Professors Sullivan (Chair), Alves (on leave 2008-2009), Balseiro (on leave 2008-2009), Barron, Beckman (emeritus), de Laet, Evans, Goroff, Groves, Kamm, Lamkin, Mashek, Mayeri (on leave fall 2008), Olson, Steinberg, Tan, and Wright.
The members of the Department of Humanities and Social Sciences (HSS) seek to foster the intellectual and personal growth of Harvey Mudd College students by exposing them to the subjects and methods associated with our disciplines. We do this in order to promote an appreciation of different kinds of knowledge so as to enable critical analysis and synthesis, and to encourage the development of increased self knowledge, a humane concern for society, and an examined and evolving set of values.
Toward these ends, each student is assigned a humanities and social sciences adviser who will help her/him plan a coherent program of study that reflects the educational goals of the department, as well as the particular interests of the student. The required program consists of Humanities 1 in the first semester, followed by 11 courses (beginning in the spring semester of the first year) that are individually selected in consultation with the adviser.
In order to achieve depth and intellectual development in the humanities and social sciences beyond the introductory level, each student must complete a concentration of at least four courses in a single discipline or interdisciplinary field chosen from the distinct areas of liberal arts study offered at The Claremont Colleges (see the HSS web page). The concentration represents progress in a field of study, and even though that field might be interdisciplinary, the concentration should typically advance beyond introductory level courses. A concentration in the fine or performing arts must include at least two courses that focus on theory, criticism, or historical analysis. Students who intend to concentrate in areas not covered by the department’s faculty should plan their program carefully in order to be able to fulfill all requirements. Courses that form the concentration may also satisfy other departmental requirements.
In order to obtain breadth in the humanities and social sciences and an understanding of the varieties of approaches that inform these disciplines, each student must fulfill the distribution requirement by completing coursework in three different areas:
1) Arts, Languages and Literatures: Disciplines could include Art, Dance, Drama, Film, Literature (in any language), Foreign Languages, Music. One of the two courses in this distribution area must focus on theory, criticism, or historical analysis.
2) Humanities: Disciplines could include Classics, History, History of Ideas, Philosophy, Religion.
3) Social Sciences: Disciplines could include Anthropology, Economics, Government, International Relations, Political Science, Psychology, Sociology.
The concentration completes one of these distribution areas. For instance, a student concentrating in anthropology has met the distribution requirement for social sciences. Beyond the area represented by the concentration, students must take two courses in different disciplines or interdisciplinary fields in each of the remaining distribution areas. The anthropology concentrator, then, could meet the remaining distribution requirements with courses in art history and dance (which would complete the arts, languages, and literatures distribution) and courses in history and religious studies (which would complete the humanities distribution).
The appropriate distribution credit for courses in all fields depends on the discipline of the instructor and/or the focus of the course. A student registering for courses should consult with her/his adviser about appropriate distribution. For students concentrating in interdisciplinary fields (such as American Studies, Asian American Studies, Black Studies, Chicano Studies, Environmental Studies, Gender Studies, Media Studies, and Science, Technology and Society), the department will maintain a list of the appropriate distribution credit to be received for the concentration. Disciplinary history courses typically count within the parent discipline (that is, Art History counts as Art, Music History as Music, and so on).
It is the department’s intention that every course it offers and every course it will accept from the other Claremont Colleges could satisfy one of the distribution requirements. Courses taken to meet distribution requirements may also be used to satisfy other departmental requirements.
The department is responsible for ensuring that exploration of the humanities, the social sciences, and the arts constitutes an integral component of the life of the HMC community. This means that HMC students and faculty should explore these disciplines together to a significant extent. Accordingly, the department requires that at least six of a student’s humanities and social sciences courses (including Humanities 1) be taken with departmental faculty. Remaining coursework may be done at the other Claremont Colleges, and the department encourages students to take advantage of this opportunity.
In addition, the department encourages students to include course work in their humanities and social sciences programs that represents an exposure to cultural diversity, and it is committed to offering courses that meet this goal.
To promote academic and cultural experiences that cannot be directly obtained at HMC, the department will waive one departmental requirement for students who study abroad or who concentrate in an area not regularly supported by coursework at HMC. However, unless transferring to HMC, a student may not take fewer than five departmental courses.
Students should plan their programs and strategies for satisfying all of the HSS requirements as early as possible. Students are strongly encouraged to take at least one HSS course each semester in order to fulfill these requirements and in recognition of the fact that the humanities and social sciences form a central and ongoing part of the Harvey Mudd College curriculum. The department tries to offer a balanced mix of introductory level and upper-division courses each semester. Students may also arrange for directed readings with individual faculty members, subject to their permission, in order to pursue particular interests that are not covered by regular courses.
Humanities and Social Sciences
1. Introduction to the Humanities and Social Sciences. Staff. An introduction to college-level studies in the humanities and social sciences focusing on the development of essential reading, critical thinking, research and especially writing skills. 4 credit hours. (Fall.)
190. Senior Experience. Staff. A project-oriented course, open only to seniors. Such projects may involve: internships, recitals, performances and artistic productions; independent research projects; and senior tutorials. See the "Department of Humanities and Social Sciences Advising Handbook" for more details. Prerequisite: departmental approval of student proposal, permission of instructor. 3 credit hours.
103. Introduction to American Cultures. Staff. An interdisciplinary introduction to principal themes in American culture taught by an intercollegiate faculty team. 3 credit hours.
115. Print and American Culture. Groves. Covers numerous developments in American print culture through the careful examination of both textbooks and artifacts (period books, magazines, newspapers, letters, diaries, advertisements and so on). 3 credit hours.
110. Life: Knowledge, Belief and Cultural Practices. de Laet. An exploration of cultural attitudes toward life and the human body: from Melanesian origin myths to the human genome project; from the first autopsies to cloning and genetic manipulation; from early body snatchings to the trade in bodies and body parts in the global economy. The question of what constitutes life is subject to controversy, and reveals cultural differences in practices, knowledges and beliefs. This course aims to help students develop a sophisticated and informed attitude towards cultural difference. 3 credit hours.
111. Introduction to the Anthropology of Science and Technology. de Laet. An introduction to science and technology as cultural phenomena and a hands-on initiation into anthropology. While applying basic anthropological methods in the academic environment, students gain an understanding of science and technology as a culturally, socially and historically specific way of constructing knowledge. In other words, rather than taking for granted the ways in which we make knowledge, this course makes those ways “strange.” 3 credit hours.
50. Beginning Black and White Photography. Staff. A studio art course in the basic procedures of Black and White photography from handling the camera through dark room work, leading to the production of high quality photographic images. The photo assignments emphasize different aspects of seeing through the camera and creating the raw material to which darkroom techniques can be applied. Class meetings, every other week, are critiques in which these images are discussed and alternative artistic conceptions and treatments are suggested. 3 credit hours.
150. Intermediate Black and White Photography. Staff. An intermediate studio art course in Black and White photography as a fine art. Covers advanced darkroom techniques, development of an artistic vision, creation of a substantial portfolio and preparation of archival fine prints. Class meetings, every week, consist of darkroom work and critiques. Concludes with a show of each student’s best work. 3 credit hours.
Economics53. Principles of Macroeconomics. Evans. Provides a fundamental understanding of the national economy. Topics include theories of unemployment, growth, inflation, income distribution, consumption, savings, investment and finance markets, and the historical evolution of economic institutions and macroeconomic ideas. 3 credit hours.
54. Principles of Microeconomics. Sullivan. Provides methods of investigating the individual behavior of people, businesses and governments in a market environment. Topics include elementary models of human economic behavior and resource allocation, and the evolution of market institutions and their impact upon society. 3 credit hours.
103. The Great Economists. Staff. Surveys the significant contributions of a noted economist. 3 credit hours.
104. Financial Economics. Evans. The principles of money and banking from the viewpoint of both business person and banker. Topics include the operation of commercial banks, related financial institutions, the development of the banking system, international finance, governmental fiscal and monetary policy, and the relations of money and credit to prices. Prerequisite: Economics 53. 3 credit hours.
108. Government and Fiscal Monetary Policy. Evans. Includes an in-depth examination of the federal budget, deficits and the debt, budgetary enforcement, line-item spending, tax policy and theories of the impact of government economic activity upon the rest of the economy. Monetary policy emphasizes the policies and activities of the Federal Reserve System, efforts to influence interest rates, money growth and credit, and studies of policy options. 3 credit hours.
136. Financial Markets and Modeling. Evans. Modern financial strategy seeks to reduce market risk through the use of complex instruments called derivatives. This course introduces students to the world of futures, options and other derivatives. Topics to be covered include a survey of the markets and mathematical models of risk and volatility. Prerequisite: Economics 104 or equivalent. 3 credit hours.
140: The Economics of Women, Family and Work. Sullivan. An introduction to research and theory in the rapidly growing field of work and family studies. Inherently interdisciplinary, the study of work/family intersections involves the literatures of sociology, anthropology, psychology, legal studies, and history, as well as economics. Topics to be considered include: the relationship between parental work and child development; the economic affects of care-giver status; gender differentials in the workplace; family-related public policy; the division of household labor, and work and health. Taught in seminar style and largely discussion-based. 3 credit hours.
142. Development Economics. Sullivan. A critical introduction to the major orthodox and heterodox theories of development economics and to a selection of alternative strategies. Central objectives include identification of the determinants of economic growth and the distinction of growth from development. 3 credit hours.
150. Political Economy of Higher Education. Sullivan. An exploration of topics central to the political economy of contemporary American higher education. Organized as a seminar, the course is also a workshop in which students develop reading lists, influence the selection of subtopics and lead discussions. Likely topics include the academic labor market, admissions and marketing issues, college sports, and the role of government funding. Particular attention will be paid to forces that shape the education of scientists, mathematicians, and engineers. 3 credit hours.
153. Intermediate Macroeconomics. Staff. A reexamination of the principles of macroeconomics at a more advanced level. The use of formal models for macroeconomic analysis and application to topical problems. Prerequisite: Economics 53. Economics 54 is recommended but not required. 3 credit hours.
154. Intermediate Microeconomics. Staff. An advanced treatment of micro-economic theory using formal mathematical models for analysis. Optimization models of human behavior and resource use in a market environment are developed, analyzed and applied to a topical economic allocation problem. Prerequisite: Economics 54. 3 credit hours.
History80. Science and Technology in the Ancient and Medieval Worlds. Olson, Staff. Scientific institutions, scientific thought and technological systems from the earliest civilizations through Classical Greece and the Hellenistic world, and their continuation and transformation in Roman, Arabic and Western Medieval civilizations. Special attention given to Plato, Aristotle, Euclid and Ptolemy. 3 credit hours.
81. Science and Technology in the Early Modern World. Olson, Staff. Scientific institutions, scientific thought and technological systems during the Scientific Revolution, from the Renaissance, the emergence of print culture, and the growth of world trade through the French and first industrial revolutions. Attention given to Paracelsus, Galileo, Descartes, Newton, Linnaeus, Lavoisier. 3 credit hours.
82. Science and Technology in the Modern World. Olson, Staff. Scientific institutions, scientific thought and technological systems from the early 19th century through the mid-20th century as science and technology emerged as defining characteristics of “Western” culture. Attention given to the work and impact of Faraday, Darwin, Pasteur, Einstein, Freud and Heisenberg. 3 credit hours.
127. Twentieth-Century U.S. History. Barron. An analysis of U.S. history from the Progressive Era to the present, with particular emphasis on social, economic and cultural developments and their relationships to political change. 3 credit hours.
128. Immigration, Ethnicity and Race in the U. S. Barron. A study of the experiences of different ethnic groups in the U.S. from the colonial period to the present that addresses the meanings of cultural diversity in American history. 3 credit hours.
131. The Jewish Experience in America. Barron. A consideration of the interactions between Jews and American society from the colonial period to the present. Topics include Anti-Semitism, American responses to the Holocaust, the United States and Israel, Black-Jewish relations, and the meanings of Jewish identity in contemporary America. 3 credit hours.
132. The California Experience. Barron. An exploration of California’s history from the pre-colonial period to the present that pays special attention to the experiences of the different groups who have populated the state as well as California’s environmental history and the state’s changing political dynamics. 3 credit hours.
183. Science and Technology in American Culture. Olson. An exploration of the ways in which science and technology have shaped the American landscape and mindscape as well as the reciprocal ways in which American contexts have directed scientific and technological developments. Covers the colonial and early modern period during which the “inventory sciences,” including botany and geology were pursued for their presumed economic benefits and during which enlightenment scientific ideas helped to shape our governmental institutions. Discussion also includes the 19th and early 20th centuries, which saw the spread of railroads, electrification and automobiles and an obsession with evolution, efficiency and eugenics. Concludes with recent themes connected with military technologies, including the atomic bomb, energy sources, environmental issues and biotechnology. 3 credit hours.
103. Third Cinema. Balseiro. Emerging in Latin America in the 1960s and 1970s, the notion of Third Cinema takes its inspiration from the Cuban revolution and from Brazil’s Cinema Novo. Third Cinema is the art of political film making and represents an alternative cinematic practice to that offered by mainstream film industries. Explores the aesthetics of film making from a revolutionary consciousness in three regions: Africa, Asia and Latin America. 3 credit hours.
104. An Introduction to Middle English Literature. Groves. For students interested in developing a basic ability to translate and pronounce Middle English. Works studied will include: the first fragment of Chaucer’s “The Canterbury Tales”; “Sir Orfeo”; “Sir Gawain and the Green Knight”; and selections from Malory’s “Le Morte D’Arthur.” 3 credit hours.
105. The Land and American Literature. Groves. Explores how landscape is depicted in American literary texts and the relationship between those texts and other modes of representation (painting, cartography, photography and film). 3 credit hours.
107. Creative Writing. Balseiro. A workshop for individual writers of fiction, poetry or screenwriting. The purpose is to write and constructively critique your own and another’s writings. Assignments include character, time, narrative, point of view, plot and structure. Instructor permission required. 3 credit hours.
110. Shakespeare. Groves. Covers selected dramatic and lyric works by Shakespeare with some attention to other Elizabethan and Jacobean writers. Final project: a public performance of one of Shakespeare’s plays. 3 credit hours.
117. Major Authors. Staff. An intensive study of the work and literary development of one or two major authors. Readings drawn from the authors' works and related critical, biographical and historical texts. Specific instances are listed below.
117a. Dickens, Hardy and the Victorian Age. Groves, Eckert. An intensive study of the work and literary development of Charles Dickens and Thomas Hardy. Readings drawn from the authors' works and related critical, biographical, and historical texts. Class travels to England over winter break; travel expenses are the responsibility of the student. 4 credit hours. (Fall and winter break.)
144. Poe Goes South: The Fantastic Short Story. Balseiro. A consideration of Poe's influence on the development of the fantastic short story in Latin America. Topics include: Poe’s reception in Europe and in the Southern Cone, Poe's influence in the literature of magic realism in 20th-century Latin America. 3 credit hours.
145. Third-World Women Writers. Balseiro. Focuses on the relationships between gender and identity in the writings of Third-World women as well as theoretical background on Third-World feminisms. Authors include Nawal El Saadawi, Alifa Rifaat, Mariama Ba, Bessie Head, Ana Lydia Vega and Jamaica Kincaid. 3 credit hours.
146. Twentieth-Century South African Literature. Balseiro. An introduction to the interactions between literature, politics and history in 20th-century South Africa. Readings include drama, poetry, fiction and biography, as well as several films and documentaries. 3 credit hours.
147. Writers from Africa and the Caribbean. Balseiro. An examination of the themes of nation, exile, race and gender in works by Chinua Achebe, Wole Soyinka, Ayi Jwei Armah, Yusuf Idriss, Ngugi wa Thiong’o, Nadine Gordimer, George Lamming, Jean Rhys and Rosario Ferre, among others. Theoretical background on Third-World literature will also be covered. 3 credit hours.
155. Post-Apartheid Narratives. Balseiro. This seminar maps the literary terrain of contemporary South Africa. Through an examination of prose, poetry and visual material, this course offers some of the responses writers have given to the end of apartheid, to major social events such as the hearings of the Truth and Reconciliation Commission, and to the idea of a "new" South Africa. 3 credit hours.
50. Language of Film. Mayeri. Introduction to film analysis, exploring the language of film through weekly screenings and discussions. The craft of filmmaking-screenwriting, cinematography, mise-en-scene, sound, editing—from silent films, to classical Hollywood cinema, to independent film, documentary, and animation. Consideration of film as an art form, as reflection of the culture at large, and as a force for change. 3 credit hours.
60. Documentary: Fact and Fiction. Mayeri. Examines the propaganda and poetry of documentary film. In weekly screenings, students will see films on a range of topics: from ethnographic adventures with other cultures to allegorical tales about our animal relatives. This class will explore documentary craft, history, and politics, and analyze the ethics of representing others. 3 credit hours.
127. The Harmony of Sound and Light. Alves. New technology has created exciting new opportunities in the arts of abstract film, video, and computer animation. This course will explore theories of abstraction from music into the visual arts and film, analyzing the works of such pioneers as Oskar Fischinger and John Whitney. Students will create their own computer images and animations of "visual music." 3 credit hours.
144. A History of Special Effects. Mayeri. Hovering between reality, fantasy, and nightmare, visual illusions have enraptured the masses for hundreds of years - from St. Peter's Basilica to "The Matrix." This course will trace several intersections of art and technology—the emergence of illusionism in Renaissance painting, the origin of the proscenium theater in Baroque opera, the development of special effects before and through cinema, and into our increasingly televised and mediated public space. Using art, film, and cultural history and theory, we will analyze the social, political, and aesthetic dimensions of spectacle. 3 credit hours.
170. Digital Cinema. Mayeri. Intermediate/advanced video course, exploring the creative potential of digital video techniques, such as compositing, animation, and motion graphics. Students develop digital projects and participate in critiques. Lectures, discussions, and screenings enhance students' exposure to art and cinema. Prerequisite: Introduction to Video Production or equivalent. 3 credit hours.
173. Exile in Cinema. Balseiro. A thematic and formal study of the range of cinematic responses to the experience of exile. Exile is an event, but how does it come about and what are its ramifications? Exile happens to individuals but also to collectivities. How does it effect a change between the self and society, homeland and site of displacement, mother tongue and acquired language? This course examines how filmmakers take on an often painful historical process through creativity. 3 credit hours
182. Introduction to Video Production. Mayeri. Students learn how to make their own videos, using professional video cameras and editing systems. Weekly, hands-on workshops will cover the entire production process-storyboarding, shooting, lighting, recording sound, and editing in Final Cut Pro. Students will complete several group exercises and individual projects, and participate in critiques of professional media and each other’s work. Video is explored as a medium for expression, persuasion, humor, storytelling and art-making. Prerequisite: MS50 Language of Film or MS49 Introduction to Media Studies. 3 credit hours.
48. Electronic Music Ensemble. Alves. Rehearsal and performance of new and recent compositions for synthesizers and other instruments. Instrumentation and musical styles may vary. Though some synthesizers may be provided, in most cases students will be expected to own their own instruments. Prerequisite: Ability to play an instrument and read music. Audition may be required for instructor permission. 1 credit hour.
49. American Gamelan Ensemble. Alves. Rehearsal and performance of new compositions for instruments adapted from the gamelan, a Javanese orchestra of metallophones and gongs. No prior experience on these instruments is required. Prerequisite: Ability to read music, approval of instructor. 1 credit hour.
63. Music of the Peoples of the World. Alves. The fundamentals of music and listening through a survey of traditional music around the world as well as cross-cultural influences. Neither an ability to read music nor any other background in music is required. 3 credit hours.
81. Introduction to Music: Sound and Meaning. Alves, Kamm, staff. This course explores important works of Western art music from diverse historical epochs through listening and analysis. Elements of music, basic musical terminology and notation are discussed. Attention is given to the relation of the arts--especially music--to culture and society. 3 credit hours.
84. Jazz Improvisation. Keller. The art of simultaneously hearing, composing and performing music. Chords, scales, chord progressions and tunes of modern jazz. Theory, listening, analysis and group practice in improvisation skills. Prerequisites: Music reading ability, ability to play most of the 12 major scales on an instrument, motivation to play jazz, permission of the instructor. (repeatable for credit) 1.5 credit hours.
88. Introduction to Computer Music. Alves. The basics of using software on a general purpose computer to synthesize and manipulate digital sounds. Neither a background in music nor the ability to read music is required. A background in computers is helpful but not required. 3 credit hours.
117. Twentieth-Century Music. Alves. An investigation of contemporary music through performances, analyses, recordings and discussions of representative compositions from late Romanticism and such 20th-century styles as Neo-classicism, Serialism and Minimalism, as well as aleatoric and electronic techniques. Prerequisite: The ability to read music. Offered in conjunction with the Joint Music Program. 3 credit hours.
173. Concert Choir. Kamm. A study through rehearsal and performance of choral music selected from the 16th century to the present, with emphasis on larger, major works. (Both semesters; joint offering of CMC, HMC, Pitzer and Scripps.) Prerequisite: successful audition. 1 credit hour.
174. Chamber Choir. Kamm. A study of choral music from 1300 to the present, with emphasis on those works composed for performances of a choral chamber nature. (Both semesters; joint offering of CMC, HMC, Pitzer and Scripps.) Prerequisite: successful audition. 1 credit hour.
175. The Claremont Concert Orchestra. Lamkin (Scripps). The study through rehearsal, with discussion as needed, and performance, of styles and techniques appropriate for the historically accurate performance of instrumental works intended for the orchestra. Repertoire will include works from mid-18th century to the present with special emphasis on the classical and romantic periods. (Both semesters; joint offering of CMC, HMC, Pitzer and Scripps.) Prerequisite: successful audition. 1 credit hour.
101–104. History of Philosophy. Staff. A survey of Western philosophy from antiquity to the present. Representative philosophers are read and their thoughts are discussed in relation to the historical background of each period. 3 credit hours per course.
101. Ancient Philosophy. Staff. May include the pre-Socratics, Socrates, Plato, Aristotle, Cicero and Augustine.
102. Modern Era. Staff. May include Bacon, Descartes, Hobbes, Spinoza, Locke, Leibniz, Berkeley, Hume and Kant.
103. Nineteenth Century. Staff. May include Kant, Fichte, Schiller, Kierkegaard, Hegel, Schopenhauer, Marx, Mill, Spencer, Bradley and Nietzsche.
104. Contemporary Period. Staff. May include Moore, Russell, Frege, Wittgenstein, James, Dewey, Heidegger and Sartre.
108. Knowledge, Self and Value. Staff. An introduction to philosophy covering representative issues in epistemology, the metaphysics of human nature and theory of value. Readings are drawn from historical and contemporary sources. 3 credit hours.
121. Ethics: Contemporary Theories and Issues. Wright. A survey of contemporary philosophical thinking about morality, emphasizing how metaethical inquiry into the nature of "goodness," "virtue" and "moral obligation" can inform normative inquiry into what is good and how to live. Attention is given throughout the course to the application of particular normative theories to personal decision-making and to contemporary social and political questions. 3 credit hours.
122. Ethics: Ancient and Modern. Wright. A comparative study of the theories of several major moral philosophers, beginning with Plato and Aristotle, and ending with Nietzsche’s critique of modern morality. Other figures studied may include Aquinas, Hobbes, Spinoza, Hume, Kant and Mill. The course emphasizes the ways in which philosophical accounts of the nature of "goodness" and "virtue" shape conceptions of the moral person and the moral life. 3 credit hours.
130. Political Philosophy. Wright. The major traditions of political thought from antiquity to the present, with emphasis on the modern era, including natural rights theory, social contract theory, political individualism and its critics, the 20th-century transformation of political liberalism, and the underpinnings of contemporary conservatism. 3 credit hours.
135. Theories of Justice. Wright. A seminar exploring contemporary debates over the nature of justice in the personal, economic, legal and political spheres of life. A comparative study of John Rawls' theory of "justice as fairness" and Robert Nozick’s "entitlement theory" forms the core of the course. Additional topics may include affirmative action, the ethics of criminal punishment, "tolerance" and forgiveness in relation to justice and others. 3 credit hours.
170. Great Philosophers. Staff. A seminar devoted to the study of great philosophers in the contexts of their lives and times. A different individual (or pair) is chosen each time the course is offered. 3 credit hours.
114. Comparative Environmental Politics. Steinberg. An examination of the political challenges faced by environmental advocates in diverse countries around the globe. Drawing on the fields of comparative politics and public policy, topics include comparative political institutions, environmental movements, corruption, authoritarian regimes, democratization, lesson-learning across borders, policy reform, gender analysis, decentralization, and European unification. 3 credit hours.
140. Global Environmental Politics. Steinberg. Analyzes the political dynamics driving global environmental problems and current attempts to address them. Concepts from political science and public policy are applied to issues such as ozone depletion, climate change, trade in endangered species, treaty formation and effectiveness, transnational activism, and multi-level governance. 3 credit hours.
188. Political Innovation. Steinberg. Political Innovation. Steinberg. Under what conditions do novel political ideas become realities? Explores the origins and impacts of political innovations large and small—from the framing of the Constitution to the development of major social policies, the creation and reform of government agencies and non-profit organizations, and experimentation with new forms of social protest and political mobilization. 3 credit hours.
53. Introduction to Psychology. Mashek. An overview of the field of psychology, its principles, content and methods. Special reference to classical studies and significant experiments. 3 credit hours.
108. Introduction to Social Psychology. Mashek. The study of the way individuals think about, influence and relate to one another. Sample topics include: conformity, persuasion, social cognition, self-justification, predjudice, and attraction. 3 credit hours.
150. Psychology of Close Relationships. Mashek. An introduction to the leading theoretical perspectives employed by social psychologists in the study of close romantic relationships. Participants will examine a number of relationship-relevant constructs (e.g., love, commitment, intimacy, breakups) through the lenses offered by these different theories. 3 credit hours. (Fall.)
Religious Studies184. Science and Religion: A Critical Look at Their Interaction. Olson, Cave. A seminar that examines a variety of interpretative strategies for approaching science/religion interactions; explores the historical patterns of interaction from the Bronze Age to the present; then concludes with an extended exploration of the place of science in the works of a major contemporary theologian such as Wolfhart Pannenberg. 3 credit hours.
Science, Technology and Society
1. Introduction to Science, Technology and Society. de Laet. An introduction to the interactions among science, technology and society. Examines the different concepts of rationality and the values that underlie scientific and technological endeavors as well as the centrality of value conflict in technological controversies. IE. 3 credit hours.
114. Social and Political Issues in Technical Projects. de Laet . A seminar offered to students taking Clinic. Preparation of a major paper analyzing the ethical and/or social issues of the student’s Clinic project or the product or application for which the project is a part. Reading assignments on the interaction between society and technology and case studies of specific examples. 3 credit hours.
124. U.S. Science and Technology Policy. Olson. From the establishment of the United States to the present, issues involving the promotion, regulation or utilization of science and technology have constituted a significant concern of national policy makers. Course begins with an historical overview of the contexts for and character of federal involvement in science and technology, then turns to an analysis of a small number of student-selected current issues involving a major scientific and/or technological component, ranging from policies that regulate or promote scientific activities—such as stem cell research or research into alternative energy sources—through social policies such as health care policies, policies relating to global competitiveness, and national security policies. Environmental issues will be excluded unless they are focused on human health and safety issues because they are well covered in other courses in the curriculum. 3 credit hours.
147. Enterprise and the Entrepreneur. Evans. Concepts and practices applicable to working as or with the manager of an enterprise. Some emphasis on enterprise formation and on management in high-technology firms. 3 credit hours.
180. Tropical Forests: Policy and Practice. Steinberg. This seminar takes stock of the past two decades of social science research on tropical forests, examining the scale of deforestation, its causes and consequences, and the track record of attempted solutions. Special emphasis is placed on the ways in which values, institutions, and political-economic forces shape the decisions that will determine the fate of the forests. 3 credit hours.
Special Topics and Directed Reading Courses
179 Special Topic Courses. Staff. Special topics courses—one-time or very occasional course offerings—are designated with the number 179. They may be offered in any discipline within the humanities and social sciences. 3 credit hours.
197–198 Directed Reading Courses. Staff. Students may arrange for directed readings with individual faculty members in the humanities and social sciences, subject to their permission, in order to pursue particular interests that are not covered by regular courses. Directed reading courses, designated with the number 197 (Fall) or 198 (Spring), may be taken in any discipline within the humanities and social sciences. The college limits such courses to juniors and seniors. See the discussion of "Directed Reading Courses" in the "Academic Regulations" section of this catalogue for other restrictions. 1–3 credit hours.
SPECIAL INTERDEPARTMENTAL AND INTERCOLLEGIATE PROGRAMS
The Department of Humanities and Social Sciences participates in a number of interdepartmental and intercollegiate programs that provide suitable areas for concentration and offer courses that may be of interest to HMC students:
American Studies is a multidisciplinary program that introduces students to the complexities of the American experience and encourages them to think critically about American culture. An essential component of the American Studies curriculum is Introduction to American Cultures, which is team-taught by members of the intercollegiate faculty. Consult Professors Hal Barron or Jeffrey Groves.
The Intercollegiate Asian American Studies Program offers an interdisciplinary approach to exploring the hitherto neglected experience of Asians in the U.S. The courses are open to all students of The Claremont Colleges, and they provide undergraduates with an understanding of the diversity and complexity of this segment of United States society. Consult Professor Hal Barron.
The Intercollegiate Department of Black Studies offers students the opportunity to study the cultural, historical, socioeconomic, political and psychological experiences of people of African ancestry. Through its responsibility for the development and teaching of courses related to the Black experience, the department helps to broaden and enrich the education of college students. Consult Professor Isabel Balseiro.
The Chicano Studies Intercollegiate Department, the academic program of the Chicano Studies Center, offers a curriculum with a multidisciplinary approach to the study, research, interpretation and investigation of the Chicano/Latino experience. The courses are open to all students of The Claremont Colleges. In recognition of the vital presence of Chicanos and other Latinos in the West, Southwest, and increasingly the entire nation, Chicano studies provides significant preparation for students pursuing careers in education, social work, public policy, law, medicine, business and scholarly research. Consult Professor Isabel Balseiro.
The HMC Center for Environmental Studies coordinates courses and research in all departments of the college, and provides links to major ongoing programs of environmental studies at other Claremont Colleges. A strong advising program administered by the center helps students arrange programs that take advantage of courses in their majors as well as concentrations in the humanities and social sciences program, leading to a strong emphasis in environmental studies as a part of the Harvey Mudd College degree. Consult Professor Paul Steinberg and see www.environcenter.hmc.edu.
Media Studies is an intercollegiate program offered in coordination with the other Claremont Colleges. Harvey Mudd students may concentrate in video production as a fine art or media studies as a discipline in the humanities, although students with particular interests in communication, digital media or other specialized fields may also pursue them through elective courses and by designing a special concentration. Consult Professors William Alves or Rachel Mayeri.
In addition to its own offerings in music, Harvey Mudd College participates in the Joint Music Program with Claremont McKenna, Pitzer and Scripps Colleges. Courses are offered in music history and theory, as well as private or class instruction in performance and chamber music at the Scripps College Music Department. Consult Professors William Alves, Charles Kamm, or Michael Lamkin.
Political Studies examine political values, interests, institutions, power and the processes of governing. Courses explore these questions using a variety of methodological approaches.
The intercollegiate program in Religious Studies recognizes the importance and legitimacy of personal involvement in the study of religion, but it does not represent or advocate any particular religion as normative. Rather, its aim is to make possible an informed knowledge and awareness of the fundamental importance of the religious dimension in all human societies—globally and historically. Consult Professor Richard Olson.
Science, Technology and Society (STS)
The STS program is designed to deepen students' understanding of both the context in which science and technology develop and the social consequences of scientific and technological change. Work in STS should not only enhance pro-spective scientists’ and engineers’ abilities to exercise influence within and on behalf of their professional communities, but also to assess the probable social impacts of their work. In addition, the program is intended to provide background for graduate work or career choices in such fields as history of science and technology, philosophy of science, public policy, law, medicine, science writing, science librarianship or secondary school science teaching. The college’s interdepartmental Hixon Forum for Responsive Science and Engineering works directly and cooperatively with the Claremont STS program. Consult Professors Marianne de Laet or Richard Olson.
Theater is one of the liberal arts and serves students from the five undergraduate colleges. It includes acting, design, directing, theater history and dramatic literature, and the practice of theater. Students concentrating in theater become proficient in bringing creative solutions to complex problems. They also develop sensitivity to the interpersonal relationships inherent in the collaborative process. Thus, they are prepared for a wide variety of careers in organizations and enterprises that value these qualities. The program is housed in excellent facilities at Pomona College. Consult Professor Jeffrey Groves.
Women’s Studies at HMC is part of an interdisciplinary and intercollegiate program that focuses on the nature and scope of women’s achievement, promotes open and rigorous inquiry about women and sex roles, and questions cultural assumptions about women’s place. This program also explores such areas as the relationship between gender and society historically and cross-culturally; the changing roles and concepts of women; and women’s participation in major social institutions. Consult Professor Isabel Balseiro.