bulletin of duke university 2001-2002 · 2018-09-25 · 26 monday, 8:00 a.m.–classes resume...

bulletin of

Duke University 2001-2002Undergraduate Instruction

2

ACADEMIC LIAISONSMartina J. Bryant

Associate DeanEllen W. WittigAssociate Dean

PUBLICATIONS COORDINATORRob Hirtz

COORDINATING EDITORJudith K. Smith

STAFF SPECIALIST: COURSE CATALOG MASTERMargaret R. Sims

COVER PHOTOGRAPHUniversity Photography

The information in this bulletin applies to the academic year 2001-2002 and is accurate and current,to the extent possible, as of March, 2001. The university reserves the right to change programs of study,academic requirements, teaching staff, the calendar, and other matters described herein without priornotice, in accordance with established procedures.

Duke University does not discriminate on the basis of race, color, national and ethnic origin,disability, sexual orientation or preference, gender, or age in the administration of educational policies,admission policies, financial aid, employment, or any other university program or activity. It admitsqualified students to all the rights, privileges, programs, and activities generally accorded or madeavailable to students. The university also does not tolerate harassment of any kind.

Questions, comments or complaints of discrimination or harassment should be directed to theOffice of the Vice-President for Institutional Equity, (919) 684-8222. Further information, as well as thecomplete text of the harassment policy, may be found at http://www.duke.edu/web/equity/.

Duke University recognizes and utilizes electronic mail as a medium for official communications.The university provides all students with e-mail accounts as well as access to e-mail services from publicclusters if students do not have personal computers of their own. All students are expected to accesstheir e-mail accounts on a regular basis to check for and respond as necessary to such communications,just as they currently do with paper/ postal service mail.

Information that the university is required to make available under the Student Right to Know andCampus Security Acts may be obtained from the Office of University Relations at 684-2823 or in writingto 615 Chapel Drive, Box 90563, Duke University, Durham, North Carolina 27708.

Duke University is accredited by the Commission on Colleges of the Southern Association ofColleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone number 404-679-4501) to award baccalaureates, masters, doctorates, and professional degrees.

The Bulletin of Duke University, Volume 73, includes the following titles: The Fuqua School of Business;Nicholas School of the Environment; Undergraduate Instruction; the Graduate School; The Medical Center; TheDivinity School; Information for Prospective Students; Information for Graduate Studies; Summer Session;Graduate Program in Nursing; The School of Law; and Information and Regulations. Most bulletins areavailable online at http://www.registrar.duke.edu/webpage/bulletin.html.

Volume 73 March 2001 Number 2

The Bulletin of Duke University (USPS 073-680) is published by Duke University, Duke Station, Durham,North Carolina, 27708 as follows: monthly-May; semimonthly-March, April, June, and August.Periodical rate paid at Durham.

http://www.duke.edu/web/equity/http://www.registrar.duke.edu/webpage/bulletin.html

Contents Academic Calendar–2001-2002 6University Administration 8

General Information 10Duke University 11The Mission of Duke University 12Resources of the University 12Duke as a Residential University 17The Undergraduate College and School 18Duke University Undergraduate Honor Code 19

Degree Programs 20Degrees and Academic Credit 21Trinity College of Arts and Sciences 21General Studies Requirements 23The Edmund T. Pratt Jr. School of Engineering 34

Academic Procedures and Information 42Entrance Credit and Placement 43Transfer of Work Taken Elsewhere 46Advising 47Registration 48Accommodations 49Course Load and Eligibility for Courses 49Course Audit 50Independent Study 51Academic Internships 51Submission of Term Paper 51Declaration of Major or Division in Trinity College of Arts and Sciences 51Class Attendance, Excused Absences, and Tests 52Class Scheduling 52Incomplete Course Work 53Final Examinations and Excused Absences 53Grading and Grade Requirements 54Continuation 55Academic Warning and Probation 56Changes in Status 57The Provision of Academic Information to Parents and Guardians 58Academic Recognition and Honors 60Notification of Intention to Graduate 62Commencement 62Prizes and Awards 62Education Records 68Procedure For Resolution of Students’ Academic Concerns 68

Special Study Centers, Programs, and Opportunities 70Campus Centers and Institutes 71Specialized Programs 75Special Summer Programs 84

Contents 3

Campus Life and Activities 86Student Affairs 87Residential Life 87Dining Facilities 89Religious Life 89Services Available 90Offices for Program Planning 94Student Organizations 96Health, Physical Education, and Recreation 98Intercollegiate Athletics 98Judicial System and Regulations 99Student Obligations and Requirements 99

Admission 100Principles of Selection 101Requirements for Application 101Application Procedures 102

Financial Information 104Tuition and Fees 105Living Expenses 108Fall and Spring Refunds 109Summer Administrative Withdrawal Charges and Refunds 110Student Aid 110

Courses and Academic Programs 116Definition of Terms 117Trinity College of Arts and Sciences 118Aerospace Studies–Air Force ROTC 118African and African-American Studies 119Applied Science 125Art and Art History 126Institute of the Arts 141Asian and African Languages and Literature 142Biological Anthropology and Anatomy 154Biology 160Canadian Studies 173Chemistry 176Classical Studies 182Comparative Area Studies 191Computer Science 204Cultural Anthropology 211Dance 221Distinguished Professor Courses 226Drama Program 228Earth and Ocean Sciences 233Economics 242Education 255English 260Nicholas School of the Environment and Earth Sciences 272Environmental Sciences and Policy Program 273Film and Video 278FOCUS 283Germanic Languages and Literature 283

4 Contents

Health, Physical Education, and Recreation 291Health Policy 294History 296House Courses 315Human Development 315Judaic Studies 317Latin American Studies 318Linguistics 322Literature Program 327University Program in Marine Sciences 335Markets and Management Studies 337Mathematics 340Medicine (School)–Graduate (School) Basic Science Courses Open

to Undergraduates 350Medieval and Renaissance Studies 352Military Science–Army ROTC 360Music 361Naval Science–Navy ROTC 370Neurosciences Program 372Nonlinear and Complex Systems 373North American Studies 373Perspectives on Marxism and Society 374Philosophy 376Physics 382Political Science 387Primatology 409Psychology 410Public Policy Studies 426Religion 437Romance Studies 447Science, Technology, and Human Values Program 469Study of Sexualities 470Slavic Languages and Literatures 471Sociology 484Institute of Statistics and Decision Sciences 496University Writing Program 500Women's Studies 500Engineering (interdisciplinary) 507Biomedical Engineering 509Civil and Environmental Engineering 516Electrical and Computer Engineering 526Mechanical Engineering and Materials Science 536

Contents 5

Academic Calendar—2001-2002Summer 20011

March28 Wednesday–Registration begins for Term I and/or Term II

May17 Thursday–Term I classes begin21 Monday–Drop/Add for Term I ends28 Monday–Memorial Day, classes in session

June13 Wednesday–Last day to withdraw WP or WF from Term I courses25 Monday–Term I classes end26 Tuesday–Reading period27 Wednesday–Term I final examinations begin28 Thursday–Term I final examinations end

July2 Monday–Term II classes begin4 Wednesday–Independence Day, classes in session4 Wednesday–Drop/Add for Term II ends

27 Friday–Last day to withdraw WP or WF from Term II courses August

8 Wednesday–Term II classes end9 Thursday–Reading period

10 Friday–Term II final examinations begin11 Saturday–Term II final examinations end

Fall 2001August

22 Wednesday–Orientation begins; assemblies for all new undergraduatestudents

23 Thursday, 11 A.M.–Convocation for undergraduate students; Chapel seating for first-year and new transfer students only

27 Monday, 8:00 A.M.–Fall semester classes begin September

3 Monday–Labor Day, classes in session7 Friday–Drop/Add ends

October5-7 Friday-Sunday–Homecoming

7 Sunday–Founders’ Day12 Friday–Last day for reporting midsemester grades12 Friday, 7:00 P.M.–Fall break begins17 Wednesday, 8:00 A.M.–Classes resume24 Wednesday–Registration begins for spring semester, 2002

26-28 Friday-Sunday–Parents’ and Family WeekendNovember

16 Friday–Registration ends for spring semester, 200217 Saturday–Drop/Add begins21 Wednesday, 12:40 P.M.–Thanksgiving recess begins26 Monday, 8:00 A.M.–Classes resume

December6 Thursday, 7:00 P.M.–Fall semester classes end

7-9 Friday-Sunday–Reading period10 Monday, 9:00 A.M.–Final examinations begin15 Saturday, 10:00 P.M.–Final examinations end

1 The Nicholas School of the Environment and Earth Sciences, the Fuqua School of Business, theMarine Laboratory, and the Graduate Nursing Program may have different starting dates during thesummer; consult the appropriate bulletins and schedules

6 Academic Calendar—2001-2002

Spring 2002January

8 Tuesday–Registration and matriculation of new undergraduate students

9 Wednesday, 8:00 A.M.–Spring semester classes begin: ALL classes normally meeting on Mondays meet on this Wednesday only; Wednesday ONLY classes begin Wednesday, January 16

21 Monday–Martin Luther King, Jr. Day holiday: classes are rescheduled on Wednesday, January 9

23 Wednesday–Drop/Add ends February

22 Friday–Last day for reporting midsemester gradesMarch

8 Friday, 7:00 P.M.–Spring recess begins18 Monday, 8:00 A.M.–Classes resume27 Wednesday–Registration begins for fall semester, 2002, and

summer 2002April

12 Friday–Registration ends for fall semester, 2002; summer registration continues

13 Saturday–Drop/Add begins24 Wednesday, 7:00 P.M.–Spring semester classes end

25-28 Thursday-Sunday–Reading period 29 Monday, 9:00 A.M.–Final examinations begin

May 4 Saturday, 10:00 P.M.–Final examinations end

10 Friday–Commencement begins12 Sunday–Graduation exercises. Conferring of degrees

Academic Calendar—2001-2002 7

University AdministrationGENERAL ADMINISTRATIONNannerl Overholser Keohane, Ph.D., PresidentPeter Lange, Ph.D., Provost Ralph Snyderman, M.D., Chancellor for Health Affairs and Executive Dean, School of MedicineTallman Trask III, M.B.A., Ph.D., Executive Vice-President John F. Burness, A.B., Senior Vice-President for Public Affairs and Government RelationsJohn J. Piva, Jr., B.A., Senior Vice-President for Alumni Affairs and DevelopmentR. James Clack, Ph.D., InterimVice-President for Student Affairs H. Clint Davidson, Jr., M.B.A., Vice-President for Human Resources Sally M. Dickson, J.D., Vice-President for Institutional EquityThruston B. Morton III, B.A., President of Duke Management CompanyRobert S. Shepard, Ph.D., Vice-President for University Development N. Allison Haltom, A.B., Vice-President and University Secretary David B. Adcock, J.D., University Counsel William J. Donelan, M.S., Vice-Chancellor for Health Affairs and Executive Vice-President, Duke University

Health SystemRussel E. Kaufman, M.D., Vice-Dean for Education, School of Medicine Michael D. Israel, M.P.H., Vice-President and Chief of Hospitals and Clinical Facilities and Chief Executive

Officer, Duke University Hospital Steven A. Rum, M.S., Vice-Chancellor for Development and Alumni Affairs Jean Gaillard Spaulding, M.D., Vice-Chancellor for Health Affairs R. C. “Bucky” Waters, M.A., Vice-Chancellor for Special ProjectsGordon D. Williams, B.A., Vice-Chancellor for Medical Center Operations and Vice-Dean for Administration

and Finance, School of MedicineWilliam H. Willimon, S.T.D., Dean of the Chapel Joseph L. Alleva, M.B.A., Director of Athletics

GENERAL ACADEMIC ADMINISTRATIONPeter Lange, Ph.D., Provost Bruce W. Cunningham, Ph.D., Registrar Cathy Davidson, Ph.D., Vice-Provost for Interdisciplinary Studies David S. Ferriero, M.A., University Librarian and Vice-Provost for Library AffairsJohn Harer, Ph.D., Vice-Provost for Academic AffairsDavid Jamieson-Drake, Ph.D., Director of Institutional Research Bruce R. Kuniholm, Ph.D.,Vice-Provost for International Affairs and DevelopmentBetty B. Leydon, M.A., M.A., Vice-Provost for Information Technology and Chief Information OfficerAmy Oates, B.A., Director, Academic Financial Services and Systems James S. Roberts, Ph.D., Vice-Provost for Finance and Administration Judith Ruderman, Ph.D., Vice-Provost for Academic and Administrative ServicesJames N. Siedow, Ph.D., Vice-Provost for ResearchLewis M. Siegel, Ph.D., Vice-Provost and Dean of the Graduate School

Arts and SciencesWilliam H. Chafe, Ph.D., Dean of the Faculty of Arts and Sciences and Vice-Provost for Undergraduate

EducationKarla FC Holloway, Ph.D., Dean of the Humanities and Social SciencesBerndt Mueller, Ph.D., Dean of the Natural SciencesRobert J. Thompson, Jr., Ph.D., Dean of Trinity CollegeRobert F. Barkhau, B.S., Director of Facilities for Arts and Sciences Charles W. Byrd, Jr., Ph.D., Associate Dean for Academic Affairs Jane H. Dittmann, J.D., Associate Dean for Advancement Thomas D. Mann, A.B., Associate Dean for Administration Melissa J. Mills, M.B.A., Associate Dean for Computing Lee W. Willard, Ph.D, Associate Dean for Academic Planning and Special Projects

8 University Administration

Trinity CollegeRobert J. Thompson, Jr., Ph.D., Dean of Trinity CollegeGerald L. Wilson, B.D., Ph.D., Senior Associate Dean for Administration; Social Sciences and Pre-Law Martina J. Bryant, Ed.D., Associate Dean for Social Sciences and Pre-Business Norman C. Keul, Ph.D., Associate Dean for Pre-Majors and Director of the Pre-Major Advising Center Mary Nijhout, Ph.D., Associate Dean for Natural Sciences and Pre-Graduate SchoolKay H. Singer, Ph.D., Associate Dean for Natural Sciences, Director of Health Professions Advising CenterEllen W. Wittig, Ph.D., Associate Dean for Humanities Paula E. Gilbert, Ph.D., Director of Continuing Education and University Summer Programs and Assistant

Dean for Continuing Education and Summer SessionCaroline L. Lattimore, Ph.D., Assistant Dean for Social Sciences Margaret Riley, Ph.D., Director of Foreign Academic Programs and Assistant Dean for Study Abroad

The Edmund T. Pratt Jr. School of EngineeringKristina M. Johnson, Ph.D., Dean Phillip L. Jones, Ph.D., Associate Dean for EducationConstance E. Simmons, M.B.A., Assistant Dean for Undergraduate Affairs

Student AffairsR. James Clack, Ph.D., InterimVice-President for Student Affairs Suzanne Wasiolek, M.H.A., J.D., LL.M., Assistant Vice-President Barbara Baker, M.A., Dean of Student Development and Residential Education John C. Barrow, Ed.D., Interim Co-Director, Counseling and Psychological Services Leo Charette, M.Ed., Director, Career CenterWilliam A. Christmas, M.D., F.A.C.P., Director of Student Health Susan L. Coon, M.A., Dean of University Life Caroline Nisbet, M.A., Director of Resource Administration Libby E. Webb, M.S.W., Interim Co-Director, Counseling and Psychological Services

Admissions and Financial AidChristoph O. Guttentag, M.A., Director, Office of Undergraduate AdmissionsJames A. Belvin, Jr., A.B., Director, Office of Undergraduate Financial Aid

University Administration 9

General Information

Duke UniversityDuke University was created in 1924 by James Buchanan Duke as a memorial to

his father, Washington Duke. The Dukes–a Durham family that built a worldwidefinancial empire in the manufacture of tobacco and the production of electricity in theCarolinas–had long been interested in Trinity College, the predecessor of DukeUniversity. Trinity traced its roots to 1838 in nearby Randolph County, when localMethodist and Quaker communities joined forces to support a permanent school thatthey named Union Institute. After a brief period as Normal College (1851-59), a teacher-training institution, the school changed its name to Trinity in 1859, became a liberal artscollege, and affiliated with the Methodist Church. The college moved to the growingcity of Durham in 1892 when Washington Duke provided financial assistance andanother local businessman, Julian S. Carr, donated land. In December 1924, the trusteesgraciously accepted the provisions of James B. Duke’s indenture creating the familyphilanthropic foundation, the Duke Endowment, which provided, in part, for theexpansion of Trinity College into Duke University.

As a result of the Duke gift, Trinity underwent both academic and physicalexpansion. The original Durham campus became known as East Campus when it wasrebuilt in stately Georgian architecture. West Campus, Gothic in style and dominatedby the soaring tower of the chapel, opened in 1930. East Campus then served as thehome of the Woman’s College of Duke University until 1972, when the men’s andwomen’s colleges merged into the Trinity College of Arts and Sciences. Today, EastCampus houses all first-year undergraduate students.

Duke has a long history of educating women. Three young women, the Giles sisters,received Trinity College degrees in 1878. Washington Duke’s gift to the school’sendowment in 1896 was based on the condition that the college would treat women "onan equal footing" by establishing an on-campus residence for them. When West Campusopened in 1930, the original Durham campus became the Women’s College of DukeUniversity while Trinity continued as the name of the men’s undergraduate college.Now, about equal numbers of undergraduate women and men attend Trinity Collegeand the Pratt School of Engineering combined.

Duke, likewise, has a long history in engineering. Beginning as early as 1851,engineering courses were taught intermittently in the nineteenth century. Engineering

Duke University 11

became a permanent department in 1910, an undergraduate College of Engineering in1939, and a School of Engineering in 1966 with the addition of graduate courses. Theschool was renamed the Edmund T. Pratt Jr. School of Engineering in 1999.

Academic expansion of the university throughout its history has included theestablishment of other new graduate and professional schools as well. The first Divinity[B.D.] degree was awarded in 1927, the first Ph.D. in 1929, and the first M.D. in 1932.The School of Law, founded in 1904, was reorganized in 1930. The following year, theundergraduate School of Nursing was born, transforming in 1984 to a graduate school.The School of Forestry, which was founded in 1938, became the School of Forestry andEnvironmental Studies in 1974 and was renamed the Nicholas School of theEnvironment in 1995, adding "and Earth Sciences" to its name in 2000. The lastprofessional school to become part of Duke University, the business school, wasestablished in 1969 and renamed the Fuqua School of Business in 1980.

Modern times have seen Duke realize its founders’ aspirations, becoming a majorcenter of learning far removed from its origins in a log schoolhouse in rural RandolphCounty. Its reach is now global. Many Duke schools and departments are consistentlyranked among the nation’s very best, and several have achieved internationalprominence. The university frequently wins attention for its research achievements andacademic innovations, and its faculty often is called upon to provide leaders foracademic and professional organizations. Duke continues to work hard to honor JamesB. Duke’s charge to attain "a place of real leadership in the educational world."

Today, Duke embraces a diverse community of learners, including approximately6,000 undergraduates from a multiplicity of backgrounds. Its motto, Eruditio and Religio,reflects the university’s fundamental belief in the union of knowledge and faith, theadvancement of learning, and the defense of scholarship; its love of freedom and truth;and its valuation of service to others. Duke University has encouraged generations ofstudents to understand and appreciate the world they live in, their opportunities, andtheir responsibilities.

For more information, visit http://www.duke.edu/web/Archives/.

The Mission of Duke UniversityThe founding Indenture of Duke University directed the members of the university

to "develop our resources, increase our wisdom, and promote human happiness."To these ends, the mission of Duke University is to provide a superior liberal

education to undergraduate students, attending not only to their intellectual growthbut also to their development as adults committed to high ethical standards and fullparticipation as leaders in their communities; to prepare future members of the learnedprofessions for lives of skilled and ethical service by providing excellent graduate andprofessional education; to advance the frontiers of knowledge and contribute boldly tothe international community of scholarship; to foster health and well-being throughmedical research and patient care; and to promote a sincere spirit of tolerance, a senseof the obligations and rewards of citizenship, and a commitment to learning, freedom,and truth.

By pursuing these objectives with vision and integrity, Duke University seeks toengage the mind, elevate the spirit, and stimulate the best effort of all who are associatedwith the university; to contribute in diverse ways to the local community, the state, thenation, and the world; and to attain and maintain a place of real leadership in all thatwe do.

Resources of the UniversityThe Faculty. As previously noted, Duke University originated as an undergraduate

college in the nineteenth century. Its awarding of graduate and professional degrees,and its preeminence in many fields of research, came significantly later. Today, the

12 General Information

http://www.duke.edu/web/Archives/

sustaining of "an historic devotion to undergraduate teaching," as President Nannerl O.Keohane has observed, is a major priority for Duke University. Duke commits itself tofacilitating a sound education for its undergraduate students, most significantlythrough its building of a strong faculty with expectations for personal attention toteaching along with dedication to research. Indeed, one of our most highly innovativefaculty awards, the Bass Professorship, recognizes and fosters cross-fertilizationbetween research interests and pedagogy.

In recent years, Duke has made major efforts to expand the breadth and quality ofthe faculty across the spectrum of disciplines. The overall university faculty nowcontains more than 2,000 full-time members, supplemented by instructors whoseexpertise in the field has qualified them for teaching. Recognizing that a diverse facultyenriches the curriculum and the overall undergraduate experience, Duke seeks to buildits faculty with attention to what the whole person brings to the classroom. Facultyresearch of international acclaim informs undergraduate coursework, and classroomscommonly serve as incubators for new ideas. Undergraduates interact with seniorfaculty on a regular basis, including freshmen students in the FOCUS program and aseries of first-year seminars designed just for them. A number of faculty in theprofessional schools teach and mentor undergraduates, not only in the classroom butalso through independent studies. Interdisciplinary teaching and learning areincreasingly emphasized at Duke University in order to confront the complexintellectual and cultural challenges of our modern, global society.

The Library System. The Duke libraries are the shared center of the university’s in-tellectual life, connecting people and ideas. The libraries are the principal gatheringpoint for all faculty and students, across all disciplines and majors. Members of the Dukecommunity come to the libraries for resources that support their academic pursuits aswell as for thoughtful conversation with colleagues and lectures and other programsthat enrich the campus culture. The William R. Perkins Library and its six branches, to-gether with the separately administered libraries serving the Duke Marine Laboratoryand the schools of business, divinity, law, and medicine, comprise one of the nation’s topten private university library systems. The combined book collections number morethan 4.9 million volumes. Among the additional holdings available to students and fac-ulty are 17.7 million manuscripts, 1.3 million public documents, tens of thousands offilms and videos, audio recordings and serials, and more than 6,000 computer files. Anarray of resources and services is available electronically from the university’s libraries.For access, visit the Duke University libraries’ web site at www.lib.duke.edu.

The William R. Perkins Library. The William R. Perkins Library, the main library ofthe university, houses books, journals, and electronic resources supporting thehumanities and the social sciences as well as a large collection of United States federaland state documents and public documents of many European and Latin Americancountries. The library is a depository for U.S., North Carolina, and EuropeanCommunity documents. An international focus is evident throughout the librarycollections, reflecting the global and interdisciplinary nature of contemporaryscholarship and teaching as well as the historical strengths of area programs at theuniversity. There are extensive research collections from and about South Asia, LatinAmerica, Africa, Europe, Russia, and Poland, along with one of this country's largestcollections of Canadiana. The East Asian Collection offers resources in Japanese,Chinese, and Korean on a variety of topics, with history, politics, literature, andlanguage predominant. The newspaper collection includes many eighteenth centurytitles; strong holdings of nineteenth century New England papers; and antebellum andCivil War papers from North Carolina, South Carolina, Virginia, and Georgia; plusmany European and Latin American papers.

The Rare Book, Manuscript, and Special Collections Library collections range fromancient papyri to records of twentieth century advertising. They number more than

Resources of the University 13

200,000 printed volumes and more than 12 million items in manuscript and archivalholdings. The collections support research in a wide variety of disciplines andprograms, including African American studies, anthropology, classics, economics,history, literature, political science, religion, sociology, and women’s studies. Areas ofparticular strength are the history and culture of the American South, English andAmerican literature, history of economic theory, British and American Methodism, andthe history of modern advertising. Digitized versions of historical materials from theRare Book, Manuscript, and Special Collections Library are developed by its DigitalScriptorium in collaborative projects with Duke faculty, students, and staff and madeaccessible via the Internet. The subject-focused branch libraries on the west campus(biological and environmental sciences, chemistry, and engineering and mathematics/physics) collect books, journals, and reference materials needed by scholars working inthe corresponding disciplines. Access to networked electronic resources and specializeddatabases is also available in the branches.

On the east campus the Music Library and the Music Media Center, located in theMary Duke Biddle Music Building, are administered as a single unit within the PerkinsLibrary system. The Music Library’s rapidly expanding collection comprises musicscores, 110,000 books on music, and over 200 music-related journals. The Music MediaCenter’s 20,000-item collection includes laser discs and videos, compact discs, cassettes,LP recordings, and more than 10,000 microforms.

The Lilly Library, also on the east campus, houses the university’s principalcollections for the visual arts, art history, drama, and philosophy. In addition, the LillyLibrary is the location of the Paul B. Williams Multimedia Broadcast Center. This state-of-the-art facility administers the film and video collection and features remotetransmission facilities for the campus.

The Duke libraries participate in several consortial arrangements that extend thetotal resources available to students and faculty. The longest-standing affiliation(Triangle Research Libraries Network) is with the neighboring universities. Thelibraries at Duke, the University of North Carolina at Chapel Hill, North Carolina StateUniversity and North Carolina Central University share an online cataloging system.From the online catalog at Duke, it is possible to call up information about libraryholdings at all four institutions. With a TRLN card, students and faculty have directborrowing privileges on all of the campuses. In all Duke libraries there are informationdesks where assistance is available during most open hours. Professional referenceservice is also available in all libraries. The primary responsibility of the referencelibrarians is to guide patrons in making the most effective use of materials owned bythe library or accessible electronically. In addition to the individual support theyprovide, librarians also offer formal and informal instruction to groups of students,faculty, and university staff.

The university libraries sponsor many literary readings and other public programseach year, including the Engaging Faculty lecture series. These lectures are informal,interdisciplinary conversations that provide an opportunity for faculty to hear aboutthe work of their colleagues in other departments and give students and the generalpublic a chance to learn about current research at the university.

Tours of the Perkins Library are given frequently during Orientation Week andupon request throughout the year. Information about other campus libraries may beobtained from the staff in each of the libraries. Handbooks about library services andfacilities are also available in each of the libraries.

The Medical Center Library. The Medical Center Library, located in the Seeley G.Mudd Building, provides the services and collections necessary to further educational,research, and clinical activities in the medical field. Services are available to MedicalCenter faculty, staff, and students from the School of Medicine, School of Nursing,Division of Allied Health, and Duke Hospital; as well as graduate departments in thebasic medical sciences.


Resources of the University 15

Over 301,584 volumes are available, including the Trent Collection in the Historyof Medicine. Approximately 2,361 journal subscriptions are currently received and thelibrary has extensive back files of older volumes. The collection contains over 1,369audiovisual items. The Medical Library Education Center (MLEC), located on the lowerlevel of the library, houses an electronic classroom for hands-on computer training, aswell as an area focusing multimedia programs. The Frank Engel Memorial Collectionconsists of a small group of books on consumer health and nonmedical subjects forgeneral reading, together with several newspapers and popular magazines.

Traditional library services include reference, circulation, Internet assistance, anddocument delivery services which are supplemented by mediated and self-serviceonlineonline database searching. Public workstations for searching databases and theonline card catalog are available in the reference area and other areas of the library.Detailed information on services and resources may be found in the information guidesavailable at the library.

The School of Law Library. The School of Law Library, with over 535,000 volumes,serves both the university and the local legal community. It features comprehensivecoverage of basic Anglo-American primary source materials, including nearly allreported decisions of federal and state courts, as well as current and retrospectivecollections of federal and state codes and session laws. Digests, legal encyclopedias, andother indexing devices provide access to the primary documents. A large section of thelibrary collection is devoted to treatises on all phases of law, as well as history,economics, government, and other social and behavioral sciences relevant to legalresearch. The treatises are organized in the Library of Congress classification systemand are accessible through the Duke University online catalog. Special treatisecollections are maintained in several subject areas, including the George C. Christiecollection in jurisprudence and the Floyd S. Riddick collection of autographedsenatorial material. The library is a selective depository for United States governmentpublications, with concentration on congressional, judicial, and administrative lawmaterials. The library receives the records and briefs from the United States SupremeCourt and the North Carolina Supreme Court and Court of Appeals. In addition to itsU.S. holdings, the library holds substantial research collections in foreign andinternational law. The foreign law collection is extensive, with concentrations inAustralia, Canada, France, Germany, Great Britain, India, and South Africa. Theinternational law collection is strong in primary source and treatise material on bothprivate and public international law topics. Undergraduate and graduate studentswhose course of study requires access to legal literature may use the library. However,access to the library may be restricted during certain times.

University Archives. The Duke University Archives, the official archival agency ofthe university, collects, preserves, and administers the records of the university havingcontinuing administrative or historical value. The institutional archives, which alsoinclude published material, photographs, records of student groups and faculty, andselected memorabilia, are available for research under controlled conditions in 341Perkins Library.

The Office of Information Technology. The Office of Information Technology(OIT) is responsible for computing, telephony, and tele-video services and support forthe university community. OIT's web site at http://www.oit.duke.edu offers softwaredownloads, detailed procedures, and numerous contact points, and many otherresources, to help students, faculty, and staff make the most of Duke's informationtechnology resources.

Computing. All undergraduate residence halls and Central Campus apartments arewired for direct access to DukeNet, the campus-wide computer network. Every memberof the Duke community is assigned their own e-mail account, which they can use ontheir own computers or on computers stationed all over campus. During the first weeks


http://www.oit.duke.edu

of school, OIT helps students establish their "dormnet'" connections and provides themwith a free Internet survival kit, software, and instructions to help them get started onthe Internet.

Located throughout campus, OIT's public computer clusters offer up-to-dateUNIX, Windows and Macintosh computers that students can use for e-mailing, writingpapers, surfing the Web, and so on. All clusters offer laser printers and DukeNet access.

OIT's Help Desk staff is available to assist students with Duke supported software,hardware, and services, with satellite help desks available on both East and Westcampus sites in the evenings. The Help desk Web site is at http://www.oit.duke.edu/helpdesk.

Telephones. OIT offers telephone service for a nominal installation fee and a monthlycharge. Various rate-based services include a discount long-distance and internationaldialing plan, paging, and voicemail. The web site is http://www.oit.duke.edu/oit/phone.html.

Cable Television. DTV, Duke Television, provides state-of-the-art cable TV service.Viewing options include: EdNet, which has 12 educational channels; DevilVision,which offers 27 entertainment channels; and other premium channel options andcombinations. Students sign up by visiting the customer service center in Room 100 ofthe Tel-Com Building. For more information, see http://www.oit.duke.edu/resserv/cabletv.htm or call (919) 613-4388.

Science Laboratories. In addition to the teaching and research laboratories in thedepartments of natural and social sciences and in the Pratt School of Engineering, thereare other facilities in which some advanced undergraduates work on individualprojects. These include the Duke University Marine Laboratory in Beaufort, NorthCarolina; the Phytotron of the Southeastern Plant Environment Laboratories, located onthe Duke campus; the Duke Forest, adjacent to the campus; the Duke University PrimateCenter in Duke Forest; the Triangle Universities Nuclear Laboratory; the Free ElectronLaser Laboratory, also on campus; and the Brain Imaging and Analysis Center in theMedical School. The Levine Science Research Center, which opened in 1994, houses341,000 gross square feet consisting of laboratories, office, and classroom space forinterdisciplinary science research, state-of-the-art teaching laboratories, and sharedinstrumentation facilities. It also houses the Center for Cognitive Neuroscience.Undergraduates have the opportunity to pursue research in an array of science facilitieswith access to the LSRC and specialized instrumentation across the campus.

Duke as a Residential UniversityDuke enjoys a long tradition as a residential university and has sought to provide

for undergraduates attractive on-campus housing in both residence halls andapartments. While the university was established to provide a formal educationalopportunity for students, Duke has always taken the position that educationencompasses social and personal development as well as spiritual and intellectualgrowth. Duke seeks to provide a supportive environment substantially anchored in itsresidential program.

Educational, cultural, recreational, social, and outdoor adventure programming isplanned and presented throughout the year for living groups through the cooperativework of Student Affairs, Trinity College of Arts and Sciences, the Pratt School ofEngineering, and resident students. There are a number of faculty members who livein residence halls. Seminar rooms are also located in several houses. The goals of thesevarious programs are to enhance the quality of intellectual and social life for theresidents on campus, to facilitate student-faculty interaction outside of the formalclassroom setting, and to develop a greater sense of community within the individualresidence halls as well as within the greater university.

Duke as a Residential University 17

http://www.oit.duke.edu/http://www.oit.duke.edu/oit/http://www.oit.duke.edu/resserv/

The Undergraduate College and SchoolIn Trinity College of Arts and Sciences and the Pratt School of Engineering,

instruction is offered by university faculty who engage in research and in graduate andundergraduate teaching. Duke offers its undergraduates the opportunity to study withmany internationally recognized experts in their disciplines and with faculty memberswho are jointly committed to undergraduate instruction and to the advancement ofknowledge. The university recognizes that students learn not only through formallectures, but also through the interplay of ideas among faculty members and students;thus, it offers undergraduates opportunities to test their ideas against those of theirprofessors and to engage with those who have committed their lives to academic careers.

The university, if it is doing its job properly, is educating citizens of the UnitedStates and of the world, not only individuals aspiring to personal fulfillment. At Duke,the men and women who earn degrees are likely to become leaders in industry,government, and the professions. They will have influence on and will be influencedby the social fabric of which they are a part. The kind of people they become will matternot only to them and their families, but also to their communities, to the United States,and to the countries of the rest of the world.

Amidst changing external conditions, the university must ensure that studentsacquire the tools and flexibility to prepare them for life-long learning activities.

Trinity College of Arts and Sciences. Trinity College is the undergraduate liberalarts college within the School of Arts and Sciences. Situating the liberal arts college at theheart of a major research university provides Trinity students with opportunities toconnect to the full array of faculty scholarship. Within Arts and Sciences, 563 Arts andSciences faculty from 44 departments and programs teach in the undergraduateprogram.

The undergraduate educational experience is rated one of the finest in the country.Distinctive characteristics are interdisciplinary programs that build bridges amongfields, emphasis on internationalization, and an innovative new undergraduatecurriculum which affirms the values and skills of the liberal arts: critical thinking,problem solving, synthesis, and writing. The curriculum encourages the pedagogies ofengagement, both within and outside the classroom, and opportunities for studentresearch, internships, and service learning complement more formal coursework. Crosscultural fluency is integral, and some forty percent of Trinity students study abroad insemester, year, and summer programs. This innovative undergraduate course of studyinfuses students with the excitement of discovery and prepares them with the skills andexperiences necessary for successful leadership and satisfying lives in the newmillennium.

Pratt School of Engineering. The undergraduate engineering program at DukeUniversity is designed both for students who intend to become professional engineersand for those who desire a modern, general education based on the problems and thepromises of a technological society. The environment in which students are educated is asimportant in shaping their future as their classroom experiences. In the Pratt School ofEngineering this environment has two major components: one is modern technologyderived from the research and design activities of faculty and students in the school; theother is the liberal arts environment of the total university, with its humanitarian, social,and scientific emphases.

Engineering is not a homogeneous discipline; it requires many special talents. Somefaculty members in the Pratt School of Engineering are designers; they aregoal-oriented, concerned with teaching students how to solve problems, how tosynthesize relevant information and ideas and apply them in a creative, feasible design.Other engineering faculty members function more typically as scientists; they aremethod-oriented, using the techniques of their discipline in their teaching and researchto investigate various natural and artificial phenomena.


Duke University Undergraduate Honor CodeAn essential feature of Duke University is its commitment to integrity and ethical

conduct. The honor system at Duke helps to build trust among students and faculty andto maintain an academic community in which a code of values is shared. Instilling asense of honor, and of high principles that extend to all facets of life, is an inherent aspectof a liberal education.

As a student and citizen of the Duke University community:I will not lie, cheat, or steal in my academic endeavors.I will forthrightly oppose each and every instance of academic dishonesty.I will communicate directly with any person or persons I believe to havebeen dishonest. Such communication may be oral or written. Written com-munication may be signed or anonymous.I will give prompt written notification to the appropriate faculty memberand to the Dean of Trinity College or the Dean of the Pratt School of Engi-neering when I observe academic dishonesty in any course.I will let my conscience guide my decision about whether my writtenreport will name the person or persons I believe to have committed a viola-tion of this Code.

I join the undergraduate student body of Duke University in a commitment to thisCode of Honor.

Duke University Undergraduate Honor Code 19

Degree Programs

Degrees and Academic CreditDuke University offers in Trinity College of Arts and Sciences the degrees of

Bachelor of Arts and Bachelor of Science, and in the Pratt School of Engineering thedegree of Bachelor of Science in Engineering. Within the curriculum of each college orschool, students have the major responsibility for designing and maintaining a courseprogram appropriate to their background and goals. They are assisted by facultyadvisors, departmental directors of undergraduate studies, and academic deans.Students must accept personal responsibility for understanding and meeting therequirements of the curriculum.

Credit toward a degree is earned in units called semester courses (s.c.), commonlyabbreviated as courses, which ordinarily consist of three to four hours of instructioneach week of the fall or spring semester or the equivalent total number of hours in asummer term. Double courses, half courses, and quarter courses are also recognized.

Trinity College of Arts and SciencesA variety of approaches to a liberal education is provided by Program I and II.

Either program leads to the Bachelor of Arts or Bachelor of Science degree, and eachrequires thirty-four semester courses.

Effective for students matriculating in May 2000 and thereafter:

PROGRAM I (CURRICULUM 2000)This innovative and ambitious curriculum is meant to encourage breadth as well as

depth, and provide structure as well as choice. It reflects Duke’s desire to dedicate itsunique resources to preparing its students for the challenging and rapidly changingenvironment of the new millennium. The curriculum combines four interrelatedfeatures to form the general studies component: Areas of Knowledge, Modes of Inquiry,Focused Inquiries, and Competencies. Since a course may have several intellectual goalsand intended learning outcomes, it may potentially and simultaneously satisfy morethan one general studies requirement, as well as requirements of a major, minor, orcertificate program.

Students must complete the requirements of the curriculum listed below andexplained more fully on the following pages. No degree requirements, except therequirement for thirty-four courses credits and continuation requirements, may be metby a course passed under the pass/fail option.

General Studies requirements consisting of the following:Required Courses:Areas of Knowledge. Three courses in each of the following four areas:—Arts and Literatures (AL)—Civilizations (CZ)—Social Sciences (SS)—Natural Sciences and Mathematics (NS/M). Two of the three courses must be natural

science (NS) courses.

Trinity College of Arts and Sciences 21

Required Inquiries and Competencies:Modes of Inquiry. Two courses designated as offering exposures to each of the

following two Modes of Inquiry:—Quantitative, Inductive, and Deductive Reasoning (QID). One of the two courses must

be a mathematics, computer science, or statistics course carrying the M code.—Interpretative and Aesthetic Approaches (IAA)Focused Inquiries. Two courses designated as offering exposures to each of the

following three Focused Inquiries:—Cross-Cultural Inquiry (CCI)—Science, Technology, and Society (STS)—Ethical Inquiry (EI)Competencies. Courses designated as offering exposures to each of the following

three competencies, as indicated below:—Foreign Language (FL). One to three courses in the same language, determined by

level of proficiency.The details of this requirement are explained in the section on competencies below.—Writing. Three courses, including Writing 20 in the first year, and two writing-

intensive (W) courses in the disciplines, at least one of which must be taken after the firstyear

—Research (R). Two courses designated as offering a research-intensive experience,one of which must be in the major. (This requirement will be phased in: students entering in2001 will be required to complete one research-intensive exposure, either in general educationcourses or the major. Subsequently, students will be required to complete two research exposures,at least one of which must be in the major.)

Advanced placement credits, international placement credits, and pre-matricula-tion credits for college courses taken elsewhere before matriculation in the first-yearclass at Duke do not count toward the general studies requirements.

Independent Study courses do not count toward the general studies requirementsexcept for the Research designation, if so designated. (Classes entering in May 2002 andthereafter should consult the paragraph below on the Writing requirement.)The Major. The requirements for majors in the department or program in which astudent wishes to obtain a bachelor’s degree (see below) are described after the courselistings for each department or program.The Minor. Minors are available although not required. They are described after thecourse listings for each department or program.Elective courses. Advanced placement credits, international placement credits, andpre-matriculation credit for college courses taken elsewhere before entering the first-year class may function only as elective courses. Other courses that a student is using aselectives may or may not carry general studies designations.

Small Group Learning Experiences:—During the first year: one of the following: (1) a first-year seminar (i.e., 49S), (2) a

20-series seminar, (3) a FOCUS program seminar, or (4) any other full course designatedas a seminar.

—During the junior and senior years: at least two full courses designated asseminars, tutorials, independent study, or a thesisCourse credits. There are several separate and specific requirements concerning coursecredits in Trinity College. Thirty-four (34) courses are required for graduation, not morethan two with a grade of D, and including:

22 Degree Programs

—No more than one credit of physical education activity (i.e., two half-credit activitycourses), four credits of dance/American Dance Festival technique/performance (i.e.,eight half-credit courses), two credits for house courses (i.e., four half-credit housecourses), six from a professional school (e.g., business, engineering, medicine,environment courses numbered 200 or above), four in military science, and one creditfrom academic internships.

—The number of advanced placement, international placement credits, and transfercredits allowed. (See the sections on advanced placement and transfer of workelsewhere, in the chapter “Academic Procedures and Information.”)

In addition to the descriptive representation of the general studies requirements stated above, they may also be represented by the following matrix:

General Studies RequirementsInquiries and Competencies

Modes of Inquiry Focused Inquiries Competencies

Areas ofKnowledge1

(Min.required)

1 Courses will be designated with regard to their Area(s) of Knowledge. Courses can be counted towardonly one Area.

Quantitative,Inductive

andDeductiveReasoning2

2 One of these must be a course coded M (mathematics, computer science, statistics).

Interpretativeand

AestheticApproaches

CrossCulturalInquiry

ScienceTechology

andSociety

EthicalInquiry

ForeignLanguage

Writing Research

Arts andLiteratures

(3)

Civilizations(3)

SocialSciences

(3)

NaturalSciences andMathematics3

(3)

3 Two of these courses must be in Natural Sciences. Mathematics as listed here refers also to computerscience and statistics.

Other4

4 Courses offering exposures to Modes of Inquiry, Focused Inquiries, or Competencies that do not counttoward Areas of Knowledge.

MinimumExposuresRequired5

5 Students can receive credit for a maximum of two exposures that have been approved for a course.

2 2 2 2 2 1 to 36

6 The requirement is based on a required level of proficiency. No student will be required to take morethan three courses. Foreign language courses below the 100-level (other than FLAC courses) cannotbe used to satisfy requirements in Areas of Knowledge, other Competencies, or Focused Inquiries.FLAC courses (Foreign Language Across the Curriculum) are taught in a foreign language but offeredin departments other than the foreign language and literature departments.

37includingWriting 20

7 Writing 20 must be taken in the first year; at least one of the two additional courses coded W must betaken after the first year.

18

8 Students entering in 2001 will be required to complete one R course, either in general education or themajor. Subsequently, students will be required to complete two R courses, at least one of which mustbe in the student's major.

General Studies Requirements 23

Areas of Knowledge. Historically, the ways in which knowledge has beenorganized reflect both differences in subject matter and methods of discovery. Thisdelineation is dynamic, marked by increasing differentiation and an array of academicdisciplines. Disciplines have traditionally been grouped into three divisions:humanities, social sciences, and natural sciences. Duke has chosen to divide thehumanities further into two areas of knowledge, arts and literatures and civilizations, toassure that undergraduates engage the full range of substantive concerns andapproaches in the humanities. Thus, reflecting this Duke tradition in liberal artseducation, the new curriculum adopts the following division of courses–into the fourareas of knowledge of arts and literatures, civilizations, social sciences, and naturalsciences and mathematics. Because Duke believes that engagement with each isessential, not optional, for an informed and educated person in the twenty-first century,students must satisfactorily complete three courses in each area. Within the NaturalSciences and Mathematics area, two of the three courses must be natural science (NS)courses.

Modes of Inquiry. There are many ways to acquire, transform, and communicateknowledge, and to reach understanding. The array of academic disciplines reflects thisdiversity in modes of inquiry. Underlying the diversity is a spectrum anchored, at oneend, with reasoning rooted in logic and mathematics and, on the other, with approachesto knowledge that emphasize interpretation and the interaction between interpretationand aesthetic sensibility. Duke has chosen to organize the relatively broad and familiarmodes of inquiry around the two anchors entitled: (1) Quantitative, Inductive, andDeductive Reasoning and (2) Interpretative and Aesthetic Approaches. Students mustcomplete two courses offering an exposure to each of these two Modes of Inquiry.

Quantitative, Inductive, and Deductive Reasoning (QID). This Mode of Inquiryencompasses three broad areas: data acquisition and description; quantitative methods;and concepts or frameworks of deductive and inductive reasoning. QID forms thecornerstone of mathematics, the physical, biological, and computational sciences, andmany aspects of the social sciences. It plays an essential and growing role in ourincreasingly technological society, as well as in the formation and design of political andeconomic policies that profoundly effect quality of life. Just as important as theknowledge of QID techniques is an awareness of their limitations and the possibility oftheir improper application. This is essential, even for those whose careers will notdirectly involve quantitative applications; it is important, for example, to understandhow truth claims based on quantitative reasoning are developed and contested, as wellas why there can be (and often are) conflicting views on important issues, each of whichmay be based on quantitative analyses of the same available data. One of the two coursestaken to satisfy this requirement must be a mathematics, computer science, or statisticscourse carrying the M designation.

Interpretative and Aesthetic Approaches (IAA). A curriculum aiming at an integraleducation of the person is incomplete without offering exposure to ways of understand-ing that are primarily experiential and interpretative. The understanding of culturalmodes of expression can be active and performative, as in theater, dance, music, thevisual arts, and creative writing, or interpretative and hermeneutic, as in literary andcultural studies, the history of art, philosophy, and religious studies. Through this Modeof Inquiry students can develop an awareness and appreciation of the styles, designs,performances, arts, and narratives by which societies–in this and other cultures–organize their lives. The purpose of the requirement is to enable students to experience,perform, and interpret specific social texts, historical events, and cultural practices.

Focused Inquiry. In addition to Modes of Inquiry, there are important cross-cuttingintellectual themes that represent enduring focal points of inquiry and involveapplication of knowledge to which many disciplines speak. Students need to be

24 Degree Programs

prepared to address issues pertaining to them throughout their lives and careers. Thethree areas of Focused Inquiry are (1) cross-cultural; (2) science, technology, and society;and (3) ethical inquiry. Students must take two courses providing exposures in each ofthese three Focused Inquiries.

Cross-Cultural Inquiry (CCI). This Focused Inquiry provides an academicengagement with the dynamics and interactions of culture(s) in a comparative oranalytic perspective. This type of inquiry involves a scholarly, comparative, andintegrative study of political, economic, aesthetic, social and cultural differences. Itseeks to provide students with the tools to identify culture and cultural difference acrosstime or place, between or within national boundaries. This includes but is not limited tothe interplay between and among material circumstances, political economies, scientificunderstandings, social and aesthetic representations, and the relations betweendifference/diversity and power and privilege within and across societies. In fulfillingthis requirement, students are encouraged to undertake comparisons that extendbeyond national boundaries and their own national cultures and to explore the impactof increasing globalization.

Science, Technology, and Society (STS). Advances in science and technology havewrought profound changes in the structure of society in the modern era. They havefundamentally changed the world, both its philosophical foundations, as in theCopernican or Darwinian revolutions, and in its practical everyday experience, as in therise of the automobile and television. In the second half of the last century, the pace ofsuch change accelerated dramatically; science and technology will play an even greaterrole in shaping the society of the future. If students are to be prepared to analyze andevaluate the scientific and technological issues that will confront them and tounderstand the world around them, they need exposure to basic scientific concepts andto the processes by which scientific and technological advances are made andincorporated into society. They need to understand the interplay between science,technology, and society–that is, not only how science and technology have influencedthe direction and development of society, but also how the needs of society haveinfluenced the direction of science and technology.

Ethical Inquiry (EI). Undergraduate education is a formative period for engaging incritical analysis of ethical questions arising in human life. Students need to be able toassess critically the consequences of actions, both individual and social, and to sharpentheir understanding of the ethical and political implications of public and personaldecision-making. Thus, they need to develop and apply skills in ethical reasoning and togain an understanding of a variety of ways in which, across time and place, ethical issuesand values frame and shape human conduct and ways of life.

Competencies.Foreign Language (FL). Duke has set internationalization as an institutional priority

in order to prepare students to live in an increasingly diverse and interdependent world.By developing proficiency in a foreign language, students can develop cross-culturalcompetency and become more successful members of their increasingly complex local,national, and international communities. Foreign language study substantiallybroadens students’ own experiences and helps them develop their intellect and gainrespect for other peoples. Students need an awareness of how language frames andstructures understanding and effective communication, and a study of foreign languageimproves students’ native language skills.

To satisfy the foreign language competency requirement students must completeone of the following:

(1) For students who enter their language study at Duke at the intermediate levelor above, and intend to complete their requirement in that language:


Completion of a 100-level course that carries the FL designation, whether atDuke or in a Duke-administered study abroad program. Therefore, students whoplace into the first semester of the intermediate level will take three full courses,students who place into the second semester of the intermediate level will take twofull courses, and students who place into the 100 level will take one course.

In acknowledgement of the differences in the acquisition process of non-cognate vs. cognate languages, course work through the intermediate level may,in some cases be sufficient for specific non-cognate languages. Such exceptionsmust be approved by the director of undergraduate studies in the department ofthat non-cognate language. Greek and Latin, and Romance and Germaniclanguages are the cognate languages offered at Duke.

Russian and Spanish require an official written proficiency examination forforeign language placement. Students in French and German will be tested duringthe first week of classes to verify placement. Students who plan to continuestudying any other language should consult with the director of undergraduatestudies in that language.2) For students who begin their language study at Duke in an elementary language(first or second semester) course, and intend to complete their requirement in thatlanguage:

The successful completion of three full courses in the same language that carrythe FL designation, whether at Duke or in a Duke-administered study abroadprogram.Writing (W). Effective writing is central to both learning and communication. To

function successfully in the world, students need to be able to write clearly andeffectively. To accomplish this, they need to have a sustained engagement with writingthroughout their undergraduate career. Thus, students must take at least three writingcourses at Duke: a) Writing 20 in their first year and b) two writing-intensive courses (W)in the disciplines, at least one of which must be taken after their first year. Through thelatter type of courses students become familiar with the various modes and genres ofwriting used within an academic discipline and learn how the conventions andexpectations for writing differ among the disciplines.

Research (R). As a research university, Duke seeks to connect undergraduateeducation to the broad continuum of scholarship reflected in its faculty. Such a richsetting provides students with opportunities to become involved in a community oflearning and to engage in the process of discovery and move beyond being the passiverecipients of knowledge that is transmitted to being an active participant in thediscovery, critical evaluation, and application of knowledge and understanding.Engagement in research develops in students an understanding of the process by whichnew knowledge is created, organized, accessed, and synthesized. It also fosters acapacity for the critical evaluation of knowledge and the methods of discovery. This isimportant not only for undergraduates who wish to pursue further study at thegraduate level, but also for those who seek employment in a rapidly changing andcompetitive marketplace. Students entering in 2001 will be required to complete oneresearch-intensive exposure, either in general education courses or the major. Classesentering in 2002 and thereafter will be required to complete two research exposures, atleast one of which must be in the major (either the first or the second major); for them oneindependent study coded R may be submitted for the Writing (W) designation.

The Major. Students are expected to acquire some mastery of a particular disciplineor interdisciplinary area as well as to achieve a breadth of intellectual experience. Theytherefore complete a departmental major, a program major, or an interdepartmentalmajor. All majors require a minimum of ten courses, at least eight of which must be at the100 level or above. The total number of courses that a department/program may require

26 Degree Programs

at any level in the major and related departments may not exceed seventeen semestercourses for the Bachelor of Arts degree and nineteen semester courses for the Bachelorof Science degree. At least half the courses for a student's major field must be taken atDuke although individual departments and programs offering majors may require thata greater proportion be taken at Duke. Students are responsible for meeting therequirements of a major as stated in the bulletin for the year in which they matriculatedin Trinity College although students have the option of meeting requirements in themajor changed subsequent to the students' matriculation. A student who declares andcompletes requirements for two majors may have both recorded on the official record.See the chapter ''Academic Procedures and Information'' for the majors within eachdegree and for procedures on declaring a major.

Departmental Major. The courses for a departmental major may include introductoryor basic prerequisite courses and higher-level courses in the major department or in themajor department and related departments. Departmental majors are available in arthistory, biological anthropology and anatomy, chemistry, classical civilization, classicallanguages, computer science, cultural anthropology, earth and ocean sciences,economics, English, French studies, Germanic languages and literature, history, Italianand European studies, mathematics, music, philosophy, physics, political science,psychology, public policy studies, religion, Slavic languages and literatures, sociology,Spanish, and visual arts. The courses required for a major are specified by thedepartment. The requirements appear in the section following each department'scourse descriptions.

Program Major. Students may satisfy the requirement by completing workprescribed for a major in approved programs, often interdisciplinary. These programsinclude African and African-American studies, Asian and African languages andliterature, biology, Canadian studies, comparative area studies, drama, environmentalsciences, environmental sciences and policy, linguistics, literature, medieval andRenaissance studies, and women's studies. The requirements for these majors appearunder each program in the chapter “Courses and Academic Programs.”

Interdepartmental Major. A student may pursue an interdepartmental majorprogram designed by the student and advisors, and approved by the directors ofundergraduate studies in the departments involved, as an alternate means of satisfyingthe major requirement. An interdepartmental major consists of ten or more courses, atleast eight of which must be at the 100 level or above, in two or more Trinity Collegedepartments or programs that offer a major. The number of courses must be equallyapportioned among the participating departments. For procedures see the section ondeclaration of major or division in the chapter “Academic Procedures and Information.”

The Minor. The courses required for a minor are specified by the department/academic program. Minors require a minimum of five courses, including at least threeat the level of 100 or above. Further information about specific minors is available underthe description of the individual department/academic programs in the chapter"Courses and Academic Programs.'' Students may not major and minor in the samedepartment/program with the exception of three departments, in which multiplemajors are already possible: (1) Art and Art History, (2) Classical Studies, and (3)Romance Studies. At least half the courses taken to satisfy a minor must be taken at Dukealthough individual departments may require that a greater proportion be taken atDuke.

Certificate Programs. A certificate program is a course of study that affords adistinctive, usually interdisciplinary, approach to a subject that is not available withinany single academic unit. All certificate programs consist of at least six courses, four ofwhich are at the 100-level or above and at least one of which is either an introductory orcapstone course. Eligible undergraduates electing to satisfy the requirements of a


certificate program may use for that purpose no more than two courses that are alsoused to satisfy the requirements of any other major, minor, or other certificate program;individual programs may prohibit such double counting or restrict it to one course. Atleast half the courses taken to satisfy a certificate must be taken at Duke althoughindividual programs may require that a greater proportion be taken at Duke.

Certificate programs are available in: Applied Science, Early Childhood EducationStudies; Film and Video; Health Policy; Human Development; Judaic Studies; LatinAmerican Studies; Markets and Management Studies; Neurosciences; Perspectives onMarxism and Society; Primatology; Science, Technology, and Human Values; andStudy of Sexualities.

Fuller descriptions of these certificate programs appear in the chapters “SpecializedPrograms Within Academic Units” and “Courses and Academic Programs.”

Restrictions on Majors, Minors, Certificates. A student must declare one majorand may declare a second (although not a third) major. The combined number of majors,minors, and certificate programs may not exceed three. Thus, a student may declare as amaximum: two majors and either a minor or a certificate program; a major and twominors; a major and two certificate programs; or a major, a minor, and a certificateprogram.

Small Group Learning Experiences. By supplementing the classroom and lecturemethods of instruction, small group learning experience courses assure studentsopportunities to engage in discussion, develop skills, refine judgment, and defend ideaswhen challenged. A seminar (ordinarily indicated by the suffix S) is an independentcourse of twelve to fifteen (exceptionally to twenty) students who, together with aninstructor, engage in disciplined discussion. The number of meeting hours per term isthe same as for regular courses of equivalent credit. Instructors are encouraged topresent to each student at the end of the term a written evaluation of the student's work.A tutorial (T) is a group of one to five students and an instructor meeting for discussionwhich is independent of any other course. For independent study students pursue theirown interests in reading, research, and writing, but meet with an instructor for guidanceand discussion. See the section on independent study in the chapter “AcademicProcedures and Information.”

To meet the first-year seminar requirement, students who transfer to Duke withsophomore standing are required to complete a seminar by the end of their sophomoreyear at Duke or to submit documentation that they completed a seminar course at thecollege they attended previously.

While discussion sections (D) and preceptorials (P) do not satisfy the formal SmallGroup Learning Experience in the college, they offer additional opportunities forstudents to participate in small classes. A discussion section, with an enrollment limit setby the individual department, is an integral part of a larger regular course, and everymember of the class is enrolled.

A preceptorial (P) is a group of usually no more than twelve students and aninstructor in which discussion is the primary component; it is an additional and optionalunit attached to a regular course involving one or more extra meetings per week. Noadditional course credit is given for a preceptorial.

Instructors in all courses that satisfy the requirements for small group learningexperiences, including independent study, must meet with the students at least onceevery two weeks during the spring/fall semesters and at least once every week duringthe summer terms. The requirements for small group learning experiences are listedunder Program I, above.

Preceptorials, discussion sections, seminars, and tutorials may not be taken on thepass/fail basis, unless the course is offered only on that basis.

Course Credits. Thirty-four semester courses are required for graduation,including a maximum of two courses passed with a grade of D. The thirty-four course

28 Degree Programs

credits may include (1) no more than one semester-course credit in physical educationactivity courses; (2) no more than four semester-course credits in dance/AmericanDance Festival technique/performance courses (i.e., a total of eight half-credit courses);(3) no more than two credits for house courses; (4) no more than six credits for coursestaken in professional schools; (5) no more than one semester-course credit fromacademic internships; and (6) no more than four semester-course credits in militaryscience. (American Dance Festival courses are included in the total limitation on dancetechnique/performance courses as noted above in this paragraph.) Certain militaryscience courses listed as carrying credit do not count toward graduation but appear ona student's permanent academic record. Military science courses, like professionalschool and all physical education courses, do not satisfy area of knowledgerequirements. For limitations on transfer credit and Advanced Placement credit, see thesections on advanced placement and Transfer of Work Elsewhere in the chapter''Academic Procedures and Information'' and the Residence section below.

Residence. A residence period of eight semesters is the typical amount of time astudent may take to earn either the Bachelor of Arts or the Bachelor of Science degree.This period may be extended for one or two semesters by a student's academic deanfor legitimate reasons, if it seems probable that an extension will enable the student tocomplete all remaining requirements for graduation. A student will not be permittedresidence of more than ten semesters in order to be graduated.

For the minimum residence period, at least seventeen courses must be satisfactorilycompleted at Duke. (Students matriculating prior to May 2000 should refer to theBulletin of Undergraduate Instruction of their year of matriculation for informationpertaining to residence.) If only seventeen courses are taken at Duke, they must includethe student's last eight courses.

Effective for students who matriculated between May 1988 and April 2000:

PROGRAM IProgram I provides for the experience and achievement that constitute a liberal education.

The ability to organize ideas and to communicate them with clarity and precision is refined bycompleting the writing course and by the requirement for discussion in small groups.Knowledge of a foreign language contributes to an understanding of the nature of languageitself and to perspectives on other cultures. Through courses in arts and literatures studentslearn about the creative products of the human intellect; courses about civilizations ask studentsto attend to the analysis and evaluation of ideas and events that shape civilizations past andpresent. Through courses in natural sciences students learn how to interpret and utilizeinformation in an increasingly technological world, while courses in quantitative reasoning helpdevelop skills of inference and analysis. Finally, through courses in the social sciences studentslearn about the causes of human behavior and about the origins and functions of the socialstructures in which we operate.

Students must complete the requirements listed below and explained, where necessary,on the following pages. No degree requirements, except the requirement for thirty-four coursecredits and continuation requirements, may be met by a course passed under the pass/failoption.

Writing. Students are required to demonstrate ability to write effective English prose bycompleting a course in expository writing, ordinarily University Writing Course 5, 7, or Writing20.

General Studies consisting of courses in at least five of the following six areas of knowledge:Arts and Literatures (AL)Civilizations (CZ)Foreign Languages (FL)Natural Sciences (NS)Quantitative Reasoning (QR)Social Sciences (SS).In four of these areas a student must take three courses; at least one of the three in each area

must be at the 100-level.


In the remaining area a student must take two courses.-Independent study courses do not count toward these areas.-Advanced placement credits do not substitute for courses in these areas.-Courses counting toward requirements in a major (and additional courses taken in the

major department) do not count toward more than two of these areas.The Major consists of the requirements for majors in the department or program in which

a student wishes to obtain a bachelor's degree (see below). These requirements are describedunder the course listing for each department or program.

The Minor. Minors are available although not required. They are described under thecourse listing for each department or program.

Elective courses. Advanced placement credits may function as elective courses. Othercourses that a student is using as electives may or may not carry an area of knowledgedesignation.

Small Group Learning Experiences.-During the first year: one of the following: (1) a first-year seminar (49S), (2) a 20-series

seminar, (3) a FOCUS program seminar, or (4) any other full course designated as a seminar.-During the junior and senior years: at least two full courses designated as seminars,

tutorials, independent study, or a thesis.Course credits. There are several separate and specific requirements concerning course

credits in Trinity College. Thirty-four (34) courses are required for graduation, not more thantwo with a grade of D, and including:

-At least twelve (12) courses at or above the 100-level.-No more than: one credit of physical education activity (i.e., two half-credit activity

courses), four credits of dance/American Dance Festival technique/performance (i.e., eighthalf-credit courses), two credits for house courses (i.e., four half-credit house courses), six froma professional school (e.g., business, engineering, medicine, environment (courses numbered200 or above), four in military science, and one credit from academic internships.

-The number of advanced placement and transfer credits allowed. (See the sections"Advanced Placement" and "Transfer of Work Elsewhere" in the chapter "Academic Proceduresand Information.")

General Studies (Distribution of Courses). Students achieve breadth and balance ofintellectual experience by taking courses in at least five of the six areas of knowledge. Coursesthat can be taken to satisfy the distribution requirement are identified in the bulletin by atwo-letter code (AL, CZ, FL, NS, QR, SS). In four of the areas of knowledge a student must takeat least three courses. At least one of the three courses must be at the 100 or 200 level. In oneadditional area of knowledge a student is required to take at least two courses. Courses countingtoward requirements in a major (and additional courses taken in the major department) do notcount toward more than two of these areas.

For more information on the following, which are the same for this curriculum as for thesucceeding curriculum, see the paragraphs above: The Major (departmental, program,interdepartmental majors): the Minor; Certificate Programs; Restrictions on Majors, Minors,Certificates; Small Group Learning Experiences; and Course Credits.

PROGRAM IINature and Purpose. Students who believe that their intellectual interests and

talents would be better served outside the regular curriculum options under Program Iare encouraged to explore the academic option offered through Program II. If admittedinto Program II, students follow individualized degree programs to examine andexplore a topic, question, or theme as a core area of study which is not generallyavailable as a course of study within Program I. As degree candidates in Program II,students separate themselves from the requirements and options of Program I includingthe requirement for a major and the options of multiple majors and minors.

Students who seek out Program II are, typically, those who find that theirintellectual interests cross departmental boundaries or who perceive areas of learning inclusters other than those of the current departmental units of the university. Program IIgraduates have gone on to graduate and professional schools around the country and tosatisfying positions in many areas of employment. They have won important awards,

30 Degree Programs

including Rhodes and Fulbright scholarships, and have received national recognitionfor career success. Among the many topics for Program II have been architecturaldesign, bioethics, dramatic literacy, the epic in music and literature, planetary andevolutionary biology, and U.S. national security.

Admission. If interested in Program II, students should first attend an informationsession, then confer with faculty or directors of undergraduate studies in thedepartments closest to their interests, and with the academic dean for Program II.Students will select a faculty advisor in one of the departments or programs of TrinityCollege; that department or program will become the sponsor for the student.Admission to Program II requires students to propose a topic, question, or theme for thedegree program and to plan a special curriculum adapted to their individual interestsand talents. The student and faculty advisor together assess the student's background,interests, and ambitions and evaluate the resources at the university, or outside it, asmeans of satisfying those ambitions.

The curricular program proposed by a Program II candidate must address thestudent's specific interests and must also meet the general expectations for a liberaleducation in Trinity College. It must be a coherent plan for learning rather than asampler of interesting courses and should incorporate the depth and breadth of studyexpected of a liberal education in Trinity College. Programs may be proposed for eitherthe Bachelor of Arts or the Bachelor of Science degree; in the latter case, the sponsoringdepartment must offer a Program I major within the B.S. degree option. The programmust be approved by the sponsoring department or program and also by the Committeeon Program II of the Faculty Council of Arts and Sciences.

Upon endorsement by the Program II Committee, the program becomes anobligation assumed by the student, although it may be modified later with the approvalof the advisor and the Committee on Program II. Until formally accepted into ProgramII, a student should register for courses to satisfy the curricular requirements forProgram I. Students who withdraw from Program II for any reason assume allrequirements of Program I. Students will be accepted into Program II only after theirfirst semester at Duke; they are ineligible for admission after the midpoint of their junioryear. Further information and applications may be obtained from the PremajorAdvising Center and from the office of the academic dean responsible for Program II.

General Requirements: Apart from the requirements arising from the approvedplan of work, a Program II student must satisfy certain general requirements: thirty-foursemester-course credits for graduation; curricular breadth; the regulations on militaryscience, house, professional school, and physical activity and dance courses; andresidence, although the regulation relating to the last eight courses may be adjusted tosuit the student's approved plan of work. Graduation with distinction is available forqualified students in Program II. See the section on honors in the chapter,"AcademicProcedures and Information."

COMBINATION PROGRAMS OF TRINITY COLLEGE AND DUKE PROFESSIONAL SCHOOLS

A student interested in attending a Duke professional school (environment or law)may, upon meeting certain requirements, combine the senior year in Trinity College ofArts and Sciences with the first year in the professional school. To qualify the studentmust (1) successfully complete twenty-six semester courses in Trinity College; (2) fulfillall other degree requirements in Trinity College except for eight elective courses; (3)obtain the approval of the appropriate preprofessional advisor and academic dean inTrinity College; and (4) be admitted to the professional school. If the student'sapplication to the professional school is accepted, the student transfers to theprofessional school for the fourth year and begins work on the professional degree.Upon successful completion of the work in the first year of the professional school, the


baccalaureate degree is awarded to the student. The undergraduate record notes thestudent's enrollment in the combination program, the name of the professional school,the date of graduation from Trinity College, and the degree awarded, but it does notinclude courses taken in the professional school. Counseling and additional informationare available from the preprofessional advisors.

PREPARATION FOR GRADUATE AND PROFESSIONAL SCHOOLSStudents planning to enter a graduate or professional school should consult

appropriate Internet sites and published information from the relevant advising offices(i.e., Pre-Law Advising Office, Pre-Business Advising Office, Pre-Graduate SchoolAdvising Office, Health Professions Advising Center) for general information andguidance. For specific information regarding courses and curriculum choices, studentsshould seek input from their faculty advisors, directors of undergraduate studies, andpre-graduate and pre-professional advisors where appropriate. Information specific toparticular graduate and professional schools can be obtained from the Internet site ofeach school. Graduate and professional schools require special tests for students seekingadmission. Information on the tests can be obtained from the appropriate pre-professional school or pre-graduate school advisor in Trinity College of Arts andSciences.

Graduate Schools of Arts and Sciences. Students interested in obtaining a masterof science, master of arts, or doctor of philosophy degree should discuss their plans asearly as possible with faculty in the proposed field of advanced study and obtain a copyof "Preparing for Graduate Study in the Arts and Sciences,'' a handbook available fromthe Premajor Advising Center or 04 Allen Building. As undergraduates, they shouldbecome involved in research which may involve laboratory work, advanced seminars,or independent study. Many graduate schools require a reading knowledge of a foreignlanguage. Information on this and other requirements is available in the bulletins ofspecific

bulletin of duke university 2001-2002 · 2018-09-25 · 26 monday, 8:00 a.m.–classes resume...

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