General Course Requirements
General Course Requirements include:

1. One coherent two-course sequence in a basic science, usually a one-year sequence in chemistry, computer science, etc. Coherence can, however, be defined at moderation to include non-sequenced introductory courses; AP science courses may count towards this requirement.
2. Two additional courses in the "Science, Mathematics, and Computing" [SMC] division, not including SHP courses cross-listed with STS.
3. Either two 'core' courses in STS, or one 'core' course and one set of 'paired' courses between the SMC and another division [see below].
4. Two further STS courses, one of which will be outside of the student's home division.
5. One methodology class, usually in policy analysis or statistics, but optionally in a specific scientific methodology.
6. Reading competence in a foreign language or further SMC course work is strongly encouraged.
7. A senior project informed by themes relating to the social role of science and technology, as defined in consultation with the project adviser.

Due to its nature as a secondary program, it is assumed that for many students their 'home' program already covers some of these requirements.

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Moderation requirements:

1. Two courses in the SMC division (AP science courses may count towards this requirement)
2. Either one core course in STS or one set of 'paired' courses (in which case the SMC course of the pair will not count to wards requirement 'A.' The student will thus need three courses in total in the SMC division — it is assumed that this option might be taken by students with a principle focus in the SMC division).
3. A written description of the student's specific plan of study in the upper college and the particular sequence of courses the student is interested in. Slight modification of the core requirements (e.g. a two course math sequence could be considered at this point.
4. Moderation at the same time as moderation into the 'primary' division is encouraged, although this can also be accomplished at a different time.

The student's plan for a sequence of courses at moderation will be particularly important in more established fields of interest within STS such as the "History and Philosophy of Science," "Architecture and Urban Planning," and "Non-Fiction Science Education and Documentation." In these cases, students would be required to complete particular key courses in the program. The HPS focus, for instance, would require the student to take additional advanced courses in the history and philosophy of science; the course in architecture and urban planning would require calculus, drafting (at an outside institution), an architecture course, and architectural history; the tract in science education and documentation would require a greater number of science courses as well as a suggested internship.

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Core Courses
Also see the Courses page for current and cross-listed courses.

The following courses form the present list of the 'core' courses from which students could draw to develop an STS program

• ECON 265 Development from the Ground Up, Prof. DeSilva
• HIST / PSY 172 History of Medicine and Psychiatry, Prof. Arikha
• HIST 161 Introduction to the History of Technology and Socio-Technical Systems, Prof. Moynahan
• HIST 251 Knowledge and Society in the Scientific Revolution, Prof. Stroup
• PHIL 220 Introduction to the Philosophy of Science, Prof. Shein
• SHP 224 History of Science in the Post-War Period (1950-2000), Prof. Skiff
• SHP 222 History of Science Before Newton, NS. 222 (3000 B.C.E. to 1700), Prof. Skiff
• SHP 223 History of Science in the Modern Period (1700-1950), Prof. Skiff
• SHP 227 Philosophy of Science, Prof. Skiff

Beginning in Spring 2006, STS will establish paired courses concerning science and technology among the existing courses at Bard. Directed largely at first-year students, these classes will be linked by a common theme that will be anchored in an introductory science class developed in consultation with members of the SMC division. The paired courses will be scheduled so that they compliment each other and faculty will be encouraged to develop as many interconnections between the courses as possible. Initially, the courses will be loosely paired so that students are alerted to lively correspondences in subject matter. Over time, these links might be developed into more substantial themed courses. Examples might include: an introductory course in epidemiology paired with a course in the history or anthropology of disease; a course on the physics of light paired with art history and photography classes (as already occurs); a course in human or mammalian anatomy or physiology linked with a dance course on anatomy; or a course on hypertext, library science, and digital media paired with a computer science course on databases. Enrollment in the courses will not be limited to those who take the pair, even as this will be encouraged.

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