Message from the President - Hartwick College

Message from the President 

Education at Hartwick is a collaborative experience. It is the result of the willing 

and cooperative commitment of you and the College, the faculty, and staff to a 

common purpose: preparing you to be a contributing citizen to the world of the 

future. 

You are the primary architect of that experience. As you design your education, 

think of this catalog as a guide which maps out important information about the 

alternatives, choices and challenges ahead of you. It will help you as you start your 

exploration, and it will be invaluable as you consider different approaches to life 

ahead. 

Hartwick takes pride in its longstanding tradition of “Liberal Arts in Practice,” 

and you will see our commitment to this tradition in nearly everything we do. We 

believe that a liberal arts education demands practical experiences—both inside 

and outside the classroom. 

All of us are poised and prepared to assist you. We will offer suggestions based on 

our experiences and what we know about you. Remember, however, that you are 

responsible for exploring and choosing from diverse combinations of 

opportunities that will contribute to your educational experience: courses, on- and 

off-campus study, internships, J Term opportunities, community service, clubs, 

sports, and local and international programs and activities. 

Use this catalog as questions arise about your educational choices. It is a helpful 

starting point for any dream or aspiration; it is a valuable compendium of the 

people, resources and opportunities that make Hartwick an innovative, challenging 

and exciting place to begin building and shaping your life. 

Richard P. Miller, Jr. 

President

All matters pertaining to major offerings or course offerings, cost, 

Admission, and other areas as printed in the catalog may be subject to 

change by trustee, faculty, or administrative action without notice. 

Hartwick College is a recycling community. 

Hartwick College does not discriminate on the basis of race, color, 

national or ethnic origin, religion, sex, sexual orientation, marital or 

parental status, age, or handicap in its policies and procedures of admission, 

financial aid, instruction, athletics or other College-administered 

activities.

An Introduction to the College 

One of the first things a newcomer to Hartwick notices is the beautiful hillside 

setting of the campus and the sense of spaciousness provided by the striking view 

of the Susquehanna Valley. It is the same vista that attracted the Iroquois Indians 

centuries ago. For them, the hill we call Oyaron was a very special place—a “place 

of transformation”—where a young person could rise above the paths along the 

river, spend some time in quiet reflection and prepare for full adulthood. Today 

along the ancient trails, there are carefully maintained buildings filled with books, 

computers and state-of-the-art scientific equipment. But young people still return 

to the world from their time on Oyaron Hill feeling that something special has 

happened to them. 

Hartwick exists to make a difference in the lives of its students. This means 

providing a rich and challenging academic program and effective, engaging 

teachers. It means creating a friendly and supportive campus atmosphere where 

individual growth can be nurtured. It means developing within this community an 

array of activities and opportunities for expanding interests and sharpening 

personal skills. It means students and faculty working together, often producing 

publishable research. It means weaving these strands into a coherent pattern for 

the education of the whole person. 

Hartwick’s faculty is teaching-oriented. Its members are well-trained scholars 

devoted to sharing with students their own enthusiasm for and competence in 

their disciplines. Their active pursuit of their own research interests supports their 

work as teachers. With small classes and close advising relationships, students 

can come to know the faculty well. 

The curriculum is designed to assure that students will explore the fundamental 

components of the kind of liberal education to which Hartwick is committed. 

The College’s Curriculum XXI emerged from a thoughtful assessment of the 

probable characteristics of the future in which our graduates will live and work. It 

guides the student through a program that is both broad and deep while still 

permitting appropriate attention to the special skills needed in particular career 

paths. 

A wide variety of optional learning opportunities enables students, as early as their 

first year, to study overseas, pursue independent study and research under a faculty 

member’s direction, join the enriching Honors Program, work on an internship, 

learn from alumni mentors, or even assemble an individually constructed program 

as an alternative to a traditional major. 

Finally, the extracurricular aspects of life at Hartwick contribute in important 

ways to the growth and learning of students. Residential life, participation in 

campus organizations, athletic competition, cultural activities on campus, even the 

part-time work opportunities many students find on campus—all these are

considered part of the total educational experience. 

Throughout this experience, there is a consistent emphasis on the Liberal Arts in 

Practice. People learn best when they are fully engaged in the learning process. 

This involves more than just being active. It requires interaction with faculty, with 

fellow students, with challenging ideas from the past and present, with raw 

materials of various fields of study in the laboratory or studio and with the world 

outside the campus. It allows every student the opportunity to learn how to access 

data and communicate effectively with their own notebook computer. It is 

through these interactions and hands-on experiences that students grow. 

Our Purpose 

Our purpose as a college of the liberal arts and sciences is to educate people who 

will thrive in and contribute to the world of the future; people who are prepared 

to meet the personal, intellectual, and social challenges of a rapidly changing and 

increasingly interdependent world. 

Hartwick graduates will be noted as being able to thrive in the Webbed world of 

the new millennium; a world of global interdependence in which people of the 

broadest range of national, ethnic, social, and personal backgrounds will interact 

personally and technologically. 

To thrive in this context will require that Hartwick students learn to: understand 

the world from a variety of perspectives; work constructively with people from a 

variety of backgrounds and life experiences; be avid learners and critical thinkers; 

communicate effectively and have a well-developed personal presence; be 

purposeful in their actions and value-based in their decisions; and know how to 

use information technology resources as a routine tool to enhance effectiveness. 

Our Values 

We are: 

• a college concerned with the Liberal Arts in Practice, focusing on the 

development of the disciplines of thinking, learning, analyzing, communicating, 

and values-based judgment; 

• a relationship college, focusing on the development of a 24 

hour per day, seven day per week, residential educational experience characterized 

by personal responsibility and collaborative relationships among faculty, students, 

and staff; and 

• a future-directed college, focusing on educating people in ways which will make 

them effective and contributing citizens to the world of their future. 

Our Character 

By being intentional in fulfilling our values we are a college of both quality and 

distinctiveness. We are a future-directed community of learners where students, 

faculty, and staff are mutually engaged in intellectual, social, and personal learning

inside and outside of the classroom. Our curricular and co-curricular educational 

experience emphasizes: shared and interdependent learning; a balance of challenge 

and support; a caring commitment to the individual; intellectual, social, and 

individual rigor; the development of personal responsibility; and approaches 

that link theory and practice.

Hartwick’s History 

The roots of Hartwick College reach back to 1797 with the founding of Hartwick 

Seminary as stipulated in the will of John Christopher Hartwick. Hartwick was born in 

Germany in 1714 and educated as a Lutheran minister at the University of Halle. He 

arrived in America in 1746 to serve as a missionary for the German settlers along the 

Hudson and Mohawk rivers in what is now upstate New York. Hartwick obtained a 

24,000 acre patent with hopes of establishing a “New Jerusalem”—a community 

dedicated to the principles of pious living. He died in 1796 without having fulfilled his 

dream, but left detailed instructions in his will for the founding and organization of a 

seminary. Despite numerous delays, the school’s first building was constructed on 

Hartwick’s Patent in 1815, and the following year the New York State Legislature 

incorporated it as a classical and theological Seminary—the first Lutheran seminary in 

America. 

The Seminary and Academy had a long and dedicated history, training more than 300 

ministers and educating over 3,000 young men and women. In 1927, Hartwick Seminary 

and the New York Synod conducted a $500,000 campaign for a “Greater Hartwick.” 

Included in this plan was an expansion of its collegiate program to a four-year college. An 

enthusiastic Oneonta Chamber of Commerce offered to guarantee $200,000 and a piece 

of land if the College would be located in their city, and in 1928 Hartwick College 

opened in Oneonta, New York, just 20 miles from the original site of the Seminary. 

Dr. Charles R. Myers, who had been president of Hartwick Seminary, became its 

first president. He was succeeded by Dr. Charles Leitzell, president of the New 

York Synod. In 1947 the charters of the Seminary and the College were 

combined, confirming the lineage of the College even as the Seminary closed. 

The College developed slowly and gathered strength through the 1940s and ’50s 

under the presidencies of Dr. Henry J. Arnold and Dr. Miller A.F. Ritchie. From 

1959 to 1969, under Dr. Frederick M. Binder, there was significant growth in 

size, physical plant, budget, and endowment. In 1968 the College and the 

Lutheran Church concluded that the time had come for an amicable separation, 

and Hartwick became an independent college. Dr. Adolph G. Anderson served as 

president from 1969 to 1976, a period during which Hartwick developed more 

flexible and innovative curricular approaches. From 1977 to 1992, under Dr. 

Philip S. Wilder Jr., the College was characterized by the strengthening of its 

faculty and student body and by the building of a strong foundation of financial 

support. During his tenure, 1992-2003, President Richard A. Detweiler 

integrated computer technology into the curriculum and classroom, strengthened 

Hartwick’s international programs, and expanded and renovated the Science 

Center. Richard P. Miller, Jr. became Hartwick’s ninth president on July 1, 2003.

Academic Opportunities 

Academic Advising 

Making the most effective use of the learning opportunities a college experience 

offers is a basic challenge each student faces. Hartwick provides special help in this 

process with its system of academic advising. Every student will be assigned a 

faculty member as their regular academic advisor. For first-year students, every 

effort is made to have this advisor be a professor the student has in a Fall Term 

course, so that advisor and advisee come to know each other. If students declare a 

major, every effort will be made to have an advisor in that department. Students 

must meet with their advisors prior to each course registration period, but 

students are urged to visit their advisors regularly as the year proceeds. 

Helping the student plan a challenging, satisfying and coherent program is one of 

the best ways an advisor can be of assistance, but often the advisor also can discuss 

career options or the resources available at the College for dealing with specific 

problems a student may be facing. Students may change advisors as their needs or 

interests change and, when a major field is selected, the advisor should be from the 

major department. To change advisors, students complete the necessary form in 

the Academic Center for Excellence or Registrar’s Office and return to the 

Academic Center for Excellence. 

A special element in the advising of students is the “Early Evaluations.” Faculty 

are asked to identify those who seem to be doing poorly in class after the first four 

weeks of the Fall and Spring terms. These students, their parents and their 

advisors are notified of the problems, and the students are encouraged to seek the 

special help they need.

Components of a Degree Program 

Hartwick College recognizes its responsibility to help students pursue a program 

of study that provides both depth and breadth of understanding. In addition to 

demonstrating competence in at least one specialized area, graduates should have a 

basic, multidisciplinary education that includes an acquaintance with major 

alternative ways of knowing, an understanding of the cultural heritage shared by 

liberally educated persons and a broad foundation for a lifetime of continued 

learning. Since there is no single path to this goal, students should be able to 

choose, in consultation with their advisors, the particular courses of study best 

suited to their interests and needs, within the framework of general degree 

requirements. 

To qualify for graduation a student must: 

1. Satisfactorily complete the equivalent of four academic years of full-time study 

or its equivalent, which Hartwick defines as 120 credits (semester hours) with a 

minimum grade point average of 2.000. At least 60 credits must be earned at 

Hartwick, with the final 30 credits completed as a matriculated Hartwick student. 

(Performance music credits beyond 12 semester hours and physical education 

credits do not count toward this requirement.) 

2. Fulfill the requirements of Curriculum XXI. 

3. Earn an overall average of at least 2.000 in the major program or Individual 

Student Program.

Curriculum XXI Graduation Requirements. 

The following is a summary of the degree requirements under Curriculum XXI. In 

most of the categories, students may choose from among a range of courses 

approved as fulfilling the requirement. These are identified in the course 

registration materials available on the College Web site and in the Registrar’s 

Office. Each “course” requirement must be met by a single course or courses 

totaling a minimum of 3 credits. 

I. To prepare for a future of CONTINUITY with cultural 

achievements and tradition: 

A. Two courses in the major works of Western literature, philosophy or 

religion (one treating a period before 1660, the other a later period). 

B. One course in the creative or performing arts. 

C. One history course that surveys a major period of Western history. 

II. To prepare for a future of social and global INTERDEPENDENCE: 

A. Two courses in social and behavioral analysis in two different 

departments, from the departments of anthropology, economics or 

management; nursing; political science; psychology; sociology. 

B. Foreign language experience consisting of one course at the 

intermediate (or higher) level for students continuing a language 

studied at the secondary level; or, for students with two years or less of a 

language at the secondary level, one of the following: 

1. A two-course elementary sequence. 

2. One language course and a related civilization course. 

3. An off-campus program with a language component and its 

related preparatory course. 

This requirement also may be satisfied by examination. A score of 3 is 

required on the Advanced Placement Examination or 500 on the ETS 

Achievement Test. 

C. One course dealing with a non-Western or Third World culture. 

III. To prepare for a future with heavy reliance on SCIENCE and 

TECHNOLOGY: 

A. A course in mathematics, logic or the use of the computer. 

B. Two courses in science, one in the areas of chemistry or physics and 

one in the areas of biology or geology, with at least one of these being a 

laboratory course. 

IV. To prepare for a future requiring CRITICAL THINKING and 

EFFECTIVE COMMUNICATION: 

A. Competence in writing, demonstrated by completion of the Writing 

Competency Program. 

B. A major program (see the requirements of the particular major or the 

description of the Individual Student Program). 

C. A baccalaureate thesis in the major field, publicly presented and 

defended. 

V. To prepare for a future of CHOICES: 

A. The First-Year Experience (including a First-Year Seminar).

B. A Contemporary Issues Seminar (taken no earlier than January of the 

junior year). 

VI. Physical Education: 

Four half-term skill courses. 

VII. Off-Campus Study: 

While not required, each student is strongly encouraged to take part in at least one 

course that is carried out in significant measure off campus (such as an internship 

or a study program in another country). 

Note: Independent and directed studies and internships may not be used toward 

Curriculum XXI general education requirements even though they may count 

toward the overall number of credits required for graduation.

Writing Competency Requirement 

In order to graduate, students at Hartwick College must demonstrate competence 

in writing at the college level, as defined in Writing Competency: A Handbook. 

Such demonstration must be made in one of two ways: 

1. By progressing to Level 4 through a sequence of courses outlined 

below, beginning with the course at the level where the student was placed 

upon admission to the College. 

2. By achieving Level 4 in the Writing Proficiency Examination. The 

student may not take the examination before completing the course at the 

level at which he or she was placed upon admission to the College. 

Students should take their first writing course during their first year and are 

expected to satisfy the requirement by the middle of their junior year. 

Students admitted to Hartwick will be placed in one of four levels of competency 

according to results from a writing sample. The writing sample will be required 

during summer orientation. The sequence of courses described below is designed 

to offer increasingly complex and challenging writing tasks. Accordingly, the 

courses must be taken in sequence. That is, a student placed at Level 1 must take 

English 101 before taking English 110. A student may take a Level 3 course at 

any time but may not receive writing credit unless he or she is at Level 3. 

Level 1 students needing review work in English grammar and in writing and 

revising short compositions will register for English 101: Writing Tutorial. 

Students who successfully complete English 101 will pass to Level 2. 

Level 2 students needing instruction in composing and developing whole essays 

will register for English 110: Composition. Students who earn a grade of A- or 

higher will pass to Level 4; those who complete 110 with a grade of C through 

B+ will pass to Level 3. Students receiving a grade of D- through C- will pass to 

Level 2b. 

Level 2b students passing English 110 with a grade of D through C- and needing 

extended work in the writing and particularly the revision of compositions will 

register for English 111: Composition Workshop. Students who successfully 

complete English 111 will pass to Level 3. 

Level 3 students needing additional practice in writing and revising (but not an 

entire course in writing) will register for lower-level courses offered in many 

departments and in all divisions, and designated by a WL3 as a CXXI in the class 

schedule. These courses feature instruction in writing within a discipline. 

Instructors may recommend further Level 3 course work for a student or pass the 

student into Level 4. The instructor will determine whether a student is passed to 

Level 4 at the completion of the course and will make such recommendation 

independent of the course grade. 

Level 4 students placed at Level 4 as first-year students or who attain Level 4 

through testing or course work are considered able to write at the college level of 

competency. They should maintain and sharpen their skills by taking courses that 

require essays, reports, short papers and essay examinations. Students admitted as 

transfers who before entry have attained a grade of C or better in a college-level

composition course will receive college credit for the course, but will be assigned 

to a writing level by means of testing at entry. Should review of the writing sample 

and, when available, SAT scores indicate that the student’s writing is not yet at 

Level 3, such a student must take either English 110 (see above under Level 2) or 

English 111 (under Level 2b), which will allow the transfer student to pass to a 

higher writing level.

First-Year Experience at Hartwick 

Hartwick’s first-year experience is specially designed to provide the support and 

encouragement students need to make the exciting and sometimes challenging 

transition from high school to college. Our three-stage program, which includes 

Day on Campus, Orientation, and Registration, is a “pathway” to building a firm 

foundation so students may realize their academic, personal, and professional 

potentials while developing awareness, respect, and understanding of others. 

Upon returning in the fall, all first-year students participate in intensive 

orientation sessions intended to blend the curricular and co-curricular aspects of 

student life. Students will meet with faculty and register for their fall classes. 

Orientation programs may include challenge education, student life meetings, 

social activities, and other learning opportunities. Students also will meet with a 

First-Year Seminar mentor in and outside of their seminar class to provide 

opportunities to better adjust to college life. 

In addition, each first-year student takes a First-Year Seminar, a special course in 

which a small group of freshmen meet with a faculty member to study a subject in 

a format especially adapted to help introduce students to college-level academic 

work. Special opportunities exist to use the resources of the Career Services 

Center. 

Hartwick’s first-year programs are elements of Curriculum XXI, reflecting the 

importance the College places on early development of lifelong skills so students 

prepare themselves for the choices they face in life—on the personal level as well 

as in their intellectual development.

Contemporary Issues Seminar 

In the junior or senior year of Curriculum XXI, students take a Contemporary 

Issues Seminar. This is an opportunity for students who are developing as liberally 

educated people and maturing in an area of study to integrate their knowledge 

with other fields of study. This is done by having students interact with one 

another, across academic divisions, in the analysis, discussion and research of 

issues or problems of common concern. The seminar should thereby help students 

to: 

• understand the complex personal, social and moral issues that must be 

confronted when dealing with important societal problems; 

• understand the relevance of their major fields in a broader social 

and cultural context by making connections to other areas of scholarship 

and life; 

• communicate the views and values of their disciplines to persons outside 

of their majors while understanding and being sensitive to other points of 

view; 

• take initiative for their life-long learning and recognize the social 

responsibility that accompanies the role of an informed citizen. 

Normally the Contemporary Issues Seminar will be taken no earlier than January 

of the junior year.

Major Programs 

A good liberal education combines breadth and depth. Along with a wide-ranging 

general background, it is important to have studied some field deeply and 

developed significant intellectual competence in a particular area of interest. While 

the choice of a major is sometimes influenced by particular career goals, the most 

important driving force behind the choice should be sincere interest. Hartwick 

offers a wide spectrum of major programs, any one of which could help a student 

prepare for a rewarding life as well as many different career paths. Some lead to 

the Bachelor of Arts degree and others to the Bachelor of Science degree, 

depending on the proportion of the program devoted to the major specialization 

as opposed to liberal studies. 

• Accounting (Bachelor of Arts or Bachelor of Science)- CPA 

• Anthropology (Bachelor of Arts) 

• Art (Bachelor of Arts) 

• Art History (Bachelor of Arts) 

• Biochemistry (Bachelor of Science) 

• Biology (Bachelor of Arts) 

• Chemistry (Bachelor of Arts or Bachelor of Science) 

• Computer Science (Bachelor of Science) 

• Economics (Bachelor of Arts) 

• Education (Certification Program—see Note) 

• English (Bachelor of Arts) 

• French (Bachelor of Arts) 

• Geology (Bachelor of Arts) 

• German (Bachelor of Arts) 

• History (Bachelor of Arts) 

• Individual Student Program (Bachelor of Arts or Bachelor of Science) 

• Information Science (Bachelor of Science) 

• Management (Bachelor of Arts) 

• Mathematics (Bachelor of Arts) 

• Medical Technology (Bachelor of Science) 

• Music (Bachelor of Arts) 

• Music Education (Bachelor of Science) 

• Nursing (Bachelor of Science) 

• Philosophy (Bachelor of Arts) 

• Philosophy/Religious Studies (Bachelor of Arts) 

• Physics (Bachelor of Arts) 

• Political Science (Bachelor of Arts) 

• Psychology (Bachelor of Arts) 

• Religious Studies (Bachelor of Arts) 

• Sociology (Bachelor of Arts) 

• Spanish (Bachelor of Arts) 

• Theatre Arts (Bachelor of Arts) 

Note: Two Hartwick programs, while not majors themselves, incorporate majors 

from the list above. Students preparing for a career in education may complete a 

program leading to Provisional Certification by the New York State Education 

Department while pursuing a major program in a subject matter field. Hartwick’s

program is registered to prepare for certification at the Secondary School level 

(grades 7-12) in the fields of biology, chemistry, English, French, German, 

mathematics, physics, social studies and Spanish, and at the Elementary and 

Secondary School levels (grades K-12) in music. 

Students in the Environmental Science and Policy Program select from a set of 

courses designed to provide a broad exposure to many different perspectives on 

the environment, from the physical and life sciences to the social sciences. By 

fulfilling these requirements, students in the program earn a minor in 

Environmental Science and Policy.

Individual Student Programs 

A student whose main interests are not met by one of the standard departmental 

majors may design an individual program of concentration, comparable in depth 

of study and number of courses to departmental majors. In designing and carrying 

out such a program, the student will work closely with the Faculty Committee on 

Individual Student Programs, which oversees this part of the curriculum. 

Individual Student Programs have been developed in a wide variety of areas. Some, 

for example, focus on fields in which Hartwick offers programs of study but not 

majors, as suggested by the following recent titles: “Photo Journalism,” “Crime 

and Justice” and “Comparative Study of Religion and Society.” Sometimes 

programs are combinations of a major interest in one discipline with a 

complementary secondary specialization, or an interest that cuts across many 

disciplines, such as “Scientific Writing and Illustration,” “Graphic Design and 

Communications” and “International Economics.” 

Some programs center on areas of concentration which lead toward specific career 

objectives, such as “Human Resources Management,” “Political Journalism,” 

“Horticulture” and “Marketing Communications.” Occasionally programs 

emphasize a particular field within a discipline, such as, “Analytical Technology,” 

“Creative Writing,” and “Cognitive Science.” 

The program of study is developed by the student in consultation with faculty 

members of the student’s choice along with the coordinator for Individual Student 

Programs. The program must meet all requirements of Curriculum XXI. The 

student then meets with the Committee for its consideration of the proposed 

program, working through whatever modifications seem appropriate to the 

Committee. When the program is approved, the student pursues it with guidance 

from a program advisor selected from among the faculty by the student. Any 

changes in the approved program must be accepted in advance by the Committee. 

Students interested in developing an ISP should contact the coordinator for the 

Faculty Committee on Individual Student Programs as early as possible. At the 

latest, a preliminary proposal for an Individual Student Program should be 

submitted to the committee during the spring term of the student’s sophomore 

year, and a full proposal must be completed and approved by the committee 

before the beginning of the Fall Term of the student’s junior year, unless the 

student receives financial aid from New York state (TAP, Regents or nursing 

scholarships). Recipients of such financial aid should be aware that they cannot be 

certified for payment after the end of the sophomore year without a declared 

major or an approved ISP. These students must submit ISP proposals no later 

than the beginning of the spring term of the sophomore year. 

Students who have an approved Individual Student Program are listed as “ISP” 

majors, and the Faculty Committee on Individual Student Programs becomes their 

home “department.” They also may elect to pursue a minor in addition to the ISP 

major by fulfilling the requirements of any regular department.

For more information about ISP, contact the coordinator for the Faculty 

Committee on ISP.

Second Degree 

Students who wish to earn two degrees must satisfy the major requirements of a 

department in each area and complete an additional 30 credits for a total of at 

least 150 credits. (Performance music credits beyond 12 credits, foundations and 

physical education credits do not count toward this requirement.) Curriculum 

XXI waivers specific to certain majors do not apply to the second degree; e.g., a 

nursing major who wishes to complete a sociology major cannot request an 

exemption from the language requirement.

Interdisciplinary Programs 

The College offers minors or programs in the following areas, which draw from 

several disciplines: 

• Education 

• Environmental Science and Policy (minor) 

• Graphic Communications (minor) 

• Latin American and Caribbean Studies (minor) 

• Museum Studies Minor 

• Pre-Med and Pre-Allied Health 

• U.S. Ethnic Studies (minor) 

• Women’s Studies (minor) 

Complete descriptions can be found in the “Courses of Study” section. In 

addition to formal course work, there are many co-curricular events offered in 

support of these minors and programs.

Disciplinary Minors 

Hartwick encourages its students to consider adding a minor or other secondary 

concentration to their programs. While not required for graduation, such a group 

of courses can frequently help a student organize his or her electives in a way that 

complements a major, develops a second interest or strengthens career preparation. 

Requirements of different minors vary but include at least 18 credits with an 

average of 2.000 earned in those courses. Students wishing to declare a minor or 

other course cluster should consult the appropriate department or coordinator and 

notify the registrar’s office as early as possible, but no later than the Spring Term 

of the senior year. 

Minors are offered by all departments except education, nursing, and physical 

education and are described in the departmental listings.

Honors Program 

Hartwick College’s Honors Program provides outstanding students diverse 

opportunities to broaden and deepen their liberal arts education, to enhance the 

intellectual rigor oft their curriculum, and to participate in a community of 

scholars within the greater college community. The Honors Program encourages 

students from all majors to set high standards for themselves, which reflect their 

commitment to academic excellence. The program is flexible enough so that each 

Honors student can pursue the subjects he or she finds particularly interesting. At 

the same time, it is structured enough so that each participant is assured of 

experiencing a broad range of academic challenges. 

The program has three parts. The Honors Program co-directors coordinate these 

components of the program and serve as special advisors to Honors students, and 

the Honors Program Committee provides oversight and guidance. 

• Honors Challenge An Honors Challenge is a project an Honors student 

undertakes in close collaboration with a faculty member. At least four 

Honors Challenges must be successfully completed. An Honors Challenge 

may assume various forms, including a detailed exploration of some aspect 

of a course that the student has enrolled in during the semester, a reexploration 

of a question raised in a course in which the student was 

enrolled during a previous semester, a special research project, a public 

presentation of a substantive essay, a performance of original work, 

completion of a 300-level course outside the major discipline without 

prior experience in the discipline, an NCHC honors semester abroad 

program or participation in a year-long study-abroad program. 

An Honors Challenge assumes a high level of independence by the 

student, with guidance from faculty member. Honors students are 

expected to attempt an Honors Challenge during each Fall and Spring 

term after their acceptance into the Honors Program. Under special 

circumstances, students also may complete an Honors Challenge during 

January Term, although the normal demands of concentrated study make 

the timely completion of January Term challenges more difficult. 

• The Honors Seminar This special course for honors students is 

designed to bring together the methods of various academic disciplines 

while focusing on a significant contemporary problem or issue. A 

Curriculum XXI Contemporary Issues Seminar, it is taken any time after 

a student’s first full term of the junior year. Each honors student must 

successfully complete this course in order to complete the Honors 

Program. An Honors Challenge may not be added to the Honors 

Seminar. 

• Superior work overall and in all college work All Honors students must 

maintain a 3.5 grade point average. This requirement is fulfilled by 

completing the requirements for Departmental Distinction in the 

student’s major field of study. (See Educational Policies and Procedures 

for details.)

Each year Honors students have the opportunity to live on the Honors Floor of a 

dormitory and to participate in various Honors activities, such as cardboard boat 

regattas, pizza parties, and trips to Boston or New York City. Honors students 

also enjoy special privileges, including early pre-registration for courses and 

discounts on books (other than required textbooks) ordered through the College 

bookstore. 

Students who have completed the first year with a grade point average of 3.50 or 

better are invited to participate in the Honors Program. In addition, a small 

number of students with particularly strong secondary school records are invited 

to join the program as they enter Hartwick. In very special cases, the admissions 

office may recommend transfer students with outstanding academic records for 

admission to the program as late as the junior year. In recognition of their 

outstanding achievement, students who complete the Honors Program graduate 

“With College Honors.”

Global Pluralism Programs 

The Sondhi Limthongkul Center for Interdependence 

The Sondhi Limthongkul Center for Interdependence is dedicated to enhancing 

Hartwick’s Global Pluralism Initiative, which aims to increase intercultural 

experiences for all students and prepare them to be successful in an increasingly 

interdependent world. SLCI offers a variety of opportunities—both on and off 

campus, both in the United States and abroad—that enable students to recognize 

the essential interrelatedness of the world’s peoples, problems and solutions; 

understand, respect and work effectively with people of different national and 

cultural backgrounds; and be contributing, responsible citizens. 

SLCI, which was established in 1994 by a major grant from the Chaiyong 

Limthongkul Foundation of Bangkok, Thailand, is directed by the dean of global 

studies and includes the offices of U.S. Pluralism Programs, International Student 

Advisement and Off-Campus Study. Working closely with faculty, staff and 

student groups across the campus, these offices promote Hartwick’s emphasis 

on global pluralism in the following ways. 

U.S. Pluralism Programs 

Hartwick is committed to the simultaneous celebration of ethnicity and 

community, in which each citizen of the campus is encouraged to understand 

differences in thinking, life experiences and world views while affirming the 

central importance of our common humanity and shared needs. Located in SLCI, 

the associate dean and director of U.S. pluralism programs serves as a resource to 

students, faculty and staff in planning instruction and events that explore cultural 

and racial diversity in the U.S. The associate dean also assists students with 

academic and social transition to the College; assists with experiential learning 

activities supportive of Hartwick’s minor in U.S. Ethnic Studies; offers a cocurricular 

genealogy course; promotes usage of a collection of primary research 

materials pertaining to the Abolition Movement, local underground railroad and 

Civil War pensions for a select group of U.S. Colored Troops; and co-sponsors 

speakers and exhibits with academic departments and student groups. 

As a co-curricular sponsor, Pluralism Programs is responsible for: 

• Pluralism Associates League for Students for College Transition: an 

academic-year program in which selected second-, third- and fourth-year 

students of ALANA (African, Latino, Asian and Native American) 

heritage are trained to assist other students with academic support, social 

adjustment, leadership development and learning the “ins and outs” of the 

Hartwick community; 

• Oyaron Hill Project: a primary research project that allows 

opportunities for students to explore the past of early citizens of Otsego 

County and other locales, including forebears of African, African- 

American, Asian, Caribbean, European, Latino and Native American 

descent, while learning of the similarities and differences between the 

groups;

• Heritage Education Series: an individualized study in which a student is 

assisted with tracing his/her family lineage, while also learning the 

Historical events of the ancestors’ time period; and 

• Hartwick Partnerships for Diversity: an outreach function aligning the 

College with community, regional and national organizations, 

foundations, governmental bodies, educational entities and heritage and 

cultural associations that support the College’s pluralism goals. 

In addition, such student organizations as the Society of Sisters United, PALS, 

and the International Club provide peer support to students of various ethnic and 

racial backgrounds, as well as promote cultural diversity throughout the Hartwick 

community. 

The Office of U.S. Pluralism Programs also serves as the host site for the U.S. 

Colored Troops Institute for Local History and Family Research, which is a 

national membership dedicated to the research, preservation, and remembrance of 

the 200,000 black soldiers and their 7,000 white officers of the U.S. Colored 

Troops regiments of the Civil War. Hartwick students serve the Institute as 

undergraduate research assistants and as members of the Daniel A. Payne Gospel 

Choir. The associate dean of U.S. Pluralism serves as the elected president of the 

USCT Institute.

International Student Advising 

Students from other countries form an integral part of the Hartwick College 

community and the Global Pluralism Initiative. The international student 

advisor’s office in SLCI, which is overseen by the associate director for 

International Programs, is responsible for providing logistical support to students 

from abroad, developing orientation programs and other activities to help them 

become part of the Hartwick and Oneonta communities and assisting students 

with their immigration status. This office also provides support for visiting faculty 

from abroad. 

The office advises Hartwick’s International Club (which includes American and 

international members) and arranges lectures, conferences, socials and joint 

programs with various College constituencies, as well as assisting in Hartwick’s 

participation in the Harvard National Model United Nations. In addition to 

serving as a primary institutional resource on international student policy matters, 

the associate director works closely with the Office of Admission on international 

student enrollment issues, with Student Life on retention and social integration 

issues, and with Academic Center for Excellence on international students’ 

educational progress.

Off-Campus Study 

SLCI’s Office of Off-Campus Study promotes Hartwick’s global emphasis by 

offering a variety of interactive learning opportunities to explore differences of 

culture, both internationally and in the United States. Guided by the off-campus 

study advisory committee and in close collaboration with faculty regarding the 

curricular and co-curricular aspects of global education, this office facilitates the 

following types of experiences: 

January Term January Term programs directed by Hartwick faculty are offered 

each year. Programs change annually and range in number from 15 to 20 in a 

variety of locations that have included biology in Costa Rica, theatre arts in New 

York City, studio art in the Caribbean, geology in Hawaii, religious studies in 

India, anthropology in South Africa, and German in Vienna, to name a few. Fees 

vary depending on the program. 

Study Abroad A fall semester in India is offered annually by Hartwick in 

cooperation with four other New York state institutions —Bard, Hobart and 

William Smith, St. Lawrence, and Skidmore—which comprise the New York 

State Independent College Consortium for Study in India. The program takes 

place in four locations in India. Courses include Hindi, selected topics in Indian 

cultural history, development issues since independence and an independent 

research project. The cost of the semester in India is covered by regular College 

fees. 

Study-abroad programs for a semester or year are also available to students 

through the College’s affiliations with U.S. institutions that conduct programs in a 

range of countries (e.g., Central College of Iowa; Syracuse University; and the 

School for International Training in Vermont), as well as with overseas 

institutions with which Hartwick has formal exchange agreements. In addition, 

Hartwick students can enroll in programs approved by other U.S. institutions or 

by direct enrollment in an institution abroad. 

Independent and Directed Studies The SLCI works with students who are 

interested in conducting independent and directed studies off campus under 

faculty supervision. 

Study in the U.S. Hartwick is affiliated with the National Outdoor Leadership 

School, for which academic credit can be arranged in advance. Programs are 

offered primarily in the United States, although several are available abroad. 

Academic Leave of Absence Students apply for an academic leave of absence 

through SLCI. The leave is granted for approved programs of study off campus, 

for which credit will be transferred into Hartwick and applied toward the 

Hartwick College degree. 

Detailed information on financial aspects of off-campus study are described under 

Expenses. Also, students may apply for scholarships to support international

experiences through the Duffy Family Ambassador Fund for independent and 

directed studies abroad and the Emerson International Internship Fund.

Preparation for Graduate or Professional Study 

A solid education in the liberal arts and sciences prepares students to choose well 

among the array of options for life after graduation. In many career areas, further 

study is either essential or advisable. Students planning such study should begin as 

early as possible, consulting with those familiar with their field of interest. Faculty 

advisors are frequently good sources of insight into preparation for graduate study 

in the disciplines they represent. The Career Services Center also provides 

assistance in planning for graduate school and offers a collection of graduate and 

professional school catalogs and information on financial assistance. 

Hartwick has established special advisory committees in three pre-professional 

areas: 

Pre-Engineering Advisory Committee 

Hartwick College participates in engineering programs with Clarkson University 

and the Columbia University College of Engineering and Applied Sciences. Under 

these programs, a student spends three years at Hartwick College and two years at 

Clarkson or Columbia or another approved engineering program. At the end of 

this time he or she receives a B.A. from Hartwick College and a B.S. from the 

cooperating school of engineering. Students completing the 3-2 engineering 

program are exempt from Curriculum XXI language and biology/geology 

requirements. It also is possible to earn of master of science in engineering under 

the 4-2 option. 

The Hartwick Pre-Engineering Advisory Committee serves as an advising and 

recommending body for students interested in one of these programs. Students 

who are following a Dual Degree Program should maintain close contact with the 

committee through the chair, Professor Roger Hickey. 

Pre-Law Advisory Committee 

The Pre-Law Advisory Committee serves as an advisory body providing guidance 

for students interested in law and law-related careers. Information about law 

schools, law school admission bulletins and pre-law handbooks are available to 

students through the committee. The College maintains membership in the 

National Association of Pre-Law Advisors and thereby stays current with 

procedures and policies of the Law School Admission Service. 

Students intending to go to law school should undertake an academic program 

that: 

• provides basic information about economic, political, and social 

institutions and values; 

• cultivates an appreciation for historical documentation and analysis; 

• develops skill in the oral and written use of the English language; 

• develops the ability to think creatively and critically.

No single disciplinary major is recommended. History, English, political science, 

economics, and philosophy are major programs that challenge students to meet the 

above objectives. 

Hartwick offers an accelerated undergraduate pre-law program through Albany 

Law School. Students accepted in this highly competitive track complete general 

education requirements and a major at Hartwick in three years and matriculate 

into Albany Law School at the beginning of their senior year. Other students 

interested in attending law school after their graduation from Hartwick may, in 

their senior year, ask the Advisory Committee for assistance in selecting law 

schools and in preparing applications. 

For more information about pre-law study at Hartwick, contact Andrew 

Seligsohn, assistant professor of political science. 

Pre-Health Professions Advisory Committee 

The Pre-Health Professions Advisory Committee serves as an advising and 

recommending body for those students interested in a career in medicine. The 

committee assists students in formulating career plans and preparing them for the 

medical professional school application. The Pre-Medical portion of the advisory 

committee assists students interested in a career as a physician, dentist, 

veterinarian, optometrist or podiatrist. The Pre-Allied Health portion of 

the advisory committee assists students interested in a career as a physician 

assistant, chiropractor, physical or occupational therapist or athletic trainer. 

It is important that all students considering a career in health sciences identify 

themselves to the Pre-Health Professions Advisory Committee as early as possible 

and maintain regular contact with the committee.

Special Programs and Institutes 

In addition to its regular academic programs for undergraduate students, Hartwick 

offers a number of special opportunities for other constituencies. Many of these 

take place in the summer, when the campus is a busy place with a variety of camps, 

workshops and conferences, the largest of which is the Hartwick College Summer 

Music Festival and Institute, now in its 59th year. 

The Hartwick Humanities in Management Institute is a research and educational 

foundation headquartered at Hartwick College. Its purpose is to encourage and 

support the study of the great literary, philosophical, biographical and dramatic 

works in terms of their practical value to managers in corporate, institutional, 

profit and not-for-profit settings. The Institute conducts management training 

seminars around the country and holds forums that bring together scholars and 

managers for mutually beneficial interchange. Hartwick students are heavily 

involved in the daily running of the Institute. 

The Institute for Ancient Equestrian Studies is located in the anthropology 

department in Yager Hall. The IAES is a research foundation dedicated to 

exploring the links between horses and early human history. The IAES conducts 

archaeological excavations in the steppes of Russia to investigate the origins of 

horseback riding and the development of early horse-riding societies in the steppe 

grasslands of Eurasia. It also advises museums and other educational organizations. 

Hartwick students helped to design the IAES Web page and have participated in 

archaeological excavations at Bronze Age burial mounds and settlements in Russia.

Academic Awards 

Each year at Honors Convocation the College recognizes academic excellence by 

awarding prizes, scholarships, and special honors. The highest distinction is to be 

named a John Christopher Hartwick Scholar, an award given to up to six rising 

seniors on the basis of academic achievement, leadership, and character. Students 

nominated for this award by their respective departments are designated Faculty 

Scholars. Membership in the Hartwick College Honor Society is awarded to top 

students. Other academic awards are: 

• Carol Bocher & Earl Deubler Scholarship Award 

• The Deborah M. Allen Brennan Award 

• American Institute of Chemists Award 

• The Close Family Scholarship 

• Beta Beta Beta Award in Biological Science 

• Outstanding First-Year Biology Award 

• Sarah Keyes Bresee Scholarship 

• CRC Press First-Year Chemistry Achievement Award 

• The Dornburgh Memorial Award in History 

• Dornet Awards for Economics, Political Science, and Psychology 

• The Linda S. French Memorial Award in Management 

• The Linda S. French Scholarship established by Wilber National Bank 

• Joan B. Gratz Prize in English 

• H. Claude Hardy Sociology Award 

• Alban W. Hoopes Scholarship Award 

• Elizabeth S. Hoopes Memorial Award in History 

• Jessie E. Jenks Scholarship 

• Peter D. Junemann Memorial Award 

• John F. Kingston Theatre Arts Award 

• Kohlmeyer/Rayher Award in Mathematics 

• Kropp German Award 

• Edith M. Lacey Memorial Nursing Scholarship 

• Richard K. Meeker Award in English 

• Modern and Classical Languages Department Prize 

• Nursing Alumni Memorial Scholarship 

• Perrella Foundation Scholarships in History, Management, and Music 

• President’s Scholar-Athlete Award 

• John and Gertrude Rohrer Award in Mathematics 

• Andrew B. Saxton Undergraduate Fellowships 

• Sigma Alpha Iota Awards 

• Anna Sonder Academy of American Poets Prize 

• Grace Jones Spain Scholarship 

• Otto Steinbach Scholarship in Chemistry 

• Albert H. and Helen J. Ubert Scholarship 

• Hartwick College Women’s Club Scholarships

Academic Calendar 

Hartwick’s academic calendar provides a structure for the academic year designed 

to help students get the most out of their college experiences. In the Fall and 

Spring terms, students take 12-16 credits and have periods set aside as Reading 

and Examination Days to conclude their studies. During the one-month January 

Term, students choose one course from among a wide variety of special 

opportunities, including advanced independent study in their majors, off-campus 

study programs, internships, or courses especially designed for intensive study, 

held both on and off campus. 

January Term and the Annual Theme 

January Term at Hartwick is designed to be very different from fall and spring 

semesters. One important difference is that students enroll in a single course for 

the entire four-week term, usually for several hours each day. This allows for a 

concentrated, intensive examination of subjects often not taught during a longer 

semester. Whether taking a course or independent study on campus or an offcampus 

program or internship, students are able to invest themselves completely in 

just one course with no distractions. 

A second important feature of the January Term is the extensive co-curricular 

programming designed to promote an interdisciplinary campus-wide investigation 

of a topic or issue. The prefix “co” rather than “extra” precedes curricular because 

these events are integral parts of January Term courses. Speakers, films, colloquia, 

etc. are carefully planned and scheduled at the request of course instructors to add 

a special dimension to their offerings not usually possible during the fall or spring. 

The co-curricular planning in January is designed around an annual theme 

emanating from Curriculum XXI. The theme for academic year 2000-01, for 

example, was “Native America: Lessons for Survival.” In 2001-02, the College 

focused on “Encuentros/Encounters: Art and Social Justice in Latin America.” 

The 2002-03 theme was “Sustainable Living.” In 2003-04, the focus was on 

“Globalization,” and in 2004-05 is on “Health and the Human Experience.”

College Life 

Residential Life 

At Hartwick, living in residence offers students more than simply a place to sleep 

and keep one’s clothes. Being a member of a residential community is a vital 

dimension of the Hartwick experience. Activities, programs and services are 

developed that encourage intellectual growth, promote social interaction and 

foster appreciation of a diverse community of learners with whom to share their 

years at Hartwick. 

The College offers a variety of different living options. Students may choose a 

coeducational hall or a wellness hall. Apartment-style living is available for 

upperclass students in the Ritchie Quadrangle Townhouses. Private suite living is 

available for upperclass students in Leitzell and Wilder halls. All first-year 

students, sophomores, and juniors are required to live on campus. Commuting 

students and those with documented special needs may be exempted from this 

requirement. 

Residence halls are staffed by professional and student staff. The student staff are 

responsible for community and program development, helping students adjust to 

the complexities of balancing academic responsibility and their new-found 

freedoms. Professional staff have responsibility for the effective overall 

management and supervision of the daily operation of one or more residence halls. 

Students who live in campus residence halls take their meals at the Commons in 

Dewar Hall. Sophomores, juniors and seniors may choose from several meal plan 

options. Students who have permission to live off campus, in the townhouses, or 

in on-campus houses may contract for meals at the Commons if they wish, or may 

take on-campus meals there on a cash basis.

Student Government 

Participation in student government provides many opportunities to develop skills 

in leadership, public speaking, and critical and ethical thinking. The Student 

Senate is the central voice of the student body, carrying out executive and 

legislative functions and representing the opinions and concerns of students to the 

faculty and administration. Members and officers are elected by the student body. 

Students participate in judicial functions through the Judicial Board, which 

reviews violations of College policies and regulations; the College Appellate Board; 

Greek Hearing Board; and the Student Traffic Board, which deals with violations 

of campus traffic regulations. Students also serve on committees of both the 

faculty and the Board of Trustees.

Student Organizations 

Students are encouraged to participate in student organizations. Involvement in an 

existing organization or starting a new one is an excellent opportunity to put in 

practice many of the lessons learned in the classroom. There are approximately 60 

student organizations at Hartwick. 

Honorary societies include: 

Alpha Psi Omega (dramatics) 

Alpha Kappa Delta (sociology) 

Beta Beta Beta (biology) 

Kappa Mu Epsilon (mathematics) 

Lambda Alpha (anthropology) 

The Hartwick College Honor Society 

Omicron Delta Epsilon (economics) 

Phi Alpha Theta (history) 

Phi Mu Alpha (music) 

Pi Delta Epsilon (journalism) 

Pi Sigma Alpha (political science) 

Psi Chi (psychology) 

Sigma Alpha Iota (music) 

Sigma Beta Delta (management and accounting) 

Sigma Pi Sigma (physics) 

Sigma Theta Tau (The International Nursing Honor Society) 

Sigma Tau Delta (English) 

Professional societies include student affiliates of the: 

American Chemical Society 

American Marketing Association 

Music Educators National Conference 

Student Education Association of New York State 

Student Nurse Association of New York State 

Student publications include Hilltops, a weekly student newspaper, and Oyaron, 

the College yearbook. WICK-TV and radio station WRHO-FM, operated by 

students, broadcast daily to the College campus. Music, news, sports, and features 

of campus interest are included in the radio station’s schedule, which also 

broadcasts to Oneonta at large.

Special interest organizations include: 

Accounting Society 

All-Greek Council 

Art Club 

Astronomy Club 

Ballroom Dancing 

Beyond Boundaries 

Bi-Gala+ 

Cardboard Alley Players 

Campus Ambassadors 

Cheerleaders 

Chemistry Club 

Circle K 

Comedy Club 

Compute Club 

Creative Writers’ Club 

Dance Club 

Delta Delta G (Geology) 

Entrepreneur Club 

Ethnic Coalition 

Fair Trade Club 

Fencing 

French Club 

Gaming Club 

German Club 

Grassroots (Pine Lake Environmental Club) 

GUADS (Get Up And Do Something) 

Habitat for Humanity 

Hartwick College Association for Students of Nursing 

Hartwick College Chorale 

Hartwick College Lobbying Council 

Hartwick College Wind Ensemble 

HEAT Hartwick Emergency Action Team 

Ice Hockey Club 

International Club 

JazzWick 

Jewish Students Organization 

Koinonia 

Laura’s Coffeehouse 

Legacy Associates 

Management Association 

Mathematics Club 

Martial Arts Club 

Museum Club 

Newman Club 

Outing Club 

Panhellenic Council

Peer Advocates 

Philosophy Forum 

Pluralism Associate League for Students 

Praxis Club 

Rugby Club 

Society for Physics Students 

Society of Sisters/Brothers United 

Ski Club/SLOPES 

Sociology/Anthropology Club 

Student Alternative Voice 

Student Senate 

Student Union Programming Board 

Transfer Student Organization 

Volleyball Club 

Water Polo Club 

The Women’s Center

Community Service 

Hartwick understands the importance of realizing its role in the greater 

community. Beyond Boundaries, a campus community service organization, 

coordinates a variety of service opportunities in which Hartwick students can 

choose to participate. This is a student-run organization that positively affects the 

United Way, Red Cross, Into the Streets, local soup kitchens, youth centers, and 

many other community agencies and programs.

Chaplaincy Services 

Hartwick College encourages all its students to use the opportunities available at 

the College and in the larger community to explore spirituality and to give 

expression to their own religious traditions. Hartwick’s own roots in the Lutheran 

Church have helped to establish a tone of concern for spiritual values and personal 

growth in the context of free inquiry that has remained even though the College is 

no longer church-affiliated. Persons of every religious persuasion are welcome as 

students, and are encouraged to continue their spiritual growth while at college. 

The College Chaplaincy Services typically includes chaplains to Jewish, Roman 

Catholic and Protestant students. They are available to all students for 

conversation, counseling and religious programming. A weekly college student 

mass is held Sunday evenings at 7:30 at St. Mary’s Church. An active Newman 

Club meets weekly to plan events for prayer, retreat, service and social activities. 

Meetings are held at the Newman House, 77 Spruce Street. Special ecumenical 

worship services are held on campus several times during the academic year. 

Koinonia (Protestant campus ministry) also holds weekly student gatherings for 

prayer, bible study, singing, fellowship, and planning for community service. Both 

Newman and Koinonia cosponsor special programming for students during each 

semester, promoting spiritual awareness, exploration, dialogue, and fellowship. 

The chaplains have office facilities in Dewar Union. Working together, they 

sponsor special seminars, retreats and community service projects in addition to 

individual counseling and group worship for their campus communities.

Counseling Services 

Counseling is a process of exploring ourselves and our experiences with a trained 

professional in a safe, private and confidential manner. It is a therapeutic 

relationship in which we strive to clarify our thoughts and feelings, explore issues 

of concern, and empower ourselves to grow and develop a healthy self-esteem. 

Hartwick College Counseling Services consists of two full-time professional 

counselors and a group of specially trained student peer helpers known as the 

Fifty-Fifty Program. They offer individual and group counseling on a wide range 

of personal, interpersonal and academic issues, as well as an extensive array of 

student development programming. There also is a unique substance abuse 

counseling and education program which treats alcohol and other drug 

dependency as a health issue. 

Counseling Services can also assist students by making referrals to psychologists, 

psychiatrists and other therapists in the local community. All services are 

confidential and available free of charge to all students. Judicially mandated 

counseling may have fee-for-service provisions.

Academic Center for Excellence 

The Academic Center for Excellence welcomes every Hartwick student. The 

professional staff is here to assist students in pursuit of their academic goals. 

Students come here for a variety of reasons. A student may feel that the major 

he/she is pursuing isn’t the right fit and would like to explore other options or 

may just inquire about his/her Curriculum XXI requirements. There are support 

services available to all students including those conditionally accepted, students 

with documented learning differences, physically challenged students, those with 

special needs and probationary students. 

An excellent resource for students is our Peer Tutoring Program. Students need to 

fill out a Tutor Request Form in the Academic Center for Excellence and then 

they will be matched with a tutor. Hartwick pays for this service and it is free to 

all Hartwick students. In addition, some classes that have proven to be most 

difficult for students have been assigned a supplemental instructor. 

The Academic Center for Excellence offers a variety of services to Hartwick 

students. Monthly workshops are available to all students on topics such as: time 

management, test-taking techniques, and effective note-taking. There is also an 

Academic Support Student HelpLine, ext. 7980, which offers assistance to 

students through recordings on different topics like writing papers, time 

management, note taking, and stress management. Support groups are held for 

some conditionally accepted students and probationary students. These groups 

serve as a weekly check-in to help students keep on track with their academics in 

order to be successful. A Reading and Study Skills Course is offered in the fall for 

first-year students. This program has an additional cost. Study Lab is available 

in the Library, Smith, and New Res II, Sunday through Thursday. Study lab hours 

may vary but are posted for students. 

In order to let students know how they are doing in their classes, the Academic 

Center for Excellence sends out Four-Week Early Evaluations to all students 

having difficulty. If you have any questions, speak to someone in the Academic 

Center for Excellence. This office is the place to come to if you want to declare or 

change your major or if you want to select a different advisor. You may drop off 

your completed Major/Advisor Change form or set up an appointment to speak 

with someone from the office. You may also set up a one-on-one appointment 

with someone from the office if you would like assistance with course selections, 

academic needs, study skills, or general questions concerning your academics.

Career Development: 

Career Services 

The Career Services Center is a student-oriented resource. Through individual 

career counseling, students work closely with the staff to develop a four-year 

strategy that begins with self-assessment as a first-year student and ends with 

acceptance to graduate school or full-time employment after graduation. 

Career Services Center programs encourage personal growth and the development 

of life-long leadership skills, which form the foundation for career exploration. 

Ninety-eight percent of Hartwick students make the successful transition to fulltime 

employment or continue their education in graduate or professional school. 

A student’s career exploration is a four-year process guided by the unique 

Guaranteed Placement Program. Students voluntarily enroll during the first 

semester. If a student achieves the six major requirements of the program, he or 

she is eligible for a paid postgraduate internship if the student is not employed or 

in graduate school six months after graduation. This program is available to every 

Hartwick student and is the institution’s commitment to students’ postgraduate 

success. 

Experiential Options 

Career preparation and the postgraduate choices a student can make are enhanced 

by hands-on experience outside the traditional classroom. The Career Services 

Center offers a wide range of options that include internships, service learning, and 

community-based volunteering. 

Internships serve as a versatile tool in helping students make choices. They can be 

utilized to get practical experience in preparation for employment or to help in 

choosing a major. Internships can be completed during all three academic terms as 

well as the summer. To assist students in finding the appropriate internship to 

meet their needs, the Career Services Center maintains a database of over 12,000 

internships as a member of a 25-college consortium, the Liberal Arts Career 

Network. Two affiliated programs in Philadelphia and at American University in 

Washington, DC provide semester-long internships as an alternative. 

MetroLink is a signature Hartwick program that engages alumni and parents to 

provide career insights through day-long shadow experiences in Boston, New 

York City, and Washington, DC during the February break. Students also learn 

networking skills and the value of having a mentor. MetroLink shadow matches 

often result in internships, summer jobs, or full-time employment.

Postgraduate Success 

The focus of the Career Services Center is on a student’s postgraduate success. To 

help you achieve your goals, our “career architects” will support you in identifying 

your interests, values, and the transferable skills that are required for your career 

field. Assessment tools such as the Myers-Briggs Type Indicator can pinpoint the 

environment that will enable you to do your best work. Through a senior career 

portfolio and coordinated workshops, you will find out how to effectively present 

your qualifications and achievements, succinctly write a resume, and prepare for 

the all-important job interview. The “Senior Program,” which begins in 

September and continues throughout the year, includes seminars to identify 

potential employers, career and graduate school fairs, on-campus interviews, and 

individual strategy sessions. 

If you are considering graduate school, the Career Services Center will help you 

identify schools that meet your long term career goal, connect you to the pre-med 

or pre-law student groups, or help you with the demanding task of completing 

your applications. 

Resources 

Hartwick has dedicated considerable resources to career preparation. The staff 

ensures timely access for all students. The Career Services Center takes full 

advantage of Hartwick’s commitment to technology to enhance success. Students 

have the use of computers in the Center to access the Internet to supplement our 

resource library for employment opportunities, summer jobs, internships, 

fellowships, and graduate school information. An interactive software tool, 

Pinpoint, also is available for undeclared students to help them make their choice 

of a major. The Career Services Center link on the College home page is 

www.hartwick.edu/careerservices.xml. 

In addition to on-campus resources, students can use the Career Services Center to 

connect with alumni, parents, and friends of the College for career-related advice 

and networking contacts. JobLink, a listing of employment opportunities 

generated by the Hartwick network, is available to students throughout the year.

Greek Life 

Social men’s and women’s fraternities and sororities have been part of Hartwick 

for over 80 years. Currently, the Greek community consists of three sororities 

(Alpha Omicron Pi, Gamma Phi Delta, and Phi Sigma Phi), and eight men’s 

fraternities (Alpha Delta Omega, Alpha Sigma Phi, Alpha Chi Rho, Delta Beta 

Rho, Gamma Omega Delta, Iota Phi Theta, Phi Mu Alpha, and Tau Kappa 

Epsilon). About 12 percent of the Hartwick student body is affiliated with social 

Greek organizations. A minimum GPA of 2.25 and 12 completed credits of 

course work are required to join. 

Membership in a Greek organization provides a bond for life, including 

networking opportunities with past and future graduates of Hartwick. Chapter 

involvement provides members with an opportunity to develop their leadership 

abilities and to serve their campus and local communities. The Greek community 

offers interested students an opportunity to live and grow with others in a small 

independent group living experience. Fraternities and sororities also embrace the 

academic mission of the College by maintaining a cumulative grade point average 

above the all-campus average. 

The All-Greek Council and the Panhellenic Council, composed of representatives 

from each Greek organization, are the student governing bodies of the Greek 

community. The councils establish and enforce policies regarding inter-group 

relations, recruitment, new member education, and make recommendations to the 

College on other Greek-related policies. The councils also plan special education, 

service, and social events for the Greeks.

Health Services 

Healthcare is available to all Hartwick College students. The objective is to 

promote and maintain those conditions which will enable and encourage each 

student to realize optimum physical, emotional, intellectual, and social well-being 

and to recognize the value of preventative healthcare. 

The health program is administered by the director of medical services and the 

director of the Perrella Wellness Center. The Wellness Center is located on 

Hartwick Drive, with service available Monday-Friday, 9 a.m.-7 p.m., closed 

weekends. When college is in session, physician or physicians assistant 

appointments are available Monday through Friday per their individual schedules. 

Emergency care is available at Fox Memorial Hospital in Oneonta. 

Referral services for students who are facing personal crises are available through 

the Office of Counseling and the Wellness Center. A counselor is on call 24 hours 

a day, seven days a week in case of emergency. Referrals to clinical psychologists 

or psychiatrists off campus can be scheduled through medical services as deemed 

necessary. 

All full-time students must have proof of health insurance coverage. Participation 

in the insurance program offered by the College will be waived providing the 

student submits a certificate of insurance verifying adequate health insurance 

coverage. See details under Expenses. 

The health certificate and physical exam forms must be completed and returned to 

the director of the Wellness Center as part of the data required for registration. In 

compliance with New York State Public Health Law 2165, students born after 

1/1/57 must have appropriate immunizations or documented proof of 

immunization prior to participation in scholastic or athletic performance. In 

addition, all varsity and junior varsity sport athletes must be medically approved 

for sports participation by the medical director prior to their individual season. 

The College reserves the right to take such measures as are necessary in the 

judgment of the director of Medical Services to safeguard the health of the 

College community. 

The staff recognizes the rights and responsibilities of the individual student. All 

visits to the Perrella Wellness Center are treated with the confidentiality of the 

patient/doctor/nurse relationship. Information is released only with the student’s 

permission if the student is of legal age.

Security 

The Safety and Security Department, which also is part of Student Life, is 

composed of eight fully trained and certified professional officers. It is their 

responsibility to provide for the health, safety and welfare of the Hartwick 

community. They are on duty 24 hours a day, seven days a week and they patrol 

both the exterior and interior of all campus buildings. 

Campus Crime Reporting and Statistics 

The Advisory Committee on Campus Safety will provide upon request all campus crime 

statistics reported to the U.S. Department of Education. For more information contact the 

director of safety and security at 607-431-4111 or the director of enrollment management 

at 607-431-4150. 

To access campus crime statistics, which are filed annually with the U.S. Department of 

Education, visit http://www.ope.ed.gov/security/.

Physical Education/Intramurals/Athletics 

Hartwick’s physical education intramural and athletic programs provide 

recreational and competitive environments that complement and enrich academic 

pursuits. The aim is to provide students with appropriate ways to build healthful 

lifestyles and prepare for lifelong physical activity and fitness. 

All students participate in physical education skill courses of their choice as part 

of the requirements for graduation. A large portion of the student body also 

participates regularly in the intramural program, which offers spirited competition 

in a wide range of sports and activities. Hartwick’s intercollegiate athletic 

programs have developed strong traditions in both men’s and women’s 

sports. 

Hartwick is a multi-division member of the NCAA with men’s soccer and 

women’s water polo competing at the Division I level. All other sports compete at 

the Division III level. Conference affiliations include the ECAC, NYSWCAA, 

UNYSSA, NYSCTC, Empire 8, Atlantic Soccer Conference (men’s soccer), 

CWPA (women’s water polo), and IHSA (equestrian). 

The intercollegiate athletic program for men includes baseball, basketball, cross 

country, football, lacrosse, soccer (NCAA Division I), indoor and outdoor track 

and field, tennis, golf, and swimming and diving. 

The women’s intercollegiate athletic program includes basketball, equestrian, field 

hockey, lacrosse, tennis, cross country, indoor and outdoor track and field, soccer, 

softball, swimming and diving, volleyball, and water polo (NCAA Division I). 

Through the years, Hartwick has had more than its share of student athletes 

named to NCAA All American and Academic All American teams. The challenges 

faced and the lessons learned through participation in athletics continue to be an 

important part of the college experience for many Hartwick students.

Special Campus Events 

The College is host to a wide range of quality special events scheduled throughout 

the academic year. In fact, the abundance of co-curricular and educational 

programming on campus, carefully planned by groups of faculty, students, and 

academic administrators, is a unique strength of the College. Professional artists, 

performers, filmmakers, and visiting speakers frequently conduct special seminars, 

workshops, lecture-demonstrations, and master classes, all of which combine to 

provide a stimulating counterpoint to the academic life of the campus. Major 

events presented by the Hartwick College Foreman Creative and Performing Arts 

Series include professional theatre, ballet and modern dance companies, avantgarde 

performance and visual artists, and contemporary and classical musicians. 

Moreover, the College makes a special effort each year to develop programs in 

conjunction with such national celebrations as Black History and Women’s 

History months. Examples of prominent visitors to campus include: 

• Pulitzer Prize-winning historian Alan Taylor 

• The Canadian Brass 

• The Kingston Trio 

• Nobel Laureate Derek Walcott 

• The Boys Choir of Harlem 

• Oliver North, retired colonel 

• Prudence Bushnell, former U.S. Ambassador to Kenya 

• Bela Fleck and the Flecktones 

• The Second City, improvisation troupe 

• Ellen Goodman, syndicated columnist 

• Joyce Carol Oates, writer 

• José Limon Dance Company 

• The Capitol Steps 

• Tom Chappell, founder and CEO of Tom’s of Maine

The Campus 

Setting 

Oneonta is a college town of about 14,000 residents and students in the 

northwestern foothills of the Catskills. The city is about 75 miles from Albany 

and 60 miles from Binghamton, via Interstate 88, which passes through the city. 

Oneonta is easily accessible by car, as well as by Trailways and Greyhound bus 

lines. 

The College is located on Oyaron Hill and commands an impressive view of the 

city and some 30 miles of the Susquehanna Valley. There are 28 buildings on the 

425-acre campus, as well as several recreational areas and athletic fields. 

Hartwick benefits from the presence in Oneonta of the State University College at 

Oneonta. An exchange agreement enables students to cross-register for courses on 

the other campus and use the library facilities of both institutions.

Academic Buildings 

Anderson Center for the Arts, named for President and Mrs. Adolph G. 

Anderson, is a distinctive contemporary-style building, which provides facilities 

for art and music. There are well-equipped studios and classrooms; soundproof 

practice rooms; an extensive slide library; a record and music library; the Foreman 

Gallery, which hosts changing exhibitions; and a theatre/recital hall for music, 

drama and lectures. 

Arnold Hall, dedicated to the College’s third president, houses administrative 

offices, social science faculty, classrooms, copy and mail center, Financial Aid and 

Affordability, Institutional Advancement, Alumni and Parent Relations, Campus 

Events, and Financial Services. 

Bresee Hall, named in memory of Frank Harmon Bresee, a founder and trustee of 

the College, is the original building of the College. Designed by the firm of John 

Russell Pope, architects of the Jefferson Memorial and the National Gallery of 

Art, it is on the National Register of Historic Places. It contains the offices of the 

president, admissions, academic affairs, and information and planning; classrooms 

and resource areas for economics and management; the Hartwick Humanities in 

Management Institute; a laboratory theatre; Larsen Lounge, a formal reception 

room; and Eaton Lounge, used for receptions, seminars, informal lectures, and 

meetings. 

Clark Hall is adjacent to Bresee Hall and houses classrooms, laboratories, resource 

rooms, and faculty offices for psychology, foreign languages, English and theatre 

arts, and education, as well as The Writing Center, a faculty resource center, a 

public-access computing lab, an expanded media center, and the College’s 

technology services operation. 

The Science Center, Hartwick’s newest academic facility, completed in spring 

2001, consists of a striking four-story facility and the renovated Miller Hall of 

Science (which honors a former senior professor of biology, Forrest W. Miller). 

The facility provides flexible, technology-ready shared spaces for cross-disciplinary 

teaching and student-faculty research, and includes new classrooms and 

laboratories, a workshop auditorium, and offices and research areas for biology, 

biochemistry, chemistry, computer and information sciences, geology and 

environmental sciences, mathematics, nursing, and physics as well as 

interdisciplinary programs in biotechnology and molecular biology; ecology, 

environmental science and policy, and science communications. 

Shineman Chapel House includes the Celebration Room, a multipurpose 

gathering space with a two-manual Carlson pipe organ, and offices for Human 

Resources and Communications.

Ernest B. Wright Observatory, named for trustee Ernest B. Wright, consists of a 

domed building housing a 40 centimeter convertible Cassegrain/Newtonian 

telescope, and an adjacent astronomy classroom building located high atop 

Oyaron Hill. 

Yager Hall houses the library, museum, Sondhi Limthongkul Center for 

Interdependence, Wallace Klinger Board Room, Slade Theatre, the Paul F. 

Cooper Jr. Archives, classrooms, and laboratory and office space for anthropology. 

The building is named in memory of Willard E. Yager, an amateur archaeologist 

who assembled an outstanding collection of American Indian artifacts that are 

now part of the College museum.

College Library 

The Stevens-German Library provides a comfortable area for student research and 

study. Students can work in individual study areas, in small conference rooms and 

in a late-night study which is available 24 hours. With computer facilities for 

information retrieval, classroom computer exercises and general laboratory work 

complementing extremely rich bibliographic resources, the library is a vital and 

effective resource for the College and its students. 

Included in the library are over 307,000 volumes of books and subscriptions to 

over 6,000 periodicals, both traditional and electronic. These holdings are 

complemented by access to national and international bibliographic databases, 

electronic research services, and a system of interlibrary loan, which extends library 

resources far beyond the confines of the Hartwick campus. Library resources are 

made available by a comprehensive computerized library system, which is available 

via personal computers and terminals in the library and through the campus 

computer network. 

Professional librarians provide a wide range of services to Hartwick students. The 

librarians are experienced in methods of research and are knowledgeable of both 

student and departmental needs regarding research projects, which are an 

increasingly important part of the College’s curriculum. Librarians work closely 

with faculty and students in obtaining resources and in making sophisticated 

electronic research services available to facilitate student research. 

Three notable collections of materials also enhance the library’s usefulness to 

students and provide research opportunities to faculty and student scholars. The 

library holds the papers of the Hartwick Seminary, the first Lutheran seminary in 

the New World; the papers of Judge William Cooper, founder of Cooperstown 

and father of James Fenimore Cooper; and the Willard E. Yager papers and 

books, known as the North American Indian Collection, an important resource 

for scholars in the field of Native American studies. 

The library incorporates traditional library services with modern information 

technologies to help students acquire the knowledge and information-gathering 

skills that will serve them throughout their lives.

Science Facilities 

With the completion of the College's most complex facilities project in its history, 

Hartwick students , whether they are science majors or not, have unprecedented 

opportunities for learning experiences that emulate the kinds of scientific 

exploration in which today's scientists currently are involved. Hartwick’s Science 

Center features three interdisciplinary centers—The Center for Science 

Communications; The Center for Ecology, Environmental Sciences, and Policy 

Studies; and The Biotechnology Center—as well as areas for the more traditional 

science disciplines of biology, biochemistry, chemistry, computer and information 

sciences, geology and environmental sciences, mathematics, nursing, and physics. 

The Science Center consists of classrooms, seminar rooms, computer classrooms, 

laboratories, as well as suites of individual research areas. A sampling of the facility 

resources include a math and science writing center, graphics/computer imaging 

lab, an integrated environmental studies and research center, biotechnology 

teaching lab, anatomy and physiology lab, histology lab, optics lab, computer and 

information sciences research and development lab, geochemistry lab, and nursing 

lab. Specialized equipment includes a nuclear magnetic resonance machine, critical 

care simulation unit, environmental chambers, transmission and scanning electron 

microscopes, inverted microscope, CO2 chamber, a complete tissue culture 

laboratory and an observatory with a 16-inch reflecting telescope. Hartwick’s 

faculty create learning experiences that emulate the kinds of scientific exploration 

in which today’s scientists are currently involved, by placing all students in the role 

of science researcher.

Museum and Collections 

The Yager Museum features changing and permanent exhibitions derived from 

traveling exhibits and the Museum’s excellent anthropological and fine arts 

collections. Seven exhibition galleries and administrative offices are located on the 

first floor of Yager Hall with permanent holdings of some 20,000 objects that 

include major collections of Upper Susquehanna Indian archaeology; 

Southwestern pottery, baskets, and rugs; South American pre-Columbian and 

Mesoamerican ethnographic and archaeological material. The fine arts collection 

includes numerous items ranging from the European Renaissance through 

contemporary American paintings, sculpture, and prints. The Museum also 

includes a contemporary art gallery, the Foreman Gallery, located in Anderson 

Center for the Arts; this gallery exhibits the work of regional and nationally 

known artists as well as the work of Hartwick students and faculty. A community 

gallery for local artists is located in the library lobby. A community gallery for 

local artists is located in the library lobby. 

The Yager Museum began with Willard and Marion Yager’s bequest of Willard's 

collection of primarily local American Indian artifacts, art, and print materials. 

This gift was accompanied by a substantial endowment for supporting the display 

and study of the collection and for research and education in American Indian 

studies. Since that time the museum has grown to include additional collections 

in archaeology, ethnography, and the fine arts. 

In keeping with the vision of its founder and the mission of the College, The 

Yager Museum is an educational institution dedicated to the collection, 

preservation, interpretation, and exhibition of art and artifacts. The Yager 

Museum reflects the academic interests of the College and is committed to 

presenting them in appropriate campus settings in informative, scholarly, and 

integrative ways. Through these and other means, the Museum plays a major role 

in educating not only the students, faculty, and staff of the College and local 

communities, but a larger audience beyond. 

The Museum also provides laboratory research facilities for anthropology, art, art 

history, and museum studies students by providing access to the collections for 

study. Hartwick College also offers a Museum Studies minor, which is closely 

linked to The Yager Museum’s programs, collections, and exhibits. 

The Yager Museum Shop features a wide range of merchandise, including works 

by local and regional artists and craftspeople, and ethnographic items relevant to 

its exhibitions.

Information Technology Resources 

Hartwick College has emphasized the use of technology resources as a major 

component of its educational program for over a decade. In the early 1990s, the 

College began providing all incoming students with notebook computers, and 

giving them instant access to its wide area network, long before “ubiquitous 

computing” was fashionable. 

An important part of technology at Hartwick is its use within the educational 

program, across all disciplines, both in and out of the classroom. Use is extensive; 

not focused solely in any discipline or division; reflects applications for teaching, 

research, and assessment; and has grown in its dependence on Web-based, 

network-based, and Internet-based tools and resources, which makes it possible 

for students and faculty, on and off campus, to engage in educational and research 

pursuits at any time, from anywhere. Technology use in the curriculum has been a 

Hartwick tradition. For example, computers have long been standard use in 

calculus courses; chemistry and physics courses use Hartwick faculty-designed 

programs that enable students to explore the laws and principles of the discipline; 

art history courses are based in Web applications and use; and management and 

economics have redesigned their programs to highlight technology use. Faculty 

have adopted Blackboard’s course-authoring and management-portal software, 

with use across all disciplines. 

To enable students to have ready access to technology resources, all full-time 

matriculated students receive a notebook computer, printer, and software when 

they enter Hartwick. The cost of the computer system is included in the student’s 

first semester cost of attendance. 

The College’s award-winning campus network provides everyone with voice, data, 

and video networking services. Students who live on campus can connect their 

notebook computers to the network from their rooms; off-campus students may 

connect either from public access locations on campus or through a telephone or 

cable modem connection; and all students can connect from the several hundred 

data connections around the campus. Any classroom can become a networked 

classroom as all classrooms and labs are connected to the campus network. Each 

student receives a network system account, which provides for electronic mail, a 

personal Web page, and access to campus computing and information systems. 

Students also have access to the Library catalog, electronic indexes and reference 

tools, electronic full-text periodicals, and software through the network. 

Frequently students are asked by faculty to bring their laptops to class for projects, 

lab analysis, computer modeling, and programming. There are a myriad of data 

ports on campus; each classroom has at least one data port and many have enough 

data ports to support an entire class connected to the network and wireless access 

is available in the library and other campus locations. The new Science Center has 

as many data ports as exist on the rest of campus—students can connect to the 

network from classrooms, labs, and common areas—just about anywhere in the 

building. Wired and wireless network access is available in Dewar Student Union.

All resident students have voice (telephone and voice mail) and campus video 

services. Students who live off-campus have voice mailboxes that they can access 

from on or off campus. Our “one port per pillow” wiring philosophy enables two 

students who share a residence room to each have a phone, data connection, and 

video connection. It is not uncommon for roommates to be connected to the data 

network, talking with classmates on the phone, while two different video 

broadcasts are playing in the background. 

Faculty commonly hold virtual office hours—evening and weekend hours when 

the faculty member will answer students’ questions by e-mail or voicemail. 

Exchanging e-mail and voicemail with faculty, staff, and even the president is a 

part of life at Hartwick. 

It also is common for faculty to schedule video broadcasts of class materials 

outside class time. The 34-channel campus video system carries a mix of 

programming including Scola and four language channels, a movie channel, a 

student-programmed channel, five classroom channels, and a steerable-dish 

channel. News, entertainment, and other programming also are provided. 

Powering this technology infrastructure is a gigabit switched-Ethernet fiber optic 

campus area network. This network provides gigabit links between campus 

buildings and 10/100MB Ethernet connectivity to every personal computer. 

Windows-based computers are the campus standard, although Macintoshes are 

used in specific applications. An Intecom E digital PBX and Octel Aria provide 

voice and voice-mail services. Six satellite dishes, one DSS, an AMX Synergy 

system, and fiber optic feed from the local cable TV franchise provide video 

programming. Computing and information resources are provided from IBM 

Netfinity and Compaq AlphaServer systems. 

Also available to students are the computer facilities of three public computing 

facilities, one each in the Stevens-German Library, Clark Hall, and the new 

Science Facility. These facilities also offer network, laser printing, and scanning 

access, and are often used for class instruction. A number of specialized facilities 

are available around the campus including a Visual Communications and Music 

Composition lab, a multimedia language arts laboratory, a research and 

development lab for Computer and Information Sciences students, a Graphics 

Imaging lab in the Science Communications Center, and several departmental 

computer clusters. The video production studio and analog and digital video 

editing systems also are available for student use. 

The College’s technology staff assist students, faculty, and staff in technology and 

media applications. All new students receive an extensive orientation to their 

computer system, software, Web page development and the Hartwick network. 

Training courses are offered in the campus-supported software applications, and 

students, faculty, and staff may enroll in courses at Hartwick’s community 

technology center located in downtown Oneonta. The Technologies Services

Center, in Clark Hall, is available for walk-in problems, and the College maintains 

an on-site manufacturer-certified computer-repair shop.

Residential Facilities 

Nine residence halls—Holmes, Leitzell, New Residence I, New Residence II, 

Saxton, Charlotte Smith, Charles Smith, Wilder, and van Ess—provide 

accommodations for approximately 85 percent of the student body. Nearby the 

campus are three fraternity and three sorority houses that house about 100 

students. A townhouse complex, Miller A.F. Ritchie Quadrangle, offers oncampus 

apartment-style living for upperclass students. Leitzell Hall provides 

private suite-style living arrangements for 80 students. The New Residence 

complex opened in the fall of 1995, offering single and double living options. The 

Smith Halls were modernized in 1997, Wilder Hall in 1998, Holmes Hall in 

1999, and van Ess and Saxton halls during summer 2000.

Campus Center: Dewar Union 

Dewar Union offers a variety of services to the Hartwick community, including 

the campus post office, College Commons, College Bookstore, campus store, 

private dining and meeting rooms, student life and services offices and offices for 

student organizations. A large and dramatic multipurpose space known as the 

Agora is used as a student lounge, for dances, concerts, and lectures, special events, 

as well as relaxing and studying. The popular Table Rock Café is located next to 

the Agora, as is Laura’s Coffeehouse.

Athletic Facilities 

The Frederick Moore Binder Physical Education Center, named for the fifth 

president of the College, provides facilities for recreation, physical education 

classes, intramurals, club and intercollegiate sports. It includes a main and auxiliary 

gymnasium; The Elting Fitness Center, Moyer Pool, an eight-lane, 25-yard 

swimming pool and diving complex; handball, racquetball, and squash courts; 

dance studio; and sports medicine facility. 

Adjoining outdoor facilities include: Elmore Field, a lighted natural grass soccer 

competition field; a lighted all-weather playing field (field hockey, football, 

lacrosse, and intramurals); six tennis courts; and three additional all-purpose grass 

playing fields. 

The College also utilizes several off-campus facilities including: Hunter’s Rein 

Stable (equestrian team training and competition site and horsemanship physical 

education classes), Damaschke Field (home of the Class A Oneonta Tigers, 

member of the New York-Penn Baseball League, and the baseball team’s practice 

and competition venue), and Neahwa Park (practice and lighted competition 

softball field), and the Oneonta Country Club (a private 18-hole facility utilized 

by the golf team both for practice and competition).

Pine Lake Environmental Campus 

The Pine Lake Environmental Campus was purchased by Hartwick College in 

1971. Located eight miles from Hartwick’s main campus, it functions as a 

learning center, a living laboratory, a natural outdoor playground, and a residential 

lifestyle alternative. 

Pine Lake is a 920-acre rural site composed of interdependent environments, 

ranging from the nearly pristine to the residential. Roughly 800 acres of its upper 

hillside forest are situated in a segment of state and privately owned forest and 

consist of mixed hardwood and coniferous forest communities; forest streams; and 

Mud Lake, a glacially formed sphagnum bog surrounded by a small black spruce 

and tamarack forest. The upper tract is used primarily for research and low-impact 

recreation. The 100-acre lower tract is partially forested and contains a 12-acre 

kettlehole lake, alder swamp, marsh, and field ecosystems. There are a total of 

seven nature trails and a sculpture art trail on the property as well as an 

educational challenge ropes course. 

Up to 25 Hartwick students from a variety of majors can experience a unique 

opportunity for a residential alternative to dorm life at Pine Lake. 

The Robertson Lodge, overlooking the lake, contains a small gallery and a 

welcome center, office, lounge, dining room, and kitchen. Up to 10 students live 

in rooms upstairs in the Lodge during the school year. 

Nine cabins, in the woods near the lake, each house two to four occupants. The 

cabins are heated with energy-efficient pellet stoves and contain kitchens, 

bedrooms, bathrooms, and living rooms. 

The Robert R. Smith Environmental Field Station is used as a center for 

undergraduate education, student/faculty research, and community-based 

programs for the study of ecology and environmental science. The field station 

contains two teaching-research laboratories; a chemical lab; storage rooms; library; 

and is equipped with standard laboratory equipment.

Building Your Liberal Education 

College students are architects. Each has the job of designing the education he or 

she will experience. There is help along the way-advice from family and friends, 

for example, and some amount of structure established by the College and its 

faculty. But ultimately, the choices are made by students, and the quality and value 

of the college education depend heavily on those choices. 

This catalog describes the building blocks with which you can construct your 

college education at Hartwick. Before getting too deeply involved in the separate 

pieces, let's consider how they might fit together. First, let’s look at a basic 

commitment of the College that will influence your design. We are convinced that 

the liberal arts and sciences provide the core of the intellectual development we 

want all our students to experience. People are sometimes confused about what 

“liberal education” means. 

Our modern phrase, “liberal arts and sciences,” comes from an inspiring Latin 

phrase that meant, roughly, “the learning appropriate for a free person.” People 

locked into narrow specializations or people interested only in preparation for 

their first job might find a technical education sufficient. Hartwick, as a liberal 

arts and sciences college, serves those who want to equip themselves for a lifetime 

of learning, career development and the kind of change that characterizes the 21st 

century. Indeed, the intellectual capabilities of a liberal arts and sciences education 

are the very skills valued by employers. 

A liberal education is both broad and deep, allowing exploration of a wide 

spectrum of human knowledge and assuring study of at least one set of questions 

(we usually call it a “major”) with special intensity. At Hartwick, we believe that 

all our students-even those who know exactly where they want to head in their 

careers-deserve this kind of education. Employers appreciate the perspective, 

communication skills and analytical abilities of liberally educated people. More 

importantly, such people are well prepared to live enjoyable, contributing, and 

fulfilling lives. 

Curriculum XXI 

The basic structure around which Hartwick students build their academic 

programs is provided by Curriculum XXI, which identifies the key characteristics 

of the future for which our graduates need to be prepared. Students make most of 

the specific decisions about how to meet those requirements. 

The five major characteristics are: 

• CONTINUITY. Our future emerges out of our past, and the great 

cultural heritage of the Western world, which continues to be relevant. 

The history of the past, the great books, the great art, will still speak to 

us, if we are prepared to hear.

• INTERDEPENDENCE. The world is growing closer together, and its 

economic, cultural, and political connections will become more and more 

important to us in the 21st century. 

• SCIENCE AND TECHNOLOGY. The future will be shaped even 

more than the present by science and by the application of scientific 

knowledge to life-that is, technology. 

• CRITICAL THINKING AND COMMUNICATIONS. The future 

will require better thinking. There will be vast amounts of information 

available, and sifting and analyzing that data, thinking about it deeply and 

critically and then expressing our ideas effectively will become more and 

more important. 

• CHOICES. The future will present us with difficult choices to be made. 

Many of the old enduring dilemmas will still be with us, of course, such as 

the meaning of personal freedom, but we also will be faced with a wide 

range of new choices raised by new technological capacities and a 

shrinking world. 

This set of five themes is the framework around which the curriculum is built. For 

each, we have developed a set of requirements to prepare students for the future. 

The many choices available within each category provide ways to personalize how 

students meet the requirements. 

The Major 

Another central element of the curriculum is the major. The liberally educated 

person needs to know what it is like to follow some discipline or pursue some area 

of learning deeply. This means going well beyond the superficial level and to 

experience the joys and frustrations of facing profound issues and the great 

unanswered questions in your field of interest. 

A student who wants to design a major program that is very much his or her own 

might find our Individual Student Program option an especially interesting 

challenge. It is a way for a student, working with a team of faculty members, to 

put together a specialization within the context of a liberal education in a unique, 

“hand-crafted” way. 

Electives 

Elective courses complete the academic program. A lot of creativity may be 

exercised in this part of the curriculum. Many students use some of these courses 

to complete a minor-perhaps in a field related to their major, perhaps in an 

interdisciplinary program that cuts across many fields, such as environmental 

science and policy. The range of possibilities is enormous. Some electives may be 

useful in broadening career opportunities, for example, management or computer 

science courses for the art major hoping to work in gallery administration, or 

courses in a foreign language for the management major interested in international 

business. Other electives contribute to a student's ongoing personal and 

intellectual development.

Writing 

The College has directly addressed writing as an essential skill for future success, 

requiring all students to demonstrate college-level writing competence. Each 

student is tested and placed on entering the College and must progress through a 

series of “levels” until this requirement is met. Most students want to write better, 

and this comprehensive program provides them the means to do so. 

Special Opportunities 

Beyond these basic elements of Curriculum XXI, the opportunities for special 

challenges at Hartwick are wide-ranging. Internships are a very popular way to test 

what is learned in the classroom in a real employment situation. Off-campus study 

programs around the world encourage students to learn and grow in an 

international context. The College’s commitment to helping students prepare for 

an interdependent world has generated many exciting opportunities in this area. 

Independent study, where a student works under the individual guidance of a 

faculty member, is an experience nearly all our students have at some point, and 

the senior thesis requirement is a chance to demonstrate how far students have 

come in their major field. An Honors Program provides challenges at the very 

highest levels to help students with exceptional talent and drive to stretch their 

intellect. 

Beyond the Classroom 

As you think about designing your college education, remember that many of the 

most important learning opportunities are not part of the formal curriculum. 

There should be a place in your plans for the co- or extracurricular activities that 

give you real-life experience in cooperating with others to get things done. There 

will be chances to develop your leadership abilities in clubs and organizations. 

Athletic competition is important for many students and provides personal 

challenges that can teach you a great deal about yourself. And an active, vibrant 

college campus like Hartwick’s is a rich resource of special lectures, theatre and 

musical events, art and museum exhibitions, not to mention interesting people 

with whom to interact. The Foreman Institute of Creative Arts, for example, 

sponsors an annual series of innovative, exciting arts-based programs and 

residencies. 

So as you look through these pages at the building blocks of a Hartwick 

education, think of yourself as an architect. Consider the challenging, exciting and 

rewarding years that could be built from these pieces. But keep in mind that the 

most important element is you—and the energy, curiosity and enthusiasm you 

bring. As the architect, and then the builder, you will shape your college 

experience. If you are ready for this challenge—if you are ready to reach well 

beyond what you have achieved so far—you may find that Hartwick is just the 

place where you can make it happen.

Curriculum XXI 

A Flexible Curriculum 

While the essential elements of Curriculum XXI are specified, each requirement 

may be fulfilled by a variety of courses. Below are some examples of specific 

courses that may fulfill the requirements in each category. 

Examples of Courses That May Be Used to Fulfill Requirements 

Any course that meets a Curriculum XXI requirement has a notation at the end of 

its description, e.g., (NTW), (MWE) etc. While some courses may be eligible to 

meet more than one requirement, the student must choose which requirement the 

course is to fulfill. A course may be used only once toward Curriculum XXI. 

Continuity 

To reach a clear understanding of Western culture, our graduates will need to 

become acquainted with its primary texts, with its art, and with its history. 

Requirements: 

Two courses in major works (one treating a period before 1660, the other 

a later period) (MWE) 

Before 1660: 

Shakespeare’s England 

The New Testament 

After 1660: 

African-American Literature 

Women and Fiction 

One course in creative or performing arts (MWL) 

History of Architecture 

Drawing and 2D Design 

Creative Writing 

American Popular Music 

Photography I 

Theatre in NYC 

One course in Western history (WHS) 

Western Medicine Since 1850 

America at War 

The Renaissance 

American Environmental History 

Tudor-Stuart History 

African-American History 

Interdependence 

To participate fully in an interdependent world, our graduates will need to 

understand how people behave and how they interact in organizations and 

societies; they will also need to be aware of other cultures, develop a critical 

perspective on their own culture and cultivate a global consciousness.

Requirements: 

Two courses in social and behavioral analysis in two different 

departments (SBA) 

Europe 1815-1914 

U.S. Government and Politics 

Microeconomic Principles 

General Psychology 

Public Opinion and Voting 

Global Business Cycles 

Theory of Learning 

Gender and Sexuality 

Deviance and Social Control 

International Relations 

Foreign language (LN 1, 2, 3) 

For students continuing a language studied more than 2 years at 

high school level, completion of 1 foreign language course at 

intermediate level or above. 

For students pursuing a language studied 2 years or less at high 

school level, successful completion of a 2-course sequence at 

introductory level or of a language and related civilization course 

or of an off-campus program with a language component and its 

related preparatory course. Students also may satisfy this 

requirement by achieving a 3 on Advanced Placement or 500 on 

ETS Achievement Test. 

A non-Western or Third World course (NTW) 

People & Cultures of Central Asia 

Buddhism 

Worldwide Ceramics 

Music of the World’s Cultures 

Middle East Politics 

Caribbean Literature 

Science and Technology 

As preparation for life in an era heavily influenced by science and technology, our 

students will need to understand the language and analytical methods of science 

and the different levels on which it explores nature; they must also become 

sensitive to the impact of science and technology on society. 

Requirements: 

A course in mathematics, logic, or computer use (MLC) 

Problem Solving 

Statistics 

Logic 

Lego Robotics Programming 

Single Variable Calculus 

Finite Mathematics 

A course in chemistry or physics (LAB or SCI) 

Chemistry in Today’s Society

Astronomy 

Chemistry, Science & Life 

Physics of Everyday Objects 

Light and Relativity 

General Chemistry 

A course in biology or geology (LAB or SCI) 

Ecology and Environment 

Historical Geology 

Horticulture 

Planetology 

The Global Environment Genetics 

Critical Thinking and Effective Communication 

The sheer mass of information will demand more than ever that our graduates be 

able to sift and analyze data, apply well-honed intellectual skills, think profoundly 

and critically and express their own ideas effectively. 

Requirements: 

Competence in writing 

Composition 

Classical Mythology 

Reading Philosophy 

A major program 

One of 30 majors or an Individual Student Program 

A baccalaureate thesis or project 

A major research paper or project in the student’s chosen field 

Choices 

To prepare for a future in which decision making will be central, our students 

must become aware of recurring dilemmas of the human condition and be willing 

to deal honestly with the complexities of personal, social, intellectual and moral 

issues. 

Requirements: 

A First-Year Seminar (FYS) 

Being a Man: The Masculine 

Children’s Lives 

Biology of Reproduction 

Horror in Film and Story 

Understanding Religion 

Hollywood and History 

A contemporary issues seminar (taken no earlier than January of the 

junior year) (CIS) 

Globalization 

Unruly Women 

Understanding Cancer 

Origins of War and Peace 

Travels to the Third World 

Philosophy, Race & Gender

Courses of Study 

Courses of instruction at Hartwick College are offered primarily by departments, 

organized into three main divisions: the Division of Humanities, the Division of 

Physical and Life Sciences, and the Division of Social and Behavioral Sciences. 

These divisional groups indicate characteristic approaches to learning. 

The humanities generally use the approach of studying human documents 

and artistic achievements. Courses of study offered by departments in the Division 

of Humanities include art, classics, English, French, German, music, philosophy, 

religion, Spanish and theatre arts. 

The physical and life sciences provide experience in the scientific method as 

exemplified by laboratory and field research. Courses of study offered by 

departments in the Division of Physical and Life Sciences include biochemistry, 

biology, chemistry, computer and information sciences, geology, mathematics, 

medical technology, nursing and physics. 

The social and behavioral sciences provide the experiences of gathering and 

analyzing social data. Courses of study offered by departments in the Division of 

Social and Behavioral Sciences include accounting, anthropology, economics, 

education, finance, history, management, political science, psychology, and 

sociology. 

Courses of study offered by departments appear alphabetically by discipline in this 

catalog. 

Course numbers indicate the following: 

100-199 - introductory courses; 

200-299 - courses, some of which are introductory, normally open to 

freshmen, sophomores, and juniors; 

300-399 - courses normally open to sophomores, juniors, and seniors; 

400-499 - courses normally open to juniors and seniors. 

Courses in the 100-199 and 200-299 series generally should be completed in the 

freshman and sophomore years. 

Any course which meets a Curriculum XXI requirement has a notation at the end 

of its description, e.g., (NTW), (MWE), (SBA), etc. When some courses may be 

eligible to meet more than one requirement, the student must choose which 

requirement the course is to fulfill. A course may be used only once toward 

Curriculum XXI. 

The College reserves the right to cancel any course which has an enrollment of 

fewer than eight students at the end of the pre-registration period.

ACCOUNTING AND FINANCE 

Accounting 

Accounting’s focus on the preparation, communication, and use of economic 

information for decision making is especially relevant in an information age. 

Accounting-based information is the central means of communicating within a 

business and to the business’ stakeholders (e.g., employees, owners, and creditors). 

It has been referred to as the language of business. 

Hartwick’s demanding accounting program requires and develops critical thinking, 

analytical ability and effective communication. At its core is decision making. The 

goal of Hartwick’s accounting program is to develop well-rounded individuals 

who understand the role of accounting within society, possess a solid accounting 

foundation and are able to use their education in decision making. They should be 

able to adjust to a dynamic, continually changing economic environment, 

recognize the need for continual learning and be able to assist the profession in 

responding to future challenges. 

Business leaders who have a strong accounting background have a significant 

competitive advantage and many chief executive officers are certified public 

accountants (CPAs) or certified management accountants (CMAs). As 

commercial, industrial and governmental organizations continue to become more 

complex and more global in scope, they will seek accounting students with good 

quantitative backgrounds and refined communicative ability. Hartwick’s 

accounting program is designed to prepare graduates to meet these demands. The 

interdisciplinary accounting program coupled with Hartwick’s distinctive 

Curriculum XXI requirements, offers students a quality accounting education 

within a liberal arts and sciences setting, an attractive combination to most 

organizations. 

The two major tracks within accounting are financial reporting with a focus on 

external users (financial accounting), and the preparation, communication and use 

of information within an organization (managerial accounting). In recognition of 

these alternative tracks, and to meet the varying needs of Hartwick students, two 

alternative interdisciplinary accounting majors and a minor are offered. The two 

accounting majors are the Accounting-CPA major and the General Accounting 

major. The use of computers is integrated throughout all the department’s courses, 

especially utilizing the Internet for research, spreadsheets for analysis, and 

accounting software programs currently used by small business. 

The Accounting-CPA major is a registered licensed program that provides all the 

required technical courses for Hartwick students to sit for the professional CPA 

exam in New York State. Its focus is financial accounting. In addition to 

preparing, communicating, and using information, the questions and dilemmas 

that underlie generally accepted accounting principles are investigated.

The General Accounting major allows students more flexibility within the 

accounting discipline. For example, students can choose courses that focus on 

managerial accounting and work toward taking the CMA exam and becoming 

professional management accountants. Students who complete the B.A. program 

in General Accounting are not eligible for CPA licensure. 

The accounting minor offers advantages to all Hartwick students. It is a natural 

complement to majors in economics, information science, management and 

mathematics, among others. The minor helps prepare students for careers in 

business or in organizations that interact with business. It also provides an 

excellent foundation in the language of business for students planning to pursue 

graduate study in management. 

A result of the interdisciplinary nature of the accounting program is the ease in 

double-majoring (e.g., accounting and economics, information science, or 

management) or minoring in a related discipline (e.g., economics, finance, or 

management). For additional information, contact the department. 

Finance Minor 

Careers in finance include corporate finance officer, stockbroker, portfolio 

manager, financial analyst, banker and financial consultant. The three main areas 

of finance are corporate finance, investments and financial institutions. The 

finance minor will provide a foundation in these areas as well as in the related 

disciplines of accounting and economics. 

A focus of the minor is corporate finance, which involves decision-making within 

a firm. Corporate finance topics include underlying finance theory, financial 

analysis and planning, bond and stock valuation, working capital management, 

strategic long-term investment and financing decisions, and international financial 

management. Students majoring in accounting that are interested in a career in 

corporate finance should consider taking the Certified in Financial Management 

(CFM) exam. 

The finance minor also will be beneficial for a student considering a career as a 

professional chartered financial analyst. The first of three professional 

exams tests finance, accounting, economics and quantitative methods. The 

interdisciplinary finance minor’s courses in finance, accounting, and economics are 

a good beginning in preparing for this professional exam. 

Faculty 

Accounting and Finance Faculty: Stephen A. Kolenda, CPA; John M. Pontius Jr., 

CPA; Thomas G. Sears, CPA; Priscilla Z. Wightman, CPA 

Courses 

141 Principles of Accounting I (4 credits) The first of two courses designed to 

provide the fundamentals of accounting; focuses on the underlying concepts of 

accounting and their application to organizations with an emphasis on the sole

proprietorship. The course takes the student through a full accounting cycle 

including the maintenance of journals and ledgers, and the preparation and 

analysis of external financial statements. Also examined in detail are various 

accounting systems, cash, receivables, inventory valuation, depreciation methods 

and liabilities. Prerequisite: None. 

142 Principles of Accounting II (4 credits) A continuation of the underlying 

theoretical framework of accounting, with application to partnerships and 

corporations. Manufacturing companies are introduced along with expanded 

coverage of service and merchandising firms. Topical coverage includes the 

Statement of Cash Flows, revenue and expense issues, bonds, and stockholder’s 

equity. The course also covers issuing stocks and bonds, understanding the time 

value of money, preparing the Statement of Cash Flows, and expanded analysis of 

financial statements. Prerequisite: At least a C in Acco 141. 

247 Managerial Accounting I (3 credits) The decision making role of the 

accountant in the planning, controlling and evaluation activities is analyzed. 

Emphasis is placed on review of modern organizations and their related problems 

in the areas of cost behavior analysis, choice of costing system, establishing 

standards and evaluating performance, short-term decision making and long-term 

capital budgeting. Also covered are responsibility accounting, divisional 

performance measurement and control, and evaluation of cost centers. 

Prerequisite: Acco 142. 

310 Business Law I (3 credits) An examination of the legal forms of business 

enterprise and an analysis of specific sections of the uniform commercial code 

dealing with contracts, sales, commercial paper, bailments, secured transactions, 

suretyship, guaranty and bankruptcy. The essential principles of the law are 

applied to typical business management problems and the decision-making 

process. No prerequisite. (SBA) 

311 Business Law II (3 credits) A continuation of Business Law I’s examination of 

the modern American legal system’s relationship with business. Continuing to 

emphasize the application of the Uniform Commercial Code, this course examines 

real and personal property laws, as well as employment-related topics such as labor 

laws and the Occupational Safety and Health Act. Governmental regulation is 

explored in antitrust and consumer protection (including product safety, credit 

and advertising laws). Several current topics are analyzed through case analysis, 

including the role of the corporate lawyer and the rise of white-collar and 

computer-related crime. Prerequisite: Acco 310. (SBA) 

321 Intermediate Accounting I (4 credits) A concentration on the analysis of 

accounting data with an emphasis on the synthesis of theory with problem 

application. Intermediate level topics include cash; receivables; inventory valuation; 

long-term assets, both tangible and intangible; and long-term liabilities. 

Prerequisite: Acco 142. 

322 Intermediate Accounting II (4 credits) A continuation of the analytical 

approach begun in Intermediate Accounting I. Topics include contingent and 

long-term liabilities, pensions, taxes, leases, the stockholders’ equity section, the 

Statement of Cash Flows, and the application of income and expense recognition 

principles. The technical rules, alternative presentations, and ethical dimensions of 

financial disclosures are also explored. Prerequisite: Acco 321.

342 Taxation I (4 credits) A study of the federal tax structure and current laws 

and regulations contained in the Internal Revenue Code. Emphasis is placed on 

the theoretical foundation and practical application of various tax components as 

they relate to individuals (including computerized tax preparation). Also included 

is an introduction to corporation and partnership taxation. Students are 

introduced to the process involved in creating tax law and will use the Code and 

related regulations and rulings to research tax policies. Prerequisite: Acco 142. 

344 Taxation II (3 credits) An emphasis on tax provisions as they relate to 

partnerships, corporations, estates and trusts. There also are analyses of tax topics 

involving more complex areas relating to individuals and a greater emphasis on 

research techniques. Prerequisite: Acco 342. 

348 Statistical Analysis in Operations (3 credits) This course focuses on 

providing products and services and includes an analysis of the 

production/operations function in manufacturing, service and other nonmanufacturing 

firms. Topics include productivity, competitiveness, quality, 

forecasting, product and service design, facilities layout and location, work 

environment design, and inventory management. Tools used include statistics, 

decision theory, forecasting techniques, linear programming and learning curves. 

Prerequisite: Acco 247. (SBA) 

349 Managerial Accounting II (3 credits) This course provides expanded coverage 

of Managerial Accounting I topics such as costing systems (job order, process, 

operations, activity based), budgeting, standard costs and performance evaluation, 

and cost-volume-profit analysis. In addition, there is a focus on international 

considerations and quality control related issues. Prerequisite: Acco 247. 

395, 495 Internship in Accounting (3 credits) This course provides opportunities 

to further the professional career development of students. Placements are 

designed to utilize academic concepts in a work setting and to bring practical 

knowledge of a functioning business back to the classroom. Prerequisites: junior 

or senior standing, accounting major/minor or finance minor, permission of the 

department, and satisfactory internship qualifications. 

395, 495 Internship in Accounting (3-6 credits) This course provides 

opportunities to further the professional career development of students. 

Placements are designed to utilize academic concepts in a work setting and to 

bring practical knowledge of a functioning business back to the classroom. 

Prerequisites: junior or senior standing, accounting major/minor or finance minor, 

permission of the department, and satisfactory internship qualifications. 

421 Auditing (4 credits) A study of auditing concepts and procedures with 

emphasis on analytical techniques and tools, such as statistical sampling and the 

application of electronic data processing. Also examined are professional ethics, 

legal responsibility, internal control evaluation, evidence gathering and audit 

reporting. Prerequisite: Acco 322. 

422 Advanced Accounting (4 credits) An examination of complex areas of 

accounting including governmental and not-for-profit fund accounting, 

partnerships (organization and liquidation), and corporate combinations. Also 

covered is home/branch office and franchise accounting, as well as multinational 

corporate accounting issues Prerequisite: Acco 322.

431 Accounting Theory (3 credits) A capstone course with expanded coverage of 

the various trends and controversies in accounting. Current literature and the 

views of practicing professional accountants are examined in such areas as 

accounting in a multinational economic environment, ethical disclosure practices 

and reaction to governmental regulation of accounting rules. Prerequisite: Acco 

322. 

490 Senior Thesis (3 credits) This final course requires each accounting major to 

write, in consultation with an accounting faculty member, a research paper which 

demonstrates the ability to investigate and analyze some current accounting 

issue/topic and effectively communicate the results of the research. The thesis 

integrates accounting’s conceptual framework, and should include the formulation 

of a hypothesis capable of public defense. Prerequisites: Acco 322 and senior 

standing. 

Finance Courses 

327 Financial Management I (3 credits) Analysis of the conceptual framework of 

financial management, theories and procedures relevant to the effective utilization 

of capital and asset management. Topics include working capital management, 

forecasting, capital budgeting, evaluation of sources of capital, as well as expanding 

previous coverage of financial statement analysis. Prerequisite: Acco 142. (SBA) 

328 Financial Management II (4 credits) Through use of a textbook, readings, 

problems and cases, the course will provide expanded coverage of the content of 

Financial Management I. Topics include finance theory and the economic 

environment in which it is applied, forecasting, working capital management, 

capital budgeting, dividend policy, determination of a firm’s optimal financial 

structure and international finance issues. Prerequisite: Fina 327. (SBA) 

345 Personal Financial Planning (3 credits) Recent national debates about Social 

Security, healthcare and other issues that impinge on the economic position of 

every individual and family strongly suggest that careful planning is imperative for 

personal financial security. This course is designed to consider the various 

financial decisions that people ought to make and to describe some of the 

methods for determining future financial needs. The analysis includes the 

assessment of family net worth, credit considerations, insurance requirements, and 

family budgeting, with a focus on investment planning and retirement planning. 

Prerequisites: Fina 327. 

360 Investment Analysis (4 credits) This course focuses on the securities markets 

and analytical techniques for the valuation of securities. Topics covered include 

financial markets, portfolio theory and management, valuation of financial 

securities, as well as the international dimensions of these areas. Prerequisite: Fina 

327. 

381 Financial Institutions (3 credits) This course investigates the intermediary 

functions that financial institutions provide for savers and investors, with 

emphasis on the central position of banks. Financial institutions covered include 

insurance companies, mutual funds, and pension funds. Interest rates and the role 

of the Federal Reserve system are examined. Prerequisite: Fina 327. (SBA) 

395, 495 Internship in Finance (3 credits) This course provides opportunities to 

further the professional career development of students. Placements are designed

to test academic concepts in a work setting and to bring practical knowledge of a 

functioning business back to the classroom. Prerequisites: junior or senior 

standing, accounting major/minor or finance minor, permission of the 

department, and satisfactory internship qualifications. 

Accounting and Finance 

Requirements for the CPA Major include 18 courses from the following: 

16 Required Courses: 

Accounting Courses (12 courses): 

141 Principles of Accounting I 

142 Principles of Accounting II 

247 Managerial Accounting I 

310 Business Law I 

311 Business Law II 

321 Intermediate Accounting I 

322 Intermediate Accounting II 

342 Taxation I 

348 Statistical Analysis in Operations 

421 Auditing 

422 Advanced Accounting 

490 Senior Thesis 

Economics and Finance Courses (4 courses): 

301 Microeconomic Theory (Econ) 

302 Macroeconomic Theory (Econ) 

327 Financial Management I (Fina) 

328 Financial Management II (Fina) 

Note: CPA Accounting majors are exempted from prerequisites for 

ECON 301 & 302 

Two Elective Courses: 

The two electives can be chosen from accounting, finance, economics, 

management, or computer science courses. 

Students can double-major in economics by taking a total of 22 

courses if they follow a recommended program of study. Contact the 

department for additional information. 

Suggested four-year sequence for students majoring in the Accounting CPA 

program: 

Freshman Year Acco 141, 142 

Sophomore Year Acco 247, 321, 322 Econ 301, 302 

Junior Year Acco 310, 311, 342, 348, Fina 327, 328 

Senior Year Acco 421, 422, 490 

Requirements for the General Accounting Major include 12 courses from the 

following: 

10 Required Courses 

Accounting Courses (7 courses): 

141 Principles of Accounting I







Economics Courses (2 courses): 

250-259 Topics in Economics (Econ) 

301 Microeconomic Theory (Econ) 

302 Macroeconomic Theory (Econ) 

Finance Course: 


Two Elective Courses: 

344 Taxation II 


349 Managerial Accounting II 

421 Auditing 


431 Accounting Theory 

395, 495 Internship in Accounting 

Recommended Elective Courses for Alternative Accounting Tracks: 

Financial Accounting: 

421 Auditing 


431 Accounting Theory 


Managerial Accounting: 




Requirements for the Accounting Minor include six courses: 

Four Required Courses: 





Two Elective Courses, chosen from the following: 



344 Taxation II 


421 Auditing 


Requirements for the Finance Minor include seven courses: 


142 Principles of Accounting II

250-259 One Econ course 


328 Financial Management II (Fina) 

360 Investment Analysis and Financial Markets 

(Econ 324 Securities and Investments may be substituted) 

381 Financial Institutions 

(Econ 312 Banking and Financial Markets may be substituted) 

The general accounting major enhances the ability to double-major in 

other disciplines. Contact the department for additional information. 

Although completion of the general accounting major does not qualify 

students to take the CPA exam, it provides valuable information for preparing to 

sit for the CMA and CFM exams. Students who wish to take the CPA exam 

should complete the requirements of the accounting CPA major. 

Grades for all courses required for the major (including those from other 

departments) are used to calculate the average in the major for Departmental 

Distinction.

ANTHROPOLOGY 

Anthropology is devoted to the holistic study of humankind, understanding and 

explaining human beings in all of their diverse aspects at all times and places. 

Teasing out the origins of Homo sapiens from fossilized bones, discovering the 

common humanity among different cultures, exploring why contemporary peoples 

do what they do—all are part of this wide-ranging and fascinating field. 

Anthropology at Hartwick addresses three major sub-areas: cultural anthropology, 

biological anthropology and archaeology. Cultural anthropologists explore the 

varying beliefs and practices of the world’s societies, both non-Western and 

Western, in contemporary and historic times. Biological anthropologists 

investigate the interaction of culture and biology in the evolution of and current 

biological diversity within the human family and our nearest relatives. 

Archaeologists reconstruct the ways of life of past societies by excavating and 

interpreting their artifacts and other material remains. Thus, anthropology bridges 

the natural sciences, the social sciences and the humanities. 

The study of anthropology can broaden students’ perspectives on and 

understanding of other people and cultures as well as their own. Courses in the 

discipline are valuable components of an education designed to prepare students 

for a future characterized by growing social and global interdependence. 

Students majoring in anthropology take a core of preliminary courses in cultural 

and biological anthropology and archaeology followed by seminars that survey 

anthropology’s particularly rich historical and theoretical insights. Students may 

use electives to specialize in one of the three major sub-areas and in a particular 

culture area of the world (e.g. native North America, Africa, Europe, Asia). At the 

philosophical level, students are guided toward an awareness of the ethnocentrism 

implicit in our own Western ways of thinking as well as toward a sensitivity to the 

traditions of other, non-Western cultures. In addition, all students are encouraged 

to master the more practical anthropological skills in courses dealing directly with 

field, museum, lab, computer and other analytical methods. 

The department offers a number of special opportunities: a field school in 

archaeological excavation; off-campus programs in other countries; courses, 

training and exhibitions dealing with the many unique collections of North 

American Indian artifacts found in The Yager Museum; and the Hardy Chair 

Lecture Program featuring world-renowned anthropologists. Students especially 

interested in museum work can complete Hartwick’s museum studies 

concentration in addition to the anthropology major or minor. 

Hartwick’s anthropology graduates have successfully taken on a diverse range of 

career challenges from law and medical school, business, education, international 

relations and government service to archaeological excavation and doctoral 

programs in anthropology. They have used their understanding of people and 

their similarities and differences to pursue careers in museums, community 

relations, journalism, human resources management and social services. Whatever

their specific goals, however, anthropology students emerge with a conscious 

appreciation of and sensitivity to the critical issues of cross-cultural differences, as 

our society engages in increasingly intensive relationships with peoples of other 

cultures and languages. 

Faculty 

Anthropology Faculty: Connie Anderson; David Anthony; Michael Woost, chair 

Courses 

105 Introduction to Anthropology (4 credits) An introduction to anthropology 

and the study of human culture. Basic concepts, aims and methods of biological, 

archaeological and cultural anthropology. Emphasis on the origins of humankind, 

the relationship of the human past to present and the comparative study of 

contemporary cultures. Required preparatory course for anthropology majors. 

(NTW) (SBA) 

223 Cultural Anthropology (3 credits) The comparative study of cultures and 

societies. The nature of culture and its relation to society; patterns, similarities and 

differences found in material culture, language, and kinship; economic, political 

and religious institutions of different peoples; and their interpretations. Required 

core course for anthropology majors. Prerequisite: Anth 105. (NTW) (SBA) 

225 Fundamentals of Archaeology (3 credits) The systematic study of the 

fundamental principles of method and theory in archaeology: establishing cultural 

chronologies, reconstructing extinct life ways and interpreting the archaeological 

record. General theory in archaeology. Contemporary archaeology. Required core 

course for anthropology majors. Prerequisite: Anth 105. (SBA) 

235 Biological Anthropology (4 credits) A review of current evolutionary theory 

as it applies to the fossil evidence of human evolution; human genetics and natural 

selection today; genetics and environmental factors in the origin of humans; 

introduction to primate behavior and ecology. Required core course for 

anthropology majors. Lectures and laboratory. Prerequisite: Anth 105. (SBA) 

237 Peoples and Cultures (of selected areas) (credits vary by specific course, 3 to 

4 credits) Survey of peoples and cultures of different regions of the world 

including: Native North America, Mesoamerica, South America, Pacific Islands, 

Africa, the Middle East, Caribbean, American Southwest, Asia. Specific emphases 

vary by instructor. May be taken more than once for credit. Prerequisite: Anth 

105. (NTW) (SBA) 

239 Old World Prehistory (3 credits) A survey of major developments in Old 

World prehistory including: the origin of technology, food production and 

complex civilizations. Emphasis on Near East and Europe. (SBA) 

241 Native North American Prehistory (3 credits) Survey of major developments 

of the prehistory of North America from the peopling of the continent to the 

arrival of Columbus. Emphasis on the origins of domestication and development 

of complex societies. (SBA) 

250 Topics in Anthropology (credits vary by specific course, 3 to 4 credits) 

Special topics of current interest are considered in depth. Examples: South African 

Culture, History and Ecology; Language and Culture; South Africa and the 

Media; Political Anthropology; Anthropology of Development; Ethnic Conflict;

Subcultures; Contract Archaeology; Pop Archaeology; etc. More than one topics 

course may be taken for credit. Prerequisite: Anth 105 or as specified. 

305 Hunters and Gatherers (3 credits) Comparative analysis of hunting and 

gathering societies in today’s world as well as the prehistoric past. Emphasis on 

specific cultural groups and environments to demonstrate diversity and continuity; 

examination of such societies as exemplars of “human nature.” Prerequisite: Anth 

105. (NTW) (SBA) 

307 Sex and Gender (3 credits) A critical examination of anthropological data and 

theory on sex and gender, comparison of biological and social explanations, 

stereotyping of sex roles in different societies and the gender component in social 

relations. Prerequisite: Anth 105. (NTW) (SBA) 

322 The Anthropology of War (4 credits) Cross-cultural description of warfare 

and organized violence, and critical evaluation of explanations of the causes of 

war. Consequences of war for demography, biology and culture. Peaceful and 

violent means of conflict resolution. Prerequisite: Anth 105. (SBA) or (NTW) 

325 Material Culture Analysis in Anthropology (4 credits) Firsthand experience 

in laboratory and quantitative analysis and interpretation of prehistoric and 

contemporary ethnographic artifacts: implements of chipped stone, bone, wood, 

pottery, basketry, ritual objects. Three perspectives will be emphasized: 

technology, function and style. The behavioral and cultural implications of the 

analyses will allow students to see for themselves how economic, stylistic, symbolic 

and chronological interpretations are made from material culture. Prerequisite: 

Anth 105. (SBA) 

326 The Anthropology of Religion (3 credits) The relation of religious belief and 

practice to patterns of culture and society; mythology, magic, sorcery, witchcraft, 

sacrifice, supernatural beings, shamanism, divination, and totemism in traditional 

and modern societies with focus on non- Western traditions; religion and culture 

change. Prerequisite: Anth 105. (NTW) or (SBA) 

327 Psychological Anthropology (3 credits) A study of personality development 

in cross-cultural and historical perspective: an examination of the biosocial basis of 

the self; socialization patterns, life cycle characteristics and configurations of adult 

personality in various cultures; contrasts in primitive and modern cognitive styles; 

contrasts in definitions of mental health and illness. Prerequisite: Anth 105. 

(NTW) or (SBA) 

335 Third World Studies (3 credits) Studies of selected areas such as: Africa 

south of the Sahara, China, India, the Islamic world, Latin America, the Pacific 

and Southeast Asia. An examination of the pre-colonial kinship, economic, 

political and religious systems and related ecological and population patterns; the 

impact of European expansion upon them; the rise and fulfillment of 

independence movements; and contemporary political, economic, social, ecological 

and population patterns—all viewed in the perspective of the world as a system of 

interdependent societies and states. Prerequisite: Anth 105 or Soci 105. May be 

taken more than once for credit. (NTW) or (SBA) 

340 Primate Behavior and Ecology (4 credits) Comparative analysis of nonhuman 

primates, and application to questions of human evolution and biological 

bases for human behavior. Primate taxonomy, evolution and ecology are studied

for their relevance to primate behavior and adaptation. Prerequisite: Anth 105. 

(SBA) 

341 Cultural Ecology (3 credits) Analysis of the relationships between culture and 

environment: the ways in which populations adapt to and transform their 

environments; ways in which environments condition cultural development. 

Prerequisite: Anth 105. (NTW) or (SBA) 

346 Race and Human Variability (3 credits) Scientific and popular conceptions 

of “race.” Genetics and adaptation to environmental (and social) stress, including 

intense cold and heat, high altitudes and disease. Survival through natural and 

cultural selection. Prerequisite: Anth 105. (SBA) 

347 Human Evolution (3 credits) Human biological and cultural evolution from 

5 million to 20,000 years ago: what happened, why, and what kinds of evidence 

are appropriate and available? A review of the evidence and the interpretations 

drawn from it. Prerequisite: Anth 105. (SBA) 

348 Anthropology of Development (3 credits) The analysis and interpretation of 

the historical expansion of the world economic system and its cultural 

foundations. The notion of development also is examined from a variety of critical 

perspectives. The relation of development practices to the problems currently 

facing the global system such as environmental degradation, population expansion, 

Third World debt, famine, etc., are also explored. This exploration ultimately 

leads to questions about whether prevailing notions of development have any 

relevance in the contemporary world system, particularly for members of the 

underdeveloped world. Prerequisite: Anth 105. (NTW) or (SBA) 

350 Topics in Anthropology (credits vary by specific course, 3 to 4 credits) For 

description see Anth 250. 361 Medical Anthropology (3 credits) Anthropological 

approach to the study of health problems. The use of clinical, ecological, and 

ethnographic material to study the causes and effects of disease on humans. The 

impact of population growth and migration; human contact through time and 

space on societies around the world. A bridge between the health sciences and 

anthropology. Prerequisite: Anth 105. (SBA) 

387 Ethnographic Methods (4 credits) Problems, theories and techniques of 

anthropological fieldwork. Students conduct field studies in the local area. 

Methods of building rapport with subjects. Data collection, analysis and 

interpretation. Cross-cultural comparisons. Class presentations. Prerequisite: Anth 

105. 

388 Classics of Anthropological Thought (3 credits) The history and integration 

of anthropological theory as social science. An introduction to anthropology’s 

great thinkers; major issues of 19th and 20th century thought. Required core 

course for anthropology majors. Prerequisite: Anth 105, 223 and 237. (SBA) 

421 Field Research in Archaeology (4 credits) Excavation and analysis of 

archaeological materials. Prerequisites: Anth 105, Anth 225, or permission of 

instructor. 

487 Research Seminar/Cultural Dynamics (3 credits) Seminar focused on the 

application of classical and modern theories of social change and continuity. At 

the end of the course, each student submits a research proposal for their senior 

thesis for departmental approval. Required core course for anthropology majors. 

Prerequisite: Near completion of major in anthropology, especially 223 and 388.

490 Senior Thesis in Anthropology (3 credits) Student-initiated project of 

substantial scope done under faculty guidance. Integration of theory, method and 

fact in cultural, biological or archaeological anthropology. Prerequisite: Consent of 

anthropology faculty supervisor. 

Anthropology 

Requirements for the major: Design a program, with the guidance of an advisor, 

that includes a minimum of 12 approved courses, distributed as follows: 

One preparatory course: 

105 Introduction to Anthropology 

Four core courses: 

223 Cultural Anthropology 

225 Fundamentals of Archaeology 

235 Biological Anthropology 

388 Classics of Anthropological Thought 

At least one area course, selected from: 

237 Peoples and Cultures of. . . 

239 Old World Prehistory 

241 Native North American Prehistory 

335 Third World Studies... 

Five additional anthropology courses, including 

at least two at or above the 300 level 

487 Research Seminar/Cultural Dynamics (must earn a minimum grade of C) 


Requirements for the minor: With an advisor, design a program with a minimum 

of seven approved courses, distributed as follows: 

105 Introduction to Anthropology 

One area course, selected from: 

237 Peoples and Cultures of. . . 

239 Old World Prehistory 

241 Native North American Prehistory 

335 Third World Studies... 

223 Cultural Anthropology 

One additional core course, selected from: 

225 Fundamentals of Archaeology 

235 Biological Anthropology 

388 Classics of Anthropological Thought 

Two additional anthropology courses, including: 

At least one course at or above the 300 level 

Grades for all courses taken in anthropology are used to calculate the average in 

the major for Departmental Distinction.

Art and Art History 

Producing art as a means of personal expression and studying art in its historical 

context enriches the life of every student. Although each approach can be pursued 

independently, study of the links between the two provides valuable insight into 

our cultural roots, both Western and global. Art challenges each of us to discover 

and invent ways to communicate ideas through visual forms. Further, art speaks to 

us about the past and helps us to confront the present and prepare for the future. 

Art encourages us to understand and explore a vast range of traditional and 

non-traditional ideas, materials and forms. 

Students may choose from two major programs: a major in art, with an emphasis 

in studio art, or a major in art history. Both of these programs culminate in a 

Bachelor of Arts degree. The department also offers a studio minor, an art history 

minor and a minor in documentary photography. A special interdisciplinary minor 

in graphic communications is available for students interested in the practical 

application of art to communications. Please refer to Graphic Communications 

Minor. 

The major in art includes core courses in studio art and art history, which are to 

be taken during the first two years. In addition to the core program, the studio art 

emphasis includes upper-level work in art history and concentrations in two of the 

following studio areas: painting, drawing, ceramics, photography, printmaking, 

sculpture, glassblowing and visual communications. Special opportunities to study 

letterpress and book arts are available as well. 

During the second year, declared art majors participate in the sophomore review, 

which helps them assess their individual progress and goals within the major. The 

core courses in studio art must be completed successfully before the student 

majoring in art may participate in the Junior Review, a one-week exhibition with 

group critique held in Foreman Gallery, Anderson Center for the Arts. Successful 

completion of the Junior Review is required before an art major may begin the 

senior project. Junior Review is scheduled for Spring Term; students considering a 

full junior year abroad may petition the department by spring of their sophomore 

year to postpone their Junior Review to fall of their senior year. The senior 

project, an exhibition of original works, normally earns four credits and is held in 

the Foreman Gallery at the end of the Spring Term senior year. 

The major in art history is designed for the student interested in researching and 

writing about the history of ideas through the study of works of art and their 

makers. This program includes three core art history survey courses, normally 

taken in the first three terms. The surveys serve as the foundation for six 

additional art history courses required for the major, which introduce the student 

to the discipline of art history through an investigation of a variety of historical 

styles, techniques and ideas. Art history majors also are required to take two studio 

arts courses; this hands-on experience enables the student to directly engage skills

and concepts used by artists, and to understand how different materials and tools 

affect the creative process. Art history majors will also need to achieve reading 

competency in either French or German. This can generally be achieved through a 

two-course beginning language sequence. 

A required senior seminar, which includes the senior thesis, is held in the fall and 

spring of the senior year and consists of original art historical research. In the 

spring of the senior year, students, through an oral presentation, present their 

research to the art and art history faculty. 

The department also offers a varied schedule of art events, including visiting artist 

and art historian lectures, art films and art exhibitions, which are designed as part 

of the student’s education. Studio and art history majors are required by 

department policy to attend out-of-class events sponsored by the department. All 

seniors in both majors are required to attend the art history thesis presentation 

and the reception for the senior project in art exhibition. 

A number of special study opportunities offered by the department further enrich 

the art program at Hartwick. Individualized instruction in studio classes gives 

students the opportunity to work closely with professional artists. The full-time 

faculty is joined each semester by resident artists-specialists who teach courses in 

such areas as glassblowing, graphic design, letterpress and drawing-and by 

prestigious visiting artists who conduct occasional workshops or lectures. Past 

visiting artists have included Kay WalkingStick, Duane Michaels, Michael Pestel, 

and Sandy Skoglund. 

Other special opportunities include department-sponsored study programs in 

Europe and New York City. In addition, students may do advanced work or 

independent study with a professional in a medium or area of special interest. 

They also may intern with professional artists or art historians in a variety of fields 

including book illustration, advertising, photojournalism, gallery and museum 

management, and art history research. Students interested in curating exhibitions 

for museums or galleries are encouraged to gain experience through 

internships supervised by appropriate department faculty, or by taking museum 

studies courses offered through Yager Museum. Students are encouraged to 

consider completing the interdisciplinary Museum Studies Minor. 

In addition, Round House Press offers students the opportunity to develop 

professional skills in fine arts printing. 

All majors in the department take courses in other disciplines as part of their 

liberal arts and sciences education. The background and experience gained by 

students of art and art history at Hartwick has enabled them to begin careers in a 

wide range of art-related fields. Others pursue graduate study at such institutions 

as Otis Art Institute, Columbia University, Rochester Institute of Technology, 

Syracuse University, Washington University, Pratt Institute, Rutgers University 

and the State University of New York at Albany.

Potential studio art majors are required to submit a portfolio for review, either as 

prospective students applying for admission to the College, or later as 

“undeclared” students selecting a major course of study. 

Faculty 

Art and Art History Faculty: Gloria Escobar, chair; Elizabeth Ayer, Fiona 

Dejardin; Roberta Griffith; Katharine Kreisher; Cary Peppermint; Leesa 

Rittelmann; Terry Slade; Phil Young 

Resident Artists: Danielle Boudet, Erik Halvorson, Jo Mish, Elizabeth Nields 

Courses 

The courses described below, open to both majors and non-majors, offer 

instruction in studio art and art history from introductory to advanced levels. All 

students are invited to enroll in 100-level courses as well as certain introductory 

courses in art history (203, 204, 206, 207, 209), printmaking (231, 233, 331), 

photography (241) and ceramics (270, 271), for which previous studio or art 

history is helpful, but not required. For some introductory studio courses in 

painting and sculpture (221 and 262), students may request the instructor’s 

permission to waive prerequisites. Those who are neither majoring nor minoring 

in art also may take upper-level courses when they have fulfilled the prerequisites. 

Certain drawing courses (212, 217) can be repeated at the 300 level with 

permission of the instructor to fulfill the intermediate level in the drawing 

concentration. Students may repeat certain advanced courses up to three times 

each: 421, 431, 441, 461, 471, 481. 

102 World Art History I: Ancient Art (3 credits) This course surveys major 

monuments in architecture, painting, sculpture in Western Europe, the Near East, 

Egypt, China, India and the Americas from prehistory through 1000 C.E. Using a 

chronological framework, students are introduced to the fundamentals of art 

history, including developing skills in formal analysis, iconography, and the 

comparative method. Emphasis will be on the social, political and cultural context 

of objects. Suitable for non-majors. (CPA or NTW) 

103 World Art History II: Middle Periods (10th-17th Centuries) (3 credits) As a 

continuation of Art 102, this course surveys the major monuments of art history 

from 1000 C.E. through the 17th century. Architecture, painting, sculpture and 

printmaking created in countries and cultures throughout the world, including 

Japan, China, Islam, Africa, the Americas and Western Europe are investigated. 

This course introduces students to art historical methods, concepts and definitions 

and stresses the relation of objects to their political, social and cultural context. 

Suitable for non-majors. (CPA or NTW) 

104 World Art History III: Art of the Modern World (3 credits) This course 

explores the history of modern Europe and the U.S. with an emphasis on the 

west’s aesthetic and cultural exchanges with Africa, Japan, and Mexico from 1750 

to 1950. Art of the Modern World introduces students to all modern media 

including photography and performance art and especially addresses issues of race,

class, and gender as they relate to the production and reception of art objects. This 

course introduces students to art history as a discipline by focusing on art 

historical methods and approaches. Suitable for non-majors. (CPA or NTW) 

113 Drawing 1 (2credits) Using black and white media as well as color paint, 

students work on advanced skills and development of content in drawing during 

this seven-week course. Because the formal elements (line, shape, value, texture, 

color, etc.) are investigated more deeply, emphasis is placed upon creative pursuit 

of compositional variety, visual cohesiveness, and the significant issues of 

content. Images and issues from a wide range of cultural, historical, and 

contemporary contexts are examined. Professional presentation of completed work 

is included. This is a core course offered for art majors. Those who declare later 

should take Art 111 as soon as possible in their academic career. (CPA) A section 

of this course is offered as a FYS for incoming declared majors as a core course 

and it should be taken in combination with Art 115 2-D Design and Art 250: 

ArtNow. 

115 2-Dimensional Design (2credits) Using black and white media as well as 

color paint, students explore basic concepts in 2D design during this 7 weeks 

course. The formal elements, their qualities and interactions (line, shape, value, 

texture, mass, color, pictorial space, etc.) are investigated in the creative pursuit of 

compositional variety, visual cohesiveness, and issues of meaningful content. 

Images and issues from a wide range of perceptual, cultural, historical, and 

contemporary contexts will be examined. Recommended for non-majors or those 

with little previous experience as well as those who declare the studio major after 

their first semester at Hartwick. (CPA) A section of this course is offered as a 

FYS for incoming declared majors as a core course and it should be taken in 

combination with Art 113 Drawing 1 and Art 250: ArtNow. 

114 Drawing II (2 credits) Students continue to explore the possibilities of drawing 

materials, using major subjects such as still life, interior space, landscape, and the figure. 

Although the basic elements of picture-making (line, shape, value, color, texture, mass) 

receive due consideration, emphasis is placed on the development of composition, subject 

matter and ideas in order to seek a balance between the advance of technical skills and the 

development of content. Professional presentation of finished drawings will be included. 

Recommended for students with previous drawing experience. Prerequisite Art 113 (CPA 

when at least 3 credits are achieved) texture, color, and pictorial space). The course 

emphasizes solving problems creatively by employing compositional variety and 

cohesiveness. Open to students with art backgrounds or previous experience. (CPA when 

3 credits are achieved) 

118 Web Development/Portfolio (4 credits) This course is intended to provide 

the opportunity for students to produce a complete Web site that will 

aesthetically present the work from their college career. The course will involve 

readings in contemporary Web thinking, addressing Web culture, business and 

future uses, training in the latest version of Macromedia Dreamweaver, 

deployment of individual Web sites, and training in the ongoing management of 

the site. 

165 3-Dimensional Design This course is an introduction to basic elements of design in 3 

dimensions. The students will explore the use of line, mass, volume, implied motion, color 

and other design elements using wire, wood, plaster and mixed media construction. To

accomplish these goals the students will be introduced to concept development using 

drawing and research, a variety of sculptural construction processes and safe use of basic 

hand and power tools. 

203 Arts of the Americas (3 credits) This course surveys the arts of the Americas 

from prehistory through the present. The course emphasizes the native arts of the 

Americas in the broadest sense by examining the work of native cultures, 

immigrant cultures with special attention to Latino art, and the dominant white 

culture after the 15th century. Hence the course contrasts Western arts with non- 

Western art in order to show how different cultures make art for very different 

reasons. The course, like the other art history surveys, addresses art historical 

methods and approaches, definitions and concepts. Suitable for non-majors. (CPA 

or NTW) 

204 Women and Art (3 credits) This course studies women’s various roles in the history 

of western and non-western art with special emphasis placed upon underlying issues of 

racism and sexism in the modern and contemporary eras. Although it focuses on women as 

artistic producers, it also addresses the way in which women have been imaged by men. 

Various art historical approaches are applied in order to examine the cultural, economic, 

political, and social restrictions that have shaped women’s relationship to the visual arts in 

the past 200 years. (CPA or WHS) 

206 History of Chinese Imperial Art (3 credits) The survey of Chinese Imperial 

Art begins with Shang Dynasty pottery and bronzes from the second millennium 

BCE and continues through 1912 and the fall of the Ch’ing Dynasty. Chinese 

history, literature and religion will be discussed in order to explain the works of 

art, their meaning and the society in which they were produced. Open to all 

students. (NTW) 

207 History of Modern Photography (3 credits) This lecture course examines key 

developments in the history of photography from its invention in 1839 to the rise of 

postmodernism in the 1970s. Arranged chronologically, the course examines recurrent 

debates in modern Europe and the U.S. regarding photography’s dual status as an 

expressive fine art medium and objective historical document. It likewise charts ongoing 

aesthetic disputes between proponents of “straight,” unmediated photographic production 

and those who champion the beauty of the manipulated image. (CPA) 

209 The History of Architecture (3 credits) The course is designed to address 

major architectural developments in world architecture with a concentration on 

Western architecture. Students examine the monuments in a cultural, social and 

political context. Open to all students. (CPA) 

212 Drawing/The Figure (4 credits) Drawing from the human form, students 

interpret the structure, anatomy, movement, mass, volume, and weight of the 

human figure in various two-dimensional media, emphasizing expressive and 

design elements. Offered alternate years. Prerequisite: Art 113 and 114 or by 

permission of the instructor. This course is an alternative core requirement for 

studio art majors. Can be taken at the 300-level with permission of the instructor 

to fulfill intermediate level in drawing sequence for students concentrating in 

drawing. 

213 Visual Communication I (4 credits) This course will involve the introduction 

to and study of typographic history and conventions as well as an introduction to 

the use of several computer applications for the manipulation of typographic

forms. The course also will introduce the semiotics of images and will explore the 

relationships between typography and imagery. Projects are designed to study 

typographic structure, effective usage, logotype, iconic and indexical imagery. 

Prerequisite: Art 113 and 115 Drawing and 2-Dimensional Design. 

214 Papermaking Workshop (4 credits) Students make images on and with 

handmade paper. Diverse techniques of manipulating handmade paper are 

explored: sheet-forming, laminations, use of vacuum table, casting and spraying of 

three-dimensional forms, and handmade paper books. Students are expected to 

produce both individual works and editions. Offered alternate years. Prerequisite: 

Art 113 and 115 or permission of the instructor. (CPA) 

215 Illustration (4 credits) This course focuses on the creation of provocative 

visual images that are able to compete in the commercial market. It begins with 

analyses of illustrators past and present and proceeds to outline professional 

methods for executing and presenting work. Through exposure to a variety of 

media and techniques, practical studio assignments, slide presentations and field 

trips, students gather the knowledge and experience to prepare them for 

employment in the field. Also covered are methods of production, avenues for 

expression and preparation of one’s resumé and portfolio. Appropriate for 

students with drawing and/or painting skills seeking commercial direction to 

market their talents, as well as further development of basic skills. Prerequisites: 

Art 113 or 115. Offered infrequently. Can be used as one of the courses in the 

drawing concentration with special permission. 

216 Visual Communication II (4 credits) This course introduces visual 

communication design as a problem-solving process. Emphasis will be placed on 

research, concept development, and teamwork, as exhibited in the mid-term and 

final projects. Contemporary visual culture is referenced to stimulate creation of 

projects that address specific problems in the general categories of publication, 

poster, logotype and image design. Prerequisite: Vis Com I. 

217 Drawing/Works on Paper (4 credits) Working with paper as a surface to 

receive drawings and as a design material in itself, students explore new media and 

more advanced concepts. Course focuses on investigations into contemporary 

issues, and includes some drawing from the figure and other sources, with a goal 

of developing stronger and more personal visual statements. Students may work 

on projects that integrate other techniques such as printmaking, photography, 

illustration, papermaking, etc. Prerequisite: Art 113 and 115, or by permission 

of instructor. Course is an alternative core requirement for studio art majors. Can 

be taken at the 300-level with permission of instructor to fulfill intermediate level 

in drawing sequence for students concentrating in drawing. 

221 Painting: Acrylics (4 credits) This course examines the fundamentals of painting as a 

language, utilizing a wide range of acrylic possibilities and surfaces. Explorations will 

include the use of mediums and gels, flow release, molding pastes, and other experimental 

inclusions. Students will work from observation and conceptually-based assignments to 

expand their personal use of this versatile medium. Prerequisite: Art 113 and 115. 

222 Painting: Oils (4 credits) This course, based primarily on the use of oils, offers 

instruction in a range of materials and techniques from early Western historical processes 

to the present. Various supports, scales, color and other formal elements are examined in 

light of compositional explorations and development of content. By means of direct

observations (e.g. the figure) and other conceptual problems, students begin to examine the 

possibilities of this painting medium in the expression of personal statements. Examples 

are taken from different cultural, historical, and contemporary settings. Prerequisite Art 

221 or by permission. 

223 Painting: Watercolor and Gouache (4 credits) Students explore a variety of waterbased 

painting techniques and conceptual ideas to expand their understanding of these 

painting media. Materials include watercolor, gouache, and water-soluble pencils and 

crayons. Offered alternate years. Prerequisite: Art 113, 114, 115 with permission of 

instructor. 

231 Printmaking: Relief (2 credits) Students learn the Relief process (linoleum and 

woodblock) in this seven-week course. An introduction to letterpress encourages them to 

combine text and image. Editions (limited series of identical prints on paper) are required. 

There is no prerequisite but drawing or design experience is strongly encouraged. (CPA 

when at least 3 credits are completed) 

233 Printmaking: Intaglio (2 credits) Students learn the Intaglio process (drypoint and 

etching on inked metal plates) in this seven-week course. Collagraphs and unique 

monoprints may be included as experimental projects. There is no prerequisite but drawing 

or design experience is strongly encouraged. (CPA when at least 3 credits are completed) 

234 Printmaking: Lithography (2 credits) Students learn the lithographic process (Litho 

stones and plates) in this seven-week course. Editions (limited series of identical prints on 

paper) are required. There is no prerequisite but drawing or design experience is strongly 

encouraged. (CPA when at least 3 credits are completed) 

235 Printmaking: Silkscreen (2 credits) Students learn the Screen-printing process (direct 

and indirect emulsions) in this seven-week course. Introduction to textile printing is 

included. Editions (limited series of identical prints on paper) are required. There is no 

prerequisite but drawing or design experience is strongly encouraged. (CPA when at least 3 

credits are completed.) 

241 Photography I (4 credits) Students learn the fundamentals of camera 

handling, film development, and black and white printing. The emphasis of the 

course is on decision-making, image-making and the development of ideas. 

Students provide their own 35mm cameras with variable aperture and shutter 

speed. Yellow and red filters are recommended, and flash may be used. For majors 

and non-majors. No prerequisite, but Art 113 and 115 are recommended. (CPA) 

250 Topics in Art (3 or 4 credits depending upon course) The topic is announced prior 

to registration. Previous topics have included “History of the Print,” “Commercial 

Photography,” and “20 th Century Black Art and Visual Culture.” Offered occasionally. 

Prerequisites depend on the topic. Please see schedule for current offerings and curriculum 

XXI designations. 

262 Sculpture I (4 credits) The course teaches basic skills in sculptural processes 

and introduces students to the language and concepts associated with sculpture. 

Students make sculptures using the following processes: modeling (clay, wax and 

plaster), carving, mold-making (plaster, silicone and latex), metal fabrication and 

lost wax bronze casting. Prerequisite: Art 165. 

264 Foundry (4 credits) The focus of this course is to explore and execute 

sculptural forms cast in bronze using the ancient technique of lost wax casting. All 

students participate in foundry operating procedures. (CPA)

270 Worldwide Ceramics (4 credits) Students study and research selected 

examples of functional and non-functional ceramics and clay artifacts from 

different countries and cultures, dating from 4500 BCE to contemporary times. 

The focus of the course is on Pre-Colombian hand-built ceramics from Mexico, 

Central America and South America; works from China and Japan, and Native 

American ceramics also are studied. Besides studying the works from a historical 

point of view, students actually make, decorate and fire ceramic hand-built forms, 

which replicate those examined in the lectures. Several field trips complete the 

course. Open to all students. (NTW) 

271 Ceramics I (4 credits) The plastic characteristics of clay are explored through 

experiments in construction, throwing on the potter’s wheel, hand building and 

other means of fabrication. Students experiment with mass, color, and texture in 

functional and non-functional objects. Participants learn to operate kilns and to 

maintain the studio and the equipment. (CPA) 

276 Glass I (4 credits) This course focuses on the introduction of glass as a material for 

artistic expression, as well as elementary technical skills for working with hot glass. 

Students will be introduced to the basics of glass blowing, the history of glass, and other 

processes used in glass making. Aesthetic and conceptual ideas associated with object 

making will be presented and discussed. Students will explore the properties of molten 

glass to develop basic skills and to begin to discover the possibilities of personal 

expression. Prerequisite Art 165 or equivalent and permission of instructor. 

301 Greek & Roman Art History (3 credits) The study of ancient art begins with 

Bronze Age civilizations from around the Aegean Sea and continues to the age of 

Constantine, around C.E. 315. Course content includes architecture, painting, 

sculpture, ceramics and minor arts, all studied in relation to the philosophies and 

histories of the civilizations that produced them. Offered alternate years. (WHS 

or CPA) 

302 Medieval Art History (3 credits) The course assesses iconographic and 

stylistic developments in Christian art from the Late Antique/Early Christian 

period through Romanesque and Gothic. Monuments from Western Europe as 

well as Byzantine and Islamic art forms will be examined. Documenting changes in 

architectural principles, in elaborate pictorial programs and in preferences for 

certain media serves as evidence for understanding the particular circumstances 

surrounding the execution of the works. Offered alternate years. Prerequisite: Art 

102 or Art 103. 

303 Italian Renaissance Art History (3 credits) The study of Renaissance art in 

Italy includes the Proto-Renaissance of Tuscany, the early Renaissance in 

Florence, and the arts of the High Renaissance in Rome and Northern Italy. 

Course content includes works by Giotto, Brunelleschi, Leonardo da Vinci, 

Michelangelo and Titian. Their art, and others, will be explored in the context of 

concurrent social, religious and artistic developments. Offered alternate years. 

Prerequisite: Art 103. 

304 Baroque Art History (3 credits) This course explores concepts of the baroque 

in its broadest sense through the investigation of recurring ideas, themes and 

media. Major 17th and 18th century artists such as Bernini, Caravaggio, 

Rembrandt, Rubens, Poussin, Velasquez, Vermeer and Watteau are included in 

the course content. Works of art of astonishing variety document not only

contemporary artistic trends but also advances in philosophy, science, economics 

and the development of the modern state. Offered alternate years. Prerequisite: Art 

103. 

305 19th Century Art History (3 credits) This course begins in the 18th century 

with the French Revolution and proceeds to explore the major art movements of 

Neo-Classicism, Romanticism, Realism and Impressionism while emphasizing the 

breakdown of tradition that paves the way for 20th century modernism. Artists 

and their works are studied within the context of social, political, technological 

and aesthetic developments. Offered alternate years. Prerequisite: Art 104. (WHS) 

306 20 th Century Art History (3 credits) The course begins in the 1880s and 

concentrates on the vast variety of “isms” that occur in the first half of the 20th 

century. From Fauvism through Abstract Expressionism, the course covers the 

work of such artists as Matisse, Picasso, Duchamp, Kahlo, Dali and Pollock, 

among others. All artistic movements are studied within their social, political and 

cultural contexts. Prerequisite: Art 104. (WHS) 

307 Off-Campus Study in Art History or Studio (4 or 5 credits) Students study 

various topics on location, for example: The Art of Rome and Florence or Espana 

Encantadora (offered January Terms). Prerequisites depend on the topic. 

Permission of instructor required for enrollment. 

312 Drawing/Works on Paper (4 credits) Students continue to improve skills 

acquired in Drawing and 2-Dimensional Design. Assignments focus on exploring 

new media and more advanced concepts of working with paper. Students work 

toward integrating materials and techniques with concepts and formal ideas. 

Prerequisites: Art 113, 114 or 112 and 212 or 217 and/or permission of 

instructor. 

316 Visual Communication III (4 credits) This course introduces experience 

design. This study of the design of interactive media involves research into specific 

project requirements, compilation and co-editing of information, organization of 

information flow, visual interface design including interactive animation and 

digital audio. Page loading efficiencies are addressed through typographic controls 

as well as image manipulation and optimization. The course will culminate in the 

production and publication of a complex Web site. Prerequisite: Vis Com II. 

May be repeated for additional credit, addressing additional interactive digital 

media.) 

321 Painting II (4 credits) Students continue to develop skills learned in Art 

221and/or 222, and they are encouraged to clarify and cultivate emerging 

personal approaches to painting while continuing to experiment. Work can be 

done in a variety of media such as oils and acrylics. Prerequisite: Art 221 or 222 

or by permission of instructor. 

341 Photography IIA: Black and White (2 credits) This half-semester intensive 

intermediate course allows the student to expand skills in traditional black and 

white photography using a straightforward or documentary approach. Projects 

include archival fiber-based printing, 4x5 camera and some studio work. Prerequisite 

Art 111 or 112, and Art 241 342 Photography IIB: Manipulated Image 

(2 credits) This half-semester intensive intermediate course includes an 

introduction to some processes by which the artist alters an original black and 

white image or simply “draws with light.” Projects include collage, photogram,

pinhole, ortho film, solarization, cyanotype, painted photograph, and more. Prerequisite 

Art 113 and 115, and Art 241. 

342 Photography IIB: Manipulated Image (2 credits) This half-semester intensive 

intermediate course includes an introduction to some processes by which the 

artist alters an original black and white image or simply “draws with light.” 

Projects include collage, photogram, pinhole, ortho film, solarization, cyanotype, 

painted photograph, and more. Prerequisite Art 113 and 115, and Art 241. 

343 Photography IIC: Color (2 credits) This half-semester intensive course allows 

the student to explore color in photography through a variety of means which may 

include color negatives, color slides, printing using chemical processing, digital 

printing and hand-tinting. Prerequisite Art 111 or 112, and Art 241. 

350 Topics in Art (3 or 4 credits depending on the course) The art history or 

studio topic is announced prior to registration. Previous courses have dealt with 

subjects such as Impressionism, jewelry and metalsmithing, and photoprintmaking. 

Offered occasionally. Prerequisites depend on the topic. Permission 

of instructor required for enrollment. Please see schedule for current offerings. 

361 Sculpture II (4 credits) Students continue to explore basic sculptural 

methods. Emphasis is placed on realizing sound three-dimensional concepts, 

experimenting with diverse materials and improving skills. Traditional and 

contemporary sculptural concepts involving construction, mixed media and 

environmental works are presented. Students are encouraged to manipulate various 

materials such as wood, metal, plaster, clay, fiber, etc. Prerequisite: Art 262. 

371 Ceramics II (4 credits) Students continue to experiment with the plastic 

characteristics of clay learned in Ceramics I (271) or Worldwide Ceramics (270), 

or Ceramic Workshop (TIA 250). Advanced methods of construction, throwing 

and other means of fabrication are employed to create both functional and nonfunctional 

objects. Along with research and experiments in glazing, students work 

on a more advanced level in kiln firing procedures and in maintenance of the 

equipment and studio. Prerequisites: Art 165 and Art 271, or Art 270. 

376 Glass II (4 credits) Students continue to explore glass-making possibilities with the 

introduction of more advanced glass-making techniques. Emphasis is placed on refining 

form and simplifying ideas to fully understand and clarify concepts. Students will be 

encouraged to continue to develop personal expression. They will also be required to 

demonstrate an understanding of more advanced skills and procedure as well as to monitor 

and assist with equipment and studio maintenance. Prerequisite: Glass I and permission of 

instructor. 

377 Glass III (4 credits) 

401 Northern Renaissance Art History (3 credits) The art of the 15 th and 16th 

centuries in the Netherlands and Germany represents a transitional period between 

the Middle Ages and the Baroque. The course traces shifts in patronage and the 

status of the artist, along with new developments in media (oil painting, graphics). 

From van Eyck to Bruegel, differing artistic expressions reflect the move to the 

modern world. Offered alternate years. Prerequisite: Art 103. 

402 Art: 1945 to the Present (3 credits): This course addresses some of the critical issues 

in the history of art from the mid-20 th century to the present. It explores a range of 

traditional and newer media including painting, sculpture, photography, architecture, 

film/video, performance, and installation art. The first half of the courses analyzes mid-

century movements like Abstract Expressionism, Minimalism, Pop Art, and Conceptual 

Art. The second half of the course addresses the ways in which these earlier movements 

have been challenged, refuted, and transformed over the last twenty years by artists of the 

Postmodern and Post-photographic eras. Prerequisite: Art 104. 

421 Painting III (4 credits) Students work toward evolving personal, individual 

approaches to painting on an advanced level. The imaginative manipulation of 

formal ideas and concepts is emphasized. Philosophical and theoretical issues 

about painting are addressed. Can be repeated as Painting IV. Prerequisite: Art 

321. 

431 Printmaking III (4 credits) Each participant selects one of the major 

printmaking methods as a means to create images. Instruction emphasizes 

individual concerns. Students are expected to produce portfolios, which 

demonstrate advanced levels of both technical and aesthetic expertise. Can be 

repeated as Printmaking IV. Prerequisites: Art 113 and 115 and Art 231 or 331. 

441 Photography III: Portfolio (4 credits) In this advanced full-semester course, 

each student explores a unified personal vision by proposing and completing a 

thematic project that culminates in an exhibition quality portfolio. Art 441 can be 

repeated for credits as Photography IV. (Note that Art 490: Senior Projects in 

Art relating to photography will meet at the same time.) Pre-requisite: two of the 

following three intermediate photo courses, Art 341, 342, and 343. 

450 Topics in Art (3 or 4 credits depending on the course.) The topic of this 

advanced seminar is announced prior to registration. Previous courses included 

“Advanced Foundry,” “Impressionism,” and “American Art.” Offered 

occasionally. Prerequisites depend on topic. Permission required. Please see 

schedule for current offerings. 

461 Sculpture III (4 credits) The course is designed to broaden the advanced art 

students’ knowledge of three-dimensional aesthetic concepts, materials and 

techniques. Students concentrate on refining individual attitudes through 

involvement with sculptural form and process. In class, students explore current 

issues and trends through art periodicals and field trips. Completed projects are 

expected to exhibit high-quality workmanship and profound treatment of aesthetic 

issues. Can be repeated as Sculpture IV. Prerequisites: Art 361. 

471 Ceramics III (4 credits) Clay as an art medium for both pottery and sculpture 

is explored by students on an advanced level. Students may learn basic glaze 

calculation in order to formulate their own glazes. Personal, creative ideas are 

realized in individual projects. Instruction emphasizes individual concerns. 

Students participate in all levels of kiln firing and studio maintenance. Can be 

repeated as Ceramics IV. 

476 Glass III (4 credits) Students explore glass as a medium on its own as well as 

in sculptural combinations at an advanced level. Emphasis is placed on developing 

personal artistic expression. Students should assist with equipment and studio 

maintenance. Prerequisite: Glass II and permission of instructor. 

490 Art History Research and Methods: Senior Thesis (4 credits) The seminar is 

designed to improve the art history major’s critical, analytical, writing and research 

skills. Stress is placed on development of library skills, analysis of visual and 

written material, and the study of art history as a discipline. Students are 

introduced to the history of art history by studying how the various methods of

and approaches to art history were invented, developed or adopted. The course is 

mandatory for all art history majors and includes the senior thesis in art history. 

However, non-art history majors who are interested may take the topics course 

The History of Art History, which is offered concurrently. Non-majors will not 

be expected to do a senior thesis. The course will be taken for 4 credits—two will 

be earned in Fall Term and two in Spring Term. The course culminates with the 

presentation of the senior thesis in the spring term. Prerequisites: Art 102, 103, 

104, and at least one additional art history course at the 300 level. 

490 Senior Project in Art: The Senior Project (4 credits) required of all studio art 

majors, represents a culmination of the student’s studies. A proposal conceived 

and written in consultation with the student’s academic advisor and two project 

advisors, must be reviewed by the entire department before work is begun on the 

project. An exhibition of the completed studio work is presented in the late spring 

at the Senior Projects Exhibition in Foreman Gallery. Questions about developing 

a Senior Project should be directed to the student’s advisor. Prerequisite: 

Successful completion of Junior Review. 

495 Senior Internship in Art or Art History (credit variable probably 3 or 4 

credits) An internship in an art- related field. The student should arrange to do 

this internship with the appropriate faculty supervisor. 

Letterpress 

Letterpress students learn the basics of typography, typesetting, page design, book 

design and the operation of two presses. Students also learn the various forms of 

illustration that are compatible with letterpress work. Past projects designed by 

students include books of original poetry, short stories and graphics. Other 

ephemeral projects include work on posters, calendars, invitations, portfolios and a 

wide variety of smaller printed items. Letterpress has no prerequisite. 

Art and Art History 

Requirements for the major in art: Minimum of 51 credits, distributed as follows: 

Five core courses in art: 

113 Drawing I 

114 Drawing II 

115 2-D Design 

165 3-D Design 

212 Drawing/The Figure or 

217 Drawing/Works on Paper 

Three core courses in art history (to be taken in the first two years): 

102 World Art History I: Ancient Art 

103 World Art History II: Middle Periods (10th -17th Century) 

104 World Art History III: Art of the Modern World 

Two courses in Art History above the 100 level. 

One must be at the 300 or 400 level. 

It is required that one course be 306 20th Century Art History 

or 402 Art: 1945 to Present. 

Two courses in same studio area: at 200 and 300 level

Three courses in the same studio area at 200, 300 and 400 level. Upper-level 

occasionally done by directed study. 

Junior Review (not a course, but an assessment) 

490 Senior Project in Art: Junior Review must be successfully completed before 

beginning the senior project. 

Requirements for the major in art history: Minimum of 39 credits, distributed as 

follows: 

Three core courses in art history (to be taken in the first year): 

102, 103, 104 Art History I, II, III 

Two courses in studio art, selected from: 

113: Drawing I 

114: Drawing II 

115: 2-D Design 


Six additional art history courses, distributed as follows: 

Two courses selected from: 

301 Greek & Roman Art History 

302 Medieval Art History 

303 Italian Renaissance Art History 

401 Northern Renaissance Art History 


304 Baroque Art History 

305 19th Century Art History 

306 20th Century Art History 

402 Art: 1945 to the Present 

Two additional courses; one must be at the 400 level. 

(Courses listed above that have not already met the above requirement may be 

used in this respect.) 

490 Art History Research and Methods: Must be taken during Fall and Spring 

terms of the senior year and includes a senior thesis. 

Requirements for a double major in art and art history: The student of art or art 

history is invited to complete a double major within the art department in 

consultation with his or her advisor. 21 courses are required. 

Requirements for the minor in studio art (with a major in another department): A 

minimum of six courses, distributed as follows: 

Eight credits selected from the following core courses: 





Three additional studio courses above the 100 level 

One art history course: 

Any art history course without a prerequisite

Requirements for the minor in art history (with a major in another department): 

A minimum of six courses, distributed as follows: 

Three core courses: 

102, 103, 104 World Art History I, II, III 

Two additional art history courses above the 100 level 

Four credits in studio art, selected from: 





231 Printmaking I or 331 Printmaking II 

241 Photography I 

262 Sculpture I 

271 Ceramics I 

Requirements for the minor in art or art history, which accompanies a major in 

the other field within the department: Art or art history majors are encouraged to 

complete a minor within the department. The significant overlap between the two 

majors requires the student to complete the major as described in the catalog and 

then, in consultation with his or her advisor, complete six additional courses in the 

minor beyond those required to fulfill the major. 

Requirements for the minor in documentary photography: 

A minimum of six courses, distributed as follows: 

16 credits in art and art history: 

113 Drawing I 

115 2-Dimensional Design (B) 

207 History of Photography 

241 Photography I 

441 Photography III 

One Directed Study: Documentary Photography (or Photography IV) 

One Internship: At a magazine, newspaper, publications or public relations office, 

or an A-V department. 

Students are also encouraged to complete one of the interdisciplinary minors in 

Museum Studies or Graphic Communications. 

Grades for all courses taken in art are used to calculate the average in the major 

for Departmental Distinction.

Biochemistry 

Biochemistry, the interface between chemistry and biology, is concerned with the 

chemistry of biological reactions, and the regulation of these reactions. This 

rapidly growing field of study includes the investigation of chemical changes in 

disease, drug action, and other aspects of medicine as well as in nutrition, genetics 

and agriculture. The work being done in biochemistry in terms of medical, 

pharmaceutical and genetic engineering research will have increasing impact on our 

society. It is imperative, therefore, that people involved in research and businesses 

in these areas not only are capable scientists, but are educated to deal with moral 

and ethical questions arising from the advance of biochemical knowledge. The 

study of biochemistry as part of a liberal arts and sciences education fosters the 

development of the broad perspective and analytical abilities necessary to deal with 

such questions. Biochemistry functions under the direction of the departments of 

biology and chemistry, and students seeking additional information should contact 

the chair of either department. 

Requirements for a major in biochemistry include courses in biology, chemistry, 

and biochemistry as well as auxiliary courses in mathematics and physics. A 

required senior research project involves laboratory and library work, 

interpretation of data, and oral and written reports of the results. 

In addition to the independent research required for their senior project, 

biochemistry majors often assist with faculty research or do collaborative research 

with a professor. 

Biochemical advances in the knowledge of the action of natural hormones and 

antibiotics promise to aid in the further development of pharmaceuticals. In 

addition, discoveries resulting from biochemical research, including work being 

done in medical, pharmaceutical and genetic engineering, continue to open up new 

frontiers. Hartwick’s major in biochemistry offers excellent preparation for entrylevel 

positions in biochemistry research or for graduate work in the field. Students 

interested in attending medical school also obtain an exceptionally good science 

background through a major in biochemistry. 

Faculty/Coordinator 

Walter O. Nagel 

Courses 

405, 406 Biochemistry I, II (5 credits) An in-depth study of the organic chemistry 

of the molecular components of cells including proteins, enzymes (kinetics and 

mechanisms), coenzymes, nucleic acids, lipids and carbohydrates. The metabolism 

and biosynthesis of these constituents including glycolysis, Krebs cycle, pentose 

shunt, electron transport, glycogen synthesis, and lipid oxidation and synthesis will 

be studied. The energy transformation involved in and the regulation of these 

pathways will also be discussed. Special topics to be included are hormone 

biochemistry, biochemical genetics (replication, transcription and translation

of genetic material), recombinant DNA, photosynthesis and membrane chemistry. 

Prerequisites: Chem 202 and 303 (or by permission of the instructor), and Biol 

104 or the equivalent. Bioc 405 is prerequisite for Bioc 406. (LAB) 

490 Senior Research (4 credits) The student must develop an original research 

idea into a research proposal to be approved by the biochemistry committee, 

perform the library and laboratory work required by the proposal, interpret the 

data collected, and report the findings of the research orally in an open forum and 

as a written thesis. This course usually spans the regular terms of the school year. 

Biochemistry 

Requirements for A.C.S. approved major: All of the requirements listed below for 

the biochemistry major including 404 Instrumental Analysis (Chem) and 110 

Inorganic Chemistry (Chem) 

Requirements for the major: 20* courses distributed as follows: 

Seven* courses in chemistry: 

107, 108 General Chemistry I, II or 

109 Accelerated General Chemistry 

201, 202 Organic Chemistry I, II 

203 Analytical Chemistry 

303, 304 Physical Chemistry I, II 

Four courses in biology: 

104, 105 Principles of Biology I, II (Biol) 

200 Genetics (Biol) 

201 Molecular Biology of the Cell (Biol) 

Three courses in biochemistry: 

405, 406 Biochemistry I, II 

490 Senior Research 

Two courses in mathematics: 

121, 233 Single Variable and Multiple Variable Calculus (Math) 

Two courses in physics: 

201, 202 General Physics I, II (Phys) 

Two additional courses selected from the following: 

Science: 

344 Pathophysiology 

Chemistry: 

404 Instrumental Analysis 

405 Physical Organic Chemistry 

410 Inorganic Chemistry 

Biology: 

210 Microbiology 

300 Animal Development 

302 Plant Physiology 

304 Animal Physiology 

310 Neurobiology 

327 Comparative Physiology 

425 Immunology

Physics: 

165 Electronics 

305 Atomic and Nuclear Physics 

314 Thermodynamics and Statistical Physics 

318 Optics 

401, 402 Electricity and Magnetism 

Mathematics: 

308 Mathematical Probability and Statistics 

311 Differential Equations 

*Number of courses required for the major is reduced by one if Accelerated 

General Chemistry is taken in place of General Chemistry I, II. 

The major in biochemistry is a demanding program. In order to insure that all 

required courses are completed within four years, the following sequence is 

recommended: 

Freshman year 

General Chemistry I, II or Accelerated 

General Chemistry 

Single Variable and Multiple Variable Calculus 

Principles of Biology I, II 

Sophomore year 

Organic Chemistry I, II 

General Physics I, II 

Genetics 

Cell Biology 

Junior year 

Physical Chemistry I, II 

Analytical Chemistry 

Senior year 

Biochemistry I, II 

Two additional courses selected from list provided 

Senior Research 

Grades for all courses taken in biochemistry, biology, chemistry plus courses from 

physics or mathematics, if selected from the additional courses list, are used to 

calculate the average in the major for Departmental Distinction (Math 121, 233 

and Phys 201, 202 are not included).

Biology 

To study biology is to explore the amazing diversity of life from the fundamental 

processes taking place among the molecules of cells to the interaction among 

populations of living creatures throughout the biosphere. 

For students majoring in other disciplines, courses in biology can acquaint them 

with the language and methods of scientific inquiry and provide knowledge for life 

in a future that will be increasingly influenced by science and technology. 

Students who major in Biology at Hartwick will find a program that uses research 

as a teaching tool to encourage the development of broadly trained biologists. The 

program is designed to provide students with a background in the main biological 

disciplines, including anatomy, physiology, genetics, embryology, molecular 

biology, cell biology, microbiology, immunology, microscopy, neurobiology, 

zoology, botany, conservation biology, ecology, and evolution, and to acquaint 

them with the biological characteristics of a variety of organisms from microbes to 

mammals. 

As an introduction to the field of biology, entering majors must successfully 

complete the foundation courses Principles of Biology I and II (Biol 104 and 

105—these courses may be replaced by a Biology Advanced Placement test score 

of 4 or 5). These two courses are prerequisites for all core courses in the biology 

curriculum. In addition, Genetics (200) must be taken during the students’ career 

and is a requirement for graduation. The upper-level core courses are split into 

three areas: Molecular Biology and Developmental Genetics, Organismal Anatomy 

and Physiology, and Ecological and Evolutionary Biodiversity. Students must take 

two courses (a minimum of 7 credits) from each of these core areas (six courses 

total, a minimum of 21 credits) in any sequence that best suits their interests and 

goals. 

Biology majors are required to take courses in general and organic chemistry, 

physics and mathematics. They may also do internships in fields related to their 

special interests and career plans. 

The excellent laboratory facilities, which are fully accessible to students, 

contribute to the high quality of Hartwick’s biology program. A variety of 

research tools used routinely by students include spectrophotometers (general and 

research), phase/fluorescence microscopes with photomicrography attachments 

and image analysis capability, electrophoresis and chromatography equipment, 

PCR thermocyclers, growth chambers, computer-interfaced physiographs and 

photosynthesis apparatus, and a variety of field equipment that permits the 

capture and handling of wild animals. A three-room greenhouse, the Hoysradt 

Herbarium, an electron microscope facility, a tissue culture laboratory, a histology 

laboratory and a molecular genetics laboratory also are available for student use. 

Our new science facility includes centers for biotechnology, environmental science 

and policy, science communications, and a graphics imaging laboratory. The new

science facility also features new laboratories for collaborative student/faculty 

research projects. The Robert R. Smith Environmental Field Station at Pine Lake 

provides an opportunity for the study of relatively undisturbed terrestrial 

and aquatic ecosystems. 

A major in biology prepares students for a broad range of careers, including jobs 

in applied research and technical work in biology. They are well prepared for 

graduate work in biology and for professional study in medicine, dentistry, 

veterinary science, physical therapy, and other pre-allied health fields. By taking 

the required education courses in addition to their major requirements, students 

are eligible for secondary school teacher certification. 

Tropical Biology 

We offer opportunities for the biology major to gain experience in field studies of 

tropical ecosystems. The geographical locations that are presently visited include 

The Bahamas, Costa Rica, Thailand, and Madagascar. Expertise among the 

biology faculty in tropical biology includes areas of ecology, systematics, 

invertebrate biology, natural history, conservation biology, medicinal plants, and 

marine biology. One or more of these courses are usually offered every year, and 

students who take the beginning course in one of these locations may return a 

second time to perform a special project and/or their senior research under the 

direction of the returning faculty member. 

Robert R. Smith Environmental Field Station at Pine Lake 

The research facility at Pine Lake Environmental Campus provides an excellent 

opportunity for the study of local ecosystems in close proximity to the main 

campus. These ecosystems include nearly 1,000 acres of a mixed northeastern 

deciduous forest, a 12-acre kettlehole lake, bogs, and streams. The state-funded 

Field Station provides laboratory space for classes as well as student/faculty 

collaborative research projects. As a Hartwick Biology major, you can carry out 

research on birds, mammals, reptiles, amphibians, fish, insects, other invertebrates, 

plants, fungi, and microorganisms as part of our biology courses or as individual 

research projects. 

Faculty 

Biology Faculty: Douglas A. Hamilton, chair; Mary E. Allen; Allen R. Crooker; 

Peter T. Fauth; Mark L. Kuhlmann; Stanley K. Sessions; Linda A. Swift; Laura 

Gray Malloy, faculty-at-large 

Courses 

104, 105 Principles of Biology (4 credits; 3 one-hour lectures and 1 three-hour 

laboratory weekly) The conceptual foundations for advanced study in biology 

emphasizing characteristics unifying all living organisms. The central theme of 

evolution will be used to study organismal anatomy and physiology, development, 

cell structure and function, genetics, communities, and ecology. Laboratories will 

emphasize experimental design, data analysis, and scientific report writing. Biol 

104 is a prerequisite for Biol 105. Biol 104, 105 are prerequisites for core area

courses for the biology major. Alternative ways of meeting this requirement are 

possible with approval of the biology faculty. These courses may be replaced by a 

Biology Advanced Placement test score of 4 or 5. (LAB) 

110, 111 Human Anatomy and Physiology (A) (4 credits; 3 one-hour lectures 

and 1 three-hour laboratory weekly) An introductory lecture/laboratory course 

emphasizing the important concepts, terminology, and interrelationships of 

human structure and function. Introductory concepts as well as the skin and 

musculoskeletal and nervous systems are covered in Biol 110; Biol 111 emphasizes 

study of all other body systems including endocrine, cardiovascular, lymphatic, 

respiratory, digestive, urinary and reproductive. (LAB) 

150 Topics in Biology Seminar discussions for non-majors in areas of biology of 

specific interest to the individual instructor. Taught by the staff. A student may 

take only one 150 topics course except as otherwise authorized by the instructor. 

Those courses that have a laboratory will fulfill the general College laboratory 

requirement. 

200 Genetics (4 credits; 3 one-hour lectures, 1 three-hour laboratory weekly) 

Introduction to the science of heredity: what genes are, how they are transmitted 

from generation to generation, how they are expressed, and how this expression is 

regulated. Specific topics include the mechanics of inheritance, cytogenetics, 

molecular genetics, molecular cloning, genetic engineering, and population 

genetics. The laboratory portion is designed to introduce experimental methods 

used in the study of modern genetics. Prerequisites: Biol 104, 105 or Permission 

of the instructor. (LAB) 

201 Molecular Biology of the Cell (4 credits; 3 one-hour lectures, 1 three-hour 

laboratory weekly) This course examines the structure-function relationships of 

cellular components by integrating molecular biology, biochemistry, and cell 

biology of the cell. Topics include intracellular transport, receptor function and 

signaling systems, cytoskeleton and extra cellular matrix, energy utilization, 

membrane structure, and intercellular communication. The laboratory emphasizes 

the current techniques used in cellular studies, including cell culture, PCR, and 

immunochemical techniques. Prerequisites: Biol 104, 105, 200. (LAB) 

205 Invertebrate Zoology (A) (4 credits; 3 one-hour lectures and 1 three-hour 

laboratory weekly) Comparative study of the major groups of invertebrate animals. 

The course is organized around three fundamental themes: (1) functional body 

architecture as it relates to ecology (Bauplan or “adaptive zone”), (2) 

developmental patterns and life history strategies and (3) evolution and 

phylogenetic relationships. These three themes are used as a common thread to tie 

the animal phyla together in a logical and interesting way. The laboratory portion 

includes field trips to fresh-water ecosystems. Prerequisites: Biol 104, 105. (LAB) 

210 Microbiology of Disease (4 credits; 3 one-hour lectures, 1 three-hour 

laboratory weekly) This course serves as a survey of Bacteria and viruses important 

in human health. The following topics and their relation to human health and 

disease will be discussed: history of medical microbiology, cell structure, growth, 

physiology and genetics. The laboratory emphasizes techniques necessary to study 

microorganisms in clinical settings. Prerequisite: Chem 105 or permission of the 

instructor. 

(LAB)

215 Microbiology (4 credits; 3 one-hour lectures, 1 three-hour laboratory weekly) 

This course serves as a survey of two major groups of microorganisms, the Bacteria 

and Archaea, and of viruses. Topics related to these groups include 

microbiological methods, cell structure, growth, physiology and genetics. A slight 

emphasis is placed on medical microbiology. The laboratory emphasizes 

techniques necessary to study microorganisms in clinical and environmental 

settings. Prerequisites: Biol 104, 105, 200. (LAB) 

221 Vertebrate Zoology (A) (4 credits; 3 one-hour lectures, 1 three-hour 

laboratory weekly) Study of evolution of adaptive diversity in form and function 

among living and extinct species of fishes, amphibians, reptiles (including 

dinosaurs), birds and mammals. Includes a survey of the local vertebrate fauna and 

associated ecosystems. The laboratory portion includes comparative anatomy, 

morphometric and functional analyses of vertebrate body designs, as well as field 

expeditions to Pine Lake and other nearby areas, and visits to museum collections. 

Prerequisites: Biol 104, 105, 200 or permission of instructor. (LAB) 

223 Horticulture (4 credits; 3 one-hour lectures and 1 three-hour laboratory 

weekly) A study of cultivated plants including studies on plant growth and 

development and techniques of horticulture. Laboratories will include the 

greenhouse in learning various techniques of horticulture. (LAB) 

230 (SCIE) Introduction to Environmental Science (3 credits; 3 one-hour lectures 

weekly) The purpose of this course is to learn about ecosystems and the effects 

that human activities have on them. Emphasis will be on exploration of ways to 

find lasting solutions to basic ecological imbalances that have accompanied the 

expansion and technological development of human populations throughout the 

world. This course satisfies one of the requirements in the Environmental Science 

and Policy Program. The course includes lectures, class discussions, research 

projects and field trips (SCIE) 

235 Ecology and the Environment (4 credits; 2 one-and-one-half-hour lectures 

and 1 three-hour laboratory weekly) Study of the basic principles of ecology 

including energy flow, nutrient cycling, population dynamics, and succession. Four 

major topics of concentration are ecosystems, communities, populations, and 

comparative ecosystems. Environmental issues are also presented within the course 

context. The laboratory component is either a field or laboratory investigation. 

Nearly all aspects of the course are taught at Pine Lake. This course satisfies one 

of the requirements in the Environmental Science and Policy Program. (LAB) 

250, 350, 450 Topics in Biology Lectures, seminar discussions for non-majors 

and majors in areas of biology of specific interest to the individual instructor. 

Taught by staff. An individual may take only one topics course during the year 

except as otherwise authorized by the instructor. Recent topics have included: 

Island Biogeography, Natural History of Costa Rica, Ethnobiology, Exercise 

Physiology, Biomechanics, Conservation Biology, and Aquatic Ecology. 

300 Animal Development (A) (4 credits; 3 one-hour lectures and three-hour 

laboratory weekly) Study of the patterns and processes of animal growth and 

development, from fertilization to aging and death. The topics include 

embryology and morphogenesis, regeneration, cell differentiation, gene expression, 

growth factors and morphogens, pattern formation, and the evolution of 

development. The laboratory portion is designed to enable students to obtain

experience with living embryos, tissues and cells, and develop such skills as 

microsurgery, tissue culture, cytogenetics, histology, immunocytochemistry and 

microscopy. Prerequisites: Biol 104, 105, 200. (LAB) 

301 Plant Development (P) (4 credits; 3 one-hour lectures, 1 three-hour 

laboratory weekly) Structure of the principle plant tissues and their origins. 

Topics covered include the molecular genetics, embryology and development of 

vegetative and reproductive organs, as well as their control by hormones, light and 

environment. The laboratories include plant tissue culture and other procedures 

that emphasize the lecture material. Prerequisites: Biol 104, 105, 200. (LAB) 

302 Plant Physiology (P) (4 credits; 3 one-hour lectures, 1 three-hour laboratory 

weekly) Basic concepts of plant growth, metabolism and transport. Topics covered 

include the movement of water and food in plants, mineral nutrition, 

photosynthesis, plant hormones, photomorphogenesis, and flowering. 

Laboratories consist of experiments designed to emphasize lecture material. 

Prerequisites: Biol 104, 105. (LAB) 

303 Ecology (4 credits; 3 one-hour lectures, 1 three-hour laboratory weekly) 

Study of abiotic and biotic factors controlling distribution and abundance of 

organisms in terrestrial and aquatic environments. Major aspects covered include 

physiological ecology, population and conservation biology, and community 

ecology. Laboratories are conducted mainly at the Pine Lake campus using natural 

populations of animals and plants. Prerequisites: Biol 104, 105, 200, for biology 

majors or permission of instructor. (LAB) 

304 Animal Physiology (A) (4 credits; 3 one-hour lectures, 1 three-hour 

laboratory weekly) Study of the major physiological processes of mammalian 

tissues, organs and systems in animals, including the nervous system, circulation, 

movement, digestion, respiration, excretion, hormonal regulation and 

reproduction. Topics on medical applications will be discussed. Laboratory will 

emphasize use of a computer interfaced physiological work station for data 

collection, experimental design, data analysis and scientific report writing. 

Prerequisites: Biol 104, 105. (LAB) 

305 Plant Biology (P) (4 credits; 3 one-hour lectures and 1 three-hour laboratory 

weekly) A survey of major classical groups of the Plant Kingdom with a focus on 

their reproductive biology. Groups include cyanobacteria, fungi, algae, mosses, 

ferns, gymnosperms, and flowering plants. The structures and characteristics of 

flowering plants will be examined in detail, emphasizing the characteristics of the 

major families. Laboratories will involve microscopic and macroscopic analysis of 

members of the groups discussed in lecture. Prerequisites: Biol 104, 105. (LAB) 

310 Neurobiology (A) (4 credits; 3 one-hour lectures and 1 three-hour laboratory 

weekly) An introduction to cellular and integrative neurobiology, this course 

offers a comprehensive overview of the anatomy, chemistry, physiology, and 

biophysics of the nervous system. The course begins with the study of neurons 

and associated cells and progresses to the examination of the ways these cells are 

organized into functional circuits that process information and mediate behavior. 

Topics include neuroanatomy, electrical properties of nerve cells, neurochemistry 

and synaptic mechanisms, neural systems, motor and sensory systems, learning, 

memory, behavior, and developmental neurobiology. Prerequisites: Biol 104, 105. 

(LAB)

315 Microbial Ecology (4 credits; 3 one-hour lectures and 1 three-hour 

laboratory weekly) The biotic and abiotic factors that determine the distribution 

and abundance of microorganisms in natural systems will be discussed in this 

course. Topics will include physiological limitations of growth, interspecific 

interactions amongst microorganisms and interactions of microorganisms with 

animals and plants as well as microbial contributions to biogeochemical cycles and 

usage of microorganisms for environmental and biotechnology purposes. The 

laboratory emphasizes methods for studying microorganisms from, or in, 

environmental systems. Prerequisites: Biol 215 or Biol 303 or permission of the 

instructor. (LAB) 

321 Electron Microscopy (4 credits; 3 one-hour lectures and 1 four-hour 

laboratory weekly) The theory and practice of the preparation and examination of 

biological specimens by light microscopy, transmission and scanning electron 

microscopy, x-ray microanalysis and image analysis. Lecture will emphasize the 

theory behind specimen preparation, instrumentation, and interpretation of 

subcellular ultrastructure. In the laboratory, students will prepare specimens that 

they will examine and photograph with the electron microscopes. Prerequisites: 

Biol 104, 105, or permission of the instructor. (LAB) 

325 Forest Ecology (P) (4 credits; 6 hours of combined lecture/laboratory 

weekly) An upper division course for majors designed to follow the general 

ecology course. The lecture portion of the course examines the historical, 

ecological and biogeographic factors that have contributed to the determination of 

“community structure” in forests primarily from the northeast U.S. The 

laboratory entails a detailed analysis of a section of forest at Pine Lake. 

Prerequisites: Biol 303. (LAB) 

392 Junior Research (2 credits) Research methods preparing students for the 

Senior Project. Meets once a week. Must be taken before Biol 490. 

420 Developmental Genetics (4 credits; 3 one-hour lectures weekly; seminar 

format) Advanced study of current research on the molecular and cellular 

mechanisms that control growth, development and regeneration in organisms. 

Topics include the control of gene expression, cell-cell interactions, the cell cycle 

and growth control, oncogenesis, homeobox genes and homeotic mutations, 

pattern formation and the role of development in evolution. Prerequisites: Biol 

300 or 301, or permission of the instructor. (LAB) 

425 Immunology (A) (4 credits; 3 one-hour lectures, 1 three hour laboratory 

weekly) A study of the basic processes involved in the immune response. Topics 

covered will include the structure and function of the immune system, cellular 

basis of the immune response, immunopathology, autoimmunity and the 

molecular genetics of the immune system. Prerequisites: Biol 104, 105, 200. 

(LAB) 

428 Comparative Physiology (A) (3 credits; 3 one-hour lectures weekly) 

Advanced study emphasizing a comparative physiology of animals taken from all 

phylogenetic levels, with an emphasis in the area of environmental adaptations. 

Topics covered include temperature regulation, mechanisms of salt and water 

exchange, circulation, mechanisms of gas exchange, metabolic and physiological 

responses to oxygen deficiency regeneration and metamorphosis, etc. Prerequisites: 

Biol 104, 105.

435 Behavioral Ecology (A) (3 credits; 3 one-hour lectures weekly) An advanced 

examination of animal behavior that is set in an ecological/evolutionary context. 

The underlying theme of the course is that behavior cannot be understood 

without placing an organism in its past and present environment. The subjects 

covered include the inheritance of behavior, feeding behavior, dispersal and 

migration, territoriality, the evolution of mating systems, and the evolution of 

complex animal societies. Prerequisites: Biol 303 or Biol 436, or permission of 

instructor. 

436 Evolution (3 credits; 3 one-hour lectures weekly) Study of the patterns and 

processes of organismal evolution. Topics include the historical development of 

the current theory of evolution, population genetics, molecular evolution, 

adaptation, speciation and biodiversity, paleontology, phylogenetic reconstruction 

and the evolution of development. Prerequisites: Biol 104, 105, 200, or 

permission of instructor. 

490 Senior Project (Arranged individually; 4 credits: may be taken as 2 credits 

fall, 2 credits spring) Independent field, laboratory or library studies on selected 

topics in biology. Students will participate in a symposium, where study results 

will be presented. Before beginning the study, departmental approval must be 

obtained. Prerequisite: Biol 392. 

Biology 

Requirements for the major: As an introduction to the field of biology, entering 

majors must successfully complete foundation courses in 104 & 105 Principles of 

Biology I & II. These two courses are prerequisites for all core courses in the 

biology curriculum (104 & 105 may be replaced by a Biology Advanced 

Placement test score of 4 or 5). In addition, 200 Genetics must be taken during 

the student's career and is a requirement for graduation. The upper-level core 

courses are split into three areas: Molecular Biology and Developmental Genetics; 

Organismal Anatomy and Physiology; and Ecological and Evolutionary 

Biodiversity. Students must take two courses (a minimum of 7 credits) from each 

of these Core Areas (six total, a minimum of 21 credits) in any sequence that best 

suits their interests and goals, to include at least one in plant sciences (P) and one 

in animal sciences (A). The courses that they may select from the three Core Areas 

are as follows: 

Molecular Biology and Developmental Genetics: 

201 Molecular Biology of the Cell 

215 Microbiology 

300 Animal Development (A) 

301 Plant Development (P) 

321 Electron Microscopy 

420 Developmental Genetics 

425 Immunology (P) 

405 & 406 Biochemistry (Chem) 

Organismal Anatomy and Physiology: 

110 & 111 Human Anatomy and Physiology 

205 Invertebrate Zoology (A)

221 Vertebrate Zoology (A) 

302 Plant Physiology (P) 

304 Animal Physiology (A) 

310 Neurobiology (A) 

428 Comparative Physiology (A) 

Ecological and Evolutionary Biodiversity: 

303 Ecology 

305 Plant Biology (P) 

315 Microbial Ecology 

325 Forest Ecology (P) 

435 Behavioral Ecology (A) 

436 Evolution 

Senior Research Project 

The Biology Research Project begins in the Fall Term of the Junior year when 

students take the Junior Research Methods course (1 credit), at which time they 

will develop a research project proposal. They will then conduct the research 

during the following Fall and Spring Terms (4 credits: may be taken as 2 credits 

fall, 2 credits spring). The research must be completed by the end of Spring Term, 

written up in scientific journal format, and presented at the annual Biology 

Symposium. 

Internships and Off-Campus Experiences 

Biology majors are encouraged to do internships or other significant educational 

programs off campus. Most internships are graded and one internship may count 

toward the GPA in the major, but internships can not be used to substitute for a 

core course. 

Additional requirements 

107 & 108 Chemistry or 109 Chemistry (Chem) 

201 & 202 Organic Chemistry (Chem) 

140 & 141 Physics or 201 & 202 Physics (Phys) 

108 Statistics or 121 Single Variable Calculus (Math) 

Senior Comprehensive Examination 

Grades for all courses taken in biology plus courses required for the major from 

other departments are used to calculate the average in the major for Departmental 

Distinction. 

Requirements for the minor: With the assistance of an advisor in the biology 

department, students may design a minor program based on the following format: 

Five courses consisting of: 

104 & 105 Principles of Biology I and II 

Three additional Biology courses (10 credits minimum) where no more than 

one may be 100-level, and at least one MUST be an upper-level major’s course. 

Requirements for a Minor in the Environmental Science and Policy Program: 

Please see the Environmental Science and Policy Program section of this catalog 

for requirements for this minor.

Chemistry 

Chemistry, the study of matter, focuses on how substances are formed and 

transformed by chemical reactions. The study of chemistry gives students a 

working knowledge of chemical principles allowing them to perform chemical 

experiments; initiate and sustain research projects; and to think abstractly, 

conceptualizing reactions and relationships as they analyze data and draw 

conclusions. The student gains an appreciation for the methods and spirit of 

modern science. 

The chemistry department, whose program is approved by the American Chemical 

Society’s Committee on Professional Training, offers chemistry majors three 

tracks of study: 

Bachelor of Science: this track is recommended for students anticipating 

graduate study in chemistry or careers in industrial chemistry and normally is 

taken for departmental certification to the American Chemical Society. 

Bachelor of Science in Environmental Chemistry: This track also is taken for 

certification by the American Chemical Society. Environmental chemistry 

applies the principles of chemistry to understanding and improving our 

environment. Environmental chemists can find jobs in a variety of areas, such as 

consulting firms, industry, state and federal government agencies, research 

laboratories, and education. 

Bachelor of Arts: this track offers a broader general education, which has fewer 

required courses in the major program. It is recommended for students desiring 

careers in areas where chemistry knowledge is useful but not necessarily the main 

focus, like secondary education, health professions or law. 

Students pursuing either track obtain a broad base in chemistry through required 

courses in analytical, inorganic, organic and physical chemistries, as well as 

mathematics and physics. Upper level courses, including an original senior research 

project, enable students to probe more deeply into specific areas. 

Majors in the B.S. and B.A. programs complete a year-long senior thesis research 

project which culminates in oral and written reports of their findings. The senior 

research project is full-time during January Term. The research projects may be 

carried out on campus or at an approved off-campus research facility. 

The department faculty believe strongly that experimental work and research are 

central in the development of a scientist and regard laboratory study as the 

strongest aspect of the chemistry program. To facilitate such study, modern 

equipment and instruments are used by all chemistry students in laboratory work 

beginning in their first year and continuing throughout their college career. 

To further promote the development of research skills, students are encouraged to 

participate as early as possible in ongoing faculty research projects and to design

their own projects as their abilities increase. In addition, there are opportunities 

for collaborative research or internships in nearby university, hospital and 

industrial laboratories. Majors also may take advantage of internships in a variety 

of career fields which require a knowledge of chemistry. 

Chemistry majors have a wide range of career options available to them. Bachelor 

of science majors may opt directly for careers in industry in areas such as chemical 

analysis, pollution control, research and development in manufacturing, and 

product quality control. They also may pursue advanced study in chemistry, which 

can lead to a wide range of careers in research, college teaching or industrial 

management. 

Majors with a bachelor of arts may choose such careers as environmental analysis, 

industrial sales, business administration, geochemistry, secondary school teaching, 

art conservation and political consulting. Alternately, one may pursue professional 

studies in optometry, dentistry, medicine, engineering and law. 

Faculty 

Chemistry Faculty: Meredith E. Newman, chair; Richard L. Benner; Mark S. 

Erickson; Walter O. Nagel; Meredith E. Newman; Piram Prakasam; Susan M. 

Young 

Courses 

100 Chemistry, Science, and Life (4 credits) (lecture and laboratory) An 

introduction to the language and principles of chemistry emphasizing its practical 

aspects. Along with covering basic chemistry, the focus of the course will range 

from environmental issues to the chemistry of art, and will change from year to 

year. Open only to students with no college chemistry credit. Offered January 

Term, although not necessarily every January. (LAB) 

102 Chemistry in Today’s Society (4 credits) (3 one-hour lectures and 1 twohour 

laboratory weekly) Selected areas of chemistry designed to enable the student 

to understand better the role of chemistry and technology in modern society. The 

course will examine such areas as polymers, and their role in everyday products; 

acids and bases in household products; radioactivity, its use and abuse; and 

petrochemicals, energy and other uses. Open only to students with no college 

chemistry credit. (LAB) 

105 Fundamentals of General, Organic, and Biological Chemistry (4 credits) (3 

one-hour lectures and 1 three-hour laboratory weekly) An introduction to those 

basic principles and facts needed for an understanding of the chemistry of the 

human body, in particular, and of life systems, in general. This course is designed 

primarily for persons preparing for or continuing in the humanities or social 

sciences who are interested in health-related topics and who desire a broader 

survey of chemistry than is usually provided by a traditional chemistry course. 

Major areas are: some background principles apply to all chemistry, some 

background chemistry of carbon compounds (organic) and the fundamentals of 

human biochemistry. Prerequisite: high school chemistry and algebra. (LAB)

107, 108 General Chemistry (4 credits) (3 one-hour lectures, 1 four-hour 

laboratory weekly) Basic principles and calculations of chemistry. Topics include 

major reaction types, reaction stoichiometry, thermodynamics, chemical kinetics, 

atomic and molecular structure and properties, chemical equilibrium, 

electrochemistry, and selected topics in descriptive inorganic chemistry. The main 

emphasis is on problem solving and the interpretive application of principles. 

Prerequisites: high school chemistry and three years of high school mathematics or 

with permission of instructor. Chem 107 is a prerequisite for Chem 108. (LAB) 

109 Accelerated General Chemistry (4 credits) (3 two-hour integrated lab-lectures 

weekly) This course is designed for students who have a strong high school 

chemistry background, and will consolidate the more challenging aspects of Chem 

107 and 108. It therefore satisfies the 107-108 prerequisite for enrollment in 

upper level science courses, and is not open to students who already have 

completed 107-108. Topics include atomic and molecular structure, 

stoichiometry, thermodynamics, equilibrium and kinetics. Prerequisites: high 

school chemistry, three years of high school mathematics and permission of the 

Department of Chemistry. (LAB) 

150 Topics in Chemistry Special topics of interest are presented through 

lecture/discussion for non-majors. These topics may vary from semester to 

semester. If the course has a laboratory included, it will fulfill the general College 

laboratory requirement. 

201, 202 Organic Chemistry (5 credits) (3 one-hour lectures and 1 four-hour 

laboratory weekly) A study of the preparation and properties of the compounds of 

carbon. Modern theories are used to interpret structures and reactions. Required 

of all chemistry and all biology majors. Prerequisites: Chem 107 and 108, or 109; 

201 is prerequisite for 202. (LAB) 

203 Analytical Chemistry (5 credits) (3 one-hour lectures and 1 four-hour 

laboratory weekly) Analytical Chemistry is a study of the art and science of 

determining the presence and concentration of chemical compounds in diverse 

samples. This course covers the modern practice of analytical chemistry. 

Prerequisite: Chem 108 or Chem 109. (LAB) 

210 Inorganic Chemistry I (5 credits) (3 one-hour lectures, 1 four-hour 

laboratory weekly) This course focuses on the chemistry of the elements, including 

electronic structure, bonding and molecular structure, ionic solids, coordination 

compounds, the origins of the elements, and the descriptive chemistry of the 

elements. Topics also include inorganic synthesis, materials science, industrial 

chemistry, and an introduction to bioinorganic chemistry. Prerequisite: Chem 108 

or Chem 109. (LAB) 

292 Sophomore Year Research (2 credits) Each student shall work the equivalent 

of one afternoon per week during the two regular terms on a laboratory research 

project associated with a member of the chemistry faculty. Prerequisite: 

Permission of the Department of Chemistry. 

301 Advanced Laboratory Methods (5 seven-hour labs and lecture weekly, 

January Term) A study of laboratory methods used in modern research situations. 

Equipment and methods such as catalytic hydrogenation, vacuum-line techniques, 

electrochemical and photochemical synthesis which are inappropriate for large

general courses will be studied. Offered on petition of at least four students. 

Prerequisites: Chem 201, 202, 203. (LAB) 

303, 304 Physical Chemistry (5 credits) (3 one-hour lectures, 1 four-hour 

laboratory weekly) Advanced theories, laws and principles of chemistry. The 

course will include thermodynamics, electrochemistry, molecular structure, kinetics 

and spectroscopy. Prerequisites: Chem 108 or 109; Math 233; Phys 140, 141 or 

201, 202 (or by permission of the instructor). Chem 303 is a prerequisite to 304. 

(LAB) 

315 Environmental Chemistry (5 credits) (3 one-hour lectures, 1 four-hour 

laboratory weekly) This course examines the transport, reactions and effects of 

chemical species in aquatic, terrestrial and atmospheric environments. Topics will 

include some or all of the following: acid precipitation, water pollution and 

treatment, hazardous waste treatment, soil chemistry, pesticide behavior, ozone 

depletion and smog formation. The laboratory introduces basic procedures in 

environmental monitoring (air, water and soil sample collection and analysis). 

Prerequisite: Chem 108 or 109. (LAB) 

391 Junior Research (5 seven-hour labs weekly, January Term) A full time 

research course. Each student shall work full time on a laboratory research project 

at the junior level, developed in collaboration with a member of the chemistry 

faculty, or a person approved by the chemistry faculty, at some outside research 

agency. The project includes laboratory work, reading and oral reports on papers 

in the primary chemical literature, oral and written reports on the work done. 

Prerequisite: permission of the Department of Chemistry (LAB) 

392 Junior Year Research (2 credits) Each student shall work the equivalent of 

one afternoon per week during the two regular terms on a laboratory research 

project associated with a member of the chemistry faculty. Prerequisite: permission 

of the Department of Chemistry. 

404 Instrumental Methods of Analysis (5 credits) (3 one-hour lectures, 1 fourhour 

laboratory weekly) The theory and use of modern instrumentation in 

analytical chemistry. Topics include methods based upon absorption of 

electromagnetic radiation, chromatographic separations and mass spectrometry. 

Laboratory emphasizes hands-on use of analytical instrumentation. Prerequisites: 

Chem 203, 303. (LAB) 

405 Physical Organic Chemistry (5 credits) (3 one-hour lectures, 1 four-hour lab 

weekly) Methods of determining reaction mechanisms. The principles of 

thermodynamics, kinetics and quantum mechanics are used to determine the 

reaction pathways of organic chemicals including concerted electrocyclic reactions, 

acid and base catalyzed reactions, substitution reactions and elimination reactions. 

Prerequisites: Chem 201, 202, 303, 304. Offered on petition of at least three 

students. (LAB) 

410 Advanced Inorganic Chemistry (3 credits) (3 one-hour lectures weekly) 

Modern theoretical and descriptive inorganic chemistry with emphasis on physical 

and chemical principles. Prerequisites: Chem 303, 304. 

450 Selected Topics in Advanced Chemistry (3 credits) (3 one-hour lectures 

weekly) Topics studied selected according to interest and needs of individual 

students. Topics could be in any field of chemistry covered by our faculty 

including analytical, biological, environmental, inorganic, organic, or physical

chemistry. Possible topics include polymer synthesis, natural compounds, 

medicinal products, quantum mechanics, chemical applications of group theory, 

electrochemistry, radiochemistry, contaminant remediation, hazardous waste 

treatment, toxicology, and atmospheric chemistry. Subjects examined in depth by 

discussions, reading, and problems with emphasis on current literature. 

Prerequisites: Based on topic and in consultation with instructor. Offered on 

petition of at least three students. 

490 Senior Thesis Research (4 credits) (1-year course) A year-long research 

project. The student must develop an original research idea into a research 

proposal to be approved by the chemistry department, perform the library and 

laboratory work required by the proposal, interpret the data collected and report 

the findings of the research orally in an open forum and as a written thesis. 

491 Senior Research (4 credits) (5 seven-hour labs weekly, January Term) A fulltime 

research course. Each student shall work full time on a laboratory research 

project at the senior level, developed in collaboration with a member of the 

chemistry faculty, or a person approved by the chemistry faculty, at some offcampus 

research agency. The project includes oral and written reports on the work 

done. 

Chemistry 

Requirements for A.C.S.-approved chemistry major: 13* courses in chemistry and 

5 in mathematics and physics, distributed as follows: 

107, 108 General Chemistry I, II or 109 Accelerated General Chemistry 

Six core courses: 




303, 304 Physical Chemistry I, II 

Four advanced-level courses: 

404 Instrumental Methods 

410 Advanced Inorganic Chemistry 

490, 491 Senior Thesis research- 8 credits 

405 Biochemistry I (Biochemistry 415 lab is optional) 

Three courses in mathematics: 

121, 233, 235 Single Variable, Multiple Variable and Advanced Single Variable 

Calculus (Math) 


201, 202 General Physics I, II (Phys) 

Requirements for the A.C.S.-approved environmental chemistry major: 


Nine core courses: 




303, 304 Physical Chemistry I, II

404 Instrumental Methods 

410 Advanced Inorganic Chemistry 



Biol 303: Ecology 

Geol 305: Hydrology 

Biol 315: Microbial Ecology 

Biol 350: Aquatic Ecology 

Biol 435: Behavioral Ecology 

Chem 315: Environmental Chemistry 

Chem 490: Senior Thesis Research on an environmental topic 

Three courses in mathematics 

121, 233, 235 Single Variable, Multiple Variable, and Advanced Single 

Variable Calculus 

Two courses in physics 

201, 202 General Physics I, II 

Requirements for the B.A. major: Nine* courses in chemistry and 4 courses in 

mathematics and physics, distributed as follows: 


Five core courses: 




303 Physical Chemistry I 

Two senior-level courses: 


491 Senior Research - 4 credits 


121, 233 Single Variable and Multiple Variable Calculus (Math) 


201, 202 General Physics I, II (Phys) or 140, 141 Principles of Physics I, II 

(Phys) 

Requirements for the minor: Nine* courses distributed as follows: 

Six* courses in chemistry: 

107, 108 General Chemistry I, II, or 109 Accelerated General Chemistry 

201 Organic Chemistry I 

202 Organic Chemistry II, or 


210 Inorganic Chemistry I 

303 Physical Chemistry I or 405 Biochemistry I or 

315 Environmental Chemistry 

One course in mathematics: 

121 Single Variable Calculus (Math) 


140, 141 Principles of Physics I, II (Phys)

Pre-Engineering Hartwick B.A. degree (3 years at Hartwick and 2 at Columbia 

University College of Engineering and Applied Sciences or at Clarkson 

University): 17* courses distributed as follows: 

B.A. track with General Physics I, II and substitution of 391 Junior Research for 

491 Senior Research 

Three additional mathematics courses: 

220 Linear Algebra (Math) 

235 Advanced Single Variable Calculus (Math) 

311 Differential Equations (Math) 

One course in computer science: 

120 Introduction to Programming (CISC) 

Course equivalent to Bioc 405 must be completed at Hartwick or cooperating 

institution. 

Recommended sequence of courses for the A.C.S.-approved major: 

B.A. students follow the same sequence, substituting electives for courses below 

that are not required in their program. 

Freshman year 

General Chemistry I, II or Accelerated General Chemistry 

Inorganic Chemistry (if Accelerated General Chemistry taken) 

Single Variable and Multiple Variable Calculus 

Sophomore year 

Organic Chemistry I, II 

Inorganic Chemistry (if not taken freshman year) 

General Physics I, II 

Advanced Single Variable Calculus 

Junior year 

Physical Chemistry I, II 

Analytical Chemistry 

Instrumental Methods 

Senior year 

Advanced Inorganic Chemistry 

Biochemistry I 

Senior Thesis Research 

B.A. students follow the same sequence, substituting electives for courses below 

that are not required in their program. 

Requirements for a Minor in the Environmental Science and Policy Program: 

Please see the Environmental Science and Policy Program section of this catalog 

for requirements for this minor. 

*Number of courses required is reduced by one if Accelerated General Chemistry 

is taken instead of General Chemistry I, II. 

Grades for all courses taken in chemistry and biochemistry are used to calculate 

the average in the major for Departmental Distinction.

Classics 

In a future characterized by continuity with past cultural achievements and 

tradition, it is important to understand and appreciate the roots of Western 

cultural tradition. The opportunity to analyze the contributions which the Greek 

and Roman peoples have made to this tradition is provided through the study of 

classics at Hartwick. 

In order that students may appreciate the breadth and influence of these two 

cultures, the classics course offerings at Hartwick embrace a number of 

disciplinary areas—language, history, literature, mythology, art, and philosophy. 

The contributions of these cultures to a wide range of disciplines make study in 

classics an especially worthwhile component of a liberal arts and sciences 

education, and students majoring in a variety of disciplines will find such study 

relevant to their academic programs. 

Courses in classics are offered through the Department of Modern and Classical 

Languages. Students who wish to major in the field of classics, or to develop a 

concentration in the discipline in combination with some other area of study, may 

do so under the Individual Student Program option in consultation with faculty in 

the department. (See page 7 for information on Individual Student Programs.) 

While the selection of courses depends upon the student’s interests and direction 

of study, a concentration in Greek and Roman studies would ordinarily include 

work in the language, history, literature and culture of the area. 

On-campus study is complemented by educational study tours of Greece and 

Rome offered periodically by the department during January Term. These offcampus 

programs focus on significant works of ancient art and archaeological 

remains in order to deepen students’ understanding of ancient history, literature 

and culture acquired in the classroom. 

In addition to the courses listed in this section, the following related courses are 

described elsewhere in the catalog: 

English: 

220 Western Literature (Engl) 

320 Classical Theatre & Drama (Engl) 

History: 

207 History of Ancient Greece (Hist) 

208 History of Republican and Imperial Rome (Hist) 

Philosophy: 

281 Ancient Philosophy (Phil) 

Political Science: 

227 Justice and Virtue: Classical Political Ideas (Posc) 

Faculty 

Part-Time Faculty: Nancy Macdonald

Courses 

205 Seminar in Greek Civilization (3 credits) An introduction to the art and 

archaeology of ancient Greece through a survey of the major trends and 

developments in architecture, sculpture, vase painting and the other arts in 

successive historical periods. Specific attention is focused on relating the principal 

sites and artifacts to be visited to this larger cultural context. This course is 

offered only when needed as a preparatory course for those students participating 

in the January Term in Greece. (CPA) 

206 Seminar in Roman Civilization (3 credits) An introduction to the art and 

archaeology of ancient Rome from its beginnings through the Imperial period, 

examining in addition the contributions made by the Etruscan and Greek cultures. 

Specific attention will be given to those monuments and sites which will be 

studied during the January Term. This course is to be taught only when needed as 

a preparatory course for those students participating in the January Term in 

Rome. (CPA) 

210 January Term in Greece (3 credits) An exploratory study of the civilization of 

ancient Greece through visits to significant museums and archaeological sites. The 

places to be visited include Athens, Sounion, Eleusis, Hosios Loukas, Delphi, 

Corinth, Mycenae, Epidaurus, Olympia and the island of Crete. Offered from 

time to time. 

211 January Term in Rome (3 credits) An exploratory study of the civilization of 

ancient Rome through visits to significant museums and archaeological sites. In 

addition to visits to the major points of cultural interest in Rome, this program 

will include excursions to Ostia, Tivoli, Tarquinia, Praeneste, Pompeii, and 

Herculaneum. Offered from time to time. 

221 Classical Mythology (3 credits) (Same as Engl 221) An introductory survey 

of the myths and legends of the Greek and Roman gods and heroes most 

commonly encountered in the art, architecture and literature of these two peoples. 

The vital place which these tales occupied in the fabric of Greek and Roman 

societies will be emphasized. (MWE) 

250 Topics in Classics (3 credits) An examination of particular subject areas or 

themes which are not ordinarily treated and which are considered to be of special 

importance to the understanding of Western civilization. Examples include 

“Classical Mythology in Western Literature, Art and Music,” and “Women in 

Antiquity.” (MWE) 

Greek 

The following courses are offered from time to time when there is sufficient 

interest and may be available as directed studies: 

101, 102 Elementary Greek A two-term sequence at the introductory level for 

those students who have no prior knowledge of Greek. 

101 Elementary Greek I (3 credits) Introduction to classical Greek grammar, 

vocabulary, and pronunciation. (LN1) 

102 Elementary Greek II (3 credits) Continuation of classical Greek grammar. 

Prerequisite: Greek 101. (LN2)

215, 216 Intermediate Greek (3 credits) First term: selected readings in prose and 

poetry; advanced grammar. Prerequisite: Greek 101, 102, or equivalent. (LN3) 

Second term: Greek epic: Homer. Prerequisite: Greek 215. 

Latin 

The following courses are offered from time to time when there is sufficient 

student interest and may be available as directed studies. 

101, 102 Elementary Latin A two-term sequence at the introductory level for 

those students who have no prior knowledge of Latin or who need to review the 

fundamentals of the language. Students should consult with the instructor to 

ensure correct placement in this sequence. 

101 Elementary Latin I (3 credits) Introduction to Latin grammar, vocabulary 

and pronunciation. (LN1) 

102 Elementary Latin II (3 credits) Continuation of the study of Latin 

grammar and readings of classical authors. Prerequisite: Latin 101 or 1 or 2 

years of high school Latin. (LN2) 

215, 216 Intermediate Latin (3 credits) First term: selected readings in prose and 

poetry; advanced grammar. (LN3) Second term: Latin poetry. Prerequisite: Latin 

101, 102 or equivalent. 

321, 322 Readings in Latin Literature (3 credits) First term: lyric and elegiac 

poetry. Second term: selections from the Roman historians. Prerequisite: Latin 

215, 216 or equivalent.

Cognitive Science Minor 

There has always been a fascination with how the mind works. How are 

information and knowledge represented in the mind? What is the nature of 

intelligence? How do we acquire and use language? How do we learn and reason? 

Can we build robots that perceive, solve problems, and make decisions like 

humans? How do brain lesions affect cognition? How is the human brain different 

from the brain of other animals? Questions such as these drive the field of 

cognitive science. In recent decades, researchers from a variety of disciplines have 

joined forces to tackle these topics, acknowledging the limitations of each 

discipline in isolation, and recognizing the value in interdisciplinary contributions. 

The five primary contributing disciplines in the study of cognitive science include: 

Cognitive Psychology Cognitive psychologists use controlled experimental 

research to study human mental processes. They contribute to the field of 

cognitive science by developing formal theories and sophisticated models of 

human cognition in areas such as perception, concept formation, attention, 

language understanding, memory, problem solving, decision making, reasoning, 

intelligence, etc. They often test and modify these theories by means of computer 

simulations, comparing the “minds” of humans and machines. Neurological 

evidence also provides important contributions to their theory and model 

development; for example, one popular model of the mind is analogous to neurons 

firing in the brain. 

Computer Science Computer science fits into the cognitive science field in a 

unique way. It provides a mechanism to test alternative theories of how 

intelligence works through experimentation. Researchers can build computer 

models based on theories provided from psychology, philosophy, biology, 

linguistics, and other disciplines to see how they work. 

Linguistics Each time we utter a phrase, we are performing a complex operation 

that sets us apart from other living beings. Linguists study the ways in which 

human beings acquire language; the structure of words and sentences; the levels of 

meaning within language; and language’s effect on human relationships. Linguists 

also examine language to understand how a particular people organize reality and 

their surroundings, and how they create meaning and culture. 

Neuroscience Neuroscience is the study of the organization and function of the 

nervous system. Study can be undertaken at the molecular, cellular, systems, 

behavioral, and cognitive levels. Molecular neuroscience examines molecules and 

the roles they play in nervous system function. The study of how molecules work 

together to give the neuron and associated cells their special properties is cellular 

neuroscience. Systems neuroscience examines the way cells are organized into 

functional circuits that process information and mediate behavior. The manner in 

which cells and neural systems work together to produce integrated behavior is 

behavioral neuroscience. Understanding the neural mechanisms responsible for the

higher levels of mental activity, such as memory, language, and self-awareness is 

the domain of cognitive neuroscience, in essence how the brain creates the mind. 

Philosophy From its inception in ancient Greece, Western philosophy has been 

concerned with “mind/body problems” and questions of what counts as 

knowledge. For contemporary philosophers many of the terms in cognitive science 

are problematic. For instance, what do we mean by “mind” or “mental states?” 

Does pain count as a physical or a mental state? What is the difference, if any, 

between a brain and a mind? What does an adequate model of consciousness have 

to include? Students interested in the minor should contact the coordinator of the 

program, Lisa Onorato, or any of the cognitive science faculty. Students who 

minor in Cognitive Science will find it has unlimited potential for future careers in 

industry as well as in academia in areas such as: computer industry (robotics, 

artificial intelligence, expert systems, language understanding, virtual reality, 

computer graphics, programming, analysts, etc.), biotechnology companies (e.g., 

cognitive neuroscience, biomolecular/genetic computing), medicine/medical 

research, clinical psychology/psychiatry (learning disabilities, dyslexia, autism, 

learning and memory, psycho pharmacy, psychotherapy,) education (curriculum, 

language acquisition, cognitive development, learning disabilities), humancomputer 

interface design, human factors (tool design, telecommunications, workplace 

safety), language (speech pathology, language instruction), language 

translation and cross-cultural interpretation, lexicography (building dictionary 

databases, search engines, etc.), business, art, music, etc. 

Cognitive Science Faculty: Susan Carbone, KinHo Chan, Alan Crooker, Stan 

Konecky, Jack Moulton, Lisa Onorato, Stefanie Rocknak, Esperanza Roncero, 

Marilyn Wesley 

Cognitive Science 

Required Courses for the Cognitive Science Minor: To appreciate the 

contributions of an interdisciplinary approach to the study of the mind, the 

Cognitive Science minors must take at least one course from each of the following 

five disciplines. An introductory course and a capstone course round out the 

minor. 

110 COGS Introduction to Cognitive Science (1 credit) In this mini-seminar, 

students are introduced to the field of cognitive science by exploring major 

themes, recent applications, and special topics in the five contributing 

disciplines. This interdisciplinary course will include guest lectures from most of 

the faculty associated with the minor. 

450 COGS Capstone Experience (1 credit) In this mini-seminar, students 

engage in individual research projects, applying the knowledge gained 

throughout the minor to a topic of special interest. Students share knowledge 

and experiences in the field with other students in an interactive class 

environment.

310 BIOL Neurobiology (4 credits) (prerequisite: BIOL 104 and 105), OR 

305 PSYC Biopsychology (3 credits) (prerequisite: 290 PSYC or by 

permission) 

110 CISC Lego Robotics (4 credits), OR 120 CISC Introduction to Computer 

Programming (4 credits) 

370 PHIL Philosophy of Mind (4 credits) (prerequisite: one other philosophy 

course or 110 COGS) 

304 PSYC Cognitive Psychology (3 credits) (prerequisite: 290 PSYC or by 

permission) 

One course in Linguistics (TBA) (3-4 credits)

Computer and Information Science 

An understanding of computers, as well as of the world in which they are being 

used, will be essential in the technologically and culturally complex world of the 

21st century. As computers become valuable tools in nearly every field, it is 

important that those involved in their development and use understand not only 

the technology but the human needs it can serve and the implications for society. 

The study of computers within the framework of a liberal arts and sciences 

education can provide this understanding. In addition, students majoring in other 

disciplines will find a knowledge of computers useful in their future careers— 

whether they plan to become educators or scientists, artists or economists. And 

working with computers can strengthen logic and problem-solving skills that will 

prove valuable in both their personal and professional lives. 

The Department of Computer and Information Science offers major programs in 

computer science and information science, as well as a minor in each area. While 

the two major programs differ in focus, each provides students with a solid 

technical background and a broad, general foundation that prepares them for a 

variety of career opportunities rather than one specific job. At the same time, their 

study of computers within the context of a broader liberal arts and sciences 

education prepares majors to evaluate the potential and limitations of future 

advances in technology, and to adapt to changes within their profession. 

The major in computer science emphasizes the scientific and mathematical 

dimensions of the field. It is for the student who wants to work on the cutting 

edge in developing the software necessary to run the computers of tomorrow. 

Students develop proficiency in programming by learning several commonly used 

programming languages, and they develop a broad and deep understanding of 

operating systems, computer architecture, programming languages and advanced 

programming techniques. Electives are chosen from exciting topics such as 

computer graphics, parallel processing, artificial intelligence, microprocessors, 

computer networks, and optimization techniques. 

The major in information science is geared toward students who want to use 

computers effectively in the modern business world. It is designed to produce 

skilled and creative individuals to manage the information, computer systems and 

people needed by businesses in the 21 st century. Building on a solid foundation in 

programming, information science majors learn how to analyze and solve the 

complex data processing problems of modern organizations. In advanced courses 

in systems analysis and design students use advanced computer assisted software 

engineering (CASE) tools which automate the software design process. Elective 

courses are chosen from a diverse list including Web programming, computer 

networks, programming languages, artificial intelligence and data structures. 

Courses in information science emphasize projects where students learn by doing 

real-life projects.

Each major program culminates with a required senior project that involves 

independent study in a selected area related to the focus of a student’s major and 

future career plans. Courses in the humanities and social and behavioral sciences 

complement study in both major programs. Students graduate understanding not 

only computers, but people, and how people and machines can work together to 

solve problems. Majors in each program also are encouraged to do internships that 

provide experience in the application of theoretical knowledge to real-life 

situations. (While strongly recommended by the department, internships normally 

may not be counted as one of the courses required for the major or minor.) 

Easy access to the College’s excellent computer facilities enhances the study of 

computer and information sciences at Hartwick. 

Some Hartwick graduates with a major in computer science or information science 

have gone on to do graduate study in their fields before beginning their careers. 

Others have begun work immediately in a variety of industries and businesses, in 

careers ranging from systems analysis, to applications programming, to sales, to 

management. 

Violation of the College Computer Use and Abuse Policy or misuse of College or 

Departmental computing resources can result in disciplinary action, including, but 

not limited to, dismissal from the major. 

NOTE: Double majors in computer science and information science, or a major 

in one and a minor in the other, are not permitted because of the high degree of 

overlap in requirements. 

Faculty 

Computer and Information Science Faculty:, John C. Moulton, chair; Susan R. 

Carbone; Davis B. Conley; Robert C. Gann; Howard Lichtman 

Courses 

101 Introduction to Computers (3 credits) A literacy course providing an 

introduction to the nature and use of computers. Topics include the history of 

computers and information processing, the use of computers in problem solving, 

computers in modern society, the Internet and the Web. This course is not for 

students planning to major or minor in computer science or information science. 

(MLC) 

102 Internet Fundamentals (3 credits) This course will present the basic concepts 

and practical know-how to using the Internet. Topics will include computer 

architecture basics, computer networks and communications software. In addition, 

virtual communities, e-commerce, Internet research, privacy and safety issues will 

be covered. Students will work in the classroom and in the computer laboratory in 

order to gain familiarity with various software applications. HTML and basic 

Web page construction will be emphasized and each student will design, build and 

publish a personal Web page. This course is not for students planning to major or 

minor in computer science or information science. (MLC)

110 Lego Robotics Programming (4 credits) An introductory course in robotics 

programming for students with no prior programming background. Covers the 

fundamentals of programming then moves to the special topic of robotics 

programming. Robots must adapt their behavior based on input from the 

environment and simple algorithms. Students will build their own robots and 

modify them to handle more sophisticated problems as the student progresses in 

programming ability. This course is not for students planning to major or minor 

in computer science or information science. Prerequisites: Level III or above math 

proficiency. (MLC) 

115 Introduction to Web Development (4 credits) A comprehensive and dynamic 

introduction to Web programming that assumes no prior programming 

experience. The course begins with HTML and moves progressively to more 

complex languages. Topics include Web design technologies, usability, and human 

computer interaction. Students will be encouraged to use their imagination when 

developing Web pages, which must also conform to current usability standards. 

Each student will develop and publish a Web page project. This course is not for 

students planning to major or minor in computer science or information science. 

Prerequisite: Attain Level III or above math proficiency. (MLC) 

120 Introduction to Programming (4 credits) An introductory course in computer 

programming. Emphasis is placed on problem solving, and the implementation of 

solutions using a modern programming language. Computer programming skills 

are enhanced through individual and student projects. Topics include the structure 

of programs; data types; input and output; operators and expressions; control of 

flow; methods and arrays. Prerequisite: Attain level III or above math proficiency. 

(MLC) 

135 Visual Programming (4 credits) An introduction to visual programming. 

Programming assignments will utilize object-based, event-driven programming 

techniques. Emphasis will be placed on program design, form design, file 

processing, and data validation, Prerequisite: At least a C in Cisc 120. (MLC) 

180 Survey of Computer Systems (4 credits) An introduction to information 

processing and the use of computers for algorithmic problem solving. Covers the 

scope, major contributions, tools, and current status of information science. 

Topics include computer hardware, operating systems, networks, database systems, 

and artificial intelligence. Prerequisite or corequisite: Cisc 120. (MLC) 

215 PC Systems (4 credits) An introduction to PC hardware. This course will 

provide the student with the opportunity to explore the inner workings of a 

modern PC through lab assignments and lecture presentations. Topics include 

computer architecture, I/O subsystem, video system, microprocessors, memory, 

motherboards, secondary storage devices, system resources, networking hardware, 

as well as a survey of modern operating systems and their role in controlling 

hardware. Prerequisites: Cisc 120 and sophomore standing. Offered alternate 

years. (MLC) 

225 Advanced Programming Techniques (4 credits) An advanced course in 

programming emphasizing object-oriented programming, data structures, and 

algorithms. Topics covered include object-oriented programming, stacks, queues, 

linked lists, searching, sorting, recursion, and binary search trees. Prerequisite: At 

least a C in Cisc 120. (MLC)

240 Computer Organization and Assembly Language (4 credits) An introduction 

to computer organization, machine language, and assembly language programming. 

Topics covered include the representation of data and instructions in the 

computer, processors, memory and input/output devices in current and future 

computers. Student will write numerous programs in machine and assembly 

language. Prerequisite: at least a C in Cisc 225. Offered alternate years. (MLC) 

305 Artificial Intelligence (4 credits) An introduction to machine intelligence. 

Topics include search techniques, game playing, automating reasoning, problem 

solving, natural language understanding, knowledge representation, expert systems, 

pattern recognition, computer vision, robotics, machine learning, and neural 

networks. Prerequisite: Cisc 225. Offered when there is sufficient students 

interest. (MLC) 

310 Systems Analysis and Design (4 credits) An introduction to software 

engineering and the system development life cycle. Topics include techniques for 

describing process flows, data flows, file design, input/output design and program 

specification. Emphasis will be placed on information gathering and reporting 

activities, on the analysis phase and the interaction of the various participants in 

the system process. There will be a group project. Prerequisite: Cisc 315. Offered 

alternate years. (MLC) 

315 Database Management (4 credits) An overview of database systems 

particularly relational and object databases. Topics covered will include principles 

of good database design, query languages, file and system structure, database 

security and integrity. Programming assignments and projects will use native SQL 

and SQL embedded in a higher level programming language. Prerequisites: Cisc 

135, 225 or permission of the instructor. (MLC) 

320 Programming Languages (4 credits) Concepts of programming languages. 

Topics include the history of programming languages, syntax and semantics, data 

types, and data abstraction, control structures, subprograms, concurrent 

programming, and object-oriented programming. There will be examples from 

several programming languages and a major project involving writing a simple 

compiler. Prerequisite: Cisc 225. Offered alternate years. (MLC) 

325 Data Structures (4 credits) An advanced course in data structures, algorithm 

design, and analysis. Data structures covered include stacks, queues, linked lists, 

binary trees, graphs, heaps, hash tables, and B-trees. Algorithms include searching, 

sorting, hashing, and other algorithms for information storage and retrieval. 

Prerequisites: at least a C- in Cisc 225, Math 121. Offered alternate years. (MLC) 

330 Computer Networks (4 credits) An overview of data communication and 

computer networking. Course will provide an introduction to the concepts, 

terminology, and technology of electronic communications. Local and wide area 

networks, the Internet, intranets, and extranets, as well as the PSTN will be 

examined and discussed in detail. Topics include the OSI and TCP/IP models, 

digital and analog signals, modulation techniques, multiplexing, routing, protocols, 

network structure and architecture. Prerequisite: Cisc 225. Offered alternate years. 

(MLC) 

335 Computer Graphics (4 credits) Concepts of computer graphics. Topics 

include graphics devices and systems, interactive graphics, ray tracing, raster 

graphics, three-dimensional viewing and transformation, light and color theory,

and hidden line and surface elimination. Prerequisites: Math 121 and Cisc 225. 

Math 220 suggested. Offered when there is sufficient student interest. (MLC) 

340 Microprocessors (4 credits) Software and hardware considerations in using a 

microprocessor. Machine language, registers, addressing modes, stack 

manipulations, subroutines, interrupts, computer architecture, types of memory, 

data buses, and input/output. Prerequisite: Cisc 240. Offered when there is 

sufficient student interest. (MLC) 

345 Computer Security (4 credits) A comprehensive introduction to computer 

security. Topics covered include network reconnaissance, network scanning, 

application attacks, operating system attacks, network attacks, denial-of-service 

attacks, Trojan Horses, backdoor programs, rootkits, computer viruses. Students 

will learn how vulnerabilities are exploited, and how to prevent, detect, and 

respond to an attack. Prerequisite: Cisc 225 or permission of the instructor. 

Offered when there is sufficient student interest. (MLC) 

350 Topics in Computer Science (4 credits) Possible topics include computer 

simulation, automata theory, parallel programming, distributed systems, neural 

networks, robotics, and expert systems. Cisc 225 or permission of the instructor. 


371 Numerical Analysis (Same as Math 371) (4 credits) The development of 

numerical methods and their associated error analysis. Nonlinear equations, 

systems of linear equations, interpolation, numerical differentiation and 

integration. Programming of appropriate algorithms with emphasis on accuracy 

and efficiency. Prerequisites: Math 220, 223, 235, and Cisc 120. Offered alternate 

years. (MLC) 

375 Optimization Techniques (Same as Math 375) (4 credits) A survey of the 

methods used to obtain optimal solutions to linear problems. Emphasis on linear 

programming, simplex algorithm, duality transportation and assignment problems, 

shortest route and maximum flow problems, game theory decision trees. 

Additional topics may include integer programming, dynamic programming, 

PERT-CPM, graph theory, and queuing theory. Prerequisites: Cisc 120 and Math 

220. (MLC) 

380 Web Development (4 credits) Addresses programming for the Web as a 

business tool. Primary emphasis is on learning the tools required to build a 

professional quality Web site. There are many different technologies available and 

they change regularly. Languages for client side and server side programming will 

be covered. The course builds on knowledge of Systems Analysis & Design, 

Database systems and traditional programming techniques as a starting point. 

Prerequisites: CISC 225, CISC 315, CISC 310. Permission of the instructor is 

required. Offered alternate years (MLC) 

385 Theory of Computation (3 credits) An advanced survey of the theory of 

computation. Topics include regular languages, context-free languages, the 

Church-Turing Thesis, decidability, reducibility, time complexity, space 

complexity, and intractability. Prerequisites: Cisc 225, Math 220 and 221. 


425 Language Design and Implementation (4 credits) Design and implementation 

of compilers. Topics covered include lexical analysis, parsing, semantic analysis,

code generation, and optimization. Prerequisite: Cisc 320. Offered when there is 


430 Operating Systems (4 credits) An advanced course covering the principles of 

modern operating systems. Topics covered include history of operating systems, 

operating system design, resource management, processor scheduling, memory 

management, and file systems. There will be numerous programming projects. 

Offered alternate years. Prerequisite: Cisc 225. 

460 Systems Design and Implementation (4 credits) An advanced study of 

systems design and implementation. Emphasis will be placed on the use of 

structured analysis and design techniques to produce design specifications. Student 

projects will focus on the programming and testing of information systems that 

satisfy user requirements. Prerequisites: Cisc 135, 310, and 315 or permission of 

the instructor. Offered alternate years. (MLC) 

490 Senior Project (3 credits) Supervised independent study with oral and written 

presentations. Provides students the opportunity to complete a major software or 

research project. Students may select topics from such areas as computer security, 

programming languages, compilers, systems analysis and design, dynamic Web site 

creation using JSP or ASP, pocket PC programming, network design and 

implementation, robotics programming, database systems, server clustering and 

encryption, and artificial intelligence. May involve a programming project. 

Prerequisites: Cisc 325 for computer science majors, Cisc 310 and 315 for 

information science majors, plus permission of the department. 

Computer and Information Science 

Requirements for the major in computer science: 14 courses in computer and 

information science and mathematics, as follows: 

Four core courses in computer and information science: 

120 Introduction to Programming 

135 Visual Programming 

225 Advanced Programming Techniques 

315 Database Management 

Five upper-level courses in computer and information science: 

240 Computer Organization and Assembly Language 

320 Programming Languages 

325 Data Structures 

430 Operating Systems 

One additional three or four credit course at or above the 200 level 

Four courses in mathematics: 

121 Single Variable Calculus 

220 Linear Algebra 

233 Multivariable Calculus 

235 Advanced Single Variable Calculus 

490 Senior Project 

Requirements for the major in information science: 14 courses in computer and 

information sciences, mathematics, and management, distributed as follows:

Four core coursers in computer and information science: 





Six upper-level courses in computer and information science: 

310 Systems Analysis and Design 

330 Computer Networks 

380 Web Development 

460 Systems Design and Implementation 

Two additional three or four credit courses at or above the 200 level 

One course in management: 

261 Management and Organization (Mana) 


108 Statistics (Math) 

121 Single Variable Calculus (Math) 


Requirements for the minor in computer science: Six courses in computer and 

information sciences, distributed as follows: 

Three core courses in computer and information science: 




Two of the following: 

240 Computer Organization and Assembly Language 

320 Programming Languages 


325 Data Structures 

430 Operating Systems 


Requirements for the minor in information science: Six courses in computer & 

information sciences, distributed as follows: 

Four courses in computer & information science: 



310 Systems Analysis and Design 


One of the following: 


380 Web Development 

460 Systems Design and Implementation 


Grades for all courses taken in Computer and Information Science are used to 

calculate the average in the major for Departmental Distinction.

Violation of the College Computer Use and Abuse Policy or misuse of College 

computing resources can result in disciplinary action, including but not limited to 

dismissal from the major.

Economics 

Hartwick students who choose to major in Economics learn to apply the 

principles and theoretical foundations of the discipline to a wide range of 

contemporary issues. Complemented by the Hartwick liberal arts and sciences 

education, economics majors develop a deep appreciation for the political, 

historical, social, and psychological discoveries that have influenced the evolution 

of economic thought. Departmental offerings foster the development of collegial 

working and personal relationships among faculty and students through research, 

peer-critical learning, and shared inquiry. Off-campus study, whether through an 

internship or our study-abroad program, is actively promoted to help students 

address economic issues through firsthand experience. 

Students who earn the B.A. in economics are well-prepared for careers in a variety 

of fields. Recent graduates have put their knowledge to work in for-profit and 

not-for-profit organizations, federal and state government agencies, consulting, the 

Federal Reserve, securities and commodity trading, international banking, and 

lobbying. Others have pursued a Ph.D. in economics, or advanced study in law, 

public policy, education, and business administration. 

Faculty 

Economics Faculty: Laurence Malone, chair; Carli Cochi Ficano; Karl Seeley 

Courses 

250-259 Topics in Economics (3 credits) A series of annually updated topics 

courses designed to introduce students to the theories and principles economists 

have devised to understand exchange relationships and markets. These principles 

and theories are applied to analyze economic issues and problems. Topics for 

investigation are drawn from the subfields of the discipline, including: government 

policy, banking and financial markets, race and gender, labor, environmental, 

development and transition, and international economics. (SBA) 

301 Microeconomic Theory (4 credits) Focuses on the theoretical depiction of 

decision-making processes with respect to exchange and trade relationships. 

Topics are considered in a context that includes institutional, behaviorist, gametheoretic 

and international applications and perspectives. The evolution of 

competitive and cooperative behaviors associated with markets is explored in 

detail. Prerequisite: Two different numbered courses from Econ 250-259, Topics 

in Economics (SBA) 302Macroeconomic Theory (4 credits) Investigates the 

causes and consequences of inflation and unemployment and how these problems 

are described and theoretically analyzed through national income and product 

accounts. Monetary and fiscal stabilization policies are emphasized in an 

international context, with careful consideration given to balance of payments 

issues, trade deficits and the effect of changes in the value of the dollar and other 

currencies. Prerequisite: Two different numbered courses from Econ 250-259, 

Topics in Economics (SBA) 

303 Econometrics (4 credits) The method by which real world data is used to test 

economic theory and/or to make predictions about future economic events.

Presents regression analysis as a tool with which the statistical relationship 

between economic variables may be rejected or validated. Equal time is devoted to 

understanding the process of formal empirical analysis, econometric theory and 

the direct application of theory to analysis. The course culminates with students 

preparing an analytical research paper on a specific question of personal interest. 

Prerequisite: Math 108 or Math 121 or a Math course at the 200 level. (SBA) 

311 Economic History (3 credits) Explores economic causes and consequences 

pertaining to the development of markets in a research seminar setting. Recent 

topics for investigation have included: the origins of plantations, the emergence of 

multinational corporations from 1850 to 1900, and 19th and 20th century labor 

history. Common readings are initially discussed and then each student undertakes 

a substantial project to investigate a specialized theme. (SBA) 

313 Classical Political Economy (3 credits) Contemplates the economic, political 

and philosophical “visions” in Adam Smith’s Wealth of Nations, Karl Marx’s 

Capital, and John Maynard Keynes’ General Theory. The development of the 

liberal ideal of unrestrained individual freedom is traced through the ways these 

economists interpreted the social reality of their time. The evolution of 

neoclassical economics is also considered, and the contemporary relevance of these 

works is discussed throughout the course. (SBA) 

314 Development and Transition (3 credits) Considers various explanations for 

the disparate levels of economic well-being among nations, both historically and 

currently. Issues include the potential trade-off between economic growth and 

societal equity, miracles and failures, the sustainability of certain development 

plans, the feasibility of “trickle down” development, and innovative development 

techniques at both the grassroots and macro levels. The course culminates with 

students creating and defending development plans for a nation of their choice. 

Prerequisite: One course from Econ 250 - 259. (SBA) 

315 Government Policy (3 credits) A critical look at contemporary domestic 

policy issues using the tools of theoretical and empirical economic analysis, 

institutional analysis and the history of social policy. Potential topics include 

crime, child care, education, medical care, social security and long term care for the 

elderly. A significant portion of the course will be devoted to independent student 

assessment of current policy initiatives-specifically their costs and benefits-and the 

design of policy reform initiatives. Prerequisite: One course from Econ 250-259. 

(SBA) 

316 Race and Gender (3 credits) Utilizes economic analysis to shed light on the 

social issues of race and gender in contemporary United States society. Potential 

topics include labor and credit market discrimination, employment and housing 

segregation, the male-female and black-white wage gap, labor market participation, 

divorce and domestic violence. While neo-classical economic theory will serve as a 

point of departure for each issue, the assumptions behind the theory will be 

carefully scrutinized and empirical evidence in support of and/or against the 

theory will be brought to bear. Prerequisite: One course from Econ 250-259. 

(SBA) 

317 Labor Economics (3 credits) Economic theory is applied to analyze topics 

related to employment. The processes by which businesses determine the quantity, 

quality and compensation levels of their employees and individuals decide

whether, how much and where to work are examined. The course begins with the 

primary building blocks of labor economics: labor supply and labor demand. It 

then narrows its scope to look more closely at policy-relevant issues such as 

welfare reform, labor unionism, unemployment and the minimum wage and 

appropriate investments in education. A significant portion of the class will be 

devoted to independent student research on a relevant topic of personal interest. 

Prerequisite: One course from Econ 250 - 259. (SBA) 

318 Environmental Economics (3 credits) Applies economic logic to a major 

political issue. The analysis includes; externalities and market failure, comparison 

of command-and-control strategies with market-incentive strategies, evaluation of 

costs and benefits of alternative proposals, consequences of court decisions to 

resolve environmental disputes, the effects of public policies on environment 

quality and the basic elements of natural resource economics. Prerequisite: One 

course from Econ 250 - 259. (SBA) 

319 Advanced Theory (3 credits) Exploration of advanced topics in economic 

theory. The course will be conducted as a seminar, with the particular theoretical 

focus determined by common interests among faculty and students. Recent topics 

for investigation have included: growth theory, advanced microeconomics, game 

theory, and mathematical finance. Prerequisites: Econ 301 or 302. (SBA) 

320 International Economic Policy (3 credits) Evaluates contemporary policy 

issues and concerns in the international economy. Topics for consideration 

include; trade relations and managed trade, protectionism, balance of payments 

disparities, wage inequalities, trading blocs, exchange rate regimes, and the causes 

and consequences of volatility in financial markets. Students will discuss common 

readings and undertake a substantial research project on a particular area of 

interest. Prerequisite: One course from Econ 250-259. (SBA) 

350 Topics in Economics (3 credits) Advanced topics of current interest. Subjects 

of these courses will be announced before registration. One course from Econ 

250-259. (SBA) 

395, 495 Internships in Economics (3-6 credits) Opportunities for career 

development and applied work for Economics students. Placements are designed 

to test academic concepts in a work setting and to bring the practical knowledge 

of a functioning business or institution to the classroom. Prerequisites: Economics 

major or minor, permission of the department and satisfactory internship 

qualifications. May be taken for 3 to 6 credits, but only 3 credits may count 

toward the major or minor requirements. 

490 Senior Thesis and Seminar in Economic Research (3 credits) The Senior 

Thesis Seminar is the capstone to the major in Economics, and represents a 

substantial research project on a topic of interest. Students will meet periodically 

with faculty and peers to present work in progress. The seminar is required of all 

majors, and concludes with submission of the completed thesis. 

Economics 

Requirements for the major: A minimum of 11 courses, distributed as follows: 

Two Topics in Economics courses, each with a different number, selected from 

offerings designated Econ 250-259

One course in Mathematics, selected from Math 108 or Math 121 or any Math 

course at the 200 level 

Three core courses in economic theory: 

301 Microeconomic Theory 

302 Macroeconomic Theory 

303 Econometrics 

Senior Seminar and Thesis: 

490 Senior Seminar and Thesis 

Four additional courses from among Economics 300 level offerings, FINA 360 

Investment Analysis and FINA 381 Financial Institutions. One 3-credit internship 

in Economics may count toward this requirement. 

Requirements for the minor: Seven courses, distributed as follows: Two Topics in 

Economics courses, each with a different number, selected from offerings 

designated Econ 250-259 

One course in Mathematics: selected from Math 108 or Math 121 or any Math 

course at the 200 level. 

Two core courses in economic theory: 

301 Microeconomic Theory 

302 Macroeconomic Theory 

Two additional courses from among Economics 300 level offerings, FINA 360 

Investment Analysis and FINA 381 Financial Institutions. 

One 3-credit internship in Economics may count toward this requirement. 

Requirements for a minor in Environmental Science and Policy program: 

Recommended courses for economics majors as part of their major requirements: 

318 Environmental Economics (Econ) and 

315 Economics of Government Policy (Econ) 

Courses for the minor: 

1. One introductory course: 

230 Introduction to Environmental Science (Biol) or 

110 Environmental Geology (Geol) 

2. Two science lab courses outside the major, chosen from: 

235 Ecology and the Environment (Biol) 

250 Limnology (Biol) 

250 Tropical Biology (Biol),(Bahamas, Costa Rica or the Galapagos) 

303 Ecology (Biol) 

325 Forest Ecology (Biol) 

102 Chemistry in Today’s Society (Chem) 

215 Environmental Chemistry (Chem) 

109 The Global Environment (Geol) 

302 Surficial Geology (Geol) 

305 Groundwater Hydrology (Geol) 

314 Thermodynamic and Statistical Physics (Phys) 

3. Environmental Economics (Econ 318; Econ majors substitute an elective from 

5. for this requirement)

4. 244 Environment- Politics and Policy (Posc); Posc majors substitute an elective 

from 5. for this requirement) 

5. At least one elective course outside the major, chosen from the following: 

341 Cultural Ecology (Anth) 

250 Nature Writing (Engl) 

205 Environmental History (Hist) 

336 Public Administration (Posc) 

322 Population and Ecology (Soci) 

Any science course not already taken from the above choices (under 2) Capstone 

Seminar (meets CIS requirement): 

410 Senior Seminar in Environmental Assessment (Intr) 

Grades for courses taken in economics that are required for the major are used to 

calculate the average in the major for Departmental Distinction.

Education 

The program prepares future teachers to work with Childhood (1st-6th grade), 

Middle Childhood (5th-9th grade) and Adolescence students (8th-12th grade) in 

22 teacher certification programs. Hartwick’s education program is based on four 

axioms: 1) effective teachers excel in their academic major, 2) effective teachers are 

firmly grounded in a liberal arts and sciences background (provided by Hartwick’s 

Curriculum XXI), 3) effective teachers operate from research-based principles of 

teaching-learning, and 4) they integrate those principles into meaningful 

experiences in classrooms. 

Close collaboration with schools in the central New York area, Albany, New 

York City, and in the islands of Anguilla, Puerto Rico, Haiti, and Trinidad 

provides opportunities for real world practica in rural and urban school settings. 

Reflective, hands-on practica are a central part of Hartwick’s education program. 

There are many effective ways of learning. Internships, study abroad, volunteer 

service work, the education work-study program (START), multicultural-urban 

internships, field practica, or directed studies are some of the options available to 

education students. We encourage students to design, develop, and implement a 

personalized educational program that is consistent with their interest and 

preparation, and long term professional goals. 

Our Mission: A commitment to social justice. 

Our program hopes to train educators who are committed and actively engaged in 

social change. The program is selective, as it aspires to train future leaders in 

education. Students are expected to maintain an excellent academic record, 

demonstrate a commitment to social justice, be passionate about teaching, exhibit 

leadership qualities, and possess high moral standards. 

The Department aspires to prepare teachers who: 

· Excel in their content major 

· Possess the intellectual sensibilities of a liberal arts and sciences education 

· Utilize best teaching practices validated by research 

· Have an understanding of the epistemological, social political an moral 

dimensions of teaching 

· Are critical, interdisciplinary thinkers 

· Value diversity in all its forms 

· Are adept in the use of educational technology 

Faculty 

William Lister, department chair; Patricia Brannigan; Nejla Camponeschi; Mark 

Davies; Claudia Koeppel; Jane Kuehne; John Nealis 

Other Faculty 

Meredith Newman, Dominic Nuciforo, Len Pudelka, Stan Sessions, Matthew 

Straub, Mireille Vandenheuvel

Course Requirements 

The education sequence, normally begun in the sophomore year, includes 

foundation courses, pedagogical courses in which students study the art and 

science of teaching-learning, and in-school field experiences (practica), 

culminating in student teaching during the fall semester of one’s senior year or 

during a fifth fall immediately following graduation. 

Additional courses in other departments: 

· For certification programs: Engl 208, 210, or 300 

· For Childhood Education: Soci 150 Children’s Lives, Engl 350 Children’s 

Literature 

Student Teaching Requirements 

Admission to the College does not ensure good standing in the program of 

secondary education, nor does good standing in the education coursework ensure 

admission to student teaching. Students must maintain a satisfactory academic 

record and must apply for student teaching in accordance with the program 

guidelines. 

Student teaching requirements include: 

1. Completed 120 hours of departmentally approved START or equivalent 

school internship (180 hours for Childhood education) 

2. Portfolio (with sample lessons, specialty curriculum, core course essays, multimedia 

projects and video-taped lesson) 

3. Statement of Educational Philosophy 

4. A Junior year academic review: 

· Completion of foundation and pedagogical courses (no grade below a C+) 

· Satisfactory academic record (provide current audit) 

· A 3.0 GPA in content major and overall 

· A written endorsement from content major department chair 

Regulation: Teacher certification programs at Hartwick College are subject to the 

rules and regulations of the State Legislature, Commissioner of Education, Board 

of Regents, and State Education Department of New York State. Institutional 

recommendation for certification is not guaranteed upon completion of the above 

courses without demonstrating professionalism in the field. 

Teacher education general information sessions are held frequently throughout the 

year. To attend one, or to receive more detailed information on your options for 

an education program, contact the Department Chair, 311 Clark Hall, 607-431- 

4387 or ListerW@hartwick.edu. 

Courses 

150 Education in Contemporary American Society (3 credits, elective) This 

course examines the challenges facing K-12 schools in America today. The issues 

and controversies covered in class include: school financing, creationism vs. 

evolution in the classroom, bilingual education, multicultural education, sexual

education, moral education, affirmative action in education, desegregation and 

school busing, curriculum standards, homosexuality in the classroom, and religion 

in the classroom. Students are expected to read assigned papers and outline their 

stances on the controversies/issues. The class centers on structured debates. 

Student assessment is based on class participation, essays, and a portfolio. Offered 

Fall Term. 

220 Philosophy and Sociology of Education (4 credits, required) The course 

explores how philosophy and sociology inform educational practice. Critical 

philosophical and sociological analyses is used to dissect fundamental educational 

issues of school organization, curricular development, and instructional practice. 

The course explores the variety of philosophical stances and the sociocultural 

forces that have shape and constrain K-12 grade education. The course targets 

three outcomes for students: (1) to gain an understanding of the complex forces 

that influence contemporary American schools (2) to critically question prevailing 

notions of teaching and schooling; and 3) to begin to develop and articulate a 

personal philosophy of education. Offered every semester. 

304 Educational Psychology (4 credits, required) Students examine educational 

and psychological principles and theories applicable to childhood, middle 

childhood, and adolescence age learning. Particular attention is given to human 

growth and development, motivation, and theories of learning and instruction. 

Students examine the major learning theories derived from psychological research 

and explore their implications for educational practice. This exploration focuses 

on three areas: (a) development, (b) learning theory, and (c) instructional theory. 

The course is designed to help pre-service teachers use psychological research 

to make informed decisions in educational practice. Offered every semester. 

Prerequisite Educ 220 or permission of instructor. 

320 Interdisciplinary Curriculum and Instruction: Theory & Practice (4 credits, 

required) Students investigate curricular and pedagogical issues in K-12 education. 

Through an examination of both curriculum and instruction theory and practice, 

each student will have opportunities to strengthen her/his philosophical base 

prior to student teaching. Presented in seminar style, this class requires active 

student participation through reaction writings and dialogue on assigned readings; 

debates and discussions; and formal presentations. The overall objectives for this 

course work to challenge each student to: (1) understand the writings and ideas of 

various curricular theorists, (2) gain knowledge, comprehension, and application 

skills to understand traditional and non-traditional education paradigms, (3) 

analyze and evaluate contemporary curricular and instructional themes related to 

current educational trends, and (4) understand, analyze and evaluate variables that 

affect curriculum and instruction, including community, diversity, politics, money, 

technology, and facilities/materials. Offered every semester. Prerequisites: Educ 

220 and Educ 304, and declaration of content major. 

250/350/450 Topics in Education (3 credits, elective) Themes vary depending 

on student and faculty interest. Recent topics: Urban School Cultures; School 

Reform; Educational Administration; Puerto Rican schools, language and culture; 

Multicultural Education; Religion in Schools; Outdoor Nature Education. 

Permission of instructor required.

3XX Content Specialty Teaching Methods (3 credits, required) Students are 

required to enroll in one course that corresponds with their certification field and 

level. The courses cover the study, development, and implementation of 

curriculum. Students explore and practice alternative curriculum and instruction 

models; lesson design; best instructional and assessment practices, integration of 

cross-curricular planning; and national and state learning standards. The courses 

have an interdisciplinary orientation and address instructional approaches for 

culturally, developmentally and cognitively diverse student populations. At least 

10 hours of field practice and observation are required, typically at several 

levels: the elementary education courses requires observations at the 1st-3rd and 

4th-6th grade levels; the middle childhood and adolescence courses require 

observations at the 5th-9th and 10th-12th grade levels. Offered spring or fall 

semesters. Prerequisite: Educ 220, Educ 304, Educ 320 and departmental 

approval. 

325 Teaching Middle Childhood & Adolescence Level English (3 credits) This 

seminar style class is designed to promote reflection and broaden the scope of preservice 

English teachers' perspectives on and knowledge of the process of teaching 

English in middle level (5-9) and adolescence level (7-12) settings. The field 

component of the class is designed to give students observation time to be with inservice 

teachers and to review best practices for teaching English as demonstrated 

in actual class settings. 

328 Teaching Middle Childhood & Adolescence Level Social Studies (3 credits) 

This seminar style class is designed to promote reflection and broaden the scope 

of pre-service Social Studies teachers’ perspectives on and knowledge of the 

process of teaching Social Studies in middle level (5-9) and adolescence level (7- 

12) settings. The field component of the class is designed to give students 

observation time to be with in-service teachers and to review best practices for 

teaching Social Studies as demonstrated in actual class settings. 

326/330 Teaching Middle Childhood & Adolescence Level Math & Science (3 

credits) The course explores fundamental applied issues in methods of math and 

science education and in the students field of specialty. Readings, one-on-one 

discussions with the faculty, and visits to the classroom will provide the 

knowledge necessary to develop a curriculum and lesson plan book. Students are 

also expected to do a series of classroom observations, make a video of a lesson, 

and attend to a regional or national professional meeting. By the end of this course 

students have: developed a philosophy of science/math education; reviewed the 

history of science/math education; articulated a one-semester curriculum with 

lesson plans, activities, and assessment methods; coordinated this curriculum with 

state and national standards; examined state, national, and Advanced Placement 

curricula; become familiar with the misconception literature; become familiar with 

the “Best Practice” literature; developed familiarity with computer based 

instructional resources and software; and become familiar with the professional 

teacher organizations. 

331, 332 Methods of Elementary Education (6 credits for 2-semester sequence) 

The course explores fundamental issues in methods of instruction and assessment 

at the elementary level. The course is interdisciplinary covering developmentally 

appropriate, best practice methods of instruction in the creative arts, math and

science, social studies, English language literacy, and non-English languages. The 

course uses New York State's Learning Standards to organize instructional 

approaches and curriculum in 7 areas: the Arts; Career Development and 

Occupational Studies; English Language Arts, Health, Physical Education, & 

Family and Consumer Sciences; Languages Other than English; Mathematics, 

Science, and Technology, and Social Studies. Students develop a semester long 

curriculum with daily lesson plans for a 1-6 grade course that is correlated to the 

State Learning Standards, and construct a portfolio of instructional activities and 

assessment instruments. 

335 Teaching Middle Childhood & Adolescence Level Foreign Language (3 

credits) The course examines language acquisition theories, methods of second 

language instruction, current best practice teaching methods, lesson plan 

organization, and curriculum development issues. Students explore a variety of 

instructional approaches using sample materials derived from a variety of sources 

including internet based, textbooks, state and national curriculum guides and 

specialized professional journals. Students become familiar with state and national 

standards, professional organizations and journals. The course includes 10 hours 

of classroom observations. 

340 Reading, Writing, and Literacy for Children (3 credits) The course examines 

the events, activities, experiences, instructional approaches, and curriculum design 

considerations that affect literacy from pre-K to 12 grade. The course is 

interdisciplinary and has an applied orientation: it examines how literacy can be 

promoted in all subject areas; the links between oral literacy, visual literacy, and 

written literacy; the role of social relations and classroom organization in 

promoting literacy; the challenges and opportunities of culturally, cognitively and 

developmentally diverse student populations. Students create a toolbox of 

activities that promote literacy in their content areas and level. Prerequisites: Educ 

320 and Writing Level 3. 

372 Educational Lyceum Series (2 credits, required, mini courses vary from year 

to year). Offered in spring. 

Substance Abuse Minicourse (required by NYSED) The historical, sociological, 

legal, health, and educational dimensions of substance abuse are examined as they 

relate to teaching, teachers, and schools. Approaches to prevention and 

intervention are examined critically in an attempt to empower future teachers to 

deal with the contradictions and dilemmas of substance abuse in contemporary 

American society. 

Violence Prevention Minicourse (required by NYSED) 

Child Abuse Minicourse (required by NYSED) 

380 Classroom Management—Creating a Positive Learning Environment (3 

credits, required) This course examines philosophies and methods for creating a 

healthy learning environment. Issues such as child-abuse, apathy, self-discipline 

and self-concept, motivation, violence prevention, power struggles, rebellion, and 

challenges of diverse student populations, are examined from developmental, 

multicultural, humanistic perspectives. Prerequisite: Educ 320.

381 Assessment and Evaluation (2 credits) The course explores the theory and 

practice by which learning is assessed and evaluated. A variety of traditional and 

alternative assessment and testing practices are reviewed. Students develop an 

assessment toolbox in their particular subject specialty. The use of computers to 

facilitate and enhance evaluation and assessment is emphasized. This course is 

linked to Educ 382. Offered alternate Spring semesters. Prerequisite: Educ 320. 

382 Educational Technology (2 credits) The course explores the diversity of 

software and hardware available to teachers for enhancing instruction and 

facilitating course administration. Students learn to use a variety of software to 

produce instructional materials, develop multimedia presentations, and facilitate 

administrative duties. Students become familiar with the use of graphic and 

presentation (Photoshop, PowerPoint), spreadsheet (Excel), database (Access) 

software, and educational software pertinent to their content specialty. This course 

is linked to Educ 381 (Assessment and Evaluation). Offered alternate Spring 

Terms. Prerequisite: Educ 320. 

390 Multicultural/Urban Educational Experience—Minipracticum (3 credits, 

required) The course places students in non-traditional educational settings with 

students from diverse cultural, socioeconomic and geographic backgrounds. 

Students are required to observe, interact, supervise and/or teach for a minimum 

of 20 school days (120 hours). Readings on diversity, multicultural education and 

the sociological dimensions of schools, students and teachers, provide a formal 

context for reflecting on the field experience. Requires writing a brief proposal 

and approval by Education Committee. Internship may be during summer, January 

Term or Fall/Spring Terms. Prerequisite: Educ 320. 

Educ 480 Interdisciplinary Reflective Student Teaching Seminar (2 credits, 

required) Reflective seminar concurrent with 490, 491, 492. 

Teaching Practicum (Fall/Spring Terms) Prerequisites: Educ 220, 304, 320, 

3XX (Specialty Teaching Methods), and 380 (12 credits, required) 

490 Childhood Level Observation and Supervised Teaching Seven weeks in 

grades 1-3, and seven weeks in grades 4-6. 

491 Middle Childhood Observation and Supervised Teaching. Seven weeks in 


492 Adolescence Level Observation and Supervised Teaching. Seven weeks in 


Extradepartmental Courses 

ENG 208, 210, 300 (at least one is required for all levels of certification) 

Education Course Work 

Foundational Course Work 

Credits 

Education in Contemporary American Society (FYS 150) elective 3 

Philosophy and Sociology of Education (220) 4 

Educational Psychology (304) 4 

Curriculum and Instruction (320) 4 

Pedagogical Course Work 

Methods of Teaching Content Specialty (3xx) 3 (or 6)

Reading, Writing and Literacy (340) 3 

Lyceum Series (372) 2 

Creating a Positive Learning Environment (380) 3 

Assessment and Evaluation (381) 2 

Educational Technology (382) 2 

Topics in Education (250,350,450) elective 3 

Field Practica 

Multicultural and Urban Educational Experience (390, 391 or 392) 

Mini-practicum 3 

Supervised Student Teaching—Practicum Childhood (490) 6 

Middle School (491) 6 

High School (492) 6 

Interdisciplinary Reflective Seminar (480) 2 

Recommended Program of Study 

Childhood Education 

Middle or Adolescence Education 

Freshman 

Fall Educ 150 (elective) Educ 150 (elective) 

J Term Service Learning Service Learning 

Spring Educ 220 and Service Learning Educ 220 and Service Learning 

Summer Service Learning 

Sophomore 

Fall Educ 304 Educ 304, Service Learning 

J Term Service Learning Service Learning 

Spring Educ 320, Educ 372, Service Learning Educ 320, Service Learning 

Junior 

Fall Educ 331, Educ 340, Service Learning Educ 3XX, Educ 340 

J Term Educ 390 (Urban/Multicultural Educ 390 (Urban/Multicultural 

Minipracticum 

Minipracticum 

Spring Educ 332, Educ 380 Educ 380, Educ 372 

Summer Service Learning Service Learning 

Senior 

Fall Educ 480 and Practicum Educ 480 and Practicum 

J Term 

Spring Educ 381-2 Educ 381-2 

Or Fifth Fall 

Fall Educ 480 and Practicum Educ 480 and Practicum 

Areas of Certification 

At Hartwick, students do not major in education but complete program for certification coupled with a 

content major or major/minor combination. Hartwick offers education programs in Childhood (grades 1- 

6) , Middle Childhood (grades 5-9), and Adolescence (grades 8-12) education, K-12 Music Education, 

and Art Education (pending NYSED approval). The Childhood Program requires a major and a minor 

chosen from each A, B column. Students may also compose their own minor, which must be approved by 

the Department of Education.

CHILDHOOD 

Majors/Minors (must select one from both columns) 

Column A Column B Other possible minors (no majors offered) 

Art Biology Environmental Science and Policy (Column B) 

Anthropology Chemistry U.S. Ethnic studies (Column A) 

English Computer Science Women’ s Studies (Column A) 

History 

Geology 

Languages 

Math 

Philosophy Physics 

Political Science Psychology 

Sociology 

Theatre Arts 

Management 

Economics 

Music 

MIDDLE-CHILDHOOD AND ADOLESCENCE 

• English 

• Math 

• Biology, Chemistry, Physics, Earth Science (with Geology/Env. Science) 

• French, German, Spanish 

• Social Studies (majors in Anthropology, Economics, History, Political Science, or Sociology) 

5th-6th grade extension is available for Middle Childhood track. 

Dual certification is a marketable advantage and requires additional pedagogy and content courses. 

Recommendation for Certification to NYSED 

Upon successful fulfillment of the curricular and service learning requirements of this program and passing 

teacher certification examinations required by New York State, students qualify to be recommended for 

Childhood (1st-6th grade), Middle Childhood (5th-9th grade), or Adolescence (8th-12th grade) Initial 

Certification. Reciprocity with most states allows students to secure certification in other regions with 

minimal effort: usually an application, state required exams and processing fees. 

Requirements: To qualify for Childhood, Middle Childhood, or Adolescence teacher certification through 

the Hartwick College Department of Education, an individual must satisfactorily complete the following: 

1. Course requirements in approved academic major (and minor for Childhood level) with a 

cumulative GPA of 3.0 

2. Overall GPA of 3.0 or higher 

3. Curriculum XXI requirements 

4. Videotape of mock lesson or pre-practicum teaching experience 

5. Additional extra-departmental course requirement (vary by major and level) 

6. Log 120 hours of START/Service Learning or equivalent school internship (180 hours for 

Childhood education)—20 of these must be in special education 

7. Education course work with a cumulative average of 3.0 or above and no single grade below a C+ 

8. Child Abuse Identification Seminar 

9. Substance Abuse Seminar 

10. Violence Prevention Seminar 

11. NYSED battery of tests (see www.NYSED.gov for dates and details)

• Liberal Arts and Science Test (LAST) 

• Assessment of Teaching Skills Test (written) (ATS) 

• Content Specialty Test

English 

Our mission is to lead students to a deep appreciation of literature and the quality 

of writing that ensures its beauty and endurance. 

The love of words and joy in the creative use of language form the basis of literary 

study. That study emphasizes the rich heritage and diversity of American and 

British literature and includes works from other cultures. The department teaches 

a disciplined approach to reading this literature and writing about it, from a wide 

range of critical perspectives. 

Students come to realize that language and the imagination can create worlds 

which, like ours, delight, disturb and challenge. The study of literature, therefore, 

helps students understand the world in which they live and their places in it. 

Exploring our diverse literary heritage requires students to engage in a sensitive, 

subtle search for meanings. Through analysis, debate, critique and dissent, they 

become better able to formulate and express their own ideas. 

The study of literature reminds us that all people have voices and that much of 

our greatest literature has challenged prevailing cultural norms. The individual’s 

encounter with literature has always been a crucial part of the process of 

transformation, of self-definition; for poems, stories, novels and plays record our 

blindness, our follies and our crimes just as surely as they record our insights, our 

virtues and, occasionally, our genius. We study literature, literary theory, writing, 

and culture-history not just to affirm our beliefs and traditions, but to examine 

them critically. 

In keeping with its emphasis on written expression, the department offers a variety 

of courses in creative and expository writing. Creative writing courses use literary 

study, workshops and individual conferences to help student poets, novelists, 

essayists and playwrights understand the creative process and create afresh 

imagined worlds. Courses in the Writing Competency Program employ several 

rhetorical and pedagogical strategies to ensure that students graduate knowing 

how to write well. The Writing Center works in concert with writing and 

literature courses and across the disciplines, helping students from all majors 

achieve skill, precision and grace in their writing. 

Our mission includes maintaining and staffing the following programs: 

Program I Literature Courses for Majors: a wide range of courses, including 

period surveys, major author courses and topic-oriented courses. 

Program II Intermediate and Advanced Expository Writing: courses in essay 

writing, business writing and journalism for students who aspire to become 

professional writers. These courses support a writing minor and the English 

major with emphasis in writing. 

Program III Creative Writing: basic, intermediate and advanced courses in the 

writing of fiction and poetry, which meet the creative and performing arts

equirements of Curriculum XXI. They support the writing minor and English 

major with a concentration in creative writing or an emphasis in writing. They 

also prepare students for M.F.A. programs in creative writing. 

English majors are strongly advised to attain an intermediate-level competence in a 

foreign language, especially if they plan to do graduate work in English. Other 

recommended courses include Introduction to the Bible; courses in art, music, 

history and philosophy; and literature courses in the Department of Modern and 

Classical Languages. 

No later than the fall of their junior year, English majors design and formally 

propose a four-course concentration in a specific area of literary study or in 

creative writing. Each student presents a written rationale for this concentration at 

a Preliminary Junior Review conducted by the student’s advisor and another 

department faculty member of the student’s choosing. These faculty determine the 

coherence and feasibility of the concentration, review the student’s writing, and 

help the student to plan a program ensuring that the student will have taken the 

necessary “Approaches” course in critical methodologies prior to writing a Senior 

Project. The faculty members at the Preliminary Junior Review may approve the 

proposed concentration as submitted, return it to the student for revision, or 

forward it to the whole department for its decision. 

During the spring of their junior year, majors complete a formal review of their 

course selections with their advisor and another department member of their 

choosing. The Junior Review helps to ensure that majors will complete all college 

and department requirements on time and will have taken a variety of period and 

genre courses. 

English majors must complete a senior project, usually during January Term. The 

project consists either of a long paper exploring a particular author or subject in 

depth or an original manuscript of creative writing, and an oral review by the 

student’s study advisor and another department member selected by the student. 

English majors who plan to earn teaching certification in secondary English are 

required to take Advanced College Writing and The Anatomy of English before 

student teaching and to have earned a 3.0 average in their major by the start of the 

semester before they student teach, with allowance for exceptions in extraordinary 

circumstances. Such students should obtain a copy of the department’s “Policy on 

Student Teachers” from the department chair no later than their sophomore year. 

Students must meet the requirements outlined in this policy statement to qualify 

for student teaching. 

The department offers various other opportunities for special study outside the 

classroom. Students meet and interact with prominent writers through the 

Visiting Writers Series. Nobel laureates Joseph Brodsky and Derek Walcott, 

Pulitzer prize winners Donald Justice and M. Scott Momaday, Poet Laureate 

Robert Pinsky and such well-known authors as Jamaica Kincaid and Joyce Carol

Oates have given readings and led student workshops. English majors also write 

for and edit Word of Mouth, the College literary magazine, and Hilltops, the 

student newspaper. Recommended students work as tutors at the Writing Center, 

gaining valuable experience and academic credit, as well. 

The department encourages its majors to do internships in fields such as 

journalism, law and publishing. Hartwick English majors graduate with verbal and 

analytical skills that serve them well in a wide variety of occupations, including law 

and medicine, libraries and museums, corporate and government agencies, and 

publications and communications. 

Faculty 

English Faculty: Kim H. Noling, chair; Robert R. Bensen; David C. Cody; Lisa 

Darien; Carol Frost; Susan Navarette; Margaret K. Schramm; Julia P. Suarez; 

Thomas J. Travisano; Marilyn C. Wesley 

Other Faculty: Barbara Bonebrake, Stuart Brown, Nejla Camponeschi, Darwin 

Davis, Neil Cunningham, Allison Hedge Coke, Terrance Fitz-Henry, Graham 

Hanson, Vicki Howard, Adrienne Martini, Raymond McPhail, Karyn Moyer, 

William Rath, Debopriyo Roy, Carol Silverberg, Melora Wolff 

Courses 

101 Writing Tutorial (2 credits) Practice in writing short compositions and 

review of English grammar. Required of, and open only to, students placed at 

Level 1 of the Writing Competency Program as preparation for Level 2. Does not 

count toward majors or minors in English. Offered fall and spring. 

110 Composition (3 credits) Basic expository writing taught as a process leading 

to a product, with ample opportunity for the professor to intervene in, and the 

student to practice, the stages of the process. Includes assigned readings, 

conferences with the instructor (at least two per term), peer review and rewriting. 

Instruction in how to do library research, how to prepare a bibliography and how 

to document sources. One paper based on intensive investigation of a single 

subject required. Students write a minimum of 20 finished pages, including the 

investigative paper. Does not count toward majors or minors in English. Offered 

fall and spring. 

111 Composition Workshop (2 credits) Emphasis on the writing and particularly 

the revision of various short compositions in preparation for successful 

participation in a Level 3 (W) course. Open to Level 2B students and to transfer 

students who have taken composition elsewhere but have been placed at Level 1 or 

2. Does not count toward major or minor in English. Permission required. 

115 Principles of Public Speaking (3 credits) Psychological, physical, and 

intellectual problems involved in speaking before an audience; classroom 

experience in various types of formal speaking; constructive criticism from the 

instructor and fellow students. Does not count toward majors or minors in 

English. Offered fall and spring. 

150 Topics in Literature for Freshmen (3 or 4 credits) These courses, designed 

especially for the first-year student, approach the understanding of literature 

through topics and themes, such as “Robert Frost,” “On Keeping a Journal,”

“The Rhythms of Poetry,” “Children in War,” and “Imperial Nightmares.” 

Fundamental skills of reading, writing and interpreting literature are emphasized. 

Open to first-year students and to others by permission of the instructor. Offered 

fall and spring. 

200 Business Writing (3 credits) Extensive practice in writing memos, letters and 

brief reports as solutions to communication problems encountered by managers. 

Study of the strategies of effective, tactful writing and the theory on which they 

are based. Covers writing within a business, organization or governmental agency 

as well as external communications with customers, clients or other firms or 

agencies. Open to students at Level 4, to others by permission of the instructor. 

Limited to 20. Does not count toward the English major or toward the minor in 

literature. Offered yearly. 

205 Journalism (3 credits) Theory and practice of writing news stories, editorial 

opinion, feature articles and columns. Comparative study of current newspapers 

and news magazines. Introduction to copy editing, design, layout and production 

of news publications. Does not count toward the English major or toward the 

minor in literature. Prerequisite: Level 4 writing ability. Offered yearly. 

208 The Anatomy of English (3 credits) A systematic, practical and analytic study 

of the structure and function of words, phrases and clauses in the English language 

with emphasis on the recognition of form and the analysis of function. This basic 

syntax course is designed for those students who wish to enrich their knowledge of 

and satisfy their curiosity about the English language through an in-depth study of 

authentic materials by authors from diverse backgrounds. It is required of those 

students planning to teach secondary English and must be completed before 

student teaching. It is recommended to English majors and minors, those planning 

to tutor at the Writing Center, and those serious about writing as a career. 

210 Advanced College Writing (3 credits) Emphasis on developing a clear, 

engaging style through a rigorous study of the elements of college writing. Several 

papers will be drafted, critiqued and thoroughly revised to empower students to 

write cogently and confidently in academic situations. Prerequisite: Level 4 writing 

ability. Limited to 20. Does not count toward the English major or toward the 

minor in literature. Required for writing emphasis, writing minor and student 

teaching. Offered yearly. 

213 Introduction to Creative Writing (3 credits) The course will approach 

reading as a way to develop the imagination of the writer of both poetry and short 

fiction. Students will read widely in both genres, write poems and short stories in 

response to the readings, and participate in workshop discussions of their writing. 

The class will also consider relations between poetry and fiction, in terms of both 

their historical development and contemporary practice. Several short analytical 

essays on the assigned readings as well as the students’ original poetry and fiction 

will be expected. (CPA) 

215 Oral Interpretation (3 credits) Reading aloud of English prose and poetry. 

Emphasis on poise, voice and gesture toward an expressive and imaginative oral 

interpretation of literature. Limited to 20 students. (CPA) 

220 Western Literature I (3 credits) An exploration of the foundations of 

Western literature through classics of the Hellenic, Medieval and Renaissance

periods. Includes such writers as Homer, Sophocles, Virgil, Dante and Cervantes. 

(MWE) 

221 Classical Mythology (3 credits) (Same as Clas 221) An introductory survey 

of the myths and legends of the Greek and Roman gods and heroes most 

commonly encountered in the art, architecture and literature of these two peoples. 

The vital place which these tales occupied in the fabric of the Greek and Roman 

societies will be emphasized. May be taken for either English or Classics credit. 

(MWE) 

222 Western Literature II (3 credits) An exploration of major European and 

Latin American literary works of the Enlightenment, Romantic and Modern eras, 

studied in translation. Includes such writers as Voltaire, Goethe, Rousseau, 

Dostoyevsky, Tolstoy, Kafka, Lorca, Borges, and Garcia Marquez. (MWL) 

230 English Literature I (3 credits) A survey of major works, figures, movements 

in English literature from the beginnings to the 18th century. Includes Beowulf 

and such major writers as Chaucer, Spenser, Shakespeare, Milton, Donne and 

Johnson; others at the discretion of the instructor. Offered fall and spring. 

(MWE) 

231 English Literature II (3 credits) A survey of major works, figures and 

movements in English literature from the early 19th century through the 20th 

including such Romantic authors as Blake, Wordsworth, Coleridge, Byron, 

Shelley, Keats; such Victorians as Tennyson and Browning; and such moderns as 

Yeats, T.S. Eliot, Woolf. Offered yearly. (MWL) 

235 Issues in British Literature and Culture before 1660 (3 credits) A study of 

selected issues in British literature and culture through the early modern period. 

The course will examine the way in which literature is shaped by and, in turn, 

helps to shape cultural context. Topics may include Women in the Middle Ages, 

Neoplatonic Love and its Discontents, The Warrior and the Poet, and 

Shakespeare’s England. May be repeated with different course content. (MWE) 

236 Shakespeare: Page, Stage, and Screen (4 credits) An introductory course 

studying a range of Shakespeare’s plays in his four favored genres: comedy, history, 

tragedy, and romance. Three modes of the plays’ reception will be explored: close 

reading with attention to what can be interpreted from the page, such as character 

types, plots, imagery, motifs, and themes as they recur in variations throughout 

Shakespeare’s career; the interpretation in the theatre by actors and directors 

throughout the plays’ stage histories; and film interpretations by which directors, 

screenwriters, and cinematographers have transformed fundamentally aural works 

into stories for a primarily visual medium. Plays studied may include Richard III, 

Henry V, The Comedy of Errors, A Midsummer Night’s Dream, Romeo and 

Juliet, Othello, and The Winter’s Tale. (MWE) 

237 Reconstructing Shakespeare’s Company (4 credits) (Same as Thea 237) A 

simulation of the workings of Shakespeare’s theatrical company as it prepares to 

produce one of his comedies for the Elizabethan public theatre. Students take on 

roles both as characters in the comedy, to be produced in a workshop performance 

at the end of the course, and as members of the acting company. Activities include 

script analysis, discussions of Elizabethan culture and theatrical practice, and 

improvisations based on research into the period. Laboratory sessions are devoted

to rehearsal. Counts in the theatre major as a course in theatre history. (Crosslisted 

as Thea 237) (CPA) 

239 Transcultural Studies (3 credits) A study of the diverse literary, aesthetic, and 

philosophical expressions of cultures and countries beyond England and the 

United States. Rather than reproducing center/periphery models of cultural 

exchange, this course adopts a transnational and interdisciplinary approach to 

cultural and postcolonial studies, examining a wide range of works that may 

fruitfully be considered either in their relations to or as independent of traditional 

British and American contexts. May be repeated with different course content. 

240 American Literature I (3 credits) A study of selected works of leading 

American authors through the Civil War, including Bradstreet, Poe, Emerson, 

Thoreau, Hawthorne, Melville, Whitman, Douglass, Fuller and Dickinson. Stress 

is on the growth of a uniquely native voice in our literature, from its origins in 

early writers to its expression in the later Romantic writers. Offered fall and 

spring. (MWL) 

241 American Literature II (3 credits) A study of selected works of leading 

American authors since the Civil War, such as Dickinson, Twain, Gilman, 

Wharton, Cather, Frost, Hemingway, Faulkner, Hurston and Wright. Stress is on 

major cultural and literary movements. Offered fall and spring. (MWL) 

245 African American Literature (3 credits) A study of the narrative construction 

of black identity in major works in key African American literary forms: slave 

narratives, autobiographies, and fiction. Includes works by such writers as 

Frederick Douglass, Harriet Jacobs, Richard Wright, Ralph Ellison, and Toni 

Morrison. (MWL) 

250 Topics in Literature (3 credits) A study of various authors, themes, 

movements, genres, with attention to their historical context. Topics include 

African American Women Dramatists, The Short Story, Supernatural Horror in 

Literature, and Children’s Literature. Offered yearly. 

255 Women and Fiction (3 credits) Close reading of novels and short stories by 

women writers such as Atwood, Chopin, Gilman, Morrison, Walker, Welty, and 

Woolf, with a focus on both aesthetic elements and women’s issues. (MWL) 

260 Caribbean Literature (3 credits) The course will introduce students to a 

major body of literature written in the Caribbean region. The course will focus on 

the engagement of the literature with Native American life, European colonialism, 

the African diaspora, the formation of Creole language and society, and the 

problems and potential of the hybrid cultures of the Caribbean. Readings include 

the literature of discovery and exploration, as well as contemporary writers from 

the French and Spanish Caribbean, such as Cesaire, Glissant, Garcia Marquez and 

Carpentier. Writers in English include Brathwaite, Goodison, Jamaica Kincaid, 

Lovelace and Walcott. (NTW) 

268 Issues in British Literature and Culture since 1660 (3 credits) A study of 

selected issues in British literature such as marginality, gender, sexuality, and 

colonialism, with emphasis on a text’s relation to ideology and British culture. 

Topics may include “Imperial Nightmares” and “Unruly Women.” May be 

repeated with different course content. (MWL)

When a 300-level course is offered as an Approaches (A) course, it may carry an 

additional hour of credit. 

300 Teaching Assistant in Composition (2 credits) Training and practice in the 

teaching of writing. Students will serve as tutors in the Writing Center under 

supervision of the coordinator. Open to students of strong writing ability 

regardless of major. Consent of coordinator required early in term preceding 

enrollment. May be taken twice. Offered every term. 

305 Advanced Journalism (3 credits) Using the basic skills of reporting and 

writing, students will progress to a more complex story-telling in individual and 

group projects. Types of news projects include participatory journalism, 

interpreting data, features, profiles and localizing U.S. and international news. 

Students will compile a portfolio of their work and design a resumé for use in 

future job searches. Does not count as a literature or creative writing course. 

Prerequisite: English 205 or permission of the instructor. 

310 Creative Writing: Nonfiction (3 credits) Practice in writing a variety of kinds 

of non-fictional prose. Readings in the New Journalism, study of professional 

writing in such periodicals as The Atlantic Monthly, The New Yorker, and The 

New York Times. Prerequisites: Level 4 writing ability and permission of the 

instructor. Does not count as a literature course. 

311 Creative Writing: Fiction (4 credits) Practice in the writing of fiction; 

exercises in theme and technique. Workshop and conference. Readings in the 

short story and the theory of fiction. Prerequisite: English 213 is strongly 

recommended. Does not count as a literature course. Offered alternate years. 

(CPA) 

312 Creative Writing: Poetry (4 credits) Practice in the writing of poetry; 

exercises in form. Readings in prosody poetics and contemporary poetry. 

Prerequisite: English 213 is strongly recommended. Does not count as a literature 

course. Offered alternate years. (CPA) 

320 Classical Theatre and Drama (3 credits) The tragic and comic plays of 

classical Greece and Rome will be studied first as products of the cultures that 

produced them and the stages for which they were intended and second as 

continuing influences on European thought and theatre. English translations of 

plays by Aeschylus, Sophocles, Euripides, Aristophanes, Menander, Plautus, 

Terence, and Seneca will be read. (MWE) 

321 Studies in Drama to 1850 (3 credits) European plays from the late Middle 

Ages to the beginning of the modern era will be studied either as part of a broad 

survey or as representative examples of a particular time or place. Shakespeare will 

not be included, and all plays will be in English. (MWE) 

322 Studies in Modern Drama (3 credits) European and American plays written 

after 1850 and before the last quarter of the 20th century will be studied. Genres 

and movements such as realism, expressionism, and the Theatre of the Absurd will 

be considered when reading plays by such writers as Ibsen, Strindberg, Chekhov, 

Shaw, Giraudoux, O’Neill, Brecht, Ionesco, Beckett, and Williams. (MWL) 

323 Studies in Contemporary Drama (3 credits) Plays written since the middle of 

the 20th century will be examined. Attention may be given to the rise of theatres 

of protest, experimentation, ethnic and sexual identity, and the influence of non- 

Western theatres.

325 The British Novel I (3 credits) A study of the evolution of this “novel” form 

of literary expression, from its emergence in England in the 18th century to its 

development as the paramount literary genre in the 19th. While focusing on the 

salient features of the genre, the course also will consider the historical and 

cultural influences that shaped the works of novelists such as Defoe, Fielding, 

Sterne, Mary Shelley, Austen, the Brontës, and Dickens. (MWL) 

326 The British Novel II (3 credits) A study of the English novel from the mid- 

19th century through its later incarnations in the early decades of the 20th century 

to the present, with particular emphasis on the ways in which it shaped itself in 

response to the advent of a “modernity” that was historical, literary, and scientific. 

Readings will include the novels of authors such as Dickens, Eliot, Hardy, Wells, 

Conrad, Lawrence, Woolf, and Joyce. (MWL) 

330 Studies in Old English Literature (3 credits) An exploration of the literature, 

language, and culture of the Old English period (c. 500-1100). An examination of 

the complex and multi-linguistic culture of England in the Anglo-Saxon period 

will be coupled with intensive study of Old English prose and poetic works such 

as “The Life of St. Edmund,” the Anglo-Saxon Chronicles, “The Dream of the 

Rood,” “The Wanderer,” “The Seafarer,” and selections from Beowulf. Offered 

alternate years. 

331 Chaucer (3 credits) Intensive study of the works of Chaucer. Special attention 

will be paid to gaining fluency in reading Chaucer’s Middle English (both silently 

and aloud), cultural context, and critical reception. Some of Chaucer’s shorter 

works may be studied, but the main concentration of the course will be on his two 

masterpieces, Canterbury Tales and Troilus and Criseyde. Offered alternate years. 

(MWE) 

333 Middle English Literature (4 credits) Intensive study of the literature, 

language, and culture of the Middle English period (c. 1100-1500). The rich 

variety of Middle English literature will be explored through readings in different 

genres-romance, lyric, saints’ lives, drama, epic, dream vision-and by practice in 

reading different dialects. (MWE) 

335 Studies in English Renaissance Literature (3 credits) Advanced study of the 

poetry, drama, prose, fiction, and song of 16th century England, primarily works 

of the late Elizabethan era. With an eye always to the focal point of all 

Elizabethan circles, the Queen herself, students examine some notable models for 

success in court circles; study Elizabethan sonnet cycles, pastoral romance, revenge 

tragedy, and lyric comedy, and sample the literature of exploration and 

colonization. Authors include Hoby, Wyatt the Elder, the Sidney circle, Marlowe, 

Spenser, Kyd, Shakespeare, Mary Stuart, Elizabeth I, Greene, Raleigh. (MWE) 

336 Shakespeare I (4 credits) Advanced study of plays from the first half of 

Shakespeare’s career as a dramatist, with attention to the development of 

Shakespearean comedy, to the playwright’s achievement in dramatizing English 

history in the Richard II-Henry V tetralogy, and to the interpenetration of these 

genres. The plays will be considered as scripts for a particular theatre in a 

particular place and time, as well as texts of enduring critical controversy, cultural 

interest, and iconic significance. (MWE) 

337 Shakespeare II (4 credits) Advanced study of Shakespeare’s later works, 

beginning with Hamlet, that is, the major tragedies and romances. Special

attention will be paid to cultural context, critical reception, and stage history. 

Offered yearly. (MWE) 

340 Empire and Revolution in 17 th Century British Literature and Culture (3 

credits) In this century of revolution, reformation, and imperial expansion, 

England’s writers participated in its political, religious, domestic, and personal 

upheavals. We will examine these conflicted areas in the work of Shakespeare, 

Donne, Jonson, and Milton, and in the increasingly important work of women 

writers, including Wroth, Philips, and Cavendish. (MWE) 

345 Studies in 18 th Century Literature (3 credits) A concentrated study of the 

several interlocking cultural contexts—historical, political, literary—that situate 

such quintessentially “18th century” genres as the epistolary, picaresque, and 

Gothic novels, travel and crime narratives, the Newgate pastoral, ballad-operas and 

mock-georgics, satire and the burlesque, and mock-epic poetry. The literary 

productions of writers such as Defoe, Swift, Sterne, Pope, Johnson, Burney, and 

Austen will be considered as a response to and an expression of the tremendous 

social and political transformations marking the period spanning roughly 1660 

through 1818, as England lurched toward modernity. 

350 Selected Topics (3 or 4 credits) Advanced study of a wide range of literary 

topics. Recent examples include Contemporary Southern Writers, Native 

American Literature, Emily Dickinson and her World, The Return of King 

Arthur, and Women and Poetry. 

355 English Romantics (3 credits) Blake, Wordsworth, Coleridge, Byron, Shelley, 

Keats and such essayists as Lamb, DeQuincey and Hazlitt. Offered alternate years. 

(MWL) 

360 Victorian Literature (3 credits) Major themes and figures in poetry and 

fiction, 1832-1900, including Tennyson, Browning, Arnold, Carlyle, Ruskin, and 

Emily Brontë. Offered alternate years. (MWL) 

365 Modern British Literature (3 credits) Major trends and writers of British 

poetry and prose from 1914-60, including Forster, Joyce, Lawrence, Thomas, 

Woolf and Yeats. Offered alternate years. (MWL) 

367 British Authors (3 credits) Courses under this heading focus on the works of 

one to three British authors read closely within the context of their lives, culture, 

and critical reception. Possible authors include John Milton, Jane Austen, 

Charlotte Brontë, Oscar Wilde, Virginia Woolf, and James Joyce. May be 

repeated with different course content. (MWE or MWL) 

368 Issues in British Literature and Culture (3 credits) Advanced study of selected 

issues in British literature and culture, such as the politics of gender and sexuality; 

imperialism and post-colonialism; and ideologies of race, class, and gender. May 

be repeated with different course content. (MWE or MWL) 

369 Studies in British Poetry (3 credits) Advanced study of various aspects of 

British poetry. Courses may trace the evolution of a certain genre (e.g., the epic), 

explore the interactions and influence of a particular group of poets (e.g., the 

metaphysical poets), or examine the poetic response to a particular cultural and 

political moment (the French Revolution). May be repeated with different course 

content. (MWE or MWL) 

372 The American Romantics (3 credits) Concentrated study of such major 

19th-century American writers as Hawthorne, Poe, Emerson, Thoreau, Melville,

Whitman. (Ordinarily no more than three authors are covered.) Offered alternate 

years. (MWL) 

373 The Gilded Age (3 credits) Concentrated study of such major American 

writers of the late 19th and early 20th centuries (1865-1917) as Jewett, Twain, 

James, Dreiser, Norris, and Cather. Offered alternate years. (MWL) 

374 Modern American Literature (3 credits) A close study of major American 

authors of the 20th century to 1945. A balance between poets and novelists is 

maintained. Includes such major poets as Frost, Eliot, Stevens, Pound, Moore and 

Williams; and such major novelists as Hemingway, Faulkner, Fitzgerald, Wright 

and Welty. Offered at least every other year. (MWL) 

375 Contemporary American Literature (3 credits) A close study of American 

authors since 1945 including such poets as Lowell, Roethke, Ginsberg, Plath, 

Bishop and Rich; and such fiction writers as Nabokov, Bellow, Cheever, Updike, 

O’Connor, Barth and Morrison. Offered at least every other year. (MWL) 

377 Contemporary Southern Writers (3 credits) Novels and short fiction by 

Southern writers. The course opens with writings by William Faulkner, Eudora 

Welty, and Flannery O’Conner. The bulk of the term is spent reading the works 

of such authors as Pinckney Benedict, Bobbie Ann Mason, Jill McCorkle, Jayne 

Ann Phillips, Reynolds Price, and Peter Taylor. An anthology provides selections 

published within the past two or three years. (MWL) 

378 American Indian Literature (3 credits) American Indian literature has been 

shaped by ancient tradition and the historical experience of American Indian life. 

Readings will include such early writers as Eastman, Winnemucca, McNickle and 

E. Pauline Johnson to help us understand the growth of literature as an Indian 

expressive art. Works by such writers of the American Indian Renaissance (1969 

to the present) as Momaday, Silko, Erdrich, Harjo, Revard, Welch, and Alexie 

address contemporary problems in reservation and urban life, and the place of 

traditional cultures in sustaining Indian community and identity. (NTW) 

380 Major American Authors (3 credits) Courses under this heading seek to 

enhance our understanding of the life and works of one or more important 

American authors such as Hawthorne, Melville, Whitman, Dickinson, Faulkner, 

Frost, Stevens, Bishop, Lowell, Oates, and Morrison. In general the emphasis is on 

the close reading of a body of work with a framework of cultural contexts, 

theoretical constructs, and critical traditions. (MWL) 

382 Issues in American Literature and Culture (3 credits) Advanced study of 

selected issues in American literature and culture, exploring the incisive, 

imaginative responses of American writers to their times, and examining the way 

literature is shaped by, and helps us to shape, cultural contexts. Courses taught 

under this heading include the Civil War in American Literature, American Ethnic 

Literature, African American Women Writers, and New England Women 

Writers. May be repeated with different course content. (MWL) 

384 Studies in American Poetry (3 credits) Advanced study of an aspect of 

American poetry. Specific courses will explore an important circle of poets, a 

period, an artistic form, or a historical issue or cultural problem confronted by 

American poets. Courses taught under this heading include Four Modern Poets, 

Four Contemporary Poets, Contemporary Poetry, and American Women Poets. 

May be repeated with different course content. (MWL)

386 The American Novel (3 credits) A study of novels that explores central issues 

of American culture, history, and consciousness as well as generic features of the 

developing American novel. Includes works by such writers as James, Dreiser, 

Wharton, Cather, Steinbeck, Faulkner, and Ellison. (MWL) 

390 Using Contemporary Theory (4 credits) An introduction to some recent 

approaches to literature, such as deconstructive, reader-response, psychological, 

feminist, cultural, and materialist theories. The course offers practical experience 

in using these methodologies in reading and writing about literature. Offered as an 

Approaches (A) course. 

391 Modes and Methods of Scholarship (4 credits) This course serves as an 

introduction to the art of scholarship, a guided tour of the tools of the scholarly 

trade, and a prelude to the process of writing a Senior Thesis. Particular emphasis 

is placed on research methods and technologies that will facilitate critical analysis 

of a wide range of important texts. Offered as an Approaches (A) course. 

411 Fiction Workshop (4 credits) Practice in writing longer forms of fiction and 

in producing the finished short story. Workshop and conference. Prerequisites: 

English 311 and permission of instructor. Offered alternate years. (CPA) 

412 Poetry Workshop (4 credits) Practice in writing poetry. Students will be 

expected to produce a manuscript of finished poems. Workshop and conference. 

Prerequisites: English 312 and permission of instructor. Offered alternate years. 

(CPA) 

450 Seminar in Selected Topics (3 or 4 credits) Concentrated study of a limited 

literary subject, such as a single author, a particular movement, a theme and, 

occasionally, a single work. Recent examples: Four Contemporary Poets, Joyce 

Carol Oates, Victorian Women Novelists, Joyce’s Ulysses, and The Family in 

Shakespeare. Open to junior and senior English majors, to others by permission of 

the instructor. Limited to 15. Offered fall and spring. 

490 Senior Project (4 credits) During January Term of their senior year, majors 

must complete a directed study resulting in a critical essay of at least 20 to 30 

pages on an author or topic or producing a manuscript of poetry, short stories, or 

a novella prefaced by an essay. Students will arrange for an informal oral review of 

the paper involving themselves, the study advisor, and one other member of the 

department. Open only to senior English majors. Prerequisites: Level 4 writing 

ability and one Approaches (A) course. Additional prerequisite for a senior project 

in creative writing: a concentration in creative writing that includes at least one 

400-level workshop, preferably in the genre chosen for the senior project. 

English 

Requirements for the major with a concentration in literature: Minimum of 12 

courses, distributed as follows: 

Two courses at the 200 level: 

230 English Literature I 

240 American Literature I 

Eight courses at the 300/400 level, distributed as follows: 

Two courses in literature before 1800, selected from: 

320 Classical Theatre and Drama

321 Drama to 1850 

325 The British Novel I 

330 Old English 

331 Chaucer 

333 Middle English Literature 

335 English Renaissance 

336 and 337 Shakespeare I and II 

340 17th Century English Literature 

345 18th Century English Literature 

350 Selected Topics in Literature Before 1800 

367 British Authors Before 1800 

368 Issues in British Literature and Culture Before 1800 

369 Studies in British Poetry Before 1800 

450 Seminar in Literature Before 1800 

At least three 300/400-level courses must be part of a four-course literature 

concentration designed by the student and approved by the department no later 

than fall of the junior year. A concentration may be in a single literary genre, an 

historical period, a topic, an author or combination of authors, or in cultural 

studies. One of the four courses may be a creative writing course or a relevant 

course from another department. Senior seminars and directed studies, exclusive 

of the Senior Project, may count if appropriate, as may the before-1800 courses 

at the 300/400 level required above. 

450 Seminar in Selected Topics 


One of the 300/400-level courses must be an Approaches (A) course. 

The balance of the 12 required courses may be literature courses at any level. One 

creative writing course is allowed, but expository writing and public speaking 

courses are not. 

Grades for all courses taken in English above 111 are used to calculate the average 

in the major for Departmental Distinction. 

Requirements for the major with a concentration in creative writing: Minimum of 

13 courses, nine in literature, four in creative writing, distributed as follows: 

Two courses at the 200 level: 



Nine courses at the 300/400 level, distributed as follows: 

Two courses in literature before 1800, selected from the list above 

At least three 300/400-level courses must be part of a four-course creative 

writing concentration designed by the student and approved by the 

department no later than fall of the junior year. 

450 Seminar in Selected Topics 

490 Senior Project- may be either in creative writing or in literature 

One of the above 300/400-level courses must be an Approaches (A) course. 

The balance of the 13 required courses must be literature courses at any level.

Requirements for the major with an emphasis in writing: 16 courses, distributed 

as follows: 

Eleven courses distributed in the same fashion as those for the major with a 

concentration in literature 

A total of five courses in writing: 

210 Advanced College Writing 

Four additional courses in writing, at least two at the 300/400 level, selected 

from the following. Three semester hours of 300 Teaching Assistant in 

Composition may be counted toward the emphasis: 

200 Business Writing 

205 Journalism 

213 Introduction to Creative Writing 

250 Topics in Creative Writing 

300 Teaching Assistant in Composition 

305 Advanced Journalism 

310 Creative Writing - Nonfiction 

311 Creative Writing - Fiction 

312 Creative Writing - Poetry 

411 Fiction Workshop 

412 Poetry Workshop 

295, 395, 495 Internship 

Requirements for the minor in literature: Minimum of six courses, distributed as 

follows: 



One 300-level course in literature before 1800: 

From list under major in literature 

One 300-level course in literature after 1800, selected from: 

322, 323, 326, 355, 360, 365, 372, 373, 374, 375, 377, 378, 

380, 382, 384, and 386 

Also Engl 350, 367, 368, 369, and 450 in literature after 1800 

Two additional literature courses to be selected in consultation with student’s 

advisor 

Requirements for the minor in writing: Minimum of six courses, distributed as 

follows: 

Five courses in writing: 

210 Advanced College Writing 

Four additional courses in writing, selected from the list under the major with 

an emphasis in writing 

One literature course: 

Should be a survey, genre, or period course above 100 level 

Only courses bearing 3 or more semester hours of credit satisfy requirements in 

the major, minor, and emphasis.

Environmental Science and Policy Minor 

Our program of study in environmental science and policy is based on the idea 

that understanding and solving the current environmental problems facing us 

requires broadly trained professionals who can think independently. These 

professionals, whatever their field of expertise, must have a balanced educational 

background that is firmly rooted in the physical and life sciences as well as in 

economics and political science. Our program is designed to provide students with 

just such a balance, and helps them prepare for either graduate school or 

employment in environmental occupations in both public and private sectors. 

Students enrolled in the Environmental Science and Policy Program, whatever 

their majors, take a set of courses that provide an interdisciplinary perspective on 

environmental issues, and culminates in a minor in environmental science and 

policy. The program of study begins with an introductory course, followed by a 

selection of courses chosen from a wide variety of offerings including biology, 

chemistry, economics, geology, physics, political science and other relevant 

courses. The capstone experience for all students in the program is a Senior 

Seminar in Environmental Assessment, in which students deal with real local and 

global environmental issues. Particular departments also may advise students to 

take courses relevant to the minor as part of the major requirements (see 

description of individual major departments). 

Other opportunities for students in the program include internships, off-campus 

courses, directed and independent studies, conferences and summer research. Offcampus 

courses in particular offer unique and valuable opportunities for students 

interested in environmental issues, and includes studies of tropical biology in the 

Bahamas, Costa Rica and the Galapagos Islands, and geology of the French Alps, 

the Grand Canyon and Hawaii. In addition to the curriculum, the location of 

Hartwick College on the western edge of the Catskill mountains near the banks of 

the Susquehanna River, is favorable for the study of many environmental issues. 

Students in the program also benefit from the Robert R. Smith Environmental 

Field Station at Pine Lake, nearly 1,000 acres of mixed deciduous forests, lakes, 

swamps and streams only eight miles from the main campus. Pine Lake is the site 

of very active student and faculty environmental research, field and laboratory 

courses and leadership training, and includes living facilities for students. 

Students interested in the minor should consult with the coordinator of the 

program, Dr. Meredith Newman.

Environmental Science and Policy 

Requirements for the minor in environmental science and policy: Seven courses 

selected as follows: 

One introductory course 

100 Intro to Environmental Science (Scie) 

Three science courses selected from the following list. We strongly recommend 

that 303 Ecology (Biol) be chosen as one of these three courses for science majors, 

and 235 Ecology & the Environment (Biol) be chosen for non-science majors. At 

least one of these courses must be outside the major. Only one of these three 

courses may be an off-campus course. 

Science majors: 

303 Ecology (Biol) 

325 Forest Ecology (Biol) 

315 Environmental Chemistry (Chem) 

302 Surficial Geology (Geol) 

305 Groundwater Hydrology (Geol) 

316 Geochemistry (Geol) 

314 Thermodynamic and Statistical Physics (Phys) 

250 Tropical Biology: Bahamas or Costa Rica (Biol) 

275 Off-Campus Field Studies (Geol) 

250 Geology & Alpine Lake Chemistry of Switzerland (Chem) 

Social Science and Humanities majors: 

230 Environmental Biology (Biol) 


102 Chemistry in Today’s Society (Chem) 

109 The Global Environment (Geol) 

110 Environmental Geology (Geol) 

250 Tropical Biology: Bahamas or Costa Rica (Biol) 

275 Off-Campus Field Studies (Geol) 

250 Geology & Alpine Lake Chemistry of Switzerland (Chem) 

Two social science or humanities courses outside the major selected from the 

following. Social Science and Humanities majors must take at least one course at 

the 300 level or higher. 

341 Cultural Ecology (Anth) 

244 Environmental Policy & Politics (Posc) 

336 Public Administration (Posc) 

304 U.S. Public Policy (Posc) 

276 Environmental Economics (Econ) 

205 Environmental History (Hist) 

150 Changes in the Land (Hist) 

Capstone Seminar 410 Senior Seminar in Environmental Assessment (Intr) 

Credit for independent studies, internships, etc. may be arranged with approval 

from the coordinator of the minor.

French 

To learn a new language is to open a door to the ideas and insights of another 

culture and to fresh insights into one’s own language and culture. Hartwick’s 

French program, offered through the Department of Modern and Classical 

Languages, introduces students to the rich Francophone world through courses in 

French literature and civilization as well as in French language. Whether students 

pursue courses in French as part of their liberal arts and sciences education, or 

complete a major or a minor program in the language, they gain a breadth of 

perspective and useful skills that will prove valuable in the coming years. 

Students who have never studied French should register for Elementary French 

101; French 101, 102 and 201 constitute the introductory sequence. (Only 200 

level and beyond courses may be counted toward the major or minor in French.) 

After consulting with the French staff, students majoring in other disciplines may 

enroll in any French course for which they are qualified. 

Students who wish to pursue an in-depth study in French may major solely in 

French, or combine it with a second major in another discipline. French majors 

also may earn teacher certification in the language. Students with a strong interest 

in more than one discipline also might choose to combine a major in that 

discipline with a minor in French. Requirements for the major, as well as the 

minor, in French are designed to assure that students receive a balanced program 

of courses in language, culture and civilization, and literature. Course choices 

within these areas, and the need to select additional courses to complete their 

programs, offer students the flexibility to tailor their studies to their interests and 

career plans. 

Because study abroad enhances and reinforces classroom learning, allowing 

students to use their language skills and experience the culture firsthand, the 

French faculty also recommends that all students majoring or minoring in the 

language participate in at least one study abroad program. The department 

conducts a January Term program in France in alternate years; students also may 

enroll in selected Junior Year Abroad programs administered by other colleges. 

Hartwick has agreements with the central college program in Paris and the 

Syracuse University program in Strasbourg. 

Language graduates are prepared for a range of career opportunities in a variety of 

fields, as well as for graduate and professional study. Recent Hartwick graduates 

with a major in French are employed in careers in banking, teaching, international 

relations, import-export business, government, travel, and translation. 

An agreement with the University of Nice-Sophia Antipolis has in recent years 

allowed one graduating French major per year to spend a year in Nice as a paid 

lecturer in English.

Faculty 

French Faculty: Sylvie Lazartigues, Mary Snider, and Mark Wolff 

Courses 

101,102 Elementary French I and II (3 credits) The Elementary French I and II 

sequence is designed to help students develop basic communicative skills in 

listening, speaking, reading, and writing while introducing students to the culture 

of France and the francophone world. Prerequisite: consult with French staff 

except where student has had absolutely no prior French, in which case there is no 

prerequisite. (101 LN1, 102 LN2) 

160 French Civilization (3 credits) An introduction to the civilization, history, 

culture, art, architecture and geography of France. Taught in English. 

Recommended course for students participating in an off-campus program to 

France. Taught in English. 

201 Intermediate French I (3 credits) This course offers students the opportunity 

to reinforce and expand previous learning in vocabulary, grammar and 

comprehension. Unlike earlier courses, this one focuses upon giving the student an 

idiomatic grasp of French. Oral practice, language laboratory. Prerequisite: Fren 

102 or equivalent. (LN3) 

202 Intermediate French II (3 credits) This course continues the focus upon the 

fluency and idiomatic use of French. Selected readings will be used to study 

literary tenses and to increase vocabulary. The course will include conversations, 

discussions, compositions to improve language skills and comprehension. 

Prerequisite: Fren 201 is normally taken before 202. NOTE: All courses 

beginning with 230 and after have the prerequisite of Fren 201, 202 or their 

equivalent. 

210 Conversation and Composition (3 credits) A beginning conversation course 

to develop fluency, vocabulary and pronunciation. Where needed, occasional 

grammar review. Conversation topics will relate to French life and culture. Some 

use of language laboratory. A useful preparation for off-campus programs in 

French-speaking locations. Taught in French. Prerequisites: Fren 202 or 

permission of instructor. 

212, 215, 218 Literature courses taught in English Each of these may be repeated 

for credit when offered with a different topic. Offered on an occasional basis. 

212 Literary Movements (3 credits) An in-depth study of a particular movement, 

period or school in French literature. Possible topics: the classical theatre, 

surrealism, existentialism, etc. Taught in English. May be repeated for credit. 

When repeated, this course bears the numbers 213 or 214. (MWL) 

215 Major Authors (3 credits) A study of representative works by one or more 

authors. Possible topics: Camus and Sartre, Voltaire and Rousseau, Malraux, 

Stendhal, Montaigne, etc. Taught in English. May be repeated for credit. When 

repeated, this course bears the number 216 or 217. (MWL) 

218 Themes or Genres (3 credits) A study of a recurrent theme or specific genre. 

Possible topics include: Novels of Adventure and Imagination, Psychological 

Novels, Philosophical Tales, The Short Story, Selected Essayists, The Literature 

of Commitment, etc. Taught in English. May be repeated for credit. When 

repeated, this course bears the numbers 219 or 220. (MWL)

230 Theatre Workshop (3 credits) Preparation of dramatic readings of French 

plays. Principles of French pronunciation and speech are applied in rehearsal of 

the plays. Discussion of selected examples from such dramatists as Anouilh, 

Cocteau, Camus, Ionesco, Montherlant, Molière, etc. Required listenings of 

recorded plays. Taught in French. Prerequisites: Fren 202 or permission of the 

instructor. Offered on an occasional basis. 

231 Oral Interpretation of Poetry (3 credits) The understanding of poetry 

involves an appreciation of its sounds and rhythms. Introduction to French 

versification, oral drills, the interpretative recitation of several major French 

poems. Taught in French. Tapes, recordings, language laboratory. Prerequisite: 

Fren 202 or permission of the instructor. 

235 French for Business (3 credits) A study of French business practices, 

commercial writing and terminology. Readings, videos and class discussion will 

address French commerce and business etiquette, France’s role in the European 

Union and its attempts to face future economic challenges. Taught in French. 

Prerequisite: Fren 202 or permission of the instructor. Offered on an occasional 

basis. 

240 Readings in French (3 credits) Readings from various fields in order to 

increase reading comprehension. The distinctive construction and tenses of written 

French will be studied. Taught in French. Prerequisites: Fren 201, 202. Offered 

on an occasional basis. 

241 Composition and Grammar Review (3 credits) Practice in the writing of 

French on a broad range of assigned subjects and open-ended research topics. 

Particular attention is given to verb tenses. Items to be reviewed will emerge from 

the needs of the class. Taught in French. Prerequisites: Fren 201, 202. Offered on 

an occasional basis. 

242 Pronunciation and Phonetics (3 credits) Study of the phonetic properties of 

the French sound system. Drills and practice. Correction of pronunciation 

problems. Language laboratory. Taught in French. Prerequisite: Fren 201 or 202. 

Offered on an occasional basis. 

285 French Term Abroad (4 credits) The French term abroad is usually offered 

on alternate years during January Term. 302 Francophone Cultural Analysis (2 

credits) French-language section accompanying Language 301: Introduction to 

Cultural Analysis. Required for majors and minors. 

315 Translation Workshop (3 credits) Grammatical and stylistic problems 

involved in translating passages from French into English and from English into 

French. Short, stylistically varied written selections and some work with 

audiovisual material. Taught in French. Prerequisites: Fren 202 or permission of 

instructor. Offered on an occasional basis. 

321, 322 Survey of French Literature (3 credits) A chronological introduction to 

the major authors, movements, genres and themes in French literature. Taught in 

French. These courses should, if possible, be taken in sequence. Prerequisite: Fren 

202. 

French 321 The Middle Ages, The Renaissance and the 17 th and 18 th Centuries (3 

credits) (MWE)

French 322 The 19th and 20th Centuries (3 credits) (MWL) 

341, 344, 347 Literature courses taught in French (3 credits) These courses 

correspond to Fren 212, 215, 218. As with other courses for the major readings, 

papers and exams are in French. Each of these may be repeated for credit when 

offered with a different topic. Taught in French. Prerequisite: Fren 202. 

341 Literary Movements (3 credits) An in-depth study of a particular movement, 

period or school in French literature. Possible topics: the Pléiade, the classical 

theatre, romanticism, realism and naturalism, symbolism, surrealism, existentialism, 

etc. Taught in French. May be repeated for credit. When repeated, this course 

bears the number 342, 343. (MWE or MWL, depending on topic) 

344 Major Authors (3 credits) A study of representative works by one author: 

Rabelais, Montaigne, Racine, Molière, Voltaire, Diderot, Stendhal, Balzac, 

Flaubert, Zola, Gide, Claudel, Proust, Sartre, Camus, Beckett, etc. Taught in 

French. May be repeated for credit. When repeated, this course bears the numbers 

345 or 346. (MWL) 

347 Themes or Genres (3 credits) A study of a recurrent theme or a specific 

genre. Possible topics are: Novels of Adventure and Imagination, Psychological 

Novels, Philosophical Tales, The Short Story, Selected Essayists, The Literature 

of Commitment, Exile and Alienation in 20 th Century Fiction, etc. Taught in 

French. May be repeated for credit. When repeated, this course bears the numbers 

348 or 349. (MWL) 

348 Modern French Theatre (3 credits) This course will explore representative 

works in French theatre from the end of the 19th century, with an emphasis on 

the influence of avant-garde movements during the early 20 th century. Students will 

read works by Jarry, Artaud, Sartre, Ionesco, Beckett, Genet, and Arrabal. The 

course will emphasize skills in close reading and dramatic interpretation of plays. 

Students will write several short papers and perform selected scenes. Taught in 

French. 

400 Advanced Literary Studies (3 credits) A reading, discussion and literary 

analysis course for seniors and other highly qualified students. This course will 

focus on one or more authors, a topic or period. Taught in French. Prerequisites: 

French 321 and 322. Offered on an occasional basis. (MWL) 

485 French Term Abroad (4 credits) The French term abroad is usually offered 

on alternate years during January Term. 

490 Senior Project (3 credits) Required of all majors. A thesis or other 

appropriate work which demonstrates the student’s proficiency in French.

French 

Requirements for the major: 31 credits, distributed as follows: 

Intermediate Level (3 credits) 

French 201 

Preliminary Assessment (3 credits) 

French 202 

Skills Courses (3 credits) 

Any of the following: 

French 210 

French 230 

French 235 

French 241 

French 250 

Common Cultural Studies Course + FLAC Course (4 credits) 

Methods of Cultural Analysis (Language 301) + 

French 302 (Francophone Cultural Analysis) 

Topics in Culture/FLAC Courses (9 credits) 


French 321 

French 322 

French 341 

French 344 

French 347 

French 348 

French 400 

And/or FLAC courses (6 credits maximum) 

Any Language Course above 200 (6 credits) 

Senior Thesis (3 credits) 

French 490 

Requirements for the minor: 22 credits, distributed as follows: 


French 201 


French 202 



French 210 

French 230 

French 235 

French 241 

French 250 

Common Cultural Studies Course (4 credits) 


French 302 (Francophone Cultural Analysis)

Topics in Culture/FLAC courses (6 credits) 


French 321 

French 322 

French 341 

French 344 

French 347 

French 348 

French 400 



Grades for all courses taken in French are used to calculate the average in the 

major for Departmental Distinction.

Geological and Environmental Sciences 

Geology includes the study of the continents, the oceans, the atmosphere and the 

Earth’s magnetic and gravitational fields. It encompasses the physical, chemical 

and biological sciences, and is concerned with the Earth’s history and the processes 

operating in and on the Earth, including the formation of its surface features, and 

the erosion and deformation of this surface. The more that is known about the 

Earth’s materials, formation and structure the better we can appreciate, use and 

preserve our planet. This understanding is at the heart of many economic, social 

and environmental issues-oil and mineral exploration; safe disposal of industrial 

and municipal wastes; preservation of groundwater supplies; the choice of sites for 

dams, nuclear power plants and high-rise buildings-issues that will become more 

complex as demands on the earth and its resources increase. 

Study in the discipline also can help students develop reasoning and analytical 

skills that can prove useful throughout their lives. Geology is an inductive science 

that requires creativity-geologists develop hypotheses, sort through the available 

data and determine the most logical theory supported by that data. As they look at 

the evolution of the earth, its animals and their environments; the formation of 

microscopic crystals; the global movement of continents; the changes that have 

occurred over millions of years-they are constantly asking, What were the 

conditions when this occurred? Why did it happen? How? 

The study of geology as part of a broader liberal arts and sciences education 

prepares students to become better informed citizens, able to make reasoned 

judgments that will guide the regulation, protection and development of our 

environment in the coming century. In addition, a minor in geology can 

complement major study in a variety of other disciplines, from chemistry to 

political science. 

Courses required for a major in geology are selected to give students a broad 

background in the field. Introductory courses cover the origin, composition, 

structure and history of the Earth. In subsequent courses, students study minerals, 

igneous and metamorphic rocks; fossils and the sedimentary rocks in which they 

are found; the deformation of rocks and the way in which data is gathered and 

recorded in the field. An understanding of basic concepts necessary for work in 

geology is gained through required courses in chemistry, physics and calculus. 

During the junior year, majors present to the department study proposals for the 

required Senior Project (490). The project includes both laboratory and field 

work. Majors are encouraged to go beyond the minimal requirements, taking 

additional courses in chemistry, computer science and mathematics. Students 

interested in teaching secondary school earth science can obtain certification by 

fulfilling requirements for the Geological Education Track. 

Careers are available in several areas for graduates with undergraduate degrees in 

geology; however, better opportunities are available to individuals with a graduate

degree. Consequently, capable geology students at Hartwick are encouraged to 

attend graduate school, and a number of recent graduates have done so. Others are 

employed in the energy, mineral and environmental science industries. 

Faculty 

Geology Faculty: Eric Johnson, chair; David Griffing; Meredith Newman; Robert 

Titus 

Courses 

107 Physical Geology (4 credits, 3 one-hour lectures weekly plus one 1 two-hour 

lab weekly, one weekend day field trip) Origin, composition, and structure of 

Earth. Also covers the rock cycle, identification of common minerals and rocks, 

formation of igneous, sedimentary, and metamorphic rocks, determination of rock 

ages, plate tectonics, local geology, earth resources, and climate change. (LAB) 

108 Historical Geology (4 credits, 3 one-hour lectures, 1 two-hour lab weekly) A 

history of Earth since its origin. Topics include the origin and development of the 

continents, the origin and evolution of life, the appearance of evolution of man, 

and major climate changes and their effects on man. (LAB) 

109 The Global Environment (4 credits, 3 one-hour lectures, 1 two-hour lab 

weekly) This course focuses on the whole environment, from the center of the 

Earth’s core to the top of its atmosphere. We examine the scientific aspects of 

processes thought to be responsible for global change, with emphasis on 

interactions between the lithosphere, hydrosphere, atmosphere and biosphere. 

Topics include the history of global change from the formation of the Earth to 

the present, the magnitude and rate of change, the processes of plate tectonics and 

the physical environment as driving mechanisms for change, global catastrophes as 

catalysts for change, and human intervention and how it affects the rate and 

magnitude of change. (LAB) 

110 Environmental Geology (3 credits, 3 one-hour lectures) This course is a 

general survey of the role geology plays in the environmental sciences. A 

description of the major geologic hazards, earthquakes, volcanoes, landslides, 

erosion, etc. An introduction to hydrogeology from the point of view of water use 

problems. A discussion of energy, mineral and soil resources. Problems of air, soil 

and water pollution. 

202 Meteorology (4 credits, 3 one-hour lectures, 1 two-hour lab weekly) This 

course covers the structure and dynamics of the Earth’s atmosphere. Topics 

include the development and prediction of weather systems, thermodynamics of 

atmospheric stability, and dynamics of global climate change. Students will learn 

to use the Hartwick College weather station to collect and analyze atmospheric 

data and use these data along with forward atmospheric modeling programs 

(NCAR, NWS) to construct forecasts. 

203 Planetology (3 credits, 3 one-hour classes weekly) This course covers the 

geology, chemistry, and physics of the sun, planets, meteorites and moons of our 

solar system. The course focuses on the origin and evolution of the solar system 

and the geologic development of the planets and their moons. Hands-on lab 

activities (some of them outdoors) explore the size of the solar system, the role of

plate tectonics and volcanism in the development of moons and planets, and the 

possibility of discovering life on other worlds. Offered during January Term. 

205 Paleontology (4 credits, 2 two-hour classes weekly) Introduction to the 

morphology, paleontology and evolution of fossil organisms with emphasis on the 

invertebrates. (LAB) 

206 Mineralogy (4 credits, 3 one-hour lectures plus one 3 hour lab weekly, one 

weekend field trip). Physical properties, chemical properties, crystal structure, and 

geological occurrences of minerals. Introduction to optical properties of minerals 

and modern techniques of identifying and analyzing mineral chemistry, structure 

and surface properties. Offered alternate years. Prerequisites: Introductory geology 

course and Chem 107 or permission of instructor. 

275 Off-Campus Field Studies (5 credits, January Term) Field trips include study 

of the geology, geography, and natural history of destinations such as the Bahamas, 

Hawaii, Texas, and Switzerland. All aspects of Earth Science may be covered 

during these trips including surficial geology, geomorphology, sedimentology, 

petrology, mineralogy, structural geology, climatology, hydrology, and 

geochemistry. These trips offer exceptional opportunities to practice field 

techniques in all areas of geology. Prerequisite: Permission of instructor. Physical 

Geology (107) is strongly 

recommended. 

288 Geomorphology (3 credits, 5 two-hour lectures weekly, January Term) A 

study of the classification and development of landforms. The landforms of 

various climatic belts will be discussed and compared. Particular attention will be 

paid to glacial geomorphology including a general discussion of glacial and 

Pleistocene paleoclimatology. 

302 Surficial Geology (4 credits, 2 two-hour classes weekly) This course focuses 

on the modern environmental science of the Earth’s surface. Many of the 

environmental problems faced by a technological society involve surface geological 

materials. The course addresses the needs of the geology student preparing for a 

career in the environmental sciences. The course emphasizes major elements of 

glacial geology and soils science. In addition, there is considerable discussion of 

geological engineering problems associated with erosion and unstable slopes. 

305 Groundwater Hydrology (4 credits, 3 one-hour lectures weekly. One threehour 

lab weekly) The course covers the geological and physical aspects of 

hydrology. Study of the hydrologic budget, hydraulics and material properties of 

geologic materials are integrated to develop the concepts of groundwater 

formation and movement. Groundwater contaminant transport and treatment are 

introduced. Use of practical problem solving techniques with quantitative methods 

is stressed. Offered alternate years. Prerequisites: Math 233 or permission of 

instructor. (LAB) 

307 Petrology (4 credits, 3 one-hour lectures, 1 three-hour lab weekly, weekend 

field trip) The origin, classification and interpretation of igneous and 

metamorphic rocks. Emphasis on tectonic settings and processes by which various 

rock types form, and the study of origins and evolution of rock suites through 

observation, chemical analysis, basic thermodynamics and phase diagrams. 

Laboratory emphasizes thin section and hand sample petrography. Offered

alternate years. Prerequisites: Geol 206, Chem 108 or 109. Math 121 

recommended. (LAB) 

308 Structural Geology (4 credits, 3 one-hour lectures, 1 three-hour lab weekly, 1 

three day field trip) Covers the dynamics and deformation of the Earth with 

emphasis on Tectonic processes responsible for mountain building. Students learn 

techniques used to study and interpret deformed rocks both in the field and in the 

laboratory. Prerequisite: Geol. 107, Math 121 (LAB). 

309 Stratigraphy and Sedimentation (W) (4 credits, 3 one-hour lectures, 1 fourhour 

field trip each week) Study of sedimentary rocks and their use in correlation 

and analysis of sedimentary processes. (LAB) 

311 Field Geology (4 credits, 1 three-hour lecture, 1 four-hour lab weekly, 1 

four-day field trip) Teaches the field techniques for collecting geologic data using 

Brunton compass, GPS, and surveying equipment. Covers an introduction to data 

handling using stereographic projections, rose diagrams and GIS software. Most 

lectures and labs will be held outdoors. A complete geologic map and written 

report are required (LAB). 

316 Geochemistry (4 credits, 3 one-hour lectures weekly. 1 three-hour lab weekly) 

This course samples many aspects of geochemistry including biogeochemical 

cycles, aqueous geochemistry, carbonate systems (such as surface waters and caves), 

oxidation-reduction equilibria (such as acid mine drainage), weathering and 

isotope geochemistry. Emphasis will be placed on the application of 

thermodynamic principles. Offered alternate years. Prerequisites: Math 121, Chem 

107, 108, or Chem 109, or permission of instructor. Geol 107 and Math 233 

recommended. 

450 Topics in Geology (3 credits) Seminars or tutorials in geological topics 

selected according to the interests and needs of students. 

490 Senior Project (3 credits) Required project arranged individually for all 

majors. 

Geological and Environmental Sciences 

Requirements for the major: A minimum of 16* courses, distributed as follows: 

Core Curriculum 

Seven courses in Geology: 

107 Physical Geology or 110 Environmental Geology 

108 Historical Geology 

206 Mineralogy 

308 Structural Geology 

311 Field Geology or off-campus Field Camp 

309 Sedimentation and Stratigraphy 


In addition, a student must choose one of the following program tracks, 

depending on the student’s future plans: 

Track I Geology 

307 Petrology 

316 Geochemistry 

One elective in geology

l07, 108 General Chemistry or 109 Accelerated General Chemistry (Chem) 

l41, 142 Principles of Physics I, II or 201, 202 General Physics I, II (Phys) 

l21, 233 Single and Multiple Variable Calculus (Math) 

Track II Environmental Geology 

305 Hydrogeology 

316 Geochemistry 

One elective in geology 


l41, 142 Principles of Physics I, II or 201, 202 General Physics I, II (Phys) 

l21, 233 Single and Multiple Variable Calculus (Math) 

Track III Geological Education + 

109 The Global Environment (Geol), or 230 Introduction to Environmental 

Science, or 235 Ecology of the Environment (Biol) 

307 Petrology 

202 Meteorology 

l63 Astronomy (Phys) 


l41 Principles of Physics I or 201 General Physics I (Phys) 

l21 Single Variable Calculus (Math) 

One field practicum (student teaching) 

+ must complete the education program. 

* Course load is reduced by one if 109 Accelerated General Chemistry is taken 

instead of General Chemistry 107, 108. 

Requirements for the minor: Minimum of seven courses, distributed as follows: 

Five courses in Geology, at least three at 200 level or above 



l40, 141 Principles of Physics I, II or 201, 202 General Physics 1, 11 (Phys) 


One course in mathematics or computer science 

l08 Statistics, 120 Pre-Calculus, 121 Single Variable Calculus (Math), or 120 

Introduction to Programming (Cisc) 



Distinction.

German 

German, Austrian and Swiss contributions to the various sciences, arts, literature, 

music, archaeology and philosophy demonstrate the significance of German 

studies in a liberal arts and sciences curriculum. The German program, offered by 

the Department of Modern and Classical Languages, provides students with a 

range of opportunities from general introductory experience in the German 

language and/or culture, to in-depth concentration in language and literature. 

Culture and literature courses are offered in English as well as the regular literature 

courses taught in German, enabling interested students who have had little or no 

language preparation to gain some insight into German cultural and literary 

accomplishments. Students majoring in other disciplines may further enrich their 

academic programs and expand their career options by completing a minor in 

German. 

Course requirements for the major in German assure that students receive a broad 

background in German language, literature and culture. The major culminates in 

the senior project, a thesis or other appropriate work which demonstrates the 

student’s proficiency in the language. 

Students are encouraged to go beyond the minimal requirements in German, and 

to develop an academic program that enriches their knowledge and understanding 

of the language and culture. Along with additional courses in the discipline, it is 

suggested that majors begin the study of another foreign language in addition to 

German, and take a basic course in philosophy and courses on Shakespeare and 

English literature. In addition, students planning to enter the teaching profession 

are required to take Composition and Grammar Review (306) as part of their 

preparation in German, while for students considering a career in business, 

German in Commerce (235) is highly recommended. 

While not mandatory most German majors at Hartwick spend at least a semester, 

if not an entire year, abroad. The department regularly offers a program in 

Vienna, Austria, open to other interested students as well as majors, where 

students become immersed in a German-speaking environment. The College also 

is a cooperating institution of Central College, which administers a Junior Year 

Abroad program. 

Hartwick graduates with a major in German have gone on to do graduate work at 

various institutions, including as Fulbright Scholars at universities in Germany and 

Austria. They are employed as high school teachers, and have entered the world of 

business and government in such positions as translators and writers, and as 

employees of import-export firms, banks, travel firms and branches of the German 

and Austrian government.

Faculty 

German Faculty: Wendell W. Frye 

Part-Time Faculty: Instructors from Austria and Germany. The Language 

Department also participates in the IIE Native Adjunct Program and will 

normally have a native of Austria teaching two courses per semester. 

Courses 

101 Beginning German I (3 credits) This course presupposes no or minimal 

preparation in the German language. Basic grammatical concepts are introduced, 

elementary readings are assigned and vocabulary is stressed. Simple conversational 

patterns are practiced, and aspects of German life and society are treated. No 

prerequisite. (LN1) 

102 Beginning German II (3 credits) This is a continuation of the first semester 

of basic German. The remainder of the basic grammatical concepts are treated. 

Readings of increasing difficulty are undertaken and vocabulary building is 

stressed. More complex conversational patterns are practiced, as well as having 

further discussions of German life and society. Prerequisite: Germ 101 or its 

equivalent. (LN2) 

160 Austro-German Culture (3 credits) This course is a brief survey of the salient 

aspect of Austro-German culture. The historical development of both Prussia and 

the Hapsburg Monarchy are touched upon. The major movements in architecture 

and music are treated as well as some of the principal literary works. The 

Nibelungenlied, Adventures of a Simpleton, Faust I and Indian Summer will be 

read in their English translation. No prerequisite. Taught in English. (Regular 

preparatory course for the Vienna Program.) (MWE) or (MWL) 

161 20 th Century Germany and Austria (3 credits) This course will provide an 

overview of the major political, social and artistic developments of 20th century 

Germany and Austria. Within this framework, the works and lives of four 

exemplary authors—Kafka, Hesse, Brecht, and Boll—will be examined in their 

social and political context. The Trial, Mother Courage and The Lost Honor of 

Katharine Blum will be read in English translation. Taught in English. (MWL) 

214 Intermediate German (3 credits) This is a course designed to bridge the gap 

between the second semester of Beginning German and several intermediate level 

courses. The remaining grammatical concepts are covered. Students further 

increase active and passive vocabularies and develop their ability to communicate 

both orally and in writing. A considerable amount of time will be given to 

readings. Issues and problems of German-speaking countries will be taken up 

again. (LN3) 

215 Readings in German (3 credits) This is an intermediate-level course. Selected 

readings taken up with particular emphasis on vocabulary expansion of idiomatic 

expressions. Grammatical points will be reviewed as the need arises. Prerequisite: 

Germ 214 or its equivalent. 

220 Introduction to Literature (3 credits) This is the intermediate level course 

that introduces the student to the periods and genres of German literature. Topics 

of discussion will be the salient characteristics of the various periods from the 

Middle Ages to the present, as well as the Roman, Lyrik, Novelle and Drama.

Selected readings will be taken from each period. Required for German majors 

and minors. Prerequisite: Germ 214. (MWE) or (MWL) 

222 Scientific German (3 credits) This course deals with basic readings in the 

various natural sciences. A reading knowledge and the ability to translate original 

articles are emphasized. The basic vocabulary of each discipline will be treated, 

and each student is expected to complete a translation of an original work of 

about five pages in his or her science. Prerequisite: Germ 214. Offered alternate 

years. 

235 German for Commerce (3 credits) This course deals with readings in the 

commercial writings in the German language. Practice in writing business 

documents in German as well as basic conversation will be undertaken. Particular 

attention will be given to the esoteric vocabulary of commerce. Prerequisite: Germ 

214. Offered alternate years. 

260 The German Novel in Translation (3 credits) This course treats major works 

of the German novel in translation such as works by Grimmelshousen, Novalis, 

Stifter, Mann, Kirst, Remarque, Boll, Grass, Hesse. Particular attention is given to 

the concept of the Bildungsroman. Taught in English. No prerequisite. Offered 

alternate years. (MWL) 

261 The Oral Narrative in Germany (3 credits) This course is a treatment of the 

folktales and legends in German-speaking lands. Primary emphasis is given to the 

work of the Brothers Grimm and the theories of the origin of the Marchen. The 

regional role of the legend and its historical significance will also be discussed. 

Taught in English. No prerequisite. Offered alternate years. 

285 German Term Abroad in Vienna (4 credits) This is the on-site experience of 

German culture for students who have not yet participated in a Hartwick German 

program. Various places of interest will be visited and discussed in conjunction 

with a classroom program. Integration into Austrian life through living with 

families is an important feature. Offered in English and German. Prerequisite: 

Germ 214 or 160. Offered alternate years. 

302 Germanic Cultural Analysis (2 credits) German-language section of Language 

301: Introduction to Cultural Analysis. Required for majors and minors. 

305 Phonetics and Conversation (3 credits) Conversational practice at an 

advanced level. Complex spoken patterns are practiced with emphasis put on the 

student’s ability to express himself in a variety of situations. Included also is an 

introduction to the phonetic structure of the German language. Taught in 

German. Prerequisite: Germ 215 or its equivalent. Offered alternate years. 

306 Composition and Grammar Review (3 credits) Through a series of 

compositions, the student is given practice in written German on an advanced 

level. Classroom discussions will also be concerned with various aspects of 

German grammar with attention not only to the basics but also the various 

nuances of the language. Taught in German. Required of majors seeking teacher 

certification. Prerequisite: Germ 215 or its equivalent. 

360 Medieval and Baroque Literature (3 credits) A treatment of the major works 

of the Medieval and Baroque periods treating the chivalric lyrics and the various 

Baroque phenomena. Excerpts from such works as Das Nibelungenlied, Parzival, 

Simplicissimus will also be treated. Taught in German. Required of German 

majors. Prerequisite: Germ 220. Offered alternate years. (MWE)

361 Rationalism to Romanticism (3 credits) This course embraces what is 

frequently referred to as the Goethezeit. Works by Lessing, Goethe, Schiller, 

Kleist as well as some of the Romantic writers will be treated. Taught in German. 

Required of majors. Prerequisite: Germ 220. Offered alternate years. (MWL) 

362 Biedermeier to Naturalism (3 credits) This course treats the various 

movements of most of the 19th century and includes such authors as Stifter, 

Keller, Meyer, Storm, Heine, Grillparzer, Raimund, Nestroy, Hauptmann and 

Holz. Taught in German. Required of German majors. Prerequisite: Germ 220. 

Offered alternate years. (MWL) 

363 The 20th Century (3 credits) Salient movements of the century such as 

impressionism, expressionism, exile literature and post-war period are treated and 

includes such authors as Rilke, von Hoffmansthal, Kafka, Mann, Kayser, Brecht, 

Durenmatt, Frisch, Boll. Taught in German. Required for majors. Prerequisite: 

Germ 220. Offered alternate years. (MWL) 

450 Topics of German Literature (3 credits) For Seniors Detailed study of a 

particular author, genre, theme or period in German literature. Topic will be 

announced in advance. Taught in German. Prerequisite: Permission of instructor. 

485 German Term in Vienna (4 credits) This course is designed for the student 

with a knowledge of German who is participating in a second Vienna program. 

Various aspects of the culture will be discussed in depth, and each student will be 

expected to complete a special project mutually agreed upon by the student and 

instructor. Prerequisite: Germ 220. 


appropriate work which demonstrates the student’s proficiency in German. 

German 



German 214 


German 215 



German 222 

German 235 

German 305 

German 306 

Common Cultural Studies Course + FLAC Course (4 credits) 


German 302 (Germanic Cultural Analysis) 



German 360 

German 361 

German 362 

German 363

German 450 

And/or FLAC credits (6 credits maximum) 



German 490 



German 214 


German 215 



German 222 

German 235 

German 305 

German 306 

Common Cultural Studies Course (4 credits) 


German 302 (Germanic Cultural Analysis) 



German 360 

German 361 

German 362 

German 363 

German 450 



Grades for all courses taken in German are used to calculate the average in the 


Graphic Communications Minor 

The minor in graphic communications complements study in such areas as art 

history, management, education, English, museum studies and theatre arts, for 

which an understanding of mass communication techniques is often needed. The 

combination of the minor with a major in many of these areas also can prepare 

students for careers in advertising, printing, publications and public relations. 

Students pursuing the minor gain a basic foundation in the field of graphic 

communications through selected courses offered by the Departments of Art and 

Art History, English, Management, Psychology, and Sociology. The specific 

courses each student chooses to complete the minor will depend on his or her 

interests and career goals. As part of the minor program, at least one field 

experience in an area of communications must be completed. 

The minor in graphic communications is offered through the Committee on 

Interdisciplinary and Non-Departmental Curricula. 

Interested students should contact the coordinator of the program, Assistant 

Professor of Art Cary Peppermint. 

Graphic Communications Minor 

Requirements for the minor in graphic communications: Seven courses in the 

following areas: 

Visual Arts: Three courses in art, distributed as follows: 

111 or 112 Drawing and Two-Dimensional Design A or B (Art) 


213 Visual Communications I (Art) 

216 Visual Communications II (Art) 

241 Photography I (Art) 

Writing: Two courses in English, from: 

200 Business Writing (Engl) 

205 Journalism (Engl)-offered yearly 

210 Advanced Composition (Engl) 

310 Creative Writing, Non-Fiction (Engl) 

Social and Behavioral Sciences: An appropriate course as approved by the program 

coordinator from one of the following departments: management, psychology or 

sociology. 

Field Experience: At least one credit of field experience in some area of 

communications: advertising, public relations, newspaper or magazine production, 

printing, broadcasting or other communications media. Can be arranged as an 

internship or directed study. Consult the program coordinator when selecting a 

field experience.

History 

We use the word ‘history’ to define both past events and accounts of those events. 

All past and current cultures throughout the globe made and make sense of their 

experiences within historical perspectives, whether genealogical, mythic, magical, 

or analytical. In Western traditions the ancient Greeks saw history as a form of 

knowing based on inquiry of particular things. Since the classical era, Western 

historians have sought to understand the past through careful analysis of evidence 

in the form of documents and other physical remains of past cultures with the 

assumption that the past and the present are closely linked and that in 

understanding the past we might avoid previous mistakes and fashion a better 

future. Within this framework, learning history is first and foremost learning the 

methodologies for studying the past and mastering the discipline to apply these 

methodologies effectively. The faculty members in the History Department are 

committed to the students learning the discipline and practicing it. 

Recent scholarly debate among historians around the globe, however, has 

challenged the presumptions of objectivity and scientific disinterest implied by the 

traditional model of the discipline. The new perspective argues that practicing 

historians are engaged in their subjects with a political commitment and passion 

that guides research agendas and our understanding of documents. Nevertheless, 

rather than making historical analysis impossible, this recognition of the personal 

involvement of anyone who tries to understand the past places even more 

emphasis on applying the discipline with care and self-awareness. We cannot learn 

the truth about past cultures, but we can develop hypotheses about their values 

and legacies. Even with tentative conclusions, we can come to a fuller and more 

critical understanding of own cultures and an appreciation of the cultures of 

others. This is the goal for learning that is supported by the department’s faculty 

members. 

The Program: Hartwick’s history program (courses, opportunities for individual 

study, off-campus experiences) is intended to heighten students’ understanding of 

the complexities of the cultural roots of contemporary America and the historical 

forces that have produced the increasing interdependency of cultures across the 

globe. Exploring history, whether as part of a liberal education or as a major, 

engages students to question the historical ‘truths’ offered as justifications of 

current systems of power and inequality. Students also learn to analyze 

information critically and to test generalizations (including their own). 

Departmental offerings cover American, Latin American, European, and Global 

histories. Classroom experience emphasizes active student learning through class 

discussion, group work, peer critiques, and individual presentations. Regularly 

offered courses cover topics as diverse as Slavery and Abolition in the United 

States, Issues in Indian Country Today, Gender and Power in Latin America, The 

Renaissance, World War II and the Home Front, and the History of Western 

Medicine since 1500. Special topics courses can cover themes ranging from the

eligious lives of medieval women to American autobiographies. The history 

faculty also participates in interdisciplinary minors, such as Women’s Studies, 

Latin American Studies, Environmental Science and Policy, U. S. Ethnic Studies, 

and Museum Studies. Many history majors apply their growing disciplinary 

understanding for their work in these minors and programs. Many students in 

other disciplines choose to broaden their academic programs by completing the 

department’s minor in history. 

The Major: Students majoring in history complete a program of study with an 

emphasis on doing history. A required introductory course in historical methods 

(Hist 222) orients the students to the fundamental skills of historical research, 

while working with primary and secondary source materials in the archives, online, 

and in print. The skills acquired in this course provide the student with the 

methodological foundation needed to conduct research in any course that involves 

historical analysis. The advanced course in historical methods (Hist 422) prepares 

advanced majors for the significant and focused research necessary for their thesis. 

The critical skills acquired in these classes, however, can carry over to all of their 

course work. In addition to the methodological core of the major, students build 

their understanding from a required introductory survey in American and in 

Global histories. These surveys approach the broad scope of their subject from the 

perspective of a particular critical lens to provide an analytical focus. From this 

base students deepen their knowledge in two of four areas of history: American, 

Latin American, European, or Global history. The major culminates with a Senior 

Seminar and Thesis (Hist 490) which is an in-depth research project built on 

primary sources and reflective of the historical literature on the subject. Students 

share research progress in a regularly scheduled seminar setting, work closely with 

an individual faculty mentor, and present their completed work in a public 

defense. For History majors the challenge of the Senior Thesis is one of the most 

memorable and satisfying aspects of their Hartwick education. 

Off-Campus Experiences: Students further enrich their academic programs 

through a variety of learning opportunities offered by the department outside of 

the classroom. Students can design independent reading and research projects with 

faculty approval that explore subjects outside their regular curriculum or allow 

them to delve more deeply into an area of particular interest. The department has 

offered off-campus programs in France, England, and the Czech Republic. Future 

programs may explore Appalachian history, the borderlands of the American 

Southwest, or the cosmopolitan culture of Brazil. Some majors have pursued 

semester long programs at universities in France, Greece, Mexico, and Spain. 

Others have pursued individual off-campus study in January or during the summer 

under a faculty member’s guidance. Majors also undertake internships in areas that 

relate to their academic field and future career goals. During January Term, history 

majors have served as teaching aides, clerks at law firms, or as members of museum 

staffs. Semester long programs in Washington, DC, Boston, Philadelphia, or New 

York also mix classroom experience in urban universities with internships in 

congress or other institutions in the public and private spheres. One recent 

graduate pursued her internship as a Foreign Service officer in El Salvador.

Career preparation: In all, the diverse course work and other opportunities offered 

by the history department are designed to meet the needs and intellectual interests 

of a variety of students, including those who want to become professional 

historians. A major in history is also excellent preparation for a variety of other 

careers. The analytical, research, and writing skills acquired through the study in 

the discipline are excellent preparation for law school. Many of our graduates 

teach, while others pursue careers in management, law, government, libraries, 

museums, and many more fields. 

Faculty 

History Faculty: Edythe Ann Quinn, chair; Richard L. Haan; Sean Kelley; 

Cherilyn Lacy; Mieko Nishida; Peter G. Wallace 

Courses 

Perspectives in U. S. History: These foundational courses examine the full sweep 

of American history from the perspective of a particular critical lens. 

103 American Political History (3 credits) This course examines politics in 

British North America/United States up to the present day. Topics include: the 

politics of empire and independence; the emergence of institutions of these people 

through an examination of their cultural and political achievements. [WHS] 

104 Race and Ethnicity in American History (3 credits) This course is a survey of 

the dynamic of race and ethnicity from the colonial era to the present day. Topics 

include: Native Americans and the project of colonization; the rise of slavery and 

the birth of African American culture; race and republican citizenship; the politics 

of “whiteness,” labor and immigration; the operation of a black/white racial 

binary in a multi-ethnic society; the rise of scientific racism; and strategies of 

opposition and resistance. [WHS] 

106 America at War (3 credits) This course follows the course of wars from the 

colonial era through the current period, examining the “declared” and underlying 

causes of war and the demands for service, sacrifice and patriotism by the 

American public, with special attention to race, ethnicity, class and gender. 

Students will analyze pro-war propaganda, as well as anti-war protests and the 

changing definitions of conscientious objector status. Patterns of change and 

continuity will be emphasized. While this is not a course in military history and 

the major focus is on the home front, the impact of major battles and campaigns 

and the role of the media in reporting the war will be examined. [WHS] 

107 American Labor History (3 credits) This course examines the history of 

American labor from the colonial era to the present. Although we will discuss the 

history of labor organizations, our emphasis will be on the lives of working people 

themselves. Other important topics include labor and empire; the shift from 

indentured servitude to slavery; the relationship between race, gender, and work; 

agrarian and artisan republicanism; industrialization and waged labor; socialism 

and other radical movements; labor and the liberal state; and the post industrial 

service economy. [WHS]

150 Introductory Topics in History (3 credits) From time to time the department 

will offer courses for small groups of students, particularly freshmen. Students 

may elect Hist 150 more than once, provided they do not repeat the same topic. 

Perspectives in Global History: These foundational courses examine the eras in 

global history from the perspective of a particular critical lens. 

161 Pre-modern Roots of Cultural Diversity (3 credits) This course will 

introduce students to the diverse cultures of the pre-modern world. The 

descriptions and analyses of these cultures will highlight their distinct religious 

and ethical systems and their definitions of political identities. Following a survey 

of the historical roots of these cultural and political systems, the course will 

examine their distinct responses to world wide crises in political and social order 

from the third to tenth centuries C.E. The final section of the class will survey the 

world in the century prior to the era of European oversees expansion. [NTW] 

162 Human Civilization and the Natural World since 1500 (3 credits) A survey 

of social, political, cultural and economic developments in world history, focusing 

on the diversity of cultural perspectives on humanity’s relation to the natural 

world, the use of material resources, and the organization of production. Major 

themes will include exploration; trade routes and global economy; comparative 

systems of explaining the place of human beings in the world (science, philosophy, 

religion); and the relationship between these scientific, philosophical, religious 

systems, and dominant political and social orders. [NTW] 

164 Race and Identity (3 credits) How do you define “race” in the United States? 

How do you identify yourself? Are you aware how other people (and society) label 

you as a member of a certain racial group? Are there any critical conflicts between 

society’s categorization and individual identities? How can the notion of race 

differ in a specific historical context? Could your individual racial identity change 

in a different time and space? This course discusses various important issues of 

race and identity not only in the U.S. but also in other parts of the New 

World with a comparative historical perspective. [FYS] 

165 Free and Unfree Labor (3 credits) This course is a survey of world labor 

history, focusing on the period 1500-present. The first unit examines the various 

forms of unfree labor, including serfdom, slavery, servitude, and peonage. The 

second unit surveys the ways in which laboring people resisted and sought to 

shape their own worlds. The final unit examines labor during and after the Age of 

Revolution, focusing on the rise of wage labor and its attendant problems, as well 

as workers’ movements. Special attention will be paid to the connections between 

class, race, and gender. [NTW] 

171 Changes in the Land (3 credits) This course introduces students to Changes 

in Land Use in this Central New York and Catskill Mountain region from the 

late 1700s to the present, through an analysis of forces of change, for example, 

decline or increase of natural resources, including wildlife, technology, 

demographics, urban influences and market demands, as well as their 

socioeconomic impact. For example, there is a unit on Hunting as Economic 

Development. Besides history texts, the course materials include songs, poems, 

folk tales, interviews, photographs, and newspaper articles. The first unit analyzes 

the changes in land use from the 1700s to the present of the area now 

encompassing Hartwick College’s Pine Lake Environmental Campus. The course

usually is taught in the fall semester in a classroom at Pine Lake and includes field 

trips. [FYS] 

201 Colonial Latin America (3 credits) This course is an overview of the most 

significant historical processes and themes that contributed to the formation, 

evolution and development of Colonial Latin America. The course studies the 

main streams that have contributed to the emergence of Latin America, from pre- 

Columbian cultures and the first encounter between the Old and New Worlds to 

the military, religious and bureaucratic conquests of the New World and the 

formation and evolution of a colonial society that came to an end with the Wars 

of Independence from Spain in the early 19 th century. [NTW] 

202 Modern Latin America (3 credits) This course examines the most significant 

themes, events and personages that played an important role in shaping 

contemporary Latin America. The period under examination encompasses the two 

centuries beginning with the precursors of the Wars of Independence in the 19th 

century and the events taking place at the close of the 20th century. [NTW] 

207 History of Ancient Greece (3 credits) An introduction to the history of the 

Greeks from their beginnings up to the death of Alexander. The class examines the 

values and the ideas of these people; and their literature and art are used in this 

undertaking as instruments of discovery. [WHS] 

208 History of Republican and Imperial Rome (3 credits) An introduction to the 

history and culture of the ancient Romans from their origins up to the death of 

Constantine. The class explores the life, beliefs, and institutions of these people 

through an examination of their cultural and political achievements. [WHS] 

209 Medieval Europe (3 credits) This course traces the emergence of Europe 

through the synthesis of Greek, Christian, Roman and Germanic cultures. The 

survey will begin with the collapse of the Pax Romana in the third century and 

conclude with the crisis of the 14 th century and its immediate aftermath. The 

survey will focus on Western Europe, but the class will discuss Byzantium and 

Islam as unique civilizations, which profoundly influenced European culture. 

[WHS] 

210 Early Modern Europe (3 credits) This course first examines the birth of 

modern Europe in the Italian Renaissance. It then considers the religious and 

political forces, which shredded the fabric of Christian unity and ushered in an age 

of religious and dynastic warfare that produced the modern constitutional and 

absolutist states. The survey will then examine the cultural, economic and political 

impact of overseas exploration, the Scientific Revolution and the Enlightenment. 

The survey culminates with a close examination of the French and Industrial 

Revolutions. [WHS] 

212 Europe, 1815-1914 (3 credits) Pivotal events in 19 th century European 

History, including: Industrialization and its consequences; political revolutions 

and ideologies: nationalism; the labor question; and cultural and intellectual 

movements such as Romanticism. Attention will also be devoted to the prevailing 

cultural assumptions about race, class and gender which defined Europeans’ sense 

of identity and their place in the world, as well as scientific and economic theories 

which were used to justify European imperialism. [WHS] 

213 Europe in 20th Century (3 credits) Major events in 20 th century European 

history, including the origins and catastrophic nature of World War I; the

Russian revolution and Communist and Fascist challenges to strained democratic 

societies; economic depression; World War II and the Holocaust; the Cold War 

and the eclipse of Europe by the Superpowers; the loss of colonial empires; reform 

and revolution in Eastern and Western Europe, and the gradual formation of a 

more cooperative European community; and emerging challenges of globalization 

in the 21 st century (economic conflict, immigration, sustainable development). 

[WHS] 

215 Tudor-Stuart History (3 credits) A survey of Tudor-Stuart English history 

(ca. 1485-1688), one of the most important periods of Western European history 

as it shaped much of English society into the present even as it served as a baseline 

for much of what would be reinforced, continued, or altered as the English 

confronted the complexities of the “New World.” 

222 Introduction to Historical Methods (4 credits) This course introduces the 

students to the fundamental skills of historical research. The Students work with 

primary and secondary source materials in the archives, online, and in print. They 

learn to distinguish primary from secondary sources, to understand the problems 

that various sources pose to interpretation, and to identify the types of questions 

particular sources can answer. They learn to read these sources critically and to 

think historically. They learn how to quote properly, to summarize, and to 

annotate sources. Finally they apply their skills in a series of writing assignments 

including review essays, interpretive source critiques, précis, and short research 

papers. From the skills acquired in this course, the student should have the 

methodological foundation needed to conduct research in any course that involves 

historical analysis. [SBA] 

225 History of Brazil (3 credits) Through lecturers, readings, and discussions, 

together with films and slides, this course examines changes and continuities in 

Brazilian history from independence (1822) to the present. Special emphasis is 

placed on race, class, gender, and ethnicity. We will discuss how colonial heritages 

determined the “fate” of Brazil as a modern nation-state; and how various forms 

of power relationship emerged, evolved, disappeared, and/or transformed during 

the 19 th and 20 th centuries. [NTW] 

226 History of Mexico (3 credits) This course analyzes the evolution of some of 

the most significant strands forming the complex tapestry of Mexican history. It 

begins with an examination of the High cultures of Ancient Mexico, the Iberian 

conquest and the emergence of a colonial society; it continues with a study of the 

Wars of Independence and concludes with an evaluation of the Mexican 

Revolution and its impact on present-day Mexican society. [NTW] 

240 American Environmental History (3 credits) An exploration of American 

attitudes toward the natural environment, the course will examine the roots of 

nature appreciation and the genesis of the conservation movement in its utilitarian, 

ecological and aesthetic camps, and will trace the environmental movement to the 

present. [WHS] or [SBA] 

241 African-American History (3 credits) A survey of African Americans’ 

experience from 1619 to the Civil War. Topics covered include: African culture 

and society before European contact, the Atlantic slave trade, the rise of African 

slavery in the United States, black-white relations under slavery, enslaved blacks

esponses to forced servitude and the rise and impact of the Abolition Movement. 

[WHS] 

242 Women in American History (3 credits) A survey of women’s collective 

experience in America from the colonial period to the present. Emphasis will be 

upon the relationship of defined sex roles to the broader society in a given 

historical context. Topics include women and family life, women on the frontier, 

Black and ethnic women, the impact of industrialization upon women’s roles and 

feminism as a historical movement. [WHS] 

244 Baseball in American History (3 credits) This course is not a history of 

baseball; rather, it uses baseball to examine important issues in American history. 

Among these themes are industrialization and the rise of leisure time, race and 

segregation, immigration and ethnicity, gender, labor, and national identity. 

245 World War II on the Home Front (3 credits) When students enroll in this 

course, they enlist “for the duration,” in order to “reconstruct” the Home Front 

from Pearl Harbor to “V-J” Day. This course is normally taught in January Term 

with its daily classes in only one subject, giving students the opportunity to solely 

and totally concentrate their attention on this goal, making it easier to reconstruct 

the home front. Daily exercises in recreating the home front include music of the 

period, letters, diary entries, columns by war correspondent Ernie Pyle, excerpts 

from oral histories, and incorporation of WWII home front artifacts. Besides this 

“hands-on” approach to history, students critically analyze WWII as “The Good 

War” and examine the historiography, especially the debate over WWII as a 

“watershed” in the 20 th century, addressing the question, was WWII’s impact on 

society an “example of continuity or change?” 

261 Indian Ocean World, 1300-1800 (3 credits) An introduction to the history 

of the peoples and societies of India, Arabia, and East Africa, with an emphasis on 

the role of trade, religion, and cultural exchange in shaping the civilizations of the 

Delhi Sultanate, the Mughal Empire, cities of the East African Swahili Coast and 

the Ottoman Empire. The course will examine the thriving indigenous shipping 

and other exchange networks before the arrival of Europeans in 1498, with a 

primary focus on the Indian Ocean as a hub of human exchanges between India, 

Arabia, and Africa in the era of the classical Islamic world. [NTW] 

262 Politics of Identity: Globalization, Diaspora, and Cultural Diversity (3 

credits) In our “global” age identity continues to be an extremely fascinating as 

well as complicated phenomenon. By utilizing journalistic accounts on 

contemporary issues, narratives, theoretical readings, feature movies, and 

documentary films, this course seeks to understand who and what we are, both at 

individual and collective levels, with special emphasis on globalization, Diaspora, 

and cultural diversity. [SBA] 

263 Modern East Asia (3 credits) Following a brief survey of Imperial Chinese 

under the Ming dynasty and the relations between the Chinese empire and its 

political neighbors, this course will examine the social and cultural tensions within 

the region and the disruptive impact of the initial European contact. European 

imperialism increased the internal tensions in all East Asian states as elites 

struggled to find an effective balance between modernization and westernization. 

The difficulties in achieving such a balance led to murderous wars and bloody 

revolutions of the political left and right in the 20 th century. Throughout

centuries, old cultural traditions continue to inform aspects of family life, 

philosophy, aesthetics, gender relations, and cultural identity. [NTW] 

273 The American South (3 credits) Is the South “different” from other parts of 

the United States? Is there one South, or many Souths? Is the very title of this 

class an oxymoron? In this course we will examine that part of the United States 

bounded by the Edwards Plateau, the Red River, the Ohio River, and, of course, 

the Mason-Dixon Line, and pose these very questions. Our starting assumption is 

that Southernness is essentially a historical creation. Course themes include: 

conceptualizing the South; the place of the Southern colonies in the Atlantic 

World; the place of the Southern states in the early republic and antebellum 

period; race, class, and gender in Southern life; the question of change and 

continuity in Southern history; and the New South. 

275 American Indian History to 1700 (3 credits) From the peopling of the New 

World some 20,000 plus years ago to 1700, the rise of civilizations, the 

differentiation of cultures and the impact of European civilization on Indian 

America are mapped out and probed. The first third of the course will emphasize 

Indians’ world views and their relationships with each other and their varying 

environments. The course will examine the social, religious, technological, 

ecological and political changes that impacted Indian societies between 1492 and 

1700. [NTW] or [SBA] 

276 American Indian History since 1700 (3 credits) The interaction between 

Native Americans and the U.S. from 1700 to the present. The topics covered 

include: wars and alliances, trade patterns, revitalization movements, federal-Indian 

relations, philanthropic and missionary activities, the reservation period, Red 

Power, etc. [NTW] or [SBA] 

278 History of American Foreign Relations in the 20 th Century (3 credits) 

Students analyze American Foreign Relations in the 20 th Century by utilizing 

several methodological lenses: World System and Hegemony; Liberal Commercial 

World Order and Mission; Gendering Practices applied to Peoples and Nations; 

the Influence of Race/Ethnicity; the Definition and Protection of National Core 

Values; and Bureaucratic Politics. As part of Mission, students discuss continuity 

and change in our views of ourselves from “City Upon a Hill” to “World 

Policeman” to “New World Order.” Our assumptions about Communism are 

analyzed in relation to The Cold War and the Vietnam War. The emphasis is on 

patterns, concepts, theories, and the historians’ changing interpretations of foreign 

relations, that is, historiography. [SBA] 

283 Western Medicine since 1500 (3 credits) The history of Disease and its 

treatment in Europe and the United States since the reform of the study of 

anatomy by Andreas Versalius. While the overall theme will be the development 

of medicine as a science and a profession, attention will also be given to traditional 

medicine, women as healers, epidemics and the 19 th century public health 

movement, and the vexed relationship between the State commercialism and the 

delivery of healthcare after 1880. [WHS] 

305 The Renaissance (4 credits) This course will not be a chronological survey. 

The origins of the idea of the “Renaissance” and how this concept has framed 

Western perceptions of modernity will be considered. The functional practicality 

of applying this concept to Italian culture and society between 1350 and 1550

will be investigated. The course has two goals: to provide an understanding of the 

world of the Italian Renaissance and to critique the values we have associated with 

that world. Prerequisites: 209, 210 or instructor’s permission. [WHS] 

306 Reformation Europe 1450-1600 (4 credits) This course examines the 

dissolution of Medieval European culture as a system of regulated religious beliefs 

and established political relations between the Roman church and secular powers. 

It also will consider the economic dislocation and social tensions that animated 

the Reformation passions, and examine the reintegration of these dynamic factors 

into new systems of belief and power during the age of confessional struggles. 

Prerequisites: Hist 209, 210 or instructor’s permission. [WHS] 

308 Enlightenment and Revolution (4 credits) This course examines the efforts of 

18th-century intellectuals to rationalize the experiences of the 17 th century crises. 

It analyzes the political and social culture of the Old Regime and the growing 

friction among the powerful nation-states in Europe and overseas. Finally it 

considers the social, economic and political pressures which culminated in the 

French and Industrial revolutions and traces the trajectories of those revolutions. 

Prerequisites: Hist 210, 212, or instructor’s permission. [WHS] 

324 Slavery in Latin America and the Caribbean (4 credits) This course examines 

how the institution of slavery was transplanted in Latin America and the 

Caribbean during the 16 th century, why slavery developed in some parts of Latin 

America and the Caribbean (and why not in other regions), and how the 

institution was eventually abolished by the last decades of the 19 th century. It also 

examines other important topics, such as the transatlantic slave trade; gender and 

ethnicity; family and kinship; uprisings and rebellions; and the historical 

formation of the Black Atlantic. [NTW] 

326 Gender and Power in Latin America (4 credits) This course discusses various 

topics concerning gender and power in Latin American history from the late 

colonial period to the present time. By reading articles and monographs written by 

historians, life histories, women’s narratives, as well as by viewing four Latin 

American films, we will be able to relate our own experiences to women and men 

in Latin America. We also will compare and contrast the experiences of different 

groups of women according to such factors as race, ethnicity, and class. [NTW] 

327 Revolutions in Latin America and the Caribbean (4 credits) This course 

examines four cases of attempts to change fundamentally the social structure and 

the social basis of political power in Latin America and the Caribbean. They are: 

Haiti, 1789-1820; Mexico, 1910-34; Bolivia, 1952-60; and Cuba, 1959-95. The 

four revolutions represented attempts—not always entirely successfully—to alter 

the fundamental ways the social basis of political power operates. The course 

attempts to ascertain the degree of indelible change imposed by the revolutionary 

experience. [NTW] 

330 Slavery and Abolition in the United States (4 credits) Beginning with a survey 

of kingdoms of North and West Africa, this course examines their histories and 

cultures briefly. Analysis of slavery and its trade, within and outside that 

continent, will follow. The bulk of attention will center upon the institution of 

slavery as it developed in the British Colonies and will trace the rise of opposition 

to it until its final elimination from the United States.

332 Colonial America (4 credits) A writing-based seminar in which students will 

rely on primary sources to write a major paper on a subject of their choosing 

within the American colonial experience. Prerequisite: Hist 222. 

333 Revolutionary America (4 credits) A writing-based seminar in which students 

will rely on primary sources to write a major paper on an aspect of the American 

Revolution of their choosing. Prerequisite: Hist 222. 

334 Jacksonian America (4 credits) This course examines the United States 

between 1815 and 1848, focusing on the impact of the Market Revolution on 

Americans of all backgrounds. Important themes include the construction of 

“democracy” and citizenship, transformations in labor, the rise of evangelical 

religion, the emergence of reform movements, expansionism, the growth of 

plantation agriculture, and slave resistance. [WHS] 

337 Civil War and Reconstruction (4 credits) This course examines the United 

States between 1848 and 1877, focusing on the fall of slavery and the rise of wage 

labor in the North, South, and West, and related topics, such as African American 

resistance, the transformation of household and gender relations, and the 

realignment of the American political system. The course also will draw 

comparisons with the shift from slave to free labor in other societies, including 

Haiti, Jamaica, Cuba, and Brazil. 

341 Civil Rights Seminar (4 credits) After considering the social, economic, and 

political conditions of African Americans in the South and North in the late 19 th 

and early 20 th centuries, students examine the Civil Rights Movement in the mid- 

20 th century. Besides analyzing roles and changing images of the leaders, for 

example, the Reverend Dr. Martin Luther King Jr., students seek to learn more 

about the lives and actions and voices of ordinary people, black and white, swept 

up in the currents of the Civil Rights Movement, through oral histories and 

autobiographies. Students also analyze the Black Power Movement and changes in 

the images of Black men and women in the media and public life. For the major 

paper, students conduct original, primary research on the history of discrimination 

in their home communities. 

342 U.S. History after the Bomb (4 credits) Focuses on three themes: 1) How 

“we” (U.S./nation and each of us personally) define security; 2) U.S. as a Global 

“Superpower” and 3) Bringing Others into the Fold: Race, Ethnicity, Class, and 

Gender in the Post-Bomb Years. Students analyze these themes through textbook 

readings, autobiographical accounts, historiography, primary documents, 

documentaries, and movies. Also, given the course title, “After the Bomb!”— 

students discuss how the threat of nuclear war has influenced political, social, and 

economic life in the U.S. 

350 Advanced Topics in History (4 credits) From time to time the department 

will offer advanced courses in particular topics in history. Students may elect Hist 

350 more than once, provided they do not repeat the same topic. 

361 European Imperialism (4 credits) This advanced seminar will examine the 

interaction between Europeans, Africans and Asians from 1750 to the present. 

Issues addressed will include the European use of science and religion to justify 

their rule over other societies; how the culture of imperialism shaped perceptions 

of gender and race; how certain Indian and African nationalists argued against 

imperial rule; and the challenges of the post-colonial era. Because of the scope of

the subject, a substantial portion of the course will focus on British and French 

imperialism in Africa and India from 1850 to 1970. Prerequisites: HIST 212, 

213, 261, or 266; or permission of the instructor. [WHS] 

362 Becoming National (4 credits) Students will survey the development of the 

nation as a modern cultural identity and the foundation for appropriate political 

association and representation. The course will consider the pre-modern forms of 

cultural identity and political organization to emphasize the relatively recent 

historical appearance of the nation in political discourse. The readings will 

juxtapose this European model on the colonial and post-colonial worlds. Finally, 

the students will consider the political alternatives for nations as viable political 

agents in the 21 st world. Prerequisite: a global history survey (Hist 160-9). 

376 Issues in Indian Country Today (4 credits) A seminar-format course in which 

the class will examine a series of selected topics relating to modern Native 

Americans—examining each topic for its present status, complexity, and historical 

origins/antecedents. What makes this course a bit different from the standard 

undergraduate history course (if there is such a thing) is in its approach to the 

subject, in both a chronological and evidentiary sense. The chronological approach 

taken will be one that reverses the common ‘historical’ procedure of starting at the 

beginning and moving forward to the present. This class will proceed from the 

present, selecting topics of immediate interest to the students, establishing a 

reasonable understanding of the issues involved and then seek out the topics 

antecedents and their relevance to the present. The approaches to the use of 

evidence will come as no surprise to historians, although students might find the 

expectation/practice to be a bit muddled. Each student in the course is expected 

to conduct research on the immediate topic using as many available sources as they 

can find and to use those materials during class discussions. 

383 Disease and the Social Body (4 credits) This advanced seminar will draw 

upon contemporary historiography and critical theory to shed light on the use of 

disease as a metaphor to justify the marginalization, persecution or criminalization 

of certain groups (women, Jews, homosexuals) in the 19 th and 20 th centuries. 

Prerequisites: HIST 212, 213, 283; or permission of the instructor. [SBA] 

422 Advanced Historical Methods (4 credits) This course is designed to prepare 

advanced majors for the significant and focused research necessary for their thesis. 

The students develop in depth analyses from archival research projects, extensive 

studies in primary source collections, and critical reviews of historical 

interpretation on controversial subjects. In its final unit, the student explores the 

ethical responsibilities of practicing history. Prerequisite: C grade or better in 

History 222. [SBA] 

440 Historiography (4 credits) This course will introduce students to the 

historical literature, which has informed recent debates in American, Latin 

American, European, and Global history. The students will read and analyze at 

least six texts that have challenged established views of historical narrative, 

interpretation, or methodology. The students will write reviews of the texts. Each 

student will complete a final project through a historiographical essay of a debate 

in a particular area of interest. Permission of the Instructor.

450 Advanced Seminars in History (4 credits) A series of special courses to enable 

students in focused individual and group research, to share work in progress, and 

practice the discipline. 

490 Senior Seminar/Thesis (4 credits) Required of all majors. This capstone 

seminar and research essay entails a focused and in-depth research project that 

demonstrates familiarity with appropriate primary sources and the existing 

historical literature on the subject. Students share research progress in a regularly 

scheduled seminar setting, work closely with an individual faculty mentor, and 

present their completed work in a public defense. Prerequisite: C grade or better in 

Hist 422. 

History 

Requirements for the major: 

1 Perspectives in U. S. History course (3 credits) 

1 Perspectives in Global History course (3 credits) 

222 Introduction to Historical Methods (4 credits) 

422 Advanced Methods (4 credits) 

490 Senior Thesis (4 credits) 

6 additional courses from at least two of the following four areas: Europe, Latin 

America, U.S., and Global, with two courses at the 300 or 400 level (20 credits) 

Ancillary requirement: Language proficiency at the Intermediate level through 

course work or examination (maximum 10 credits). 

Requirements to minor in History: 

1 Perspectives in U. S. History course (3 credits) 

1 Perspectives in Global History course (3 credits) 

222 Introduction to Historical Methods (4 credits) 

3 additional courses in history with one at least at the 300 level (9 credits) 

Grades for all courses taken in history are used to calculate the average in the 


Interdisciplinary and Non-Departmental Courses 

The following courses which do not fit the disciplinary focus of a single 

department are available on a regular basis. The purpose of these interdisciplinary, 

non-departmental courses is to enable students to participate in the sharing of 

ideas which extend beyond the limits of a single academic department and which 

emphasize the interdependence of all academic disciplines. 

In addition to the courses that follow, the College offers other interdisciplinary 

courses, which are of a more experimental nature and tend to be proposed and 

offered for one term only. This is especially true of interdisciplinary courses 

designed for January Term. A list of these can be found in the schedule of courses 

available at registration for each term. 

Interdisciplinary Courses 

310 Contemporary Issues Seminar (3 credits) The Contemporary Issues Seminar, 

taken in the junior or senior year, is an opportunity for students who are 

developing as liberally educated people and maturing in an area of study to 

integrate what they have learned so far with one another across academic divisions 

in the analysis, discussion and research of issues or problems of common concern. 

320 College Honors Seminar (3 credits) The seminar, interdisciplinary in focus, 

provides honors students with the opportunity to examine “an issue of 

significance” by interacting with faculty in a setting that transcends the boundaries 

of a particular academic discipline and encourages the nurturing of holistic 

patterns of thinking. 

Non-Departmental Courses 

166 Introduction to Women’s Studies (3 credits) This course introduces students 

to feminist scholarship and acquaints them with the intellectual, ethical, social, 

political, historical and cultural forces constructing gender. The class is 

interdisciplinary and grounded in feminist pedagogy. 

360 Seminar in Women’s Studies (3 credits) This seminar explores a broad range 

of classical and contemporary feminist theory and contrasts it with existing, 

normative theoretical paradigms. A feminist framework is used to focus on a 

specific academic field, i.e., history, literature, labor, science. Emphasis is placed on 

cultivating self-development through student participation in pedagogical 

experimentation, project creation and reading choices. Prerequisite: two of the 

courses listed above or permission of the instructor. 

410 Senior Seminar in Environmental Assessment (3 credits) A number of studies 

in the 1960s suggested that the exploitation of natural resources for the purpose 

of economic development and meeting the demands of growing populations was 

having additional second and third order effects that were detrimental to global 

ecological systems. In the 1970s many of the nations of the developed world 

attempted to regulate the rate of development and protect the environment. 

During the past two decades, the need for international cooperation has been 

recognized, but the results have been realized slowly. This seminar gives students

an opportunity: (1) to evaluate the state of the environment at global, national and 

local levels of analysis, (2) to survey methods of environmental assessment, and 

assessment in the U.S. and its member states.

Latin American-Caribbean Studies Minor 

The countries of Latin America and the Caribbean are important neighbors of the 

United States that have made rich contributions to the North via the arts, 

literature, human migration and diplomatic and economic exchange, among other 

things. Moreover, these states together constitute an important bloc of the 

“developing” world and, as such, present a variety of models of socio-economic 

and political change. 

The Latin American-Caribbean studies minor, which includes courses from 

anthropology, art, biology, English, history, political science and Spanish, provides 

interested students the opportunity to study the region in some detail. That 

interdisciplinary study includes such topics as the history and legacies of 

colonialism and conquest, the conflict and cooperation that has defined United 

States-Latin American relations, the cultural experience and contributions of the 

region, current politics and strategies toward economic development and 

ecological and environmental issues. Students are also strongly encouraged to 

participate in an off-campus program or internship in the region. 

The minor, in sum, aims to enhance both international academic programming at 

Hartwick and, simultaneously, awareness of hemispheric and global 

interdependence among states and peoples. 

Students interested in the Latin American-Caribbean studies minor should contact 

the coordinator of the program, Professor Adam Flint , 

for more information about opportunities within the minor. 

Latin American-Caribbean Studies 

Requirements for the minor in Latin American-Caribbean studies: 

Seven courses distributed as follows: 

201, 202 Colonial Latin America, Modern Latin America (Hist) 

268 Latin American-Caribbean Politics (Posc) 

246 Latin American Cultural Studies (Span) (taught in English) 

The LACS Seminar is a required capstone seminar for LACS juniors/seniors. It is 

multidisciplinary in approach, faculty participants, and content faculty. The course 

will be taught on an alternate-year basis and will be offered as a CIS under Curriculum 

XXI. Teaching responsibilities/coordination will rotate among LACS faculty. 

Three electives from a list of courses that are designed as fulfilling LACS requirements (or 

that are cross-listed with LACS) For example: 

260 Engl: Caribbean Literature 

LACS Hist topic courses will be offered regularly 

160 Span: Introduction to Regional Hispanic Studies 

317 Span: Hispanic Civilization in Latin America 

333 Span: 20th Century Spanish American Writers 

LACS Soci topic courses will be offered regularly 

Any upper 300/400 level course taught in Spanish

Off-Campus Study: An off-campus internship or program in Latin American- 

Caribbean countries with considerable cross-cultural or in situ content and approved 

by the LACS faculty; this option is highly recommended. 

Courses from other disciplines with primary or considerable LACS content/focus and 

approved by LACS faculty also fulfill the minor. 

See the Latin American-Caribbean studies program coordinator, the LACS program Web page 

, or the Registrar for a current list of courses. 

Language:: It is the expectation that Latin American-Caribbean studies students meet 

their College language requirement in Spanish or French. However, the interested student 

may meet this expectation by demonstrating proficiency in Portuguese through 

examination.

Management 

The world in which we work continues to change. Gone are the comforts of job 

security or of predictability in the work place. What were once permanent skills 

now turn out to be only the underlying foundations for ever-evolving application 

requirements. For our students, who will work in organizations far different from 

the ones in which their parents started, Hartwick’s management major proposes to 

prepare them for this life-long challenge. The major will help the students 

internalize the necessary foundation of knowledge and also will help develop the 

ability to adapt to the changes the future work environment will bring. 

The Hartwick Virtual Management Program helps students prepare themselves 

for life after college in a distinctive manner. Building the skills and competencies 

needed in the work place-intellectual, technical and interpersonal-is the major 

program’s focus. First, students learn that any aspect of managing involves 

multiple elements, in surprising mixtures, at any moment. A finance problem may 

well include elements of strategy and decisions about new business locationstraditionally 

material covered in other separate courses. A manufacturing problem 

may include issues of human resources, accounting and organizational 

development. 

Second, the Hartwick Virtual Management Program is driven not by our 

knowledge and lectures about business and management, but by students’ 

willingness to work at solving business problems that we present. Our major 

depends on simulations, case studies and projects—all of which require much 

thought and effort. Successful students will learn how to face challenges, analyze 

risky situations and make informed decisions. Most importantly, they also will 

learn the implications of living with the outcomes of their decisions and that 

decisions made in today’s business environment often do not turn out as expected. 

The tool that aids this process is the computer. This technology provides the 

vehicle for simulations, and empowers students to analyze information and make 

decisions. Mastering the technological tools is an important part of the major. 

Third, the context of the Hartwick Virtual Management Program occurs in teams, 

working interactively with computers. Management trends suggest that teamwork 

and intense interaction with co-workers is the future; interpersonal skills, team 

building, communication, leading and following help students learn how to work 

with their colleagues. The traditional approach to management education, which 

depends on theories focused at specific parts of business management, is not the 

approach we take. We believe that students will better understand how business 

works if they learn it as it is lived-in an interrelated and unpredictable way. 

The Hartwick Virtual Management Program course work is different. The major 

begins with one prerequisite course, Mana 261 that is normally taken in the 

sophomore year. Here, students learn elements of organizational behavior (how 

businesses compete in a dynamic and indifferent environment) and theories about 

how people behave in those organizations. Also required are three introductory

courses concerning the vocabulary and structure of the business world, Econ 250- 

259 as well as Acco 141 and 142. It is recommended that these three courses 

be taken in the first and second years at Hartwick. 

In the junior year and senior year semesters students learn the following traditional 

management functions, using organizational behavior and accounting principles 

learned earlier: finance, human resources, international management, marketing, 

policy and strategy and production/operations. In addition, students will deal 

with leadership, team building and decision making; computer and information 

management issues; presentation and communication skills; ethical dimensions of 

business situations; new venture creation. 

Hartwick offers a dual degree program with Clarkson University and Union 

University, where students earn a B.A. from Hartwick and an M.B.A. or M.S. 

from Clarkson or Union. Contact Professor Pontius for information. 

Faculty 

Management Faculty:, John M. Pontius Jr., chair; John K. Clemens; Scott J. 

Dalrymple; Stephen A. Kolenda; Thomas G. Sears; Priscilla Z. Wightman; Katrina 

A. Zalatan 

Courses 

261 Management and Organization (4 credits) Analysis of behavior within the 

organization. Introduction to concepts of goal setting, structure and decision 

making. Examination of conflict, motivation, communication, team building and 

leadership theories. Organizational, interpersonal and personal dimensions of 

behavior will be examined through readings, cases, and running a small business in 

a simulated industry. No prerequisite. (SBA) 

340 Management I (3 credits) Students assume the role of a product manager, 

responsible for marketing multiple products. Students learn and apply basic 

marketing principles and statistical, financial and economic analyses to design and 

market their products to meet customer needs and ultimately achieve target market 

share, revenue and profit objectives. Prerequisites: At least a C in Mana 261 and 

junior standing. 

341 Management II (3 credits) Students assume the role of general manager 

responsible for a company in a service industry. Students integrate basic finance, 

operations, human resource management and marketing concepts to achieve 

planned service delivery and profit objectives. Industry analysis, demand 

forecasting, capital budgeting, and strategic planning concepts also are 

emphasized. Prerequisite: Mana 340. 

380 Management III (3 credits) Students assume the role of financial managers. 

Financing and investing activities are investigated with emphasis on learning the 

tools and techniques of this function. Building on the accounting and economics 

backgrounds of students, this course focuses on their properly making decisions 

based on quantitative analysis. Prerequisites: Mana 341 and Acco 142. 

381 Management IV (3 credits) Students assume the role of human resource 

managers responsible for creating, implementing and critically evaluating the

success of human resource plans. Students develop and implement objectives and 

strategies pertaining to compensation , training and development, assessment, 

staffing and labor relations. Specific regulatory and ethical issues are covered, as 

well as the interrelationships of the human resource decisions to other 

management functions. Prerequisite: Mana 380. 

395, 495 Internship in Management (3-6 credits) This course provides an 

opportunity to further the professional career development of students. 

Placements are designed to utilize academic concepts in a work setting and to 

bring practical knowledge of a functioning business back to the classroom. The 

learning experience is designed to take place in an organization appropriate to the 

career interests of the student. Prerequisites: junior or senior standing, 

management majors only, permission of the department, and satisfactory 

internship qualifications. 

440 Management V (3 credits) Students explore the role of entrepreneurship in 

today’s business environment. This course integrates macro-economic analysis, 

marketing research, financial planning, strategy formulation and other functional 

business considerations. Activities take the students from the formation of a small 

business using planning software to exploring the issues involved in registering a 

new company on one of the stock exchanges using venture capital. Prerequisite: 

Mana 381. 

441 Management VI (3 credits) Students assume the role of general manager of a 

multinational business. In addition to learning the international aspects of the 

production, marketing, human resource and financing functions, students gain new 

knowledge related to dealing with foreign currencies, customers, workers and 

cultures. Prerequisite: Mana 440. 

480 Management VII (3 credits) Students take the role of top management of a 

complex, multinational organization. Students draw upon their experiences as 

managers in various functional areas to deal with the larger organizational issues of 

corporate strategy, policy formulation, values, and vision. Prerequisite: Mana 441. 

490 Senior Thesis (3 credits) Each management major is required to write, in 

consultation with a faculty member in the department, a research paper which 

demonstrates the ability to investigate and analyze some aspect of management 

theory and practice in considerable detail, and to defend the work before the 

management faculty. Prerequisite: Mana 441.

Management 

Requirements for the major: Minimum of 12 courses, distributed as follows: 

Nine courses in management: 

261 Management and Organization 

340, 341 Management I, II 

380, 381 Management III, IV 

440, 441 Management V, VI 

480 Management VII 

490 Senior Thesis in Management 

Two specified accounting courses: 

141, 142 Principles of Accounting I, II (Acco) 

One course in economics selected from 


Suggested sequence of courses for students majoring in management: 

Freshman and Sophomore Years 

Acco 141, 142 

Econ 250-259 

Mana 261 

Junior Year 

Mana 340, 341, 380, 381 

Senior Year 

Mana 440, 441, 480, 490 

Requirements for the minor in management include eight courses: 

Two courses in accounting: 

141, 142 Principles of Accounting I, II (Acco) 

Five courses in management: 

261 Management and Organization 

340, 341 Management I, II 

380, 381 Management III, IV 

One course in economics, selected from 


Grades for courses taken in economics, management, and accounting that are 

required for the major are used to calculate the average in the major for 

Departmental Distinction.

Mathematics 

The study of mathematics enables students not only to learn mathematical 

principles and the application of those principles, but to develop their ability to 

think logically, solve problems, express themselves precisely and gain a cultural 

appreciation of the discipline. 

Mathematics majors must complete a specified core of courses, beginning with a 

calculus and linear algebra sequence and an introductory course in abstraction. 

These courses provide the foundation for upper level courses. To obtain an 

overview of modern mathematics, majors take courses in two general areas, 

abstract algebra and real analysis, generally during their junior year. As an 

introduction to applied mathematics, they must elect one of several courses that 

stress a modeling/problem-solving approach to using mathematics. During the 

junior year, majors must participate in a junior seminar which emphasizes 

supervised seminar study and oral presentations. A required senior project involves 

supervised independent study with written presentations and a final oral 

presentation. 

In addition, mathematics majors are required to complete a term of general 

physics, which provides them with a problem-solving experience and introduces 

them to the subject which was one of the primary motivations for the 

development of the calculus, and a computer programming course, which provides 

basic knowledge of one of the essential tools of modern mathematics. 

Students who wish to pursue a special area of mathematics in greater depth may 

do so by taking additional courses in that area and by independent study with a 

faculty member in an area not specifically covered in a course. Among the areas 

available for such study are numerical methods, mathematical modeling, 

operations research, statistics, graph theory, combinatorics, and topology. For 

students who may be interested in engineering, Hartwick offers a Pre-Engineering 

Program and the opportunity to participate in a combined degree program with 

Columbia University or Clarkson University in which the student spends three 

years at Hartwick and two years at one of the engineering schools, earning a 

bachelor’s degree from each in the process. 

Students majoring in other disciplines who wish to complete a minor in 

mathematics should notify the department of their intent as soon as possible, 

preferably by the junior year. In addition to the required courses, a course in 

computer programming is strongly recommended. 

Incoming students are administered an algebra placement test and, on the basis of 

the results, are advised which mathematics courses would be most appropriate for 

their algebra backgrounds. Pre-Calculus Mathematics (120) may be selected by 

students who need a stronger background in algebra before they begin the calculus 

sequence. For students with exceptional mathematics backgrounds, advanced 

placement credit in calculus will be granted on the basis of Advanced Placement

Test scores. Advanced placement without credit also may be granted on the basis 

of consultation with the department faculty. 

A Math Center sponsored by the department offers problem sessions and tutoring 

for students enrolled in any of the department’s service courses. Tutoring in 

mathematics also is available through the Academic Center for Excellence. 

Faculty 

Math Faculty: Charles H. Scheim, chair; Ronald M. Brzenk; Min Chung; L. 

Gerald Hunsberger; Gary E. Stevens 

Courses 

106 Finite Mathematics (3 credits) An introduction to some modern concepts of 

mathematics and to their use in mathematical models. Topics include sets, algebra, 

systems of equations, linear programming, matrices, probability and an 

introduction to statistics. Applications of these topics to the social, behavioral, 

managerial and biological sciences are considered. Cannot be taken for credit if 

credit has already been received for Math 220. Only students placed at Level 2 or 

3 on the algebra placement test may enroll in this course. Prerequisite: permission 

of the instructor. (MLC) 

108 Statistics (3 credits) This course is an introduction to basic methods in 

exploratory data analysis, experimental design and statistical inference. Material 

covered has application to biology, economics, nursing, political science, 

psychology, sociology and other fields. Cannot be taken for credit if credit has 

already been received for Math 308. Prerequisite: at least Level 2 on Math 

Placement Exam. (MLC) 

110 Problem Solving with Recreational Mathematics (3 credits) An introduction 

to strategies of problem solving using recreational mathematics. Analysis of 

problems arising from logical puzzles, games, card tricks and geometric puzzles 

will systematically introduce students to a variety of problem-solving techniques 

and mathematical topics. Topics may include logic, the pigeon hole principle, 

applications of algebra, mathematical induction, number theory, graph theory and 

game theory. Students will be encouraged to solve problems on their own using 

creative strategies. Prerequisite: Level 4 or 5 on algebra placement test. (MLC) 

120 Pre-Calculus Mathematics (3 credits) This course is intended to provide the 

background necessary for the calculus sequence. Topics from algebra, elementary 

functions and analytic geometry: algebraic operations, functions, graphing 

inequalities, absolute value, quadratic equations, trigonometry and conics. The 

course should be taken only by students who intend to begin the calculus sequence 

(however, Math 120 is not a prerequisite for Math 121). Prerequisite: Permission 

of the instructor or Level 3 or 4 on the algebra placement test. (MLC) 

121 Single Variable Calculus (4 credits) This is a course in the basic concepts of 

single-variable calculus. It includes functions and their graphs, limits, derivatives, 

applications of the derivative and an introduction to integration. Prerequisite: 

Level 5 on the algebra placement test or at least a C in Math 120. (MLC) 

200 Problem Solving with Calculus (3 credits) This is a problem solving course 

where methods of first-year calculus are applied to selected problems drawn from

various disciplines. Emphasis is placed on the application of topics covered in 

Math 121 and 233 such as rates of change, maximum-minimum problems, 

differentials, integrals, non-rectangular coordinate systems and vectors in two and 

three dimensions. Problems addressed are questions which arise in physics, 

economics, biology and other areas of study. This course is strongly recommended 

for math majors and others with interest in applied mathematics. This course does 

not count towards satisfying the requirements for a mathematics major or minor. 

Prerequisite: Math 233 or 235. Offered J Term. (MLC) 

220 Linear Algebra (3 credits) Systems of linear equations, matrix algebra, 

dependence and independence, vector spaces, transformations. Applications. 

Prerequisite: at least a C- in Math 233 or 235. (MLC) 

233 Multivariable Calculus (3 credits) This course begins with techniques of 

integration of functions of a single variable, then goes on to include vectors, 

functions of several variables, partial derivatives, multiple integrals (including 

alternate coordinate systems), parametric equations, vector-valued functions, and 

line integrals. Prerequisite: at least a C- in Math 121. (MLC) 

235 Advanced Single Variable Calculus (3 credits) This course is the second half 

of the single-variable calculus. It includes techniques of integration, applications of 

integration, infinite sequences and series, polar coordinates, and complex numbers. 

Prerequisite: at least a C- in Math 121. (MLC) 

308 Mathematical Probability and Statistics (3 credits) Probability theory, 

random variables, limit theorems and applications to hypothesis testing, 

estimation, regression. Prerequisites: Math 233 and 235. (MLC) 

311 Differential Equations (3 credits) Basic theory of ordinary differential 

equations. Equations of first order and first degree, linear differential equations 

and linear systems, operational methods, numerical methods, solution in series, 

existence and uniqueness theorems. Prerequisite: Math 233; Prerequisite or 

corequisite: Math 235. (MLC) 

320 Introduction to Abstraction (3 credits) This course prepares students for the 

more abstract upper-division courses. Topics such as sets, logic, mathematical 

proof, partial orders, equivalence relations, construction of the natural numbers, 

integers, rational numbers and the real numbers will be covered. Prerequisite: 

Math 233, 235, and at least a C in Math 220. (MLC) 

326 Discrete Mathematics (3 credits) Elementary set theory and logic. 

Mathematical induction. Principles of counting including combinations, 

permutations, distributions, derangements, binomial and multinomial 

coefficients, pigeon-hole principle, Stirling numbers. Other topics selected from 

generating functions, finite state machines and languages, graph theory, Boolean 

algebra. Prerequisites: Math 220, 233, and 235. Offered alternate years. (MLC) 

333 Advanced Multivariable Calculus (3 credits) Parameterization of curves and 

surfaces, curves in 3-space, arc length, surface area, gradient, divergence, curl, line 

integrals, surface integrals, theorems of Green, Gauss, and Stokes. Prerequisite: 

Math 233. (MLC) 

335 Modern Geometry (3 credits) Structure and flaws of Euclidean geometry as 

an axiomatic system; development of neutral geometry leading to Euclidean and 

non-Euclidean geometries. Prerequisites: Math 220, 233, and 235. Offered when 

there is sufficient student interest. (MLC)

337 Number Theory (3 credits) Divisibility, primes, congruences, arithmetic 

functions, quadratic residues, partitions and generating functions. Prerequisites: 

Math 220, 233, and 235. Offered alternate years. (MLC) 

341 Complex Variables (3 credits) An introduction to the theory of functions of 

complex variables, derivatives and integrals, Cauchy’s theorem, theory of residues, 

applications to mathematical physics. Prerequisites: Math 233 and 235. Offered 

when there is sufficient student interest. (MLC) 

350 Topics in Mathematics (3 credits) Selected topics involving further study in 

advanced areas of mathematics. Offered when there is sufficient student interest. 

(MLC) 

371 Numerical Analysis (same as Cisc 371) (3 credits) The development of 

numerical methods and their associated error analysis. Non-linear equations, 

systems of linear equations, interpolation, numerical differentiation and 

integration. Programming of appropriate algorithms with emphasis on accuracy 

and efficiency. Prerequisites: Math 220, 233, and 235. Offered when there is 


375 Optimization Techniques (same as Cisc 375) (3 credits) A survey of some of 

the methods used to obtain optimal solutions to linear problems. Emphasis on 

linear programming, simplex algorithm, duality transportation and assignment 

problems, shortest route and maximum flow problems, game theory, decision 

trees. Additional topics may include integer programming, dynamic programming, 

PERT-CPM, graph theory, queuing theory. Prerequisites: Math 220, 233, and 

235. Offered alternate years. (MLC) 

381 Mathematical Modeling (3 credits) Selected topics in modern mathematics 

and operations research that have application to the social, life and managerial 

sciences. Emphasis on problem solving through model building. Possible topics 

include Markov chains, linear programming, optimization, graph theory, 

combinatorics, game theory, decision theory, queuing theory, simulation. 

Prerequisites: Math 220, 233, 235. Offered alternate years. (MLC) 

390 Junior Seminar (4 credits) Supervised seminar study with oral and written 

presentations. Seminar groups are assigned topics from areas such as geometry, 

algebra, analysis or applied mathematics. Prerequisites: at least a C in Math 320 

and permission of the department. (Must be taken during January Term on 

campus.) (MLC) 

411 Partial Differential Equations (3 credits) Solution of second order linear 

equations including the heat, potential and wave equations; initial and boundary 

value problems; Fourier series; numerical methods. Prerequisite: Math 311. 


420 Abstract Algebra (3 credits) Mathematical induction, divisibility, Euclidean 

algorithm, congruences, groups, rings, integral domains, fields. Prerequisites: at 

least a C in Math 320. (MLC) 

431 Introduction to Real Analysis (3 credits) Set theory, the real number system, 

basic topology, metric spaces, limits, continuity, differentiation, Riemann 

integration, series. Prerequisites: at least a C in Math 320. (MLC) 

441 History of Mathematics (3 credits) Study of the development of mathematics 

from ancient times through the 19th century. Prerequisite: Math 320. Offered 

when there is sufficient student interest. (MLC)

450 Topics in Mathematics (3 credits) Selected topics involving further study in 

advanced areas of mathematics. Offered when there is sufficient student interest. 

(MLC) 

461 Introduction to Topology (3 credits) Set-theoretic notions and notation, 

continuity compactness, connectedness, separation, metric spaces, topological 

spaces, topological invariants. Prerequisite: Math 431. Offered when there is 


490 Senior Project (3 credits) Supervised independent study with one oral and 

several written presentations. Students select topics from such areas as algebra, 

analysis, applied mathematics and geometry. Prerequisites: Math 390, 420 and 

permission of the department. (MLC) 

Mathematics 

Requirements for the major: Minimum of 12 courses in mathematics, 1 in 

physics, and 1 in computer science, distributed as follows: 

Five foundation courses: 

121, 233 Single Variable and Multivariable 

Calculus—normally taken freshman year 



320 Introduction to Abstraction 

Two overview courses: 

420 Abstract Algebra 

431 Introduction to Real Analysis 

One course in applied mathematics, selected from: 

311 Differential Equations 

375 Optimization Techniques 

381 Mathematical Modeling 

Two additional mathematics courses at the 300 or 400 level 

Two advanced directed studies: 

390 Junior Seminar 


One course in physics: 

201 General Physics I (Phys) 

One course in computer science: 

120 Introduction to Programming (Cisc) 

Requirements for the minor: Notify department of intent as soon as possible, and 

complete a minimum of seven courses, distributed as follows: 

Four foundation courses in calculus-linear algebra: 

121, 233, 235 Single Variable, Multivariable and Advanced Single Variable 

Calculus 


Three additional courses in mathematics: 

At the 300 or 400 level

Grades for all courses taken in mathematics above 120 are used to calculate the 

average in the major for Departmental Distinction.

Medical Technology 

Faculty/Coordinator: Walter O. Nagel 

Although medical laboratories are physically located in hospitals, clinics and 

physicians’ offices, the real location is on the frontier of scientific medicine. Here, 

the best qualified men and women are building careers in laboratory medicine by 

applying their expert knowledge and practical skills. Medical technologists, whose 

broad background of college and clinical laboratory training provides the 

necessary ingredients for their professional responsibilities, fulfill a prominent role 

in these laboratories. 

Completion of the medical technology program as part of a liberal arts and 

sciences education offers students the breadth of knowledge and experience to 

handle the responsibilities and decisions they will face in their careers, and to 

adapt to changes within their profession. In addition, they will be prepared to lead 

full and satisfying lives. 

Students interested in preparing for a career in medical technology may choose 

from two tracks offered through the biology department: the three-plus-one track 

or the four-plus-one track. 

The three-plus-one track leads to a bachelor of science degree in medical 

technology. It consists of three years of academic work at Hartwick (which also 

partially fulfills departmental requirements for a major in biology), followed by a 

12-month clinical internship for those students who are accepted by an affiliated 

hospital School of Medical Technology (listed in directory). The final selection of 

students for clinical internships is the province of the hospital Schools of Medical 

Technology. It is anticipated that in the future, as it was in the past, student 

demand will exceed the number of clinical internships available. Therefore, 

constant academic advisement regarding a student’s continuation in the medical 

technology program is necessary and the medical technology coordinator will 

advise students of their ranking in the program on an annual basis. Those students 

with a grade point average below 2.8 in their science courses may be advised to 

consider another major and may not be recommended for clinical internship. 

Medical technology majors with an overall grade point average below 3.0 will be 

advised to improve their academic average in order to be more competitive for 

available clinical internship positions. 

Under the four-plus-one track, students follow the medical technology curriculum 

their first three years. During the fourth year, they complete the requirements for a 

major in biology and graduate with a bachelor’s degree in biology. They may then 

apply to a medical technology program which accepts students who have earned 

bachelor’s degrees. The four-plus-one program may also be completed by students 

in the three-plus-one track who did not obtain a clinical internship following their 

junior year. This option provides those students with an opportunity to take 

additional courses, improve their grade point average and apply for a clinical

internship which begins after completion of the baccalaureate degree as a biology 

major. 

The curriculum for students in the three-plus-one program fulfills the 

requirements of the National Accrediting Agency for Clinical Laboratory Sciences. 

Students must complete an interdepartmental major concentration consisting of 

courses in biology, chemistry and mathematics. In addition, it is recommended 

that medical technology majors take Chem 203 Analytical Chemistry, two courses 

in physics and a course in computer science. 

Students in the three-plus-one track who are accepted for a 12-month clinical 

internship begin their internships at the end of their junior year. Following 

completion of the internship, they have earned the necessary 120 credits for the 

B.S. degree in medical technology from Hartwick, and a certificate indicating 

completion of the school of medical technology (MT). They may then be eligible 

to take the National Registry Examination, the passage of which earns the 

professional certification, MT (ASCP). 

The specific requirements of Hartwick’s medical technology program and the 

general college requirements for the baccalaureate degree permit sufficient 

flexibility for students to take advantage of numerous off-campus study programs 

applicable to their profession. This is in keeping with the multi-faceted 

responsibilities of professional medical technologists (electronic maintenance, 

computer programming, business and personnel management and teaching 

techniques). 

Medical Technology 

Minimum of 10 courses in biology, chemistry, and mathematics, distributed as 

follows: 

Five courses in biology: 

110, 111 Human Anatomy and Physiology (Biol) 

200 Genetics (Biol) 

215 Microbiology (Biol) 

425 Immunology (Biol) 

One course in biochemistry: 

405 Biochemistry I (Bioc) 

Four courses in chemistry: 

107, 108 General Chemistry I, II (Chem) (First year) 

201, 202 Organic Chemistry I, II (Chem) 


108 Statistics (Math) 

Completion of a 12-month clinical internship at an affiliated hospital school of 

medical technology 



Distinction.

Museum Studies Minor 

Students interested in learning about museums as part of our cultural heritage or 

as an aid in developing a museum-related career are invited to complete the 

Museum Studies minor. Coursework for this minor is complemented by the use of 

the College’s Yager Museum and permanent collections when appropriate. 

Students take museum studies courses in conjunction with a major or minor in an 

academic field most often associated with museums, such as anthropology, art, art 

history, history, management or one of the sciences. Some students may opt to 

design their own Individual Student Program. Students who are interested in 

museum work and need advice about possible combinations of a major field with 

museum studies are encouraged to consult the coordinator of the program, Fiona 

Dejardin. 

To complete the program students take a total of six courses that include three 

core courses and an approved internship in museum studies. Students may then 

choose two additional courses from a variety of selected courses in writing, 

computer design or special topics in museum studies. Because experience is highly 

valued in museum work, students are strongly encouraged to pursue additional 

opportunities such as a second internship or volunteer work in a museum. Field 

trips are generally included as part of each course. Because museum studies courses 

are not offered every semester, students should plan their schedule carefully by 

consulting the program’s coordinator. 

This minor prepares students for graduate school, or in special cases, entry-level 

positions. 

Courses 

203 Introduction to Museum Studies (3 credits) This survey course introduces 

students to the relationship between museums, museum professionals, and the 

public. The course covers the history of museums, collecting and collections and 

the relation of museums to Western ideas about civilization. Museum 

administration, the ideology of exhibitions and the interpretation of objects are 

also addressed. This course may include field trips. 

250 Topics in Museum Studies (3 credits) Special topics of current interest are 

considered in depth. Off-campus courses with a strong museum content, such as 

Museums of Europe, may be listed as topics courses. Students may take more than 

one topics course for credit. 

302 Curatorial Workshop (3 credits) This course, which examines the theory and 

practice of curating collections and designing exhibits, covers topics such as 

managing collections information, accessioning and deaccessioning, cataloguing, 

conservation needs and storage. Students also design, research and install exhibits. 

Prerequisite: Muso 203. 

304 Museum Education and Programming (3 credits) This course examines the 

community-service aspect of the museum’s mission. Education theory regarding

diverse audiences is examined and students are given practice in designing and 

implementing interpretive programs for school groups, etc. 

Museum Studies Minor 

Requirements for the minor: Minimum of six required courses as follows: 

Four courses in museum studies: 

203 Introduction to Museum Studies 

302 Curatorial Workshop 

304 Museum Education and Programming 

An approved Internship in Museum Studies 

One course chosen from the following: 

A second approved Internship in Museum Studies 

Engl 210, Advanced College Writing 

Engl 310, Non-Fiction Writing 

Art 213, Visual Communication I 

A sixth course: This course should be related to the student’s interest in museums, 

but must be taken from any department other than the student’s major field. The 

course is to be selected with the approval of the student’s advisor and the 

Coordinator of the Museum Studies Minor. 



Distinction.

Music 

Music is a profound and integral part of all human societies. Regardless of age, 

culture, education, economics or politics, all people create lasting connections to 

this form of art. The impact of music is transformational, instigating social and 

political change and allowing spaces for play and creativity. The self-discipline 

involved in mastering an instrument cultivates a heightened sense of selfexpression 

and develops the concept of self. Ensemble experience, ideally, requires 

us to release some measure of our own ego; we combine, support, and blend 

with others to respond to the nuances and character of their expression. 

An engagement with art-an aesthetic encounter-is sometimes conceptualized 

as the sublime, the spiritual-even compared to an understanding of the soul. 

Musical materials are close to that indefinable domain, embracing areas of 

emotional, psychological, and spiritual energy while simultaneously requiring 

detailed organization. 

Bachelor of Arts (B.A.) 

This degree allows students to specialize within the broader context of a liberal 

arts and sciences education. It also prepares students for graduate work in music as 

well as affiliated careers in music. 

Emphasis in Music Theatre 

Students majoring in either music or theatre arts have the opportunity to 

concentrate a portion of their studies in the area of music theatre. The 

distinguished living tradition of American musical theatre is explored through an 

array of courses and productions that cover the performance, technical and 

historical dimensions of the art. Students work with Hartwick faculty and area 

professionals to develop the skills necessary to produce successful musicals. 

Bachelor of Science (B.S.) 

The major in music education is an intensive and rigorous professional program 

that fosters individual growth. Curricular emphasis is placed on critical thinking 

and creativity, and students gain competency in vocal, instrumental, and general 

music, K-12. Student teaching placements take place in the sophomore, junior, 

and senior years. 

In addition to core courses in music and music education, students must 

demonstrate keyboard and guitar proficiency by the end of the sophomore year. 

Education courses required for teacher certification are: Educ 220: Psychological 

Foundations of Education, Educ 304: Social and Philosophical Foundations of 

Education; Educ320: Interdisciplinary Curriculum and Instruction; Educ 372: 

Substance Abuse and the Classroom; and Child Abuse Identification Seminar. As 

part of the sophomore review, students are required to take part in a three-step 

interview process with the education faculty. 

Students are required to complete the NYSED battery of tests in order to be 

recommended for teacher certification. These include the Liberal Arts and Science 

Test (LAST), Assessment of Teaching Skills Test (ATS), and Content Specialty 

Test.

Note: Because of the great overlap in requirements for the music education and 

music majors, no student may be credited with both majors. 

Affiliations and Memberships 

The Department of Music is accredited by the National Association of Schools of 

Music (NASM) and is a member of the national music honor society, Pi Kappa 

Lambda. 

Student organizations include: MENC, for music Educators, and two music 

fraternities, Sigma Alpha Iota, for women and Phi Mu Alpha, for men. 

Faculty 

Music Faculty: Sandra McKane, chair; Jane Kuehne, music education; Jirka 

Kratochvíl, choral music; Thomas Licata, composition, music theory and 

technology; Diane M. Paige, music history and world music; Alejandro Rutty; 

composition, music theory, conducting, and chamber music 

Resident Artists: All private lesson instructors are also professional performers. 

They include principals from the Catskill Symphony Orchestra, the Catskill 

Klezmorim, Woodwind Quintet, Brass Quintet, and Chamber Players. Ben 

Aldridge, Johana Arnold, Paul Blake, Julia Clay, Karlinda Caldicott, John Davey, 

Cynthia Donaldson, Al Gallodoro, Joanne Grigoriev, Jeff Grubbs, Lorena Guillén, 

Lynn Hileman, Timothy Horne, Rob Hunt, Dave Irvin, Stephen Markuson, 

Sandra McKane, Greg Norris, Andy O’Dell, Ray Paradis, Kim Paterson, Rene 

Prins, Mary-Anne Ross, Charles Schneider, Robin Seletsky, Julie Signitzer, 

Thomas Slavinsky, Bob Tousignant, Dennis Turechek, Ben Whittenburg, Julian 

Wilcox 

Courses 

(Note: Students enrolled in either major program may take a proficiency exam as 

arranged with the instructor for any required course. If the student successfully 

completes the exam, that course requirement is waived and an elective can be 

substituted.) 

102 Basics of Music (3 credits) An introductory course designed to familiarize the 

student with the basic elements of music. Musical nomenclature and the basics of 

music harmony, rhythm, and melody will be studied. Oral and written exercises 

are used. (CPA) 

105 Music Theatre Production (3 credits) (same as Thea 105) Study, rehearsal, 

and performance of a musical theatre piece. Students will be cast in a role or 

assigned a production responsibility and will be coached and directed by the staff 

and faculty. An emphasis will be placed on development through practice of skills 

in singing, acting, dancing, and in the design, lighting, and running of a 

production. Significant time will be devoted to the literary, thematic, and 

historical aspects of the chosen work with the intent of developing sensitivity to 

the special qualities of musical theatre. (CPA) Whether Musi or Thea, this course 

may only be taken twice for credit. 

106 Introduction to Music History and Literature (3 credits) A course for nonmajors 

designed to cultivate the appreciation of Western art music. Representative

works from the Medieval through 20th century are presented with a strong 

emphasis on developing the student's listening skills. (CPA) 

110 Fundamentals of Guitar (3 credits) A guitar course for the beginning student 

(including those without any previous musical experience). Designed to provide basic skills 

in guitar technique and music fundamentals by exploring a diverse repertory that includes 

classical (course emphasis), folk, country, and popular styles. Successful completion of this 

course also fulfills the guitar requirement for music education majors. (CPA) 

140 Music Theory I (3 credits) An investigation of the basic elements of Western 

tonal music: major and minor scales, intervals, diatonic triads and seventh chords, 

cadences, non-harmonic tones, principles of harmonic relationships, fundamentals 

of part-writing and analysis. (CPA) 

141 Aural Skills I (2 credits) Sight singing using moveable and fixed “Do” 

systems, single-voice dictation, interval work on Mm2, Mm3, P4, P5, P8; 

distinguishing major, minor, diminished, and augmented triads; introduction 

rhythmic exercises in simple and compound meters; chord progressions using 

major degrees of the scale. (CPA) 

142 Music Theory II (3 credits) A continuation of the work completed in Music Theory 

I. It includes more advanced part writing and analysis, harmonization of melodies, chord 

inversions, diatonic seventh chords, non-chord tones, phrase structure, small-scale formal 

structures, and individual and group projects that focus on various analytical and 

compositional activities. Prerequisite MUSI 140 (CPA) 

143 Aural Skills II (2 credits) Continued progressive work in all areas; 

incorporating alto clef; increasing complexity in sight singing and melodic 

dictation; strengthening intervals including Mm6, Mm7; distinguishing triads in 

inversion; integration of notation of dotted rhythms in compound time and 

differentiating divisions of 3, 4, 6, 8 to a beat; reading rhythms with a division of 

5 or 7 to a beat; the addition of I6, IV6/4, V7, V6, to chord progressions. 

Prerequisite: Musi 141. (CPA) 

145 Music Theatre: The Evolution and Mechanics of Broadway (3 credits) (same 

as Thea 145) Emphasis is placed on the historical development of the style of 

American musical theatre known as Broadway. This course traces the musical and 

social influences that initiated the creation of this genre. Students will become 

familiarized with the compositional techniques used by Broadway's most 

successful composers to create effective cohesion of music and drama. 

150 Topics in Music Courses (3 credits) Offered periodically in special aspects of 

music, such as Music and American Culture (FYS) and the History of Rock and 

Roll. (CPA) 

150 Electroacoustic Music Composition (3 credits) An introduction to the basic 

concepts and techniques of electronic music composition. The student will be 

introduced to the rudiments of musical acoustics, provided with “hands on” 

instruction on the use of professional-level sequencing and digital sound-editing 

software, and introduced to the basic techniques of recording. In addition, 

numerous electronic music composers and their music will be read about, listened 

to, and openly discussed. Much of the class will be devoted to a series of 

composition exercises and projects that are designed to explore, apply, and expand 

upon many of the concepts and issues presented.

152 Song Writing/Arranging (3 credits) Designed to be a practical approach to 

song writing. The main activity during the semester will be composing original 

songs based on different texts. The class will cover some theoretical content in the 

area of analysis of text and meter, versification and poetic structure. Special 

attention will be given to melody writing, basic harmonization, melodic 

improvisation and, especially, to problems of cross-relationships between music 

and text at all levels. Although the focus of the course is not in lyric writing, some 

readings and exercises in lyric writing will be assigned. Each student will create a 

number of songs during the semester, and a selection of them will be performed in 

an open recital at the end of the term. Different methods of composing songs will 

be explored, as well as alternative strategies for “when inspiration doesn’t come.” 

Exploration of the relation between music and theatre, or theatrical situations in 

song. A minor portion of the course will be devoted to arranging and to devising 

efficient strategies for adapting existing or newly created songs. The course is open 

to all students, and no composing experience is required, although music 

reading-writing abilities or competence in an instrument/voice is strongly 

recommended. 

160 American Popular Music (3 credits) Surveys the music that is distinctive to 

American culture. The musical styles considered are those created in the U.S. and 

often influenced by outside cultures such as Europe and Africa. Emphasis will be 

on genres such as folk, jazz, pop, Broadway, and rock. Students will develop a 

more discriminating approach to popular styles and an appreciation for the variety 

of American forms. (CPA) 

174 History of Radio (3 credits) On Air: The sociological effects of radio 

broadcasting in America in its role as entertainer and information provider; 

provides an introduction to the history of radio and its powerful presence as a 

provider of news, information, and entertainment. Topics include: history of radio 

broadcasting from its inception in the early part of the 1920s; important 

individuals involved in radio technology who became the foundation of early 

broadcasting; the inter-relative facets of radio, its personalities, and effects on 

entertainment and information with respect to historical happenings and the 

constantly changing tastes of the listening public; the continued importance of 

radio in our lives; and radio’s historic role as a mirror of social change and 

development. 

217 Golden Prague (4 credits) (J Term abroad) (Same as History 217) Based in 

Prague, the Czech Republic, this course examines the transitions from its Imperial 

to the independent and democratic nationhood, and through its Marxist past into 

the democratic present. Students will survey history and politics of this vibrant 

cultural city as they relate to the arts, music and culture in general. Several trips 

will take students into the countryside of the Czech Republic, and abroad to 

places such as Auschwitz (Poland) and Salzburg (Austria). Many visits to the 

musical performances (Czech Philharmonic Orchestra, National Opera Theatre, 

jazz and rock clubs, ballet) will be an essential aspect of the course. Permission of 

instructor required. 

230 Introduction to Computer Technology in Music (3 credits) This course is 

offered as an introduction to the fundamentals of computer technology and music 

as it relates to the needs of the professional musician/educator. Students will be

introduced to the fundamentals of musical acoustics; the ability to use professional 

level music notation, music sequencing, and digital audio software; a technical 

understanding of MIDI, MIDI software and hardware; Web page design; and 

digital recording and sound editing. The class will progress through a series of 

exercises and projects that are designed to explore, apply, and expand upon many 

of the concepts and issues described above. Individual and group instruction will 

be provided for all exercises and projects. Prerequisite: the ability to read music 

(CPA) or (MLC) 

232 Fundamentals of Sound Recording (3 credits) Provides an introduction to 

the techniques of studio sound and music recording. Topics include: acoustics and 

psychoacoustics; concepts and terminology relating to sound recording; the 

recording of the voice (both spoken and sung), instrumental music, and 

“environmental” sound; sound editing; microphone techniques; control board 

operation; as well as the “hands-on” experience of supervising a recording session 

from start to finish. The class culminates in the production of a CD, representing 

the projects successfully completed during the course of the term. 

240 Music Theory III (3 credits) A continuation of the work completed in the 

first year of Music Theory. The material includes chromaticism, more advanced 

elements in part writing, analysis, and melodic harmonization, large-scale formal 

structures, secondary functions, augmented sixths chords, modulation, and 

individual and group projects that focus on expanded analytical and compositional 

activities. Prerequisite MUSI 142 (CPA) 

241 Aural Skills III (2 credits) Increase in the demands of aural acuity in 

identifying intervals and triads, in particular, as applied to sight singing, 2-voice 

dictation and chord progressions that will add I6/4, II6, V, V/V, V7/IV; open 

score Bach chorales are used to strengthen interval and clef study, including the 

tenor clef; rhythm exercise covers aural and notation aspects of divisions of 5 and 

7 to a beat in simple and compound time. Prerequisite: Musi 143 (CPA) 

242 Music Theory IV (3 credits) This course primarily concentrates on the music of the 

20th century. It begins with an introduction to late 19th century harmonic practices, and 

then turns its full attention to the rich and broad array of analytical and compositional 

features found in 20 th century music. Analytical and compositional projects, undertaken in 

individual and small student groups, are structured toward various 20 th century music 

practices. Prerequisite MUSI 240 (CPA) 

243 Aural Skills IV (2 credits) Reinforcement of previous materials with the 

addition of compound intervals; 4-voice triads; chord progressions including IV6 

and inversions of V9; playing one voice and singing another voice simultaneously 

from open score Bach chorales. Prerequisite: Musi 241. (CPA) 

264 Music History I: Early Music (3 credits) (Antiquity, Medieval, Renaissance, and early 

Baroque music ca. 500 B.C.-1700 A.D.) Explores the origins and early development of the 

Western art tradition. The role of the church in the development of musical genres and 

styles, the origins and flowering of secular vocal forms, musical notation and criticism, and 

the impact of Renaissance religious reforms on music are among topics explored. Primarily 

for music majors but interested students who read music may enroll with instructor’s 

approval. (Replaces MUSI 260 and the first half of MUSI 261 beginning fall 2004) 

(CPA)

265 Music History II: The Common Practice Period (3 credits) (Late Baroque, 

Classical, and Romanticism ca. 1700-1870) The development of large-scale vocal 

and instrumental works; the role of patronage and public concert life in music 

making; the lives and contributions of major composers such as J.S. Bach, G.F. 

Haydn, W.A. Mozart, and Ludwig von Beethoven; and the connections between 

literary movements (e.g. Romanticism) and music are among topics explored. 

Primarily for music majors but interested students who read music may enroll 

with instructor’s approval. Pre-requisite: MUSI 264. (Replaces second half of 

MUSI 261 and first half of MUSI 360 beginning spring 2005) (CPA) 

280 Music of the World’s Cultures (3 credits) Study of music outside of the 

Western art tradition as both cultural and artistic phenomena. Principles of 

ethnomusicology will be employed within an interdisciplinary framework. Music 

cultures explored will include Africa, North and South America, the Middle East, 

Indonesia, and the Far East. Open to music and non-music majors. (NTW) or 

(CPA) 

295 Sophomore Internship in Music (3 credits) An internship in a music-related 

field. 

310 Women in Music (INTR) (3 credits) A study of women’s involvement in 

music since the Middle Ages. This course will focus on selected women from 

different historical and social contexts and women’s contributions as composers, 

performers, teachers, and scholars. (CIS) 

310 Music of the African Diaspora (INTR) (3 credits) Considers the dispersion 

and influence of African music on the New World. Questions of identity, 

ethnicity, and acculturation will be explored and genres/styles studied include 

samba, calypso, reggae, merengue, salsa, slave songs, blues, jazz, zydeco, and others. 

(CIS) 

310 Music of the Rom (Gypsies) (INTR) (3 credits) Explores the origins and 

dissemination of Romani music and culture through the Middle and Near East, Eastern 

and Western Europe, and the British Isles. The appropriation of Western classical 

composers and popular culture of the “Gypsy” idiom are examined as well. Questions of 

identity, insider/outsider musics, persecutions of Rom, and advocacy efforts on their 

behalf are integral to the course. Prior knowledge of music helpful but not necessary. 

(CIS) 

320 Conducting I: Choral (3 credits) Choral conducting through class lecture, the 

conducting experience, and the study of vocal technique. (CPA) 

322 Conducting II: Instrumental (3 credits) A practical study of the instrumental 

score and basic rehearsal/conducting techniques, class lecture and conducting 

experience with a lab band.(CPA) 

323 Acting with Your Singing Voice (3 credits) An opportunity for students to 

prepare vocal literature for performance through an understanding of the drama 

imbued in the words and music. Emphasis on theatrical expression within a variety 

of musical styles, from chamber to full stage works. 

324 Foreign Language Diction for Singing (3 credits) Covers English, Italian, 

French, German, and Latin diction and song literature. The rules governing the 

correct pronunciation of each language and the International Phonetic Alphabet 

are covered as are their application to vocal literature. This course can fulfill the

equirement for B.A. vocal majors and is recommended for other music majors. 

Students wishing to enroll must be able to read music. Offered every other fall. 

325 French and Italian Foreign Language Diction for Singing (3 credits) This 

course teaches diction for singing in Italian and French. Students will learn 

pronunciation rules in each language based on the International Phonetic Alphabet 

and will apply those rules through class performances of representative song 

literature. Students willing to do additional work on language music vocabulary 

and culture can receive credit for a portion of their language requirement. This 

course can fulfill the requirement for B.A. vocal majors and is recommended for 

other music majors. Prerequisite: ability to read music and learn song literature. 

360 Music History III: Romantic (1810-1890) (3 credits) Covers the many 

facets of musical Romanticism. The dissolution of diatonic tonality, the polemics 

of the program music versus absolute music debate, and the emergence of the cult 

of Beethoven are among those topics covered. Prerequisite: Musi 261 or 

permission of the instructor. Will last be offered Fall 2004. (CPA) 

361 Music History IV: The 20th Century (3 credits) Various “schools” of 

composition will form the basis of study for this class, including Impressionism, 

Expressionism, Neo-Classicism, and Serialism. Indeterminism, Minimalism, Neoromanticism, 

and Electronic Music will be discussed as well. Topics include the 

modern composer and his/her audience, and the proliferation of approaches to 

music. Prerequisite: Musi 360 or permission of the instructor. Will last be offered 

Spring 2005. (CPA) 

364: Music History III: Late Romanticism to Neo-Romanticism (3 credits) (Late 

Romanticism and the 20th Century ca. 1870-1970) The dissolution of diatonic 

harmony, the emergence of national styles of composition, the styles and 

influences of modern musical movements such as Impressionism and Serialism, 

and the growing gulf between composer and audience are among topics explored. 

Primarily for music majors but interested students who read music may enroll 

with instructor’s approval. Prerequisites: MUSI 264 & 265 (replaces second half 

of MUSI 360 and MUSI 361 beginning fall 2005). (CPA) 

365: Music History Seminar (3 credits) A capstone seminar for students completing the 

music history sequence (MUSI 264, MUSI 265, and MUSI 364). Topics will be chosen 

among four broad areas: Studies of genres, repertories, and styles; studies of a particular 

composer(s) and his/her works; studies of particular regions or locales; and studies of 

music in relation to other disciplines. Seminar will include basic research methodologies of 

musicology and their application to a chosen topic. Prerequisites: MUSI 264, 265, & 364. 

First offered spring 2006. 

380 World Music Seminar (3 credits) An elective world music course with one 

geographically chosen music culture. (E.g. Africa, East or West Europe, North 

America, South America, the Middle East, Southeast Asia, East Asia, Oceania, the 

Caribbean). Music as a way of life and as a manifestation of certain beliefs, 

religious and spiritual concepts, thoughts, and customs is the basis for this course. 

(NTW) or (CPA) or (Ethnic Studies) 

395 Junior Internship in Music (3 credits) An internship in a music-related field. 

440 Orchestration and Arranging (3 credits) Designed to acquire competence in 

writing for symphony orchestra and for other instrumental groups. The topics 

covered include the acoustical properties and musical characteristics of the

different instruments of the orchestra, and problems dealing with the combination 

of instruments, balance, standard practices, and style. The course will draw 

examples from the orchestral literature and it will include several assignments in 

orchestration, including projects for small ensembles to be realized in class. 

Competence in music theory and in score reading/writing is necessary. Offered 

every other spring. Prerequisite: Musi 242 (CPA) 

450 Form and Analysis (3 credits) Focuses on the analysis and interpretation 

of complete works or movements from the standard repertoire from the Baroque, 

Classical, Romantic, and 20th-century. Representative works of different genres 

are explored that include, among others, fugue, sonata, rondo, theme and 

variations, concerto, and song form. This course not only provides the student 

with the opportunity to apply many of the theoretical and compositional concepts 

learned in Music Theory I-IV, but also a round-table of sorts in which to listen, 

discuss and reflect upon some of the great works of the standard repertory. 

Prerequisite Musi 242 

490 Senior Thesis (3 credits) The senior thesis for music majors must be 

completed during the spring semester of the senior year. It entails a public recital 

on the student’s primary instrument as well a research project. Private lesson 

instructors will supervise recital preparation and a full-time faculty member will 

supervise the research components. Topics for the research project can take on a 

variety of forms. These might include: issues in performance practice, case studies, 

analysis, composition, musicology, multimedia, lecture/demonstration, or 

community based projects. Students must propose a thesis topic and have it 

approved by faculty by the end of the preceding fall term, before beginning work. 

The research project will culminate in a written paper that documents the research 

undertaken, as well as a public presentation of the research for faculty and 

students. 

495 Senior Internship in Music (3 credits) An internship in a music-related field. 

Music Education Courses 

101 Contemporary Trends in Music Education: Elementary Level (3 credits) 

Focuses primarily upon the development of creative music strategies that enable 

pre-service teachers to develop learning scenarios that encompass higher-order 

thinking. The curriculum is designed to involve students as active participants. 

The approach is multi-disciplinary within the field of music education, exposing 

students to aspects of improvisation, composition, performance, listening, as well 

as the processes of reflection and analysis. 

102 Contemporary Trends in Music Education: Secondary Level (3 credits) A 

comprehensive approach applying concepts developed in Mued 101 to secondary 

music education. Prerequisite: Mued 101. 

221 Keyboard Techniques I (1 credit) Harmonization, transposition, 

improvisation, part reading from choral works, sight-reading, accompanying, 

scales, arpeggios, technical exercises. Materials are sequenced to accommodate 

different backgrounds, but basic keyboard reading skill is required. The course is a 

four-semester sequence that progresses developmentally through all skill areas. 

222 Keyboard Techniques II (1 credit) Prerequisite: Mued 221. 

223 Keyboard Techniques III (1 credit) Prerequisite: Mued 222.

224 Keyboard Techniques IV (1 credit) Prerequisite: Mued 223. 

225 Brass Methods (2 credits) Playing and care of common brass instruments, 

teaching methods and materials, practice in teaching. Offered alternate years. 

226 Woodwind Methods (2 credits) Playing and care of common woodwind 

instruments, teaching methods and materials, practice in teaching. Offered 

alternate years. 

227 Percussion Methods (2 credits) Playing and care of commonly used 

percussion instruments, teaching methods and materials, practice in teaching. 

Offered alternate years. 

228 String Methods (2 credits) String Methods Playing string instruments of the 

orchestra; bowing effects, fingering problems, approaches to string pedagogy; 

practice in teaching. Offered alternate years. 

Music Performance Courses (MUPF) 

Private Lessons (Mupf 202-308) (1 credit) Private lessons are available for majors 

and non-majors. The fee for lessons is supported in part by the college. Student 

fees are as follows: 

$165 for ½ lessons for the semester 

$330 for hour lessons for the semester 

The fee for lessons is nonrefundable at the end of the second week of classes. 

Private Lessons are a primary component of the degree programs in music and 

music education. Music and music education majors receive increased college 

support with a resulting fee of $165 for hour lessons on their primary instrument, 

per semester. Music and music education majors are required to engage in 

supportive performance building experiences and department convocation 

performances each term to develop their performance abilities, culminating in the 

senior recital. Private lesson instruction includes listening journals to expand 

awareness of possible repertoire and different interpretations. Additionally music 

majors are required to attend weekly convocations throughout fall and spring 

terms. Non-majors taking private lessons will have the option of performing 

at convocations, based on the recommendation of their private-lesson instructor. 

Specific information regarding requirements for majors and non-majors is located 

on the department Web page. Contact the Music Department for fees for parttime 

students and lessons taken for no academic credit. 

202-302 Private Lessons: Keyboard 

203-303 Private Lessons: Voice 

204-304 Private Lessons: Strings 

205-305 Private Lessons: Woodwind 

206-306 Private Lessons: Brass 

207-307 Private Lessons: Percussion 

208-308 Private Lessons: Composition 

209-309 Private Lesson: Accompanying 

250 Musical Theatre Production: Pit Ensemble (1 credit) Offered as a chamber 

ensemble component for those students not enrolled in Musi 200/TA 105. 

Students prepare materials, participate in rehearsals and performances of the J 

Term Musical Theatre Production. (CPA)

312 Instrumental Chamber Ensembles (1 credit) Small ensembles that may 

include any instruments and combination thereof. The faculty member in charge 

of this course will aid students in selecting members, determining repertory, and in 

preparing performances. (CPA) 

Hartwick Eclectic Players (HEP) A small mixed ensemble (8-12 players) whose 

purpose is to provide advanced students with the opportunity of performing 

new, original, or unusual music in versatile settings. Members selected by 

audition. 

314 Jazz Ensemble (1 credit) Members selected by audition. Public performances 

from jazz and related literature. Any interested student may audition. (CPA) 

320 Chamber Choir (1 credit) Members selected by audition. Public 

performances of choral works, sacred and secular. Any qualified student may 

audition. (CPA) 

330 College Wind Ensemble/Hartwick Sinfonietta (1 credit) The Hartwick College 

Wind Ensemble is Hartwick’s leading instrumental group. The ensemble is dedicated to 

the performance of music including wind band classics, chamber works, unusual repertoire, 

and new compositions for the medium. Membership and seating in the ensemble are 

determined by audition at the beginning of the Fall and the Spring semesters. The 

Hartwick Sinfonietta is a group embedded in the Wind Ensemble, dedicated to expand its 

repertoire to include music in combination with string instruments, piano, or voices. 

332 College Choir (1 credit) Members selected by audition. Any qualified student 

may audition. Public performances of a wide variety of choral works, including 

masses, and oratorios, as well as secular works. The College choir takes at least one 

trip per semester to a highly educational musical performance, such as a concert of 

the New York Philharmonic, or New York City Opera. A fee of $50 will 

automatically be deducted from students’ accounts. This fee will cover both 

transportation and ticket. [Major performing ensemble] (CPA) 

334 Catskill Symphony Orchestra (1 credit) Exceptional student musicians may 

be accepted into the symphony orchestra. Audition required. [Major performing 

ensemble] (CPA) 

Music 

Requirements for the major in Music (B.A.): 17 courses in music, as follows: 

12 courses in theory, aural skills and history: 

140, 142, 240, 242 Music Theory I-IV 

141, 143, 241, 243 Aural Skills I-IV 

264, 265, 364, 365 Music History I-IV 

One course in conducting, selected from: 

320 Conducting I: Choral 

322 Conducting II: Instrumental 

One course in music internship: 

295, 395, or 495 Internship in Music 

One course in music technology: 

230 Introduction to Computer Technology in Music 

One course in diction: (Required for vocalists) 

324 Foreign Language Diction for Singing

325 French and Italian Foreign Language Diction for Singing 

One course in orchestration: (Required for instrumentalists): 

440 Orchestration and Arranging 

450 Form and Analysis: Highly Recommended for all B.A. majors 


Review of major program spring of first, sophomore, and junior years 

Performance requirements for the major in music: 

Each Major Term: 

Mupf 302-308 Private Lessons on primary instrument 

Mupf 330, 332, or 334 Enrollment in a major ensemble 

Participation in chamber music ensembles (strongly recommended) 

Attend Departmental Convocations 

Departmental Convocation performance on primary instrument 

Attend at least 15 concerts, 8 of which are professional 

Mupf 202 half-hour piano lessons freshman and sophomore years 

Senior recital: 45-60 minute 

Requirements for the major in Music Education (B.S.): 

27 courses distributed as follows: 

12 core courses in music theory and history: 

140, 142, 240, 242 Music Theory I - IV 

141, 143, 241, 243 Aural Skills I-IV 

264, 265, 364, 365 Music History I-IV 

Two courses in conducting: 

320 Instrumental Conducting and Methods 

322 Choral Conducting and Methods 

One course in music technology: 

230 Introduction to Computer Technology in Music 

10 courses in music education: 

101 Contemporary Trends in Music Education: Elementary Level 

102 Contemporary Trends in Music Education: Secondary Level 

221, 222, 223, 224 Keyboard Techniques: a four-course sequence 

225 Brass Methods 

226 Woodwind Methods 

227 Percussions Methods 

228 String Methods 

Keyboard and Guitar Proficiencies 

Performance requirements for the major in music education: 

Each Major Term: 

Mupf 302-308 Private Lessons on primary instrument 

Mupf 330, 332, or 334 Enrollment in a major ensemble 

Participation in chamber music ensembles (strongly recommended) 

Attend Departmental Convocations 

Departmental Convocation performance on primary instrument 

Attend at least 15 concerts, 8 of which are professional 

Senior Recital: 30-40 minutes 

490 Senior Thesis

Review of major program spring of first, sophomore, and junior years 

See Education for student teaching and certification requirements. 

Requirements for the minor in music technology: minimum of 21 credits, as follows: 

Music Theory: 140, 142 

Music History: 

2 courses from the following: 

Music History I-IV, History of Rock, History of Radio, Ebony and Ivory, World 

Music, Music of the Gypsies, African Diaspora, Music in American Culture 

Music Technology Courses: 

230 Introduction to Computer Technology and Music 

232 Fundamentals of Sound Recording 

Electroacoustic Music Composition 

Requirements for the minor in music: Minimum of 22 credits, as follows: 

Music Theory and Aural Skills: 10 credits 

Music History and/or Literature: 6 credits 

Performance: Six credits in private lessons or performance ensembles or as 

arranged by department chair. See department chair for concert attendance 

requirement. 

Requirements for the emphasis in music theatre within a major in music: In 

addition to the courses required for the music major, seven courses distributed as 

follows: 

Two Music Theatre courses: 

105 Music Theatre Production 

145 Music Theatre: The Evolution and Mechanics of Broadway 

One music theatre performance course, selected from: 

109 Off-Campus Production (Thea)* 

321 Acting With Your Singing Voice (Mupf) 

Five courses in theatre arts (see Theatre Arts courses): 

120 Introduction to Theatre Arts (Thea) 

140 Fundamentals of Acting (Thea) 

220 Play Production (Thea) 


231 Fundamentals of Theatrical Design (Thea) 

240 Advanced Acting (Thea) 

One Theatre Arts dance course 

*To apply Thea 109 to Music Theatre Emphasis, the off-campus production 

involvement must be approved in advance by Hartwick’s director of theatre and a 

designated member of the music faculty, who jointly will establish the criteria for 

evaluation and determine the grade. In addition, approval must be obtained from 

the student’s advisor and any director of a musical or theatrical performing 

ensemble to which the student has a concurrent commitment. 

Grades for all courses taken in music, music education, music performance, and 

theatre arts are used to calculate the average in the major for Departmental 

Distinction.

Recommended Sequence of Courses for the BA Major in Music 

Freshman 

Sophomore 

Junior 

Senior 

Fall 

MUSI 140: Music Theory I 

MUSI 141: Aural Skills I 

MUPF 200 level piano lessons 

MUPF 300 level hour private lessons 

MUPF 330, 332 or 334: Major 

Performance Ensemble 

MUSI 324: Foreign Language 

Diction (Offered every other Fall for 

voice majors) 

MUSI 240: Music Theory III 

MUSI 241: Aural Skills III 

MUSI 264: Music History I: Early 

Music 

MUSI 324: Foreign Language 

Diction (offered every other Fall for 

voice majors) 



MUPF 330, 332 or 334: Major 


MUSI 364: Music History III: Late 

Romantic to Neo-Romanticism 

MUSI 322: Conducting II: 

Instrumental (or MUSI 320) 


MUPF 330, 332 or 334: Major 


MUSI 322: Instrumental Conducting 

(or MUSI 320) 


MUPF 330, 332 or 334: Major 


Spring 

MUSI 142: Music Theory II 

MUSI 143: Aural Skills II 



MUPF 330, 332 or 334: Major 


MUSI 242: Music Theory IV 

MUSI 243: Aural Skills IV 

MUSI 265: Music History II: 

Common Practice Period 

MUSI 230: Introduction to Computer 

Technology in Music (offered every 

spring) 

MUSI 320: Conducting I: Choral 



MUPF 330, 332 or 334: Major 


MUSI 365: Music History Seminar 

MUSI 440: Orchestration and 

Arranging (Offered every other Spring 

for instrumentalists) 

MUSI 320: Conducting I: Choral (or 

MUSI 322) 


MUPF 330, 332 or 334: Major 


MUSI 490: Senior Thesis 

(MUSI 440: Orchestration and 

Arranging (Offered every other Spring 

for instrumentalists) 


MUPF 330, 332 or 334: Major 

Performance Ensemble

Recommended Sequence of Courses for the BS Major in Music 

First Year 

Sophomore 

Fall J Term Spring 

MUED 101 Trends: 

Elementary 

MUED 221 Keyboard 

Techniques I 

MUED 225 or 226: Brass 

or Woodwind Methods 

MUPF 300 level hour 

private lessons 

MUPF 330, 332 or 334: 

Major Performance 

Ensemble 

MUSI 140 Music Theory 

I 

MUSI 141 Aural Skills I 


Techniques II 

MUED 225 or 226: Brass 

or Woodwind Methods 

MUSI 240: Music Theory 

III 

MUSI 241: Aural Skills 

III 

MUSI 264: Music 

History I: Early Music 



MUPF 330, 332 or 334: 


Ensemble 

EDUC 304: Educational 

Psychology 

EDUC 390, 391, or 

392 

MUED 102 Trends: 

Secondary 


Techniques II 

MUED 227 or 228: 

Percussion or String 

Methods 



MUPF 330, 332, 334: 


Ensemble 


Theory II 


II 

EDUC 220: Philosophy 

and Education 

MUED 224: Keyboard 

Techniques IV 

MUED 227 or 228: 

Percussion or String 

Methods 


Theory IV 


IV 


History II: Common 

Practice Period 

MUSI 320: Conducting 

I: Choral 



MUPF 330, 332 or 334: 


Ensemble 

Guitar and Keyboard 

proficiencies required 

EDUC 320: Curriculum 

and Instruction

Junior 

MUSI 110 Fundamentals 

of Guitar 


History III: Late 

Romanticism-Neo 

Romanticism 


History III: Late 

Romanticism-Neo 

Romanticism 

MUSI 322: Conducting 

II: Instrumental 



MUPF 330, 332 or 334: 


Ensemble 

EDUC 390, 391, or 

392 (not repeating the 

Sophomore course 

choice) 


History Seminar 


History Seminar 

MUSI 230: Computer 

Technology 



MUPF 330, 332 or 334: 


Ensemble 

EDUC 372: Educational 

Lyceum Series 

Senior 

EDUC: 2 of the 

following: 490, 491, 492 

MUSI 490: Senior 

Thesis 



MUPF 330, 332 or 334: 


Ensemble

Nursing 

Preparation for a career in the rapidly changing field of nursing requires more than 

the specialized scientific training necessary for licensure. Nurses must understand 

people and the world in which they live. They must be excellent communicators, 

have analytical and decision-making skills and be prepared to assume positions of 

leadership in patient care and management. Professional competencies increasingly 

will be defined in terms of the application of critical thinking to a broad range of 

health problems in order to promote, maintain and restore high-level wellness in 

people. Completion of Hartwick’s baccalaureate nursing program, as part of a 

broader liberal education, will enable students to acquire these skills in addition to 

the nursing skills they will need to practice in our high-tech, health-conscious 

society. 

Hartwick’s professional nursing curriculum begins with a foundation in the basic 

biological, natural, social and behavioral sciences. Electives in the humanities, 

required throughout the four-year academic program, complement the scientific 

and technical competencies required for professional practice. The professional 

component of the major program facilitates knowledge, attitude, and skill 

acquisition essential to meet the complex patient-care demands in a diversity of 

healthcare environments. In addition, the major fosters the potential for leadership 

and a sense of professional awareness and responsibility. Clinical practice centers 

on health promotion, risk reduction, and illness and disease management in 

hospital as well as community-based healthcare agencies. By the senior year, the 

focus is on the development of leadership skills, research methodologies and 

professionalism. 

All courses in the freshman, sophomore, and junior years are sequential. Many also 

are prerequisites to other courses. Each must be completed successfully in order 

for students to follow the planned sequence for the nursing major and before 

students may enter the senior year nursing sequence. 

Because of the special nature of the nursing curriculum, nursing majors must 

achieve a 2.0 cumulative average by the end of the freshman year in order to 

proceed into the sophomore year nursing curriculum. Students who do not achieve 

at least this average may petition the department to be considered on an individual 

basis for continuation in the program. Nursing as an applied science requires that 

each student demonstrate not only mastery of theoretical knowledge but also 

competency in the application of theory to practice of cognitive, affective, and 

psychomotor skills. Nursing majors must successfully complete both the 

theoretical and laboratory portion of each nursing course in order to receive credit 

for the course. 

Upon successful completion of Hartwick’s major in nursing, students receive a 

B.S. degree and are qualified to write the NCLEX examination for licensure as a 

Registered Professional Nurse (RN). Hartwick College’s nursing program has full 

accreditation from the Commission on Collegiate Nursing Education.

Educational Mobility for Registered Nurses 

Nurses who have graduated with a minimum GPA of 2.0 from an accredited U.S. 

institution with an associate degree in nursing and who possess a license as a 

Registered Nurse (RN) may be accepted with advanced standing as candidates for 

a bachelor of science (B.S.) degree in nursing. A maximum number of nine nursing 

courses can be applied toward the baccalaureate degree. Credit from other 

accredited colleges usually is given for courses similar to those offered at 

Hartwick, completed with a grade of C- or higher. The maximum number of 

transferable credits is approximately 80 of the 120 necessary for the B.S. degree 

in nursing. Courses over the 60 credits taken at another upper-division college for 

transfer to Hartwick, must be approved by the faculty advisor prior to the course 

being taken in order for the credits to be accepted. This is done to protect the 

integrity of the student’s program and the Hartwick degree. Sixty (60) credits in 

the student’s total educational experience must be taken at an upper-division 

college/university. For the RN mobility student, a minimum of 40 credits must 

be taken at Hartwick. Advanced standing course credit cannot be applied toward 

these forty credits. 

Nurses who have graduated from a diploma school of nursing or from an 

institution in another country and who possess a license as an RN will be reviewed 

individually. The nurse recruiter and the chair of the Department of Nursing will 

review the educational and professional background of the applicant. 

The Department of Nursing has articulation agreements with several associate 

degree nursing programs. Graduates with a GPA of 2.0 or above may transfer to 

Hartwick. 

Partnership for Nursing Opportunities 

The Partnership for Nursing Opportunities program is designed to provide onsite 

education at Bassett Healthcare, Cooperstown, NY through Hartwick College 

while the student is employed as a Registered Professional Nurse in the Acute 

Care Division of the Cooperstown campus. Participants in this work/study 

program work full-time over a three-day period, are scheduled for classes taught 

by Hartwick faculty at Bassett Healthcare on two consecutive days, and have two 

days off each week. Enrolling in the Hartwick College RN Mobility program 

through Bassett Healthcare allows the qualified nurse to achieve a baccalaureate 

degree in two calendar years, presuming all prerequisites are met on admission to 

the program. Through a system of scholarships provided by Hartwick College, 

Bassett Healthcare, and planned public and private sources, the entire tuition cost 

is free to the student. Students who enter this program will be asked to commit to 

one year of additional employment at Bassett Healthcare for every year they are 

supported in the program. 

Clinical Preparation Requirements for all Nursing Majors 

A. BLS Certification for Healthcare Providers (American Heart Association) or 

CPR for Professional Rescuer (American Red Cross). Student must hold current

certification. 

B. Professional Liability Insurance Policy 

C. Health Requirements: Each student will have completed and submitted a 

College Student Health Record upon registration to the College. In addition, 

nursing majors must document proof of the following: 

Hemoprofile/Urinalysis 

Rubella Antibody Titer 

Rubeola Immunity (positive titer required) 

Diphtheria/Tetanus Booster 

Varicella titer; if not dated history of chickenpox 

Polio vaccine 

Hepatitis B Vaccination Series + titer 

Initial two-step Tuberculin Test Results followed by annual Tuberculin Test 

Results (Mantoux) 

D. Licensure: Each student holding a professional license must submit a 

photocopy of the current NYS registration. 

Transportation 

Transportation to off-campus clinical sites is the responsibility of each student. 

The College may provide van service to selected clinical sites outside of Oneonta. 

Uniforms and Supplies 

Uniforms and name pins are ordered in the fall of the freshman year. Students are 

also required to purchase a variety of supplies (including such items as 

stethoscope, blood pressure cuff, scissors, penlight, and non-digital watch with 

second hand) in the fall of their freshman year. 

Faculty 

Nursing Faculty: Sharon D. Dettenrieder, chair; Penny Boyer; Jeanne Marie 

Havener; Peggy Jenkins; Tina Rotzler; Theresa Turick-Gibson 

Courses 

Nursing 134 Fundamentals of Nursing (4 credits) introduces an art and a science 

that is distinguished by humanistic caring. Study will initially focus on the self and 

maximizing one’s position on the health/illness continuum but will progress to 

the concept of “client” in the healthcare system. This conceptual leap requires an 

understanding of individual differences, values, beliefs, culture, interpersonal 

communication, the healthcare system, nursing as a profession from a 

baccalaureate perspective, and as a unique change-agent for the improvement of 

holistic health. In the laboratory, students are introduced to self-assessment tools 

to determine individual health status, and will learn fundamental skills basic to 

nursing practice. Students also will be engaged in observation and actual practice 

of nursing in acute and chronic care settings. Offered fall semester. (SBA) 

SCIENCE 144 Physical Assessment Theory and Laboratory (4 credits) offers experience 

for the student to assess health status from a holistic perspective. Synthesizing knowledge 

from the biological and behavioral sciences, students will develop skills in assessment, data 

collection and physical examination. The course is presented through body systems

approach incorporating age related changes, normal and abnormal variations, and cultural 

considerations. Practical skills application is acquired in the laboratory and/or clinical 

setting. Prerequisites: Biol 110 OR Biol 104. Offered spring semester. 

Nursing 145 Introduction to Medication Administration (1 credit) provides an overview 

of basic pharmacological concepts, including the physiological and psychological effects on 

the body and the use of medications in disease treatment. Students are introduced to the 

legal and developmental aspects of drug administration as well as calculations and drug 

administration techniques. Safe drug administration is practiced in a clinical environment 

using a variety of routes of administration. Prerequisite: Nurs134. Offered spring semester. 

Nursing 234 Medical-Surgical Nursing I Theory and Practicum (5 credits) introduces 

students to the physical, psychological, and sociological aspects of illness as experienced by 

the adult client. Aging and cultural factors that have an effect on nursing care are stressed. 

The focus is on building critical thinking skills to provide holistic client care to adults who 

are experiencing common health problems. The clinical experience provides students with 

the opportunity to apply the nursing process and develop basic nursing skills in a variety 

of acute care medical-surgical settings. Prerequisites: Nurs 134, 145, Biol 110, 111, Scie 

144, or permission of the faculty. Offered fall semester. 

Nursing 257 Women’s Reproductive Health Theory and Practicum (5 credits) focuses on 

health promotion, risk reduction and illness prevention strategies for the childbearing 

client and emerging family. Physiological, psychological, and socioeconomic, cultural and 

spiritual considerations related to reproductive health, pregnancy, and childbearing are 

addressed as well as common reproductive health issues. Practicum experiences offer 

students the opportunity to apply the nursing process to care of the childbearing client, 

emerging family, and client with reproductive health issues in a variety of settings. 

Prerequisite: Nurs 234 or permission of the faculty. Offered spring semester. 

Nursing 261 RN to B.S. Transition Seminar (3 credits) assists in the transition of 

the registered nurse student into the baccalaureate program at Hartwick College. 

The focus is on communication skills, college level writing, critical thinking, and 

therapeutic nursing interventions. Nursing process, nursing research, and nursing 

theory are addressed. In the laboratory, assessment/intervention skills for the 

individual and family within the community are included. Physical assessment 

skills are taught. The clinical experience serves to validate the basic acute care 

abilities expected of an RN and provides an opportunity to utilize new skills. For 

RNs only. 

Nursing 334 Medical-Surgical Nursing II Theory and Practicum (5 credits) is a 

continuation of Nursing 234. Students will build their broad knowledge base in medicalsurgical 

nursing by integrating course work from pathophysiology and pharmacology into 

caring for patients with selected health problems. Students will integrate age-related and 

cultural factors into planning and providing nursing care for adult clients. The focus is on 

developing proficient critical thinking skills to provide complex holistic client care. The 

clinical experience provides students with the opportunity to increase nursing skill levels in 

a variety of acute care medical-surgical settings. Prerequisites: Nurs 234, Scie 344, 345. 

Offered spring semester. 

Nursing 336 Rural Health Nursing Theory and Practicum (4 credits) assists the student 

to recognize the myriad of health beliefs and practices that exist among and between 

different members of a rural upstate New York culture and how those beliefs and practices 

have an impact upon the health of its members. This four-week experience is designed to

expose the student to the concepts inherent in a rural context, such as isolation, work, and 

distance. Students will be exposed to different empirical frameworks to assist them in 

providing holistic, culturally competent care to individuals, families and communities. 

Clinical experiences will occur in diverse rural community settings with an emphasis on 

health promotion, disease prevention, risk reduction, and illness and disease management 

within unique rural cultural environments. Prerequisites: Nurs 234, 257, 357 or 

permission of the faculty. Offered J Term. 

Science 344 Pathophysiology (3 credits) examines the alteration of physiological human 

systems which may precipitate illness and disease. Mechanisms of disease, etiology, 

manifestations, analyses of laboratory data and primary medical and surgical interventions 

will be reviewed. Prerequisites: Nursing 134, 234, Scie 144, Biol 210, Chem 105, or 

permission of the instructor. Offered fall semester. 

Science 345 Pharmacology (3 credits) focuses on the scientific application of drug actions 

and their effects on the wellness/illness state of an individual. Drug classifications are 

presented within a framework of an individual’s physiological and psychological 

functioning. Legal constraints and ethical issues related to drug therapy are explored. Prerequisites 

for Majors: Biol 110, 111, 210, Chem 105, Nurs. 145. Prerequisites for onmajors: 

Biol 104, 105, Chem 107, 108. Offered fall semester. 

Nursing 346 Transcultural Nursing Theory and Practicum (4 credits) is designed to assist 

the student to recognize the myriad of health-related beliefs and practices that exist among 

and between members of a culture and how those beliefs and practices impact upon the 

health of its members. This four-week immersion experience is designed to expand the 

student’s knowledge of transcultural concepts and theories; apply cultural assessment in 

diverse settings; and provide culturally competent care to individuals, families, and 

communities. Students will be exposed to different empirical frameworks to assist them in 

providing holistic, culturally competent care. Clinical experiences to meet course outcomes 

will occur in diverse rural clinic and community settings with an emphasis on therapeutic 

interventions, health promotion, disease prevention, risk reduction, and health teaching 

within a unique ethno-cultural environment. Prerequisites: Nurs 234, 257, 357 or 

permission of the faculty. Offered J Term. (NTW) 

Nursing 357 Pediatric Nursing Theory and Practicum (5 credits) provides the student 

with the opportunity to learn nursing care of the infant/child/adolescent within the 

context of various systems. The conceptual base for understanding health and alterations 

in health and for providing nursing care to this pediatric age group will be presented. 

Aspects of health promotion, risk reduction, disease prevention and illness/disease 

management will be addressed. The course will focus on normal growth and development, 

physiology, common pathophysiologic conditions, and nursing care of the pediatric client 

from infancy through adolescence. A variety of clinical settings will be available for the 

application of knowledge and critical thinking. Prerequisite: Nursing 234 or permission of 

the faculty. Offered fall semester. 

Nursing 434 Advanced Medical-Surgical Nursing Theory and Practicum (5 credits) 

focuses on the application of the nursing process as it relates to the care of clients with 

complex, multiple systems disorders encountered in critical care units. Advanced medical, 

surgical and pediatric nursing concepts are studied. The clinical experience in an intensive 

care unit allows the student to gain insight into the problems of critically ill patients and 

the management issues that accompany critical illness. Prerequisites: Nurs 334 or 

permission of the faculty. Offered spring semester.

Nursing 441 Psychosocial Nursing Theory and Practicum (5 credits) focuses on 

promoting and maintaining mental health and alleviating suffering in mental illness. 

Content includes theories of mental health/illness, principles of group dynamics and 

strategies for the treatment and prevention of mental illness. The purpose of the practicum 

experience is to gain skill in nursing clients with psychosocial health problems admitted to 

in-patient psychiatric units as well as in community settings. Students participate in peer 

support groups, which provide experiential knowledge that enhances understanding of 

group processes and which afford an opportunity for professional socialization. 

Prerequisite: Nurs 334 or permission of the faculty. Offered fall semester 

Nursing 443 Community Health Nursing Theory and Practicum (5 credits) integrates the 

principles of nursing individuals, family/groups and communities in states of health or 

illness in a variety of community settings. The student gains advanced skills and works 

toward achieving independence in applying the entire nursing process toward promoting 

health and preventing illness in the population. The practicum experience will occur in 

both formal agencies such as community health nursing organizations and in informal 

settings such as housing for the elderly, schools, parenting education groups and diverse 

places where people can benefit from nursing intervention. Prerequisite: Nurs 334, Nurs 

261 (RNs only), or permission of the faculty. Offered fall semester. 

Nursing 445 Trends and Issues in Professional Nursing (3 credits) is designed to explore 

with students the multiple factors influencing nursing practice, such as history, trends, law, 

health care policies, nursing shortage, and other selected issues. Students work on group 

projects requiring an interface with the broader professional community. Prerequisite: 

Nurs 334, Nurs 261 (RNs only) or permission of the faculty. Offered spring semester. 

Nursing 448 Introduction to Research Method and Design (3 credits) introduces the 

nursing major to the methodology of scientific inquiry. The student learns how to be an 

intelligent consumer of research, especially nursing research. Through the processes of 

analysis and critique, research methodology is demystified. The student has the 

opportunity to synthesize knowledge gained through scholarly inquiry and to apply 

research findings in professional practice. Prerequisite or co-requisite: Math 108 or Psyc 

291 or permission of faculty. Offered spring semester. 

Nursing 449 Nursing Leadership and Management Theory and Practicum (5 credits) 

focuses on the principles of leadership and management, and the nursing process as it 

relates to the assessment of organizational systems and the care of groups of patients with 

complex, multiple systems disorders encountered in acute care settings. The clinical 

experience takes place in the hospital setting in order for students to gain skills in the 

management of groups of patients, to develop skills in providing leadership of health care 

personnel and to demonstrate application of the nursing process as it relates to decisionmaking 

in the care of acutely ill clients. Prerequisites: Nurs 334 or permission of faculty. 

Offered spring semester. 

Nursing 490 Nursing Senior Theory Seminar/Senior Thesis (3 credits) provides senior 

nursing majors with an opportunity analyze a concept of concern to nursing, conduct an 

integrated review of the literature, and develop a research utilization project. The seminar 

is designed to provide a forum for collegial support as students develop their senior theses. 

The thesis is a project of substantial scope, which demonstrates the student’s ability to 

think critically and integrate theory, research and practice. Prerequisites: Nurs 334, 448, 

Math 108, Nurs 261 (RNs only) and attainment of Writing Level 3. Offered fall 

semester.

Nursing 491 Thesis Presentation (1 credit) provides a seminar setting in which students 

prepare for the public presentation of their theses. Prerequisite: Nurs 490. Offered spring 

semester. 

Nursing 495 Nursing Senior Internship (3 credits) provides the opportunity for the 

student to individually develop and implement a study program in an area of specialized 

interest in nursing and assists the student in the transition from academe to the realities of 

professional practice. This four week, independent, internship is planned in collaboration 

with a faculty member and an on-site supervisor. Prerequisite: One senior level theory and 

practicum nursing course. Offered J Term. 

Interdisciplinary Courses 

Intr 150 Life’s Choices: Ethical Issues in Healthcare (3 credits) introduces students to a 

wide array of ethical dilemmas from multiple perspectives. Issues to be investigated during 

the course will be decided upon by the students, but may include autonomy, euthanasia, 

resource allocation, abortion, smoking, transplants, and cloning. Finances, laws, policies, 

patient and family beliefs (cultural and spiritual) will be explored related to their effect on 

the ethical decision-making process. Offered J Term. (FYS) 

Intr 310 Health, Illness and Healing as Reflected through Film (3 credits) allows the 

student to explore various theories and content related to health, illness, and healing. A 

variety of theoretical approaches will be examined through readings, discussion, and film. 

Experiences, as depicted through film (Wit, Philadelphia, A Beautiful Mind) and readings 

will be analyzed through application of theory and factual content. Various aspects such as 

culture, economics, values, gender, race, psychological impact, social impact, and ethics will 

be examined in the context of application to past and present times. Through examination 

of specific health and illness topics, the student will develop a greater understanding of 

health/disease entities and demonstrate an appreciation for the multiple components that 

influence health, illness and healing. Offered J Term (CIS) 

Nursing 

Requirements for the major: 62 credits in the major and 35 credits in pre or co-requisite courses 

distributed as follows: 

16 courses in nursing: 

Nurs 134 Fundamentals of Nursing -Theory & Lab (4 credits) SBA 

Nurs 145 Introduction to Medication Administration (1 credit) 

Nurs 234 Medical-Surgical Nursing I - Theory & Practicum (5 credits) 

Nurs 257 Women’s Reproductive Health -Theory & Practicum (5 credits) 

Nurs 334 Medical-Surgical Nursing II -Theory & Practicum (5 credits) 

Nurs 357 Pediatric Nursing - Theory & Practicum (5 credits) 

Nurs 336 Rural Health (4 credits) 

OR 

Nurs 346 Transcultural Nursing (4 credits) NTW 

Nurs 434 Advanced Medical-Surgical Nursing -Theory & Practicum (5credits) 

Nurs 441 Psychosocial Nursing-Theory & Practicum (5 credits) 

Nurs 443 Community Health Nursing-Theory & Practicum (5 credits) 

Nurs 445 Trends and Issues in Professional Nursing (3 credits) 

Nurs 448 Introduction to Research (3 credits)

Nurs 449 Nursing Leadership & Management-Theory & Practicum (5 credits) 

Nurs 490 Senior Thesis (3 credits) 

Nurs 491 Senior Thesis Presentation (1 credit) 

Nurs 495 Senior Independent Practicum(3 credits) 

Three courses in biology: 

Biol 110 Human Anatomy (4 credits) 

Biol 111 Human Physiology (4 credits) 

Biol 210 Microbiology of Disease (4 credits) 

One course in chemistry: 

Chem 105 Fundamentals of General, Organic & Biological Chemistry (4 credits) 

Three science courses: 

Scie 144 Physical Assessment - Theory & Lab (4 credits) 

Scie 344 Pathophysiology (3 credits) 

Scie 345 Pharmacology (3 credits) 


Math 108 Statistics (3 credits) 

One course in psychology: 

Psyc 250 Life-Span Developmental Psychology (3 credits) 

One course in sociology (3 credits) 

Sequence in the major: 

Freshman Year Sophomore Year 

Fall Term 

Fall Term 

Biol 110 Chem 105 

Nurs 134 Nurs 234 

Spring Term Spring Term 

Biol 111 Biol 210 

Nurs 145 Nurs 257 

Scie 144 Math 108 

Sociology 

Junior Year Senior Year 

Fall Term 

Fall Term 

Nurs 357 Nurs 441, 443, 490 

Scie 344, 345 

January Term January Term 

Nurs 336 or 346 Nurs 495 

Spring Term Spring Term 

Nurs 334, 448 Nurs 434, 445, 449, 491 

Sequence for the RN Mobility student: 

Nurs 261 and all pre-requisite courses 

Nurs 434, 443, 445, 448, 449, 490, 491, 495 

Note: 

‣ These requirements are in effect for students entering in the fall of 2004 or later. 

‣ College language requirement may be waived for nursing majors.

‣ Grades for all courses taken in nursing are used to calculate the average in the 


Philosophy 

“Philosophy” literally means “love of wisdom.” It denotes a kind of activity rather 

than a kind of subject matter; as contemporary philosophers use the term, 

philosophy is a kind of reflection on and analysis of various other human 

activities. For example, philosophical analysis distinguishes between moral, 

religious and scientific discourse and reflects on how religion is related to morals 

on the one hand, and to science on the other. 

Philosophy dates back to the ancient Greeks, when Socrates, Plato, Aristotle and 

other thinkers explored the nature of reality and the means by which people come 

to know. Later philosophers such as Descartes, Hume and Kant refined the 

understanding of human existence. The study of philosophy challenges students to 

examine very fundamental questions and, in so doing, better prepares them for life. 

As they become familiar with the teachings of the world’s great philosophers, 

students also develop their ability to examine, clarify, analyze—and care for— the 

natural and human worlds. 

Hartwick’s philosophy program acquaints students with issues of contemporary 

philosophical inquiry, as well as the thinking of important philosophers of the 

past. Major areas of study include epistemology, the study of how we come to 

know and of the limits of what we can know; metaphysics, the study of reality; 

and ethics, the study of moral standards and value theories. Departmental 

offerings include courses in the history of philosophy as well as systematic courses, 

which introduce students to the chief areas and topics of philosophical 

investigation. These courses, together with opportunities for directed individual 

study, permit students to do advanced and specialized work in philosophy and to 

develop competence in handling philosophical problems. 

Students who major in philosophy complete core courses in logic, history of 

philosophy, ancient and modern philosophy, and ethics. Additional courses in 

philosophy selected to complete the major requirements depend on a student’s 

interests and future career goals. The major program culminates in a baccalaureate 

thesis, a directed study, in an area of philosophical inquiry. 

Graduates with a major in philosophy have many options. Those with 

demonstrated ability who desire to continue in the field may do graduate study in 

philosophy to prepare for college teaching. Students who have majored in 

philosophy as undergraduates also may pursue graduate study in other fields; 

philosophy is a recommended major for students considering law school, for 

example. 

Faculty 

Philosophy Faculty: Stanley Konecky, chair; Adrian Kuzminski; Adrian 

McFarlane; Stefanie Rocknak

Courses 

150 Topics in Philosophy (3 credits) A course with varying content aimed to 

introduce perennial themes and problems in philosophy. The topic will be 

announced in advance each time the course is offered. 

201 Classics of Philosophy (3 credits) An introduction to the methods, concepts, 

and aims of philosophical inquiry through critical study of Plato, Aristotle, 

Descartes, Hume (MWE) or (MWL) 

227 Classical Political Ideas (4 credits) (same as Posc 227) (3 credits) Students 

investigate the ideas that shaped and emerged out of pre-modern political life, 

including arguments about the nature of justice and of political virtue. Authors 

may include Plato, Aristotle, Cicero, Seneca, Augustine, Aquinas, Machiavelli, and 

others. Prerequisite: Posc 101 or 111, or 107 or any Philosophy course. Offered 

alternate years. (MWE) or (WHS) 

228 Philosophy of History (3 credits) Analysis of history as thinking and writing 

about the past and its influence on the present Hegel, Marx, Nietzsche, and 

others. (MWL) 

236 Logic (3 credits) Principles of deductive inference; traditional syllogistic and 

basic modern symbolic logic. (MLC) 

247 Modern Political Ideas (3 credits) (same as Posc 247) Students investigate 

key political ideas of modernity, including arguments over the legitimacy of 

revolution and over the nature and scope of individual rights. Authors may include 

Hobbes, Locke, Rousseau, Wollstonecraft, Marx, Nietzsche, Dewey, Arendt, 

Fanon, Gandhi, and others. Prerequisite: Posc 101 or 111, or 107 or any 

Philosophy course. Offered alternate years. (MWL) or (WHS) or (SBA) 

249 Existentialism (3 credits) Critical reading and discussion of selected works of 

Kierkegaard, Nietzsche, Sartre and others. (MWL) 

261 Philosophy in Literature (3 credits) (W) Philosophical questions concerning 

being self, and choice will be explored in selected novels of authors such as 

Dostoyevsky, Kafka, Hesse, Camus, and Sartre. (MWL) 

271 Values and Society (3 credits) A critical study of philosophical problems 

concerning friendship, justice, liberty, freedom, the common good, persons and 

other social values. (MWE) or (MWL) 

281 Ancient Philosophy (4 credits) The Pre-Socratics, Socrates, Plato, and 

Aristotle. Prerequisite: at least one college course in philosophy; Phil 201 is 

recommended. (MWE) 

283 Modern Philosophy (4 credits) 17th and 18th century philosophy; Hobbes, 

Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant. Prerequisite: at 

least one college course in philosophy; Phil 201 is recommended. (MWL) 

332 Philosophy of Religion (3 credits) What is religion? Is there a God? What is 

the value of religious experience? Is it possible to be religious without being 

superstitious? Answers to these and related questions will be examined in the 

analytical manner appropriate to philosophy. 

336 Ethics (3 credits) Critical study of the moral theories of major philosophers 

from the ancient Greeks to the present. Prerequisite: at least one college course in 

philosophy. 

337 Philosophy of Art (3 credits) Analysis of various points of view on such 

topics as the definition of art; aesthetic experience; the form, matter and content

of art; emotion and expression; the psychological function of art; criticism; and 

evaluation. (CPA) 

339 Philosophy of Science (3 credits) Analysis of scientific method, logic of 

scientific explanation, relations of science and society. Recommended preparation: 

two terms of laboratory science. Offered when there is sufficient demand. 

350 Topics in Philosophy (3 or 4 credits) A course concentrating on the thought 

of a single philosopher or school of philosophy, a major philosophical work or a 

specific problem in philosophy. The topic and the number of credits will be 

announced in advance, each time the course is offered. Permission of the 

instructor required. 

360 Freedom and Determinism (4 credits) Is human behavior free or determined? 

When is a person morally responsible for his conduct? What are the relationships 

between freedom and responsibility? Recent answers to these age-old questions of 

moralists, lawyers and theologians are analyzed and assessed. 

370 Philosophy of Mind (4 credits) What can a science such as psychology tell us 

about the workings of the mind? What are the philosophies of some of the major 

psychological movements? While these topics constitute the broader context of 

the course, we also will explore issues such as the following: To what extent is one 

born with one’s ideas, skills or talents, and to what extent do these depend on 

one’s environment? How does the mind represent the external world? Can 

computer models and simulations be useful in understanding the mind? How does 

understanding of the brain affect understanding of human psychology? To what 

extent is human intelligence like that of other animals? (SBA) 

388 Foundations of Political Philosophy (3 credits) (same as Posc 388) An 

introductory survey of the leading political theorists of antiquity, Middle Ages and 

the Renaissance, from Plato to Machiavelli, with a view to illuminating Western 

contributions to the discussion of basic political concepts such as power, right, 

legitimacy, consent, obligation, and human nature. (WHS) or (MWE) 

389 Modern Political Philosophy (3 credits) (same as Posc 389) Continuation of 

Phil 388. From the 17th century to the present; Hobbes and Locke to Marx and 

Freud. (MWL) or (WHS) 390 Pro-Seminar (3 credits) Junior year thesis seminar 

which focuses on the techniques of thesis research, writing, and oral presentation. 

Philosophy 

Requirements for the major: 10 (3 or 4 credit) courses in philosophy to include: 

Six courses at 250 or above; three courses at 290 or above; no more than two 

courses below 200 

One logic course: 

236 Logic 

Two History of Philosophy courses: 

201 Classics of Philosophy, 281 Ancient Philosophy, 283 Modern Philosophy 

One course in values: 

271 Values and Society or 336 Ethics 

Two courses in recent philosophy covering two of the following: 

19th or 20th Century Philosophy; Contemporary Approaches to Philosophical 

Issues; A Major Philosopher

Four additional courses in philosophy 

Must include 390 Pro-Seminar and 490 Baccalaureate Thesis 

Requirements for the minor: Minimum of 6 (3 or 4 credit) courses in Philosophy 

to include: 

No more than two courses below 200 

Two History of Philosophy courses: 

201 Classics of Philosophy; 281 Ancient Philosophy; 283 Modern Philosophy 

One course in values: 

271 Values and Society or 336 Ethics 

Three additional courses in philosophy 

Grades for all courses taken in philosophy are used to calculate the average in the 


Physical Education 

The coeducational physical education program at Hartwick is designed to develop 

skills in a variety of physical activities that contribute to the joy of living, to 

wholesome use of leisure time, and to the development of health and fitness. The 

program provides each student with an opportunity to develop sufficient physical, 

mental, social and motor skills to be used in a lifetime of movement related 

activities. 

This physical education program is enhanced by the Frederick Moore Binder 

Physical Education Center. The Center houses instructional and physical 

education facilities including the Elting Fitness Center; Moyer Pool, an eight-lane, 

25-yard swimming pool and diving complex; handball, racquetball, and squash 

courts; gymnasium; and dance studio. Horsemanship classes are held at Hunter’s 

Rein Stable, home of the College’s equestrian team. Several off-campus facilities 

also are utilized for physical education courses: golf at Wood Haven Golf Course, 

bowling at Holiday Lanes, and horsemanship at Hunter’s Rein Stable, home of 

the College’s equestrian team. 

Physical Education Requirement 

All Hartwick students must complete four 1-credit skill courses (PHED) in 

physical education in order to graduate. Students are urged to do this prior to the 

senior year. The department offers many 1-credit skill courses and athletic 

participation situations which may be combined in a variety of ways to meet this 

requirement. A maximum of two credits may be earned for a specific activity. No 

course may be repeated for credit. It is strongly recommended that students enroll 

in at least one swimming course, as this activity is important for safety in waterrelated 

recreational activities. 

One 1-credit skill course credit may be granted for participation in the total 

traditional season of an intercollegiate sport. A particular sport may generate onecredit 

only once and no more than two sports may be used for such credit. 

Students may receive physical education credit for participation in a course or 

related sport, but not both. 

Theatre Arts 110, 111, 112, or 212 (any two) may count toward the skill-course 

requirement. 

Some skill courses carry an additional fee, which is listed in the course schedule 

prepared by the Registrar. These fees are non-refundable once the term begins. 

Courses marked $ below required an additional fee, and courses that require 

equipment (E) or transportation (T) also are marked.

Faculty 

Physical Education Faculty: Betty Powell, chair; Daphne Thompson, director of 

physical education; Bill Bjorness; Janet Bresee; Mark Carr; Paul Culpo; Robert 

Eggerling; Miriam Esber; Heidi Hofbauer-Buzzy; Alan Huckins; David Kerr; 

Doug Konu; Louise Lansing; Ian McIntyre; Anna Meyer; Joseph Mish; Andrea 

Pontius; Dale Rothenberger; Ewan Seabrook; Betsey Smith-Price; Jonathan 

Thayil; Megan Thomson; Mike Tracey, Dereck Treadwell 

Skill Courses for Physical Education Requirement (PHED) 

Physical education skill courses are graded on a passed-not passed basis. The letter 

Z following a course section number indicates that the course begins in the second 

half of the term. Courses carry one credit and meet for half the term unless 

otherwise noted. 

Aquatics 

110 Beginning Swimming 

210 Intermediate Swimming 

310 Advanced Swimming 

312*Water Safety Instructor (WSI—meets full term—2 credits) 

315*Lifeguarding (Permission of Instructor & Prerequisite: First Aid/CPR— 

meets full term—2 credits) 

The * after Aquatics 312 and 315 indicates that only one of them may 

count toward the physical education requirement. 

Dance (Any 2 Theatre Arts Dance Courses may be taken toward the physical 

education skill course requirement) 

TA110 Intro to Movement & Dance for Theatre 

TA111 Modern Dance 

TA112 Ballet I 

TA115 Dance Rehearsal & Performance 

TA212 Ballet II 

123 Couples Dance 

124 International Folkdance 

324 Advanced International Folkdance 

Fitness 

130 Personal Fitness 

131 Aerobics 

133 Weight Training 

134 Wellness 

135 Personal Fitness/Relaxation Techniques 

139 Pilates Mat Work 

330 Principles of Personal Fitness Training 

331 Advanced Aerobics 

333 Advanced Weight Training 

Individual/Team Activities 

140 Archery 

141 Badminton 

142 Bowling (T/$/E)

143 Golf (T/$) 

144 Self Defense 

145 Softball (E) 

146 Racquetball 

147 Beginning Tennis 

149 Volleyball 

160 Beginning Horsemanship (T/$) 

240 Intermediate Tennis 

246 Intermediate Racquetball 

260 Intermediate Horsemanship (T/$) 

Outdoor Pursuits 

151 Project Adventure I 

152 Cross Country Skiing/Winter Fitness (E) 

154 Beginning Cycling (E) 

154 Mountain Cycling (E) 

156 Beginning Skiing (E) 

251 Project Adventure II 

350 Outward Bound/NOLS Program (requires registration in an Outward 

Bound or NOLS program) 

354 Advanced Mountain Biking (permission of instructor) (E) 

356 Advanced Skiing (E) 

Miscellaneous 

163 Karate 

164 Responding to Emergencies and Community/CPR (meets full term—2 

credits) 

265 Adapted Physical Education (limited to students with temporary or 

permanent physical disability) 

Men’s Intercollegiate Athletics 

410 Baseball 

411 Basketball 

413 Cross Country 

416 Golf 

417 Lacrosse 

419 Soccer 

422 Swimming and Diving 

423 Tennis 

424 Track and Field 

426 Indoor Track 

427 Cheerleading (club) 

430 Football 

Women’s Intercollegiate Athletics 

411 Basketball 

413 Cross Country 

414 Field Hockey 

416 Golf 

417 Lacrosse 

419 Soccer

421 Water Polo 

422 Swimming and Diving 

423 Tennis 

424 Outdoor Track and Field 

425 Equestrian 

426 Indoor Track and Field 

427 Cheerleading (club) 

428 Volleyball 

429 Softball 

Academic courses offered by the Physical Education Department: 

PE 203 The Philosophy, Principles and Organization of Athletics in Education (3 

credits) This course will examine the basic philosophy and principles of interscholastic 

athletics as part of physical education. State, local and national policies and regulations 

related to athletics will be discussed. Other topics considered will be legal issues, the 

function and organization of leagues and athletic associations in New York State, personal 

standards for the coach as educational leader, public relations, and safety procedures, 

principles of school budgets, record keeping, purchasing and facility usage. 

PE 202 Theory and Techniques of Coaching (3 credits) The first phase of this course will 

review basic philosophy and principles of athletics as an integral part of the total 

educational experience. Understanding of basic state and national regulations and 

recommendations related to athletics, legal considerations and other basic coaching 

responsibilities. The second phase of the course will be concerned with history, objectives, 

rules, teaching methods, performance skills, technical information (offense, defense, 

strategy, etc), care and fitting of equipment, training techniques, officiating, etc. 

PE 302 Sports Health (Health Sciences Applied to Coaching) (3 credits) Current theory 

and definitions of sports medicine will be discussed as well as the prevention and 

correction of accidents in athletic activities. The use of proper personal and field 

equipment, support methods, conditioning exercises, the medical examination and 

therapeutic aids will be demonstrated. Laboratory work includes the clinical use of 

physiotherapy methods. Anatomy and Physiology (BIOL 110, 111) would be helpful. 

Coaching Registration Program Requirements 

PE 202 Theory and Techniques of Coaching 3 credits 

PE 203 The Philosophy, Principles and 

Organization of Athletics in Education 3 credits 

PE 302 Sports Health 3 credits 

PHED 164 Responding to Emergencies and 

Community CPR 

2 credits 

PHED 164 Responding to Emergencies and Community CPR (meets full term–2 credits) 

Course will consist of Responding To Emergencies (RTE) first aid, Adult CPR with 

AED (Automatic External Defibrillator), along with child and infant CPR. Those 

completing this course will receive certifications from the American Red Cross for RTE 

first aid (good for 3 years), Adult CPR with AED, along with child and infant CPR 

(good for 1 year). Course fee $100.

Additional Requirements 

New York State requires all applicants for teaching, coaching, counseling and 

administrative certification (provisional and permanent) to have taken a certified course in 

Child Abuse Recognition and Reporting. Further information regarding the Project Save 

fingerprinting initiative is available at www.highered.nysed.gov/tcert. 

Further informational documents associated with the New York State Coaching 

requirements may be at www.emsc.nysed.gov/ciai. 

The New York State Public High School Athletic Associations Handbook (2004-2006) 

can be found at www.nysphsaa.org. 

To apply for a coaching certificate from Hartwick College, you must complete the above 

requirements. The certificate may be obtained through the Hartwick College Department 

of Physical Education.

Physics 

Physics, the most fundamental of the sciences, deals with the laws describing the 

behavior of matter and energy. From the study of physics, students acquire not 

only knowledge of the subject itself, but valuable training in analytical thinking 

and a quantitative approach to problem solving which will be useful in both their 

professional and personal lives. At the same time, an understanding of the 

language and analytical methods of science, and of the fundamental principles of 

physics, offers preparation for life in a future heavily influenced by science and 

technology. A major or minor in physics can be combined with study in other 

disciplines to produce particularly strong future employment credentials. 

Course requirements for the major in physics provide students with a broad and 

flexible background in the discipline, and enable them to develop analytical skills 

necessary to pursue a career in physics or a related field. Students are introduced 

to the major sub-disciplines within classical and modern physics: optics, relativity, 

mechanics, electricity and magnetism, thermodynamics, atomic and nuclear 

physics, quantum mechanics and electronics. In addition, majors must take courses 

in general chemistry, calculus and differential equations. 

Beyond the minimum requirements, students can tailor their academic programs to 

meet their interests and needs. Students considering graduate study in physics, for 

example, are encouraged to take additional courses in physics and mathematics. In 

addition to advanced courses in an area of interest, majors can pursue a particular 

area through directed study with a faculty member. A senior project also is 

required for the major. Some recent senior projects include measuring the phase 

transitions in a ferroelectric solid, the drag force on a smooth sphere, and 

computer-generated holograms. 

Those students interested in engineering can earn a B.A. degree in physics from 

Hartwick and an engineering degree from Clarkson University or Columbia 

University through the College’s “dual degree” program. Arrangements with other 

institutions are possible as well. Under this program, a student spends three years 

at Hartwick and two at an engineering school, graduating with a bachelor’s degree 

from each school (see page 10). In addition, a student may complete four years at 

Hartwick, earning a bachelor’s degree in physics, and then spend two years at the 

engineering school and earn a master's of science degree in engineering. Students 

interested in either option should begin their study of physics and mathematics 

early in their college career in order to fulfill requirements without difficulty. 

Freshmen who may be considering a major in physics should take Light & 

Relativity (Phys 160) and Single Variable Calculus (Math 121) in their first term 

at Hartwick. However, a full physics major may be completed starting as late as 

the beginning of the sophomore year, providing a student has taken Single 

Variable Calculus as a freshman.

Faculty 

Physics Faculty: Lawrence Nienart, chair; Robert Gann; Charles Hartley; F. Roger 

Hickey 

Courses 

121 Astronomy (4 credits), (3 one-hour lectures, 1 two-hour lab weekly) A survey 

of modern astronomy. Topics include gravitation, properties of light, optical 

instruments, spectra, the solar system, stars, nebulae, clusters, galaxies, pulsars, 

quasars, black holes and the creation of the universe. The laboratory includes 

study of astronomical measurements, with both daytime and nighttime observing 

sessions. Credit can be awarded for only one of the following courses: Phys 121, 

Phys 163. (LAB) 

127 Space and Time (3 credits), (3 one-hour lectures weekly) An introduction to 

our understanding of the universe from the findings of Galileo and Newton to 

modern theories of the origin of the universe and unification physics. The role of 

space and time in Einstein's theory of relativity, the uncertainty principle and 

quantum mechanics, black holes, quarks, anti-matter and entropy will be among 

the topics discussed. 

129 Physics of Everyday Objects (3 credits), (3 one-hour lectures weekly) The 

“how-and-why” of the working of everyday objects from household appliances 

and television to the way electricity reaches our homes and how telephone calls are 

made. The inner workings of cars, ships, airplanes and spacecraft will also be 

studied. Prerequisite: open only to students with no previous college physics 

credit. 

140 Principles of Physics I (4 credits), (3 one-hour lectures, 1 two-hour lab 

weekly) An introduction to the basic principles of physics. The first term is 

devoted to the study of mechanics, the properties of matter, and heat and 

thermodynamics. Applications of physics to the life sciences are included. 

Laboratory work is an important component of the course. This course (plus Phys 

141) fulfills the physics requirement for biology, geology and medical technology 

majors. Prerequisite: competence in high school algebra. (LAB) 

141 Principles of Physics II (4 credits), (3 one-hour lectures, 1 two-hour lab 

weekly) A continuation of Phys 140. This course includes the study of wave 

phenomena, electricity and magnetism, optics and modern physics. Applications of 

physics to the life sciences are included. Laboratory work is an important 

component of the course. This course (plus Phys 140) fulfills the physics 

requirement for biology, geology, and medical technology majors. Prerequisite: a 

grade of C- or better in Phys 140. (LAB) 

150 Topics in Physics (3 credits) Individual courses designed for non-science 

majors. The topics covered change from term to term. Possible topics include 

energy, modern physics and introductory electronics. Some topics courses include 

a laboratory component. 

160 Light and Relativity (4 credits), (3 one-hour lectures, 1 three-hour lab 

weekly) An introduction to optics and Einstein's theory of relativity. Topics 

include geometric and wave optics, the special theory of relativity, and relativistic 

mechanics. Laboratory work includes a study of optical instruments, wave motion 

and computer simulation. The course is designed as a first course for entering

freshmen who are considering the possibility of studying physics in some depth 

during their college career. It also may be profitably taken by upperclass students 

with an interest in the area. Competence in high school algebra is required. (LAB) 

163 General Astronomy (3 credits), (3 one-hour lectures weekly) An introduction 

to astronomy and astrophysics primarily for students whose major is in the 

Division of Physical and Life Sciences. Topics include methods of astronomy, 

stellar evolution, galactic structures and cosmology. Some observing sessions will 

be required. Competence in high school algebra is required. Credit can be awarded 

for only one of the following courses: Phys 121, Phys 163. 

201 General Physics I (4 credits), (3 one-hour lectures, 1 three-hour lab weekly) 

Topics in the first term include the description of motion, forces, work and 

energy, momentum, rotational motion, oscillatory motion and gravitation. 

Laboratory work is an important component of the course. Calculus is used. This 

course (plus Phys 202) fulfill the physics requirements for biology, biochemistry, 

chemistry, geology, mathematics (Phys 201 only) and medical technology majors. 

Prerequisite: Math 121 must be taken previous to or concurrent with Phys 201. 

(LAB) 

202 General Physics II (4 credits), (3 one-hour lectures, 1 three-hour lab weekly) 

A continuation of Phys 201. In this course, electricity, magnetism, light and 

electromagnetic radiation are covered. Laboratory work is an important 

component of the course. Calculus is used. This course (plus Phys 201) fulfill the 

physics requirements for biology, biochemistry, chemistry, geology, and medical 

technology majors. Prerequisite: a grade of C- or better in Phys 201. Math 235 

must be taken previous to or concurrent with Phys 202. (LAB) 

265 Electronics (4 credits), (3 one-hour lectures, 1 three-hour lab weekly) An 

introduction to modern electronics. Topics include circuits, amplifiers, signal 

processing, practical instrumentation and logic circuits. Both discrete components 

and integrated circuits are discussed and used in laboratory experiments 

illustrating digital and analog applications. Prerequisite: Math 121 and Phys 140 

or 201. Offered alternate years. (LAB) 

305 Atomic and Nuclear Physics (4 credits), (3 one-hour lectures, 1 three-hour 

lab weekly) Introductory modern physics and quantum theory. Some of the topics 

studied are Compton scattering, the hydrogen tom, an introduction to 

Schroedinger quantum mechanics, nuclear structure, and elementary particles. 

Laboratory work includes measurement of atomic and nuclear particles, the 

Franck-Hertz experiment, spectroscopy, and computer simulation of an 

accelerator. Prerequisites: Phys 201, 202. Offered alternate years. (LAB) 

314 Thermodynamics and Statistical Physics (4 credits), (3 one-hour lectures, 1 

three-hour lab weekly) A study of relationships between thermodynamic variables 

and the statistical interpretation of these relationships. Topics studied include 

definition of temperature; the first and second laws of thermodynamics; entropy; 

properties of ideal gases and real substances; and statistical descriptions of systems 

of particles, including quantum statistics. Laboratory experiments emphasize the 

methods of measuring various thermodynamic variables. Prerequisites: Phys 201, 

202. Offered alternate years. (LAB) 

318 Optics (4 credits), (3 one-hour lectures, 1 three-hour lab weekly) A study of 

geometrical and physical optics. Topics studied in class and emphasized in

laboratory experiments include refraction, lenses and lens systems, interference, 

Fresnel and Fraunhofer diffraction, polarization and quantum optics. 

Prerequisites: Phys 201, 202. Offered alternate years. (LAB) 

361, 362 Classical Mechanics (3 credits), (3 one-hour lectures weekly) A study of 

the kinematics and dynamics of bodies in motion. The first term is a study of 

Newtonian mechanics. Topics include the harmonic oscillator, central forces and 

gravitation. The second term includes Lagrangian dynamics, small oscillations and 

the inertia tensor. Prerequisites: Phys 201 and Math 311. Offered alternate years. 

401, 402 Electricity and Magnetism (3 credits), (3 one-hour lectures weekly) A 

detailed study of the principles of electricity and magnetism. During the first term 

topics include electrostatics, dielectrics, electric currents, magnetic fields and 

electromagnetic induction. Topics covered during the second term include the 

magnetic properties of matter, plasmas, Maxwell’s equations and electrodynamics. 

Prerequisites: Phys 201, 202, and Math 311. Offered alternate years. 

410 Quantum Mechanics (3 credits), (3 one-hour lectures weekly) Basic 

postulates of quantum mechanics and their physical meaning. Topics 

include potential wells and barriers, the harmonic oscillator, the hydrogen 

atom, electron spin and perturbation theory. Prerequisites: Phys 

201, 202, 305 and Math 311. Offered alternate years. 

490 Senior Project (3 credits) Experimental or theoretical research project. 

Students work on a project of their choice under supervision of a faculty member. 

The results of the work are presented to the department in both written and oral 

form. 

Physics 

Requirements for the major: Minimum of 15* courses in physics, chemistry and 

mathematics, distributed as follows: 

Nine courses in physics: 

160 Light and Relativity 


265 Electronics 


314 Thermodynamics and Statistical Physics or 318 Optics 

361 Classical Mechanics I 

410 Quantum Mechanics 


Four courses in mathematics: 

121 Single Variable Calculus 


233 Multivariable Calculus 

311 Differential Equations (Math) 

Two courses in chemistry: 

107, 108 General Chemistry I, II (Chem) or 

109 Accelerated General Chemistry (Chem) 

Recommended for freshmen interested in using the observatory: 

163 General Astronomy

Students considering graduate work in physics also should take: 

362 Advanced Classical Mechanics 

401, 402 Electricity and Magnetism I, II 

In addition, the following advanced mathematics courses are suggested: 

220 Linear Algebra (Math) 

341 Complex Variables (Math) 

411 Partial Differential Equations (Math) 

Requirements for the minor: Minimum of five courses numbered 160 and above, 

including: 



For those interested in a minor in Environmental Science and Policy, see the 

appropriate section of this catalog. 

*Number of courses required for the major is reduced by one if Accelerated 

General Chemistry is taken instead of General Chemistry I, II. 

Grades for all courses taken in physics are used to calculate the 

average in the major for Departmental Distinction.

Political Science 

The study of political science acquaints students with the principal concerns of 

the discipline and allows them to develop a critical outlook on the political 

universe around them. The political science faculty is committed to graduating 

well-rounded individuals who are aware of their cultural heritage and mindful of 

their connectedness in this interdependent world. Our curriculum is designed to 

help students meet the moral and intellectual challenges of citizenship. 

Students majoring in political science must take U.S. Government and Politics 

(POSC 101) or Accelerated U. S. Government and Politics (POSC 111) or 

Freedom, Equality, Justice (POSC 107) or International Relations (POSC 105), 

which provide foundations for upper-level work in the department; and Research 

Methods (POSC 209), which reviews the scope and methods of research in the 

discipline. The major in political science culminates in a Senior Thesis, which 

demonstrates the student's ability to investigate and analyze a problem in depth. 

The thesis is defended before students and departmental faculty. In addition to 

these four required courses, majors will complete, at minimum, seven other 

political science courses, at least two of them at the 300-level. The department 

encourages all majors to acquire a broad exposure to the discipline and students 

are advised to sample courses in all of the principal areas of study. a model 

program would include at least one course (i.e., beyond the required courses) from 

each of the following areas: U.S. Politics, International Politics, Comparative 

Politics and Political Theory and Methodology. This model is required for 

departmental distinction. 

Courses in U.S. Government examine important aspects of the U.S. political 

system at local, state and national levels. International Politics involves the study 

of factors governing relations among state and non-state actors in global politics. 

Comparative Politics provides an analytical framework for studying states and 

regions in their rich diversity—economic, cultural, ethnic and political. Courses in 

Political Theory and Methodology examine the evolution of political ideas and 

concepts in the Western world. Outside these four broad categories are courses on 

subjects of contemporary interest that are less easily classified, though no less 

compelling, such as Advanced Seminar and “Topics” courses. While each courses 

will be taught at least one time every three years, all 100-level courses are taught 

annually, and most 200-level courses and some 300-level courses are taught every 

other year. 

The department also participates in interdisciplinary programs. The Latin 

American-Caribbean Studies minor provides a framework for understanding the 

complexities of the region, its struggles and successes with economic and political 

development, and its contributions to our world. (See page 85 for details.) The 

Women’s Studies minor acquaints students with scholarship on gender across 

academic field including gendered analysis of U.S. and international politics. (See 

page 131 for details.) The Environmental Science and Policy Program focuses

upon the relevance of politics and public policy for the study, control, and 

management of environmental issue. (See page xxx for details.) 

On a regular basis the department directs off-campus programs. Recent programs 

have included study in Russia, Japan, China, and Tanzania, as well as in New 

York City, New Hampshire (for the Presidential primary there), and Washington, 

DC. 

Finally, the department provides a wide array of internship opportunities to help 

students deepen their understanding of political institutions and processes through 

experiential learning. 

Hartwick political science graduates can go on for advanced studies and earn 

graduate degrees in political science or an allied field. Some find employment in 

various government agencies and others become teachers, journalists and business 

people, among other things. A substantial number of Hartwick majors go on to 

law school. 

Faculty 

Political Science Faculty: Mary B. Vanderlaan, chair; Neil DeVotta; Laurel Elder; 

Andrew Seligsohn 

Courses 

A. Unites States Politics 

101 U.S. Government and Politics (3 credits) An examination of American 

national government and politics. Required of political science majors and minors 

and recommended for anyone wishing to take upper-level courses in the 

department. (SBA) 

111 Accelerated U.S. Government and Politics (3 credits) Topics covered in this 

course are the same as those covered in POSC 101, but they are covered in greater 

depth. (SBA) 210 State and Local Government (3 credits) An examination of the 

structure, functions and problems of contemporary state and local government in 

the U.S. federal system. Prerequisite: POSC 101 or 111. Typically offered 

alternate years. (SBA) 

220 Congress and the Presidency (3 credits) An examination of the legislative 

process and the role of presidential leadership in the making of the nation’s public 

policy, with particular attention given to the constitutional and political 

dimensions to the contest of power between the two branches. Prerequisite: Posc 

101 or 111. (SBA) 

230 Courts and Judicial Process (2 credits) A study of the structure, operation 

and behavior of the state and federal judicial systems. Using actual cases, students 

will also study courtroom procedure and process, prepare cases for the prosecution 

and for the defense, and consider issues in witness preparation, among other 

things. The course provides students with insight into judicial procedures. (The 

course also serves to prepare students who wish to participate in the national 

collegiate Mock Trial competition.) Prerequisite: Posc 101 or 111, or 107. (SBA)

240 Women, Men, and Politics (3 credits) An exploration of the different 

treatment of men and women within the American political system. We examine 

policies that discriminated against women as well as policies that have attempted 

to promote equality between the sexes. In addition, we explore the gender gap in 

terms of political views, voting behavior, running for office and legislative 

behavior. Prerequisite Posc 101 or 111, or 107, or any Women’s Study course. 

Typically offered alternate years. (SBA) 

260 Public Opinion and Voting (3 credits) An examination of the political 

ideology and behavior of Americans. The first portion of the class focuses on 

public opinion: where it comes from, what people think, how it influences 

government and vice-versa. In the second half of the class we explore the actions 

and inaction of citizens—exploring why some citizens decide to participate and 

others do not and how people decide which candidate to vote for in congressional 

and presidential elections. Prerequisite Posc 101 or 11, or 107. (SBA) 

270 Constitutional Law I: Sources of Governmental Power (3 credits) An 

exploration of Supreme Court decisions that have established the boundaries of 

legitimate government action in the United States. Special attention is given to 

decisions that have drawn lines between state and federal power and have 

expanded or limited the capacity of various levels of government to address 

important social and political problems, including poverty, racial conflict, and 

environmental degradation. Political Science Prerequisite: Posc 101 or 111, or 

107 or 280. Offered alternate years. (SBA) 

280 Constitutional Law II: Rights and Equality (3 credits) An exploration of 

Supreme Court decisions that have established the range of individual rights and 

the meaning of legal equality in the United States. Topics may include freedom of 

speech and press, religious freedom, privacy rights, rights of the accused, gay and 

lesbian rights, racial equality, and gender equality. Prerequisite: Posc 101 or 111, 

or 107 or 270. Offered alternate years. (SBA) 

290 Environmental Politics and Policy (3 credits) An introduction to the issues 

and concepts of environmental policy, to policy analysis and the role of the 

analyst, to the process of policy making in the U.S., and to current U.S. 

environmental policy and it implementation. Attention is given to environmental 

politics in the national and international arenas. Prerequisite: POSC 101 or 111 

or permission of instructor. (SBA) 

310 Parties and Elections (4 credits) An investigation of the role of elections in 

U.S. politics, with heavy reliance upon the empirical research of electoral behavior 

and of the effects of parties and interest groups upon the electoral and 

governmental process. Taught in the fall of even-numbered years. Prerequisite: 

Posc 101 or 111. (SBA) 

320 Public Administration (3 credits) An examination of the principles of public 

administration: organization and management in the public sector with special 

emphasis upon personnel, budgeting, taxation, public policy making and 

administrative accountability. Prerequisite: Posc 101 or 111. Offered alternate 

years. (SBA) 

330 Politics of Race and Ethnicity (3 credits) An examination of the political 

experiences of African Americans, Hispanics, Asian Americans, American Indians, 

Arab Americans and Jewish Americans in the United States. By exploring the

formal and informal barriers to equality these racial and ethnic groups have faced, 

as well as the strategies they have employed to bring about political change, we 

will gain a richer understanding how American democracy works (or does not 

work). Prerequisite: 101 or 111, or 107. Typically offered alternate years. This 

course is additionally appropriate for students with an interest in ethnic studies. 

(SBA) 

340 Media and Politics (3 credits) A look at the free media as an essential aspect 

of a representative democracy, which is premised on the consent of the governed. 

In this course we will explore the American news media in depth, analyze its 

content and politics and discuss its impact on the attitudes of citizens, election 

outcomes, the behavior of politicians, and the policies that do and do not get 

enacted. Prerequisite any 100-level POSC course. (SBA) 

360 Interpreting the Constitution (3 credits) An investigation of controversies 

over how the United States Constitution should be read and understood. 

Readings include theoretical works on Constitutional interpretation along with 

Supreme Court opinions. Prerequisite: Posc 270 or 280. Offered every third year. 

(SBA) 

B. International Politics 

105 International Relations (3 credits) An introduction to politics among and 

across nation-state, non-state and transnational actors. Competing theories on 

concepts such as power, security, nationalism, nation building, and the emerging 

international system are examined. Other issues examined include: the uneven 

global economy, globalization, patterns of cooperation and conflict, conflict 

resolution, international organization and law, human rights, and political 

transitions. Some country case studies are used to provide comparative analyses of 

issues across political settings. (SBA) 

205 U.S. Foreign Policy (3 credits) A study of U.S. foreign policy, the politics of 

how that policy is formulated and implemented, and the consequences of that 

policy for other states. Themes and trajectories in U.S. policy history such as 

isolationism, international activism, intervention, hegemonic presumption, 

strategic alliances, arms control, and unilateralism, among others, are reviewed 

with focus upon the sources, goals, and assumptions of U.S. policy. Approaches to 

U.S. national security (broadly defined) are examined as students assess the values 

underpinning the projection, use, and preservation of U.S. power in the post-Cold 

War world. Prerequisite: Posc 101 or 111, or 105, or permission of instructor. 

(SBA) 

215 International Organizations (3 credits) This course is designed to provide 

students with a deeper understanding of leading organizations and processes that 

enable order, stability, and cooperation in the international system. It examines 

critical approaches to the study of international organizations and the impact these 

organizations exert on various issues and areas of the contemporary world. It also 

evaluates the United Nations and the European Union and analyzes the unique 

functions both perform and the novel challenges both are confronted within an 

increasingly more complex and interdependent world. Typically, students also will 

study the work of a nongovernmental organization, so as to understand how such

NGOs develop and the philosophical and political challenges they face. Offered 

alternate years. Prerequisite: POSC 105. (SBA) 

235 The Political Economy of Poor Countries (3 credits) An examination of the 

political and economic dimensions of “development” processes in agrarian and 

newly industrializing countries of the global South. Competing theories of 

development are considered within the contexts of the states’ diverse experiences, 

relative powerlessness and the complex global economic order. Issues of debt, 

dependency, aid, global trade, nation building, and political change are examined. 

Case studies are drawn from Asia, Africa, the Middle East and Latin America. 

Posc 105 is recommended. Offered alternative years. (SBA) or (NTW) 

245 The Model UN (1 credit) This course prepared first-time participants for 

the Harvard Model UN role place, which takes place in February (in Boston) 

every year. The course meets during the second half of Fall Term, with the final 

grade being issued after the student’s participation in the three-day February role 

play. The course is tied to participation in the model UN. Students are taken 

through the process of resolution writing, inter-state negotiation, committee work, 

and are generally prepared to represent the assigned country or countries. 

Prerequisite: permission of instructor. 

305 Comparative Foreign Policy (3 credits) An examination of foreign policy 

decision making in China, France, and India, including an evaluation of the 

historical dynamics influencing foreign policy making, the systemic sources 

facilitating strategic opportunities and constraints, and the domestic factors 

shaping foreign policy in each country. From a comparative standpoint, the course 

evaluates foreign policy decision making with regard to each country’s regional 

imperatives and standing in the world, their foreign policy formulation vis-à-vis 

each other, and their relations to the world’s most dominant power, the United 

States. Prerequisite: POSC 205, or permission of instructor. Typically offered 

alternate years. (SBA) or (NTW) 

335 International Law (3 credits) An introduction to the role of public 

international law, including an evaluation of both historical and contemporary 

perspectives on the operation of international law, the nature and sources if 

international law, the rights and obligations of states (including why states and 

non-state actors comply with and violate international law), and issues dealing 

with sovereignty, international treaties, territoriality, and international 

adjudications. It also will examine how international law applies to the use of force 

and human rights and also seek to understand the role international law plays in 

U.S. foreign policy. Prerequisite: Posc 105 or permission of instructor. (SBA) 

345 Seminar: Global Issues, Global Crises (4 credits) A close examination of current 

critical issues in international politics from the perspectives of leading political scientists, 

theorists and writers, paired with analyses of “success” in meeting global crises. Seminar 

students will share responsibilities for reading discussions, presentations, debates and coleading 

class. Topics may vary, but will include a critical examination of IR events and 

state and system level responses to resulting challenges; a consideration of institutional and 

policy responses to global crises; and analyses of the institutions (state and non-state), 

organizations, groups and individuals working to address crises. Examples of issues 

include: the conduct and consequences of war and regional conflict; child warriors; 

women’s approaches to and new mandates in conflict resolution; the plight of international

and internally displaced refugees; comparative immigration policies; stemming terrorism 

and nation-building as concurrent realities; and new paradigms in international security. 

PR Posc 105 and a 200-level Comparative Politics or International Politics course, or, 

permission of instructor. Typically offered alternate years. (SBA) or (NTW) 

365 International Political Economy (3 credits) This course examines the struggle 

and cooperation that is the realm of international political economy, using history 

and theory to illuminate policy and organization. Study begins with consideration 

of the U.S. in the global economy. Topics include: determinants of states’ foreign 

economic policy, the politics of bilateral trade, multilateral trade regimes, food 

politics, labor dynamics and global finance. The tensions between global 

interdependence and inter-state inequality are highlighted. Prerequisite: Posc 203 

or 235 or permission of instructor. Offered every third year. (SBA) 

C. Comparative Politics 

208 Russian and East European Politics (3 credits) An evaluation of the history, politics, 

and economics of Russia, its “near abroad” (the Commonwealth of Independent States), 

and selected countries in Eastern Europe. The impact of the Communist Revolution on 

these countries is considered, as is the Cold War, and Russian foreign policy towards these 

states. PR POSC 105. Typically offered alternate years. (SBA) 

228 European Politics (3 credits) A study of national and regional (EU) political systems 

and institutions in West and Central Europe during and since the Cold War, with focus 

on political volatility, transitions and alignments coming in response to changing regional 

and global economic, ideological, cultural and social realities. PR Posc 105 is 

recommended. Typically offered alternate years. (SBA) 

238 South Asian Politics (3 credits) A study of the politics of India, Sri Lanka, Pakistan, 

Bangladesh, and Afghanistan, including consideration of issues such as democratic and 

authoritarian governance, foreign affairs, nuclear security, and ethnicity and nationalism. 

Students focus specifically on the two-decades-old ethnic conflict in Sri Lanka, the 

separatist and terrorist movements in India’s Kashmir, the long-standing conflict between 

India and Pakistan, the rise of the Taliban and the war against terrorism in Afghanistan, 

and military rule and the prospects for democratic governance in Pakistan. Typically 

offered alternative years. PR Posc 105 or PM. (NTW) or (SBA) 

248 Middle East Politics (3 credits) An examination of factors shaping political 

systems in the Middle East and North Africa, with special focus on global 

contexts, resource politics, economic change, women’s status, and political 

transitions. While studying the politics of individual states and sub-regions within 

the MENA states, students will explore the rich cultural history of the region, and 

examine the impact on politics of ethnic and racial diversity, regional income gaps, 

religious diversity, and radical Islam. Posc 105 is recommended. Typically offered 

alternate years. (NTW) or (SBA) 

268 Latin American-Caribbean Politics (3 credits) A survey of post-World War 

II politics in Latin America and the Caribbean, with special attention to the 

changing political and economic policies and prospects of these states. The effects 

of history, culture and international contacts on local institutions are examined, as 

is the dynamism of grassroots movements for change in the region. Prerequisite: 

Posc 105 would be helpful, or any LACS course. Typically offered alternate years. 

(NTW) or (SBA)

271 The Politics of Development: East Asia (3 credits) A survey of the rapidly 

changing political landscape of East Asia, this course examines the governmental 

structure and political cultures of the nations of the Pacific Rim, from Japan, 

China and Korea to the member-states of the ASEAN community and Indochina, 

paying close attention to their competing strategies for modernization in the post- 

Cold War era of economic competition and interdependence. Prerequisite: Posc 

101 or 111, or 105 or permission of instructor. Offered alternate years. Typically 

offered alternate years. (NTW) or (SBA) 

278 East Asian Politics (3 credits) An examination of the politics of China, Japan, Korea, 

Taiwan, and several other states in the region. Students will evaluate these states’ politics 

and economies during the 20th century with a special focus on the post-WWII period. 

The course will focus on these states’ transition to market economies, the transition to and 

consolidation of democracy, the nature and impact of civil society, and major challenges 

facing these states in the twenty-first century. Typically offered alternative years. PR Posc 

105 or PM (NTW) or (SBA) 

288 African Politics (3 credits) An examination of the politics and policies of 

African states. Topics to be covered include: traditional systems and colonial 

legacies; competing models of politics and economic development; political 

transitions; ethnic conflict; and other challenges and opportunities confronting 

African countries. Prerequisite: Posc 105 or permission of instructor. Typically 

offered alternate years. (NTW) or (SBA) 

308 Seminar in Comparative Politics (3 credits) An examination of the leading topics 

informing the field of comparative politics, including the utility and efficacy of civil 

society, democratic transitions and consolidations, authoritarianism, globalization and its 

impact on developing countries, the challenges stemming from ethnicity and nationalism, 

and the north-south divide. The seminar includes a significant writing component and 

requires students to read each other’s research and present their research before their peers 

in the classroom. Prerequisite: 105 and one regional politics course at the 200-level, or 

PM. (SBA) 

318 Ethnicity and Nationalism (3 credits) An introduction to the fundamental 

approaches informing scholarship on ethnicity and nationalism and an examination of 

questions dealing with ethnic identity formation, group mobilization, and challenges for 

ethnic conflict resolution. The relationship between globalization and ethno-nationalism is 

examined, as is the question of how certain ethnic conflicts impact the region beyond their 

borders and with what consequences. Analysis incorporates case studies from both 

developed and underdeveloped countries. Typically offered alternate years. Prerequisite: 

Posc 105 and one regional politics course, or PM. (NTW) (SBA) 

328 Women, Politics, and Development (3 credits) An examination of the experiences of 

and central role played by women in political and economic development in poor 

countries. Study considers the impact of international institutions and actors and of local 

development programs and micro-lending on women’s economic and political 

opportunities. Among the topics studied are women’s roles in formal and informal 

economies, in the household, and in local and national politics; competing views of 

feminism; and critiques of mainstream development theory. Case studies are drawn from 

Latin America, Africa, the Middle East and Asia. Prerequisite: Posc 105 or Posc 235 or 

permission of instructor. Typically offered alternate years. (NTW) or (SBA)

D. Political Theory 

107 Freedom, Equality, Justice (3 credits) An introduction to political thought. 

Students explore influential ideas about politics through careful study of 

important works from earlier eras as well as our own. (SBA) 

227 Justice and Virtue: Classical Political Ideas (3 credits) Students investigate 

the ideas that shaped and emerged out of pre-modern political life, including 

arguments about the nature of justice and of political virtue. Authors may include 

Plato, Aristotle, Cicero, Seneca, Augustine, Aquinas, Machiavelli, and others. 

Prerequisite: Posc 101 or 111, or 107 or any Philosophy course. Offered alternate 

years. (MWE) or (WHS) 

237 American Political Thought (3 credits) An examination of the evolution of 

American political thought from the Puritan origins and the foundation of the 

Republic to the present, with special attention paid to the interplay of political 

ideas and political events. Prerequisite: Posc 101 or 111, or permission of 

instructor (MWL), (WHS) or (SBA) 

247 Rights and Revolution: Modern Political Ideas (3 credits) Students 

investigate key political ideas of modernity, including arguments over the 

legitimacy of revolution and over the nature and scope of individual rights. 

Authors may include Hobbes, Locke, Rousseau, Wollstonecraft, Marx, Nietzsche, 

Dewey, Arendt, Fanon, Gandhi, and others. Prerequisite: Posc 101 or 111, or 107 

or any Philosophy course. Offered alternate years. (MWL) or (WHS) or (SBA) 

327 Politics Through Literature (3 credits) An examination of a number of 

contemporary writers of various nationalities who explore concepts of traditional 

interest to students of politics, e.g., imperialism, colonialism, neocolonialism, 

revolution, the revolutionary mentality, terrorism, modernization, bureaucracy, war 

and visions of future world orders. Offered alternate years. (MWL) or (SBA) 

337 Politics, Law, and Gender (3 credits) Students explore the relationship 

between gender and legal and political theory and institutions. Readings may 

include historical and contemporary works of political and legal theory, as well as 

state and federal court opinions. Prerequisite: Posc 101 or 111, or 107 or any 

Women’s Studies course. Offered every third year. (SBA) 

347 The Beautiful and the Political (3 credits) Students investigate the 

relationship between politics and art. In addition to readings, course materials 

include works of visual art, film, music, literature, and theater. Prerequisite: Any 

100-level Posc course, or any Art or Music course. Offered every third year. 

(SBA) 

357 Democratic Ideas, Democratic Politics (3 credits) What is democracy? How 

much citizen participation does democracy demand? How does a diverse citizenry 

affect the pursuit of democracy? Does democracy demand free markets? Or does it 

demand a carefully regulated economy. Through theoretical and empirical works, 

students examine democratic theory and practice. Prerequisite: Posc 101 or 111 or 

107. Offered every third year. (SBA) 

377 Seminar in Philosophy of Law (same as Phil 377) (3 credits) Philosophical 

questions about such topics as the nature of law, the function of legal systems, the 

meaning of legal terms, legal reasoning, justice, law and morality, theory of 

punishment. Some background in philosophy and/or political science is 

recommended. Offered by the philosophy department. (SBA)

E. General 

150, 250, 350 Topics in Political Science (3 credits) Special topics are considered 

in depth; more than one topic may be taken for credit. Prerequisite depends on the 

topic. 209 Research Methods (3 credits) An introduction to the scope and 

methods of research in Political Science; required for majors. Prerequisite: Posc 

101 or 111 or 105. (SBA) 

410 Advanced Seminar (3 credits) Students are invited to propose subjects for 

study to the department chair. Admissions is by permission of the instructor. 

Offered periodically. 

F. Internship 

395 Internship (3 credits) Internships in government at the national, state and 

local levels and in the private sector with significant government involvement. 

Developed by interested students in consultation with a departmental coordinator 

and a field “supervisor” representing the organization which offers the internship. 

A maximum of two credits accepted toward a major and one credit toward a 

minor. Prerequisite: Posc 101 or 111. Also required: The consent of a member of 

the political science faculty to serve as coordinator and the approval of the head 

of the department and the director of off-campus study. 

G. Senior Thesis 

490 Senior Thesis (4 credits) Each senior major is required to write, in 

consultation with a faculty member of the department, a research paper which 

demonstrates the ability to investigate and analyze a problem in depth and to 

defend it before fellow students and the political science faculty in a public forum. 

Prerequisite: Posc 209. 

Political Science 

Requirements for the major: Minimum of 11 courses (34 credits) in political 

science, distributed as follows: 

101 U.S. Government and Politics or 

111 Accelerated U.S. Government and Politics or 

107 Freedom, Equality, Justice 

105 International Relations 

209 Research Methods 


Seven additional courses in the discipline, including at least two classroom 

courses at the 300 level. Students are advised to take at least one course in each of 

the following subject areas, above and beyond the three required courses: 

(A) U.S. Politics, (B) International Politics, (C) Comparative 

Politics, and (D) Political Theory and Methodology. For departmental 

distinction this distribution of courses is required. 

Normally, the department will accept no more than three transferred political 

science credit units toward the Hartwick College Political Science major.

Requirements for the minor: Minimum of six courses (18 credits) in political 

science, distributed as follows: 

101 U.S. Government and Politics or 

111 Accelerated U.S. Government and Politics or 

107 Freedom, Equality, Justice 

105 International Relations 

At least one classroom course at the 300 level 

Four additional courses in the discipline 

Grades for all courses taken in political science are used to calculate the average in 

the major for Departmental Distinction. Additional eligibility requirements are 

listed above.

Pre-Med and Pre-Allied Health Programs 

Hartwick College has a Pre-Health Advisory Committee whose members serve as 

advisors and evaluators for students interested in pursuing a career in medicine 

and other health sciences as a physician, dentist, veterinarian, optometrist, 

podiatrist, physician assistant, chiropractor, or physical or occupational therapist. 

Members of this committee assist students with their application to health 

professional schools by advising and providing workshops on study strategies, 

standardized test preparation, interview skills, ethical issues, financial aid sources, 

internship opportunities and careers in medicine. A Pre-Med and Pre-Allied 

Health Resource Room is also available to students for researching medical fields 

and schools. 

The health sciences need individuals with broad educational backgrounds who will 

bring a variety of talents and interests to the profession. Therefore, it is important 

to have a broad liberal arts and sciences education with a strong foundation in the 

sciences. Although no specific undergraduate major is required to enter the health 

sciences, the strongest preparation for pre-health students is to follow the pre-med 

or pre-allied health curriculum with a major in biology, chemistry or biochemistry. 

The sciences must be studied in the pre-med and pre-allied health curriculum in 

order to gain a thorough understanding of scientific concepts and vocabulary, to 

confirm the interest in and the capacity for further study in science, to prepare for 

the various admission aptitude examinations, and to enable medical schools to 

estimate the student’s potential in the practice of medicine. The minimum basic 

required courses for pre-medicine and pre-allied health programs are: 

Principles of Biology (Biol 104, 105) 

General Chemistry (Chem 107, 108 or Chem 109) 

Organic Chemistry (Chem 201, 202) 

Physics (Phys 201, 202 or Phys 140, 141) 

English literature course and composition course 

Although many of the requirements for entrance into professional programs are 

the same for each medical field, carefully note that some fields, as well as some 

schools, have additional requirements (e.g. allied health fields require anatomy and 

physiology). Interested students should contact Dr. Linda A. Swift (pre-med) or 

Dr. Allen Crooker (pre-allied health).

Psychology 

This is not your pop psychology! 

Hartwick’s rigorous and challenging psychology emphasizes the scientific method 

and empirical approach in its study of human behavior and mental processes. 

Experimental psychologists are committed to the idea that through objective 

empirical observations, progress can be made in understanding, predicting, and 

modifying behavior. Hartwick’s program in psychology focuses on the many 

factors that shape our behavior, including our experiences, the environment that 

surrounds us, our own unique pattern of development, and our biological heritage. 

The psychology faculty offer expertise in the major contemporary fields of 

psychology including cognitive, social, developmental, biopsychology, industrialorganizational, 

and clinical psychology. 

Students who major in psychology acquire research skills in observing behavior, 

designing experiments, analyzing data via statistical procedures and computer 

programs, and reporting findings according to the scientific report style specified 

by the American Psychological Association. In our upper-level research courses, 

students use these skills to explore advanced topics in specialized areas. Such 

training prepares psychology majors for their capstone senior thesis projects, 

where they propose and test original research hypotheses. 

The Hartwick Psychology program is designed to help students: 

• Think critically and develop an attitude of healthy skepticism; 

• Develop skills in applying the scientific method; formulate and test 

hypotheses; develop a repertoire of research methods; explore data 

through statistics and computers; 

• Commit to the ethical standards and values of psychology; recognize the 

dignity of the person; promote human welfare; maintain academic and 

scientific integrity; 

• Communicate effectively; use the elements of scientific report writing as 

described in the Publication Manual of the APA; comprehend the 

psychological discourse in scientific journal articles; synthesize 

information from a variety of sources; prepare a written thesis of 

individual research; 

• Develop a conceptual framework or knowledge base; explore significant 

theories and issues, the historical development and cultural context from 

which theories have emerged, and current trends in research and theory; 

• Experience learning in a variety of settings, including laboratories, field 

experiences, internships (e.g., psychiatric hospitals, rape crisis centers, 

women shelters, Job Corps, school psychology offices, and associations 

for retarded citizens), a psychology club, professional conferences, 

mentor relationships, group projects, collaborative research, etc.;

• Evaluate life choices, including choices pertaining to graduate school, 

professional study, and employment; and o Appreciate and respect 

diversity. 

A major in psychology provides an appropriate background for a variety of 

professions in which an understanding of the principles of human behavior is 

important. Graduate study in medicine, law, artificial intelligence, neuroscience, or 

social work, as well as in psychology, might all follow an undergraduate major in 

psychology. With little or no advanced training, majors also are qualified for 

positions in psychology-related fields in such capacities as admissions 

representatives, drug counselors, deputy probation officers, and psychiatric aides. 

However, the undergraduate program in psychology, like pre-medical and pre-law 

programs, does not provide the specialized training needed to be a professional 

psychologist, which requires a graduate degree as an indication of competence. 

Faculty 

Psychology Faculty: Lisa A. Onorato, chair; KinHo Chan; Lynn A. Elmore; Jeffrey 

A. Goldman; Ronald G. Heyduk 

Introductory Courses 

190 Psychology: Scope and Methods (1 credit) An introduction to the systems, 

theories, methodology, history, and scope of psychology. Required for all majors 

and minors. A grade of “C+” in this course is a prerequisite to most courses in 

Psychology. (SBA) 

250 Topics in Psychology (1 credit) Mini-seminars in traditional and applied 

disciplines of psychology. Offerings vary across semesters but may include: 

sensation and perception; emotion and motivation; theories of learning; history of 

psychology; brain and behavior; social influences; human development; gender and 

culture; forensic psychology; psychology of television; development of social 

relations; others. Prerequisite: Psyc 190. (SBA) 

Courses in Psychological Research Skills 

Both research skills courses are required for the major and the minor. At least a 

grade of “C” in Psyc 290 is a prerequisite for 291 and most 300 and 400-level 

psychology courses. At least a grade of “C” in Psyc 291 is prerequisite for all 

research courses and senior thesis preparation. In order to graduate on time with 

the psychology major, Psyc 290 must be completed by the end of spring semester 

of the sophomore year, and Psyc 291 must be completed by the end of fall 

semester of junior year. 

290 Psychological Research Methods (3 credits) Quantitative and qualitative 

research methods of psychology, observation and collection of data, experimental 

design, APA journal style writing. Prerequisite: at least a C+ in Psyc 190 and 2 

credits in Psyc 250. (SBA) 

291 Experimental Statistics (3 credits) Statistics, reduction, display and analysis of 

data, interpretation and reporting of results. Prerequisite: at least a C in Psyc 290. 

(MLC)

Core Courses 

Students learn the major theories, principles, research and terminology in the 

major divisions in psychology. Majors must take core courses from all five 

disciplines; minors must take two. Either Psyc 302 or Psyc 306 (but not both) 

may fulfill these requirements. 

301 Developmental Psychology (3 credits) Topics include the genetic foundation 

of development, the development of brain and body, cognitive development (e.g., 

perception, thinking, reasoning, language) and social development (e.g., 

attachment, aggression, sex and gender). Prerequisite: at least a C in Psyc 290. 

(SBA) 

302 Clinical Psychology: Abnormal (3 credits) Mental and emotional disorders: 

causes, treatments. Topics such as organic brain syndrome, schizophrenia, the 

affective disorders and the anxiety-based disorders are discussed. Treatments such 

as drug therapy, behavior modification, psychoanalysis and humanist existential 

approaches are also covered. Prerequisite: at least a C in Psyc 290. (SBA) 

303 Social Psychology (3 credits) The social influences upon an individual’s 

attitudes and behavior are considered. Prerequisite: at least a C in Psyc 290. (SBA) 

304 Cognitive Psychology (3 credits) The acquisition, storage, retrieval and use of 

knowledge. Topics include perception, attention, pattern recognition, imagery, 

memory, problem solving, knowledge, reasoning, and decision making. 

Prerequisite: at least a C in Psyc 290. (SBA) 

305 Biopsychology (3 credits) In-depth analysis of how neurobiological factors 

influence the way we act, think, and feel. What are the biological bases of learning, 

cognition, sleep, sexual behavior, energy regulation, sensations, movements, and 

emotions? Prerequisite: at least a C in Psyc 290. (SBA) 

306 Clinical Psychology: Personality (3 credits) Major theories of personality 

including psychoanalytic, humanistic, behavioral, cognitive, and trait are discussed 

in depth. In addition, research on the relationship between personality and human 

social behavior is covered. Prerequisite: at least a C in Psyc 290. (SBA) 

Research Courses 

Students explore topics at an advanced level and acquire skills in research and 

scientific report writing. All majors must take two research courses; all minors 

must take one. Successful completion of both Psyc 290 and 291 are required for 

entry into all research courses. 

350 Research in TBA (4 credits) Research in special topics (to be announced). 

Only 350 courses with the title “Research in ___” can be used to fulfill the 

Research Course requirement. Prerequisites will vary, but all sections require at 

least a C in Psyc 290 and 291. 

361 Research in Developmental Psychology (4 credits) Survey research in the 

development of attachment, identity and morality. Prerequisites: at least a C in 

Psyc 290 and 291 and at least a C+ in Psyc 301. (SBA) 

362 Research in Clinical Psychology (4 credits) Principles and procedures of 

psychological testing. The following tests will be covered in depth: MMPI-2, 

Rorschach, TAT, CPI, Myers-Briggs, intelligence tests, and neuropsychological 

assessment. Prerequisites: at least a C in Psyc 290 and 291 and at least a C+ in 

either Psyc 302 or 306. (SBA)

363 Research in Social Psychology (4 credits) Experimental research (including 

field studies) in social cognition and social influence will be conducted. 

Prerequisites: at least a C in Psyc 290 and 291 and at least a C+ in Psyc 303. 

(SBA) 

364 Research in Cognitive Psychology (4 credits) ) Experimental research in 

cognition will be conducted, with focus on advanced SPSS procedures, APA 

writing, and application of cognitive theory to real life situations. Prerequisites: at 

least a C in Psyc 290 and 291 and at least a C+ in Psyc 304. (SBA) 

365 Research in Biopsychology (4 credits) Acquisition of neuroscience techniques 

and application of biopsychology concepts. Students will learn to design, conduct, 

and analyze biopsychology experiments; dissect tissues of the nervous system; learn 

basic neurosurgery techniques; learn histology and microscopy techniques. 

Prerequisites: at least a C in Psyc 290 and 291 and at least a C+ in Psyc 305. 

(SBA) 

366 Research in Learning (4 credits) This course will begin with a survey of basic 

principles of learning, addressing issues such as the conditions necessary for 

learning to occur. We will then examine a few theories of learning in detail and 

design and conduct animal experiments to test predictions derived from some of 

these theories. Prerequisites: at least a C in Psyc 290 and 291. (SBA) 

367 Research in I-O Psychology (4 credits) Research and theory in industrialorganizational 

psychology; design and execution of experiments. Prerequisite: at 

least a C in Psyc 290 and 291 and at least a C+ in Psyc 333. (SBA) 

Special Topics Courses in Psychology 

331 Developmental Disabilities (3 credits) This course introduces students to the 

psychology of those with sub-average intellectual functioning and deficits in 

adaptive behavior which were manifested during the developmental period. Topics 

include definitions, assessment, causes, treatment, normalization, legal rights, 

behavior management, sexuality, and working with families. In addition, students 

will intern in various community sites that work with the developmentally 

disabled. Prerequisite: at least a C+ in Psyc 190 and 2 credits in Psyc 250. (SBA) 

332 Counseling Psychology (3 credits) This course introduces students to specific 

techniques used in counseling such as rational emotive counseling, behavioral 

counseling and client-centered counseling. In addition, students observe and 

counsel in various community sites including nursing homes, the Job Corps and 

mental health clinics. Prerequisite: at least a C+ in Psyc 190 and 2 credits in Psyc 

250. (SBA) 

333 Industrial-Organizational Psychology (3 credits) Examination of how 

behaviors and attitudes can be improved through hiring practices, training 

programs, and feedback systems; building more successful organizations by 

improving the performance and well-being of its people. Topics may include 

personnel decisions, personnel training, work motivation, job satisfaction, 

leadership, human resource management, and research expertise. Prerequisites: at 

least a C in Psyc 290. (SBA) 

350 Topics in Psychology (3 credits) Special topics of current interest are covered 

in depth. Only courses titled “Research in ___” may be used to fulfill the

Research Course requirement. Prerequisite: at least a C+ in Psyc 190 and 2 credits 

in Psyc 250. (SBA) 

Individual Study in Psychology (Internships, Directed Study, Independent Study) 

Only one of these may fulfill requirements for the major. Departmental approval 

required. (SBA) 

Capstone Experience 

All psychology majors are required to take Psyc 489 in the Spring semester of 

their junior year, followed by Psyc 490 in either Fall, J Term or Spring semester 

of senior year. Students who have not successfully completed Psyc 290 and 291 

will not be permitted to enroll in 489 or 490. 

489 Senior Thesis Preparation (1 credit) Under the close supervision of an 

assigned faculty thesis advisor, students prepare a formal senior thesis proposal. 

Offered spring semester, junior year. Prerequisites: At least a C in Psyc 290 and 

291, plus department permission. 

490 Senior Thesis (3 credits) Individual study required of all majors, whereby 

students, under the close supervision of an assigned thesis advisor, conduct 

research (either experimental or library) to test original hypotheses. Offered fall, 

January and spring terms. Prerequisites: At least a C in Psyc 290 and 291, Psyc 

489, plus a thesis-advisor approved senior thesis proposal. (SBA) 

Psychology 

Requirements for the major: A department-approved program of 38 credits in 

psychology, distributed as follows: 

190 Psychology: Scope and Methods 

Four sections of 250 Topics in Psychology 

290 Psychological Research Methods 

291 Experimental Statistics 

301 Developmental Psychology 

302 or 306 Clinical Psychology: Personality or Abnormal 

303 Social Psychology 

304 Cognitive Psychology 

305 Biopsychology 

489 Senior Thesis Preparation 


Two Research Courses, selected from: 

361 Research in Developmental Psychology 

362 Research in Clinical Psychology 

363 Research in Social Psychology 

364 Research in Cognitive Psychology 

365 Research in Biopsychology 

366 Research in Learning 

367 Research in I-O Psychology 

350 Research in TBA

Requirements for the minor: A department-approved program of 22 credits in 

psychology, distributed as follows: 

190 Psychology: Scope and Methods 

Two sections of 250 Topics in Psychology 

290 Psychological Research Methods 

291 Experimental Statistics 

Two Core Courses 

One Research Course 

Three additional credits in psychology 

Grades for all courses taken in psychology are used to calculate the average in the 

major, as well as the average for Departmental Distinction.

Religious Studies 

The world’s great religions are centered around the quest to find meaning and 

purpose in human life and existence. Religious beliefs and practices in various 

ways address not only what it means to be human, but also concepts such as good 

and evil, right and wrong. These beliefs and practices, in turn, help to shape the 

character of individual societies and cultures. Therefore, knowledge of religion and 

its various manifestations is indispensable to a study of the diverse social and 

cultural phenomena we encounter in the world around us. 

Hartwick’s curriculum covers three general areas. One focuses on the Judeo- 

Christian tradition. Various courses in biblical studies take a historical approach 

examining the books in terms of the historical and cultural contexts in which they 

were written. Other courses in this area focus on the religious history of Europe 

and America, providing students with an understanding of the impact that the 

Judeo-Christian tradition has had upon the Western cultural heritage. 

The second area covers the religious traditions of the Asian world, particularly 

Buddhism, Hinduism and Islam. There are also opportunities for studying other 

isolated non-Western religions (Sikhism, Zoroastrianism, Taoism, Shinto, 

Jainism). The primary aim is to provide students with fundamental conceptual 

frameworks for understanding the major non-Western cultures of the world in 

which these various religious traditions have been influential. 

The third area deals with contemporary religious expression in the West and 

includes courses on contemporary theological thought, religion and ethics and 

various problem areas (such as “church and state”). 

Special study opportunities available through the department include off-campus 

programs in India and in the Middle East, usually offered in January Terms in 

alternate years. Furthermore, because Oneonta is uniquely situated within a few 

hours drive of various important Buddhist, Christian, Jewish, Muslim and Hindu 

monasteries and centers, efforts are made to incorporate field trip experiences into 

regular course offerings. 

Each student who wishes to major in religious studies must develop a program of 

study in the discipline in consultation with a faculty advisor. As part of the major 

program, each student must do a senior thesis which involves a term of directed 

individual study. (This directed study must be arranged before the term in which 

it will be conducted.) Majors also are encouraged to complement their study with 

courses in a variety of other disciplines which will enable them to understand 

more fully the Interconnections among religion, history, literature, the social 

sciences, art, and the sciences. 

Many students majoring in other departments choose to continue their interest in 

religion and religious phenomena by minoring in religious studies. Departmental

minors are encouraged to take courses in each of the three core areas of the 

religious studies curriculum. 

Students with a special interest in combining the study of philosophy with 

religious studies can pursue one of three degree options: 1) an 18-course double 

major; 2) a nine course major (with senior thesis) in one program and a six course 

minor in the other; or 3) a 14-course major in Philosophy and Religious Studies, 

with one senior thesis bridging both disciplines. Students should meet with 

members of the Department of Philosophy and Religious Studies to design the 

degree program that best suits their interests. 

The departmental program offers the breadth and depth of study to prepare 

students for graduate study and for professional work in the field of religion. A 

program of courses in religious studies also provides valuable preparation for 

careers in a variety of other areas, including law, medicine, teaching, psychology, 

journalism, public relations and community service. 

Faculty 

Religious Studies Faculty: Lisle Dalton, Gary Herion, C.W. Huntington 

Courses 

101 Understanding Religion (3 credits) An introduction to the structure, forms 

and functions of religion, with special attention given to the diverse approaches 

(anthropological, sociological, psychological, historical and philosophical) used to 

study religious phenomena. (SBA) 

106 World Religions (3 credits) An introduction to the study of comparative 

religion, focusing on how such basic concepts as myth, ritual, gods and systems of 

purity are handled in the great religious traditions of the world. (NTW) 

110 Introduction to the Bible (3 credits) A historical-critical analysis of biblical 

literature and of the development of early Hebrew, Jewish and Christian religious 

cultures. (MWE) 

150 (250, 350, 450) Topics in Religion (3 credits) A critical analysis of the 

concept of religion drawn from such fields as theology, philosophy, literature, 

psychology, sociology, history and the arts. The topic will be announced in 

advance each time the course is offered. 

210 Hebrew Scriptures/Old Testament (3 credits) An inquiry into the formation 

of the Hebrew Scriptures and an examination of the major themes of the biblical 

histories, prophetic books and wisdom literature, in relation both to their cultural 

context and to their later influence. (MWE) 

211 The New Testament (3 credits) A survey of the development of the Christian 

tradition reflected in the four Gospels and in the other New Testament writings. 

Attention will be given to the cultural world in which the New Testament was 

written and to the wider influence of its ideas. (MWE) 

221 Hinduism (3 credits) An exploration of the world of Hinduism, a religion 

originating in India that includes not only a multitude of gods and goddesses and 

powerful techniques of meditation, but also some of the world’s most subtle 

philosophies. (NTW)

222 Buddhism (3 credits) An exploration of a religion that grew from the 

experience of a prince who lived in India 600 years before Jesus, examining how 

his influential teachings spread throughout South and Southeast Asia. (NTW) 

223 Religions of the Far East (3 credits) A close look at the Buddhism of Tibet, 

China and Japan, and at the other indigenous religious traditions of the Far East, 

including Taoism, Confucianism and Shinto. Recommended prerequisite: Reli 

222 (NTW) 

225 Native American Religions (3 credits) An introduction to the spiritual 

traditions of North America’s indigenous populations, from the earliest times up 

through the present, focusing on “the sacred” as experienced in the day-to-day life 

of these people. (NTW) 

235 Judaism (3 credits) A survey of the historical development of the Jewish 

cultural heritage, the diverse forms in which it has been expressed, and the central 

role that religion has played in its development. (WHS) 

237 Christianity (3 credits) An examination of the Christian tradition from its 

beginnings as a movement within first-century Judaism through its establishment 

as a world religion. Attention will be given to the religious, literary, liturgical and 

theological trends that have defined Christianity across the centuries. (WHS) 

239 Islam (3 credits) An introduction to the life and career of Muhammad, the 

Quran, the history of Islamic civilization, Islamic mysticism, the struggles between 

traditional Islam and modernization, and the resurgence of Islamic 

fundamentalism. (NTW) 

307 Religion and Literature (4 credits) “Who am I, really?” This course 

understands this question to be fundamentally religious in nature, best approached 

through reading and discussing the stories human beings have told over the 

centuries to give voice to their own deepest yearnings for truth. (MWL) 

311 Hebrew Storytelling (3 credits) A literary- and historical-critical examination 

of the well-known (and not-so-well-known) stories of the Hebrew Bible/Old 

Testament that recount the history of Israel up to 586 B.C. Recommended: Reli 

110 or 210. (MWE) 

312 The Prophets of Israel (3 credits) A historical-critical approach to the 

prophetic books of the Hebrew Scriptures/Old Testament, focusing upon the 

nature of prophecy and its place and role in the Israelite religious tradition. 

Recommended: Reli 110 or 210. (MWE) or (WHS) 

313 Jesus in Myth, Tradition and History (3 credits) A historical-critical 

approach to the Gospels, focusing upon the synoptic tradition and the quest to 

recover the “historical Jesus.” Recommended: Reli 110 or 211. (MWE) or 

(WHS) 

314 Paul’s New Testament Writings (3 credits) A careful reading of the major 

New Testament letters attributed to Paul with particular attention given to their 

central theological ideas and metaphors. Recommended preparation: Reli 110 or 

211. (MWE) 

326 Religion, Magic and Myth (3 credits) (same as Anth 326) The relation of 

religious belief and practice to patterns of culture and society; mythology, magic, 

sorcery, witchcraft, sacrifice, supernatural beings, shamanism, divination and 

totemism in traditional and modern societies with focus on non-Western 

traditions; religion and culture change. Prerequisite: Anth 105. (NTW) or (SBA)

332 Philosophy of Religion (3 credits)What is religion? Is there a God? What is 

the value of religious experience? Is it possible to be religious without being 

superstitious? Answers to these and related questions will be examined in the 

analytical manner appropriate to philosophy. 

370 Religion and Society (3 credits) (same as Soci 370) A sociological analysis of 

religious belief systems utilizing the comparative or cross-cultural approach; social 

aspects of religion and religious aspects of society; the impact of social and 

ecological forces upon religious institutions; social origins of religions; the role of 

religion in social control and social change. Prerequisite: Soci 105. (SBA) 

490 Senior Thesis (3 credits) Required of all majors. 

Religious Studies 

Requirements for the major: A departmentally approved program of nine courses 

in religious studies, including: 

One term of directed study (the senior thesis) 

The following philosophy courses may count toward the major: 

332 Philosophy of Religion 

336 Ethics 

B.A. in Philosophy and Religious Studies 

Students wishing to combine an interest in the study of philosophy with religious 

studies can pursue one of three degree options: 

1) an 18-course double major, writing two senior theses so as to obtain both a 

B.A. in Philosophy and a B.A. in Religious Studies; 

2) a nine-course major (with senior thesis) in one program and a six course minor 

in the other; or 

3) a 14-course B.A. in Philosophy and Religious Studies, with one senior thesis 

bridging both disciplines. Students should meet with members of the Department 

of Philosophy and Religious Studies to design the degree program that best suits 

their interests. 

Grades for all courses taken in religious studies and Phil 332, 336 (if taken) are 

used to calculate the average in the major for Departmental Distinction. 

Requirements for the minor: A departmentally approved program of six courses in 

religious studies.

Sociology 

At root the term sociology means the study of social relationships. Sociologists 

investigate human relationships and interaction across micro or face-to-face, 

organizational, institutional, demographic, and historical contexts. 

Sociology provides insight into how people function in social relationships, as 

couples and as members of families, organizations, political institutions, social 

movements and nations. It examines social structuring based on race, ethnicity, 

nationality, sex, religion, age and economic status. The study of sociology as part 

of a liberal education helps students develop a critical understanding of the 

meaning, process and structure of human interaction, and in so doing, helps them 

to better understand the past and present as well as prepare for life in a world of 

increasing interdependence. 

The department presents a wide range of theoretical perspectives. Research areas 

include language and society, health, gender-race-class analysis, social movements, 

criminology, rural poverty, social welfare, public policy, third world studies, 

domestic violence, indigenous rights, globalization, social control, and deviance. 

In addition to this rich theoretical mix, the department encompasses a broad range 

of pedagogical approaches. Faculty utilize video production, participant 

observation exercises, simulation, role playing, ethnography, film analysis, small 

groups work, computer assisted teaching (SPSS), journal writing, communitybased 

learning, field trips, faculty-student collaborative research, and guest 

speakers as well as traditional lectures. 

The department is also committed to offering courses on race, class, gender, and 

cultural identity in the U.S. Many of our courses are listed as fulfilling the 

requirements for the American Ethnic Studies Program. Race and Ethnicity and 

Poverty and Affluence are entry level courses for this minor. We also have a 

departmental affiliation with the Women’s Studies Program. Within the major, 

we have constructed our core courses with an eye on inclusivity. 

Special study opportunities available through the department include off-campus 

programs in India, Mexico and Ireland. Other opportunities include government 

service, and social advocacy work with agencies and organizations, internships in 

related careers in the local community and in other locations throughout the 

country; and community-service projects. Many majors also participate in the 

College-affiliated GLCA Philadelphia Urban Semester. The Hardy Chair Lecture 

Program grants students the special opportunity to interact with nationally 

recognized researchers in sociology. 

The sociology major is composed of nine required courses and three electives, or 

optional three-course concentration. 

• 1st year: Introduction to Sociology

• 2nd year: Social Inequality and Interpersonal Dynamics courses, 

Quantitative and Qualitative analysis 

• 3rd year: Classical Theory, Contemporary Theory 

• 4th year: Senior Capstone Seminar and Senior Thesis 

A major in sociology prepares students for graduate study in the discipline, as well 

as in a variety of other fields including law, counseling, teaching, social work, and 

criminal justice. The understanding of how people interact and behave in groups 

provides an excellent background for a wide range of careers in such fields as law 

enforcement, business, education, international relations, and government service. 

In addition, majors have used their background in Sociology to pursue careers in 

communications, community relations, human resources management, and 

community organizing and advocacy. 

Faculty 

Sociology Faculty: Katherine O’Donnell, chair; Lori Collins-Hall; Adam Flint; 

Reid Golden 

Courses 

105 Introduction to Sociology (3 credits) What is sociology? How do 

sociologists go about their work? Sociology as a distinctive perspective on human 

behavior. The links between personal experience and wider social forces are 

explored while covering the main fields of the discipline. (SBA) 

111 Controversial Social Issues (3 credits) This course provides students with an 

opportunity to participate fully in the controversial social issues of our time. In 

general, it is designed to be both fun and informative. Throughout the term we 

will examine several controversial issues, for example: Should drugs be legalized? 

Should homosexuality be accepted by society? Does welfare do more harm than 

good? In doing so, we will read the arguments of leading social scientists and then 

debate, as a class, the basic assumptions and values of each position. Students will 

be expected to think critically and present their views through class participation 

and short written assignments. In addition, students will select a topic, of 

particular interest to them, for in-depth analysis. 

150 Topics in Sociology (3 credits) For description see Soci 250. (SBA) 

155 Children’s Lives (4 credits) Course analyzes impact of social values on public 

policy regarding children at local, national, and global levels. It also is a goal of 

this course to raise consciousness about the state of the world’s children and to 

empower us to work effectively, cooperatively, and justly with one another and 

with children and organizations in our communities. Topics include structural 

violence including war and kids’ lives; poverty, race, class, and children; global 

inequities; social construction of gender; child labor; poverty in the U.S. and 

Global South; children’s human rights; justice, equity, and public policy. 

Substantial community action/community-based learning component. (SBA) 

205 Deviance and Social Control (3 credits) Why deviant and deviant from what? 

by whose standards? Various forms of behavior such as suicide, alcoholism,

homosexuality, mental illness and drug abuse are studied within the context of 

American society. Prerequisite: another sociology course. (SBA) 

208 Gender and Sexuality (3 credits) Every society constructs gender roles and 

identities, values and norms to regulate the beliefs, feelings and sexual behaviors of 

its members. This course seeks to explore many dimensions of sex and sexuality 

within American society by providing a wide variety of approaches to 

understanding the physical being and its functioning within the sexual realm. 

Small group discussion, guest expert lecturers and panelists, films, role-playing, 

readings, projects and field trips are all employed in producing the variety of 

approaches. (SBA) 

211 Teens and Families (4 credits) Survey of family patterns: family in America, 

preparation for marriage, trends in family change, personality and marital 

happiness, parent-child relationships, family and community, issues related to 

family conflict and conflict resolution. (SBA) 

225 Human Rights (3 credits) This course will focus on the dramatic post coldwar 

transformation of human rights as a focus of social struggle and will examine 

the contradictions between the Human Rights standards the U.S. demands of 

other countries and its own practices at home and abroad. Prerequisite: another 

course in sociology. (NTW) (SBA) 

230 Poverty and Affluence in American Society (3 credits) An analysis of the 

distribution of wealth, income and power historically and contemporaneously 

in American society with emphasis placed upon the working conditions, living 

conditions, aspirations, family styles, organizing capacities and political power of 

various groups ranging from the poorest to the most affluent. (SBA) 

240 Women and Social Change (4 credits) This course investigates how societies 

structure gender. It approaches gender from interpersonal, interactional, 

institutional, historical, and cross-cultural points of view. The goal of the course is 

to formulate a theoretical and practical understanding of gender and gender 

inequality as it exists today and to develop strategies to create more egalitarian 

systems. Community organizing/group work component. Specific topics include: 

feminist theory, women of color, political struggles, reproductive freedom, 

economic justice, body politics. Prerequisite: another sociology course. (SBA) 

250 Topics in Sociology (3 or 4 credits) Special topics of current interest will be 

considered in depth. Examples: sociology of revolution, human rights, 

globalization. More than one topic may be taken for credit. Prerequisite: Soci 105 

or as specified. (SBA) 

251 Race and Ethnicity (3 credits) This course examines racial and ethnic 

relations in American society. It begins by reviewing the history of group contact. 

What structural factors allowed for the relative success of some groups while 

denying the success of others? What roles have racism, prejudice and 

discrimination played in the American experience? Current issues in U.S. 

race/ethnic relations also are explored. Prerequisite: another sociology course. 

(SBA) 

301 Criminology (3 credits) Social causes of crime, crime myths, modern methods 

of treating criminals, the criminal justice system and society. Prerequisite: another 

sociology course. (SBA)

304 Urban Sociology (3 credits) An analysis of the contemporary American city 

and cities worldwide with emphasis placed upon the nature of urban development; 

urban social problems; and the constellation of interests, groups, and processes 

that operate in urban settings. Prerequisite: another sociology course. (SBA) 

310 Classical Social Theory (3 credits) This course is a critical history of 

sociological theory with a focus on the work of Marx, Weber, Durkheim, Simmel, 

Gilman, and Dubois. In the most basic terms, a social theory simply is a systematic 

series of propositions that are used with social scientific methods to help us 

understand social problems that are a reality of our daily existence, quite 

unconfined by the classroom. Social theory can help us to comprehend the 

dynamics of these problems and suggest ways to resolve them. When divorced 

from social problems, theory can seem rather dry or artificial, so throughout the 

course we will use classical social theory to analyze contemporary social problems 

to make clear why “Sociology is a basic survival skill.” Prerequisite: Soci 105. 

(SBA) 

311 Juvenile Delinquency (3 credits) The impact of family, neighborhood, school 

and community upon the child’s vulnerability to delinquency. Methods of dealing 

with the offending minor as well as the offending society; preventative methods 

are reviewed. Prerequisite: another sociology course. (SBA) 

321 Introduction to Social Work (4 credits) Examination of history and 

philosophy in transformation of “giving” from sacred to secular. Emphasis on 

English poor laws, their influence on modern American welfare. Case work, group 

work, community organization, social work research and social work 

administration introduced. Internship component is built into the course. 

Prerequisite: another sociology course. (SBA) 

322 Population and Ecology (3 credits) A study of the social, cultural and 

environmental forces that affect population trends: the size, growth, composition, 

distribution, fertility, mortality and migration of human populations. Current 

historical and cross-cultural problems in population, food, health and environment 

will be explored. Prerequisite: another sociology course. (SBA) 

330 Language and Society (3 credits) This course involves the interdisciplinary 

study and analysis of discourse. It begins by looking at various theoretical and 

methodological approaches to the sociological study of talk. Specific topics 

include: language acquisition, language and social control, language in the 

classroom, race, class, gender, culture and language. Prerequisite: another sociology 

course. (SBA) 

331 Sociology of the Media (3 credits) The role of the media and its effect on 

democratic politics, culture, and public discourse in the U.S. and internationally. 

Prerequisite: another sociology course. (SBA) 

335 Global Studies (4 credits) Studies of selected areas such as Latin American, 

Ireland, and Mexico. An examination of the pre-colonial kinship, economic, 

political, and religious systems and related ecological and population patterns; the 

impact of European expansion upon them; the rise of independence movements; 

and contemporary political, economic, social, ecological, and population patterns 

all viewed in the perspective of the world as a system of interdependent societies 

and states. Prerequisite: another sociology course. (NTW) or (SBA) (depending 

on course)

340 Social Movements (3 credits) Throughout human history, subordinated 

groups of people have organized social movements to try to improve their lives 

and the societies in which they lived. Powerful groups and institutions generally 

have resisted these efforts in order to maintain their own privilege. Although 

inequalities of power and privilege and protest activity have always existed, some 

periods of history are more likely than others to spawn protest movements. The 

goal of this course is to orient students to the sociological analysis of social 

movements, with a special emphasis on transnational movements. Central 

questions for understanding social movements include: How do social and 

economic conditions shape the possibility of social protest? Why do people 

become involved in social movements? How are social movements organized? 

Why are some movements successful while others fail? How do movements decide 

which strategies and tactics to use? How has accelerated globalization of the 

international political economy forced nationally based movements to become 

transnational? Prerequisite: another sociology course. (NTW) (SBA) 

350 Topics in Sociology (3 or 4 credits) For description see Soci 250. 

361 Life Course Studies: Aging (3 credits) This course examines the aging process 

and the developmental changes that occur from adolescence through “old age.” 

The course focuses on the social and historical aspects of aging rather than on its 

biological aspects. Prerequisite: Soci 105. (SBA) 

380 Labor and Society (3 credits) This course explores work in the context of 

sociological, cultural, historical and international forces. Specific topics include: 

gender-race-class systems and labor, paid/unpaid work, international division of 

labor, government policy, African-American labor history, work and family issues, 

cross-cultural labor contexts. Prerequisite: another sociology course. (SBA) 

381 Sociology of Health and Medicine (3 credits) Explores the social structural 

conditions of health. Topics covered are: the social distribution of wellness and 

illness, the cultural determinants of health and healing, alternative models of 

medicine, the impact of social structure and social policy on health and on the 

delivery of health services. Prerequisite: another sociology course. (SBA) 

383 Quantitative Analysis (4 credits) This course introduces the central issues and 

strategies involved in the collection and analysis of quantitative data with an 

emphasis on survey research, experimental and quasi-experimental designs, and 

statistical analysis using SPSS. The course is concerned with demonstrating the 

logic and meaning of statistical procedures and the conditions under which they 

are meaningful. This course is the “quantitative” half of the department’s twoterm 

requirement in sociological analysis. Both halves give central importance to 

identifying and developing meaningful research questions, recognizing crucial 

theory-method linkages, developing research plans, evaluating the credibility of 

research findings and presenting the results of one’s research. Prerequisite: Soci 

105. (MLC) (SBA) 

385 Qualitative Analysis (4 credits) This course introduces the central issues and 

strategies involved in the collection and analysis of qualitative data with an 

emphasis on participant-observation, interviews, discourse analysis, media analysis, 

ethnography, and participatory action research. The rationale and theoretical 

underpinnings of qualitative analysis are examined together with the practical 

issues associated with the use of qualitative methodologies. This course is the

“qualitative” half of the department’s two-term requirement in methods. Both 

halves give central importance to identifying and developing meaningful research 

questions, recognizing crucial theory-method linkages, developing research plans, 

evaluating the credibility of research findings, presenting the results of one’s 

research, and ethics. Community action/research components. Prerequisite: Soci 

105. (SBA) 

389 Advanced Methods (3 credits) Advanced statistical techniques such as 

regression, path analysis and factor analysis are employed in analyzing such 

secondary data as the U.S. Census and the General Social Survey. The focus is on 

development and testing of sociological models. This course is valuable for 

students planning on entering graduate programs which include research 

components. Prerequisites: Soci 105, Soci 383 and Soci 385. (SBA) 

395 Internship (3 credits) See course catalog on internships. Prerequisite: Soci 

105. 

396 Supervised Field Placement (3 credits) The student will work in a supervised 

field placement. This course’s objective is to enhance the student’s knowledge and 

critical understanding of social services delivery systems and of the people 

involved with them. Prerequisite: Soci 321. (SBA) 

397 Contemporary Theory (3 credits) The task of this seminar is to critically 

examine modern social theory. Social theorists include Bordo, Bourdieu, Hooks, 

Freire. Focus is on analysis, critique, evaluation, synthesis, and application. 

Prerequisite: Soci 105 or permission of instructor. (SBA) 

441 Research Projects (4 credits) Individual and collaborative research in 

sociology. Prerequisites: Soci 105 and permission of instructor. 

485 Senior Seminar (3 credits) Course utilizes studies of exemplary sociological 

research to model the integration of theory and methods. Involves individual 

thesis proposal construction, literature review, thesis development and preparation 

for oral defense. Discussion of ethical issues in research design and uses. Must 

earn a minimum grade of C. Prerequisites: Soci 310, 383, 385, 397. 

490 Senior Thesis (3 credits) Students are expected to develop a thesis based on 

preliminary coursework. A substantial work demonstrating the student’s ability to 

integrate theory and method in sociology. Thesis work is supervised by a faculty 

member. Prerequisite: a C or better in Soci 485. 

Sociology 

Requirements for the major: With an advisor in the department, design a program 

with a minimum of 12 approved courses, distributed as follows: 

Required courses: 

105 Introduction to Sociology (first year) 

310 Classical Theory (junior year) (fall) 

383 Quantitative Analysis (sophomore year) (fall) 

385 Qualitative Analysis (sophomore year) (spring) 

397 Contemporary Theory (junior year) (spring) 

485 Senior Seminar (fall) 

490 Senior Thesis (Jan. or spring) (Prerequisite: C or better in Senior Seminar) 

One core course in social inequality (sophomore year), such as:

211 Teens and Families 

230 Poverty and Affluence in American Society 

240 Women and Social Change 

251 Race and Ethnicity 

381 Sociology of Health and Medicine 

One core course in interpersonal dynamics (sophomore year), selected from: 

205 Deviance and Social Control 

330 Language and Society 

331 Media Studies 

333 Mental Illness 

Three additional courses in sociology or a 3-course concentration in public health, 

criminology, community and advocacy, global studies, or social justice/human 

rights. 

Grades for all courses taken in sociology are used to calculate the average in the 

major for Departmental Distinction. Students also are required to earn at least A- 

in Senior Thesis to be eligible for Departmental Distinction. 

Requirements for the minor: With an advisor in the department, design a program 

with a minimum of seven approved courses, distributed as follows: 

Three core courses: 

105 Introduction to Sociology 

310 Classical Theory OR 397 Contemporary Theory 

383 Quantitative Analysis OR 385 Qualitative Analysis 

One course in social inequality 

One core course in interpersonal dynamics 

Two additional courses in sociology

Spanish 

The importance of studying the Spanish language is underscored by the fact that 

the United States is the fourth largest Spanish-speaking country in the world. 

Knowledge of the Spanish language and Hispanic cultural diversity is vital for 

business, both foreign and domestic; healthcare; social services; international 

relations; politics; government; education; travel, and many other fields. In 

addition, an understanding of Hispanic cultures, civilizations, and language gained 

through courses offered by the Department of Modern and Classical Languages is 

a valuable component of a liberal arts and sciences education designed to prepare 

students for a future of increasing global interdependence and an increasing 

Hispanic influence in the U.S. 

Spain and Latin America occupy a unique place in the realm of Western culture in 

their blending of diverse religious, linguistic, and intellectual traditions from the 

Jewish, Muslim, and Christian influences in Spain with the diversity of Native 

American cultures in Latin America. Students majoring in Spanish at Hartwick 

will gain an appreciation of the linguistic and cultural diversity of the 20 countries 

in the world where Spanish is spoken through an exploration of their literature, 

film, art, and music. 

The Spanish major at Hartwick is designed to develop facility in both oral and 

written language skills as well as to broaden each student’s global perspective 

through a critical understanding of multiculturalism in Hispanic countries and in 

the U.S. In addition to the variety of language, culture, and literature courses 

offered on the Hartwick campus, the Spanish faculty regularly organizes offcampus 

study programs and strongly recommends that students majoring in 

Spanish participate in January Term and semester- and year-abroad opportunities. 

Students interested in earning teacher certification in Spanish may do so by 

completing the requirements for the major, taking the psychology and education 

courses required for certification and student teaching in Spanish. (See 

Education.) 

A minor in Spanish is a valuable complement to any major and may be of 

particular interest to students whose major fields orient them toward a career in 

business, health care, social services, travel, or education. A student interested in 

completing a minor in the language is encouraged to consult with a member of the 

Spanish faculty in order to plan a minor program which relates to the major. 

Students majoring and minoring in Spanish are encouraged to broaden their 

understanding in the field by taking related courses in other disciplines and in the 

Latin American and Caribbean studies program. 

Spanish majors recently graduated from Hartwick have gone into teaching; to 

graduate schools both here and abroad; and have found employment in banks, 

insurance companies, social service agencies and many other fields in which

knowledge of the Spanish language and Hispanic cultures is becoming increasingly 

advantageous. 

Language Requirement 

1. Students who have taken from 0-2 years of Spanish in high school and wish to 

continue with the study of this language have to begin with Span 101. There are 

three alternatives they may choose from in order to fulfill their language 

requirement: 

a. Span 101 and Span 102 

b. Span 101 and the culture course Span 160 

c. The culture course Span 160 and a trip abroad during the January Term to a 

Spanish-speaking country. This course would have been designed for the 

purpose of fulfilling the language requirement. 

2. Students who have taken more than 2 years of Spanish in high school can 

choose between two paths in order to fulfill the language requirement: 

a. They may continue with the study of Spanish. In that case, students have to 

successfully complete Span 201 in order to fulfill their language requirement. 

However, the fact that students may have taken more than 2 years of Spanish in 

high school does not mean that they may automatically enroll in Span 201. In 

order for students to enroll in this course, they have to prove, via a placement 

exam, that they have the appropriate level. Students who want to refresh their 

knowledge of Spanish can visit the department’s Web site to obtain information 

on online tutorials. Some of these Web sites will give students feedback about 

the level they are at. A placement exam will be provided the first day of class, 

and will ultimately decide the placement of the student. Students should expect 

possible schedule and course changes during the first week of class. The Spanish 

faculty will be available during Orientation and Registration to discuss specific 

cases or interview students, if they so desire. b. Students can begin a new 

language at Hartwick College, and choose one of the three alternatives 

describing the options for students with 0-2 years of a foreign language at the 

high school level. The other two languages offered regularly by the Department 

of Modern and Classical Languages are French and German. 

Placement Exams 

Placement exams for all introductory and intermediate levels of Spanish are 

available through the Spanish faculty. Those students who have enrolled in a 

course but have not taken the placement exam by the first day of classes will have 

to take it that day in order to be placed in the appropriate level. 

1. In order to complete the language requirement at Hartwick College, you must 

successfully pass all courses that you are required to take based on the number of 

years of study of Spanish in high school (see language requirement description). 

2. All introductory and intermediate courses have prerequisites that must be 

successfully completed in order to advance to the next course. You must 

successfully pass the placement exam in order to be allowed to continue in the 

study of Spanish. 

3. Any student who successfully completes a Spanish course (i.e. Span 101) as 

well as the placement exam will be allowed to advance to Span 102, for example.

4. If you do not successfully pass the placement exam, the Spanish faculty reserves 

the right to deny you entrance to the next level. 

5. Those students who do not successfully pass the placement exam must meet 

with a member of the Spanish faculty in order to discuss other alternatives. For 

example, students who do not pass the placement exam may be allowed to enter 

the next level with the stipulation that they meet with a tutor on a daily basis. 

Faculty 

Spanish Faculty: Enrique Morales-Diaz, Esperanza Roncero, Mireya 

Vandenheuvel 

Courses 

101 Introduction to Spanish I (3 credits) This is a beginner’s course using the 

communicative method that will emphasize the acquisition of grammatical 

structures and vocabulary through an active process of participation; it will focus 

on listening comprehension, correct pronunciation and cultural knowledge. 

Spanish will be the language of instruction. Students are expected to attend 

regularly and participate in all class activities. Prerequisite: Course is designed for 

students who have had no previous experience in Spanish, and students who have 

had less than two years of Spanish in high school. 

102 Introduction to Spanish II (3 credits) A continuation of Span 101, 

which focuses on the active development of listening and reading comprehension, 

cultural knowledge and speaking and writing skills. Cultural topics may include: 

Types and Stereotypes, the Human Community, and Views on Death. Spanish 

will be the language of instruction. Students are expected to attend regularly and 

participate in all class activities. Prerequisite: Span 101; students with two or more 

years of Spanish in high school with Spanish faculty approval and placement 

exam. 

160 Introduction to Regional Hispanic Studies (3 credits) Stresses the unique 

historical, linguistic, cultural and traditional differences of individual areas of the 

Hispanic world. Normally this course will be offered during the term preceding 

the trip abroad and will deal with the area to be visited. 

201 Intermediate Spanish I (3 credits) This course offers the student an 

opportunity to reinforce and expand previous learning in grammar, 

comprehension, oral and written skills, and vocabulary. Unlike previous courses, 

this course focuses upon giving the student an idiomatic grasp of the language. 

Oral and written practice and weekly language laboratory exercises. Span 201 

should be taken the semester immediately following Span 102. Prerequisite: Span 

102, with Spanish faculty approval and placement exam. 

202 Intermediate Spanish II (3 credits) This course continues the focus upon 

fluency and idiomatic use of Spanish. Selected readings will be used to study 

literary tenses and to increase vocabulary. The course will include conversations, 

discussions and compositions in order to improve language skills and 

comprehension. Except when prevented by extraordinary circumstances, Span 202 

should be taken the semester immediately following Span 201. Prerequisite: Span 

201, with Spanish faculty approval and placement exam.

203 Advanced Intermediate Spanish (3 credits) This course is a prerequisite for 

all students who want to continue with more advanced Spanish courses such as 

Communicative Spanish, Advanced Spanish Grammar, and literature courses. 

Selected readings, conversations, discussions, compositions to further improve 

language, oral and written skills, etc. Except when prevented by extraordinary 

circumstances, Span 203 should be taken in the semester immediately following 

Span 202. Prerequisites: Span 202, and students with a high level of proficiency in 

Spanish with Spanish department faculty approval and/or placement test. 

205 Communicative Spanish (3 credits) Designed to enhance fluency in the 

language with emphasis on the four skills: reading, writing, speaking, and listening. 

Emphasis will be placed on vocabulary building, the use of idiomatic expressions, 

correct pronunciation and intonation, grammar review, and assignments to 

improve correct usage of written Spanish. Taught in Spanish. Prerequisite: Span 

202 or permission of professor. 

240 Spanish for Healthcare Personnel (3 credits) A course and materials designed 

to bridge the communication gap between the large Spanish-speaking population 

and English-speaking healthcare team that treats them. This course focuses upon 

developing the oral skills of the Spanish language, as well as vocabulary related to 

health-related fields. Except when prevented by extraordinary circumstances, this 

course should be taken in the semester immediately following Span 102. Taught 

in Spanish. Prerequisite: Span 102, and students who have had three or more years 

of Spanish in high school with Spanish department faculty approval and/or 

placement test. 

246 Latin American Cultural Studies (3 credits) A course primarily for the nonspeaker 

of Spanish who would like to study all aspects of Latin American culture 

(literature, culture, politics, etc.). A single author, a genre, a particular theme, or a 

time period might be studied. This course may be taken more than once if the 

topic is different. This course will count toward the Spanish major or minor as 

long as the student completes all readings and assignments in Spanish. (MWL) 

(NTW) 

247 Cultural Studies-Spain (3 credits) A course primarily for the non-speaker of 

Spanish who would like to study all aspects of Spanish culture (literature, culture, 

politics, etc.). A single author, a genre, a particular theme or a time period might 

be studied. This course may be taken more than once if the topic is different. This 

course will also count toward the Spanish major or minor as long as the student 

completes all readings and assignments in Spanish. 

250, 350, 450 Seminar in Hispanic Studies (3 credits) A seminar in a selected 

topic of Spanish language, literature, or civilization. Occasionally the course is 

taught in English. 

285/485 Spanish Term Abroad (4 credits) A study abroad program offered by 

the Spanish section of the language department. 

300 Advanced Conversation and Composition (3 credits) Intensive study of the 

Spanish language; students will be required to do weekly compositions. This 

course will train the student in public speaking through participation in talks for 

special occasions, debates, panel discussions, extemporaneous speaking, and other 

forms of public address. An advanced knowledge of written and spoken Spanish

will be necessary for the required short essays and presentations undertaken by the 

student. Taught in Spanish. Prerequisite: Permission of professor required. 

301 Advanced Spanish Grammar (3 credits) This course is designed to improve 

grammatical skills necessary for effective speaking and writing in Spanish and will 

prepare students for work in culture and topics courses. Taught in Spanish. 

302 Hispanic Cultural Analysis (2 credits) Spanish-language section of Languages 

301: Introduction to Cultural Analysis. Required for majors and minors. 

315 Spanish Civilization (3 credits) An overall view of Spanish culture from 

prehistory to the present. This will include the major social and cultural traditions 

involved in its development, great artists, writers and musicians, and major events 

in Spanish history, such as the rise and fall of the Spanish Empire and the Spanish 

Civil War. Taught in Spanish. 

317 Hispanic Civilization in Latin America (3 credits) An overall view of the 

development of Hispanic cultures in the Americas, with special attention to the 

ethnic and religious blending of indigenous civilizations and Spanish culture. The 

course will include topics such as the conquest, independence, revolutions and 

relations with the U.S. and will relate these to religion, music, literature, and film. 

Taught in Spanish. (NTW) 

319 Latin American Contemporary Popular Culture (3 credits) An exploration of 

the diverse forms of popular cultural production in Latin America. This course 

will focus on the diversity of Latin American cultures through a review of popular 

texts such as soap operas, popular music such as bolero and tango, and comic 

books. Taught in Spanish. (NTW) 

329 Introduction to Literary Methods (3 credits) This is a beginning literature 

course where students are introduced to the study of literature in Spanish. Works 

will be chosen by genre, with emphasis placed on the issues and assumptions 

underlying literary study, as well as the practical aspects of literary analysis. 

Taught in Spanish. 

331 20th Century Spanish Writers (3 credits) In this course, students will 

examine 20th century literature from Spain, including the novel, drama, poetry, 

and the essay. Included are literary movements such as the Generation of ’98 and 

the Generation of 1927. Topics studied will include the Spanish Civil War, the 

Franco period, and current post-Fascist writing. All texts are read for their literary, 

cultural, and historical values. Taught in Spanish. (MWL) 

333 20th Century Spanish American Writers (3 credits) In this course, students 

will examine 20th century literature from Spanish America, including the novel, 

drama, poetry, and the essay. Included are topics such as the “boom” and 

testimony in narrative, and modernism, postmodernism, and vanguard movements 

in poetry. All texts are read for their literary, cultural, and historical values. Taught 

in Spanish. (NTW) 

335 Hispanic Film (3 credits) In this course, students will analyze several 

representative films from Spain and Latin America by such directors as Bunuel, 

Almodovar, Gutierrez Alea, Littin, Bemberg, and Solas. All films will be studied as 

social, historical, and cultural texts. Taught in Spanish. (NTW) 

400 Spanish for Teachers (3 credits) Study of Spanish grammar with the needs of 

the beginning teacher in mind. Emphasizes those aspects of grammar that cause 

most difficulty to English-speaking students. Taught in Spanish. Required for all

students seeking Spanish Teaching Certification. Prerequisite: Students must pass 

an oral proficiency exam based on standards of the American Council on the 

Teaching of Foreign Languages. 

430 Hispanic Press (3 credits) This course will study the various representations 

of events in Spanish language mass media sources, such as newspapers and 

magazines. A comparison of news reports among Spanish language sources in the 

U.S., Spain, and Spanish America will serve as the focus of the course. How is the 

same news- worthy event represented in two linguistically different cultures? An 

advanced knowledge of written and spoken Spanish will be necessary for the 

required short essays and presentations undertaken by the student. 

431 Latinos in the United States (3 credits) An exploration of the role of 

Chicanos, Puerto Ricans, Cuban Americans, and other Hispanics in the U.S. 

through an investigation of exemplary literature, cinema, and music. While many 

of the texts are bilingual or in English, this course will be conducted entirely in 

Spanish. (NTW) 

433 Topics in Gender Studies (3 credits) Interdisciplinary study of gender. 

Includes a survey of how gender is defined in various disciplines, such as 

anthropology, art, history, literature, philosophy, political science, sociology, and 

the sciences. Encourages students to reflect on the nature of interdisciplinary 

research. Consideration of topics or issues in gender studies selected on the basis 

of faculty and student interest. May be taken more than once if content varies. 

Taught in Spanish. 

435 Representing the Native American as Self and Other (3 credits) An 

exploration of writing from Pre-Colombian texts, such as the Popol Vuh, through 

the colonial period, in writers such as Garcilaso de la Vega, el Inca, to the 20th 

century in writers such as Jose Maria Argueda and Rigoberta Menchu. Taught in 

Spanish. (NTW) 

437 Topics in Hispanic Caribbean Literature and Culture (3 credits) Study of 

selected major writers of Cuba, the Dominican Republic, and Puerto Rico of the 

19th and 20th centuries. Special consideration of literature as a reflection of 

situations and problems peculiar to the Hispanic Caribbean. Taught in Spanish. 


appropriate work that demonstrates the student’s proficiency in Spanish. 

Spanish 



Spanish 201 


Spanish 202 

Any Language/Culture course above 202 (18 credits) and at least 6 credits at the 

400 level 

Common Cultural Analysis course and FLAC course (4 credits) 

Language 301 (2 credits) 

Spanish 302 (2 credits)


Spanish 490 

Grades for all courses taken in Spanish are used to calculate the average in the 

major for Departmental Distinction. 



Spanish 201 


Spanish 202 

Any Language/Culture course above 202 (15 credits)

Theatre Arts 

Theatre can move us to laughter or tears, define our hopes and fears, and express 

our passions. It can offer us a vision of the commonalities of human experience, 

make us aware of differences and manifest the realities and fantasies of our lives. 

To study the ways dramatists have sought to explain and to portray the 

complexities of life and to examine the rich and varied traditions of the theatre is 

to study history, literature, art, language, philosophy, sociology and psychology. 

To study the art of performance and production is to sharpen the skills of 

observation, communication, and critical thinking. 

Hartwick’s theatre arts curriculum, offered by the Department of English and 

Theatre Arts, is designed to be part of a liberal education and to meet the needs of 

students planning a career in theatre as well as the needs of those who choose 

theatre as a way to enrich their lives. The three core courses-Introduction to 

Theatre, Play Production, and Senior Project-all deal with the process of analyzing 

a script, designing a production and rehearsing and presenting a performance. 

Using a combination of classroom study and practical experience, these courses are 

intended to develop progressively the director/designer, a person capable of taking 

a play from an idea to a polished performance. The rest of the curriculum is 

intended to support and to extend the core and covers acting, set and lighting 

design, theatre history and dramatic literature. 

A great deal of the learning in theatre arts takes place outside the classroom: in the 

rehearsal hall, in the shops and in our three performance spaces. A typical year will 

see three major productions and as many as fifteen student directed plays. The 

theatre program also offers technical support to the Hartwick dance program and 

to a large number of visiting dance, theatre and musical events. Developing actors, 

directors, designers and technicians find plenty of chances to hone their skills at 

Hartwick. 

Music theatre and playwriting are two special areas of theatre that have begun to 

blossom at Hartwick. Working closely with the music department, theatre arts 

majors can develop an emphasis in music theatre. The close relationship with the 

writing program in English has led to the production of several original plays 

written by both students and professionals. The most notable of these were Ghost 

Dance, written for Hartwick by Nobel Laureate Derek Walcott and a Region II 

winner in the American College Theatre Festival XXII in 1990, and student Rob 

Shimko’s Specks, the co-winner of the National Short Play Award for the 

Kennedy Center American College Theatre Festival XXX in 1998. 

The student drama club, Cardboard Alley Players, and the drama honorary, Alpha 

Psi Omega, are very active. They promote theatre trips and host visits by theatre 

professionals as well as mount some of their own shows. January Term offcampus 

classes are offered in New York City and England. These courses provide 

more opportunities to see professional productions and to meet the people who

produce them. Theatre students are encouraged to pursue the many internship and 

apprentice opportunities offered by professional theatre companies. 

Recent theatre arts graduates have gone-some directly and some with additional 

training-into jobs in acting, technical theatre and theatre management. Others have 

used their theatre training as part of their preparation for work in film, television 

and teaching. Equally important, however, are those students who left Hartwick 

with majors in biology, computer science and English but who carried with them 

an informed love of the theatre gained on Hartwick’s stages. 

Faculty 

Theatre Arts Faculty: Duncan B. Smith, co-director; Kenneth Golden, co-director 

Part-Time Faculty: Janet Bresee, Diana Friedell 

Courses 

100 Theatre Practicum (1-2 credits) Required for all students working on 

faculty-directed shows as designers, technicians, or actors and for all students 

stage-managing a faculty show or a senior project production. One credit will be 

earned for 40 to 80 hours and two credits for 80 hours or more of work assigned, 

supervised, and evaluated by the appropriate faculty member. May be repeated as 

often as necessary, but no more than five credits of Theatre Practicum will count 

towards graduation. Prerequisite: Permission of the instructor. 

105 Musical Theatre Production (3 credits) (same as Musi 105) Study, rehearsal 

and performance of a musical theatre piece. Students will be cast in a role or 

assigned a production responsibility and will be coached and directed by the staff. 

An emphasis will be placed on the development through practice of skills in 

singing, acting, dancing and in the designing, lighting and running of a 

production. Significant time will also be given to looking at literary, thematic and 

historical aspects of the piece to be produced with the intent of developing a 

sensitivity to the special qualities of musical theatre. Whether Musi or Thea, this 

course may only be taken twice for credit. Consent of instructor. Prerequisite: 

Permission of the instructor. (CPA) 

109 Off-Campus Production (1 credit) Designed to give credit for significant 

participation, on or off stage, in an off-campus theatrical production. The work 

must be approved by a member of the Hartwick theatre faculty and a system of 

evaluation established with the appropriate member of the production staff. May 

not be repeated for the same kind of experience, and only one unit may count 

toward graduation. Permission required. Prerequisite: Permission of the instructor. 

110 Introduction to Movement and Dance for the Theatre (1 credit) Body 

training in movement technique using rhythm dynamics, space and gesture. 

Learning basic dance skills including jazz, tap, ballet, and modern. Foundation for 

dance classes. 

111 Modern Dance (1 credit) An introduction to modern dance technique and 

the use of the body as an instrument of expression. 

112 Ballet I (1 credit) Introduction to the fundamentals of classical ballet 

consisting of basic barre, center work and movement through space.

115 Dance Rehearsal and Performance (1 credit) Open to members of Orchesis, 

the College dance club, the course requires a significant number of hours in 

rehearsal to be determined by the Orchesis club advisor. Can also be taken for 

physical education credit. May be repeated once. 

120 Introduction to Theatre Arts (3 credits) An introduction to playwriting, 

script analysis, production and performance designed for students interested in 

gaining more from reading and watching plays as well as for those beginning a 

serious study of theatre. In addition to reading several short plays and discussing 

the creative steps required to mount them, students will work in small groups 

writing and producing their own play, will see and critique a number of local 

productions and may work on a Hartwick production. (CPA) 

140 Fundamentals of Acting (3 credits) A practical investigation of the basic 

theories of acting as a fine art. Emphasis will be on training the actor in the use of 

physical and mental abilities as effective tools of dramatic expression. (CPA) 

205 Theatre in New York City (3 credits) Based in part on campus and in part in 

New York City. This course will allow students to see a wide variety of theatrical 

productions and to study the history of Broadway and off-Broadway production 

since 1910. In New York students will see productions, meet professionals and 

tour theatres. Prerequisite: permission of the instructor. Offered in January. Fee 

involved. (CPA) 

212 Ballet II (1 credit) Concentration on classical ballet technique, barre, center 

work and movement through space. Prerequisite: Ballet I or permission of the 

instructor. 

220 Play Production (4 credits) Each student in this course will select, analyze, 

design, cast, rehearse, promote and present a short one-act play—gaining 

experiential knowledge of the roles of the producer, director and designer. Class 

discussion and exercises will focus on such matters as selecting the play, budgeting, 

advertising, organizing the production team and calendar, developing a production 

concept, casting, blocking, working with actors, creating a prompt book, making a 

model of the set, planning costumes, props, makeup, lights and sound, setting cues 

and polishing the performance. Prerequisite: Thea 120. (CPA) 

231 Fundamentals of Theatrical Design (4 credits) An introduction to the 

processes and methods of designing the visual and aural worlds of staged 

performance based on thematic elements and creative collaboration. Topics 

include scenery systems, light, costume, sound design, stagecrafts, graphic methods 

and production organization. (CPA) 

237 Reconstructing Shakespeare’s Company (4 credits) A simulation of the 

workings of Shakespeare’s theatrical company as it prepares to produce one of his 

comedies for the Elizabethan public theatre. Students take on roles both as 

characters in the comedy, to be produced in a workshop performance at the end of 

the course, and as members of the acting company. Activities include script 

analysis, discussions of Elizabethan culture and theatrical practice, and 

improvisations based on research into the period. Laboratory sessions are devoted 

to rehearsal. Counts in the theatre major as a course in theatre history. (Crosslisted 

as Engl 237) (CPA)

240 Advanced Acting (4 credits) Advanced acting projects such as study of period 

styles, physical acting, and ensemble development. Prerequisite: Thea 140 and 

Thea 110, 111, or 112. 

250 Selected Topics (3 credits) A course at the advanced level, the content of 

which is determined according to the special interest of the instructor and 

students. 

260 The Art of Cinema (2 credits) An examination of the visual, aural and 

narrative language systems used to convey meaning in this most popular of art 

forms. From the most concrete components of cinematic art (story structure, 

photographic composition, sound, etc.) to the most abstract, the course will 

provide a foundation for students’ personal “cineliteracy.” (CPA) 

303 Theatre in England (3 credits) Based in London and Stratford-upon-Avon, 

the class will attend up to 12 productions offered by the Royal Shakespeare 

Company, The Royal National Theatre, West End theatres and Fringe 

companies. Students will also visit theatres, museums and historic sites and will 

talk with a number of British theatre professionals. There will also be time for 

students to explore the London area on their own. Prerequisite: permission of the 

instructor. Offered alternate January Terms. Fee involved. (CPA) 

331 Stage Lighting and Advanced Design (4 credits) An intensive study of the 

role of light as an artistic component of theatrical production as well as related 

technologies as determined by student interest. Prerequisite: Thea 231(CPA) 

350 Topics in Theatre (3 credits) Advanced study of a topic in theatre 

production or dramatic literature. 

490 Senior Project (4 credits) In consultation with the theatre faculty, each 

theatre major will in the spring of his or her junior year propose a significant 

theatre project for completion in the senior year. Normally this will involve 

directing and designing a play to be included in the department’s production 

season. Major design or research projects will also be considered. Prerequisites: 

Thea 120, 220, 231, senior standing, and substantial completion of the theatre 

arts major. 

Theatre Arts 

Requirements for the major: A total of 41 credits, distributed as follows: 

Five theatre arts courses: 

120 Introduction to Theatre Arts 

140 Fundamentals of Acting 

220 Play Production 

231 Fundamentals of Theatrical Design 


One of the following courses: 

240 Advanced Acting 

331 Stage Lighting and Advanced Design 

Four approved dramatic literature or theatre history courses, at least two at the 

300 or 400 level, totaling at least 13 credits. 

Approved electives totaling at least 3 credits

Two Thea 100 Theatre Practicums or one practicum and one dance or movement 

course totaling at least 3 credits. (No more than 5 credits of Thea 100 to count 

toward graduation.) 

Requirements for the minor: 20 credits distributed as follows: 

120 Introduction to Theatre Arts 

140 Fundamentals of Acting 

231 Fundamentals of Theatrical Design 

One approved dramatic literature or theatre history class worth at least 3 credits 

Two of the following courses totaling at least 7 credits: 

220 Play Production 

240 Advanced Acting 

331 Stage Lighting and Advanced Design 

One additional dramatic literature or theatre history class

U.S. Ethnic Studies Minor 

This academic minor focuses on the comparative study of race and ethnicity in the 

United States as it uniquely intersects with the international context (with special 

emphasis on those groups that have historically borne the brunt of discrimination, 

enslavement and even extermination in the process of European expansion in the 

Americas). The comparative focus assumes that there are general processes that 

underlie the formation of ethnic identity and “race” relations in a wide range of 

social contexts. The program aims to expose students to the contributions of 

diverse groups of Americans to U.S. society and culture. To that end, the minor 

provides access to a range of analytical tools with which to examine the histories, 

experiences and cultures of America’s racial and ethnic groups and their 

relationships to each other and to the dominant culture. Interested students should 

contact Dr. Edythe Quinn. 

Objectives of the U.S. Ethnic Studies Minor are: 

1. To provide students with an understanding of the socially constructed “nature” 

of race and ethnicity. 

2. To help students understand the debates about the biological basis of human 

diversity. 

3. To teach the histories, cultures and contributions of U.S. racial and ethnic 

groups in ways that highlight the differences and similarities of ethnic experience 

and expression as well as the responses to racial/ethnic discrimination and its 

relationship to other historical inequalities such as class and gender. 

4. To help prepare students to participate in an increasingly diverse world and 

promote a more just society. 

5. To introduce the disciplinary scholarship of ethnic studies. 

6. To provide opportunities for students to experience racial and ethnic contexts 

that take them beyond their own cultural backgrounds. 

U.S. Ethnic Studies Minor 

Requirements for the minor in U.S. Ethnic Studies: Six courses, two of which are 

core to all students in the minor. No more than two courses in the student’s major 

field may count toward the minor. The core courses are the Introductory Course 

and the Capstone Seminar. 

Introductory Course (Theory/History) All students, regardless of concentration, 

are required to take an introductory course on ethnicity which prepares them to 

look at the materials in their area of concentration with reference to current theory 

in the study of ethnicity. Students are encouraged to take this course as early as 

possible and before completing the other requirements of the minor. Students may 

select as their introductory course one of the following courses: 

250 Hispanic and African-American Cultures (Anth) 

279 American Ethnic History (Hist) 

150 FYS: Politics of Race and Gender (Posc) 

250 Race and Ethnicity (Soci) 

250 Economics of Race and Gender (Econ)

Capstone Seminar This seminar is designed to explore a set of significant social 

and ethical issues from several cultural and ethnic perspectives. In the process, 

students will be encouraged to apply the knowledge and analytical skills they have 

acquired while pursuing the minor in U.S. Ethnic Studies. This will be carried out 

through a dialogue with their peers and the faculty seminar leader(s). More 

specifically, the seminar seeks to: 

1. Recognize and examine the complexity of the social, personal and moral 

questions involved in addressing U.S. cultural diversity. 

2. Develop in a student a capacity for listening, understanding, and applying 

concepts, techniques, and value assessments applied by their peers or the 

faculty seminar leader(s) to the issues at hand. 

Courses that satisfy the Capstone Seminar requirement will be so identified among 

the Contemporary Issues Seminars (CIS) in the Interdisciplinary (INTR) section 

of the annual schedule of courses. 

Concentrations Students in the minor, in consultation with an advisor, can choose 

from three areas of concentration: 

African American Concentration Four courses, selected as follows: 

At least one course dealing with Africa, selected from the following: 

237 Peoples and Cultures/South Africa (Anth) 

237 Peoples and Cultures/West Africa: Roots of American Culture (Anth) 

335 Third World Studies: Africa (Anth) 

335 Third World Studies: African Colonialism (Anth) 

350 World Music: Music of Africa (Musi) 

281 African Politics (Posc) 

At least two courses in at least two departments, selected from the following: 

250 African-American Literature (Engl) 

241 African-American History (Hist) 

250 African-Americans in the North (Hist) 

250 Civil Rights Movement in the 20th Century (Hist) 

325 Comparative Slave Systems (Hist) 

330 Slavery and Abolition in America (Hist) 

351 Civil Rights Seminar (Hist) 

American Indian Concentration 

Four courses, selected as follows: 

One course, selected from the following: 

241 Native North American Prehistory (Anth) 

275 The Indians in American History I (Hist) 

The following course: 

276 The Indians in American History II (Hist) 

Two courses, selected from the following: 

250 20th Century Native American Fine Art (Art) 

350 Native American Literature (Engl) 

310 CIS: Indians in Contemporary Literature (Intr) 

150 Native American Religions (Reli) 

Comparative Concentration In this concentration students select from a range of 

courses that deal with race and ethnicity (listed below). These courses are divided 

into three focuses: Theoretical, International and United States. After taking the

introductory course in the minor, the student who elects this option must work 

with the coordinator to create a program of study that while focused and 

comparative, examines race and ethnicity both nationally and internationally. In 

addition to the Introductory Course and the Capstone Seminar, the student will 

select four courses from the following lists, with at least two courses from the 

United States focus: 

Theory 

346 Race and Human Variability (Anth) 

250 Hispanic and African-American Cultures (Anth) 

250 Economics of Race and Gender (Econ) 

250 Economics of Plantations (Econ) 

279 American Ethnic History (Hist) 

325 Comparative Slave Systems (Hist) 

310 CIS: Human Diversity (Intr) 

310 CIS: Philosophy, Race and Gender (Intr) 

150 FYS: Politics of Race and Gender (Posc) 

230 Poverty and Affluence in American Society (Soci) 

240 Women and Social Change (Soci) 

250 Race and Ethnicity (Soci) 

330 Language and Society (Soci)

Women’s Studies Minor 

Over the past two decades, a distinct body of scholarship on gender has developed 

in almost every academic field. This scholarship raises basic questions about 

women, men, and society which transcend disciplines and challenge traditional 

ways of teaching and conducting research. The feminist framework informing 

women’s studies addresses the following issues with respect to gender: 

1. It challenges the androcentric bias in thought, language, and social and 

intellectual systems. 

2. It rethinks the central western dualisms—e.g., mind/body, subject/object, 

thinking/doing. 

3. It involves a critique of all forms of oppression including class, race, sex, 

sexual-affectional preference, 1 st world-3 rd world, violence, militarism, ecological 

destruction, political inequality and hierarchies of power. 

Faculty 

Connie Anderson, Elizabeth Ayer, Robert Bensen, David Cody, Lisa Darien, 

Fiona Dejardin, Sharon Dettenrieder, Marilyn Dunn, Laurel Elder, Lynn Elmore, 

Carlena Ficano, Vicki Howard, Katharine Kreisher, Cherilyn Lacy, Laura Malloy, 

Adrian McFarlane, Enrique Morales-Diaz, Susan Navarette, Mieko Nishida, Kim 

Noling, Katherine O’Donnell, Edythe Quinn, Leesa Rittelmann, Stefanie 

Rocknak, Esperanza Roncero, Margaret Schramm, Linda Swift, Mireille 

Vandenheuvel, Mary Vanderlaan, Marilyn Wesley, Mark Wolff. 

Courses 

166 Introduction to Women’s Studies (3 credits) (INTR) This course introduces 

students to feminist scholarship and acquaints them with the intellectual, ethical, 

social, political, historical and cultural forces constructing gender. The class is 

interdisciplinary and grounded in feminist pedagogy. (Required) 

360 Seminar in Women’s Studies (3 credits) (INTR) This seminar explores a 

broad range of classical and contemporary feminist theory and contrasts it with 

existing, normative theoretical paradigms. A feminist framework is used to focus 

on a specific academic field, i.e., history, literature, labor, science. Emphasis is 

placed on cultivating self-development through student participation in 

pedagogical experimentation, project creation and reading choices. Prerequisite: 

two of the courses listed or permission of the instructor. Directed and 

independent courses in women’s studies may be arranged in consultation with the 

program’s faculty. 

Women’s Studies Minor 

Requirements for the minor in Women’s Studies: 19 credits: 

Required courses: 

166 Introduction to Women’s Studies (Intr) 

360 Capstone Seminar in Women’s Studies

12 credits selected from the following (there are other courses that may count as 

long as faculty member wishes to list is as a Women’s Studies course): 

155 Children’s Lives (Soci) 

204 Women and Art (Art) 

208 Gender and Sexuality (Soci) 

211 Family and the Life Course (Soci) 

221 Classical Mythology (Engl/Clas) 

225 Human Rights (Soci) 

240 Women, Men, and Politics (Posc) 

240 Women and Social Change (Soci) 

242 Women in American History (Hist) 

250 African-American Women Dramatist (Engl) 

250 The Warrior and the Poet (Engl) 

252 Dark Satanic Mills: European Labor History – 1700 (Hist) 

252 Women in European History (Hist) 

253 Power and Identity (Hist) 

255 Women and Fiction (Engl) 

283 Western Medicine since 1500 (Hist) 

307 Sex and Gender Roles (Anth) 

310 Philosophy of Race and Gender (Intr) 

310 Breastworks: An Interdisciplinary Analysis (Intr) 

310 Unruly Women ((Intr) 

310 Issues in Contemporary Photography (Intr) 

316 Race and Gender ((Econ) 

319 Latin American Popular Culture (Span) 

322 Women, Politics, and Development (Posc) 

326 Gender and Power in Latin America (Hist) 

333 20 th Century Spanish American Writers (Span) 

340 Social Movements (Soci) 

350 Women and the Law (Posc) 

352 Medieval Women and Religion (Hist) 

360 Victorian Literature (Engl) 

382 19 th Century New England Women Writers (Engl) 

383 Disease and the Social Body (Hist) 

433 Topics in Gender Studies (Span) 

437 Topics in Hispanic Caribbean Literatures and Cultures (Span) 

450 Oscar Wilde and the Queer Cultures of the ’90s (Engl)

Educational Policies and Procedures 

Statement of Educational Objectives 

The following statement of educational objectives has been adopted by the 

Hartwick College faculty and approved by the Board of Trustees: 

Hartwick College is a four-year, independent, coeducational liberal arts and 

sciences college, which accepts students as candidates for the Bachelor of Arts and 

Bachelor of Science degrees, regardless of age, race, sex, creed, or physical 

handicap. It provides instruction in, and stresses the relatedness of, the humanities, 

the social and behavioral sciences and the natural sciences; it emphasizes 

intellectual excellence, ethical values and effective and responsible participation in 

a democratic society. 

Hartwick provides opportunities for students: 

• To expand their awareness of the world by exposure to intellectual 

perspectives of a variety of disciplines and to the content and historical 

roots of their own and other cultures. 

• To acquire depth of knowledge in one or more areas of specialization. 

• To learn the disciplined and discriminating use of evidence in making 

decisions and solving problems. 

• To gain an appreciation of creative processes in the arts and sciences, and 

to develop their own creative abilities and give expression to them. 

• To achieve self-reliance and to develop their personal styles, values and 

beliefs in a manner consistent with becoming responsible and productive 

individuals. 

These goals are among the objectives of all of the educational activities of the 

College, both curricular and extracurricular. They are sought by various means 

with varying emphases, and in ways which are appropriate to the individual 

specializations of the students. The faculty and staff of Hartwick College assist 

students in identifying and achieving these goals through instruction, advice, 

guidance and example.

Accreditation and Affiliations 

Hartwick is an independent college operating under a charter granted by the 

Regents of the University of the State of New York. Control of the College is 

vested in its Board of Trustees, and its academic programs are registered with the 

New York State Department of Education, Office of Higher Education, Room 

979, Education Building Annex, Albany, NY 12230, 518-474-5851. 

The College is accredited by the Middle States Association of Colleges and 

Schools. The degree programs in art and art history are accredited by the National 

Association of Schools of Art and Design. The bachelor of science degree 

program in chemistry is approved by the American Chemical Society. The degree 

programs in music and music education are accredited by the National 

Association of Schools of Music and the music department has an active chapter 

of Pi Kappa Lambda, a national music honor society. The baccalaureate program 

in nursing is accredited by the National League for Nursing. 

Hartwick is an institutional member of the Association of American Colleges and 

Universities, the American Council on Education, the Association of Colleges and 

Universities of the State of New York, the Commission on Independent Colleges 

and Universities, the College Entrance Examination Board, the Council for 

Advancement and Support of Education, the Department of Baccalaureate and 

Higher Degree Programs of the National League for Nursing, the American 

Chemical Society, the American Association of University Women, the 

Independent College Fund of New York, the National Association of 

Independent Colleges and Universities, the Council on International Educational 

Exchange, and the Higher Education Data Sharing Consortium, EduCAUSE. 

Registered Degree Programs 

Enrollment in other than registered or otherwise approved programs may 

jeopardize a student’s eligibility for financial aid awards. 

B.A. Degree Titles & Hegis Codes 

Accounting (General) 0502 

Anthropology 2202 

Art 1002 

Art History 1003 

Biology 0401 

Chemistry 1905 

Economics 2204 

English 1501 

French 1102 

Geology 1914 

German 1103 

History 2205 

Management 0506 

Mathematics 1701 

Music 1005

Philosophy 1509 

Philosophy/Religious Studies 1351 

Physics 1902 

Political Science 2207 

Psychology 2001 

Religious Studies 1350 

Sociology 2208 

Social Studies 2201 

Spanish 1105 

Theatre Arts 1007 

Individual Studies 4901 

B.S. Degree Titles & Hegis Codes 

Accounting (C.P.A.) 0502 

Biochemistry 0414 

Computer Science 0701 

Chemistry 1905 

Information Science 0702 

Medical Technology 1223 

Music Education 0832 

Nursing 1203 

Individual Studies 4901 

Teacher Certification 

At Hartwick, students interested in becoming teachers complete an education 

program coupled with a content major or major/minor combination. Hartwick 

offers education programs in Childhood (grades 1-6) coupled with more than 20 

content majors; Middle Childhood (grades 5-9)and Adolescence (grades 8-12) 

education coupled with majors in English, Math, Biology, Chemistry, Physics, 

Geology (Earth Science), French, German, Spanish. Social Studies certification 

may be coupled with majors in Anthropology, Economics, History, Political 

Science, or Sociology for the Adolescent level (and Psychology for the Middle 

Childhood level); and K-12 Music Education. For additional information please 

refer to the Education Department (page 55 of this catalog).

Policies and Procedures 

Students at Hartwick are expected to familiarize themselves with the graduation 

criteria, major requirements and other applicable academic guidelines as they plan 

their programs.

Academic Honesty 

The principles of honesty and integrity govern all academic work at Hartwick 

College. Violation of these principles by plagiarism or other forms of academic 

dishonesty will lead to serious penalties, up to and including dismissal from the 

College. For details of this policy, see the Academic Honesty Policy on the 

College’s Web site.

Full- and Part-Time Matriculated Student Status 

For students receiving financial aid from New York State, see “Standards of NYS 

Student Aid Eligibility” under Educational Policies and Procedures. 

A matriculated student is one accepted by the College to work full- or part-time 

toward a degree. 

A full-time matriculated student is expected to complete at least 24 credits per 

year. All matriculated students must abide by the regulations established by the 

faculty and enforced by the Dean and the Committee on Academic Standards. 

Since Hartwick is designed primarily as a residential institution for full-time 

students, exceptions to the fulltime status will be granted only in cases falling 

within the following categories: 

1. Students admitted as part-time matriculated students because of unusual 

student needs. An example would be a student who, because of financial 

problems, cannot afford full-time status. Students in these or similar 

circumstances may be admitted as part-time students. 

2. Full-time students who wish to change to part-time matriculated status for 

one or more terms after enrollment at the College. Exceptions to the full-time 

status will be granted only to those who can satisfy the Committee on 

Academic Standards that they meet one or more of the following criteria: 

a. Continuation of study at the College past the normal four-year period. 

b. Special, validated health problems permitting part-time but not full- time 

study. 

c. Unforeseeable financial emergency. 

d. Strong academic justification to meet special student needs.

Visiting Students at Hartwick 

Hartwick also admits visiting students. These are matriculated students in good 

standing at other campuses who wish to pursue course work at Hartwick that is 

uniquely relevant to their educational programs. A Hartwick program abroad 

would be an example of such a program. Visiting students may enroll in a normal 

course load at Hartwick, so long as they have explicit permission from their home 

colleges.

Special Students 

In special cases students who are not matriculated at Hartwick or other 

institutions may be admitted as part-time students (taking no more than 8 

credits). The standards for admission for special students are comparable to those 

which govern those who apply for matriculated status. 

Students desiring special student status should contact the admission office for an 

application and further information. Special students will be required to provide 

official collegiate transcripts and may be requested to provide official secondary 

school transcripts with test scores prior to admission. Upon acceptance, students 

may register in classes on a space-available basis, assuming they have satisfied 

course prerequisites.

Classification of Students 

Students are classified as follows: 

Freshman—less than 30 credits completed 

Sophomore—30 through 59 credits completed 

Junior—60 through 89 credits completed 

Senior—minimum of 90 credits completed

Grades 

Physical education courses are graded on a Passed-Not Passed basis. The work of 

students in all other courses is graded by letter and by number of quality points as 

follows: 

A: indicates original or independent thinking, a command of the 

interrelationships within the subject, the ability to apply the principles learned, a 

mastery of the subject matter and clarity of expression. Quality points per credit: 

A = 4.0, A- = 3.7. 

B: indicates a mastery of the subject matter, an understanding of the 

fundamentals and their interrelationships, the ability to apply that knowledge 

and to express it clearly. Quality points per : B+ = 3.3, B = 3.0, B- = 2.7. 

C: indicates an acceptable knowledge of the course content, an understanding of 

the fundamental principles and a reasonable ability to apply them. Quality 

points per credit: C+ = 2.3, C = 2.0, C- = 1.7. 

D: indicates minimal knowledge and understanding of the course content, with a 

limited ability to apply the principles learned. Quality points per course unit: 

D+ = 1.3, D = 1.0., D- = 0.7. 

F: indicates that the work was not satisfactorily completed. Quality points per 

credit: F = 0.0. 

I: indicates that the course work was incomplete at the end of the term and that 

the instructor granted additional time to complete the work or additional time 

was required for grading practices. It should be understood that incompletes are 

issued for a number of reasons and do not necessarily indicate negligence on the 

part of the student. For the student to receive credit for the course, all work 

must be completed by one of the following dates, or by an earlier date as set by 

the instructor: Spring and Summer Term courses—October 30. Fall and 

January Term courses—March 30. If a grade is not submitted by the 

appropriate date, an automatic “F” will be recorded. 

Additional markings regarding grades: 

X: indicates non-attendance in a course. The student must show to the 

satisfaction of the Committee on Academic Standards that he or she never 

attended the course or stopped attending the course and failed to withdraw with 

proper administrative processing. “X” does not count in the total courses 

attempted. 

W: indicates that the student withdrew from the course by the end of the ninth 

week of the term for a fall or spring term course, by the end of the third week 

for a January Term course. Each instructor must provide every student with an 

evaluation of progress in the course so that the student may evaluate his or her 

status prior to the deadline for withdrawal. Withdrawals after the deadline are 

not permitted unless approved by the Committee on Academic Standards. “W” 

does not count in the total of courses attempted. 

PND: used when no grade has been submitted by the instructor. The grade is 

pending.

In addition to the grades and quality points referred to above, a faculty member 

may write a commentary concerning the student’s work in a class. Such statements 

must be typed on the proper form obtained from the registrar’s office; only then 

will they be incorporated as part of the transcript. 

Grades are reported electronically at the end of each grading period. 

College policy permits the withholding of a transcript until a student’s debts have 

been paid, including library and traffic fines.

Auditing Courses 

A student in good academic standing and with the permission of the instructor 

may audit a course. The student and the instructor must agree in advance on what 

the auditor is expected to do. At the end of the course, the instructor shall certify 

that the student met these obligations. If the obligations are not met, the student 

will be dropped from the course roster. A decision to change from credit to audit 

must be made by the end of the first week of the term in which the course is given. 

Not all courses are available for audits; for example, studio arts courses, physical 

education courses, computer laboratory courses, and off-campus programs are 

excluded.

Repeating of Courses 

A student may retake any course for the purpose of gaining additional knowledge 

and improving the grade. Retaking a course for which the student has credit (the 

course was passed) will not add to the student’s total number of credits completed 

for graduation. For courses repeated at Hartwick, the higher grade will be used to 

calculate the grade point average. For courses repeated elsewhere, if the course is 

allowed to transfer in, and if the Hartwick grade in the earlier attempt was D+ or 

lower, the Hartwick grade will not be included in the student’s grade point 

average. The transfer grade will not be used in the grade point average either; the 

student will just have credit for the transfer course rather than the Hartwick 

course. 

It is the student’s responsibility to notify the Registrar’s Office when a course is 

being repeated.

Deletion of Courses from Final Grade Point Average 

In order to meet the minimum 2.00 required for graduation, a senior may elect 

during his or her final term to exclude from the final cumulative grade point 

average any course not needed to meet graduation requirements (including total 

number of credits). Such grades will still be shown on the transcript but will not 

be calculated within the final cumulative grade point average.

Waiver of Academic Requirements 

Requests for waivers of academic requirements must be addressed to the 

Committee on Academic Standards which includes faculty and student members. 

Petitions should be addressed to the committee and submitted to the Registrar 

who serves as executive secretary to the committee. Requests for waiver of 

Curriculum XXI requirements should be addressed to the Dean of Academic 

Affairs.

Honors at Commencement 

College Honors 

To complete the Honors Program, and to be recommended by the Honors 

Program Committee for College Honors upon graduation, a student must be 

admitted to the program and successfully complete the interdisciplinary Honors 

Seminar and five Honors Options. Each student must graduate with at least a 

3.500 grade point average to receive College Honors at Commencement. For a 

further description of the College Honors Program, see “Honors Program” under 

Academic Opportunities. 

Overall Average Honors 

Senior students at Commencement are awarded degrees with honor as follows: 

summa cum laude—3.850 or higher grade point average 

magna cum laude—3.650 or higher grade point average 

cum laude—3.400 or higher grade point average 

A student who has transferred credit to Hartwick College is eligible to graduate 

with honors only if the grade point average for the student’s entire college career 

falls into one of the categories above. 

Departmental Distinction 

Students will be awarded Departmental Distinction if they have met all the 

following requirements: 

1. Earned an overall grade average of at least 3.00, 

2. Earned a grade average of at least 3.50 in the major, 

3. Completed a senior thesis or project with a grade of at least A-, and 

4. Met any other requirements as specified in the College Catalog by individual 

departments. 

Each department will indicate in the College Catalog which courses either within 

or outside the department count toward requirement two. 

Suitable notice of Departmental Distinction is to be entered on a student’s 

permanent record. 

Individual Program Distinction 

A student who, at the time of graduation, has met the following standards may be 

awarded a degree with Individual Program Distinction upon recommendation of 

the Committee on Individual Student Programs and with the approval of the 

Committee on Academic Standards: 

1. Has the approval of the Program Advisor and Advisory Committee; and 

2. Has earned an overall average of 3.50 or higher in the courses constituting the 

area of concentration, has a grade of A or A- on the senior project and a 

cumulative average of at least 3.00.

Commencement Participation 

Students may participate in the ceremony if they are registered in spring term of 

their senior year for an approved program of studies which, if completed with 

suitable grades, will fulfill all degree requirements.

Dean’s List 

Effective Fall 2002, to be eligible for a Fall Term or Spring Term Dean’s List, a 

student must complete within that term at least 12 academic credits, earning a 

term grade point average of at least 3.500. Any student with a grade of Incomplete 

in any course in that term other than Senior Project/Thesis is not eligible for 

Dean’s List. Dean’s List is issued only at the end of Fall and Spring terms (not for 

summer sessions or January Term).

Academic Standards 

A student is admitted to Hartwick College with the understanding that 

continuance in the College, and receipt of academic credits and any certificate, 

depend upon compliance with all College regulations. 

All students are expected to maintain cumulative grade point averages of at least 

2.0 and make reasonable progress toward a degree. All student records are 

evaluated at the end of Fall and Spring terms. Students whose cumulative grade 

point averages are less than 2.0 or who are failing to make adequate academic 

progress are on academic probation and liable to be dismissed from the College by 

the Committee on Academic Standards. Students on academic probation are 

required to sign an agreement with the committee that demonstrates their 

seriousness of purpose and provides a specific plan for repairing their deficiencies 

in a mutually agreeable time. Failure to comply with the probation agreement may 

result in dismissal.

Dismissal 

Three situations may lead to dismissal: 

1. Whenever the student, in the judgment of the Committee on Academic 

Standards, fails to meet the standards governing scholarship or fails to perform 

to the stipulations of a probation contract 

2. By action of the president of the College based on appropriate 

recommendation from the campus judicial body whenever the student has failed 

to meet the standards governing personal conduct 

3.Whenever a student has attended another college before applying for 

admission to Hartwick College and does not so state on his or her application 

for admission. 

A student who meets the standards, but who either withdraws from all courses for 

insufficient reason, or fails all courses in a term, may be dismissed from the 

College. Furthermore, a student may be placed on academic probation or 

dismissed any time there is grave doubt concerning either seriousness of purpose 

or completion of a degree program. 

The Committee on Academic Standards will notify in writing each student on 

academic probation as to future status at the College. A student who is dismissed 

may appeal to the Committee on Academic Standards which will then consider 

any extenuating circumstances in the student’s case. 

Students whose appeal has been granted and probationary students who have 

come to the Committee’s attention will often be required to meet special 

conditions if they are to be allowed to continue at the College. Some of the 

conditions specified in recent years are the following: 

1. Student must complete a full load of courses with specified minimum grade 

average or 

2. Student must restrict the number of courses to be taken and plan on taking 

more than the normal time to complete a degree. 

3. Student must change majors. 

4. Student must consult or report to specified advisors and counselors. 

5. Student must give up or reduce time-consuming activities such as athletics, 

fraternity or sorority offices, Hilltops, jobs off campus, theatre, or WRHO. 

Questions concerning probation and dismissal should be directed to the Registrar 

or the chair of the Committee on Academic Standards. Appeal of a decision to 

dismiss should be directed to the Dean of Academic Affairs.

Athletic Eligibility 

In order to maintain continuous athletic eligibility beyond the first year, a studentathlete 

must register for and pass a minimum of 24 credits prior to the beginning 

of each academic year or have passed 24 credits during the two terms previous to 

competition. January Term courses and approved courses taken during summer 

sessions may be counted toward the compilation of courses needed to fulfill this 

requirement. A student-athlete must remain a full-time student (must be enrolled 

in a minimum of 12 credits for the Fall and Spring terms). Repeating a course for 

which a passing grade was issued does not count toward the required number of 

credits for that term or for the academic year. Incomplete courses do not apply 

toward the required number of credits for that term or for the academic year until 

all course work has been completed and a passing grade issued. A student-athlete 

must also maintain good academic standing. The Committee on Academic 

Standards may curtail or suspend athletics participation for student-athletes with a 

cumulative GPA below 2.00. Dismissal or suspension from the institution for 

academic or disciplinary reasons may result in an interruption of continuous 

athletic eligibility per institutional and NCAA regulations.

Standards of NYS Student Aid Eligibility 

Academic Eligibility for NYS Student Aid (including scholarships and TAP): 

The following academic eligibility requirements apply for the granting of New 

York State student aid: 

Enrollment Requirements 

Awards are granted only to full-time matriculated students. According to state 

guidelines, full-time students must enroll for a minimum of 12 credits for the Fall 

Term and 12 credits for the January/Spring terms. Repeating a course does not 

count toward the required number of courses for that term. The State Education 

Department permits the January Term to be used with the Spring Term only and 

it cannot be used to make up a Fall Term deficiency. Every recipient must have a 

major declared or an ISP approved by the end of the sophomore year. Failure to 

meet enrollment requirements results in loss of the award for that term. 

Program Pursuit 

Satisfactory program pursuit is defined as receiving a passing or failing grade in a 

certain percentage of a full-time course load in each term for which an award is 

received. The percentage increases from 50 percent of the minimum full-time 

course load in each term of study in the first year for which an award is received, 

to 75 percent of the minimum full-time course load in each term of study in the 

second year for which an award is received, to 100 percent of the minimum fulltime 

course load in each term thereafter. 

Students must complete (with a grade of A, B, C, D or F) a minimum number of 

courses each term as follows: 

6 credits per term in the first year an award is received; 

9 credits per term in the second year an award is received; 

12 credits per term each term thereafter. 

Incompletes are permitted if the course is finished prior to the end of the next 

term. 

Satisfactory Academic Progress 

In addition, a certain number of credits must be accrued (successfully completed 

with grades of A, B, C or D) and a minimum cumulative GPA attained each term 

as follows: 

Before being 

certified for 

this payment 1 st 2 nd 3 rd 4 th 

__________________________________________ 

Minimum # 

of credits 

accrued 0 3 9 21 

__________________________________________ 

Minimum GPA 0 1.00 1.20 1.30 

__________________________________________ 

Before being

certified for 

this payment 5 th 6 th 7 th 8 th 

__________________________________________ 

Minimum # 

of credits 

accrued 33 45 60 75 

__________________________________________ 

Minimum GPA 2.0 2.0 2.0 2.0 

__________________________________________ 

Failure to meet program pursuit or satisfactory academic progress requirements 

results in the loss of the award for the subsequent term. A student may request a 

waiver of the above standards ONLY ONE TIME as an undergraduate. Requests 

will be considered on an individual basis and granted only for exceptional or 

extraordinary circumstances as determined by the certifying officer and the 

registrar. 

For information regarding New York State Awards, contact the Higher Education 

Services Corporation, Office of Grants and Awards, Tower Building, Empire State 

Plaza, Albany New York 12223 or your high school guidance counselor.

Change of Grades 

Once a student’s grade has been submitted to the Registrar’s Office it cannot be 

changed without authorization by the Committee on Academic Standards. 

Normally students are expected to initiate grade changes within a 15-day period. 

A student should have protection against prejudicial and capricious grading. The 

following policy is established for reviewing complaints about end-of-term grades: 

the student shall first consult the professor and department chair; if no agreement 

is reached, the student may then bring the case to the Committee on Academic 

Standards. The committee shall serve as a review board and, if a change seems 

justified, the committee shall be empowered to recommend a change of grade to 

the professor.

Course Load 

A normal course load for a full-time student is 30 academic credits per year, 

possibly distributed as: 13-14 credits in the Fall Term, 3-4 credits in the January 

Term, 13-14 credits in the Spring Term. This excludes physical education skill 

courses and music performance credit courses. Full-time course load is defined as 

12-16 credits in Fall or Spring Term and 3-4 credits in January Term. With the 

advisor’s approval, students who have no incompletes and are above a 2.3 

cumulative grade point average may enroll for 17-18 credits during either Fall 

or Spring term. With the advisor’s approval, students who have no incompletes 

and a 3.40 or better cumulative grade point average may enroll for 19-20 credits 

during either Fall or Spring term. These rules will be waived if a specific 

departmental program dictates overloads as part of the total planned student 

program. A 24 credit load for the academic year is the minimum required of all 

full-time matriculated students as they work toward the total of 120 academic 

credits required for graduation. 

For students who receive financial aid from New York State, see “Standards of 

NYS Student Aid Eligibility” under Educational Policies and Procedures.

Adding and Dropping Courses 

Forms on which to add or drop course selections may be obtained in the 

Registrar’s Office and must be approved by the student’s advisor. Classes may not 

be added after the beginning of the second class meeting of any course unless the 

instructor grants permission. Courses meeting the full term must be registered by 

the end of the second week of Fall or Spring term. Courses meeting for less than 

the full term must be registered by the end of the first week of that course's 

meetings. Independent or directed studies and internships must be registered by 

the end of the first week of that course’s meetings.

Withdrawal from Courses 

A student who wishes to withdraw from a course should obtain a withdrawal form 

from the Registrar’s Office, where an explanation of current withdrawal 

procedures is available. Provision may be made for a student to withdraw at any 

time without penalty in the event of serious illness or emergency. A student who 

withdraws from one or more courses may have to repay any state financial aid 

received. See “Standards of NYS Student Aid Eligibility” under Educational 

Policies and Procedures.

Attendance 

The student is responsible for regular class attendance in courses in which he or 

she is registered. A student is accountable for all work missed because of class 

absence. The instructor may request a student to provide reasons for absence and 

is under no obligation to make special arrangements for students who are absent.

Independent and Directed Studies 

Students wishing to engage in a study for which no course exists but in an area in 

which an instructor is qualified, may pursue either an independent or directed 

study pursuant to the following restrictions. Credit for an independent or directed 

study may be 1, 2, 3, or 4 credits. 

Independent Studies permit junior and senior students with a GPA of 2.3 or 

higher to examine specialized topics with minimal supervision. To qualify for an 

independent study, a student must have prior academic experience (either a 

completed course or directed study with at least a C for each course) in the general 

field or fields in which the study is to be undertaken. Departmental approval shall 

come only after a formal departmental review and concurrence that the proposal 

has sound academic merit. To assist in this process, the student must provide a list 

of the courses that qualify the student for pursuing such a project, a detailed 

explanation of the goals of the project and a detailed listing of available resources. 

Justified exceptions to this policy can be brought to the Committee on Academic 

Standards for decision. 

The following course numbers will be used to indicate independent studies: 

398 for Junior Independent Studies 

498 for Senior Independent Studies 

Directed Studies are open to all students above the freshman level and in good 

academic standing. In such projects the student works closely with the instructor 

on an individual basis. The instructor will provide evaluations and guidance at 

least one hour per week during the tenure of the project. Departmental approval 

shall follow the same formula as that for independent studies. 

The following course numbers will be used to indicate directed studies: 

299 for Sophomore Directed Studies 

399 for Junior Directed Studies 

499 for Senior Directed Studies 

Registration for either independent or directed studies must be completed before 

the beginning of the second week of the term in which the study will commence. 

Forms and information on procedures are available from the registrar. Completed 

forms, including departmental approval, must be on file in the Registrar’s Office. 

A student may take no more than two independent and four directed studies 

during a four-year career and no more than two independent and two directed 

studies during a two-year career. No more than four studies of any combination 

with the above guidelines may be taken with the same instructor unless the 

Committee on Academic Standards grants special permission.

Internships 

Internships are academic experiences supervised primarily by a Hartwick faculty 

member in cooperation with an on-site work supervisor. They are open to seniors, 

juniors and sophomores, although some departments limit them to juniors and 

seniors. Each department retains its own specific requirements for students 

wishing to undertake internships. However, the following requirements govern 

overall: 

1. After conferring with his or her academic advisor, each student (except as 

indicated in point 4 below) shall write an Internship Agreement in consultation 

with a faculty supervisor and work supervisor. The Agreement: 

a) provides the student with a sound foundation for pursuing the on-site 

experience, 

b) articulates the educational merit of the internship as it enriches and 

expands the student’s knowledge and/or skills in a specific field, 

c) reflects the relationship between the student’s goals and objectives for the 

internship and his or her total academic program, 

d) establishes how often and by what means the faculty supervisor will 

communicate with the work supervisor and the student during the internship, 

e) outlines the basis upon which the intern will be evaluated and graded by the 

faculty supervisor. 

2. The Internship Agreement requires the approval of the faculty supervisor, 

department chair, work supervisor, internship coordinator, Bursar’s Office, 

Financial Aid, and the Registrar’s Office. 

3. The signed Internship Agreement must be submitted to the coordinator on or 

before a specified date during the semester preceding the proposed internship. 

The internship coordinator will send a copy of the agreement to the Registrar’s 

Office, whereupon the student will be officially registered for the internship. In 

addition, a copy will be sent to the student, the faculty supervisor and the work 

supervisor. 

4. The only exceptions to the use of the Internship Agreement will be for those 

students officially registered in the following Hartwick-affiliated internship 

programs: The Washington Center and American University in Washington, 

DC, the Philadelphia Center (GLCA), The Boston Semester, Educational 

Programmes Abroad, and the Nursing Department’s senior independent study 

during January. 

5. A one-month January internship shall receive no more than four semester 

hours of credit. With the exception of internships arranged through affiliated 

internship programs listed above, internships outside of the January Term 

normally receive two to six semester hours of credit. 

6. The maximum limit for internship credit over a student’s four-year academic 

program is 12 credits. 

The following course numbers will be used for internships: 

295 Sophomore 

395 Junior 

495 Senior 

Registration for an internship establishes the same commitment as registering for a 

course. Withdrawals must be initiated by the end of the ninth week for Fall or

Spring terms, the end of the third week of January Term, and by July 25 for 

summer or summer-for-fall registrations.

Testing, Proficiency Examinations, and College-Level Examinations 

Freshman testing is conducted as a part of the orientation program. Hartwick 

College offers individual testing programs for other students. 

To receive credit by proficiency examination (administered by a department), 

consult the department to determine if an examination is available for the desired 

course. An evaluation fee of $175 per course (up to 4 credits) will be charged. 

Under certain conditions, Hartwick College will grant a maximum of 30 credits 

toward graduation based on College Proficiency Examinations administered by the 

New York State Education Department College-Level Program Examinations, or 

the Independent Study Programs of the State University of New York, or College 

Level Examination Program. 

Normally credit will be granted only to students who meet the entrance 

requirements and who matriculate for a program of study leading to a degree. The 

granting of credit will not by itself guarantee that all prerequisites for advanced 

study have been met. Students who have completed work in elementary courses by 

examination are urged to consult a departmental advisor before registering for 

advanced work in a subject. 

A full-time matriculated student may be eligible to earn credits under any of the 

previously mentioned programs upon approval by the Committee on Academic 

Standards. Acceptability of a particular program should be confirmed, in writing, 

by the Registrar.

Credit for Prior Experiential Learning 

Prior experiential learning is learning acquired outside of a formal academic 

setting. It provides knowledge, understanding, or intellectual skills expected of 

students who pursue a baccalaureate degree at a liberal arts and sciences college 

and takes place prior to admission. Prior experiential learning usually results from 

independent reading or study from employment, from serving an internship or 

from some other related activity. To obtain credit for prior experiential learning, 

applicants must be able to articulate in some acceptable way what they have 

learned and must be able to demonstrate that it is equivalent to the academic work 

done by college students. Normally, credit will be granted for experience occurring 

after the completion of high school. 

Students who have been accepted for admission by the College and who desire 

credit for prior experiential learning shall submit an application to the Registrar’s 

Office. The registrar shall in turn submit the application to an academic 

department, to several departments or to the appropriate faculty committee for 

evaluation. The evaluation will include a personal interview and whatever form of 

demonstration is necessary to determine whether academic credit (without grades) 

should be awarded. Details of this procedure and the fee charged for processing 

and assessing applications are available through the Registrar’s Office. 

No more than 30 credits for prior experiential learning may be included in credits 

required for graduation. No more than 60 credits earned through the combination 

of transfer credit, equivalency examinations and prior experiential learning may be 

applied toward a Hartwick degree.

Courses Taken Elsewhere During Regular School Year 

Such study must be approved by the director of off-campus programs and/or the 

Registrar. No more than 8 credits (semester hours) can be transferred to Hartwick 

from a two-year college after achieving 60 credits at Hartwick (unless specific 

permission has been granted as part of an Individual Student Program). Grades for 

courses taken elsewhere are included when determining a student’s eligibility for 

honors at Commencement. See “Overall Average Honors” under Educational 

Policies and Procedures.

Summer School Courses 

A Hartwick student may request permission from the Registrar to attend summer 

school at another accredited college or university. No more than 8 credits in 

courses at a two-year college are permitted after two-years’ work (60 credits or 

more) at Hartwick (unless specific permission has been granted as part of an 

Individual Student Program). Grades for courses taken in summer school are 

included when determining a student’s eligibility for honors at Commencement 

(See “Overall Average Honors” under Educational Policies and Procedures). 

Quarter Credit hours convert to semester hours (credits) as follows: 3 quarter 

hours = 2 credits, 4 quarter hours = 2.66666 credits, 5 quarter hours = 3.33333 

credits.

Leave of Absence 

A leave of absence may be granted to a student for a period of not more than one 

year nor less than one term. There are three kinds of leaves: general, academic, and 

medical. 

General leaves are granted to students who need to take time away from their 

studies for financial, personal, or family reasons. A student desiring a general 

leave should consult with his or her advisor and then apply to the Registrar’s 

Office. A student returning from a general leave should notify the registrar’s 

office at least one month prior to the beginning of the term in which he or she 

wishes to return. For extension of leave past the originally specified leave period, 

the student should contact the Registrar’s Office. 

Academic leaves are granted to students who wish to study at another college for 

a specified period of time. A student desiring an academic leave should contact 

the off-campus programs office for approval of the leave and the course of 

study. The student will be notified of approval in writing. Two categories of 

medical leaves are granted: 

1. for those students whose physical conditions require a more intensive form 

of treatment than the health center can reasonably provide, or 

2. for those students whose emotional or psychological well-being would be 

better served by taking a term or more away from Hartwick for a more 

intensive form of treatment than the counseling center staff can reasonably 

provide. 

Both categories of medical leave are granted upon approval of the Hartwick 

College medical director. A student in the first category should contact the health 

center to help him or her determine if a medical leave is appropriate. A student in 

the second category should contact the counseling center staff to help him or her 

determine if a medical leave is appropriate. A student wishing to return from a 

medical leave must have his or her attending physician or mental health 

professional write a letter attesting to the appropriateness of returning and any 

follow-up treatment that will be required once reinstated. See the Wellness Center 

or Counseling Center staff for further information.

Official Withdrawal 

A student who wishes to leave Hartwick and has no plans to return must complete 

and submit a withdrawal form to the Registrar’s Office. Students may officially 

withdraw from the College up to the last day of classes for the term; however, to 

receive a grade of “W,” a Course Change Form must be submitted to the 

Registrar’s Office by the regular term deadline for withdrawal with a “W.” 

Students who officially withdraw will have the notation of Official Withdrawal 

on their record. Students who leave the College without submitting a completed 

withdrawal form will be considered to have unofficially withdrawn and will have 

such a notation posted on their academic record. If a student withdraws and later 

wishes to resume study, an Application for Readmission must be made to the 

Registrar’s Office. (See Admissions for further information.)

Academic Dismissals 

Students academically dismissed are not permitted to return for at least one 

calendar year. If returning from an academic dismissal, students must apply for 

readmission through the registrar’s office. See “Readmission of Former Students” 

under Admissions for further information. 

Returning students who have been out of school for a minimum of one calendar 

year have the option of requesting a recalculated average if at least 24 credits are 

taken after the student returns. See the Registrar for further information.

Emergencies 

Students who experience a personal or family crisis that requires leaving the 

College for a brief period during a semester should notify the dean of students. 

The dean of students will contact the appropriate offices and the student’s 

professors. Contact with the counseling center before leaving and after returning 

could prove helpful to students experiencing this type of crisis. Students needing 

to leave the College temporarily during the semester for medical reasons should 

contact the Wellness Center. The Wellness Center will contact the student’s 

professors. 

All work missed is the responsibility of the student and arrangements for make-up 

work, if allowed, should be made directly with professors as soon as possible.

Transcripts 

A permanent transcript for each student is maintained by the Registrar. Each 

student is entitled to one certified transcript of college credits without cost upon 

graduation. A fee of $3 is charged for each additional transcript. 

In accordance with federal law, students are permitted access to their educational 

records upon request to the Registrar’s Office. Besides the student, access is 

permitted to the following: 

1. The Committee on Academic Standards 

2. The Director of Academic Advising and Special Student Advisors 

3. Faculty Advisors 

4. The Financial Aid Office 

5. The President 

6. The Dean of Academic Affairs 

7. The Deans 

8. Other Offices, faculty, and administrators with valid educational reasons for 

viewing the records. 

Hartwick College complies with the provisions of the Family Educational Rights 

and Privacy Act of 1974 (P.L. 93-380, as amended), which provides for the 

confidentiality of student records unless released by the student and the openness 

of records to the student concerned, with an opportunity to correct mistakes in 

such records. The complete statement of the College policy is available at the 

office of the vice president of student services and on the College Web site. 

If the student believes that any part of the information on his or her educational 

record is inaccurate or misleading or violates the student’s privacy or other rights, 

a request may be made for correction of the record by the Registrar. If, in the 

Registrar’s opinion, the student has proved his/her case, the record will be 

corrected and the student notified. If the Registrar refuses to change the record, 

appeal may be made by the student to the Committee on Academic Standards, 

whose decision will be based upon evidence presented at the hearing. Decision will 

include a summary of the evidence and the reasons for the decision. If desired, the 

student may be assisted or represented by an individual of the student’s choice, 

including an attorney at the student’s own expense. 

At Hartwick, a student may appeal a professor’s grade to the Committee on 

Academic Standards on the grounds that the instructor was prejudicial or 

capricious. In such a case, the Committee on Academic Standards, if it agrees with 

the student, will recommend to the professor that the grade be changed. The final 

decision is that of the professor. Federal law provides the student’s right to a 

hearing to contest whether or not the grade was recorded accurately in the 

educational record; there is no right granted by federal law to contest the 

assignment of the grade by the professor.

Admissions 

Hartwick seeks to admit those students who have demonstrated promise and, 

through past achievements, their desire to develop intellectually and personally. 

A prospective student’s curriculum and academic performance in secondary school 

are the primary criteria in the selection process. 

The distribution of recommended secondary school courses for applicants 

includes: 

(a) four years of English, 

(b) three years of a modern or classical foreign language, 

(c) three years of mathematics, 

(d) two years of laboratory science plus one additional science, 

(e) two years of history, 

(f) two years of social science. 

The College will recognize those students who have taken advanced work in these 

areas and will note the variety and substance of other courses supplemental to the 

basic core, most notably in the fine arts. 

SAT I or ACT test scores are optional for all candidates. 

Applicants are encouraged to supplement the formal application with any 

additional materials which reflect special talents and interests.

Campus Visit 

An interview in the Office of Admissions, while not required, is strongly 

recommended. The personal interview can provide an opportunity for the 

candidate to present and stress those aspects of his/her life experiences which add 

dimension to the standard admission criteria. 

Personal interviews may be scheduled Monday through Friday from 9 a.m. to 4 

p.m. and most Saturdays from noon to 4 p.m. To schedule an appointment, write 

the Office of Admissions, e-mail admissions@hartwick.edu, or call 888- 

HARTWICK, toll free, or 607-431-4150. The office is closed during the 

Thanksgiving recess and the week between Christmas and New Year’s Day. 

Overnight visits may be arranged through the Office of Admissions. Student hosts 

and hostesses are available Monday through Thursday nights while the College is 

in session. Overnight arrangements will not be scheduled during the College’s 

examination periods or student breaks.

Early Decision 

Applicants who have carefully considered their educational expectations for 

college and have decided that Hartwick College is their first choice may choose to 

apply under the Early Decision plan. 

A candidate should complete and submit the Early Decision form, which is part of 

the application. The Early Decision I deadline is November 15 and Early 

Decision II deadline is January 15. An admissions decision will be sent to Early 

Decision I candidates by December 15, and January 20 for Early Decision II 

candidates. 

Regular Decision 

The deadline for Regular Decision is February 15. Students must apply by 

February 15 to be considered for our merit-based scholarships.

First-Year Student Application Procedure 

1. The Hartwick application may be obtained from the Office of Admissions, 

Hartwick College, Oneonta, NY 13820 or online at www.hartwick.edu. The 

College accepts either its own form or the Common Application. Students may 

obtain copies of the Common Application from their high school or Common 

Application Web site. There is a supplemental form for the Common 

Application. The supplemental form can be obtained by going to 

www.hartwick.edu. 

2. The application fee must accompany the application. It is not refundable, nor 

is it credited to the student’s account after enrollment. The application fee is 

waived for children of Hartwick College alumni, applicants who interview on 

campus prior to February 15, and students submitting the online application. 

3. Candidates may submit scores from the College Board SAT or from the 

ACT. It is recommended that these tests be taken in the spring of the junior 

year and/or the fall of the senior year in secondary school and must be taken by 

the February 15 deadline of senior year. 

Hartwick subscribes to the Candidate’s Common Reply Date and accepted 

students are required to notify the College of their decision to attend by 

submitting an enrollment deposit fee, postmarked on or before May 1. 

Accepted candidates who matriculate must have their secondary school send the 

official end-of-year transcript indicating graduation date and final grades received. 

If the end-of-year credentials are not commensurate with those on which the 

original decision was based, the College reserves the right to review the original 

decision. 

Although most first-year students apply for entrance in the Fall Term, new 

students may apply for Spring Term (application deadline January 1).

Deferred Enrollment 

For the admitted student who wishes to defer enrollment for one year, a letter 

should be sent to the director of admissions requesting deferred enrollment and 

stating the reason(s) for the request. The enrollment deposit is required to grant 

the deferral (see Enrollment Deposit Fee, page 143).

Advanced Placement and Credit 

Hartwick College offers advanced placement credit for most scores of three or 

better on the Advanced Placement Tests of the College Board. Some students 

choose this option in order to accelerate their progress toward a degree, reduce 

costs or enrich their normal degree program with additional course work. AP 

scores should be submitted to the College so that credit and/or placement may be 

awarded. 

Advanced placement and/or credit is also offered through CLEP (College Level 

Examination Program) under specified conditions for non-traditional students 

who have acquired mastery of a subject through work experience or other avenues 

outside the traditional classroom setting. See page 136 on other credits by 

examination. Advanced placement and/or credit also is offered through 

international baccalaureate higher-level courses with grades of 4 or better.

Music Audition and Art Portfolio 

Students applying for admission as music majors are required to have an audition. 

Auditions are held periodically on and off campus Admissions throughout the 

academic year. Students desiring to make audition arrangements should contact 

the chair of the music department for a specific time and date. 

It is strongly recommended that students wishing to pursue art as a major course 

of study submit a portfolio of slides. Slides should accompany the application and 

will be forwarded to the Department of Art.

Financial Aid 

Financial assistance at Hartwick College is of two types: aid based on financial 

need and aid based on other criteria, such as academic achievement (non-needbased 

aid). Further information may be obtained at the office of financial aid at 

Hartwick College. 

Scholarships 

Hartwick College offers awards and scholarships to entering students who have 

exhibited outstanding academic achievement, unusual evidence of leadership and 

school and community involvement. In addition, the College offers named 

scholarships made available through the generosity of friends of the College. 

Students are considered for scholarships through the review of their admissions 

application. 

Candidates designated for these awards are eligible for other financial assistance 

from the College. These awards are renewable for each year of upper-class study 

providing the student maintains satisfactory progress toward the degree.

International Student Application Procedure 

Students who are citizens of countries other than the United States are actively 

encouraged to apply for admission. Hartwick College waives the application fee 

for international students. 

International students who already are attending school or college in the U.S. 

should apply following the same application procedure for U.S. students. 

International students who are attending secondary school or college in countries 

other than the U.S. can apply with Hartwick College’s Application for 

International Student Admissions, which can be obtained by calling, e-mailing, or 

writing the Office of Admissions. 

International students should be prepared to submit objective test scores to 

indicate their level of English proficiency. Hartwick will accept the SAT I if the 

student’s verbal score is greater than 420. Otherwise we will accept the Test of 

English as a Foreign Language. The minimum score we will accept is a 550 on the 

written TOEFL and a 213 on the computer-based TOEFL. 

International applicants who wish to be considered for international scholarships 

are required to complete and submit the Hartwick College International Student 

Financial Aid Form (IFAF). This can be obtained by calling, e-mailing, or writing 

the Office of Admissions. 

For additional information on international admissions, please contact the Office 

of Admissions or visit www.hartwick.edu.

Transfer Student Application Procedure 

Hartwick College welcomes qualified students who have attended other 

undergraduate institutions. A cumulative grade point average of at least 2.0 on a 

scale of 4.0 is required to be considered. Transfer students may apply for 

admission to the Fall or Spring terms. 

Transfer credit from accredited colleges usually is given for courses similar to 

those offered at Hartwick College, completed with a grade of C- or higher. A 

transfer student is required to attend Hartwick College for at least two academic 

years and to earn 60 credit hours to be eligible for a degree from Hartwick. Credit 

hours may be earned on a part-time or full-time basis. 

Hartwick College generally will honor the associate of arts or associate of science 

degree from accredited colleges by offering the equivalent of two years of credit. 

Associate degree candidates who are admitted must meet the Hartwick College 

graduation requirements; it is possible that this may take longer than two years in 

some cases. 

Hartwick has articulation and transfer agreements with several two-year colleges. 

Please contact the Office of Admissions for a complete listing. 

Students who wish to transfer to Hartwick are requested to follow these steps: 

1. Obtain application forms and instructions from the Office of Admissions, 

Hartwick College, Oneonta, NY 13820. All correspondence relative to 

admission should be sent to this office. 

2. Have official transcripts of credits earned at all previous colleges sent to the 

Office of Admissions. 

3. An official secondary school transcript must be sent. Holders of a high school 

equivalency diploma (GED) must submit a copy of their test scores. SAT or 

ACT scores are optional. 

4. Obtain a dean/academic advisor evaluation form indicating the student is in 

good academic and social standing and entitled to return to that institution. 

5. Have a recommendation sent from a professor with whom the applicant has 

taken a college level course. Applicants who have not been enrolled at a college 

for three or more years may submit a personal/employer reference. 

Unless there are unusual circumstances, prospective transfer students who have at 

any time been denied admission to Hartwick will be eligible for consideration 

provided they have studied for one academic year at another institution. 

Hartwick adheres to a policy of rolling admission for transfer candidates. 

Deadlines for completed applications are as follows: 

Summer Accelerated Nursing Program—April 1 

Fall Term—August 1 

Spring Term—January 1 

In all cases, decisions will not be made until the application is complete.

The College offers both merit-based and need-based financial aid to incoming 

transfer students. In addition, Hartwick offers special scholarships to qualified Phi 

Theta Kappans based on financial need, academic achievement, character, and 

involvement in school and community activities.

RN Mobility Application Procedure 

1. Obtain application forms and instructions from the Office of Admissions, 

Hartwick College, Oneonta, NY 13820. 

2. Have official transcripts from each educational institution previously attended 

sent to the Office of Admissions. An official secondary school transcript also is 

required. 

3. Have a reference sent from an instructor from the last professional program 

attended or supervisor (head nurse, supervisor or director) from a place of 

employment. 

4. Submit a reference from a colleague. 

5. Submit a photocopy of your current New York RN License or verification of 

application. 

6. Deadline for RN Mobility applications: 

Fall Term-August 1 

Spring Term-January 1

Special Student Status 

Please refer to the specific information in the Education Policies and Procedures 

section.

Readmission of Former Students 

A student whose study at Hartwick has been interrupted and who wishes to return 

must complete an Application for Readmission in the Registrar’s Office in the 

following instances: 

1. A student who is returning after being away for a period of time that 

exceeded the maximum leave period must apply for readmission. 

2. A student who has been academically dismissed is eligible to apply for 

readmission one calendar year after the date of dismissal. 

3. A student who has been suspended is eligible to apply for readmission after 

the end of the suspension period. 

Readmission Application Procedure 

1. Complete and submit the Application for Readmission to the Registrar’s 

Office. 

2. Submit the non-refundable application fee with your application. The fee is 

waived for Fresh Start program participants. 

3. Request that official transcripts from all colleges and universities attended 

while away from Hartwick College be sent to the Registrar’s Office. 

The review process will begin when the application, fee and official transcript(s) 

have been received by the Registrar’s Office. All correspondence/inquiries should 

be directed to the Registrar’s Office, Hartwick College, Oneonta, New York 

13820.

Admissions Application Admissions Decision Enrollment Deposit 

Category Deadline Notification Fee Deadline 

FALL TERM 

Freshman, Nov 15 Dec 15 Within 2 weeks 

Early Decision I 

After date of 

notification, or 

within 2 weeks 

of notification 

of fin. aid status 

if accepted 

student is a fin. 

aid candidate 

Freshman, Jan 15 Jan 21 Candidates 

Early Decision II 

Common Reply 

Date of May 1 

Freshman, Feb 15 March 15-Apr 1 Candidates 

Regular Decision 

Common Reply 

Date of May 1 

Freshman, Feb 15 March 15-Apr 1 Candidates 

International 

Common Reply 

Date of May 1 

Transfer Aug 1 Rolling notification Within 2 weeks 

as application is after date of 

completed 

notification of 

fin. aid status if 

accepted student 

Transfer, Feb 15 March 15-Apr 1 Candidates 

International 

Common Reply 

Date of May 1 

SPRING TERM 

Freshman Jan 1 Rolling notification Within 2 weeks 

as application is after date of 

completed 

notification of 

fin. aid status if 

accepted student 

Transfer Jan 1

Expenses 

Tuition 

A full time matriculated student, taking at least 24 credits a year, is billed the 

annual tuition charge. Part-time students enrolled in less than 12 credits a 

semester are billed on a per credit tuition rate. Starting with the fall semester, 

2004 students enrolled in more than 18 credits a semester or more than four 

credits in January will incur an over-election fee. 

Room 

Charges within College residence halls vary depending upon the nature of the 

quarters occupied. When a constructed double room is occupied as a single room, 

the room charge will be at the single room rate. Should one of the students sharing 

a double room leave that room permanently, the double room charge will continue 

to apply until the end of the term in which the vacancy occurred. A single room 

charge will apply thereafter. Students can reside on campus or at Pine Lake. 

Meal Plan 

The Hartwick College Meal plans offer students a variety of choices. Three of 

these options are based on a specific number of visits per week, while four other 

options work with the total number of visits per half year. Each plan comes with a 

declining balance that can be used at any Hartwick food station. Students are 

automatically placed on the 14 meals per week plan, with $100 in declining 

balance per semester. All students living on campus, with the exception of those 

students residing in special interest housing or on-campus apartments, are required 

to participate in one of the meal plan options. Students living off campus may 

participate in any one of the Hartwick College meal plans. 

Expenses 

Tuition, room, board, and fees are set by the Board of Trustees. Information 

about these expenses can be obtained through the Office of Admissions or the 

Office of Student Accounts. 

Health Services Fee 

This mandatory fee entitles all students access to the services provided by the 

Perrella Wellness Center on campus. 

Student Activity Fee 

This fee supports the student senate program for clubs and organizations as 

approved by the College. 

Pine Lake Fee 

The mandatory fee entitles all students access to Pine Lake. 

Technology Program Fee 

A mandatory charge to all students. For those entering Fall 2003 and after, the 

program includes the notebook computer and is totally charged in the first year of

attendance. For students entering prior to Fall 2003, the computer and fees are 

spread over four years of study. 

Other Expenses 

The estimated costs of books, personal expenses, and transportation range 

between $1,200 and $1,600 and average $1,400. 

Enrollment Deposit Fee 

An enrollment deposit fee is required of all full time matriculated students. The 

fee is paid at the time of acceptance to Hartwick College and is credited to the 

student’s entering semester billing statement. 

Alternative Health Insurance Fee 

Hartwick College requires that all full-time students possess adequate health 

insurance. The College offers a student health insurance program which covers 

out-patient care, hospitalization and surgical services within the defined limits of 

the policy. Student health insurance is offered for either 12-month or 9-month 

coverage. The cost is detailed in the program descriptive brochure distributed to 

the parents of each student. Participation in the student health insurance program 

is mandatory for those students who do not have adequate health insurance 

upon enrollment and for all international students. Participation in the student 

health insurance program will be waived providing the student submits to the 

Office of Student Accounts an Enrollment Election card verifying adequate 

insurance coverage by due date.. Students enrolling in the optional health 

insurance program will be billed one-half of the fee in the Fall Term and one-half 

in the Spring Term. 

Part-Time Students 

Students taking less than a full-time program should consult the Office of Student 

Accounts in regard to costs. Part-time matriculated students are required to pay a 

$400 advance tuition deposit which will be credited on their first statement. 

The tuition refund schedule will apply to these deposits. 

THE COLLEGE RESERVES THE RIGHT TO CHANGE TUITION, 

FEES, AND COSTS WITHOUT NOTICE.

Payments 

The College accepts checks or credit cards for payment. Payment can be made to 

the Office of Student Accounts. Checks should be made payable to Hartwick 

College. Tuition, room, board and special fees are payable in two payments on or 

before August 5 and the second payment on or before January 5. The fall billing 

period is the first half of the academic year. The spring billing period is the second 

half of the academic year. For each month or any part of a month that payments 

are delinquent, a fee of 1 percent will be charged for each month or fraction of a 

month throughout the duration of such delinquency. 

A student not in good financial standing with the College may not be allowed to 

register for courses and is subject to possible dismissal from the College. No 

student will be graduated, nor receive a transcript of courses or honorable 

dismissal from Hartwick College unless all bills due the College or any Hartwick 

College organization have been paid. This regulation applies to other unpaid 

financial obligations in which nonpayment may involve the reputation of 


A charge of $20 will be assessed when a personal check is offered in payment of 

charges on a student's account and the check is not honored. 

Tuition Payment Plans 

The College offers a 10 month interest free tuition payment plan. Tuition 

Management Systems administers this plan for the College. The Plan starts on 

July 1. A five month payment plan is available for those students requiring only a 

semester plan.. Please contact the Office of Student Accounts for information 

regarding these plans.

Refund Policies 

Refunds of tuition will be made according to the following schedule. The fall 

billing period includes one-half of the academic year. The spring billing period 

includes the second half of the academic year. After the 10th week of classes, no 

refund of tuition will be made except where causes entirely beyond the student's 

control compel withdrawal. Requests for a cash refund should be made to the 

Office of Student Accounts. 

Fall or Spring Term Percent refunded (17 weeks) 

First week of class 90% 

Second week of class 80% 

Third week of class 70% 

Fourth week of class 60% 

Fifth week of class 50% 

Sixth week of class 40% 

Seventh week of class 30% 

Eighth week of class 20% 

Ninth week of class 10% 

Tenth week of class 5% 

Students dropped or suspended from Hartwick College will be allowed no refund 

of tuition. Students granted a leave of absence during a term will receive credit on 

their account according to the refund schedules. Requests for a cash refund should 

be made to the Office of Student Accounts. 

As charges are adjusted accordingly, so will the financial aid. Federal sources of aid 

will be recalculated according to the current guidelines as approved by the 

Department of Education. The standard adjustment is based on the differential in 

the original charges and the final billed charges and the percent of federal aid, 

excluding Federal Work-Study, in the aid package. The recalculation of College 

aid programs may be based on the percent charged. State programs are tied to the 

guidelines as provided by each state. The financial aid office is responsible for all 

aid recalculation. 

Room 

There will be no refund of room charges for withdrawals within a term. This 

policy is based on the premise that students commit themselves to College housing 

and space is assigned for periods of not less than one term. 

Any payments for room charges in advance of a term will be refunded should the 

student withdraw prior to the beginning of that term. 

Meal Plan 

In case of withdrawal from the College before the end of a term, charges for the 

meal plan will be prorated on a weekly basis. The block- or semester-based meal 

plans will be prorated, but not to exceed the number of visits still available on the 

purchased plan.

Health Services Fee 

The health services fee is non-refundable after the start of the term. 

Student Activity Fee 

The student activity fee is non-refundable after the start of the term. 

Alternative Health Insurance Fee 

The optional health insurance fee is non-refundable after the start of the term. 

Any student or parent who feels that unusual circumstances warrant additional 

consideration regarding any of the stated refund policies should direct a letter to 

the Office of Student Accounts. Students granted medical leaves by the director of 

medical services will be given special refund considerations, depending upon their 

circumstances. 

At the time of graduation: 

ALL UNCOLLECTED BILLS OR FINES DUE HARTWICK COLLEGE 

OR ITS FORMALLY RECOGNIZED ORGANIZATIONS WILL BE 

DEDUCTED FROM THE AMOUNTS STATED ABOVE. ALL REFUNDS 

WILL BE MADE PAYABLE TO THE ADDRESSEE ON THE COLLEGE 

MONTHLY STATEMENT.

Expenses for Off-Campus Study 

Off-Campus Programs 

Students enrolled in a Hartwick off-campus program (see January Term section 

on Off-Campus Study) continue to pay regular tuition and fees for the term plus a 

program fee. 

Students accepted into an off-campus program are required to pay a deposit, 

which is applied to the program fee. (A schedule of payments for the program fee, 

including the deposit, is outlined in the acceptance letter.) Students withdrawing 

from an off-campus program are required to submit a Withdrawal Form, available 

at the Sondhi Limthongkul Center for Interdependence. There is a $100 

cancellation fee for any withdrawal made 90 or more days prior to the start of the 

program. The refund policies for withdrawals from 89 days prior to the start of 

the program are as follows: 

Days prior to departure Cancellation fee 

60-89 15% total program fees 



Directory 

Board of Trustees, January 2004 

Officers 

Chairman 

Robert S. Hanft ’69 

Vice Chairman 

William F. Streck, M.D. 

Treasurer 

Robert B. Schlather, Esq. 

Secretary 

Nancy Cofield Brown 

Trustees 

Gerard H. Bellesheim, B.S. 

Bronxville, NY 

Director of Financial Institutions, Salomon Brothers Inc. 

John Bronson ’70, M.L.I.R. 

San Francisco, CA 

Sr. VP for Human Resources, Williams-Sonoma Inc. 

Nancy Cofield Brown 

Greenwich, CT 

Director, Community Development Program 

James J. Elting, M.D. 

Oneonta, NY 

Orthopaedic Surgeon, Bassett Healthcare 

Virginia S. Elwell ’77, M.B.A. 

Reston, VA 

Senior Development Officer 

Smithsonian, National Museum of the American Indian 

William A. Fike, M.B.A. 

Greenwich, CT 

Executive Vice President, Eagle Capital International LLC 

Robert S. Hanft ’69, M.B.A 

Ridgewood, NJ 

Susan Hughson, B.A. 

Oneonta, NY 

Henry L. Hulbert, LL.B. 

Oneonta, NY 

Attorney 

Otto Kroeger ’56, M.Div., L.L.D. 

Falls Church, VA 

Partner, Otto Kroeger Associates 

Lawrence J. Lesser, A.A.S. 

Northport, NY 

Healthcare Communications Insights, LLC

William Lewis, B.A. 

Oneonta, NY 

David H. Long '83, MSF 

Medfield, MA 

Chief Operating Officer, Liberty Mutual Insurance Co. 

Martha Longbrake, B.S. 

Seattle, WA 

Allen F. Maulsby, LL.B. 

Old Greenwich, CT 

Senior Counsel, Cravath, Swaine & Moore 

Maria Megnin ’00, B.A. 

Holden, MA 

Reporter/Editor, The Landmark 

Edward K. Mettelman ’76, M.B.A. 

Pelham Manor, NY 

Robert W. Moyer, L.H.D. 

Oneonta, NY 

Vice-Chairman, Wilber National Bank 

Robert B. Schlather, J.D. 

Cooperstown, NY 

Senior Partner, Schlather & Birch 

Robert E. Spadaccia ’70, B.A. 

Yorktown Heights, NY 

USI Northeast Inc. 

Edward W. Stack, L.L.D. 

Glen Head, NY 

The Clark Estates Inc. 

William F. Streck, M.D. 

Cooperstown, NY 

President and CEO, Bassett Healthcare 

Stephen Waterhouse, M.B.A. 

Hanover, NH 

Partner, Hanover Partners Ltd. 

Douglas B. Willies, B.A. 

Oneonta, NY 

Brian R. Wright, J.D. 

Vestal, NY 

Attorney, Hinman, Howard & Kattell 

Trustees Emeriti 

William C.H. Prentice, Ph.D., Sc.D. 

Westport, Massachusetts 

Gordon B. Roberts ’47, B.S., D.C.S. 

Oneonta, New York

Faculty Emeriti 

Daniel S. Allen, professor emeritus of history, B.A., Wesleyan University; M.A., 

Ph.D., University of Pennsylvania. 

Edward Ambrose, sociology, B.A., University of Pennsylvania. 

Paul Bodurtha, English, B.A., West Virginia Wesleyan College; M.A., University 

of Arkansas. 

David A. Bak, professor emeritus of chemistry, B.A., Augustana College; Ph.D., 

Kansas State University. 

David Baldwin, professor emeritus of English, A.B., Harvard University; M.A., 

Columbia University; Ph.D., University of Pennsylvania. 

Thomas Beattie, English, professor emeritus of English, B.A., Michigan State 

University; M.A., University of Pennsylvania; Ph.D., University of Michigan 

Carol A. Bocher, professor emeritus of biology, B.S., Chestnut Hill College; M.S., 

University of Pennsylvania; Ph.D., Bryn Mawr College. 

Dale Burrington, professor emeritus of philosophy, A.B., George Washington 

University; Ph.D., Johns Hopkins University. 

Earl E. Deubler, Jr., distinguished professor emeritus of biology, B.S., Moravian 

College; Ph.D., Cornell University; Sc.D., Hartwick College. 

David Diener, computer and information sciences and mathematics, B.S., Lehigh 

University; M.S., University of Michigan; Ph.D., University of Delaware. 

Terrance R. Fitz-Henry, English, B.A., Portland State College; M.A., University 

of California, Santa Barbara. 

Lewis R. Gaty II, professor emeritus of economics, B.A., Swarthmore College; 

M.A., Stanford University. 

Thomas H. Greene, professor emeritus of physical education, B.S., Ithaca College; 

M.S., SUNY College at Oneonta. 

C. James Herrick, professor emeritus of psychology, A.B., Franklin and Marshall 

College; M.A., University of Pennsylvania. 

David M. Hutchison, professor emeritus of geology, B.S., Beloit College; M.S., University 

of Montana; Ph.D., West Virginia University. 

Norma Hutman, professor emeritus of comparative literature and Spanish, B.A., 

D’Youville College; M.A., Western Reserve University; Ph.D., University of 

Pittsburgh. 

Wanda R. Jagocki, psychology, B.A., Harpur College; M.A., Ph.D., Michigan 

State University. 

Joseph W. Jordan, professor emeritus of English, B.S., Bowling Green State 

University; M.A., Ph.D., Ohio State University. 

Sugwon Kang, professor emeritus of political science, B.A., Washburn University; M.A., 

University of Kansas; Ph.D., Columbia University. 

John Lindell, political science, B.A., Utica College of Syracuse University; M.A., 

Ph.D., New York University. 

Norman C. Lyster, computer and information sciences and education, B.A., 

University of Colorado; M.A., University of Northern Colorado; Ed.D., 

University of Massachusetts; M.S.C.S.E., University of Evansville. 

Robert E. Mansbach, professor emeritus of religion, B.A., Trinity College; M.Div., 

Augustana Theological Seminary; S.T.M., Yale University; Ph.D., University of 

Iowa.

Douglas Mayer, management, A.B., Kenyon College; M.Ed., Ohio University; 

Ph.D., The Ohio State University. 

J. Robert Miller, professor emeritus of chemistry, B.S., Iowa State College; Ph.D., 

Syracuse University. 

Lawrence Mirarchi, chemistry, B.S., Brooklyn College; Ph.D., Rensselaer 

Polytechnic Institute. 

Leonard Pudelka, history, B.S., East Stroudsburg State College; M.A., Ph.D., 


Edna P. Saxton, R.N., nursing, B.S., Hartwick College; M.S., Russell Sage College. 

M. Richard Segina, biology, B.S., Allegheny College; M.S., West Virginia 

University; M.A., Princeton University. 

Otto Sonder, sociology, B.A., American University; M.A., Bucknell University; 

D.Ed., Pennsylvania State University. 

John D. Stuligross, economics, B.S., M.B.A., University of Detroit; Ph.D., 

University of Oklahoma. 

Donald R. Vosburgh, professor emeritus of sociology, B.S., Utica College; A.M., 

D.S.S., Syracuse University. 

Philip S. Wilder, Jr., professor emeritus of political science, B.S., L.H.D., Bowdoin 

College; M.A., Ph.D., Harvard University.

Active Faculty 

Mary Allen, 1997, associate professor of biology; B.A., Lafayette College, Ph.D., 

Florida State University. 

Connie M. Anderson, 1985, professor of anthropology, B.A., M.A., Ohio State 

University; Ph.D., University of California. 

David W. Anthony, 1987, professor of anthropology, curator, anthropology 

collection, B.A., Princeton University; M.A., Ph.D., University of Pennsylvania. 

Jason Antrosio, 2004, Assistant Professor of Anthropology; B.A., Williams College, 

Ph.D., John Hopkins University. 

Elizabeth Ayer, 1992, associate professor of art history, B.A., Bennington College; 

M.F.A., M.A., Ph.D., Rutgers University. 

Richard Benner, 2001, associate professor of chemistry, B.S., SUNY Oswego; 

M.S., Washington State University; Ph.D., University of Denver. 

Robert R. Bensen, 1978, professor of English, B.A., M.A., Ph.D., University of 

Illinois. 

Penny Boyer, 1996, associate professor of nursing; A.A.S., Fulton-Montgomery 

Community College; B.S. SUNY Utica; M.S. Russell Sage College. 

Ronald M. Brzenk, 1974, professor of mathematics, B.S., St. Peters College; 

Ph.D., University of Notre Dame. 

Rich Brown, 2004, assistant professor of theatre arts; B.A., Graceland College, M.A., 

Central Missouri State University, Ph.D., University of Oregon. 

Nejla Camponeschi, 1994, assistant professor of English and education, B.A., 

SUNY Old Westbury; M.A., SUNY Oneonta. 

Susan Carbone, 1997, assistant professor of computer and information science; B.S., 

Queens College CUNY, M.S, Nova Southeastern University. 

Mark M. Carr, 1993, head football coach, B.S., University of New Hampshire. 

KinHo Chan, 2002, assistant professor of psychology; B.A., Houghton College; 

Ph.D., Purdue University. 

Nancy S. Chiang, 1969, catalog librarian and professor, B.A., Tunghai University; 

M.S.L.S., SUNY at Albany. 

Finn Christensen, 2004, assistant professor of economics; B.A., Bradley University, M.A., 

Ph.D. Candidate, Cornell University. 

Min Chung, 2004, assistant professor of mathematics; B.S., Kyunghee University, Ph.D., 

Candidate, Indiana University, Bloomington. 

John K. Clemens, 1980, professor of management, B.S., M.S., University of 

Illinois. 

David Cody, 1992, professor of English, B.A., Tufts University; M.A., Ph.D., 

Brown University. 

Lori Collins-Hall, 1994, associate professor of sociology, B.A., SUNY Cortland; 

Ph.D., University at Albany, SUNY. 

Allen R. Crooker, Jr., 1994, associate professor of biology, B.S., M.S., University 

of Maine; Ph.D., Washington State University. 

Scott Dalrymple, 2003, assistant professor of management; B.A., SUNY Geneseo; M.A., 

M.B.A., Ph. D. University at Buffalo. 

Lisle Dalton, 1999, assistant professor of religious studies; B.A., Yale University; M.A., 

Ph.D., University of California at Santa Barbara.

Lisa Darien, 2001, assistant professor of English, B.A., Queens College, CUNY; 

Ph.D., University of California at Berkeley. 

Mark Davies, 2002, assistant professor of education; B.A., Stockton State College; 

Ed.M., Ed.D., Rutgers University. 

Fiona Dejardin, 1985, professor of art history, B.A., Rutgers University; M.A., 

Ph.D., University of Delaware. 

Sharon D. Dettenrieder, 1986, professor of nursing, B.S., Hartwick College; 

M.S.N., University of Pennsylvania. 

Neil DeVotta, 2003, assistant professor of political science; B.A., M.A Brigham 

Young University; Ph.D., University of Texas at Austin. 

Laurel E. Elder, 1999, assistant professor of political science; B.A., Colgate 

University; Ph.D., Ohio State University. 

Lynn A. Elmore, 1988, associate professor of psychology, B.A., Windham 

College; M.A., Connecticut College; Ph.D., University of Connecticut. 

Mark S. Erickson, 1998, associate professor of chemistry; B.A., Hamline 

University; Ph.D., Louisiana State University. 

Gloria Escobar, 1992, associate professor of art; B.F.A., University of Antioquia, 

Colombia, S.A.; M.F.A., Syracuse University. 

Peter T. Fauth, 2001, assistant professor of biology, B.S., SUNY, Plattsburgh; 

M.S., University of Maryland, College Park; Ph.D., Purdue University. 

Carlena Cochi Ficano, 1997, associate professor of economics, B.A., Lafayette 

College; M.A., Ph.D., Cornell University. 

Adam Flint, 2000, assistant professor of sociology, B.A., Ph.D. Candidate, SUNY 

Binghamton. 

Carol Frost, 1981, writer in residence and professor of English, B.A., SUNY 

College at Oneonta; M.A., Syracuse University. 

Wendell W. Frye, 1970, professor of German, B.A., Clark College; M.A., 

Middlebury College; Ph.D., Indiana University. 

Robert C. Gann, 1978, professor of computer and information sciences and 

physics, B.S., Case Western; M.S., Rensselaer Polytechnic Institute; M.A., Ph.D., 

Cornell University. 

Kenneth Golden, 1983, associate professor of theatre arts, B.A., M.F.A., Florida 


Reid Golden, 1986, associate professor of sociology, B.A., Ph.D., SUNY Albany. 

Jeffrey A. Goldman, 1971, professor of psychology, B.A., Harpur College, SUNY 

at Binghamton; M.A., Ph.D., Syracuse University. 

David Griffing, 2004, assistant professor of geological and environmental sciences; B.S., 

St. Lawrence University, M.S., University of Idaho, Ph.D., SUNY Binghamton. 

Roberta J. Griffith, 1966, professor of art and Arkell Hall Chair, B.F.A., 

Chouinard Art Institute; M.F.A., Southern Illinois University. 

Richard L. Haan, 1975, professor of history, B.A., M.A., San Diego State 

University; Ph.D., University of California (Santa Barbara). 

Douglas Hamilton, 1995, associate professor of biology, B.S., St. Lawrence 

University; Ph.D., Cornell University. 

Dana Harsell, 2004, assistant professor of political science; B.A., M.A., University of 

Montana, ABD, Syracuse University.

Charles L. Hartley, 1975, professor of physics, B.S., Portland State College; 

Ph.D., University of Colorado. 

Jeanne-Marie Havener, 1996, associate professor of nursing, B.S.N., Millikin 

University; M.S., post-master’s certificate, nurse practitioner, Binghamton 

University, Decker School of Nursing; Ph.D., SUNY at Binghamton. 

Gary A. Herion, 1991, associate professor of religion, B.A., University of North 

Carolina at Chapel Hill; M.A., Ph.D, University of Michigan. 

Ronald G. Heyduk, 1980, professor of psychology, B.S., Denison University; 

Ph.D., University of Michigan. 

F. Roger Hickey 1969, professor of physics, B.S., Siena College; M.S., Ph.D., 

Clarkson College. 

L. Gerald Hunsberger, 1981, professor of mathematics, B.S. Eastern Mennonite 

College; M.S., Ph.D., Northwestern University. 

C.W. Huntington, 1995, associate professor of religious studies, B.A., Michigan 

State University; M.A., Ph.D., University of Michigan. 

Peggy Jenkins, 1985, associate professor of nursing, B.S., Keuka College; M.S., 

Russell Sage College. 

Eric L. Johnson, 1999, associate professor of geology; B.S., Wilkes University; 

M.A., Ph.D., State University of New York at Binghamton. 

Sean M. Kelley, 2001, assistant professor of history, B.A., San Francisco State 

University; M.A., Ph.D., University of Texas at Austin. 

Stephen A. Kolenda, C.P.A., 1983, professor of management, B.S., Villanova 

University; M.B.A., University of Connecticut. 

Stanley J. Konecky, 1971, professor of philosophy, B.E.E., City College of New 

York; M.A., New York University; Ph.D., University of Rochester. 

Jirka Kratochvíl, 1997, associate professor of music; M.M., D.A., University of 

Northern Colorado. 

Katharine A. Kreisher, 1982, professor of art, B.S., Skidmore College; M.A., 

M.F.A., SUNY at Albany. 

Mark Kuhlmann, 1997, assistant professor of biology, B.S., Hope College, M.S., 

Ph.D., Florida State University. 

Cherilyn Lacy, 1998, associate professor of history; B.A., University of 

Washington; M.A., Ph.D., University of Chicago. 

Thomas Licata, 2000, assistant professor of music; B.M., Ithaca College; M.M. 

(composition), M.M. (music theory), University of Maryland; M.F.A., Brandeis 

University; D.M.A., University of Maryland; Certificate (sonology), The Hague, 

The Netherlands. 

Howard Lichtman, 1997, assistant professor of computer and information 

sciences; A.O.S., Utica School of Commerce; B.S., SUNY College at Oneonta; 

M.S., Nova Southeastern University. 

William Lister, 2001, assistant professor of education, B.S., M.S., SUNY College 

at Oneonta. 

Laurence J. Malone, 1986, professor of economics, B.A., SUNY College at 

Purchase; M.A., Ph.D., New School for Social Research. 

Laura Gray Malloy, 1999, professor of biology, B.A., Harpur College, SUNY at 

Binghamton; M.A., SUNY at Buffalo; Visiting Student, Physiologisches Institut, 

Universität Tübingen, Germany; Ph.D., University of Virginia.

Adrian McFarlane, 1990, professor of philosophy, B.A., Millikin University; 

M.Div., Princeton Theological Seminary; M.Phil., Ph.D., Drew University. 

Anna Meyer, 1988, coach and lecturer in physical education, B.S., SUNY College 

at Cortland; M.S., James Madison University. 

Enrique Morales-Diaz, 2000, assistant professor of Spanish, B.A., SUNY 

Brockport, M.A., Ph.D., SUNY Albany. 

John C. Moulton, 1978, professor of computer and information sciences, B.Ch.E., 

Clarkson University, M.S., Pennsylvania State University, Ph.D., Binghamton 

University. 

Walter O. Nagel, 1986, professor of chemistry, B.S., Polytechnic Institute of 

Brooklyn; M.S., Ph.D., University of Massachusetts. 

Susan Navarette, 1999, associate professor of English, B.S., Brown University; 

M..A., Ph.D., University of Michigan. 

Meredith Newman, 1996, associate professor of environmental sciences, B.S., 

Southern College of Seventh Day Adventist; M.S., Ph.D., Clemson University 

Lawrence Nienart, 1988, associate professor of physics, B.A., Rutgers University; 

Ph.D., SUNY Buffalo. 

Mieko Nishida, 1998, associate professor of history, B.A., Hiroshima University; 

M.A., University of Tsukuba; M.A., Ph.D., Johns Hopkins University. 

Kim Noling, 1989, professor of English, B.A., Yale University; M.A., Ph.D., 

Cornell University. 

Katherine O’Donnell, 1980, Hardy Chair and professor of sociology, B.A., 

Indiana University; M.A., University of Colorado; Ph.D., Indiana University. 

Lisa A. Onorato, 1987, professor of psychology, B.A., Gettysburg College; M.A., 

Ph.D., New Mexico State University. 

Diane Paige, 2000, assistant professor of music, B.M., Colorado State University; 

M.A., The University of Iowa; Ph.D., University of California, Santa Barbara. 

Cary Peppermint, 2004, assistant professor of art, B.A., University of Georgia, M.F.A., 


Cynthia Ploutz, 2002, assistant professor of nursing, A.A.S., Upstate Medical 

School of Nursing; B.S., Syracuse University; M.S., SUNY Binghamton. 

John Pontius Jr., CPA, 1982, associate professor of accounting, B.S., St. Lawrence 

University; M.B.A., Cornell University. 

Edythe A. Quinn, 1996, associate professor of history, B.S., State University of 

New York Regents; M.A., Herbert H. Lehman College, City University of New 

York; Ph.D., University of Tennessee. 

Leesa Rittelmann, 2000, assistant professor of art history, B.S., The Pennsylvania 

State University; M.A., Ph.D., The University of Pittsburgh. 

Stefanie Rocknak, 2001, assistant professor of philosophy; B.A., Colby College; 

Ph.D., Boston University. 

Esperanza Roncero, 1999; assistant professor of Spanish; B.A., Southern 

Connecticut State University; M.A., Emory University; Ph.D., Emory University. 

Dale Rothenberger, 1985, coach and lecturer in physical education, B.S., 

Westchester State College; M.S., Slippery Rock University. 

Tina Rotzler, 2000, assistant professor of nursing; B.S., Hartwick College; M.S. 

candidate, SUNY Binghamton.

Alejandro Rutty, 2001, assistant professor of music, M.M., University of New 

Mexico; Ph.D., SUNY Buffalo. 

Charles Scheim, 1980, professor of mathematics, B.A., Stonehill College; Ph.D., 

Brown University. 

Margaret Schramm, 1979, professor of English, B.A., Hartwick College; M.A., 

Ph.D., University of Pennsylvania. 

Thomas Sears, CPA, 1978, professor of management, B.S., SUNY at Albany; 

M.B.A., Syracuse University. 

Karl Seeley, 2002, assistant professor of economics, B.S., M.M., Indiana 

University; M.A., Ph.D., University of Washington. 

Andrew J. Seligsohn, 2001, assistant professor of political science, B.A., Williams 

College; Ph.D., University of Minnesota. 

Stanley K. Sessions, 1989, professor of biology, B.A., University of Oregon at 

Eugene; Ph.D., University of California at Berkeley. 

Terry Slade, 1983, sculptor in residence and professor of art, B.F.A., University of 

Nebraska-Lincoln; M.F.A., Washington University. 

Duncan B. Smith, 1985, associate professor of English and director of theatre arts, 

B.A., University of California at Riverside; M.A., San Francisco State College; 

Ph.D., University of California at Berkeley. 

Jane Stafford, 2003, assistant professor of psychology; B.S., Fairfield University; M.A., 

Ph.D., SUNY Binghamton. 

Gary E. Stevens, 1974, professor of mathematics, B.S., M.A., M.S., Bowling Green 

State University; Ph.D., The University of Michigan. 

Linda A. Swift, 1985, professor of biology, B.S., M.S., University of Missouri; 

Ph.D., University of Kansas. 

Daphne J. Thompson, 1992, lecturer, head coach of women’s basketball, 

coordinator of intramurals, B.S., M.A., University of Delaware. 

Robert C. Titus, 1974, professor of geology, B.S., Rutgers University; M.A., 

Ph.D., Boston University. 

Michael Tracy, 1998, assistant coach lecturer in physical education; B.S., Cortland 


Thomas J. Travisano, 1982, professor of English, B.A., Haverford College; M.A., 

Ph.D., University of Virginia. 

Theresa Turick-Gibson, 1980, professor of nursing, B.S.N., Fairleigh Dickinson 

University; M.A., Teachers College, Columbia University. 

Mireille Vandenheuvel, 1983, associate professor of Spanish and French, M.A., 

L’Université Catholique de Paris; M.A., Bank Street College of Education; Ph.D., 

Middlebury College. 

Mary B. Vanderlaan, 1979, professor of political science, B.A., Calvin College; 

M.A., Ph.D., Michigan State University. 

Peter G. Wallace, 1984, professor of history and Dewar Chair, B.S., The 

Pennsylvania State University; M.A., Ph.D., University of Oregon. 

Marilyn C. Wesley, 1988, associate professor of English and Babcock Chair, B.A., 

SUNY Oneonta; M.A., Ph.D., Syracuse University. 

Mark B. Wolff, 1999, assistant professor of French; B.A., Valparaiso University; 

M.A., Ph.D., University of Chicago.

Michael D. Woost, 1994, associate professor of anthropology, B.S., Illinois State 

University; M.A., University of Arkansas; Ph.D., University of Texas at Austin. 

C. Phillip Young, 1978, professor of art, B.A., Tyler School of Art; M.Div., 

Wesley Theological Seminary; M.F.A., American University. 

Susan Young, 1996, associate professor of chemistry, B.S., University of Dayton; 

Ph.D., University of Colorado at Boulder. 

Katrina A. Zalatan, 1996, associate professor of management, B.S., The 

Pennsylvania State University; M.S., Florida State University; M.B.A., University 

of Rochester. 

Senior Professors 

Jerrold Brown, classical languages, B.A., Middlebury College; M.A., Ph.D., 

Harvard University. 

David D. Jeffres, Spanish, B.A., M.A., University of Colorado. 

Eugene D. Milener III, economics, B.S., Hampden-Sydney College; M.B.A., Ph.D., 

New York University. 

Federico Serra-Lima, Spanish, B.S., Columbia University; M.A., Ph.D., New York 

University. 

Eric von Brockdorff, library, B.A., Hamilton College; M.S.L.S., Columbia 

University. 

Carolyn E. Wolf, library, B.S., M.L.S., SUNY Albany. 

Steven Zvengrowski, music, B.S., SUNY at Potsdam; M.M., Indiana University; 

Ph.D., Northwestern University. 

Division Chairs 

Humanities 

Lisa Darien 

Physical and Life Sciences 

Gary E. Stevens 

Social and Behavioral Sciences 

Karl Seeley

Enhanced Part-Time Faculty 

Janet Bresee, 1978, adjunct instructor in English and theatre arts, B.S., James 

Millikin University; M.S., University of Wisconsin at Madison. 

Priscilla Wightman, 1985, adjunct associate professor of accounting; B.S., St. 

Lawrence University; M.S., SUNY Albany.

Resident Artists - Art 

Danielle Boudet, drawing, B.A., Hartwick College; M.F.A., University at Buffalo. 

Erik Halvorson, glassblowing, B.S., University of Wisconsin; M.F.A., NYSCC- 

Alfred University. 

Joseph Mish, letterpress, B.A., Hartwick College. 

Resident Artists - Music 

Ben Aldridge, trumpet, M.M., Yale School of Music. 

Johana Arnold, voice, M.M., Oberlin Conservatory. 

Paul Blake, trombone, B.S., Hartwick College. 

Karlinda Caldicott, harp, B.M., Cleveland Institute of Music. 

Julia Clay, French horn, Stetson University; University of Oklahoma; Yale 

Summer School at Norfolk; Aspen Music Festival. 

John Davey, jazz bass, A.A. Raritan Community College. 

Cynthia Donaldson, voice, M.M., Indiana University at Bloomington. 

Al Gallodoro, saxophone, professional free-lance musician. 

Joanne Grigoriev, flute, B.M., University of Toronto. 

Jeff Grubbs, percussion, B.M., Boston Conservatory of Music; M.M., New 

England Conservatory. 

Lorena Guillén, voice, M.M., SUNY Buffalo, B.A., University of New Mexico. 

Maureen Haehnel, oboe, B.S., Hartwick College, M.A., Vermont College. 

Timothy Horne, piano accompanist, M.S., SUNY College at Buffalo. 

Robert M. Hunt, jazz piano, B.S., State University College at Oneonta. 

Dave Irvin, double bass, M.M., SUNY, Binghamton. 

Stephen Markuson, voice, D.M.A., Eastman School of Music. 

Sandra McKane, piano, M.M., The Juilliard School of Music. 

Gregg Norris, brass methods, M.A., SUNY Binghamton. 

Ray Paradis, organ. 

Kim Paterson, piano accompanist, B.A., SUNY College at Purchase. 

Rene Prins, oboe, M.S., The Juilliard School of Music. 

Mary-Anne Ross, voice, M.S., The Juilliard School of Music. 

Charles Schneider, conductor of the Catskill Symphony Orchestra, B.M.E., 

Cornell College. 

Robin Seletsky, clarinet, M.A., SUNY Binghamton. 

Julie Signitzer, violin, M.M., Bowling Green State University. 

Thomas Slavinsky, clarinet, M.S., Ithaca College. 

Robert Tousignant, drumset. 

Dennis Turechek, guitar, Chadron State College. 

Julian Wilcox, string methods, M.A., Teachers College, Columbia University.

Clinical Associates in Medical Technology 

Rochester General Hospital School of Medical Technology 

Nancy C. Mitchell, M.S., MT (ASCP) 

Program Director 

Theodor Mayer, M.D., Ph.D., Chairman 

Walter O. Nagel, B.S., M.S., Ph.D. 

Campus Coordinator of Medical Technology Program 

Adjunct Clinical Instructional Staff in Nursing 

Administrative Associates in Nursing: 

Karen Clement-O’Brien, M.S., RN 

Director, Education and Development 

Albany Medical Center Hospital 

Diane Cusworth, RN, B.S.N., M.S. 

Director of Patient Services 

Otsego County Public Health Nursing Service 

Elizabeth Hilson, RN, B.S.N. 

Director of Women’s Wellness Center and Director of Education 

A.O. Fox Memorial Hospital 

Connie A. Jastremski, M.S., M.B.A., RN, ANP-CS, CNAA, FCCM 

Vice President for Nursing and Patient Care Services 

Bassett Healthcare 

Laurie Neander, RN, M.S. 

Executive Director 

At Home Care Inc. 

Robbin Scobie, RN, M.S. 

Vice President, Nursing 


Clinical Associates in Nursing 

M. Patricia Brown, RN, C.N.M., M.S. 

Certified Nurse Midwife 


Susan Cattafo-Heiland, RN, C.N.M., M.S. 



Martha Harvey, CNM, MSN, RN 



Candace Jeffres, RN, M.S. 

Clinical Nurse Specialist-Critical Care 

Enterostomal Therapist 


Ellen Spencer, RN, M.S. 

Nurse Manager, Psychiatry 

Bassett Healthcare

Martha Twitchell, RN, M.S. 

Nurse Manager, Intensive Care Unit 


Clinical Preceptors in Nursing 

Jean Cramer, RN 

Nurse Manager 

Maternal-Child Health 


Pat Crispell, RN, B.S. 

Supervising Nurse 

Otsego County Health Department 

Jill Fellows, RN, B.S. 

Coordinator, Childbirth Education 


Timothy Gibson, RN, B.S. 

Operating Room Nurse 


Margaret Kiss, B.S., RN 

Nurse Manager 

Acute Care Surgery 


Rosemary Markert, RN, B.S.N. 

Nurse Manager, Dialysis 


Lola Rathbone, RN, C.H.P.N., B.S. 

Clinical Director 

Catskill Area Hospital 

Susan Smith, RN, A.A.S. 

Diabetic Nurse Specialist 

Bassett Healthcare

President and Cabinet 

Richard P. Miller, Jr., 2003 president, B.A., Middlebury College. 

John Anderson, 2004, vice president for academic affairs, B.S., Physics, SUNY 

Brockport, M.A., Physics, SUNY Geneseo, Ph.D., Education, Cornell University. 

Ellen F. Falduto, 1993, vice president and chief information officer, B.A., 

Fairleigh Dickinson University; M.S., Rensselaer Polytechnic Institute; M.B.A., 

Ed.D., Seton Hall University. 

Gregory H. Krikorian, 1996, vice president for student life, B.A., Niagara College; 

M.A., Bowling Green State. 

Patricia Maben, 1993, director of admissions, B.S.E., University of Pennsylvania. 

Larry Malone, 1986, professor of economics, B.A., SUNY College at Purchase; 

M.A., Ph.D., New School for Social Research. 

Toivo Tammerk, 1999, vice president for institutional advancement, B.S., 

Rutgers University. 

William Wood, 2004, vice president for finance and chief financial officer, B.S., 

Pennsylvania State University; M.B.A., Simon School at University of Rochester.

Officers and Administrators Emeriti 

Donald Brown, dean of students emeritus, B.S., Hartwick College; M.S., SUNY Albany. 

Miller A.F. Ritchie, president emeritus, A.B., Roanoke College; A.M., College of William 

and Mary. 

Philip S. Wilder Jr., president emeritus, B.S., L.H.D., Bowdoin College; M.A., Ph.D., 

Harvard University.

Administration 

Marie-Loree Allen, 2003, associate director of human resources, B.S., Robert Morris 

University; M.A., St. Francis Graduate School of Industrial Relations. 

Melissa W. Allen, 2000, associate director of financial aid, B.A., College of William and 

Mary. 

Martina S. Anderson, 2003, director of media relations, B.A., Williams College; M.A., 

Ph.D., University of Minnesota. 

Donna Avery, 1977, executive assistant to vice president for academic affairs. 

Tammy Babcock, 1994, assistant director of off-campus programs, A.A.S., SUNY 

Morrisville. 

Jane E. Bachman, 1998, office manager, Humanities in Management Institute, B.A., 

University of New Hampshire. 

David J. Bachner, 1994, dean of global studies and director of S.L. Center of 

Interdependence, B.A., Bates College; Ph.D., Case Western Reserve University. 

David K. Bagley, 1997, director of residential life & housing, B.A., Bowling Green State 

University; M.A., SUNY Oneonta. 

Regina G. Baker, 1993, director of student accounts, B.A., Hartwick College. 

Kathleen Beach, 1984, director of publications, Hartwick College. 

Rhudolph Bembry, 2003, junior accountant/analyst, B.S., SUNY Oneonta. 

Kathleen A. Bentley, 1999, interim registrar, B.A., Hartwick College. 

William W. Beyer, 1997, director of technology services & chief technology officer, B.S., 

New Jersey Institute of Technology. 

William Bjorness, 1999, head men’s lacrosse coach, B.S., Rochester Institute of 

Technology. 

Peter Blue, 1987, resident manager, Pine Lake Environmental Center, SUNY College at 

Oneonta. 

Janet Bresee, 1978, adjunct instructor in dance/adjunct instructor in physical education, 

B.S., James Millikin University; M.S., University of Wisconsin. 

Zachary D. Brown, 2001, resident director of student life, B.A., Nazareth College of 

Rochester. 

Edward R. Brozman, 1994, executive director of development and alumni relations, B.A., 

SUNY College at Oswego. 

Deborah L. Bruce, 2000, technical services librarian, B.A., Marlboro College; M.L.S., 

Clarion University of Pennsylvania. 

Stephanie Pointer Brunetta, 1994, Web services manager, B.S., Colby-Sawyer College; 

M.S., Adelphi University. 

Rene Cabrera, 2002, senior associate director of admissions, B.S., SUNY at Oneonta, 

M.S., Marywood University. 

Karen Cady, 2003, staff nurse, A.S.N., SUNY Delhi. 

Ann Carman, 1994, coordinator of research and records, A.A.S., SUNY Delhi. 

Mark Carr, 1993, head coach of football & lecturer in phys. ed, B.S., University of New 

Hampshire. 

Darlene Z. Carrington, 2000, office manager, financial aid and affordability programs. 

Nadine Carvin, 1988, associate director for international programs, S.L. Center for 

Interdependence, Hartwick College. 

Lina M. Cesnavicius, 1999, director of technology services center, Syracuse University, 

Queens College.

Nancy S. Chiang, 1969, head of technical services and professor, B.A., Tunghai 

University; M.S.L.S., SUNY at Albany. 

Michael J. Chilson, 2000, director of sports information, B.A., St. John Fisher College. 

Frederic E. Chrislip, 1990, senior programmer/analyst, B.M., Northwestern University. 

Robert A. Clark, 1999, executive director of communications, B.A., Fairleigh Dickinson 

University, M.A.; Pennsylvania State University. 

Karyl Clemens, 1972, director of planned and major gifts, B.A., Kirkland College 

Davis Conley, 1988, director computer and networking systems and lecturer in computer 

and information science, B.S., Iowa State University; M.S., Johns Hopkins University. 

Paul Culpo, 2003, head men’s basketball coach, B.A., Saint Michael’s College, M.A., 

University of Massachusetts. 

Karen Dailey, 1992, circulation manager, B.S., SUNY Oneonta. 

Kevin Davis, 2003, men’s & women’s cross country/track & field intern, B.A., Hartwick 

College. 

Cynthia K. Decker, 1996, technical assistant in chemistry, B.S., Trinity College. 

Fiona Dejardin, 1985, professor of art and interim director of The Yager Museum, B.A., 

Rutgers University; M.A., Ph.D., University of Delaware. 

William Dorritie, 1989, director of security and safety, B.A., Iona College. 

Jessica Duclos, 2003, Resident Director of Student Life, B.A., Hartwick College. 

Marilyn A. Dunn, 1997, College librarian and director of information resources, B.A., 

Manhattanville College; M.L.S., Simmons College; M.A., University of Massachusetts. 

Wendy Elliott, 1999, administrative assistant, office of communications. 

Michelle Empie, 2000, executive assistant to the president, B.S., SUNY Oneonta. 

Michael Ermer, 2000, men’s lacrosse intern, B.A., Benison University. 

Jedene I. Fein, 2000, office manager, admissions. 

Rebecca Fell, 2003, museum preparator, B.A., Hartwick College. 

Mentor Ferataj, 2003, finance and budget analyst/junior accountant, B.A., Hartwick 


Pamela Ferrara, 2004, assistant director of technology services, A.A.S, Mohawk Valley 

Community College; A.A.S., Utica School of Commerce. 

Kelly Filipkowski, 2003, women’s lacrosse intern, B.A., Oswego State University; M.S., 

Florida State University. 

Katherine Fitz-Henry, 2003, assistant director of student accounts, B.A., Earlham College. 

Shannon M. Forbes, 1996, director of Career Services, B.A., SUNY Geneseo; M.Ed., 

SUNY Oneonta. 

Lea T. Foster, 2001, collections manager, B.A., University of Vermont; M.A., George 

Washington University. 

Carolyn France, 1982, technical services librarian, B.A., Wagner College; M.L.S., SUNY 

Albany. 

Helen Frankl, 1976, part-time nurse, Oneonta Practical School of Nursing. 

Gladys T. Freeland, 1982, coordinator of operations, Career Services Center, Grace 

Institute. 

Susan D. Woodworth, 1995, Protestant chaplain, B.A., Middlebury College. 

Colmin Gajadar, 1988, systems manager. 

Karin Gann, 1986, senior programmer/analyst, B.S., Hartwick College. 

Suzanne Gaynor, 1999, training coordinator, B.S., SUNY College of Environmental and 

Science Forestry.

Ann-Lis Glenn, 2000, associate director of admissions, B.A., William Smith College; 

M.A., Smith College. 

Jacqueline D. Gregory, 1999, associate director of admissions, B.A., B.S., Salisbury State 

University. 

Gerri Haan, 1994, administrative assistant to the vice president for student life, B.A., San 

Diego State University. 

Michael Haehnel, 1995, database and systems analyst and affirmative action officer, B.A., 

Brigham Young University. 

Erik Halvorson, 1998, resident artist in art – hot glass/technical assistant in art – 

ceramics, B.S., University of Wisconsin, M.F.A., Alfred University. 

Su Halvorson, 2001, Elm Street Inn Manager. 

Tammy Hammon-Card, 2000, assistant director of counseling services, B.A., SUNY 

Utica-Rome; M.S., SUNY Oneonta. 

Stacey Hart, 2002, field hockey intern, B.A., Hartwick College. 

Timothy Hatcher, 1985, director of student activities, A.A.S., SUNY College at 

Farmingdale; B.S., SUNY College at Geneseo; M.S.Ed., Alfred University. 

Nancy Heiss, 2003, student support specialist, B.S.; M.S., Binghamton University. 

David Heyduk, 2002, library acquisitions manager, B.S., Hartwick College. 

Deb B. Hilts, 1978, director of institutional information systems, B.S., Hartwick College. 

Lynnette Hitchcock, 1989, director of telecommunications and document management 

services, A.O.S., Central City Business Institute. 

Lynn Hobeck, 2003, career counselor/resident director, B.S., James Madison University; 

M.E., Vanderbilt University. 

Heidi L. Hofbauer-Buzzy, 2001, athletic trainer, B.S., Springfield College. 

Alan Huckins, 2003, head women’s water polo coach, B.S., Slippery Rock University. 

L. Gerald Hunsberger, 1981, registrar, B.S. Eastern Mennonite College; M.S., Ph.D., 

Northwestern University. 

Robert Hunt, 1989, technical assistant for biology & chemistry, A.A.S., SUNY Delhi; 

B.S., SUNY Oneonta. 

Karen Ingles, 1998, associate director of affordability/financial aid, B.A., Hartwick 


Patty Jacobsen, 2000, learning support specialist, B.S., SUNY Oneonta; M.S., SUNY 

Albany. 

Suzanne L. Janitz, 1996, human resources coordinator, A.O.S., Utica School of 

Commerce, Hartwick College. 

Donna Johnson, 2001, associate director of admission/ALANA recruiter, B.S., SUNY 

Oneonta. 

Jessica Joy, 2001, assistant men’s and women’s swimming and diving intern/part-time, 

assistant women’s soccer coach, B.A., Hartwick College. 

Jungeun Kim, 2001, director of the Hartwick College Summer Music Festival and 

Institute, B.M., M.M., The Juilliard School. 

Douglas Kimbler, 2003, interim part-time head baseball coach, B.S., College of Saint 

Rose. 

Patricia Knapp, 1976, administrative assistant for the nursing department. 

Catherine C. Knight, 2000, head women’s lacrosse coach, B.S., New England College. 

Elaine Kollisch, 2003, coordinator of student teaching and service learning.

Douglas D. Konu, 1993, athletic trainer/lecturer in physical education, A.A., Wenatchee 

Valley Community College; B.S., Washington State University; M.Ed., Springfield 


Kevin Korondi, 2004, part-time interim assistant men’s soccer coach, B.S., College of New 

Jersey. 

Mary Krikorian, 1999, internship administrator, B.A., SUNY at Oswego; M.A., Bowling 

Green State University. 

Joan Lambiaso, 1987, assistant dean for student success/director of Academic Center for 

Excellence, B.S., M.S., SUNY College at Oneonta. 

Louise Lansing, 1982, head volleyball coach/instructor in physical education, B.S. SUNY 

Oneonta. 

Nancy D. Lehtonen, C.P.A., 1994, director of financial management services/controller, 

B.S., SUNY Albany. 

Sally A. Leonard, 1989, staff nurse, Rochester School of Practical Nursing. 

Ryan W. Lovell, 2002, area coordinator/Greek life, B.S., Westchester University of 

Pennsylvania; M.A., Bowling Green State University. 

Patricia L. Maben, 1993, director of admission, B.S., University of Pennsylvania. 

Duncan Macdonald, 2003, director of alumni relations, B.A., Hartwick College. 

Nancy Martin-Mathewson, 1999, Yager Museum business manager, B.S., Southern 

Connecticut State University. 

Dawn Marullo, 2003, annual fund coordinator, B.A., Elmira College. 

Harry Bradshaw Matthews, 1993, associate dean and director of U.S. pluralism programs, 

B.A., SUNY Oneonta; M.A., Northern Michigan University. 

Todd McGuinness, 2002, men’s varsity basketball intern, P.E., Bethany College. 

Ian McIntyre, 2003, head men’s soccer coach, B.A., Hartwick College; M.B.A., Fairfield 

University. 

James Z. McKenna, 2000, director of Pine Lake, B.S., Cornell University; M.A., Goddard 


Anna Meyer, 1988, field hockey coach, B.S., SUNY Cortland; M.S., James Madison 

University. 

Ellen P. Miller, 1985, executive director of human resources, B.A.; M.Ed., St. Lawrence 

University. 

Joel Morain, 2003, technical director/lighting technician, B.A., Graceland College. 

Elizabeth Morley, RN, 1970, director of Perrella Wellness Center, Columbia Memorial 

Hospital School of Nursing. 

Rene Mule, 1998, technical assistant for the department of physics. 

Stacey Nelson, 2003, technology-in-learning resource coordinator, A.A.S., SUNY Delhi; 

B.S., Hartwick College. 

Susan Nesbitt, chaplaincy services, B.A., Ursinus College, M.E., SUNY Oneonta; Saint 

Bernard’s Graduate School of Theology. 

Marilyn E. Nienart, C.P.M., 1982, purchasing manager, A.A.S., Onondaga Community 

College; B.A., Hartwick College. 

Bonnie Nobiling, 1990, manager, center for learning and teaching with technology, B.S., 


Emanuel Pelligra, 2003, assistant director of admissions, B.S., SUNY Oneonta. 

Andrea J. Pontius, 1993, head men’s and women’s tennis coach, B.A., St. Lawrence 

University.

Elizabeth Powell, 1969, acting director of athletics, B.A., Hartwick College. 

Karen Powell, 2002, assistant women’s basketball coach, B.S., Southern Illinois University. 

Piram Prakasam, 2002, informational research associate/assistant professor of chemistry, 

M.S., University of Madras; Ph.D, Temple University. 

Tyrel Pyle-Smith, 2003, part-time assistant football coach, B.A., Hartwick College. 

Kristin M. Reuter, 1993, cataloger’s assistant, Broome Community College; B.S., Lock 

Haven University. 

Peter Rieseler, 2000, research and instructional services librarian, M.A., University of 

Cologne, FR Germany; M.L.S., SUNY Albany. 

Gary A. Robinson, 1994, director of counseling services, B.S.W., University of Pittsburgh; 

M.S., Ed.S., SUNY Albany. 

Sarah Root, 1984, director of challenge education, B.S., Oregon State University; M.S., 

University of Maryland. 

Dale Rothenberger, 1985, physical education lecturer/director aquatics/water polo 

advisor and coach, B.S., Westchester University; M.S., Slippery Rock University. 

Marcia Saggese, 1987, assistant to the registrar/database manager. 

Lara L. Sanford, 2000, associate director of alumni relations, B.S., Rochester Institute of 

Technology. 

Jessica Santos, 2003, area coordinator, B.A., SUNY Cortland. 

Judith Schnell, 1974, part-time assistant bookstore manager/textbook department 

manager, B.S., SUNY Oneonta. 

Lynda Selover, 1992, coordinator of recruitment in nursing and RN mobility program 

director, B.S. University of Florida. 

Elisabeth S. Smith-Price, 1999, head equestrian coach, B.S., University of Massachusetts. 

Walter G. Smith, 1997, technology services specialist, B.A., SUNY Oneonta. 

Daniel Spencer, 1997, part-time assistant to the director of the Hartwick College Summer 

Music Festival and Institute, B.S., Hartwick College. 

Susan Toth Stevens, 1978, head of research and instructional services, B.S., Ohio 

University; M.L.S., University of Michigan. 

Jennifer Stewart, 1997, graphic designer. 

Julia Suarez, 1984, writing center coordinator/assistant professor of English, B.A., 

Hartwick College; M.A., SUNY Oneonta. 

Naruemon Supachewa, 2002, media services librarian, B.A., Chulalongkorn University; 

M.S., University of Tennessee. 

Connie Tammerk, 2001, executive assistant to the president, B.A., Douglass College, 

Rutgers University. 

Carla Tenace, 2003, assistant to the dean. 

Jonathan E. Thayil, 2003, head women’s soccer coach, B.A., Bethany College. 

Daphne Thompson, 1992, women’s basketball coach/lecturer in physical education 

/associate athletic trainer, B.S., M.A., University of Delaware. 

Megan J. Thomson, 2002, assistant women’s water polo coach, B.A., Hartwick College. 

Michael Tracy, 1991, assistant football coach and lecturer in physical education. 

Christine Utter, 1971, director of payroll, SUNY College at Delhi. 

Mark VanLaeys, 2003, physician’s assistant, B.S., Juniata College; B.S., University of 

Alabama. 

Shelley Wallace, 1994, college archivist, records manager & curator of rare books, B.A., 

M.S., University at Oregon.

Judith A. Walsh, 1980, director of risk management & compliance/assistant to the vice 

president/chief information & planning officer, B.A.; M.A., SUNY Oneonta. 

Linda A. Wells, 1987, financial aid counselor. 

Francis Werdan, 2003, director of the college stores, B.S., SUNY Oneonta. 

John Willis, 1975, senior technologies specialist, B.A., Amherst College; M.A., University 

of South Dakota. 

Dorothy L. Zeh, 1995, part-time nurse, Fox Hospital School of Practical Nursing.

Medical Services 

Amy Grace, M.D., B.S., University of Virginia; M.D., Upstate Medical Center. 

Alumni Association 

Number of alumni: 14,375 

Officers: 

President: Alison Cox Woods ’84 

East Lyme, CT 

Vice President: A. Bruce Anderson ’63 

Coral Springs, FL 

Past President: Diane Pfriender Hettinger ’77 

Mendham, NJ 

Director of Alumni Relations: 

Duncan Macdonald ’79 

Hartwick alumni admissions representatives are located throughout the United 

States. The MetroLink program is active in Boston, Albany, New Jersey, NYC, 

DC, and Binghamton. Alumni may access an electronic newsletter at 

THE_WICK@HARTWICK.EDU. The Wick magazine is published quarterly 

and mailed from Oneonta.

Message from the President - Hartwick College

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