On the Road withAXLE 2019/2020 - College of Arts and Science ...
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On the Roa d w ith AXLE
2019/2020Major Dates for Your First Year
(This is a partial listing. For a complete listing of events and deadlines for 2019/2020, see the online
Undergraduate Academic Calendar at registrar.vanderbilt.edu/calendars.)
Fall Semester, 2019
May 15 Deadline to be in compliance with immunization requirements. Students who are noncompliant will
not be permitted to register for fall classes. Contact the Office of Student Health for more information
about immunization requirements.
June 10–28 CASPAR advisers available by telephone to help students register for fall classes. Advisers will be available
on weekdays between 9:00 a.m. and 4:00 p.m. CDT. (Each entering student will be assigned to a pre-major
faculty adviser in the College of Arts and Science Pre-major Advising Resources Center, or CASPAR.)
July 17 Open Enrollment Period in YES begins. CASPAR advisers available to help students who need to make
changes to their schedules.
August 17 First-year students arrive on campus. Residence halls open at 7:00 CDT that morning.
August 21 Classes begin.
August 28 Open Enrollment Period in YES ends at 11:59 p.m. CDT. Last day students may make changes to
class schedules online.
August 30 Deadline for receipt of payment of tuition, fees, and all other charges associated with the beginning
of the semester.
August 29– Administrative Change Period. Students may add, drop, or change levels in mathematics and foreign
September 4 languages with required form. Forms are available in the Arts and Science Dean’s Office and are due
by 4:00 p.m. CDT.
September 5– Withdrawal Period. An adviser’s signature is required for any student who wishes to withdraw from
October 25 a course.
October 16 Mid-semester deficiency reports issued. First-year students who receive one or two are asked to see
their advisers. First-year students who receive three or more are asked to meet with a dean.
October 28 Enrollment windows open for spring. First-year students must meet with their CASPAR advisers to
have the Adviser Hold released.
December 2 Open Enrollment Period begins for spring.
December 5 Classes end.
December 6– Reading Days and Final Exam period.
December 14Contents
May 2019
The College of Arts & Science: To the Arts & Science Class of 2023:
Academic Overview . . . . . . . . . . . . . . . . 2
AXLE: The Core Curriculum . . . . . . . . 3 Welcome to Vanderbilt’s College of Arts and Science! You have enrolled in the largest,
oldest, and most academically diverse undergraduate college at Vanderbilt University.
The Major . . . . . . . . . . . . . . . . . . . . . . . 6
In many ways, we represent the intellectual heart of this amazing university. You are
The First-Year Writing Seminar:
joining an accomplished group of A&S students, with about 1,000 in your entering
An Overview . . . . . . . . . . . . . . . . . . . . . 7
class and a student body of over 4,000. Your pre-major faculty adviser will assist you
How to Choose Courses for Your
in selecting the classes you will take during your first semester, and then again for the
First Semester at Vanderbilt . . . . . . . . . 13
spring term. We have prepared this booklet to help guide you through the process.
How to Place Yourself in Courses
Hang onto it—it includes essential information for choosing and enrolling in classes.
for AXLE . . . . . . . . . . . . . . . . . . . . . . . . 14
During your time here, you will receive a world-class liberal arts education that will
How to Place Yourself in Courses for
Specific Pre-professional Tracks . . . . . 18 prepare you for success in whatever career you choose. Through exposure to a wide
range of topics across the humanities, social sciences, and natural sciences, you will
How to Register: Some General
Questions . . . . . . . . . . . . . . . . . . . . . . . . 19 learn to think critically, appreciate the context surrounding the thorny issues of
the day, and ask critical questions at the right time. This far-reaching education will
Rules of the Road . . . . . . . . . . . . . . . . 20
prepare you to tackle the world’s most significant challenges and make a difference
Guidelines for Transfer Students . . . . 24
once you leave our historic and picturesque campus.
Our faculty—about 600 strong—want to ensure that you thrive academically. In
Where to Get classrooms, laboratories, and performance studios, they will push you to think
Information creatively as you challenge existing norms—we want to prepare you to make
original and valuable contributions to society. Such a learning experience goes well
Two publications will help you make
beyond the classroom: it takes place in residential colleges, Immersion Vanderbilt,
your course selections for the fall
fieldwork and internship opportunities, and faculty offices. You will have countless
semester and decide on your academic
career. The Undergraduate Catalog is opportunities to engage with our accomplished faculty to clarify course work, review
the official publication of Vanderbilt assignments, discuss research, and have wide-ranging conversations. These exchanges
University and includes the rules, are a crucial part of the liberal arts experience, and we urge you to seek out your
regulations, and policies of the College professors for discussion and counsel.
of Arts and Science as well as descrip-
tions of the academic programs of all One additional word of advice: please take intellectual risks. These four years present
the undergraduate schools. You should a unique opportunity to explore. You will have time as an undergraduate to sample
familiarize yourself with the contents new fields and examine interesting questions and topics. Get outside your comfort
of the catalog as soon as possible. The zone. You will make the most of your time at Vanderbilt by diving into the vast array
full catalog is available online: vander- of learning opportunities available to you in the College of Arts and Science.
bilt.edu/catalogs/undergraduate/.
I wish you the best in your first semester and throughout your time at Vanderbilt. If
This booklet is a manual for students
entering Vanderbilt’s College of Arts
I, or my colleagues in the Dean’s Office, can be of service to you, please contact us.
and Science. It contains an explanation And again: welcome to the College of Arts and Science. You will find it a welcoming
of the AXLE requirements, suggestions place filled with creative and caring people.
on how to choose courses, and instruc- Sincerely,
tions on how to register for the fall. In
case of doubt, check the Undergraduate
Catalog. You should also familiarize
yourself with your degree audit, avail-
able through YES (Your Enrollment John Geer, Dean
Services).
On the Road with AXLE 1The College of Arts & Science: Academic Overview
At Vanderbilt’s College of Arts and Science (A&S), you will experience both breadth and depth in your education.
You will be exposed to a variety of different subjects, and you will also have the opportunity to explore deeply
the subjects that interest you most.
You will have a wealth of courses to choose from: During your four years at Vanderbilt, your courses will be
the College of Arts and Science offers approximately 600 divided approximately into thirds:
courses each semester across the humanities, social sciences,
1/3 – courses to meet the AXLE requirements
and natural sciences. To graduate and receive a Bachelor
of Arts degree, students must: 1/3 – courses required to complete your chosen major
• Complete the AXLE requirements (the core curriculum); 1/3 – elective courses
• Complete the requirements for one major; These divisions are approximate and may differ for
• Achieve a minimum of 2.000 cumulative grade point individual students. For the fall semester, most of your
average in the major; selections should be from the first group. Your academic
• Complete an Immersion project, an experiential project background, your career goals, and your general talents
that culminates in the creation of a final project; and interests will affect your choice of courses.
• Earn 120 cumulative credit hours (including 102 credit
hours in A&S); and
• Achieve a minimum 2.000 cumulative grade point
average overall.
2 Vanderbilt UniversityAXLE: The Core Curriculum
Achieving Excellence in Liberal Education (AXLE) is the core curriculum that all students in the College of Arts
and Science must fulfill. It consists of two parts: the Writing Requirement and the Liberal Arts Requirement.
Only courses in the College of Arts and Science (or Music Literature courses in the Blair School of Music) may
satisfy AXLE requirements. All courses for AXLE must be taken on a graded basis.
The Writing Requirement within the Liberal Arts Requirement. See pages 7-12 in this
Excellent communication skills, including the ability to articu- booklet for more details on the First-Year Writing Seminar
late ideas and defend positions in writing, will be indispensable and for seminars offered in fall 2019.
for 21st century graduates of Vanderbilt University. The Writ- 3. All students must successfully complete two other writ-
ing Requirement has four segments: ing courses (indicated by a “W”) in the College of Arts
and Science, regardless of AP or IB credits, or SAT or ACT
1. All students must demonstrate competence in English com-
scores earned prior to matriculation. These writing-inten-
position, and those who do not meet this requirement must
sive courses emphasize general writing skills within the
enroll in English 1100 in the first year. Students can demon-
context of discipline-specific subject matter. One of the
strate competence by completing one of the following:
two must be completed no later than the fourth semester
a. English 1100
at Vanderbilt. “W” courses also count in their appropriate
b. SAT: Score of at least 660 on the Evidence-Based Read- distribution areas within the Liberal Arts Requirement.
ing and Writing section, with a minimum score of 27
4. All students must successfully complete a second “W”
on the Reading section and a minimum score of 28 on
course or an approved course in Oral Communication in
the Writing and Language section (test taken March
the College of Arts and Science (CMST 2100, 2110, or 2120),
2016 or later)
regardless of test scores earned prior to matriculation.
c. ACT: Score of at least 27 on the English portion com- The 2000-level or higher “W” courses foster advanced,
bined with a minimum score of 19 on the Writing por- discipline-specific writing skills. Departments or programs
tion (test taken September 2015 or later) in the College of Arts and Science that offer these courses
d. ACT: Score of at least 30 on the English portion (begin- determine their specific writing content. Students receive
ning October 2016) regular writing assignments throughout the semester and
feedback on their writing that will enhance writing skills
e. AP: Minimum score of 4 on the English Language or
appropriate to specific disciplines. The process of revising
English Literature exam
written work allows students to reflect on the writing pro-
f. IB: Minimum score of 6 on the higher level English exam
cess; writing tutorials assist in the development of writing
g. Transfer credit for English 1100 skills.
h. Transfer credit for English 1210W, 1220W, 1230W, Oral Communication courses focus on developing
1250W, 1260W, 1270W, or 1300W (if used to satisfy the improved public speaking skills. These courses advance
English composition requirement, the transfer credit the principles and practices of public discourse and rea-
does not also count as a 1000-level W course) soned argument. Attention to the process of effective
oral communication is inherent to these classes. Students
2. All first-year students must enroll in a First-Year Writing
receive regular speaking assignments throughout the
Seminar, which is an integral part of the A&S academic
semester and regular feedback on their speaking that will
experience. The seminar may be taken during the fall or
enhance effective speaking skills. All “W” courses and
the spring semester. Students who must take English 1100
approved Oral Communication courses (CMST 2100,
should take that course in the fall and take the First-Year
2110, or 2120) also count in their appropriate distribution
Writing Seminar in the spring. All First-Year Writing
areas within the Liberal Arts Requirement.
Seminars also count in their appropriate distribution areas
On the Road with AXLE 3The Liberal Arts Requirement
The Liberal Arts Requirement consists of successful comple- language itself to read, discuss, and write about its various
tion of thirteen courses from the College of Arts and Sci- aspects. Intermediate and advanced language courses prepare
ence, distributed across various areas of inquiry (described students for study abroad programs, which the College of
below). Most courses in the College of Arts and Science fulfill Arts and Science strongly encourages. Students shall receive
a Liberal Arts requirement. Each course will fulfill only one one International Cultures course credit for successfully
requirement. These thirteen courses must be distributed as completing a semester or summer study abroad experience
outlined below, and must be taken from at least seven depart- of six weeks in duration or longer in a Vanderbilt-sponsored
ments or subject areas. program or pre-approved programs offered through other
providers. Students may exercise this option only once. Stu-
a) Humanities and the Creative Arts – HCA (3 courses) dents may choose from preapproved study-abroad options in
Courses in the humanities and the creative arts challenge a wide variety of countries.
students to examine their personal understanding of life Note: More information about studying abroad is avail-
and how their individual experiences overlap with those of able at vanderbilt.edu/geo.
the rest of humankind. These courses testify to the varying All students must complete three courses in the Interna-
ways in which people think, form values, confront ambiguity, tional Cultures category, irrespective of previous language
express spiritual and aesthetic yearnings, and grapple with study or proficiency in a language other than English. At
moral and ethical problems. By analyzing and interpreting least one of the three courses must be a second-semester
literary, philosophical, religious, or artistic works, students (or higher) language acquisition class taught at Vanderbilt
examine the foundations of human experience. By producing University, unless the student successfully demonstrates pro-
original artistic works in imaginative writing, studio art, the- ficiency in a language other than English at or above the level
atre, film, music, and dance, students have the opportunity achieved by second-semester language acquisition classes
to connect the universal sources of human inspiration with taught at Vanderbilt University. Students may demonstrate
their own creative processes. language proficiency in a number of ways:
b) International Cultures – INT (3 courses and demonstration i. SAT subject test scores (French, 540; German, 470;
of foreign language proficiency) Hebrew, 530; Italian, 540; Japanese with Listening, 440;
The study of international cultures provides students with Latin, 530; Spanish, 520);
a basis for understanding the diversity of experiences and ii. AP or IB credit in a foreign language; or
values in our contemporary, global society. Students can take iii. Proficiency tests administered by the Tennessee Lan-
courses in international history and cultural studies, as well guage Center. (A minimum score of 4 on both the
as in literature, film studies, the social sciences, art, music, written and oral TLC test is required to demonstrate
and languages. proficiency.)
Language courses provide insight into a different culture
The first semester of an introductory language acquisition
in ways that are not possible to achieve through detached
class in any language cannot be used in fulfillment of the for-
study. Even at the most basic level, exposure to the language
eign language proficiency requirement. Intensive elementary
of a different culture prepares students to think and act in
language courses that cover the content of two semesters in
a global community. At intermediate and advanced levels,
one count as one course toward this category.
students are able to explore the culture in depth, using the
4 Vanderbilt Universityc) History and Culture of the United States – US (1 course) e) Social and Behavioral Sciences – SBS (2 courses)
The study of the history and culture of the United States Social scientists endeavor to study human behavior at
provides students with a basis for understanding the the levels of individuals, their interactions with others,
American experience and the shaping of American values their societal structures, and their social institutions. The
and viewpoints within the context of an increasingly glob- remarkable scope represented by these disciplines extends
al society. Interpreting history and culture in the broadest from studying the underpinnings of brain function to
sense, options in this category include traditional history the dynamics of human social groups to the structures
and cultural studies courses, but also courses in literature, of political and economic institutions. The methods
film studies, the social sciences, art, and music, which employed by social scientists are correspondingly broad,
illuminate historical periods or cultural themes in United involving approaches as varied as mapping brain activity,
States history. discovering and charting ancient cultures, identifying the
societal forces that shape individual and group behavior,
d) Mathematics and Natural Sciences – MNS (3 courses, and using mathematics to understand economic phe-
one of which must be a laboratory science)
nomena. By studying how humans and societies function,
Courses in mathematics emphasize quantitative reasoning students will learn about individual and societal diversity,
and prepare students to describe, manipulate, and evalu- growth, and change.
ate complex or abstract ideas or arguments with precision.
Skills in mathematical and quantitative reasoning provide f) Perspectives – P (1 course)
essential foundations for the study of natural and social Courses in Perspectives give significant attention to indi-
sciences. Students are generally introduced to mathemati- vidual and cultural diversity; multicultural interactions;
cal reasoning through the study of introductory courses sexual orientation; and gender, racial, ethical, and religious
in calculus or probability and statistics. Courses in the issues within a culture across time or between cultures.
natural sciences engage students in hypothesis-driven These courses extend the principles and methods associ-
quantitative reasoning that enables explanations of natural ated with the liberal arts to the broader circumstances in
phenomena, the roles of testing and replication of experi- which students live. They emphasize the relationship of
mental results, and the processes through which scien- divergent ethics and moral values on contemporary social
tific hypotheses and theories are developed, modified, or issues and global conflicts.
abandoned. Laboratory science courses engage students in
methods of experimental testing of hypotheses and analy-
sis of data that are the hallmarks of the natural sciences.
Natural science courses prepare students to understand
the complex interactions between science, technology,
and society; teach students to apply scientific principles to
everyday experience; and develop the capacity to distin-
guish between science and what masquerades as science.
On the Road with AXLE 5The Major In addition to fulfilling the AXLE requirements, all students must successfully complete a course of study leading to fulfillment of one of the approved major programs in the College of Arts and Science, or successfully complete an independent contract major designed in consultation with A&S faculty and approved by A&S. A major consists of a concentrated unit of intellectually related courses. Students may formally declare a major in their third semester and must declare a major in their fourth semester. Distribution of Courses To identify courses which fulfill AXLE liberal arts requirements, writing courses, or First-Year Writing Seminars: Using the advanced class search dialog box in YES, use the pull-down menu under Class Attributes. Select an AXLE category. 6 Vanderbilt University
The First-Year Writing Seminar: An Overview
Learning How to Learn as creativity. To encourage this approach to writing, you will
The goal of your undergraduate education should be some- have the opportunity to revise assignments and discuss your
thing more and better than just acquiring information; it writing individually with your professor. Additionally, class
should be learning how to learn. Information, no matter how time will be devoted to discussing issues related to writing.
valuable it is today, becomes dated, even irrelevant, in a world Coupling the seminar method of instruction with relevant
that is changing as rapidly as the one in which we live. Creat- writing assignments ensures that students encounter new
ing an educational experience for yourself that will nurture knowledge and ways of thinking, as well as how to clearly
curiosity, independence of thought, contemplative attitudes, articulate these new insights.
and an informed, critically inquiring mind will instill dynam- In your FYWS, you will learn the skills necessary for
ic patterns of learning necessary in a changing world. brainstorming new ideas; doing the research to support those
The First-Year Writing Seminar (FYWS) encourages you ideas; and crafting written assignments that present and
to develop these intellectual qualities in order to learn how to support your argument in a coherent way. These skills will
learn. In your FYWS, you will be expected to examine all ideas help equip you for success both in your academic career at
critically; to develop a mind free of preconceptions; to encoun- Vanderbilt and in your professional life after graduation.
ter opinions and attitudes different from your own in an open,
nondefensive manner; and to provide intellectual support for Enrolling in a First-Year Writing Seminar
your newly evolving ideas and evaluations by engaging in chal- FYWS are offered in the fall and spring semesters, though
lenging levels of dialogue, research, and writing. typically fewer in spring than in the fall semester. You will
register for your FYWS at the same time that you register
What Is The First-Year Writing Seminar? for your other courses. As you will see, the topics covered by
Effective communication is important regardless of a per- the FYWS are interesting, timely, and very often specifically
son’s academic background or career; a new idea or insight related to controversial aspects of American life, and of the
which you are unable to communicate persuasively to others culture of college students themselves.
is of limited value. In the College of Arts and Science, your Each year there is inevitably some change—both additions
writing skills will be refined in a process that will begin in and deletions—in the FYWS offerings. This booklet is handy
your First-Year Writing Seminar. for advance reading about the FYWS seminar program and
Seminars are led by one to two faculty members, and for beginning to think about which seminars interest you.
consist of no more than 15 students. They are held in small For the most up-to-date information about which seminars
classrooms and encourage intimate, face-to-face learning will be offered, however, please use the advanced class search
where everyone is expected to participate in class discussions. in YES.
While the interactive format of the seminar encourages the All FYWS satisfy two AXLE requirements: the FYWS
lively exchange of ideas and information, the learning process requirement and one distribution area requirement. Distri-
goes beyond this, teaching students how to formulate con- bution area requirements are noted at the end of each course
vincing and intellectually supported arguments. In the first description:
part of this process, students learn how to critically analyze HCA = Humanities and the Creative Arts
written materials and discuss them during class. The second INT = International Cultures
component deepens this academic experience by incorporat- US = History and Culture of the United States
ing writing. MNS = Mathematics and Natural Sciences
You will write a total of 15-20 pages throughout the SBS = Social and Behavioral Sciences
semester. Students will be encouraged to approach writing P = Perspectives
as a process, in which revisions and editing are as important
On the Road with AXLE 7First-Year Writing Seminars Fall 2019 English
The enrollment limit for most first-year writing seminars is 15 students. ENGL 1111-01: Women’s Autobiography
Five seats are reserved for each week of enrollment appointments. In this course, we will explore the construc-
tion of female identity as it is represented
Anthropology Classical Studies in fiction, poetry, and creative nonfiction
by and about women. These texts show
ANTH 1111-08: Archaeology & Gender CLAS 1111-06: Ancient Greek Tragedy
girls and women sometimes unconsciously
This course surveys many aspects of gender in The plays of the great Athenian playwrights
accepting, but at other times questioning or
the archaeological record and in archaeologi- Aeschylus, Sophocles, and Euripides are
even resisting, conventional expectations of
cal practice. It utilizes feminist and gender among the most influential works of lit-
them as daughters, lovers, wives, or moth-
theory to define the term gender. It explores erature. They have not lost their power to
ers. In realistic novels, stories, and poems,
principal archaeological themes relative to interest and provoke audiences. These are
we see them absorbing the images of women
gender, such as the delineation of social roles, still being performed 2,500 years after their
as depicted in popular culture, including
ideology, human evolution, and representa- original productions. We will study the plays
romance, fairy tales, and myth. [3] (HCA)
tions of men and women. It analyzes ways of in their historical context and as scripts for
knowing and understanding gender in the performance. All works will be read in Eng-
ENGL 1111-07: Women Poets in America
past, gendered technologies and production, lish translation and supplemented with visual
We will trace the development of American
gendered spaces and landscapes, and gender images. [3] (INT)
women’s poetic voices, from Emily Dickin-
in the public domain. [3] (SBS)
son (1830–1886) to Adrienne Rich (1933-
Economics 2012). Other poets will include Gertrude
ANTH 1111-10: Pseudoarchaeology:
ECON 1111-12: Freakonomics Stein, Marianne Moore, Edna St. Vincent
Mysteries and Myths in Popular Culture
Steven Levitt and Stephen Dubner’s best-sell- Millay, Muriel Rukeyser, and Gwendolyn
Did Atlantis exist? Who built the Pyramids?
ing book, Freakonomics, provides examples Brooks. Contemporary poets will be studied
Who were the first people in America?
of surprising incentives and distortions in in portfolio, paying particular attention to
Numerous books, movies, and television
information that influence economic behav- the plethora of multicultural expressions
programs attempt to explain these mysteries
ior. Our course will consider these topics in since 1980. [3] (HCA)
with the use of wild theories and speculations
greater depth, including cheating by teachers,
based on spurious archaeological evidence.
sumo wrestlers, and office workers, as well as ENGL 1111-08: The Simple Art of
Studying how archaeologists create evidence-
discrimination by television game show con- Murder: Knowledge and Guilt in
based arguments, we will use that knowledge
testants. The authors’ core ideas are applied Detective Literature
to critique information presented in popular
in the discussion of public policies toward the An examination of classic works of detec-
media. [3] (SBS)
drug trade, crime reduction, and educational tive fiction with a view toward exploring the
reform. [3] (SBS) ways in which knowledge and guilt interact
ANTH 1111-14: Ethnography of
in criminal activity and its investigation.
Climate Change
ECON 1111-13: Freakonomics Authors to be considered include Sophocles,
This seminar examines how cultural values
Steven Levitt and Stephen Dubner’s best-sell- Shakespeare, Poe, Doyle, Christie, Chandler,
and cultural politics coalesce in public atti-
ing book, Freakonomics, provides examples Highsmith, Himes, Bugliosi, and Harris.
tudes and debates over climate change. Media
of surprising incentives and distortions in Again and again we will encounter the dif-
coverage of scientific research on climate
information that influence economic behav- ficulty of separating the art of murder from
will be a major focus, with attention to how
ior. Our course will consider these topics in the performance of murder; again and again
journalists, interest groups, and other writers
greater depth, including cheating by teachers, we will see that the art of murder is never
represent climate change, climate science, and
sumo wrestlers, and office workers, as well as really simple. [3] (HCA)
competing perspectives. Students will learn
discrimination by television game show con-
to use qualitative research methods for inter-
testants. The authors’ core ideas are applied ENGL 1111-19: Growing Up Latino
viewing, media analysis, and data analysis
in the discussion of public policies toward the and Latina
to carry out an original research project. [3]
drug trade, crime reduction, and educational This course will focus on contemporary
(INT)
reform. [3] (SBS) Latino and Latina literature by writers liv-
ing in the United States, including Sandra
Cisneros, Junot Diaz, and Edward Rivera.
8 Vanderbilt UniversityThese writers depict the development of the Shelley’s “Frankenstein,” film adaptations by HIST 1111-16: African-American History
mind and character in the often awkward James Whale and Kenneth Branagh; William on Film
and painful, but empowering, passage from Shakespeare’s “Romeo and Juliet,” film adap- Since 1619, African Americans have struggled
innocence to experience, youth to maturity. tations by Baz Luhrmann and John Madden; steadily for civil equality and economic
Navigating adolescence is often complicated Joseph Conrad’s “Heart of Darkness,” film freedom in this country. Along the way, they
for young Latinos and Latinas dealing with adaptation “Apocalypse Now” by Francis established social institutions and patterns
by issues of race, culture, and language. Ford Coppola; and Jane Austen’s “Emma,” of resistance to maintain a sense of commu-
Students will examine how these authors film adaptation “Clueless” by Amy Hecker- nal well-being and individual respect. This
interpret and adapt the traditional Bildung- ling. [3] (HCA) course uses documentary films and written
sroman form for young Latino and Latina sources to examine the course of that historic
characters and readers coming of age in this German struggle. Key issues and developments in Afri-
country. [3] (HCA) can American history, such as the influence
GER 1111-03: Pioneers of Literary
of Africanisms upon American culture, slave
Modernism: Brecht, Kafka, Rilke
ENGL 1111-31: Existential Fictions resistance, Northern migration, the American
Various literary movements arose in
D. H. Lawrence suggests that fiction is a civil rights movement, and the evolution of
German-speaking countries in the early
laboratory for philosophical problems. This hip hop culture, will be explored. [3] (US)
twentieth century, including Symbolism,
course uses fiction to explore existentialism.
Expressionism, and Surrealism. While Her-
Sometimes called a “psychology,” existential- HIST 1111-29: Germany Between East
mann Hesse and Thomas Mann preferred
ism became a dominant post-World War II and West
to write in the traditional style of the nine-
philosophy, because it directed its concerns This course examines the history of postwar
teenth century, others favored literary exper-
to the world of human behavior, rather than Germany from the perspective of its unique
iments that have become influential for later
a transcendental realm. We will consider geopolitical position, stranded in the middle
writers: Franz Kafka with his enigmatic tales
the fictions of existentialists, such as Sartre, of the Cold War confrontation between the
of modern man’s battles against incompre-
Beauvoir, and Camus, and the existential ideas capitalist West and communist East. Starting
hensible forces, Berthold Brecht with his epic
of other contemporary authors, such as Mur- with the defeat of Hitler’s Germany in 1945,
plays addressing their audiences’ political
doch, Atwood, Madonna, and Oe. [3] (HCA) we will continue through the period of Ger-
consciousness, and Rainer Maria Rilke with
many’s division (c. 1949) and re-unification
his symbolist poems reflecting the complex-
ENGL 1111-56: The Uses of Literature (1990). What different kinds of political,
ity of existence. Knowledge of German is not
Literature has been prescribed as a cure for social, and cultural movements developed in
required. [3] (HCA)
life’s ailments, touted as a political tool, and the two Germanies? How did the two Ger-
proposed as a secular substitute for religion. manies affect each other? We conclude with
History
What can literature do in the world? Must it current controversies about Germany’s role
do something to have value? We will explore HIST 1111-02: From Potsdam to Vietnam: in the European Union and in the world. [3]
the kinds of answers such questions have Era of American Preeminence (INT)
received from the late 18th C to the present Note: In this seminar we will examine the
day. Some responses come in the form of era from the end of the Second World War HIST 1111-30: Galileo, Darwin, Einstein:
novels or poems; other through declarations until the Tet offensive of 1968, the period Lives and Times
of belief, such as manifestos; still others as in which the United States became a super- Galileo Galilei. Charles Darwin. Albert Ein-
forms of practices, such as bibliotherapy, in power. Among the issues we will explore are stein. All three men have become icons of
which literature is put to use toward particu- the ideological roots of American foreign the modern age. This class will explore their
lar ends. [3] (HCA) policy, the effect of American intervention lives, science, and times to uncover what
on other countries, the domestic conse- made their contributions so distinctive and
ENGL 1111-58: Literature Into Film quences of America’s empire, and the causes their legacies so enduring. Through the per-
What happens when you adapt a literary of American decline. The readings will sonal and scientific biographies of each man,
work into a movie? What is gained, and include primary sources as well as memoirs we will also learn about the particular place
what is lost? How would you compare and and secondary literature. [3] (US) and moment each practiced his science, from
contrast the two media? We will learn about Renaissance Italy through Victorian England,
formal techniques used by filmmakers, and to twentieth-century Europe and America.
literary authors. Pairings will include: Mary [3] (HCA)
On the Road with AXLE 9History Of Art JS 1111-04: Civil Rights and Civil Wrongs: understanding of the ways codes and code
Black-Jewish Relations in the 1950s and breaking have affected and continue to affect
HART 1111-07: The Meaning of Modern
1960s history, technology, and privacy. [3] (MNS)
Art in its Political Context
Blacks and Jews have shared a long and varied Philosophy
This course will present art of the modern
history, particularly in the American context,
period, the nineteenth and twentieth centu-
due to strong forces pulling the two groups PHIL 1111-05: Green Cities
ries, and ask of that art what it means, and
simultaneously together and apart. Through Although cities are usually viewed as envi-
how and why that meaning was produced.
an examination of historical and literary texts ronmentally problematic due to pollution,
Why is modern art so difficult to understand?
and visual images, this course will explore overcrowding, and the widespread use of
Why does it look so unrealistic, and why
that shared history, focusing on the period concrete and asphalt, they can help solve
is its meaning so hidden? This course will
of its greatest intensity. Examples of Black- regional and global environmental concerns.
approach these questions seriously. To under-
Jewish relations ranging from the heights of Some contemporary cities are environmen-
stand modern art and why it looks as it does,
utopian cooperation to the depths of dysto- tally sustainable in significant respects, while
we must study modern history and society,
pian conflict will be explored. [3] (HCA) many other cities can and should take similar
especially its politics. [3] (HCA)
initiatives and explore creative paths of their
JS 1111-12: Jews and Hollywood own. Moreover, making cities sustainable
HART 1111-17: New York City
Note: Immigrant Jews built the twentieth is more than just preserving green space or
Architecture: Form and Fantasy
century movie industry as a patriotic U.S. establishing recycling programs; it concerns
This course provides an introduction to
fantasyland. We’ll examine how Jews created urban planning and design, environmental
architectural history and criticism and focuses
the Hollywood studio system and how Hol- justice, and the reduction of a city’s ecologi-
on the history of the built environment of
lywood has chosen to represent and often not cal footprint. Key topics will include nature,
New York City as imagined and realized. Stu-
represent Jews. We will discuss roles in front sustainability, urban design, and social equity.
dents will explore approaches to understand-
of and behind the cameras. We’ll ask why [3] (P)
ing the aesthetics and the operations of the
Jewish characters virtually disappeared from
built environment, and will trace the develop-
American screens by the late 1930s. We will PHIL 1111-19: Race and Democracy
ment of the city, as understood through its
examine charges of Hollywood “collabora- in the U.S.A.
constructed environment, from the seven-
tion” with Nazi Germany, and we’ll look at Achieving and sustaining democracy in the
teenth century to the present. The course will
Holocaust refugees’ contributions to Ameri- United States has been compromised by
consider architectural trends, urban planning,
can film. We’ll also discuss the blacklisting of agendas for social, political, economic, and
technologies of construction and transporta-
accused communists during the Cold War. cultural advantages for one racial group—
tion, neighborhood development, the design
We will conclude with contemporary popular ”white people”—while curtailed or denied
and construction of urban parks, as well as
film. [3] (HCA) for persons of other racial and ethnic groups.
impact of class and race, immigration, and
Through a historically informed reading of
global trade on urban life. [3] (US)
Mathematics Alexis de Tocqueville’s Democracy in Amer-
ica, we will explore an enduring and vexing
Jewish Studies MATH 1111-03: Cryptography:
challenge of how to achieve a just, “demo-
the History and Mathematics of
JS 1111-01: In a Pluralistic Age: Jews, cratic” nation-state with a demographically
Codes and Codebreaking
Christians, and Muslims in Spain complex population of similar and different
Mathematics has long played key roles in both
Between 711 and 1492, Jews, Christians, and racial and ethnic groups. [3] (US)
sides of the cryptography “arms race,” help-
Muslims created one of the richest and most
ing cryptographers devise ever more complex
fertile of medieval civilizations. In this semi-
cipher systems while also providing tools to Political Science
nar, we shall evaluate the settings and condi-
cryptanalysts for breaking those ciphers. Dur- PSCI 1111-06: American Constitutional
tions for this culture’s extraordinary pooling
ing World War II, this battle between code Law: Civil Rights and Civil Liberties
of talent and attachment to tolerance, but also
makers and code breakers led to the construc- The Constitution’s preamble indicates that it
evaluate the reasons for its eventual end. [3]
tion of the first digital computers, ushering was crafted to secure the “Blessings of Lib-
(HCA)
in an information age in which cryptography erty” to American citizens. What are these
makes information security possible, but not blessings and how are they maintained? What
always certain. This course will provide an parameters constrain freedoms of speech,
10 Vanderbilt Universitypress, and religion; rights to protest and anorexia nervosa, bulimia, and binge eating will examine works by the most prominent
assembly; due process and equal protection of disorders. Major theories and approaches authors of this period, putting special empha-
law? We will explore these questions by exam- to assessment, treatment, and prevention. sis on Russia’s unique handling of the sudden
ining Constitutional amendments through Related phenomenon such as compulsive influx of European philosophy and culture.
the lens of legal scholarship and social com- exercise, body-building, and steroid abuse. Knowledge of Russian is not required. [3]
mentary. The final project consists of a writ- Readings include popular accounts of what (HCA)
ten legal brief and moot court presentation. it is like to have and overcome an eating
[3] (SBS) disorder as well as scholarly writings from a Sociology
wide range of scientists. Writing assignments
SOC 1111-02: The Artist and the City
Portuguese emphasize critical thinking through assessing
This seminar takes a sociological approach
relevant literature, evaluating evidence, and
PORT 1111-01: Explorations of to understanding the relationship between
applying these skills to topics relevant to eat-
Brazilian Cultures urban living and artistic expression. We will
ing disorders. [3] (SBS)
One of the world’s largest countries in sur- examine how creativity may be conceived as
face area, population, and economy, Brazil not only a property of individuals, but also
PSY 1111-26: The Language Parade
has much more to offer than soccer, samba, something that is nurtured in particular ways
Language is like a parade— it is exciting and
carnival, and beaches. Its indigenous popula- by concrete social circumstances. [3] (SBS)
surprising, but also orderly and predictable.
tions and history of Portuguese colonization,
Language is always on the move. We will
African slavery, and European and Asian SOC 1111-17: Women and Social Activism
explore the factors that underlie acquiring,
immigration have all contributed to its mul- How have women struggled collectively to
producing, and comprehending language.
ticultural and complex nature. Topics include bring about social change in a variety of areas,
Where did the complex communication
national identity and history, race and race including women’s legal rights, family pro-
system of language come from? Is it unique
relations, and economic growth versus ecol- tection, environmentalism, and land rights?
to humans? How does it change? Why does
ogy, which we will examine through Brazilian We will analyze women’s movements in the
it change? How do we use it? Do we use the
literature, music, and cinema. All materials United States and in developing nations,
same language for speaking, thinking, and
are translated into English. Knowledge of including transnational feminist networks,
writing? [3] (SBS)
Portuguese is neither necessary nor required. African American women in the civil rights
[3] (P) movement, working-class women’s mobiliza-
Religious Studies tions, women environmentalists, and women
Psychology (AS) RLST 1111-13: Renaissance Art and Politics in right-wing hate movements. Students will
In this course we will examine the history develop an understanding of social activism
PSY 1111-06: Stress, Health, and Behavior
of the Renaissance in Florence, Rome, and from a sociological as well as activist perspec-
In this course, we will examine the origin of
Nuremberg, three major cultural centers that tive. Questions asked include why do women
the stress concept as it applies to health and
underwent profound transformations in art, participate in social activism? Why and when
disease. We will investigate how stressful stim-
religion, and political structure. We will study do women’s movements emerge and how do
ulation affects neural, endocrine, cardiovascu-
politics and religion as a basis for interpreting they organize themselves? [3] (SBS)
lar, and immune systems, as well as memory
the functions of Renaissance art. Above all,
and emotions in animals and in humans. We
we will examine how art and religious culture SOC 1111-18: Artistic Dreams,
will also consider the ways in which stress
contested and created political power and Communities, and Pathways
affects developing and aged individuals. We
authority. [3] (HCA) Freelance arts professionals, in our enterpris-
will also focus on allostatic load as a new
ing age, assume multiple roles. They strive to
concept in the field of stress research. Read-
ings will be taken from a basic text and from Russian become artists, entrepreneurs, and advocates
and “network” feverishly to pursue their
the current literature in the psychological and RUSS 1111-01: Classic Russian
careers. Yet, as freelancers in risky labor mar-
biomedical sciences. [3] (SBS) Short Novels
kets, they have volatile incomes and often
In the nineteenth century, Russia witnessed
lack health insurance. This seminar addresses
PSY 1111-12: The Psychology of an unprecedented explosion of literary and
sociologically how arts professionals’ dreams
Eating Disorders intellectual activity, a renaissance yielding
inspire and how their artistic communities
Examination of how biology, psychology, some of the masterpieces of world literature.
enable them to seize opportunities and con-
culture, and environment combine to cause Concentrating on short classic novels, we
front risk. We will focus on scholarly works
On the Road with AXLE 11and on transcripts of original interviews with SPAN 1111-08: Eco-critical Perspectives in of fashion through the lens of sustainability,
72 Nashville music artists, entrepreneurs, and Latin American Literature as it has evolved to meet the ever-changing
advocates that the instructor and his research This course will trace the development of consumer. We will explore transformative
team conducted for the Nashville Music eco-critical perspectives in literature from solutions for pressing global issues of unsus-
Careers research project. [3] (SBS) Chile, Colombia, Costa Rica, Cuba, Mexico, tainable practices and use hands-on activities
and Peru from pre-Columbian times to to experience how fashion is designed and
SOC 1111-22: Mass Incarceration in the the twentieth century. How do matters of produced. [3] (P)
United States environmental health and justice emerge
Why does the U.S. have the highest incarcera- in literature? We will explore literary rep- Women’s and Gender Studies
tion rate in the world? We will begin our resentations of the natural world, cultural
WGS 1111-07: Gendered Lives
study of U.S. prisons with the period at the constructions of the environment, and views
This course examines how literary texts rep-
end of the Civil War, and consider several of Spanish American writers regarding the
resent gendered lives. Using contemporary
historical eras. We will give particular atten- dynamic interplay between humankind and
critical techniques and historical approaches,
tion to the period from the 1970s to the pres- nature. We will begin with indigenous texts
the course will explore how gender is deter-
ent, when rates of incarceration rose sharply, and end with a novel that calls the reader to
mined by environment, personal choice,
especially among African-American men. environmental activism. Knowledge of Span-
and social expectations. Authors will include
Throughout the course, we will examine soci- ish is not required. [3] (HCA)
Toni Morrison, Alice Walker, Kate Chopin,
ological explanations for the changing role of
Charlotte Perkins Gilman, and Virginia
incarceration in the U.S. and for the effects of Theatre Woolf. [3] (HCA)
mass incarceration on society. [3] (SBS)
THTR 1111-04: Visual Storytelling in
Theatre and Film
Spanish As an introduction to the use of visual design
SPAN 1111-01: Twentieth-Century Spanish elements in theatre and film productions,
American Literature in English Translation we will discuss the artists (directors, actors,
This course will trace the development of designers, cinematographers) who collaborate
eco-critical perspectives in literature from to create theatre and film and examine their
Chile, Colombia, Costa Rica, Cuba, Mexico, processes for making such visual choices. We
and Peru from pre-Columbian times to the will watch plays and films in order to explore
twentieth century. How do matters of envi- and understand the collaborative process.
ronmental health and justice emerge in litera- Discussions of these productions and writing
ture? We will explore literary representations assignments will help to develop your under-
of the natural world, cultural constructions standing of how visual designs are created
of the environment, and views of Spanish and how they communicate conceptual ideas
American writers regarding the dynamic to an audience. [3] (HCA)
interplay between humankind and nature.
We will begin with indigenous texts and end THTR 1111-05: Sustainable Fashion:
with a novel that calls the reader to environ- Issues, Practices, and Possibilities
mental activism. Knowledge of Spanish is not Critical examination of the economic, human,
required. [3] (HCA) and environmental cost of the current “fast-
fashion” industry. Specific eras of the history
12 Vanderbilt UniversityHow to Choose Courses for Your First Semester at Vanderbilt
With so many options, it can be challenging to select your first-semester courses. Think about choosing courses that
will build on previous knowledge, introduce you to a possible major, or simply broaden your perspective on a subject
that interests you.
Most first-year students are encouraged to take 12 credit hours (approximately four courses) in their first semester, but this
will vary depending on a student’s interests and background. After their first semester, most students take an average of
15 credit hours per semester (approximately five courses).
A typical first-semester course selection might include: There are many ways to vary your schedule. Note that
• First-Year Writing Seminar; most courses at the 2000 level and above are intended for
• Mathematics or humanities course; sophomores, juniors, and seniors.
• Foreign language course; and REMEMBER: The courses you select depend upon a number
• Laboratory science or social science course. of factors:
• Your scores on College Board SAT Subject Tests or
Following those guidelines, here are two sample
departmental placement tests will determine the courses
first-semester programs:
you should take in writing, mathematics, and foreign
1. History 1111 (for the First-Year Writing language.
Seminar requirement) • Your course load may vary from four to five courses a
Mathematics 1100 semester, depending upon the total number of credit
Hebrew 1101 hours required for each course. If you have a 4-credit-hour
Political Science 1103 science course and a language course, you will not want to
register for a fifth course during your first semester.
2. English 1111 (for the First-Year Writing
Seminar requirement) • You may not enroll in more than 18 credit hours in either
1000-level history course of your first two semesters.
French 1101 • Your interests and objectives should guide your course
Astronomy 1010 and 1010L selection within the framework of AXLE.
Your pre-major adviser will be in touch with you over the
summer prior to your first semester, and will be a helpful
resource for course selection.
On the Road with AXLE 13How to Place Yourself in Courses for AXLE
In planning your studies in foreign language and mathematics, you want to be sure to select a course at the right level
for your background and interests. In other disciplines, several introductory courses are offered for students with differ-
ent objectives. This section provides advice to help you select the right course. If you still are uncertain after reading this
material, your CASPAR adviser can help. Just follow the instructions in your registration email to contact him or her.
Foreign Language Placement German
The first course you take in a foreign language will depend You will be placed in German courses by the department on
on whether you have studied the language in high school the basis of your score on the College Board SAT German
and on your scores on standardized or departmental Subject Test. If you have not taken the SAT German Subject
placement tests. Test, you are urged to do so during either the summer or the
fall orientation period. If you have not taken the test, you
French should enroll in the course for which you believe yourself to
You will be placed in French courses on the basis of your be prepared. (Students with two years of high school German
score on the College Board SAT Subject Test in French or typically enroll in German 2201.) Recommended placements
a departmental test. If you have studied French but have are given below.
not taken the SAT French Subject Test, you may place your- 1. If you have not studied German, register for German
self into a French course based on your score on the online 1101.
departmental placement test. You may take the departmental
2. If you scored 460 or below on the SAT German Subject
test over the summer or once you arrive on campus. The
Test, consult with the Department of German, Russian and
departmental test is available at www.cas.vanderbilt.edu/
East European Studies for placement in German 1101 or
french. You will need a valid Vanderbilt email address to use
1102.
this site. If you have not taken a placement test, register ten-
3. If your SAT German Subject Test score is between 470 and
tatively in the course for which you believe yourself prepared
590, register for German 2201.
on the basis of your high school work. (Two years of high
school French typically prepare students for French 1103.) 4. If your SAT German Subject Test score is between 600 and
Placement test results will be used to change placement if 680, register for German 2202.
advisable. 5. If your SAT German Subject Test score is 690 or above,
1. If you have never studied French in high school, register register for German 2310W, 2320, or 2341.
for French 1101.
Latin
2. If your SAT French Subject Test score is 500 or below, or
your departmental placement score is below 260, register If you had Latin in high school and intend to enroll in a
for French 1101. Latin course at Vanderbilt, you should have taken the Col-
lege Board SAT Subject Test in Latin. Placement is based on
3. If your SAT French Subject Test score is between 501 and
both the SAT Subject Test and the number of high school
530 or your departmental placement score is between 260
units completed.
and 349, register for French 1103.
1. If you have never studied Latin, or have studied one year
4. If your SAT French Subject Test score is between 531 and
of Latin but score below 480 on the SAT Latin Subject
590 or your departmental placement score is between 350
Test, register for Latin 1101.
and 419, register for French 2203.
2. Latin 1103 is an intensive review of first-year Latin for stu-
5. If your SAT French Subject Test score is above 590 or
dents who have had two years of high school Latin but need
your departmental placement score is above 420, register
a “refresher” course before entering the intermediate level.
for French 2501W.
14 Vanderbilt University3. If you score between 480 and 520 on the SAT Latin Sub- 1. If you have never studied Spanish, register for Spanish
ject Test you should enroll in Latin 1102, regardless of 1100, Spanish for True Beginners. (Note: This course is
how many years of Latin you completed in high school. only for those with no prior study.)
4. Most students who have had three years of Latin, and all 2. If you score 390 or below on the SAT Spanish Subject
students who score between 530 and 620, should register Test or below 275 on the departmental test, register for
for Latin 2201. Spanish 1101.
5. If you have had three or four years of high school Latin and 3. If you score between 400 and 510 on the SAT Spanish
score at least 630 on the SAT Latin Subject Test, you should Subject Test or between 275 and 364 on the departmental
register for Latin 2202. This course is usually offered only in test, register for Spanish 1103. (Note: Spanish 1102 is only
the spring semester. for students continuing from Spanish 1100 or Spanish
6. If you have studied four years of Latin and score at least 1101. You cannot place into Spanish 1102.)
680 on the SAT Latin Subject Test, you may register for 4. If you score between 520 and 620 on the SAT Spanish
Latin 3110 or above. Subject Test or between 365 and 440 on the departmental
If you do not seem to fit into any of the above categories, test, register for Spanish 2203.
please consult the Department of Classical Studies for place- 5. If you had three or more years of Spanish in high school
ment at the appropriate level. and a score of 630 or above on the SAT Spanish Subject
Test or between 441 and 510 on the departmental test,
Portuguese register for Spanish 3301W.
Students who wish to study Portuguese begin with Portu- 6. If you received a 4 or 5 on the Spanish AP test, register for
guese 1103, Intensive Elementary Portuguese. This course Spanish 3301W.
assumes that the student has some degree of proficiency in
Spanish or another Romance language. Portuguese 2203, Other Languages
Intermediate Portuguese, can be taken after 1103. While no If you wish to continue in other languages you have studied
formal placement exam is available, all students with prior before, consult with the appropriate department for place-
knowledge of Portuguese will be interviewed and placed by ment. Beginning courses offered in other languages are
the Department of Spanish and Portuguese. listed below.
Arabic 1101
Russian Chinese 1011 or 1101
If you have never studied Russian, register for Russian 1101. Creole 1101
If you have studied Russian, consult with the Department of Greek 1101
German, Russian and East European Studies for placement. Hebrew 1101
Hindi Urdu 1101
Spanish Italian 1101
You will be placed in Spanish courses on the basis of your Japanese 1011 or 1101
score on the College Board SAT Spanish Subject Test or, pref- K'iché 1101
erably, the departmental placement test. The departmental Tibetan 1101
test is available online at www.cas.vanderbilt.edu/spanish.
You will need a valid Vanderbilt email address to use this
site. You may take the test over the summer or once you
arrive on campus.
On the Road with AXLE 15You can also read
