No abstract

Literature has long been "seen as a field of activity set apart from ordinary life." But, this modern approach betrays the rich heritage from which tragic theatre arose. Contrary to this view, Greek tragedy, like the law itself, is "not a world of authoritarian clarity, ... but a world of deep uncertainty and openness, of tension and conflict and argument, a world where reasons do not harmonize but oppose one another." It is a world that was firmly connected to "Aristotelian" concepts of justice, a theory of equity and voluntariness largely understood only by academia and the legal community. Great efforts have been made within the United States and Great Britain since the 1970ʼs to rediscover the connections between law and literature. However, outside the work of classics professors, the study of law and classical Greek literature almost exclusively has been conducted in law schools. Yet, of all American Bar Association approved law schools, only twentyone percent of schools have indicated that they offer a course in law and literature. Those that do use classical literature have focused upon Aeschylusʼs Oresteia and Sophoclesʼs "Antigone" and "Oedipus the King." But, even then, only "Antigone" was listed in more than one syllabus. And, most of these courses have often ignored the actual cultural, historical, and legal context in which the surviving Greek tragedies were written.

This paper describes curricular reviews that took place at Merrimack College during 2002, and the two-course sequence in the sophomore year created to address observed areas of concern. The Merrimack ECE Program is faced with unique challenges in that it is the only US undergraduate only program in a Catholic College. As part of the ECE department's Continuous Program Improvement mandated by ABET 2000, two curricular reviews took place in 2002: an internal review and an external Advisory Board review. Both reviews found a need for more hands-on lab work early in the curriculum, for more ECE courses in the first two years, and to eliminate a course in Statics. An upgraded curriculum was created, addressing these needs. The department's senior level course in microprocessors was reworked and became a fall, sophomore year class, and the Statics class was replaced with a spring, sophomore year Embedded Controller class including a strong lab component. Two more core ECE courses are now taken during the first two years, and significant hands-on experience is obtained in the Embedded Controller class. The Embedded Controller lab was created at low cost, using a freeware compiler and low-cost programming boards. This new sophomore sequence was presented at a meeting of the Advisory Board, which includes representatives from Lucent, Raytheon, and Analogic Devices among others, and was greeted enthusiastically as being aligned with industry needs. The first run of the Embedded Controller class was in spring of 2003, and received good reviews from students. Further advantages of the new sequence include: better preparation for possible co-op work in the junior year, more options in the Senior Design Project, ability to better understand routers and switches presented in Data Networking, and ability to take part in the measurement/control portion of departmental Power Quality and Energy Conservation research. Curricular review at Merrimack CollegeThe Merrimack College ECE department is unique in that it is the only ECE department in an undergraduate only Catholic College in the US: this presents the challenge that resources can be limited, and the opportunity that new ideas can be tried out without a lot of red tape. With this challenge and opportunity, the ECE department undertook curricular review as part of it's ABET mandated process of Continuous Program Improvement. A thorough review of the curriculum had not taken place since the early 1990s, leaving much room for change. Two curricular reviews took place: an internal review during the summer of 2002, and an external review in October 2002.