ARTS & SCIENCES Executive Vice Chancellor and Dean of Arts & Sciences

November 7, 2005

TO: Members of the Faculty of Arts and Sciences

FROM: Edward S. MaciasMAC

RE: Faculty Meeting, Friday, November 18, 2005, 4:00 p.m.

January Hall, Room 110 Refreshments served in the hallway outside of Room 110 in January Hall from 3:30-4:00 p.m.

AGENDA

1. Approval of Minutes 2. Issues Requiring Vote

Approval of December 2005 candidates for A.B. degree Course changes as approved by Curriculum Committee

3. Special Reports Chancellor Mark S. Wrighton — McDonnell International Scholars

Academy Dean Roddy Roediger — Draft Report of the Graduate Task Force

4. Brief Reports ArtSci Council Faculty Council Graduate School

5. Other Business

Next Faculty Meetings: December 9, 2005, if needed January 20, 2006, if needed March 3, 2006 April 24, 2006

Enclosures: December 2005 A.B. Degree candidate list Minutes of Faculty Meeting of October 10, 2005 Curriculum Changes Draft Report of the Graduate Task Force

Washington University in St. Louis, Campus Box 1094, One Brookings Drive, St. Louis, MO 63130-4899 (314) 935-6820, Fax: (314) 935-8504, E-mail: faculty@artsci.wustl.edu, Web: http://artsci.wustl.edu/

The College of Arts and Sciences Candidates for the Bachelor of Arts Degree: December 22, 2005

The following students have submitted an intent to graduate to the University Registrar. Until the College Office makes a final check of each student's record, it will not be known whether these candidates for the Bachelor of Arts Degree have fulfilled all degree requirements.

Ackerman, Stephanie Jean Ancient Studies Katz, Sarah Gayle Anthropology

Adams, Charles Huston Psychology Kras, Carolyn Marie Drama

Agarwal, Pooja Kay Elementary Education Lauer, Matthew Jason Intl & Area Studies / East Asian Allen, Catherine Gillespie Chemistry: Biochemistry Lee, Andrea Trinette Music

Concentration Lentz, Jared Christopher Chemistry Ambrose III, Leonard G Political Science Levine, Jonathan David Political Science Barclay, Hampton Sutphin Political Science Liebelt, Helen Catherine Economics Beck, Maria Lily Economics Lin, Bertina Finwei Biology Blevins, Keith J Ancient Studies McKeown, Andrew Michael Economics Blum, Jenna Lee English Literature Morley, Megan Virginia History Burns, Michael Patrick Psychology Mortimer, Jason English Literature Buskus, Nicole Marie Spanish O'Donnell, Charles Oliver Art History And Archaeology Byun, Jung-Ryun Economics Prince, Jessica B Biology Chang, Ya-Ting Daphne Psychology Privott, Melita Charmaine Spanish Chaparro, Eliaser Ramon Religious Studies Rusinak, Seta Doolan Psychology Cheuk, Holly Frances Anthropology Schild, Jessica Lynne Psychology Choi, Catherine Biology Shaw, Karen Economics

Choi, Jacob Seung Chemistry Shearman, Dana Lynne English Literature Claypool, Jennifer L Psychology Siddiqui, Hasan Zahid History Colon, David Esteban Anthropology Skog, Alexander Per Political Science

Dault, Allyn Charles Music Smith, Jason Lee Ed Major Elbert, Matthew Berry Intl & Area Studies/ International Stiles II, Patrick Joseph Biology Falkowska, Katarzyna Biology Storck, Nicole Elizabeth Psychology Frapart, Jonathan Hersh Political Science Turner, Ashley Nicole Psychology Friedman, Shira Engle Political Science Tycksen, Lakshmi Rao Psychology Fry, Amy Lynn Psychology Upton, Maria Elizabeth Music

Fuhler, Blake Ryan English Literature Wallace, Ryan Christine Earth & Planetary Sciences Gladney, Kathryn Elizabeth Political Science Yau, Chunchi Kenneth Economics Guiles, Michelle A English Literature Yesnik, Alexander John Economics Gutt, Nathan Daniel Philosophy Zander, Tyler James History Hager, Jane Weber Political Science Zhou, You Political Science Harris, Melissa Anne Political Science Hayek, Genevieve Ann English Literature Heigert, Evan Thoreau English Literature Henneke, Blair Frances Social Thought And Analysis Hoffmeister, Kurt Biology Hollins, Anthony Michael Biology Hsu, Ping-Chuan Benjamin Biology Hughes, Jr., William Michael Political Science Trey, Benjamin Roy Film And Media Studies Johnson, Cara L English Literature Johnson, Erica Michelle Political Science Kahlon, Amandeep Singh Economics Kanwar, Seema Political Science

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Minutes of the Faculty of Arts and Sciences meeting, October 10, 2005

1. Dean Edward Macias called the meeting to order at 4:03 pm.

2. The faculty voted to approve the minutes of April 25, 2005 with minor corrections.

i) Item 4, 2nd paragraph: change "Professor John McCarthy questioned ... for this requirement" to "Professor John McCarthy questioned the criteria for courses to fulfill the writing-intensive distribution requirement, noting that the WI approved course Math 310W does not fulfill the requirement if a student happens to be a sophomore."

ii) Item 6, line 4: change "Washington University A.B. recipients" to "Washington University admittees to undergraduate programs who went elsewhere".

iii) Item 4, 4th paragraph: change "Art History/Archeology" to "Sam Fox School". (requested after the meeting by Liz Childs)

3. Dean Macias introduced new faculty members; Professor Ron Freiwald, Chair of the Curriculum Committee; Professor John Bleeke, Chair of the Faculty Council; Mr. Aaron Mertz, President of the ArtSci Council, and Robert Hegel,

Ombudsperson.

4. Dean James McLeod reported that there are 882 new undergraduate students this year, roughly the same as last year. He noted that Parents' Weekend had just taken place and had gone well. This semester there are an unusually large number of conflicts between the academic schedule and religious holidays, and Dean McLeod asked professors to be sensitive to this issue. He then noted that the spring course schedule is about to go on-line, and ended by stressing the importance of assigning midterm grades both to freshman and to all students in danger of failing a course; these should be submitted within the next two weeks.

5. Dean Robert Thach told the faculty that 2012 students applied for graduate school in Hilltop Arts and Sciences departments this year, 402 offers were made, and 190 students enrolled. These application numbers are somewhat down from a high achieved two years ago, resulting from a decline in international applications. To address this issue, Washington University has organized a conference to be held in Beijing, China in the spring. We have invited eleven other major US universities and numerous Chinese universities. Our goals for the conference are to emphasize our interest both to the Chinese government and to Chinese students, and to raise the profile of Washington University among Chinese students. Professor Fatemeh Keshavarz asked why this effort was solely focused on China, and Dean Thach replied that this was because China is by far our greatest source of international applicants.

6. Dean Robert Wiltenburg reported that University College has around 3150 enrollments, which is an increase from last year. The gains are primarily in the social sciences. Professor Ron Freiwald asked how many new enrollments involve students displaced by hurricane Katrina; Dean Wiltenburg replied that roughly 150 such students applied, virtually all were accepted, and 65 enrolled, but these were day students and would show up in Arts and Sciences, not University College, enrollment figures. Dean Macias added that virtually all of these displaced students come from Tulane and that he had been in contact with its provost. Our intention is that these students will return to Tulane when it reopens in the spring. Professor Nancy Reynolds asked how grades would be handled when the students returned, and Dean Macias replied that this would work in the usual way for transfer students.

7. Mr. Aaron Mertz reported for the ArtSci Council. The goal of the council is to promote intellectual and cultural programs; it also selects students to serve on university committees. One way it promotes cultural events is through the ArtSci mailing list, which compiles information on lectures and concerts into a single weekly list. Earlier this semester the ArtSci Council arranged a trip for a large group of students to visit the St. Louis Arch and the Museum of Westward Expansion, and two weeks later it arranged a trip to Cahokia Mounds. Last week it arranged a trip for fifty students to go to the St. Louis Symphony Orchestra. The ArtSci Council has also started work on this semester's edition of its interdisciplinary journal Apex, which showcases undergraduate research. The deadline for submissions is the end of October, and the issue should appear in the last week of classes in December.

8. Dean Macias discussed construction projects on the Hilltop campus. The interior of Wilson Hall was gutted over the summer and we are preparing to rebuild it. In the spring construction of a new social sciences building will begin. We have also hired the firm of Hastings and Chivetta to compile a comprehensive plan for the next ten years to help us prioritize improvements to be made in buildings on campus. Professor Fatemeh Keshavarz asked about the parking issue. Dean Macias observed that parking on the south side of campus is a particular problem, and the new construction will make this worse. For this reason, plans are underway for the creation of an underground parking garage to be located under the new University Center (near Prince hall) and extending under the soccer field. This will provide over one thousand new parking spaces.

9. Professor John Bleeke reported for the Faculty Council. The Faculty Council conveyed to Chancellor Mark Wrighton the resolution on freedom of the press which was approved by the Arts and Science faculty last year. Chancellor Wrighton responded by writing a letter affirming his support for the resolution. [His letter is attached.] Also, at its first meeting the Faculty Council endorsed a proposal to eliminate Fall Break, a one-day holiday which occurs in the middle of the fall semester, and extend Thanksgiving break to an entire week. This proposal has also been endorsed by the ArtSci Council, who found in a poll that 78% of students supported the idea. It now goes to the Calendar Committee; since the academic calendar has already been set up to the 2008-2009 academic year, no change can be made until fall of 2009.

10. Professor Marty Israel reported for the Senate Council. Last January a committee was appointed to recommend changes in both the Senate Council Constitution and its bylaws. All faculty should have received an email from Professor John McCarthy alerting them to the Senate meeting on November 1 at which these recommended changes will be voted upon and announcing that the an explanation of the changes and the text of the changes are available at http://www.math.wustl.edu/-mccarthy/facultysenate/amendment.html. Briefly, Amendment A involves only minor technical changes; Amendment B addresses membership of the Senate Council and how the membership is divided among the various schools; and Amendment C proposes that major issues, which would currently be decided by vote at Senate meetings, instead be decided by mail ballot after discussion at a Senate meeting.

11. Dean Macias announced that last Friday he presented to the Board of Trustees the changes to the tenure document which the faculty approved last year, and the Board approved these changes.

12. The faculty voted to approve the August 2005 list of candidates for the A.B. degree.

13. The meeting was adjourned at 4:46 pm.

Mark S. Wrighton Chancellor

October 10, 2005

To The Faculty Of Arts & Sciences:

I want to affirm the issues raised in the Faculty of Arts & Sciences Resolution on Freedom of the Press at Washington University, which passed at the March 4, 2005 meeting of the faculty. I fully agree that freedom of the press is essential to a free university and a free society, and that freedom of the press includes the right of reporters to report the news, and of anyone who wishes to speak to a reporter to do so freely.

Therefore, I support the wishes of the faculty stated in the resolution that:

1. Reporters are welcome in all public areas of the Washington University campus and to attend all events open to the general public, without prior arrangement or permission.

2. Washington University faculty and adult students have the right to speak to reporters, on camera or off, without the permission or presence of any member of the Public Affairs office or any other staff member.

I hope that freedom of press will continue to be supported and nurtured at Washington University for future generations of students and faculty.

Sincerely yours,

6 4 , 1 W R I G H T O N

Mark S. Wrighton

MSW:se

Washington University in St. Louis, Campus Box 1192, One Brookings Drive, St. Louis, Missouri 63130-4899 (314) 935-5100, Fax: (314) 935-4744, wrighton@wustl.edu, www.wustl.edu

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Curricular Changes

Pages New Courses Approved................................................. 1-6

Cultural Diversity Courses Approved ............................. 6

Social Differentiation Courses Approved ...................... 6

Writing Intensive Courses Approved .......................... 6

Quantitative Analysis Courses Approved....................... 6

Student Cluster Proposals Approved............................. 6-7

Second Major Proposal Approved ................................... 7

November 18, 2005

New Courses

LO1 Art-Arch 4002 The Decorative Aesthetic in Modernism, 1860-1960 (TH) In the criticism of modern art, decoration and decorative have often been used as pejorative terms, designating art that has no intellectual basis but is merely pleasing, intended to fill space and delight the eye. But in the late nineteenth century, these terms carried important cultural value, and opened the door to significant experiments in abstraction. Moreover, the decoration of a public space or surface may have political implications. This course will investigate decoration and theories of "the decorative" in modern art in Europe and the US, with special attention to the evolution of ideas of modernism in both 2-dimensional and 3-dimensional environments. We will also consider some of the political meanings that may be borne by both public mural painting and domestic decoration, as well as easel painting that aspires to conditions of the decorative. Key figures include Puvis de Cheyennes, Morris, the Nabis, Van de Velde, Monet, Matisse, the Mexican muralists, Pollock, and Shapiro. Prerequisite: LO1 211, Intro to Modern Art, or any 300-level course in Art History, or permission of instructor. 3 units.

LO1 Art-Arch 409 Logics of the Art Museum (TH) This seminar will explore the inside and inner logics of the art museum. Readings and discussions will concentrate on how the art museum determines what art is, how it stages artistic subjectivity, and how museums and art interpenetrate and reflect each other. What does it mean to collect art? Why is an artwork worth preserving? What happens to the museum when art leaves it through new media such as the Internet, the public domain, and the realm of politics? Alternating with theoretical reading are case studies that focus on the practices of New York's MoMA, and temporary shows such as Documenta. We will ourselves become critics and professionals as we examine displays at the St. Louis Art Museum, the Pulitzer Foundation of the Arts, and conceive of possibilities to curate the permanent collection of the Mildred Lane Kemper Art Museum on campus. Prerequisites: LO1 211 Intro to Modern Art, or permission of the instructor. 3 units.

LO1 Art-Arch 4325 Sacred Cities in Medieval Art & Culture (TH) This course about sacred cities from the 4th to 15th centuries will study the creation of consecrated space and holy character. Examination of certain sites, especially Rome, honored by Christians, and Jerusalem, revered by Christians, Jew and Muslims, will lead to analysis of the (re) development of a city as a holy site for different cultures; of how its urban landscape, ritual, pilgrimage, art, and architecture formed and reflected that sacred nature; and of how the perception of the city was perpeurated by the representations and imitations made of the cities and their monuments. In some cases, such as Jerusalem, the students will examine how the same site can have diverse meanings indifferent cultures. 3 units.

L06 ACC 235 Warrior Culture of Japan (TH) From valiant medieval samurai to selfless imperial army soldier, the warrior stands as one of the most striking and universally recognizable images of Japanese identity. In this course, we will investigate how his portrayal develops over the course of Japanese history. 3 units.

L08 Classics 371 The Ancient Family (TH) Through readings and discussions of primary sources (literature, legal texts, inscriptions, art) and recent scholarship, we will examine the definitions and roles of the family in ancient Greece and Rome. Topics will include: demography; relationship between family and state; economic, social, and religious roles of the family; roles of women, men, children, and slaves; death and inheritance; marriage; children; family relationships; household space; representations of the family in ancient art; comparisons with the modern family. Prerequisite: one course in Classics or permission of the instructor. 3 units.

L12 Educ 306 Literacy Education in the Context of Human Rights and Global Justice (SS) Literacy is a fundamental human right. In this course, we will explore the current and historical relationships between literacy and human rights. This will include an analysis of the ways in which literacy education is fundamentally linked to issues of global justice including political engagement and voting rights, environmental sustainability, gender and racial equality, and participation in the globalized economy. We will investigate how literacy education has played a role in social struggles at local, national, and international levels such as the creation of the Freedom Schools in St. Louis, the Native American boarding school movement, the Civil Rights movement in the United States including the creation of the Citizenship schools, the Ebonics debate in Oakland, California, the Nicaraguan Literacy Campaign, and the current Leave No Child Behind federal educational policy. Students will explore how literacy education has been used, in each of these cases, as a tool of empowerment and a tool of oppression. 3 units.

L14 E Lit 4101 Medieval English Literature: Gender, Desire, and the Medieval Mystic (TH) In a religious tradition that associated the feminine with the body and the body with sin and temptation, how did women manage to flourish as visionary writers? This class will introduce the writings of late medieval mystical writers in the context of debates about the "bodiliness" of female religious writing, the possibilities of accessing a history of female desire through writing, and the problems of celebrating a desire often accompanied by physical and spiritual suffering. We will read texts by both men and women -- Bernard of Clairvaux, Margery Kempe, and Catherine of Siena among them -- who imagined themselves as brides of Christ. We will read the writings of the anchoress Julian of Norwich and the beguine Marguerite Porete, who was burned for heresy in 1310. We will consider the challenges to thinking about direct expression in texts which were often dictated to male scribes, and will learn about the authoritative spiritual relationships that women sometimes had with their male confessors. We'll explore the interpenetration of religious writing and romance writing in the Lais of Marie de France and in lyrics written by continental mystics and love poets. The attractions of mystical writers for twentieth-century theorists will also be explored, and we may figure out why psychoanalyst and philosopher Jacques Lacan tells us that Hadjewich of Brabant should be on everyone's bookshelves. 3 units.

L19 EPSc 418 Paleobiology (NS) Detailed survey of the history of life on Earth and the major geological events (e.g., mountain building, change in sea level, continental fragmentation) that affect the evolution and distribution of life. Focus on the last 540 million years, the age of the more complex" forms of life. Appearances, evolution, and extinctions of the major groups of organisms of this time. Includes major reef- building communities, major plant groups, and important animal groups on land and in the oceans. Environmental change through time and extinctions, both past and current. Prerequisite: EPSc 201 or permission of instructor. EPSc 422 recommended. Three class hours and one two-hour laboratory a week. 4 units.

L22 History 156 Freshman Seminar: Shakespeare's England (TH) This course will examine certain themes central to our understanding of Shakespeare's England, such as monarchy, order, power and the limits on action, national identity, gender and family. It will read and discuss modern historical scholarship, a range of contemporary sources, and Shakespeare's plays, and the relations among these. 3 units.

L22 History 3150 The Middle East in the Twentieth Century (TH) This course surveys the history of the Middle East since World War I. Major analytical themes include: colonialism; Orientalism; the formation of the regional nation-state system; the formation and political mobilization of new social classes; changing gender relations; the development of new forms of appropriation of economic surplus (oil, urban industry) in the new global economy; the role of religion; the Middle East as an arena of the Cold War; conflict in Israel/Palestine; and new conceptions of identity associated with these developments (Arabism, local patriotism, Islamism). The geographical focus is on the mashriq--the eastern Arab world (Egypt, the Fertile Crescent, and the Arabian Peninsula), plus Turkey, Iran, and Israel. Much of the contemporary attention to the Middle East is framed as a series of inscrutable crises rooted in primordial religious or ethnic hatreds. In contrast, we will examine several such crises--the Arab-Israeli conflict, the Lebanese civil war, the Iranian Revolution, the Gulf War, the war in Iraq--through the lens of history, using the analytical themes listed above as entry points. 3 units.

L22 History 3878 Revolutions and Empires: Britain and its Empire from 1688-1870 (TH) This course is an introduction to the history and culture of modern Britain and Ireland. We will see how this damp archipelago off the northwestern coast of Europe extended its reach across the seas and throughout the world. The expansion of English power throughout the British Isles - and of British power throughout the world - was made possible by a combination of political stability, unifying nationalism, and economic might, and we will trace these developments from the assertion of Parliamentary supremacy in 1688 to the apex of Victorian civilization in 1870. Along the way, we will follow these Britons as they forged a nation-state, cobbled together an empire, launched the Industrial Revolution, faced off against George Washington and Napoleon Bonaparte, and took a few steps towards democracy. The course will entail both lecture and discussion, and evaluation will be based upon a combination of writing assignments and class participation. 3 units.

L22 History 4156 Europe and the Second World War (TH) The Second World War with its catastrophic consequences was perhaps the most central event in 20th century European history. It not only ended the era of European predominance, but it resulted in what even might be called the self-destruction of Europe. In this seminar, crucial questions of that development will be discussed, concerning the path leading to war, the beginning of the European war in 1939, and the consequences of the Nazi attack on the Soviet Union in 1941. Topics will include: the disintegration of the Versailles system; the development of Nazi policy and the international reactions to it in the 1930s; international relations in the crisis years 1938/39; occupation, collaboration and resistance; Allied policy since 1941; and the ideological aspects involved. 3 units.

L22 History 4842 The Japanese Empire in Asia, 1874-1945 (TH) This course examines the expansion of the Japanese Empire in Asia from 1874-1945, focusing on Japan's acquisition of neighboring territory and the subsequent building of colonies in Taiwan, Korea, and Manchuria. The course will explore the concepts of imperialism and colonialism, how they functioned in East Asia, and how they intersect with other major developments in Asia, including ideas of civilization and race, the formation of the nation, and the growth of capitalism. Topics include: the role of women in Japanese imperialism; the overlap of militarism and colonialism; and the experiment of the puppet state of Manchukuo. 3 units.

L22 History 4872 Colonial Cities and the Making of Modernity (TH) Massive urban growth has been a central result of the incorporation of many areas--both central and peripheral--into the global economy in the 19th and 20th centuries. As such, scholars have long theorized urbanization as a key component of modernity, but they have usually done so by looking at urbanization and modernization from the perspective of the West. This course will investigate the character of cities in the colony and then use these empirical and analytical entry points to examine critically some theories of modernity. The geographical focus of the course will be primarily on cities in the Middle East, North Africa, and South Asia. Our questions will include: What role(s) did the urban play in creating modernity in the colony?; How did local histories and contexts modify the experience of modernity and the specific developments of cities?; What technologies of power characterize modernity in urban spaces?; How might we redefine modernity from a theoretical perspective when it is viewed primarily from the colony rather than the metropole?; Is it useful to think, as some scholars have suggested, of alternative or multiple modernities? 3 units.

L22 History 4930 The Transformation of West European Societies, 1960-1990 (TH) There is a growing consensus among historians and social scientists that Western societies experienced a crucial period of change in the last decades of the 20th century. While the post war period of economic reconstruction and accelerated industrial growth came to an end, everyday life altered, traditional certainties were challenged, and a new debate on social values was started. This seminar will discuss these developments with a comparative view on West European societies and by combining macro-economic and macro-social approaches with insights into the spheres of individual experience. Topics will include: the change of labor

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conditions; family structures and gender relations; the rise of mass culture ("Americanization"); and the question of social security. Some theoretical approaches as to how to conceptualize a highly individualized society will also be discussed. 4 units.

L23 Rel St 3101 The Problem of Evil (TH) The question of how God can allow evil to occur to the righteous or innocent people has been a perennial dilemma in religion and philosophy. We will study the classic statement of the problem in the biblical book of Job, the ancient Near Eastern literature on which Job is based, and traditional Jewish and Christian interpretation of Job. We will study the major approached to the problem of evil in Western philosophical and religious thought. 3 units.

L24 Math 370 Intro to Combinatorics (NS) Basics of enumeration (combinations, permutations and enumeration of functions between finite sets), generating functions; the inclusion-exclusion principle, partition theory and introductory graph theory. If time permits, we will cover some or all of the following topics: Ramsey's Theorem, probabilistic methods in combinatorics and algebraic methods in combinatorics. Prerequisites: Math 131-132, 309 and 310 (or equivalent), or permission of the instructor. 3 units.

L24 Math 4121 Intro to Lebesgue Integration (NS) Riemann integration; measurable functions; measures; the Lebesgue integral; integrable functions; LAP spaces; modes of convergence; decomposition of measures; product measures; Lebesgue measure. Prerequisite: Math 4111 or permission of the instructor. 3 units.

L27 Music 3051 Text and Music (TH) How do composers respond to the structure and meaning of text? Can spoken language become musical sound? Can musical sounds become textual signifiers? The course explores these questions by examining a broad range of texted music: Gregorian chant, Japanese Noh drama, English madrigals, Bach cantatas, 19th Century German lieder, operas by Mozart and Wagner, American musical theater, high modernist works by Schoenberg, Stockhausen, Berio and Lansky, as well as popular music. Some knowledge of music theory is required, and familiarity with German will be helpful, though all texts will be provided with English translations. Lots of listening and reading, several short and analytical assignments, three essays. Prerequisite: one year of music theory or permission of instructor. 3 units.

L31 Physics 360 Biophysics Laboratory (NS) This laboratory course consists of "table-top" experiments in biological physics that are designed to introduce the student to concepts, methods, and biological model systems in biophysics. Most experiments combine experimentation with computer simulations. The list of available experiments includes electrophysiology, human bioelectricity, optical tweezers, ultrasonic imaging, mass spectrometer, and viscosity measurements. Prerequisite: prior completion of Phys 117A, 118A, or permission of instructor. 3 units.

L32 Pol Sci 170 Freshman Seminar: Intro to Political Theory II (SS) If a majority of citizens wanted to elect a tyrant, should we allow it? If not, are we really committed to democracy and political equality? What role do institutions play in limiting and protecting the rights of individuals against the democratic state without giving up a commitment to majority rule? In this class we will provide a framework in which these and other central questions of political theory have been and can be addressed. This course is designed to introduce students to the main theoretical issues of western political theory, including but not limited to the following concepts: justice, legitimacy, equality, democracy, liberty, sovereignty and the role of history in the political and social world. 3 units.

L32 Pol Sci 3280 Political Intolerance in World Politics (SS) This course is an investigation into the meaning, causes, and consequences of political intolerance. My goal is to expose you to contemporary research on a) how political intolerance is conceptualized and understood, especially within the context of theories of democracy; b) how political intolerance can be measured, both at the level of the individual and the institution/society; c) where intolerance originates, both in terms of individual psychology and system-level politics; and d) what consequences flow from intolerance, especially in terms of legal and extra-legal political repression, as well cultural consequences (e.g., a "culture of conformity"). The course makes little distinction between American politics and politics in other parts of the world (although no knowledge of specific non-U.S. systems is required as a prerequisite). Prerequisite: Political Science methods course (or equivalent). 3 units.

L32 Pol Sci 3610 Legislative Politics (SS) This course is an introduction to the politics of the U.S. Congress and the federal lawmaking process. We will focus on the behavior of individual legislators and the role that they play in crafting federal legislation in policy areas ssuch as healthcare, civil rights and the environment. In general we examine questions such as: Why do legislators behave as they do? Whose interests are being represented? 3 units.

L32 Pol Sci 4010 Pluralism, Liberalism, and Education (SS) How should liberal democratic states respond to religious and cultural pluralism? In what ways is pluralism different from mere disagreement, and what normative implications does pluralism have for public policy? How can liberal states justify using their coercive power against a background of pluralism and in ways that systematically disadvantage certain religious and cultural groups in society? In particular, what is to be done when religious parents and the liberal state make conflicting judgments about the proper education of children? When should the state defer to parental judgments and what are the grounds for legitimately refusing to do so? Readings are taken from contemporary political philosophy. Prerequisites: Pol Sci 106, Pol Sci 107, Phil 340, or permission of instructor. 3 units.

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L32 Pol Sci 4020 The Legal Landscape in a Changing American Society (SS) This course is designed to examine the qualitative relationship between transformations in law in America and the structure of American behavioral patterns and values. The course will scrutinize some intersections between the changes in contemporary legal practices and the values that Americans place on their legal system. The materials will cover the structural aspects of the legal system and its place in American society and not the law's doctrinal features (i.e., specific substantive areas of the law). Rather the course will examine how the organization and functioning of the law seems to be reflective of the values and changes in American society. Potentially, this review will include appraisals of such topics as: (a) Americans' perceptions of their legal agents; (b) law and the mass media; (c) concerns about the jury system; (d) the use (and abuse?) of litigation and its alternatives; (e) inequalities in access to the legal system; and (f) the transformations in the legal profession. 3 units.

L35 BHBR 488 Independent Work for Senior Honors (LA) Prerequisite: Senior standing. 3 units.

L41 Bio 4024 Plant Cells and Proteins Laboratory (NS) This course focuses on methods for the biochemical analysis and imaging of plant proteins. Topics include measurement of protein concentrations, affinity purification of recombinant proteins, assessment of protein purity by SDS polyacrylamide gel electrophoresis, analysis of complex protein mixtures by two-dimensional gel electrophoresis, protein identification using mass spectroscopy, protein crystallization and an introduction to protein structural analysis. Students also transform plant cells in tissue culture in order to express recombinant fluorescent proteins that are visualized within living cells using fluorescence microscopy. The class meets at the Donald Danforth Plant Science Center. Transportation is provided. The course is designed for students contemplating a research career. Enrollment is limited to 8 students. Prerequisites: Biol 3050, Chem 252 and permission of instructor. 3 units.

L44 Ling 317 Intro to Computational Linguistics (LA) Use of computers to analyze, understand, and generate human language. Emphasis on appreciating practical applications such as text analysis, search and creation of dictionaries and corpora, information retrieval, machine translation, and speech interfaces. Survey of rule-based and statistical techniques. Students will acquire programming skills appropriate for solving small- to medium- scale problems in linguistics and text processing, using a language such as Perl. Students will have regular programming assignments and will complete a semester project. No previous knowledge of programming required. Prerequisites: L44 Ling 170D or permission of instructor. 3 units.

L48 Anth 3053 Nomadic Strategies and Extreme Ecologies (SS) This course will explore the archaeology and anthropology of nomadic pastoral societies in light of their ecological, political, and cultural strategies and adaptation to extreme environments (deserts, mountains, the arctic). The aim of the course is to understand both the early development of pastoral ways of life, and how nomads have had an essential role in the formation and transfer of culture, language, and power from prehistoric time to the current era. 3 units.

L48 Anth 3624 With Woman: Birth Assistants in Cross-Cultural Context (SS) This course examines the historical, cultural, and evolutionary development vis-a-vis the role specialization of assistants at birth. Beginning with the discourse in physical anthropological research and theory justifying helpers as necessary in human birth due to the obstetrical dilemma, we explore the development of the various tasks such helpers have taken on. Cross-cultural case histories covering the range and scope of practice of traditional birth attendants, midwives, nurses, physicians, and kin are used to illustrate the wide variety of birth practices and ritual related to assistants at birth. Modes of professionalization are examined, including a discussion of the gendered nature of the position. Finally, sociocultural, political, and economic structural constraints legitimizing some assistants and stigmatizing others are scrutinized in order to promote a critical analysis and understanding of the essential and dynamic roles these health care practitioners play in human reproduction. Prerequisite: Freshman seminar in Medicine and Society (Anth 141). 3 units.

L48 Anth 4466 Religion and Media (SS) Instead of fading away in a process of modernization, religious traditions remain crucially important in the contemporary world. One key reason for this is the convergence of such traditions with modern systems of mass media. Based on an introduction to anthropological approaches to mass media, this class comparatively examines how modern mass media have become part of religious practice in diverse settings. Special attention will be paid to how the intersection of modern mass mediation and religious traditions shape collective identities and political processes. 3 units.

L48 Anth 4803 Geographic Information Systems (GIS), Landscape, and Spatial Analysis in Archaeology (SS)

The aim of this course is to learn to analyze archaeological data in terms of its spatial layout, geography, ecology, and temporal dynamics, using Geographic Information Systems and associated computer modeling techniques. A focus is placed on the relationship between natural environments, cultural geography, and the mapping of archaeological landscapes, and on the archaeologist's ability to accurately recover, reconstruct, and analyze this relationship in a virtual environment. 3 units.

L53 Film 311 Documentary Production (LA) In parallel with an overview of various documentary genres, ranging from the personal, the poetic, the agitprop, and cinema verité, this course will offer students the opportunity to produce a short documentary piece on the topic of their choosing. Aesthetic and ethical issues will be explored by considering the overall methodology in terms of subjectivity, content, structure and "realistic style" (as in projects like The Battle of Algiers where the look of documentaries is artificially crafted). The possible usage of music and/or voice-over will be similarly investigated. For the sake of completing the project during the semester, it is highly recommended that

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students be familiar with the subject matter of their inquiry, before taking the course. Prerequisite: L53 Film 230 (Moving Images and Sound) or permission of the instructor. 3 units.

L62 Praxis 129 So You Want to be an Entrepreneur? Building the Innovative Mind through Liberal Arts (SS)

It is a little-known truth that more entrepreneurs come out the Arts & Sciences than any other college. This course will begin by exploring why this is so, examining in particular the creative and innovative qualitites developed in liberal arts that are crucial to the success of the entrepreneur. We will then move on to examine in action, hearing from those in the field and reading of others, learning how the liberal arts proved instrumental in various ways to their development and ultimate success as entrepreneurs. 3 units.

L75 JNE 345 Mesopotamian Mythology: Stories from Ancient Iraq (TH) In this course we will read, explore, and interpret various ancient myths originating from the fertile crescent, especially ancient Iraq, between the years 2500 and 400 BCE. The Epic of Gilamesh, the Enuma Elish, myths of the goddess Ishtar as well as various flood and creation accounts will be among those we read. Cultural background information will be examined to situate each myth in its ancient context. Various theories of interpreting myth will also be explored in order to appreciate the power and the many uses of these multivalent stories. Several basic questions will underlie all that we do throughout the semester: What is myth? How should we understand the conceptualization of the category "myth" (in other words, How does myth work?), and Does myth still play a role in our own modern cultures? 3 units.

L77 WS 346 Female Gaze: Picturing Abuse in the Media (TH) This course offers an opportunity to examine the ways women's relationships and experiences are pictured in the media. The goal of this class is to help build alternative frames of reference to those presently common in the classic cinema repertoire, TV advertising, and the nightly news. The course combines formal lectures with screenings and discussions of current and classic media from around the world. We will screen over a dozen independent short films by women about women's issues introducing students to diverse constructions of masculinity, femininity, romance, and violence. We will examine how shooting and editing techniques affect the meaning of the documentary and manipulate viewers' beliefs. 3 units.

L77 WS 437 Global Feminisms (SS) This course examines the global dimensions of feminist organizing and policy-making, drawing on both historical and contemporary examples. It applies insights from research on social movements, state-society relations, and multi-level governance to explore the formation, activities, and strategies of international and transnational women's networks on issues ranging from suffrage and equal rights to domestic violence and gender quotas. It considers interactions with local and national women's movements, as well as states and international organizations, and weighs the opportunities and constraints involved in mobilizing beyond the nation-state in struggles against inequality in global and national arenas. 3 units.

L82 ENST 294 Intro to Environmental Studies: Social Sciences (SS) Intro to interdisciplinary environmental study in the social sciences and humanities. Topics include: differing interpretations of "nature" and "environment"; contrasting understandings of relationships between humans and their environments; key concepts in environmental studies such as "sustainable development' and "the precautionary principle"; different conceptions of , and objections to, environmentalism. These ideas and debates will be explored in the context of important current environmental controversies. No prerequisites. 3 units.

L90 AFAS 210 The Linguistic Legacy of the African Slave Trade in Inter-Disciplinary Perspective (SS)

This course explores the linguistic consequences of the African slave trade, and in so doing introduces students to basic concepts in linguistic science that are relevant to human language development and controversial educational theories that are based on race. Anthropological, linguistic, and psychological dimensions of African American culture are embedded within complementary evaluations of educational controversies surrounding the teaching of (standard) English to American slave descendants, including the Ebonics controversy and its relevance to larger questions of social efficacy, and the affirmative action debate that has consumed the nation. Students will work individually or in groups to produce a major intellectual artifact (e.g., a term paper, a scholarly web page, or a project pertaining to the linguistic plight of citizens within this African Diaspora. Students will be introduced to foundational African American studies in anthropology, education, English, linguistics, and psychology. 3 units.

L90 AFAS 3057 Visual Griots: Exploring Colonial and Post-Colonial Africa through African Cinema (TH)

Through African cinema, we have the unique experience of studying images and representations of contemporary issues through the eyes of African filmmakers. Filmmakers such as Sembene Ousmane, Djibril Diop Mambety, Flores Gomes, and Jean-Marie Teno intrinsically write social history - or the everyday experiences of ordinary people - as they affirm the complexity and humanity of African life. The films in the class will ground class discussions around colonial and post-colonial experiences in African history. Through screenings and readings, the course will explore important themes in African history such as colonialism and its legacy, religious expression, nationalism, gender, the role of the intellectual in post-colonial society, censorship, and government corruption. On another level, we will examine the politics of historical and cultural production. 3 units.

L97 IS 468 Cities in Asia (TH) This course will encourage students to be to gain familiarity with historical issues involved in understanding cities in East, South, and Southeast Asia. In the context of a seminar setting, students will read and discuss various works of scholarship by historians, archaeologists, anthropologists, art and architectural historians, and others, on city design, growth, social milieu, and representation.

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Indigenous urban traditions, colonial environments, and the question of modernity and the city in the 20th century will all be examined. Then, having gained an understanding of the sorts of primary and visual sources that can be utilized to explore the history of cities in Asia; students will create their own work of urban history by selecting a topic to present in class and to form the subject of a research paper. 3 units.

L98 AMCS 466 American Indian Societies, Cultures, and Values This three-unit interdisciplinary course will survey several major themes in the history and modern evolution of American Indian societies, cultures, values, and laws. The course will be divided into several parts, the first of which will examine indigenous societies and cultures before the arrival of Europeans on this continent. Consideration will be given to native worldviews, languages, beliefs, music, and art. The second part of the course will explore the history of American Indians and Indian nations in the United States and their treatment by the U.S. This part will examine the fluctuating policies of the federal government and the evolution of Indian societies during various periods of resistance, survival, and renewal. The third part of the course will examine modern Indian governments, legal systems, and the status of Indian nations as sovereign political entities within the U.S. Subtopics will include the governmental powers of Indian nations over their reservations, treaty-based rights to natural resources, the property rights of Indians, and comparative and intemational perspectives. The final part of the course will consider the social, political, and economic status of American Indians in the twenty-first century. Particular attention will be given to models of effective leadership, economic development, and community organization in Indian country. 3 units.

Cultural Diversity Courses Approved L22 Hist 1113 Freshman Seminar: Latin America in the 1960's (TH)

L22 Hist 322 Latin America in the 2e Century (TH)

L22 Hist 359 Women and Power in Modern Europe (TH)

L22 Hist 4842 The Japanese Empire in Asia, 1874-1945 (TH)

L22 Hist 4872 Colonial Cities and the Making of Modernity (TH)

L75 JNE 345 Mesopotamian Mythology: Stories from Ancient Iraq (TH)

L90 AFAS 3057 Visual Griots (TH) Social Differentiation Courses Approved

L22 Hist 4990 History of the Body (TH)

122 Hist 4951 The Civil Rights Movement (TH)

L32 Pol Sci 426 Politics of the Civil Right Movement (SS)

L77 WS 337 Women's Literature: American Women's Adventure Stories (TH)

L90 AFAS 210 The Linguistic Legacy of the African Slave Trade (SS) Writing Intensive Courses Approved

L08 Classics 450W Topics in Classics (TH)

L14 ELit 317 American Culture (TH)

L23 Rel St 309 Chinese Thought (TH) Quantitative Analysis Courses Approved

L24 Math 370 Intro to Combinatorics (NS)

Student Cluster Proposals Approved Global Environmental Issues (NS)

(Wolff, Lindsay)

L82 EnSt 370 Biological Conservation L82 EnSt 110 Introduction to Environmental Studies

Language Acquisition (LA) (Leader-Cramer, Diana)

L44 Ling 170D Introduction to Linguistics L33 Psych 4081 Topics of Psycholinguistics

Violence Against Women (SS) (Newton, Lindsay)

L77 WS 314C Introduction to Women's Texts

L77 WS 393 Violence Against Women: Current Issues and Responses

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Health and Community (SS)

L48 Anth 4882 Anthropology and Public Health

L77 WS 316 Contemporary Women's Health

Gender in Critical Perspective (SS)

L77 WS 100B Introduction to Women's Studies

L77 WS 209B Masculinities: Challenge and Reaction

Ethical Theories and Applications (TH)

L30 Phil 331 F Classical Ethical Theories

L30 Phil 340F Social and Political Philosophy

Second Major Approved

Geobiology Second Major in EPSc

The EPSc Department would like to offer a special program in Geobiology for EPSc Majors. Geobiology is a new interdisciplinary field melding the earth sciences with Microbiology, Evolution, Molecular Biology, Population Genetics, Anthropology, and Paleontology, and thus is an excellent fit to the wide-ranging strengths of our campus. The Geobiology Second Major is designed for students whose prime focus is in the Earth Sciences but who also have interests in the biological sciences. The EPSc department's development of this program reflects its support of undergraduate students that have a wider range of career interests. The S.M. differs from a minor, in that the classes are targeted to the students' specific areas of interest, giving the student the flexibility of taking upper-division courses in a variety of departments. (Note that some classes have prerequisites that may not count toward the Geobiology S.M., and classes that count toward the EPSc degree cannot also count toward the Geobiology S.M.)

In order to qualify for the S.M., students must complete all courses necessary for the EPSc major plus 6 upper-division courses in an approved area of study. Example areas of study can be found below and include such areas as Geoarchaeology, Geomicrobiology, and Paleobiology. Students may choose one of these example areas of study, or they can create their own (e.g., Astrobiology) depending on their interests and career goals. The Geobioloqy S.M. is intended to be a highly flexible program, offering 41 electives from which to fashion the required coursework. A total of 6 courses (in addition to those taken for the EPSc degree) are required to obtain the S.M. Note that these courses cannot "double count" for the EPSc degree.

Students interested in the S.M. program should first consult with EPSc professor Carrine Blank (EPS 246; blank@levee.wustl.edu; 314-935-4456). The Geobiology faculty committee (including EPSc faculty members Jan Amend, Carrine Blank, Jill Pasteris, Jennifer Smith, Joshua Smith, and William H. Smith) will then meet and approve the courses chosen by the student to fulfill the requirement for the S.M. Students can work with the Geobiology faculty to design their own area of study, if different from the examples provided. Students must receive approval from the committee before enrolling in courses meant for Geobiology Second Major credit. Once the courses have been completed, the committee will review the students' progress and, if satisfactory, will award the S.M. (the minimum acceptable grade in each course is a C). Receipt of the S.M. will then be recorded on the students' transcript.

(Mazzarella, Kate)

(Berkowitz, Anna)

(yarns, Theodore)

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Will be discussed at Nov. 15, 2005 Faculty Meeting

The Task Force on Graduate Education Report and Recommendations

Draft of October, 2005

Graduate education and research are the cornerstones of every great research university, the features that distinguish research universities from other forms of higher education. To be at the leading edge of research and scholarship, a university must have excellent graduate programs that recruit the best and brightest students. Outstanding faculty demand to work with excellent graduate students, and conversely, the best students seek graduate education at those universities with exceptional faculty. Together they create new paths of knowledge while building on existing scholarship. In addit ion, an outstanding graduate program substantially enhances undergraduate education.

Dean Edward S. Macias appointed the Task Force on Graduate Education in the summer of 2004. Its charge was to review the University's Ph.D. programs in Arts & Sciences; to explore trends in graduate education at other leading private universities; and to draft a plan for advancing research and graduate education at the University. During the past year, the Task Force has conducted such a review. Our conclusion is that while the University has many strong graduate programs and some that reach the top rungs of excellence, much work remains before we have uniformly outstanding Ph.D. programs throughout Arts & Sciences. We believe that the time is now ripe to make a great stride in graduate education and research. During the past decade, Dean Robert Thach of the Graduate School has attracted national attention by implementing a set of procedures that have greatly improved the lives of graduate students at Washington University in many different ways. A good infrastructure for graduate education is now in place. We believe that with a strong investment in the future, we can jo in the smal l group of el i te institutions that comprise the world's leaders in graduate education and research.

We believe that Washington University should make the commitment to develop its graduate program to a level where graduate education would take its place alongside the undergraduate program as one of the nation's very best. The key recommendation the Task Force endorses is:

To initiate a development campaign to build an endowment for graduate education to enable the Graduate School to increase fellowship and stipend levels strongly. The competition for the best graduate students is fierce and universities that can promise support to defray living expenses so that students can be fully engaged in their studies will attract the star students. Some of the nation's leading research universities have undertaken multi-million dollar fundraising campaigns specifically for graduate education. We urge that graduate education be targeted for enhancement.

Below we list our full set of recommendations as to how the graduate school and the departments and programs in the Graduate School of Arts & Sciences can use this endowment to reach a higher level of distinction. Some of the recommendations are ambitious and will be expensive and difficult to attain, which reinforces the need for additional funding. Other objectives are much more modest. We believe that all the

recommended steps are necessary to improve graduate education and research at Washington University. We list our recommendations under the headings of: University- wide Initiatives; Faculty Initiatives; Enhancements for Graduate Students; Post-graduate Strategies; and Assessment and Follow-up. The goals listed under University-wide Initiatives, Faculty Initiatives and Post-Graduate Strategies may be considered long-term goals. The various suggestions gathered under Enhancement for Graduate Students might be considered short- and medium-term objectives.

University-wide Initiatives

∑ Initiate a campaign that would include a graduate school endowment. As mentioned in the introduction, the Task Force sees this step as critical to improving graduate education at WU.

∑ Develop signature programs. We must create special, distinctive programs within departments, between departments, and/or between schools that will distinguish WU from others. We must make it easier to work across departmental and school boundaries. As noted below, we must strive to have each faculty member be a part of an excellent intellectual program of research in his or her area.

∑ Enhance the infrastructure for research. We must provide better support for developing research programs, writing research proposals, and administering grants. Although some departments and programs have solved these challenges well, others have not.

∑ Enhance library resources. The library has recently undergone a significant enhancement. However, researchers in some areas still perceive deficiencies in library collections and resources. We need to remedy these problems, which represent a significant handicap in recruiting the best faculty and graduate students in some departments and fields. Faculty must aid in this process by identifying deficiencies in the library resources, making staff aware of them, and helping to create remedies.

∑ Provide an external review of the Graduate School. Our Graduate School should (and will) be evaluated by a committee of leading administrators from excellent research universities. The hope is that they will see areas for improvement at WU that we do not see. In addition, we may also learn the best practices of the evaluators' own universities.

Faculty Initiatives

∑ Hire outstanding junior and senior faculty. The Task Force affirms that hiring and retaining outstanding faculty is the most critical step in recruiting and educating better graduate students. Students choose to work with renowned scholars. Each department must have a core of great researchers and scholars, as well as outstanding junior faculty who will provide the next generation of great researchers.

∑ Hire endowed chairs. A key ingredient in hiring outstanding senior faculty is to provide endowed chairs and excellent resources for recruiting faculty from outside the University and recruiting and retaining those already here. Many new endowed chairs have been created in Arts & Sciences during the last capital campaign. This effort must be sustained.

∑ Endow chairs for junior faculty. We should consider endowed chairs for junior faculty as well as senior faculty to permit us to hire and retain the best young scholars and researchers. A new category and funding level to attract donations for junior chairs should be developed.

∑ Encourage improvement of our academic culture. The University's focus must emphasize graduate education and research, which will help us to hire and retain first-rate scholars and researchers.

∑ Improve our program rankings. Each department should strive to seek international excellence in certain fields or programs (e.g., space physics within Physics) both by building from within and by drawing on expertise of members in other units in the University. Each member of the faculty should be affiliated with a program of excellence, either within the department or through an interdisciplinary program.

Enhancements for Graduate Students

Recruitment

∑ Increase graduate fellowships. The need to have endowed funds for graduate fellowships is of paramount importance to compete for the best students. We need to increase both the number of fellowships and the level of support that these fellowships provide. The university should seek corporate sponsors in certain fields to provide student support. Graduate student funding is of utmost importance. Even in fields that have traditionally been well supported, such as the natural sciences, federal grant support for graduate students has declined due to budgetary strictures, and must be replaced by university resources if we are to be competitive for top graduate students.

∑ Provide enhanced fellowship support for the best students. Although we believe all graduate students admitted to the University should be provided with adequate support for their studies, we believe that the exceptional students should be provided enhanced fellowship support on a competitive basis. We recommend that resources be developed such that departments could provide enhanced awards selectively to the best applicants and that these awards would exist for several years of funding.

∑ Provide funds for graduate student research. Set aside funds for which graduate students may compete to support their research. Many leading research universities have a pool of such funds to enhance student research.

∑ Develop best practices. A committee should be appointed to study the best practices in graduate recruiting of our most successful departments. Once a prototypic strategy is identified, other departments should be encouraged to develop plans that suit their particular culture.

∑ Provide travel grants for research and meetings. We must augment travel funds to permit students to travel to conferences and to research sites. This would enhance our competitiveness in recruiting and retaining the best graduate students, specifically in the Humanities and some areas of Social Science where students cannot be supported by grant funding from mentors.

∑ Enhance summer support. The Task Force recognizes the great strides made in summer support over the past ten years and urges WU to remain competitive in this area. We should strive to support well all students who will be continuing research during the summer. We should guarantee such support and be able to use it as a recruiting tool.

∑ Create uniformly excellent websites. Prospective graduate students and faculty examine the university via its websites. The University's websites are uneven; other universities have better websites for departments and programs with uniformity in design across departments (e.g., Duke and Yale). The Task Force recommends a major redesign of the WU website and urges that Arts & Sciences, at least, have a webmaster to insure excellent and uniform web design across departments.

∑ Create attractive brochures and posters. Although the web is popular with undergraduate students, excellent brochures and posters are still helpful as they are sent to departments (posters) or students and faculty (brochures) to aid in the recruiting process.

∑ Provide the means for visits by prospective students. Campus visits during the time students are being recruited is critical to successful recruitment. More funds should be provided to departments to help defray prospective students' travel expenses.

∑ Target liberal arts schools. Many future Ph.D.s receive their undergraduate education at smaller liberal arts schools where students have close faculty contact. We should target mailings to these schools, especially those in the Midwest (Grinnell, Oberlin, Carleton, etc.). WU faculty with contacts at these schools might write faculty there to encourage applications from their best undergraduates. We might consider articulation agreements with some colleges that we consider desirable partners, to help in recruiting from those schools.

∑ Target selected foreign universities with which we have close contacts. Some universities outside North America should be targeted for graduate recruitment through faculty with whom WU faculty collaborate. This effort might be conducted in concert with other new programs that are aimed at having more

international affiliations.

Quality of Life

∑ Improve graduate housing. The university has made great strides in providing graduate housing, but the consensus among students is that housing remains substandard. We must redouble effort and resources into providing excellent graduate housing.

∑ Provide a good graduate student health plan. The University should continue to improve the health plan for graduate students and should consider adding prescription privileges to the plan.

∑ Provide day care for students with children. Having excellent day care facilities for children at reasonable prices would give WU an edge in recruiting this type of student. We recommend that the facility be on campus so that parents can visit their children during the day.

∑ Establish a clear maternity leave policy for graduate students. A clear policy should be developed for graduate students to have access to maternity leave. This issue is currently under study.

∑ Provide communal spaces for students. We recommend a communal space on campus where graduate students from various departments can mingle informally. Such a space has been identified in the Kayak's building, but funds have not yet been obtained to develop it. In addition, we recommend communal space for graduate students in each department. We strongly recommend that all graduate students have good office space.

∑ Develop social activities. Departments and programs should encourage social activities to help graduate students feel part of and identify with a larger group. These would include events at which faculty and post-does would be present, as well as events that would be only for students.

∑ Subsidize public transportation for students. As the Metrolink expands into the WU Hilltop campus and parking availability for students becomes more of a premium, subsidization of public transportation could be an attractive option for prospective students.

Training and Resources

∑ Improve mentoring (faculty and peer). The peer-mentoring program should be continued and strengthened. Emphasis on faculty mentoring should also be maintained. Besides advising students about their research, faculty should encourage students to participate in such activities as career workshops, teaching institutes and other means to develop a successful career.

∑ Train students in teaching at the university level. Departments currently differ widely in providing training for teaching. Enhancement of instruction in teaching would help prepare students for academic life and make them more competitive on the job market.

∑ Encourage graduate workshops. Intellectual events such as the current Mellon workshops would enhance graduate recruitment and education, especially in the Humanities.

∑ Provide access to computers and internet, especially in the Humanities. WU should strive to insure that all graduate students have access to a computer and to the internet in their local workspace (and not just in a central resource such as the library or a computer lab). The campus should strive for wireless access in all public spaces.

∑ Supply career resources and workshops. Resources available for career advising and job hunting support should be enhanced within departments as well as in the Career Center. Workshops to discuss careers both in academia and outside academia would be an excellent feature of graduate education. These endeavors should be continued and expanded.

Post-graduate Strategies

∑ Enable post-doctoral opportunities. The university should help our students who desire postdoctoral experience to gain it either at WU (perhaps with teaching fellowships) or, more probably, at another university.

∑ Track students once they leave. We should encourage departments and the Development Office to do a better job in tracking graduate students and keeping them in touch with our university.

∑ Consider fundraising opportunities among our graduates. We should encourage the Development Office to target former graduate students and postdoctoral fellows in fundraising efforts. Many in these groups would credit WU for launching their careers.

Assessment and Follow-up

We must develop a set of assessment criteria to determine the effectiveness of improving our Ph.D. programs at the University. A committee under the Dean of Graduate Studies should monitor progress towards reaching these goals. This committee should perform a formal assessment five years after adoption of this report.

Task Force on Graduate Education

Roddy Roediger and Gerhild Williams, Co-Chairs Deanna Barch, Associate Professor, Psychology Dawn Cardace, Graduate Student, Earth and Planetary Sciences Jes Logan, Post-doctoral Fellow, Psychology Paul Michael Lutzeler, Professor, Germanic Languages and Literatures Fiona Marshall, Professor, Anthropology Andrew Martin, Associate Professor, Political Science John McCarthy, Professor, Mathematics Kevin Moeller, Professor, Chemistry John Russell, Professor, Molecular Biology and Pharmacology Barbara Schaal, Professor, Biology Elzbieta Sklodowska, Professor, Romance Languages and Literatures Bill Tate, Professor, Education Bill Wallace, Professor, Art History and Archaeology