eral linguistics, psycholinguistics, sociolinguistics, and symbolic logic. Students also take five additional courses in the area of their choice. These courses include, among others, Bilingualism, Child Language, Philosophy of Language, Linguistics of American Sign Language, Neu- rolinguistics, Transformational Grammar, Body Language, Animal Com- munication, Introduction to Semantics, and Applied Linguistics.
All students also take a laboratory course in which they are introduced to language research in a laboratory environment. Two advanced semi- nars are required, as is a practicum that can take the form of fieldwork, interpreting, language teaching, or a directed study. The practicum is supervised by a faculty member who advises the student and monitors his/her progress. Advanced knowledge of a second language — spoken or sign — is required, by either taking appropriate courses or demonstrat- ing proficiency in that language.
Combined with other appropnate courses, the program is suitable for those students interested in teaching American Sign Language. They may wish to concentrate on the applied linguistics of sign language while working on their bachelor's degree. This concentration enables students to acquire the background and the skills necessary to become professional teachers of sign language, and helps them prepare for the sign language instructor certification.
Throughout the course of study, students meet regularly with an ad- viser who helps them plan their course work and advises them on all aspects of the major.
Research The students enrolled in a directed-study course and in the laboratory course will take advantage of the Psychology Department's four language laboratories, which contain audio and video recording facilities and computers for stimulus preparation, data gathering, and statistical analysis. They will work with graduate students, research as- sistants, and faculty on ongoing projects related to the perception and production of spoken and sign languages.
A brochure describing the linguistics major, as well as additional in- formation, can be obtained from Professor F. Grosjean, Department of Psychology, 282 Nightingale Hall.
Description of the Minor In addition to the major, the linguistics pro- gram offers students specializing in other disciplines a minor in linguis- tics. This minor is designed to give students the opportunity to broaden their field of study and to enhance their career opportunities. The minor
Linguistics / 69
consists of six courses, two required courses with the remainder se- lected from a large set of courses offered by the program. Students minoring in linguistics are assigned a faculty adviser to help them select the courses that best suit their needs.
A brochure describing the linguistics minor, as well as additional in- formation, can be obtained from Professor F. Grosjean, Department of Psychology, 282 Nightingale Hall.
Special Programs
See American Sign Language, English Minor, Exchange Program-Amer- ican College in Greece, Oxford Study Semester, Psychology Minor, In- ternational Co-op, and Washington Internship Program in the Special Programs section, page 80.
70
Political Science
Robert E. Gilbert, Ph.D., Professor and Chairman
Professors Duane L. Grimes, M.A.
Robert L. Cord, Ph.D. Margaret E. Leahy, Ph.D.
David E. Schmitt, Ph.D. William F. S. Miles, Ph.D.
Stewart Reiser, Ph.D.
Associate Professors
David A. Rochefort, Ph.D.
L. Gerald Bursey, Ph.D. ^arry Wessell, Ph.D.
Minton F. Goldman, Ph.D.
Eileen L. McDonagh, Ph.D. Instructor
Suzanne Ogden, Ph.D. Bradley J. Miller, M.P.A.
Assistant Professors
Christopher J. Bosso, Ph.D. Stephen F. Coleman, Ph.D. ^ Malcolm Cross, Ph.D.
David A. Dickson, Ph.D. Phyllis S. Click, Ph.D.
Professional Preparation
Aims Political science is concerned with the study of political institu- tions, the social and economic forces that shape them, the cultural con- text within which they operate, and human behavior in political matters. The Department of Political Science at Northeastern University has three objectives; (1) to offer students the opportunity to obtain an edu- cation within the framework of the best liberal arts tradition; (2) to help heighten students' awareness of political forces in the environment and to sharpen their perception of their role as citizens in a democratic society; and (3) to provide the opportunity for acquiring a solid academic foundation to those who elect political science, law, or public administra- tion as a professional career or who choose a career for which a political science background is relevant or helpful.
Description of the Major The study of political science can be the gateway to a liberal education with its benefits of broadened interests, sharpened sensibilities, and a quickened sense of civic responsibility. If you have a special interest in public affairs, studies in this field can help you prepare for government service, the study of law, the teaching of government and related subjects, or a career in politics or public man- agement.
For the student who wishes to pursue professional studies at the grad- uate level, concentration in Political Science and/or Public Administra- tion may help lead to many attractive opportunities. As in many fields, competition for positions is keen, so the student's success will depend upon such factors as academic record, experience, and personal initia- tive. There are some career opportunities in public management at the federal, state, and local levels of government, while positions in research are often available in government and university research bureaus. Teaching offers further career possibilities, as do specialized agencies in international bodies like the United Nations, which call for the skills of the political scientist. Individuals with specialized training in political science can compete for positions in less obvious areas; in the public- service programming of educational and commercial television, in jour- nalism, in legislative and lobbying work, in public relations activities with private associations, and in profit and non-profit corporations.
Political Science/ 71
A View of the Major Students may select either the Bachelor of Arts or the Bachelor of Science degree program. Students in the B.A. pro- gram have to meet foreign language and other requirements of the College. 'Both degree programs (B.A. and B.S.) require four quarter hours in each of the following: Introduction to Political Science, Introduc- tion to American Government, Introduction to Foreign Governments, In- troduction to International Relations, Public Administration, and Political Theory, as well as twenty-four to twenty-eight quarter hours of electives in political science and six electives (twenty-four quarter hours) in the social sciences, with at least one course in at least three of the following: African-American studies, anthropology, economics, history, psychol- ogy, or sociology. The B.S. student is required to take eight hours of research methods. Courses in basic math, and FORTRAN and FORGO are also recommended for B.S. students.
Public Administration
The Bachelor of Science program with a concentration in Public Admin- istration provides a third option for the student. This program requires the completion of forty hours of such courses as Introductory Political Science, American Government, Public Adminstration, Policy Analysis, Public Personnel Administration, Public Budgeting, Organizational The- ory, and other courses relevant to the field. Students must also complete at least sixteen quarter hours of Public Administration electives. In ad- dition, they must complete twenty-four hours of electives in the social sciences, at least eight of which should be in economics. Interested students may undertake a directed-study project based on an internship experience in a government agency, for academic credit.
Description of the l\/linors A minor in Political Science is also available to interested students. It entails successfully completing seven political science courses, at least two of which must be from the following: Intro- duction to Politics, Introduction to American Government, Introduction to International Relations, Introduction to Foreign Governments, or Public Administration.
A minor in International Politics is also available. It requires successful completion of seven courses in International and/or Comparative Politics including "Introduction to International Relations" and "Introduction to Foreign Governments and Societies."
Special Programs
See Exchange Program-American College in Greece, London Political Internship Programme, Center for Asian Studies, Independent Major, International Co-op, Irish Studies, Russian Studies, Trent Polytechnic Institute, Urban Studies Minor, and Women's Studies Minor in the Special Programs section, page 80.
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Psychology
Alexander A. Skavenski, Ph.D., Professor and Acting Chairman
Professors Assistant Professors
John C. Armington, Ph.D. John Carroll, M.A.
Frangois Grosjean, Ph.D., Doc. Adam Reeves, Ph.D.
es Lettres Judy Shepard-Kegl, M.A. Harlan L. Lane, PhD., Doc.
es Lettres Clinical Associate Professor
Helen S. Mahut, Ph.D. ^^^^^^ Gould, Ph.D.
Joanne Miller, Ph D Adjunct Associate Professor
Bertram Scharf, Ph.D. Lawrence Stoddard, Ph.D. Harold S. Zamansky, Ph.D.
Associate Professors
Edward A. Arees, Ph.D. Martin L. Block, Ph.D. Roger Brightbill, Ph.D. Perrin S. Cohen, Ph.D. Stephen Harkins, Ph.D. Charles Karis, Ph.D. Harry Mackay. Ph.D.
Professional Preparation
Alms Modern psychology may be broadly defined as a science that examines what people and other organisms do as well as how and why they behave as they do. Psychology is also an interdisciplinary science that depends heavily on the methods and much of the knowledge de- rived from the other sciences. With these considerations in mind, the undergraduate curriculum offers students the opportunity to develop a sound foundation in the scientific underpinnings of modern psychology to prepare them for a diversity of careers in teaching, research, public service, and professional practice.
Description of the Major Our courses offer students the opportunity for preparation to enter a variety of work settings in which in-service specialty training is ordinarily offered (e.g., community mental health centers, vocational rehabilitation offices, and correctional programs) or to enter advanced training in such graduate programs as psychology, life science, or any of the health professions and medical specialties.
The Psychology curriculum explores many topics, such as the function of the brain in determining behavior; how we see, hear, and learn; what behavioral science can offer in the problem areas of mental retardation, personality problems, infancy, and old age; and how we might suggest social changes based on laboratory data to increase men's and wom- en's accomplishments and satisfactions in the modern world. In addition the curriculum offers opportunities for laboratory practice and experi- mentation, field experiences in behavior technology, and small-group seminars to encourage critical and creative evaluation of psychology's accomplishments and its future.
A View of the Major The Department offers both a Bachelor of Arts and a Bachelor of Science degree. The B.S. degree is usually recom- mended for students with a strong scientific or professional interest who ultimately may consider applying to graduate schools in psychology or
Psychology / 73
environmental science. In addition, the Departnnent offers a special B.S. program for Psychology majors who wish to prepare for application to health professions schools. Since modern psychology is multidiscipli- nary, the B.A. and B.S. programs both include distribution requirements in allied sciences to fulfill the need for wide exposure to varying tech- niques of scientific practice and interpretation.
With the science courses and elementary psychology courses as foundations, students in the B.A. and B.S. programs may pursue a gen- eral course of study that explores four major areas of psychology; Lan- guage and Cognition, Learning Motivation and Behavioral Analysis, Personality and Social Psychology, or Sensory and Neuropsychology. Alternately, students may choose to concentrate in only one of these areas. The curricula for the areas of concentration have been structured so that the student often takes courses not only in psychology, but also in related disciplines. For example, a student concentrating in Person- ality and Social Psychology takes courses in sociology, anthropology, and speech/drama. The student's final choice of concentration should be made only after personal consultation with his or her Psychology Department adviser.
Within each of the four concentrations, the student is expected to progress through a sequence of specialty courses, laboratory courses, and a seminar. The student is thus afforded the opportunity to explore a given area of psychology in depth, as well as to acquire an overview of the broader issues in psychology. Furthermore, all B.S. students and qualified B.A. students participate in the Department's Directed Studies Program, in which, under the direction of a faculty member, they engage in research projects in various laboratories in the Department. In this way, classroom learning is complemented by laboratory research, where the student may learn by doing.
Description of the l\/linor Each student is required to take ten psy- chology courses, including the introductory psychology sequence, in- termediate specialty courses, and at least one laboratory course. The minor program itself is quite flexible, designed for students with a broad range of interests and career goals. Students may choose either to distribute the ten psychology courses over a broad range of areas or to focus on one of the four areas corresponding to the major concentra- tions: Language and Cognition, Learning Motivation and Behaviorial Analysis, Personality and Social Psychology, and Sensory and Neuro- psychology. Students are assigned faculty advisers in the Department to help them select the minor program that best suits their needs.
Topics in Psychology Series (TIPS)
As well as offering courses designed primarily for psychology majors, the Department also offers a variety of courses without prerequisites that are addressed to specific topics of broad current interest. Examples include Psychological Testing, Marriage and the Family, Body Lan- guage, Sexual Behavior, Psychology and the Law, Animal Communica- tion, Man in Isolation, and Memory and Remembering.
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Research Laboratories
The student who enrolls in laboratory courses and directed-study courses will take advantage of the Department's resources for research, which include: (a) in the field of learning, behavior laboratories for re- search with humans, rats, and pigeons; and, in collaboration with the Walter E. Fernald State School, an instructional setting for research and training in behavior modification with retarded children and adults; (b) in neuropsychology and ethology, primate and rodent surgeries in neu- roanatomical and histological laboratories, with apparatus for stimulating and recording activities of the brain; (c) in the psychology of vision and hearing, specialized enclosures and equipment for presenting visual and auditory stimuli and for measuring responses of the eye and the ear, including on-line computers; (d) in language and cognition, audio and video recording facilities and a computer for control of stimulus and response variables; and (e) in the field of personality, darkrooms, tach- istoscopes, and an eye-movement camera.
Special Programs
See American Sign Language, Exchange Program-American College in Greece, Independent Major, International Co-op, Linguistics Minor, Per- sonality and Social Psychology Concentration, Combined Program with Professional Schools, The Center for the Study of Sport in Society, and Women's Studies Minor in the Special Programs section, page 80.
For additional information regarding degree requirements, laboratory research opportunities, special academic programs and career oppor- tunities for psychology majors, go to room 282 Nightingale or call 437- 3076.
75
Sociology/Anthropology
Carol A. Owen, Ph.D., Associate Professor and Chair
Professors Assistant Professors
Morns Freilich, Ph.D. Winifred Breines, Ph.D.
Elliott A. Krause, Ph.D. Paul C. Creelan, Ph.D.
Jack Levin, Ph.D. Christine Gailey, Ph.D.
Morton Rubin, Ph.D. (Emeritus) Herman S. Gray, Ph.D.
Earl Rubington, Ph.D. Eva C. Havas, Ph.D.
Associate Professors
Arnold Arluke, Ph.D. Richard Bourne, Ph.D. M. Patricia Golden, Ph.D. Wilfred E. Holton, Ph.D. Debra R. Kaufman, Ph.D. Thomas H. Koenig, Ph.D. Ronald J. McAllister, Ph.D. Thomas M. Shapiro, Ph.D.
Maureen Kelleher, Ph.D. AlanM. Klein, Ph.D. Bruce K. MacMurray, Ph.D. Judith Perrolle, Ph.D. Michael Rustad, Ph.D. Carmen J. Sirianni, Ph.D. Karen Watson-Gegeo, Ph.D.
Professional Preparation
Aims The disciplines of sociology and anthropology apply a critical perspective to the study of social arrangements in which human beings live and die. Systematic research methods and theory are brought to bear on how societies function and change, and on how individuals, groups, and institutions interact. Applications are made to such areas as social policy, criminology, medical and mental health issues, and business issues.
Description of the Major A major in this Department offers back- ground preparation and preprofessional training for a wide spectrum of careers in public or private service and research. Students may wish to pursue graduate study in sociology, anthropology, or social psychology. For those pursuing graduate, professional training (e.g. law, social work, and public administration), sociology and anthropology also provide a good background.
Students may concentrate in sociology or anthropology or both. Stu- dents who wish to study both must design their own programs, with the help of an adviser. Those enrolled in premedical, prelegal, paramedical, or a variety of other preprofessional programs should find that sociology and anthropology courses can offer a useful background.
A View of the IVIajor Majors may follow either a four-year full-time program or a five-year cooperative course of study. Cooperative work assignments vary from placement in mental hospitals and social agen- cies to placement in university, government, and other research and policy-making settings. Transfer between the five-year co-op program and the four-year full-time program is possible, and registration in either is not an irreversible decision.
The Department offers both a Bachelor of Arts and a Bachelor of Science degree. The requirements for each degree, both in sociology and in anthropology, are outlined below. A student with specific goals may, of course, take more departmental electives than are required. B.A. students may wish to look at the concentration requirements for B.S. students and consult their advisers for assistance in planning programs with specialized goals.
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The Department offers a B.S. witfi concentrations in anthropology or sociology. Students selecting this option must fulfill all the major require- ments set by the Department for the B.A. degree and must take a co- herent program involving additional course work as outlined below. Specializations are interdisciplinary and involve more intensive study within a concentration.
Description of the Minor in Sociology In addition to the major pro- gram, the Department also offers students majoring in other disciplines the opportunity to take a minor in Sociology. The minor program consists of the following:
A. SOC 1 1 00 Introduction to Sociology
B. Two courses from among SOC 1321 Research Methods I SOC 1322 Research Methods II SOC 1300 Classical Social Thought SOC 1301 Current Social Thought
C. Any three-course specialization in sociology arranged between the student and the adviser.
Description of the l\/linor in Anthropology In addition to its major program, the Department also offers students majoring in other disci- plines the opportunity to take a minor in Anthropology. The minor pro- gram consists of the following:
A. SOA 1 1 00 Introduction to Social Anthropology
B. SOA 1135 Language and Culture SOA 1 155 Individual and Culture SOA 1 160 Sex, Sex Roles, and Family
C. Any two-course specialization in Anthropology arranged between the student and adviser.
For other minors see Special Programs, page 80.
Anthropology
B.A. students in Anthropology must take at least forty-eight quarter hours in departmental courses, including forty in anthropology and eight in sociology. The exact distribution can be arranged. Minimum require- ments are as follows:
A. Preparatory — Introduction to Anthropology and Introduction to Sociology. (Prospective majors with equivalent background may be exempted. Students should consult a departmental adviser.)
B. Core Requirements — at least three of the following, as available: Language and Culture; Individual and Culture; Human Origins; Anthropology of Religion; Sex, Sex Roles, and Family; and Ar- chaeology.
C. Electives — Students must take at least six additional electives in anthropology and at least one additional elective in sociology. Qualified students are encouraged to take relevant graduate courses with the consent of the instructor. Majors should freely consult their advisers since courses elsewhere in the University may round out a special interest or focus.
D. Nondepartmental Requirements— Six courses from the following social sciences: African-American studies, economics, history, political science, and psychology.
Sociology/Anthropology / 11
B.S. students in Anthropology take the same basic core of courses and, in addition, an individually designed specialization in an area of interest consisting of at least five courses. Students must confer with an adviser who will help develop such a program, place it on record, and supervise it. Interdepartmental and interdisciplinary specializations can be arranged in such areas as linguistics, Native American studies, bio- logical anthropology, psychological anthropology, or area studies focus- ing on Latin America, Africa, Asia, or the Middle East.
Sociology
B.A. students in Sociology must take at least fifty-two quarter hours in departmental courses, including forty-four in sociology and eight in an- thropology, and must meet the following minimum requirements:
A. Preparatory— Introduction to Anthropology and Introduction to Sociology. (Prospective majors with equivalent background may be exempted. Students must check with the Department.)
B. Core Requirements— Statistical Analysis; Research Methods I; Research Methods II; Classical Social Thought; Current Social Thought; Class, Power, and Social Change.
C. Electives — The following are minimum requirements: two interme- diate courses, (at 200 level, excluding "Introduction to Sociol- ogy"); two advanced courses, (courses at 300 level or above); and one intermediate or advanced anthropology course. With the adviser's consent, qualified students are encouraged to take cer- tain graduate and directed-study courses and/or the Senior Ma- jors Seminar.
D. Nondepartmental Requirements— Six courses from the following social sciences: African-Amencan studies, economics, history, political science, and psychology.
B.S. students in sociology take the same basic core of courses and, in addition, an individually designed specialization in an area of interest consisting of at least six courses, some from within and some from offerings outside the Department. Students must confer with an adviser who will help develop such a program, place it on record, and supervise it. It is possible to arrange specializations focusing on social welfare, health services, political studies, urban studies, education and society, ethnic studies, and organizational studies. There are, of course, many other areas of specialization and possible combinations of courses. The following offer a few examples (courses in the Department of Sociology/Anthropology are indicated by an asterisk):
Social Welfare
'Sociology of Poverty 'Social Policy and Social Intervention 'Sociology of Human Service Organization 'Private and Public Assistance
The Welfare System in America
Income Inequalities and Discrimination
Politics of Poverty
* Departmental Course
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Health Services
*Medical Sociology *Death and Dying *Health Care as a Social Issue *Culture and Mental Illness *Aging and Society *Sociology of Mental Health
Medicine, Religion, and the Healer's Art
Medical Economics
Community Medicine and Health-Care Delivery
Human Services Administration
Urban Studies (Contact the College of Arts and Sciences for informa- tion on the Urban Studies interdisciplinary minor.) *Cities and Society Community Analysis *Suburb and Metropolis *Seminar in Urban Studies
Urban Politics
Urban Economics
The Economics of Urban Poverty
American Urban History
Architecture and the City
Law and Society
*Law, Crime, and Social Justice *Sociological Theories of Crime *Social Policy and Social Intervention
Civil Liberties
Law and Society
The Economics of Crime
The Politics of the Criminal Justice System
Occupations and Professions
*Occupations and Professions *Sociology of Work *Social Roles in the Business World *Medical Sociology
Labor Market Economics
History of the Professions
Sex Roles and Family
*Sex, Sex Roles, and Family
*Sociology of the Family
*Kinship and Society
*Sex-Gender Roles in a Changing Society
*\/iolence in the Family
Sex Roles in American Politics
Women in Modern Europe
The Black Family
'Departmental Course
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Organizational Studies
*Sociology of Business and Industry *Sociology of Work
*Administration and Formal Organization *Social Policy and Social Intervention *Social Roles in the Business World *Human Services Organization
Organization Theory
People in Organizations
Deviance
*Social Deviance *Drugs and Society *Sociology of Alcoholism *Juvenile Delinquency *Sociological Theories of Crime
The Disordered Mind
Abnormal Psychology I, 11
The Female Offender
Social Psychology
'Social Psychology (Sociology, Psychology Departments) 'Anthropology of Aggression 'Group Behavior I, II 'Seminar Soc. Psych.
Personality
Psychology Lab. Soc. Psych.
Psychology Lab. Personality
Popular Culture and Mass Communication
'Mass Communication and Public Opinion 'Collective Behavior 'Leisure, Sport, and Society 'The Sociology of Everyday Life
History of Media in America
The Automobile in America
Survey of African-American Music
Popular Culture
'Departmental Course
These are samples of approaches to particular areas; there are many other possible combinations of courses as well as many other areas of specialization.
Special Programs
See Center for Asian Studies, Exchange Program-American College in Greece, International Co-op Experience, Personality and Social Psy- chology, Russian Studies, Trent Polytechnic Exchange Program, Urban Studies Minor, Women's Studies in the Special Programs section, page 80.
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Special Programs in the College of Arts and Sciences
Reflecting the awareness that ideas, fields of study, and interests do not always fall into traditional, neatly compartmentalized units, the College of Arts and Sciences makes a wide variety of special programs available to its students. Field-study programs, international work/study opportu- nities, interdisciplinary majors and minors, involvement with profession- als— all are among the options available to students who meet the program eligibility requirements. Students who participate in these pro- grams should find their educational experience at Northeastern greatly enhanced. Detailed information about these programs is available from involved departments and the Dean's Office.
Availability of all special programs is contingent upon minimum enroll- ment requirements and, when an outside institution is involved, contin- ued affiliation of that institution with the University.
Minors
The College of Arts and Sciences offers to all upperclass students in the College of Arts and Sciences, as well as in other colleges in the Univer- sity several choices of minors. Below is a list of all those minors. Descrip- tions of those that are offered through one department are found in the section of this publication for that department; descriptions of interdis- ciplinary minors, those indicated with an asterisk, are found in this Spe- cial Programs section.
African-American Studies
Asian Studies
Anthropology
Art
Biology
Business*
Chemistry
Economics
English (with options in Literature, Expository and Creative
Writing, and Technical Communication) Geology History
Instrumentation for Science Linguistics* Marine Studies* Media Studies* Modern Language (with options in French, Spanish, German, Russian,
and Italian) Music Philosophy Physics
Political Science (and International Politics) Psychology (with options in General, Language and Cognition,
Learning and Behavior Modification, Personality and Social,
Sensory and Neuropsychology)
Special Programs / 81
Russian Studies*
Sociology
Speech Communication
Technical Communication*
Theatre
Urban Studies*
Women's Studies*
American Sign Language
American Sign Language (ASL) is the primary language used by the Deaf community in the United States and parts of Canada. A language expressed through gesture and perceived visually, ASL is not patterned after, nor denved from, English or any other spoken language — it is entirely different. Having its own means of expression, wit, poetry, and rich folklore, ASL reflects the thoughts, cultural values, and experiences of Deaf people. A knowledge of ASL is one prerequisite for acceptance into the Deaf community; it is essential for those who have a personal or professional interest in interacting with Deaf individuals.
The Northeastern University Sign Language Programs, affiliated with the Department of Modern Languages, offers both day and evening courses in ASL conversation and interpretation. Courses in the structure of ASL, Deaf culture, Deaf history, and sign language teaching are aiso among the programs offered. The content of the conversation courses is designed to include features typically found in second-language cur- ncula: vocabulary, grammatical structure, and the culture of the target language group. A segment of each course provides an opportunity for students to interact directly with Deaf people, observe ASL in use, and practice their signing skills. The program also makes use of instructional media for individualized practice on receptive skills and vocabulary review.
Through the interpreting courses and programs offered, students may prepare themselves for certification through the National Registry of In- terpreters for the Deaf.
Interpreter Training During the summer. Sign Language Programs offers intensive training opportunities for beginning sign language inter- preters. The Summer Program for the Training of Sign Language Inter- preters is a rigorous introduction to the field of inter-cultural com- munication between Deaf and hearing people. Among the theoretical and practical content areas addressed in the course are consecutive and simultaneous interpretation, ethics and interpreter role, public speaking, and interpretation for special populations and in special set- tings. Applicants must provide evidence of proficiency in English and ASL, as well as extensive experience in the Deaf community.
Sign Language Teacher Training As the New England regional train- ing program under the National Association of the Deaf National Con- sortium of Programs for the Training of Sign Language Instructors, Northeastern University offers programs to train teachers of ASL. The Summer Program for the Training of Sign Language Instructors offers an intensive introduction to the professional teaching of ASL as a second language. It is designed for current and prospective teachers who are already fluent in ASL.
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Visiting Students Program Northeastern also offers programs at both the undergraduate and graduate levels for students who wish to visit the University and become involved in an intensive exposure to ASL linguistics. These students have the opportunity to take courses in lin- guistics and ASL, as well as participate in directed studies through which they may take part in ongoing ASL research projects in the Language and Cognition Laboratory of the Psychology Department.
Boston Architectural Center Affiliation
Northeastern University students wishing to take courses at the Boston Architectural Center (BAG) may do so through the affiliation between the BAC and the University's Department of Art and Architecture.
The BAC is one of the country's oldest and most respected architec- tural schools. It is a nationally recognized leader in providing full-time concurrent work-study opportunities for those interested in careers as practicing architects. Besides being an independent fully accredited degree-granting institution, it is the home of the Boston Society of Ar- chitects. As such, it serves as a principal focus for a variety of profes- sional activities in the New England area.
The BAC is conveniently located within a short walking distance of the University's Huntington Avenue campus. The NU/BAC affiliation pro- vides choices of courses at either location, with day classroom courses mainly at the University and evening classroom and studio courses at the Center. For studio courses, the Art and Architecture Department's course 27.205, Introduction to Architectural Design (or equivalent) is a prerequisite.
Interested individuals should contact the program coordinator in the Department of Art and Architecture, Professor Peter Serenyi, 401 Bug- gies Hall.
Boston Lyric Opera
The Boston Lyric Opera is a professional opera company dedicated to providing performance opportunities for New England singers, directors, and designers. The company performs an annual season of fully staged opera productions. The Boston Lyric Opera presents all its perfor- mances at the University's Alumni Auditorium. The Company's director brings his knowledge and experience in the opera world as an adjunct lecturer in the Fine Arts Division.
Business German
This course taught in English is designed for students of business and economics seeking to develop competence in the reading and under- standing of texts produced by the German business community and trade media. Course goals include
1. a working knowledge of grammatical structures and terminolo- gies used in business writings;
2. development of effective comprehension procedures used by professionals for efficient reading;
3. introduction to the Federal Republic of Germany, its industrial geography, trade relations with the United States, and its role as a major partner in international commerce.
Special Programs / 83
Readings from English-language trade publications assure a steady influx of outside information and serve as tfie basis for weekly summary assignments designed to upgrade student's writing skills.
Students may use this course as a pre-stage to the conversation- based German offerings if speaking competence is needed for a busi- ness-oriented co-op in Germany (see International Cooperative Edu- cation) as part of Northeastern's exchange program. Additional information may be obtained from Ross Hall in the Modern Languages Department.
Business Minor
The College of Business Administration, in collaboration with the College of Arts and Sciences, offers a minor in Business for all students outside the College of Business Administration. This minor may be valuable to students seeking jobs both before and after graduation, in either the public or the private sector.
The courses in the minor cover substantially the areas of business required by the American Assembly of Collegiate Schools of Business as part of the relevant "common body of knowledge."
The business courses included (with one exception, Accounting) are the same as those taken by all students in the College of Business Administration. Thus, the minor should encourage a cross-fertilization of ideas that will be beneficial to both CBA and non-CBA students.
For details, including full requirements and program admission stan- dards, interested persons should consult the Dean's Office of the Col- lege of Arts and Sciences or the Undergraduate Programs Office of the College of Business Administration.
The Center for Asian Studies
The Center for Asian Studies was established to encourage, develop, and promote teaching and research on Asian life, and educational and cultural exchange of students and scholars. Tho Center develops and supports multidisciplinary academic programs, courses, and research that focus on individual Asian countries, the region as a whole, or specific issues applicable to Asian life, such as Asian political processes or family life in Japan. The Center's goal is to foster a deeper under- standing of Asian societies and cultures through (1 ) support for scholarly research, faculty, and visiting scholars; (2) the development and teach- ing of graduate and undergraduate courses to develop academic and professional interest; and (3) the acquisition, publication, and dissemi- nation of research findings on topics selected to advance scholarship and knowledge about Asia.
The Center also encourages and sponsors seminars, symposia, and conferences on related issues. The Asian Studies Minor will draw to- gether studies in the departments of Art, History, Modern Languages, Philosophy/Religion, Political Science, and Sociology/Anthropology. Course offerings include history, language, philosophy and religion, political science, sociology, and anthropology.
Center for Humanities
The Center for the Humanities at Northeastern University supports teaching and research activities in cross-disciplinary areas that connect the traditional humanities with science and mathematics, and with such professional curricula as engineering, business, criminal justice, and allied health. Though it offers no courses, the Center promotes the application of human-values perspectives and problem-solving tech- niques to the professions in various conferences, workshops, and pres- entations. The Center is located in 443 Meserve Hall.
84 / College of Arts and Sciences
The Center for the Study of Sport in Society
The Center for the Study of Sport in Society, the first of its kind in the nation, was established to address the abuses of athletes' education and rights. Still in its formative stages, the Center has already estab- lished a University Degree Connpletion Progrann for current or former professional athletes and has formal agreements with the players as- sociation in the NBA, NFL, USFL, NHL, and the two soccer leagues. The Center will be the hub of a national consortium of universities for the UDCP. The Center has also established a North American Faculty Affiliates network of eighty of the nation's top sports scholars who ad- dress and research the various academic areas of sport studies. The Center sponsors seminars; it sponsors a broad-based curriculum in sport and social issues; it gives annual awards for excellence in sports journalism, both in print and audiovisual media; and it promotes cam- pus-wide lectures, forums, and news conferences. Two journals are also published through the Center: The Journal of Sport and Social Issues and the ARENA Review.
The director of the program is Dr. Richard Lapchick, author, scholar, and civil rights activist. Thomas "Satch" Sanders, former Boston Celtics player and coach of Harvard's basketball team, is the associate director. Robert Lipsyte, a veteran sports reporter and columnist now with CBS television news, is the senior fellow.
Combined Program with Professional Schools
Students who have completed at least three-fourths of the course work required for a baccalaureate degree in the College of Arts and Sciences and are accepted into an approved professional school of dentistry, law, medicine, optometry, osteopathy, or veterinary medicine will be eligible for the Bachelor of Arts or Bachelor of Science degree at the end of their second year in professional school. At least two-thirds of work for the baccalaureate degree must be earned in residence at Northeastern, and all other College of Arts and Sciences requirements must be fulfilled, the residence requirement having been completed prior to entrance into the professional school. Under this program, a preprofessional student may reduce by one year the time normally required for obtaining both the undergraduate and professional de- grees.
Division of Fine Arts
The Division of Fine Arts coordinates the University's academic and performing arts activities. Comprising the departments of Art and Archi- tecture, Theatre and Dance, and Music, the Division was established in 1981 to enrich and expand the role of the arts at Northeastern. The Division develops arts curricula through the support of existing pro- grams, creates interdisciplinary courses to provide a forum for intellec- tual stimulation and professional development, and generates programming in both traditional and experimental art forms.
As the producer of professional arts events at Northeastern, the Divi- sion offers a broad range of programs in film, music, dance, literary arts, visual arts, theatre, and performance art. A year-round schedule of events for both University and Boston audiences includes gallery shows, dance performances, artistic residencies, concert series, and theatrical presentations.
Special Programs / 85
To fulfill Its role as an arts service organization, the Division adrDinis- ters an on-campus professional box office, a corridor art gallery, and an arts publications program. Tfie Central Box Office in 105 Ell Building provides tickets to all University-sponsored arts events as well as passes and discount tickets to area museums, theatres, and arts organizations. The Division's publications include the NuArts Calendar, a quarterly pre- view of events; NEW MUSIC-BOSTON, a contemporary music listing for the Boston area; and numerous programs, brochures, and catalogs. A new arts magazine will begin publication in 1985 with features on the activities and accomplishments of the Division and its constituent departments.
Affiliations with local and national arts groups enable the Division to expand and strengthen the scope of arts activities at Northeastern. The Boston Lyric Opera, the Boston Theater of the Deaf, and the Boston chapter of the League of Composers-International Society For Contem- porary Music work through the Division's auspices to produce full sea- sons of performances.
To ensure that the arts remain an important and vital part of the Uni- versity and its community, the Northeastern University Division of Fine Arts encourages both academic excellence and professional achieve- ment. By sponsoring new works commissioning programs, by present- ing important emerging artists, and by incorporating contemporary notions of the role of the artist in society, the Division of Fine Arts main- tains an important position in the cultural and educational life of this modern urban university.
East/West Marine Biology Program
The East/West Marine Biology Program is a joint project of Northeastern University and the University of Oregon, which allows students of biology to spend an exciting year of field study in three very different marine environments: coastal Oregon, Jamaica, and New England.
The program begins in the fall on the coast of Oregon, well noted for its large algae, stunning marine invertebrates, and numerous fish, birds, and marine mammals. While living at the Oregon Institute of Manne Biology, students study basic marine botany and invertebrate and ver- tebrate zoology. These courses offer students the opportunity to build a foundation for a better understanding of the comparative courses in tropical and east coast marine biology that follow.
In January, students move to Jamaica to study tropical biology at a small marine laboratory on the north coast of the island, near the town of Ochos Rios. The lab is located on the beach within walking and swim- ming distance of rich coral reefs and sandy bays interspersed with beds of turtle grass. Courses focus on the tropical environment while building on the comparative aspects of field biology by reminding students of their work in Oregon. Visits to the interior of the island and lectures on its terrestrial aspects are an important part of the program.
Students who have lived and worked together in Oregon and Jamaica travel for a third and final phase of the program to Northeastern Univer- sity. Students live in University housing but spend most of their time at the Marine Science and Maritime Studies Center at East Point, Nahant, just north of Boston. The laboratory is located on several acres of open space at the end of a rocky point extending into the Atlantic Ocean. Courses here focus on the marine plants and animals of New England while emphasizing advanced and comparative aspects of biology.
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Economic Planning and Policy in Italy, M.S.
The Department of Economics and the College of Arts and Sciences at Northeastern have joined the Consiglio Nazionale delle Ricerche (CNR), the national research council in Italy, to offer graduate courses in eco- nomics in Italy.
Of particular interest to undergraduates is the summer-abroad portion of this program (taught in English) that is run in Northern Italy and is open to juniors and seniors majoring in Business or Economics. Students take up to five applied economics courses in intensive two-week work- shops.
The departments of Economics and Graduate Business Administra- tion and the College of Arts and Sciences also collaborate with the National Research Council of France to offer economics and business courses in Paris during summer term. Graduate and undergraduate sec- tions are conducted in English by European and American professors. Students take courses in intensive two-week modules and may combine their European course work by enrolling in both programs.
Elementary Spanish for Criminal
Justice and Human Service
Majors
This course is intended for students majoring in Criminal Justice or Hu- man Services who will need to use Spanish in police work and in social service settings. The grammar taught is the same as in other elementary Spanish courses. The vocabulary is adapted in particular needs and interests of the students. Role-play is used extensively and students practice "intake interviews" in the course.
Exchange Program American College in Greece
Northeastern enjoys a sister school relationship with Deree College, the American College in Greece, which allows students of both institutions to take advantage of a formal exchange agreement. Students at North- eastern may study at Deree for a term of a year while maintaining aca- demic status at Northeastern. In addition, a program is currently being developed which will offer students graduate and undergraduate eco- nomics and business courses in Athens during summer term.
French for Business and Economics Students
Elementary French for Business and Economics students is designed for students who wish to study French with the intent of enhancing their career opportunities. The program is particularly aimed for students in- terested in international business. It offers, along with a thorough study of grammar and insights into the French way of life, some specialized vocabulary related to the business world and an immediate introduction to French business texts. The course serves as a preliminary step for the student wishing to gain co-op placement in France. Additional infor- mation may be obtained from Juliette Gilman in 362 Holmes Hall.
Independent Major
After their second quarter, students may petition the Dean of the College that they meet the requirements for the Bachelor of Arts degree as independent rather than departmental majors. The independent major must center on a discipline or combination of disciplines in the arts and/ or sciences.
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A faculty member acting as the student's academic adviser initially reviews the program, which must meet all College requirements. The program is then submitted to the appropriate committee for final ap- proval. Requirements and procedures for the major should be discussed in advance with an academic adviser in the dean's office.
International Cooperative Experience
Northeastern extends its unique program of Cooperative Education to the international scene by offering qualified upperclass students the opportunity for suitable international placement. This program operates on an exchange basis in cooperation with overseas institutions and sponsoring agencies. Students whose academic, linguistic, and profes- sional expenence make them attractive candidates for overseas posi- tions may work in Great Britain, Sweden, Ireland, Canada and the French and German-speaking countries of Europe. By creating a mutually ben- eficial situation for students and employers, the program helps to meet an increasing need for qualified professionals who possess international expertise and language proficiency necessary to assist companies in expanding their overseas markets. Students may obtain detailed infor- mation about the program from the Department of Modern Languages or the International Cooperative Education Office, 502 Stearns Center.
Irish Studies
The Irish Studies Program promotes Irish Studies at Northeastern Uni- versity through expansion of the curriculum, cultural programs on Ireland and Irish-Americans, and co-operative exchanges of Irish and American students for work and study. The Distinguished Speakers Series pre- sents opportunities for University faculty and staff to develop mutually beneficial relationships with Irish counterparts in all disciplines. The committee encourages cooperation with all departments of the Univer- sity.
Through International Co-op, students are placed in various busi- nesses and agencies in the Republic of Ireland and in Northern Ireland. The Working Papers in Irish Studies Series provides an opportunity to disseminate manuscripts of current interest. Cultural efforts include a film series, development of a library collection, and art exhibitions, as well as student activities in the Ihsh Student Club. Plans to develop an Interdisciplinary Minor are underway. Dr. Ruth-Ann Harris, Department of History, is the Director of Irish Studies.
League of Composers- International Society for Contemporary Music
Northeastern University is the home of the Boston chapter of the League of Composers-International Society for Contemporary Music, one of the oldest and most prestigious international organizations dedicated to the promulgation of new music. With chapters in more than forty countries and with a membership that has included Schdnberg, Stravinsky, Bartok, and Ravel, the League-ISCM has introduced to the public, works of some of the most important composers of the twentieth century. Under the direction of Professor Dennis Miller of the Northeastern Music De- partment and through the auspices of the Division of Fine Arts, the League's activities at Northeastern include the presentation of an annual concert series featuring the finest interpreters of the contemporary id- iom, sponsorship of a new-works commissioning program, production
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of NEW MUSIC-BOSTON, a calendar listing of Boston new music activ- ities, and publication of a series of nnonographs by noted contemporary composers and scholars of new music.
Linguistics Minor
In collaboration with four other departments— English, Modern Lan- guages, Philosophy and Religion, and Sociology/Anthropology— the Psychology Department offers the Linguistics Minor, which reflects the current research of such diverse people as linguists, sociologists, psy- chologists, language educators, speech pathologists, neurologists, and teachers of second languages. The minor in Linguistics complements the study of any other language-related area such as computer science, anthropology, brain physiology, or language teaching. Specialized con- centrations within linguistics include psycholinguistics, stylistics, lan- guage and culture, second language teaching and applied linguistics, theoretical linguistics, and American Sign Language linguistics. Many research opportunities exist through directed work study.
London Business/Economics Internship Programme
The Department of Economics and the College of Business Administra- tion have joined with the London Internship Consort to offer a new pro- gram of Business/Economics Study and Internship in London. The Programme combines upper-level coursework in European Economic Development, a case-based Seminar in International Business Studies, and a working Internship for a total of 16 quarter hours credit. The internship will be in the Marketing, Communications, or Finance depart- ments of major international corporations, or in Marketing Consultancies and Advertising Agencies. Application and eligibility information is avail- able through the Division of Special Programs, College of Arts and Sci- ences.
London
Journalism/Mass
Communications
Internship Programme
This program offers students the opportunity to work for British newspa- pers, magazines, television and radio stations, and for advertising and public relations firms on a ten-week internship. Students also take a cluster of upper-level courses including: British Media, Culture, and So- ciety; Advertising and Public Relations Practices in Britain; and The Foreign Correspondent: Covering London. Students live in centrally-lo- cated Kensington in shared apartments and take their classes on-site.
London Political Internship Programme
The Political Science Department and the London Internship Consort have joined together to offer American university students the opportu- nity to learn and gain working experience at the very heart of British politics as part of their Study Abroad program.
The London Political Internship Programme combines two lecture courses in British Government, a special Seminar in International Rela- tions, and an Internship for a total of 1 6 quarter hours. The Internship will be with a Member of Parliament, a parliamentary candidate, or with a campaign manager, known in England as a Constituency Agent. Intern- ship assignments vary from term to term, but have included assignments
Special Programs / 89
with major party leaders and current and former Prime Ministers. One half-price scholarship is available to a Northeastern University student each year. Application and eligibility information is available from the Division of Special Programs, College of Arts and Sciences.
Marine Studies l\/linor
The Marine Studies minor reflects the educational resources and mari- time heritage of New England and offers the undergraduate student the opportunity for an unusual focus in a liberal arts education. Study of the oceans, like approaches to other intellectual frontiers, demands an in- tegrated interdisciplinary approach. The Marine Studies minor is struc- tured to allow a primary, although not exclusive, emphasis on either the scientific or the social science/humanistic study of the oceans. Some physical interaction with the sea is required through demonstrated achievement in a specific marine-related skill such as scuba diving, sailing, or piloting/navigation. The minor is notthe principal preparation for employment in marine related positions but rather an opportunity to enrich a liberal education. Full information is available from the Director of the Center for Marine Science and Maritime Studies.
Massachusetts Bay Marine Studies Consortium
Northeastern University is a member of the Massachusetts Bay Marine Studies Consortium. The Consortium serves the students and faculty of 22 Boston-area colleges and universities. The courses are interdiscipli- nary and seek to bridge the gap between academic disciplines and to address current concerns in the marine world. The Consortium catalog includes a fall course, A History of Seafaring, a look at cultures and societies of the past as reflected in their maritime activities; and three winter courses— Water, Water, an interdisciplinary survey of water-re- lated problems in their cultural, political, economic, technological, and scientific complexity: Into the Ocean World, an interdisciplinary introduc- tion to marine studies; and Marine Mammals, taught at the New England Aquarium.
For further information contact the University's Consortium represen- tative.
Media Studies
We live in a media-oriented society in which political outcomes and social values are affected, if not determined, by the mass media. Stu- dents who pursue the Media Studies Minor examine the media from a number of perspectives. Media Studies courses are selected from the departments of Political Science, Music, Speech Communication, Jour- nalism, Art, Drama, History, and English. Each student satisfies require- ments in the background and theory of Mass Media and then completes the program by selecting courses in the areas of Media Production and Media Application. The program is considered a strong complement to majors in a variety of fields given the impact of mass mediated mes- sages on contemporary organizations and society in general.
New England Conservatory Affiliation
According to a reciprocal agreement between Northeastern and the New England Conservatory, a limited number of qualified Arts and Sci- ences students may take courses at the New England Conservatory as part of the regular course load and tuition fee at Northeastern. This
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arrangement provides for Northeastern students who qualify the oppor- tunity to enhance their cultural life by taking part in the richness of music education that is the hallmark of the Conservatory. Northeastern students who participate in this program, as well as any student who declares music as his or her major, are also given full library privileges to the Conservatory.
Students interested in this program should contact Professor Joshua Jacobson, Chairman of the Music Department at Northeastern, 437- 2440, to make the appropriate arrangements.
Oxford Study Semester
Students from Northeastern University will join students from throughout the U.S. to study under Oxford University professors. The major empha- sis of the program will be international relations, with lecture courses in British History and British Government supplemented by tutorial semi- nars in such subjects as International Economic Policy, and Develop- ment of the European Economic Community.
Personality and Social Psychology
The Departments of Psychology and Sociology/Anthropology have com- bined their resources to offer students a new interdisciplinary speciali- zation that can be pursued for a degree in either of these academic departments.
The specialization in Personality and Social Psychology offers stu dents the opportunity to acquire a systematic understanding of various life processes, such as childrearing, aggression, anxiety, prejudice, at- titude formation and change, moral development, and psychopathology It includes studies of attraction and love, conformity, formation of identity, helping behavior, morality, and other related topics.
Students pursuing an interdisciplinary specialization take courses in both the Psychology and Sociology/Anthropology Departments. How- ever, the student may select the department in which the specialization will be pursued.
In making this selection, the student should consider how each de partment differs in methods and level of analysis. These differences as well as various course offerings are outlined in a brochure titled A New Specialization: Personality and Social Psychology, which can be ob- tained by writing to the Department of Psychology (234 Nightingale Hall) or the Department of Sociology/Anthropology (500 Holmes Hall). Also, prospective students should discuss their potential department affilia- tions with Professors Golden or Levin (Sociology/Anthropology) and Pro- fessors Harkins or Zamansky (Psychology). (This is an interdisciplinary program that is separate from the Social Psychology specialization-out- lined on page 80.)
Russian Studies Minor
The Russian Studies Minor is an interdisciplinary program which pro- vides students with an opportunity to develop a broad understanding of an important area by studying its language, society, history, economy culture, and behavior. The program attempts to help students become knowledgeable about an important culture that generally receives quite limited treatment in secondary schools. The minor may help to prepare students for further graduate study in specialized areas such as govern-
Special Programs / 91
ment, teaching, journalism, and business, and may provide the begin- nings of such specialized knowledge that will enhance students' career opportunities in the absence of graduate study in the aforementioned employment fields.
School for Field Studies
The College of Arts and Sciences is affiliated with the School for Field Studies (SFS), a nonprofit educational organization that offers one- and two-month field study expeditions throughout the world. Semester pro- grams on Wildlife Management, Athi Plains, Kenya, and on Coral Reef Ecology, St. John, U.S. Virgin Islands are offered yearly. Programs com- bine applied academics with training in field research methods and teamwork— an exciting hands-on approach to science. Credit is granted for the coursework. Students of all levels and disciplines are eligible, but participation of Northeastern University students is limited proportionate to the total number of outside participants in the SFS program. Additional information may be obtained in the Arts and Sciences Dean's Office.
Technical Communication Minor
Technical Communication combines written, oral, and graphics skills with a background in science or technology. The minor in Technical Communication helps students prepare for careers as technical writers, or for careers in which technical communication is a significant part of their jobs. Students in English or other liberal arts studies may elect the minor, as may students from a variety of technological or scientific fields.
Trent Polytechnic Exchange Program
The Trent program presents an opportunity for upperclass Northeastern students to study theory and practice of social and human services in the United Kingdom. Students participate in an academic term at Trent Polytechnic in Nottingham, England, and an additional six-month coop- erative experience in appropriate institutions and organizations.
Students study the development of contemporary British social struc- ture, its institutions and strategies to deal with modern social problems. Their assignment to a specific institution offers a chance for firsthand observations of a particular social or human service.
Trent is the largest practitioner of cooperative education in the United Kingdom. Community Service Volunteers (CSV), an organization com- parable to our VISTA, places students for the cooperative period. CSV is an educational charity which involves young people in full-time commu- nity service work throughout Great Bntain (for example, diagnostic cen- ters, schools for emotionally disturbed children, or social service departments in local communities).
These two organizations provide a unique and challenging program for Northeastern students who qualify academically. The program can accommodate twenty to thirty students. Interested students should con- tact the Department of Sociology and Anthropology or the International Cooperative Education Office.
Urban Studies Minor
The Urban Studies minor offers courses with an urban orientation in four main areas: (1) urban problems and policies; (2) urban form and design; (3) African-American studies; and (4) urban humanities. The minor may be useful for the student who majors in one of the social sciences (his- tory, economics, political science) as well as the student with a career
92 / College of Arts and Sciences
orientation towards political science or business administration in urban areas. The minor presents the opportunity to study. the approach of different disciplines to solve the same set of urban problems. Studying the viewpoint of artists, minorities, economists, and others, the student is given the chance to develop a broader perspective on the identity of urban areas. Like an art appreciation course, the minor provides back- ground information and criteria for appreciation of the urban environ- ment. Students may contact any one of the participating departments or the Dean's Office for additional information.
Washington internship Program
Students study U.S. Foreign Policy and International Relations, do spe- cialized research in a field such as Central America, Arms Control, or U.S. -European Relations, and serve an internship in Congress or a gov- ernment agency or department. Frequent guest lectures by influential government experts will supplement the academic program.
Women's Studies iVIinor
Women's Studies offers students the opportunity to broaden their knowl- edge and understanding of human experience by approaching various disciplines from a non-traditional perspective — that of women. In the courses offered as part of Northeastern University's interdisciplinary Women's Studies minor, students will examine traditional stereotypes and roles, learn about women's contribution to our history and culture, and consider the changing situation of women in the 1980s. Dr. Debra Kaufman, Department of Sociology and Anthropology, may be con- tacted for further information.
Journais
New England Quarterly The New England Quarterly, published with- out interruption since 1928, is America's leading historical review of New England life and letters. Each book-length issue presents major articles in the fields of literature, history, and culture; a special feature of brief memoranda and recently discovered documents; and a substantial book review section.
Romanticism Past and Present Romanticism Past and Present pub- lishes articles and reviews of books dealing with a Romantic sense of the past. After changing its title from Milton and the Romantics in 1981, the journal shifted direction to make it responsive to a broadening con- ception of Romanticism and Romantic studies. Presently, Romanticism Past and Present publishes articles, notes, and reviews. Seeking to de- velop a comparatist and interdisciplinary orientation, the journal brings interdisciplinary and international concerns to bear on the study of En- glish Romantic literature.
The Scriblerian The Scriblerian, founded in 1969, is published in the autumn and spring at the Departments of English, Temple University, Philadelphia, Pennsylvania; Northeastern University, Boston, Massachu- setts; and Goldsmith's College, University of London, Great Britain. Its Northeastern editor is Dr. Arthur T. Weitzman.
Journal of Sport and Social Issues and ARENA Review The Journal of Sport and Social Issues and the ARENA Review, both published through the Center for the Study of Sport in Society, are two scholarly publications dedicated to the study of sport and society. The Journal of Sport and Social Issues carries scholarly articles and book reviews on a wide range of topics. The ARENA Review is thematic, each issue focus- ing on a specific topic in sports.
Special Programs / 93
Studies in American Fiction Studies in American Fiction publishes articles, notes, and reviews on all aspects of prose fiction of the United States. Readership and contributors represent an international commu- nity of scholars of American literature. The journal's broad professional purpose is to publish new discoveries, new documents, and new inter- pretations of important works of American fiction. The publication of Volume 13 in 1985 marked thirteen years of Northeastern's sponsorship of Studies in American Fiction, the first scholarly journal to be published at the University.
94
General Regulations for the College of Arts and Sciences
Graduation Requirements
Quantitative Candidates for either the Bachelor of Arts or Bachelor of Science degree who entered in or after the fall quarter of 1984 must successfully complete 176 quarter hours of credit, of which thirty-two quarter hours may be taken outside the College of Arts and Sciences. In addition, only four quarter hours of Physical Education credits and no ROTC credits may be used to meet degree requirements.
Residency Candidates must complete either 75 percent of the degree credit at Northeastern or the last three full quarters (a minimum of twelve full courses) at Northeastern.
Qualitative Candidates must achieve a minimum cumulative average of 2.0 (grade of C).
Freshman English All degree candidates must complete one quarter of Freshman Composition and one quarter of Introduction to Literature. Normally, this will be done by completing courses ENG 1110 and ENG 1111 at Northeastern.
Major Candidates must complete successfully the courses specified as major requirements. A complete listing of these required courses is published in the Basic Day College Course Descriptions and Curriculum Guide.
Core Curriculum Students entering the college as freshmen in the fall of 1984 and all new students entering in the fall of 1985 or thereafter must complete several "core requirements" for graduation; these re- place the previous college "distribution requirements." The Core Curric- ulum requires that courses be taken in the following areas: basic skills, both communicative and quantitative; methods of inquiry; alternative cultures and societies; Western cultural heritage; theoretical perspec- tives and changes; and current issues in perspective. Full details are provided to students at entry, and are also available from academic advisers in the Dean's Office.
For all students who entered prior to the fall of 1984, and for upper- class students who entered in the fall of 1984, the previous "distribution requirements" must be satisfied, as described in earlier editions of this Bulletin. Again, full details are available from academic advisers in the Dean's Office.
Foreign Language All candidates for the Bachelor of Arts degree must attain a level of proficiency in a modern foreign language indicated by passing grades in intermediate-level college courses or by meeting a comparable criterion that has been approved by the Modern Lan- guages Department.
General Regulations / 95
A conditional exemption fronn this requirement may be granted in the following situations:
1) students who earned an average grade of C or better in a full, four- year language sequence in secondary school
2) students who earned an average grade of A in a three-year language sequence in secondary school.
A conditional exemption must be confirmed by taking a proficiency examination during the first quarter at the University. A sufficiently high score will verify the exemption; otherwise the student will be advised of the appropriate language course to take in the following quarter. An absolute exemption will be granted to students:
1) for whom English is a foreign language
2) who receive a score of 550 or better in the Language Achievement Examinations.
For students who have not met the foreign language requirement at the time of entrance, the entry level into foreign language study depends upon the scope and level of prior study. The normal sequence for stu- dents with no prior preparation is two quarters of elementary-level lan- guage and two quarters of intermediate-level language. The Modern Languages Department will determine an appropriate entry point at which students who have partial language preparation may begin com- pleting the requirement.
Graduation with Honors
Candidates who have achieved superior grades in their academic work will be graduated cum laude. Upon special vote of the faculty, a limited number of this group may be graduated magna cum laude or summa cum laude. Students must have been in attendance at the University for at least six academic quarters before they become eligible for honors at graduation.
Commencement Exercises
The College of Arts and Sciences holds commencement exercises each June and September.
Accreditation
All programs in the College of Arts and Sciences are fully accredited by the New England Association of College and Secondary Schools.
97
Boston-Bouve College of Human Development Professions
Paul M. Lepley, Ed.D., Dean
Humberto F. Goncalves, B.S., Associate Dean oi Administration and
Planning Arlene T. Greenstein, Ph.D., Associate Dean for Academic Affairs Janice Walker, A.B., Assistant Dean and Director of tine Graduate
School
Program Aims
Boston-Bouve College of Human Development Professions offers under- graduate majors in tfiree departments: Education; Healthi, Sport, and Leisure Studies; and Physical Therapy. An undergraduate program in Human Services is also available. The College has graduate programs in Counseling Psychology, Curriculum and Instruction, Educational Ad- ministration, Foundations of Education, Rehabilitation Administration, Special Education, Speech-Language Pathology and Audiology, Physi- cal Education, Physical Therapy, and Recreation and Leisure Studies, with the Master of Education, Master of Science, CAGS, and Doctor of Education degrees conferred.
The primary goal of the College is to provide the finest education for every student. To meet demands for fully qualified personnel, the Col- lege strives to develop the independent, self-reliant individual.
A View of the Five- Year Program Professional preparation is based in the liberal arts and sciences, with orientation to each profession be- ginning in the freshman year. There is a concentration on specific com- petencies spaced throughout the programs and on professional theory and practice in the last two years. In the junior or senior year, all students have the opportunity to synthesize knowledge and skills through super- vised experiences in clinical practice, student teaching, field experi- ence, or internships. Each curriculum is enriched by cooperative education experiences that, for the most part, are related to a student's area of specialization. At times, these experiences are professionally unrelated, but are always concerned with people, thus providing an opportunity of inestimable value in any career.
Facilities
The facilities of the College are quite diversified. Dockser Hall houses administrative and faculty offices, classrooms, a gymnasium, dance stu- dio, computer laboratories, physiology of exercise laboratory, and locker and shower facilities, as well as seminar rooms, and a motor-learning laboratory. The swimming pool, weight room, handball/racquetball courts, offices, and shower and dressing facilities are located in the Barletta Natatonum complex. The Cabot Building, attached to Barletta, contains one very large gymnasium and another well equipped for gym- nastics, as well as wrestling, exercise, and weight training rooms, an athletic training laboratory, an indoor track and activity area, offices, and extensive locker room space.
The Department of Education administratively houses three resources for Boston-Bouve College: The Reading Clinic, The F. Andre Favat Learning and Resources Center and Library of Children's Literature, and the Russell J. Call Children's Center. The Reading Clinic, in 1 Holmes
98 / Boston-Bouve College
Hall, provides corrective instruction for area school children while stu- dents enrolled in the Departnnent's reading courses receive clinical ex- perience. The F. Andre Favat Center, in 1 Nightingale Hall, contains a collection of children's literature and related learning resources includ- ing books, tests, professional journals and manipulative materials. The Russell J. Call Children's Center, located in the Forsyth Building, pro- vides day care for children ranging in age from two years and nine months to five years whose parents are faculty, staff, or students of Northeastern University. Forsyth Building is the location for a Speech- Language-Hearing Clinic and Laboratory, where students may observe, through one-way glass or television monitors, the actual delivery of clin- ical services. The Human Services Program office is in room 127, Mes- erve Hall.
The Physical Therapy Department is located in Mary Gass Robinson Hall. On the third and fourth floors are the physical therapy faculty of- fices, the Lupean Professional Library, classrooms, and three laborato- ries. The laboratories are designed and equipped specifically for the practice of clinical procedures and research. The library's reading room supplements the University library, maintaining an up-to-date collection of physical therapy and medical books for use by students and faculty in the program and the College.
The Warren Center serves as a practical laboratory for the College. Its athletic fields and tennis courts, ropes course, cross-country ski trails, natural setting of lake, woods, fields, streams, winterized cottages, and Hayden Lodge provide year-round opportunities for outdoor learning twenty-five miles from the Boston campus. Courses, conferences, sem- inars, and workshops are conducted at the Center throughout the year and thus serve University and community needs.
Admission
See page 234 for information concerning admission. In the third year, prior to the first supervised clinical education expehence. Physical Ther- apy students must be examined either by physicians in the University Health Services, at a moderate fee, or by a personal physician. Students majoring in programs offered by the Department of Education and the Department of Health, Sport, and Leisure Studies must submit evidence that they are free of tuberculosis before engaging in student teaching.
Graduation Requirements
Degrees Students graduating in Early Childhood Education, Elemen- tary Education, English as a Second Language, Human Services, School and Community Health Education, and Physical Education, earn the degree of Bachelor of Science in Education; those completing the Rec- reation and Leisure Studies program are awarded the Bachelor of Sci- ence in Recreation and Leisure Studies degree; and students graduating in Physical Therapy receive the degree of Bachelor of Sci- ence in Physical Therapy. These degrees are awarded to qualified can- didates who have completed the prescribed curricula. Student teaching, field experience, or clinical practice is an integral part of the curriculum and is required for graduation. All programs require demonstration of computer literacy prior to graduation.
Boston-Bouve College / 99
Qualifications
Quantitative The quarter hours required in each curriculum differ.
Q.H.
Early Childhood Education 181
Elementary Education 181
English as a Second Language 181
School and Community Health Education 1 78
Human Services 176
Physical Education
Athletic Training 180
Athletic Training Teacher Certification 184
Cardiovascular Health and Exercise 177
Dance Teacher Certification 180
Physical Education Teacher Certification 180
Physical Therapy • 170
Recreation and Leisure Studies 1 72
Students must satisfy the requirements of the Department of Cooper- ative Education to become eligible for their degrees.
Senior-year course work and required experiences must be com- pleted in full-time residence at Northeastern University or in an educa- tional setting approved by the College.
Qualitative The overall cumulative quality-point averages required to enter each class level are explicitly stated in the Student Handbook. Throughout the professional sequence, students must maintain required averages and must demonstrate a high level of personal and profes- sional maturity to continue field practice and be approved for gradua- tion. Because of accreditation recommendations and differences in curricula, variations in qualitative requirements may occur.
Transfer students in any curriculum may be accepted into the College at upperclass levels except in physical therapy, if there are available spaces. Each transcript is individually assessed for qualification, place- ment, and program design.
Graduation with Honor
Candidates who have attained superior grades in their academic work will be graduated cum laude. Upon special vote of the faculty, a number of this group may be graduated magna cum laude or summa cum laude. Students must have been in attendance at the University for at least six quarters before they become eligible for honors at graduation.
Program Accreditation
The curriculum in Physical Therapy is accredited by the American Phys- ical Therapy Association. Programs in Early Childhood, Elementary Ed- ucation, School Health Education, and Physical Education are state- approved under the Interstate Certification Compact (I.CC).
Licensure/Registration
All fifty states have laws governing the practice of physical therapy. In order to be eligible for employment to practice physical therapy, gradu- ates must meet the specific legal requirements of the state in which they wish to work. In most states the requirements include graduation from an accredited school of physical therapy and a satisfactory grade on a written examination. Graduates are responsible for finding out what the specific legal requirements are to practice in the state in which they seek employment.
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Certification
Upon successful completion of the progranns in Early Childhood, Ele- mentary Education, School Health Education, and Physical Education, students are eligible to apply for certification by the Commonwealth of Massachusetts. Certification is required for public school teaching, but does not guarantee a position. Reciprocal certification is available in many states of the United States, for those who complete I.C.C. ap- proved programs. Graduates are responsible for determining the re- quirements of the states in which they are interested.
Focus on the Student
There is a uniqueness about this College. Perhaps it is the personal touch, a keen interest in every man and woman, expressed in individ- ualized advice and counsel. The College has its own professional clubs and Dance Theatre. Its social clubs and assemblies contrast with study rooms, seminars, and places for research. There is skiing in winter, camping in summer, and year-round sports.
Community service is stressed in every department — service to those with special needs: the physically handicapped, inner-city youth, and the aging.
101
Department of Education
Paul H. Tedesco, Ph.D., Professor and Chairman
Professors Assistant Professors
E. Vaughn Guloyan, Ed.D. Thomas H. Clark, M.A.
John D. Herzog, Ph.D. Carlton B. Lehmkuhl, Ph.D.
Melvin Howards, Ph.D. John F. Maguire, M.Ed. Mervin D. Lynch, Ph.D. Sandra M. Parker, Ed.D.
Associate Professors
Ronald E. Baptiste, Ed.D. Nicholas J. Buffone, Ph.D. Leslie A. Burg, Ed.D. Eugene DuBois, Ed.D. Charles F. Haley, M.Ed. Thomas F. Henstock, Ed.D. Mary J. Lee, M.Ed. Joseph Meier, Ed.D. Harold A. Miner, Ed.D. Irene A. Nichols, Ed.D. G. Stanley Patey, Ed.D. Barbara A. Schram, Ed.D.
The Department of Education offers basic and advanced courses in the humanities and behavioral sciences for students in education, human services, and other human development professions. The aims of these courses are to promote understanding of the processes of intentional socialization and deliberate intervention in people's lives and to familiar- ize students with the body of knowledge dealing with the principles of human development and well-being.
The courses are open to students across the University provided they can meet the prerequisites listed in the Basic Day Colleges Course Descriptions and Curriculum Guide.
Education and Social Science
Human Development and Learning I
Human Development and Learning II
Creative Expression in Children
Educational Applications of Social Psychology
Mental Health in Teaching
Cross-Cultural Studies of Child Rearing and Education
Language and Cognition: Educational Implications
Seminar in Adolescent Psychology
Seminar in Human Learning and Motivation
Seminar in Early Childhood Development
Measurement and Evaluation
Introduction to Educational Statistics
Comparative Education
Philosophy of Education
Current Issues in American Education
Seminar in Group Process
Day-Care and Nursery Schools: Social and Cultural Origins
102 / Boston-Bouve College
Schools as Social Systems
Class and Ethnic Relations in Education
Beginning Computer Use
The Human Services Professions
Educational and Psychosocial Development
Directed Study
The Department of Education also provides teacher preparation pro- grams in a variety of fields and levels. To assist students enrolled in these programs, the Department utilizes three support units; the Read- ing Clinic, the F. Andre Favat Learning Resources Center, and the Rus- sell J. Call Children's Center.
The aim of the Department is to make it possible for students to gain certification in a teaching major and/or level and to acquire the compe- tencies necessary for success in teaching.
Teacher Preparation
Early Childhood Education (K-3)* Students in the Early Childhood Education program pursue studies in the College of Arts and Sciences and in other basic colleges of the University, as well as in the Boston- Bouve College. This broad academic background, combined with ex- periences in the Cooperative Education Program, permits the develop- ment of a cohesive professional base. The Russell J. Call Children's Center provides experiences in fieldwork for students in the Early Child- hood Education program. Pre-student teaching experiences in appro- priate field settings are an integral part of several required courses.
Elementary Education (Grades 1-6)* Elementary Education majors acquire a broad academic base by enrolling in courses chosen from various colleges of the University. Acquiring the necessary teaching competencies is the result of the course experiences, the work experi- ences in the Cooperative Education Program, and the pre-student teaching field activities. In addition to courses required of all Elementary Education majors, students choose an area of emphasis from the follow- ing: Humanities, Language-Reading, Science-Mathematics, or Social Science.
Emphases usually consist of 40 quarter hours. Each emphasis has been designed to help focus the studies, but does not lead to certifica- tion in that specific area. It may, however, serve as a catalyst for further study in a graduate program.
Special Education Minor Students majoring in elementary education may complete a minor in special education which will permit them to apply for certification to teach children with moderate special needs in the Commonwealth of Massachusetts.
Secondary Education (Grades 9-12) Programs of preparation to teach Biology, Chemistry, Earth Science, English, French, History, Math- ematics, Physics, or Spanish in the schools of Massachusetts are pro- vided for students in the College of Arts and Sciences who are majoring in those respective fields. Additionally, students majoring in Economics,
*These programs are designed to meet the requirements for certification in ttie Commonwealtti of t[/lassactiusetts and in certain other states. Details may be obtained from the department chairman.
Department of Education / 1 03
Philosophy, Political Science, or Sociology may pursue state certification in the teaching of Social Studies. Specified competencies established for certification in Massachusetts may be acquired through cooperative education experiences, designated courses, and a quarter of full-time student teaching, arranged by the University's Department of Education.
English As A Second Language The English as a Second Language Program provides preparation for teaching at the elementary, secon- dary, and adult levels in the United States and abroad. The program includes courses in foreign language, English, cultural and cross cultural studies, methods and materials for teaching English, and international aspects of teaching and learning. This broad academic background combined with practical experiences in cooperative education, offers a strong professional foundation for those interested in this teaching spe- cialization.
Student Teaching Student teaching is a full-time experience for a complete academic quarter during the senior year. It follows planned experiences that are designed to help the student toward a rewarding quarter of student teaching. A University professor and a cooperating classroom teacher have shared responsibility in the supervision of each student teacher.
Teacher Certification
Inasmuch as public education is a state responsibility, each state pre- scribes the conditions under which persons may be licensed to teach in its public schools. The requirements for obtaining a certificate for teach- ing, therefore, vary among the different states.
104
Department of Health, Sport, and Leisure Studies
Carl S. Christensen, Ph.D., Professor and Chairman
Professors Marilyn A. Cairns, Sc.D.
Peter J. Graham, Ed.D. Patncia M. Fetter, Ph.D.
Richard C. Zobel, Ed.D. John W. Shank, Ed.D.
Sara A. Umberger, M.A.
Associate Professors Ly^n m. Waishwell, Ph.D.
Robert S. Curtin, Ed.D. ynda B. Zaichowsky, Ph.D. Elaine G. Eliopoulos, Ed.D.
William J. Gillespie, Ed.D. Instructors
Dorett M. Hope, Ed.D. Michael G. Gaudiano, M.S.
Kerkor Kassabian, M.Ed. Janet E. Guilfoyle, M.S.
Richard B. Morrison, Ed.D. George B. Ransom, Ed.D.
Lecturers
Cornelia B. McCaskill, M.A. Judith G. Wolcott, Ph.D.
Mary P. Nicholson, M.S. Judith A. Noblitt, M.Ed. Frank M. Robinson, M.Ed., C.A.G.S.
Assistant Professors
George R. Atkinson, Ed.D. Glenn A. Boden, M.Ed.
Aims The department provides programs and services, conducts re- search, and disseminates knowledge concerned with improving the quality of life with respect to health, sport, and leisure. Faculty are com- mitted to pre- and in-service preparation of practitioners to serve people of all ages and also to the scholarly investigation related to the eight programs represented within the department.
Programs Professional preparation is provided in three programs: Physical Education, School and Community Health Education, and Rec- reation and Leisure Studies. Physical Education students may select a concentration in Athletic Training, Athletic Training Teacher Certification, Cardiovascular Health and Exercise, Dance Teacher Certification, or Physical Education Teacher Certification. Recreation and Leisure stu- dents may choose to concentrate in Outdoor Recreation, Recreation Management, or Therapeutic Recreation.
With appropriate use of electives, students may combine concentra- tions, for example: Health/Athletic Training, Athletic Training/Cardiovas- cular Health and Exercise, Physical Education/Athletic Training, or Health/Cardiovascular Health and Exercise. In some cases, these com- bined programs may extend the date of graduation.
Admissions Requirements Students desiring admission to degree programs must meet the entrance requirements of the University. In addition to transcripts showing successful completion of a secondary school college preparatory program, applicants must submit scores from the Scholastic Aptitude Test (SAT) and three College Board Achievement Tests, preferably in areas related to their intended fields of study. Although not required, a personal interview with an admissions counselor is recommended.
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Physical Education/Athletic Training
Aims The athletic trainer plays an important role not just in professional sports, but also in the organized and recreational activities of sportsmen and women from all walks of life.
A necessary link between the athlete, the coach, and the physician, the athletic trainer provides important services in preventing, treating, and rehabilitating sports injuries. The trainer's duties include advising on proper conditioning techniques to help reduce injury, assessing the se- verity of injuries that do occur and administering basic first aid, and supervising post-injury rehabilitation programs.
In general, athletic trainers work in organized sports — either for sec- ondary school or college athletic teams or for professional teams en- in a variety of sports.
Description of the Program The Health,. Sport, and Leisure Studies Department at Northeastern University's Boston-Bouve College of Hu- man Development Professions offers a bachelor of science program designed specifically for students interested in careers as athletic train- ers. The program can be integrated with the Health and Physical Edu- cation Teacher Certification programs. These combinations of study can be especially valuable since, for example, many schools hire a single individual to be both physical education or health education teacher and athletic trainer.
Students interested in the Athletic Training program must be accepted into Northeastern's undergraduate program in Physical Education, Health Education, or Cardiovascular Health and Exercise. At the com- pletion of their first year of study, they may petition for acceptance into the Athletic Training program. To be accepted into the program, stu- dents must have earned at least a 1.85 quality-point average during their first year. They must continue to meet specified requirements to remain in the program.
Certification Those who have completed the Athletic Training area of emphasis with the Physical Education Teacher Certification curriculum are eligible to apply to the National Athletic Trainers Association to take the certification examination and are eligible to apply for certification as teachers of physical education under I.C.C. approval. Certification in Physical Education and/or Athletic Training does not guarantee a posi- tion.
Accreditation The professional program in Athletic Training is accred- ited by the National Athletic Trainers Association.
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Basic Course Requirements
|
1. General Requirements for Freshnnen (Year One) |
|||
|
Course Q.H. |
Course |
Q.H. |
|
|
English 1 & II |
8 |
Issues in Health |
4 |
|
Biology 1 |
4 |
Group Dynamics |
3 |
|
Chemistry 1 |
5 |
Life/Career Planning |
3 |
|
Math |
4 |
History/Philosophy of |
|
|
Social Science 1 |
4 |
Physical Education |
3 |
|
Human Movement |
3 |
Swimming |
1 |
|
Human Development |
4 |
Physical Conditioning |
1 |
|
Basketball |
1 |
Gymnastics 1 & II |
2 |
|
Track and Field |
1 |
First Aid |
2 |
|
II. Upperclass Requirements |
Course Q
Anatomy/Physiology I & II Computer Use Motor Development Human Development II Physics
Basic Athletic Training Basic Athletic Training