Celebrating 46 Years of
CONTINUING EDUCATION
Daytime Noncredit Courses for the Public
Sponsored by
The Alumnae of Northwestern University
Engaging Minds, Enriching Lives
Spring Quarter 2015
Tuesdays and Thursdays
March 31 – June 4
A.
Shakespeare's Kings: Real and Mythological
Glenn Sucich, Senior Lecturer, English
Tuesdays, 9:30 – 11:30 a.m., March 31 – June 2
B.
World War II Revisited
Laurence Schiller, former Lecturer, History
Tuesdays, 12:45 – 2:45 p.m., March 31 – June 2
C.
American Education Today: Challenges and Issues
Faculty from the School of Education and Social Policy
Thursdays, 9:30 – 11:30 a.m., April 2 – June 4
D.
The Middle East: Update on Turmoil
Faculty from various departments
Thursdays, 12:45 – 2:45 p.m., April 2 – June 4
Most courses are held in Norris University Center on the south campus.
Visit us at our website: nualumnae.org
ABOUT NU ALUMNAE CONTINUING EDUCATION
Alumnae Continuing Education is a program of university level
non-credit courses taught by members of the Northwestern
University faculty. Established in 1968, this unique program is
organized and run entirely by volunteers, all alumnae of
Northwestern University.
Alumnae Continuing Education is open to everyone. It provides a
stimulating opportunity for interested adults to gain a broad knowledge
in many fields. All profits are given to the University in the form of
scholarships, fellowships, and grants for carefully selected projects.
Registration and Class Location Information
To register for a course, see page 15, inside the back cover, or
download a brochure from our website at: nualumnae.org
Most of our classes are held in Norris University Center on south
campus; however, space, construction, and other scheduling problems
may necessitate changes. If there is a change in venue, information will
be mailed with your course entry card and also will be given on our
website. Classes are rarely cancelled because of bad weather or for any
other reason, but we strongly recommend that you routinely check our
website or voicemail before heading to class to check for any changes.
We Invite You to Join Our Mailing List
If you do not currently receive our brochures and would like to be
placed on our mailing list, detach the registration form on page 15,
mark the box indicating you wish to be on the mailing list, and mail
it to the P.O. box given. Or you may write out this information
separately and send it to the P.O. box with a note requesting to be
placed on the mailing list.
Other Questions?
Call our voicemail at (847) 604-3569 with any questions. We will
make every effort to return your phone call within 24 hours.
Important Policy Notice: In order to respect copyright, rights of publicity, and other
intellectual property rights, we forbid the taking of photographs or the making of video
or audio recordings of lectures and class materials.
PREVIEW OF SUMMER 2015 COURSES
Thursdays, June 25 - July 30
A.
What Makes Great Television: From Spark to Series
Brett Neveu, Lecturer, School of Communication, Radio/TV/Film
Thursdays, 9:30 – 11:30 a.m.
B.
Between Stories and Beliefs: The Complicated Partnership of
Religion and Literature
Claire Sufrin, Lecturer, Religious Studies
Thursdays, 12:45 – 2:45 p.m.
Introducing Our Spring Quarter Professors
After earning his undergraduate degree in history at the University of California,
Berkeley, Glenn Sucich received his Ph.D. in English from Northwestern. Since
joining the Northwestern English Department faculty in 2005, he has taught classes
on Milton, Shakespearean tragedy and comedy, the history of Hell, the genre of epic,
and the relationship among magic, science, and religion during the Early Modern
period in Europe. In 2009, he received the WCAS Arts and Sciences Alumni
Teaching Award and has been selected to the Associated Student Government
Faculty Honor Roll multiple times. His research focuses on the intersection of Early
Modern religion and natural philosophy, particularly in the work of John Milton and
his contemporaries. He has published articles on Milton, the poet Samuel Butler,
and the physician and natural philosopher William Harvey.
Laurence Schiller, former Lecturer in the Department of History and in
N.U.’s School of Continuing Studies, completed his undergraduate studies at
Rutgers and received his Ph.D. in African History from Northwestern in 1982. His
thesis dealt with the political structure of the East African group, the Luo.
Continuing his interest in African societies, he has written and presented papers
focusing especially on the female royals of the Lake Kingdoms of East Africa.
He lists Kiswahili along with Italian, French, and German as his languages. More
recently, his growing interest in the American Civil War has resulted in the
publication of several articles on that conflict. In addition to his academic history,
Professor Schiller is in his 37th year as N.U.’s head fencing coach.
Professors in our multi-professor courses will be introduced on their lecture dates.
A.
Shakespeare's Kings, Real and Mythological
Glenn Sucich, Senior Lecturer, English
Tuesday mornings, 9:30 – 11:30 a.m., Norris University Center
Shakespeare is one of England's greatest playwrights, but how effective
is he as a historian? No fewer than twelve of his plays are classified as
histories, and of those, many focus on English monarchs. As literary
historians have often noted, Shakespeare's portrayal of these kings is
colored by cultural politics, personal biases, and the exigencies of
Shakespeare's dramatic medium. In this course, we will examine the
history that informs Shakespeare's two tetralogies and ask ourselves if
the playwright, more than history itself, is responsible for the reputation
of some of England's most famous kings.
March 31 The Plantagenet Kings and the Wars of the Roses
In this first lecture, we will consider the history behind Shakespeare's
Histories. Our primary goal will be to become acquainted with some of the
major players and problems in English politics between the death of Edward
III (1377) and the ascension of Henry VII (1485). We will also consider the
causes of the Wars of the Roses, between the Houses of York and Lancaster.
April 7
Richard II
When King Richard II exiled his cousin Henry Bolingbroke, only to be
deposed by the same cousin a few years later, England entered into a period of
internecine wars and family rivalries that would bring bloodshed and intrigue
to England for at least the next century. We will explore the events that led up
to and followed Richard's deposition.
April 14 Henry IV, Part I
Bolingbroke's ascension to the throne as King Henry IV inspired Shakespeare
to write some of his most memorable characters. We will focus on some of
those figures: the incomparable Falstaff, the roguish Prince Hal, and the
conflicted King Henry. We will also consider whether Henry's rise to the
throne was as admirable as Shakespeare would have us believe.
April 21 Henry IV, Part II
Readers have long noticed the remarkable similarities, in both structure and
theme, between the first and second halves of Henry IV. In this class, we will
consider those similarities, as well as the thematic and aesthetic richness that
emerges from Shakespeare's careful modeling and dramatic structure.
April 28 Henry V
Henry's victory over the French at Agincourt cemented his legacy as one of
England's most capable and beloved kings, but posterity has been less enamored
of both the man and the play. George Bernard Shaw derided Henry as a "jingo
hero" and a "young Philistine," and a 2003 New York Times review dismissed
the play as a "hymn to power" filled with "ringing rhetoric" and "hollow" at its
core. This lecture will consider the real versus the fictional Henry V.
May 5
Henry VI
Henry VI, who became king at nine months old, is arguably the least
memorable of the Plantagenet monarchs, yet Shakespeare devoted three plays
to this man whose queen, Margaret of Anjou, did most of the work, since his
intellectual capacities were as compromised as his ability to rule. We will
discuss the only king whose entire life Shakespeare chronicles, from coronation
as an infant to death in the Tower of London.
May 12 Richard III
Since Shakespeare's depiction of Richard III as "the slave of nature and the son
of hell" (Act I, Scene 3, line 228), the last Plantagenet king has become almost
synonymous with tyranny and political treachery. The recent discovery of
Richard's remains under a parking garage in Leicester, England, however, has
raised new questions about his legacy. In this class, we will consider whether
Richard's reputation as the embodiment of evil owes anything to fact.
May 19 The Hollow Crown
Shakespeare's kings have often made for compelling characters on the big
screen. This session will look at how actors such as Ben Whishaw (Richard
II), Jeremy Irons (Henry IV), Tom Hiddleston (Henry V), and Ian McKellen
(Richard III) have interpreted Shakespeare's monarchs. Our time will be
divided between viewing film clips and discussion.
May 26 King Lear
No course on Shakespeare's kings would be complete without King Lear. In
this penultimate lecture, we will leave the Wars of the Roses and enter a
different war, the kind that sometimes takes place in the human mind. From
Lear's troubled relationship with his daughters to his personal struggle to
understand "nothingness," we will consider Shakespeare's most thorough
exploration of a malign and meaningless universe.
June 2
Shakespeare's Kings and A Game of Thrones
The final class will examine Shakespeare's history plays as source material for
George R. R. Martin's popular series of fantastical novels, A Song of Fire and
Ice. Our primary objective will be to explore the ways in which Shakespeare's
Histories continue to influence contemporary conceptions of the past and to
consider literature as a force that can change the shape of history.
B.
World War II Revisited
Laurence Schiller, former Lecturer, History
Tuesday afternoons, 12:45 – 2:45 p.m., Norris University Center
As we celebrate the 70 th anniversary of the end of World War II, it is important
to view it in the context of the larger era of which it was an important part.
Certainly one of the seminal events of the 20 th century, it was not the first, nor
even the second, world war in the history of mankind. An immense
conflagration with battles fought from the frigid Aleutians to the tropical jungles
of the Dutch East Indies and from Leningrad and Stalingrad to the deserts and
mountains of Africa, this war must be understood in the context of how world
history unfolded from the mid-19 th century up to the fall of the Soviet Union in
1990. This course will examine the causes, events, and results of this war while
trying to put it into the larger context of the huge changes occurring throughout
the world: capitalism, communism, fascism, imperialism, colonialism, and the
evolution of technology, which remade societies all over the globe.
March 31 The Seeds of Conflict
In this lecture, we will examine the histories of the major belligerents of WWII (Japan,
China, Russia, England, France, Italy, Germany, and the U.S.) in the years before WWI,
in order to set the scene for the two great conflagrations of the 20 th century.
April 7
The Rise of Fascism and Communism in the West
The Great War (World War I) was largely a European war, which destroyed the old
monarchical order, created new countries, and damaged the economies of that
continent. This lecture will examine the great movements of that time, especially the
rise of fascism and Soviet communism, as democracy retreated in the face of severe
ethnic tensions and the economic collapse of the Depression.
April 14
Fascism on the Brink of Victory in Europe
We will examine the six years following Hitler's abrogation of the terms of the Treaty
of Versailles (1936), during which war exploded throughout Europe, up to the winter
of 1941-2, when the Germans, who had not tasted defeat, finally bogged down in
Russia. Included will be a look at the Battle of Britain, the Battle of the Atlantic, and
FDR's attempt to prepare America for war in the teeth of fierce isolationist opposition.
April 21 The Rise of Japanese and American Power, East Asia and the Pacific
The history of Japan is little known to Americans. This lecture will examine Japanese
society and its divisions to explain the rise of the military in the first 40 years of the
20th century. We will look at the militarization of Japanese society, the victory of
young radical army and naval officers over civilian government, and their plans to be
supreme in East Asia. Japan's desire to control sources of raw materials in which it
was deficient led to wars against the Chinese in the 1890s and the Russo-Japanese War
of 1904. It also put them on a collision course not only with the British, Dutch, and
French, but also with the Americans, who had become a power with the acquisition of
Hawaii, the Philippines, and the islands of Guam, Wake, and Midway.
April 28 America Enters the War: "Air Raid, Pearl Harbor, This is No Drill!"
This lecture examines how the war in the Pacific began, starting with the run up to
Pearl Harbor, the "100 days" during which the Japanese simultaneously attacked
American, Dutch, British, and Australian targets throughout the southern Pacific.
Although the Japanese seemed unstoppable in the Philippines, Burma, Singapore,
Malaya and the Dutch East Indies, American navel victories in the Coral Sea and at
Midway, combined with army and marine victories in New Guinea and Guadalcanal,
actually stemmed the Japanese tide by the fall of 1942.
May 5
Blood and Blunder: The Allies Push Back (1942-43)
As rosy as the outlook of the Fascists appeared in the summer of 1942, they had
already reached their apex, and the tide was turning. This lecture examines the
contentious and often incompetent Allied thrusts in the Pacific and Mediterranean,
which nonetheless laid the foundation for victory. Along with successes in the
Pacific, in the Mediterranean Rommel was stopped in Egypt by the British, while
Eisenhower's troops opened northwest Africa to Allied forces, a necessary step toward
an invasion of Italy.
May 12
The Eastern Front and the Death of the Wehrmach
In Russia, victory evaporated for German forces in the severe winter of 1942-43, as
the Soviets halted the Germans before Moscow, Leningrad and Stalingrad. We will
look at the war on the eastern front from the winter of 1942-43 through January 1945,
as the Soviets, armed by America, destroyed Nazi infantry and armor, setting the table
for ultimate Allied victory over Hitler, but also for Soviet occupation of eastern
Europe and the Cold War.
May 19
War in the Pacific and East Asia: America and Britain Triumphant
In 1944 and early 1945, the American fleet completely dominated the Japanese, while
American ground forces island hopped toward Japan from the east and south. General
MacArthur finally returned to the Philippines, while American B29s reduced Japanese
cities to charred rubble. The British, for their part, retook Burma, while China
continued to suck Japanese resources dry, leaving the home islands virtually destitute.
In this lecture we will examine the bitter Asian war as the Allies advanced and the
Japanese fought nearly to the last man and employed suicide planes (kamikazes)
against American ships in a desperate attempt to stave off defeat.
May 26
The War Ends in Europe
This lecture will focus on the opening of the second front in northwest Europe
(Operation Overlord), the Allied advance into Germany from west and east, and the
end of the war in Europe, in May 1945. We will also briefly examine the Holocaust.
June 2
The Japanese Surrender and the Aftermath of War
In this class, we will look at the U.S. air war on Japan, preparations for invasion, and the
decision to drop two atomic bombs, which led to the formal Japanese surrender. After
discussing the immediate aftermath of the war, including war crimes trials and the
rebuilding of Western Europe and Japan, we will examine how the continued
development of the Soviet bloc and the creation of Communist China quickly changed
the power relationships of the world, as the U.S. became the major democratic player.
Finally, we will look at the years leading up to the fall of the Eastern bloc in 1990.
C. American Education Today: Challenges and Issues
Faculty from the School of Education and Social Policy
Thursday mornings, 9:30 – 11:30 a.m., Norris University Center
Each day's news is filled with hot-button topics relating to American education:
Common Core, No Child Left Behind, preschool education, charter schools,
achievement gaps, and effects of technology to cite a few. Faculty from the
School of Education and Social Policy (SESP) will share their insight and
research findings on these and other issues regarding the challenges facing
American education in the 21st century.
April 2
Where Are We Today, and How Did We Get Here?
James P. Spillane, Spencer T. and Ann W. Olin Professor in
Learning and Organizational Change, SESP
To what extent are today's education problems and practices rooted in our
history? We will take a close look at the evolution of U.S. education.
April 9
Testing: Standards and Assessments
Timothy Dohrer, Director of Master of Science in Education
Program and former Principal, New Trier Township High School
How do teachers view standards for assessment of students? Are the new
Standards for Social and Emotional Learning an effective tool for assessing
student achievement? What are the Common Core state standards? How are
state tests being changed?
April 16 How Do We Know our Schools Are Any Good?
David Figlio, Director and Faculty Fellow, Institute for Police
Research and Orrington Lunt Professor, SESP
What is the best way to design school accountability systems? Where does
public policy fit in?
April 23 Why All the Attention on Early Learning?
Diane Schanzenbach, Associate Professor, Human Development
and Social Policy
The gap in skills between the lowest and highest income students is strikingly
evident by age six. Many voices across the political spectrum have called for
improved access to early childhood education. In this lecture, we will
examine the evidence on preschool learning and explore policy challenges in
implementing high-quality early childhood education.
April 30 What Is a Good Teacher, and How Do We Know?
Kirabo Jackson, Associate Professor, Human Development
and Social Policy
What is meant by teacher quality? How do we measure it? Is it fair to judge
teachers based on pupil test scores? What other types of evaluation work?
May 7
Early vs. Late Intervention: It's Not Too Late in High School
Jonathan Guryan, Associate Professor, Human Development
and Social Policy
Current research shows there are large, long-term gains to early childhood
interventions. Does that mean we should divert resources away from
interventions that focus on older students? We will discuss programs aimed
at improving the life-chances of adolescents who have demonstrated a risk for
dropping out of school and becoming involved in crime and delinquency.
May 14
Technology and Learning
Kemi Jona, Research Professor, Learning Sciences and
Computer Science
What is the proper role for technology in education? How can technology be
used to transform the way students learn, and what might this mean for
schools as we know them?
May 21
Educational Inequality: Implications of Cultural Assumptions
Carol Lee, Edwina S. Tarry Professor, SESP
How do historically rooted assumptions about race, ethnicity, and class
constrain our responses to inequalities in educational opportunity? What do
we know about the cognitive, social, emotional, cultural, and physiological
underpinnings of learning? How do these factors influence equality of
opportunity in education?
May 28
Teaching the Gifted and Talented
Paula Kubilius-Olszewski, Professor, SESP, and Director of
the Northwestern University Center for Talent Development
What do we know about how gifted kids fare in our current educational system?
Why is our society so ambivalent about identifying and nurturing giftedness? In
this session we will examine some of the myths about gifted children and the
realities of their development and education.
June 4
Disparities in Educational Attainment: How Do We Prepare
All Students for Success?
Mesmin Destin, Assistant Professor, Human Development and
Social Policy
What factors lead students from certain family backgrounds to succeed in
school while students from other backgrounds are less likely to remain
motivated and focused on education? The social contexts that students
experience shape the development of their identities and how they imagine
their possible futures. Small interventions can help students to work toward
better futures despite challenging social and economic circumstances.
D. The Middle East: Update on Turmoil
Faculty from various departments
Thursday afternoons, 12:45 – 2:45 p.m., Norris University Center
Events in the Middle East seem to burst into public consciousness as violent
conflagrations or tense military confrontations. It is often difficult to tease
out the factors that influence the unrest and to contextualize them. In this
course we will analyze aspects of the turmoil that have unfolded in the
MENA (Middle East and North Africa) region since the "Arab Spring"
uprisings of 2011.
April 2
How We Got to Where We Are Today
Hendrik Spruyt, Norman Dwight Harris Professor of International
Relations, Political Science
This lecture will provide an overview of the development of the Middle East and the
various conditions, both historic and recent, which created a perfect storm. Why have
peace, democracy, and stability been so elusive to the Middle East? How are these
factors linked to events that have occurred since the "Arab Spring" uprisings?
April 9
From Tunisia to Tehran: The Middle East in Transition
Elizabeth Shakman Hurd, Associate Professor, Political Science
As ISIS (Islamic State in Iraq and Syria) dominates the headlines, other developments
in the MENA region have been eclipsed. This class will provide updates on political
developments in three different MENA countries in the wake of the "Arab Spring"
uprisings. Moving from west to east, we will consider the democratic transition in
Tunisia, the stifling of dissent in Egypt, and the uncertain status of the political
opposition in Bahrain.
April 16
Popular Culture of the Ongoing Egyptian Uprising
Jessica Winegar, Associate Professor, Anthropology
In this class, we will explore the recent vast outpouring of popular culture in Egypt, a
country known throughout the region for its vibrant cultural production. By
addressing graffiti, songs, chants, jokes, television shows, and social media, the
lecture will show how popular culture is a vital site of both revolutionary and
counter-revolutionary activity.
April 23
Focus on Syria
Wendy Pearlman, Crown Junior Chair in Middle East Studies and
Assistant Professor, Political Science
This lecture addresses the origins, development, and current situation in the conflict
in Syria. We will examine how a popular uprising evolved into a brutal war, outline
the major players and interests involved, trace the rise of the group known as the
Islamic State (ISIS or ISIL), and explore not only future scenarios for Syria but also
the impact of the Syrian crisis on the Middle East region at large.
April 30
A New Orientalism? Arab Narrative Changes with Tahrir Square
Brian Edwards, Associate Professor, English and Comparative Literary
Studies; Director, Program in Middle East and North African Studies
For many decades after World War II, American representations of the Middle East
followed images cast during the period of colonialism, and the region was dealt with
accordingly. But the narrative changed dramatically during the Tahrir uprisings of
2011. This lecture explores how the narrative has changed, why, and with what result.
May 7
The Arabian Peninsula: How Yemen and the Gulf Monarchies Are
Coping with Regional Turmoil
Henri Lauziere, Assistant Professor, History
On the Arabian Peninsula, the "Arab Spring" has not led to successful popular
revolutions--at least not yet. Nonetheless, the major events of the last four years have
had a political impact of another nature. In this lecture, we will examine some of the
ways Yemen and Gulf monarchies have coped with this regional turmoil.
May 14
Israel's Place in the Picture
Jacob Lassner, Philip M. and Ethel Klutznick Professor Emeritus of
Jewish Civilization, Departments of History and Religion
The turbulence set off by the "Arab Spring" uprisings necessitates a reappraisal of
Israel's position in the Middle East. The instability generated by civil war in Syria
and Iraq and the rise of ISIS, together with the fractious nature of Palestinian politics,
has forced Israel to consider, more than ever, how to deal with non-state actors and
states whose central authority have been severely diminished.
May 21
Iran and the West: Public Diplomacy and Media Images
Hamid Naficy, Sheikh Hamad Bin Khalifa Al-Thani Professor in
Communication, Radio/TV/Film
With normal diplomatic relations between Iran and the West curtailed in the last three
decades, much of the diplomacy between the two countries has been either in deep
secrecy or in plain sight via the media. We will focus on the four-partner diplomatic
dance in which the Iranian government, U.S. government, Iranians at home, and
Iranians in the diaspora are engaging.
May 28
The Rise and Fall of Military Influence in Modern Turkey
Ipek Yosmaoglu, Associate Professor, History
The Turkish military played an important role in modernization efforts in the early
years of the republic and later as "guarantors of Kemalist reforms." Lately, however,
the Turkish military has become subservient to the civilian executive authority. We
will examine the evolution of the role of the military in Turkish politics and society,
and evaluate the impact of this ostensible withdrawal from the public arena.
June 4
Middle East Turmoil and American Foreign Policy
Nabeel Khoury, Visiting Associate Professor of Middle East and North
African (MENA) Studies and Buffett Center Visiting Scholar
This talk will address U.S. policy in the Middle East under the Obama administration
and the challenges it has faced. With their changing political realities brought about
by the Arab Uprising of 2011, Egypt, Iraq, Syria, and Yemen have posed particular
difficulties. Prospects of the relationship with Iran will also be discussed.
Update on Campus Construction Issues for Spring Quarter
As of the printing of this brochure, there is hope that major construction on the south
side of the Northwestern campus in the area of Norris University Center will be
completed by early to mid-2015, but the exact time of the opening of The Arts Circle
Drive between the Theatre and Interpretation Center, the Block Gallery, and Pick
Staiger Concert Hall, formerly used as the drop-off point for Continuing Education
students, is uncertain.
If the Arts Circle is not open by spring quarter, Alumnae buses will continue to drive
to the north end of Norris Center, where there is a turnaround similar to the old Arts
Circle. After navigating the turnaround, buses drive back to Ryan Field. The drop
off point is very close to the north cafeteria entrance of Norris. There are no steps
between that drop off point and elevators leading to classrooms. The bus pickup
location is at the same location as the drop off.
Notice: Private cars may not use this turnaround to drop off passengers.
As in the past, parking for Continuing Education students is available in the Ryan
Field West Parking Lot D (see facing page) from which they will be transported by
shuttle buses. In addition, near the south entry to campus, there is a lot designated for
handicap parking which is located to the left at the first stop sign. Since handicap
parking in this lot is limited and there is still a fairly long walk to Norris Center, we
encourage those with handicap plates or placards to park at Ryan Field West and take
one of our Alumnae buses, which have handicap lifts. For more information on
handicap parking, and parking and buses in general, see the facing page.
Anticipating Our 100th Anniversary
In 2016, The Alumnae of Northwestern University will be
100 years old! At the present time, we are busy making plans
for a number of celebratory events during the 2015-16 academic
year, and we hope our Continuing Education students will join
us as we celebrate. Look for more details in the months ahead.
We are pleased to introduce our new centennial logo above.
GENERAL PARKING AND BUS INFORMATION
•
Registrants for one or more 10-week Continuing Education course may request a
parking permit for the north half of the University's Ryan Field West Parking Lot
D, located off Ashland Avenue just west of the stadium. Enter West Lot D at the
north end of Ashland Avenue near the intersection with Isabella Street. This
permit is not valid for any other University lot. Shuttle buses between West
Lot D and class locations run every 15 to 20 minutes from 8:30 a.m. until 9:45
a.m. No buses run between 10:00 a.m. and 10:30 a.m. The “Early Bird Lunch
Bus” begins loading at 11:00 a.m. for afternoon students planning to eat lunch on
campus before class. Buses for afternoon classes then run every 15 to 20 minutes
until 12:45 p.m. There is no bus service between 1:00 p.m. and 1:45 p.m. Bus
service resumes at 1:45 p.m. and continues until twenty minutes after the last class
ends, which is usually 2:45 p.m. Your "D" parking permit, mailed with your
registration card, must be displayed with the printed side visible through the
windshield. We strongly encourage carpools.
•
Students attending per diem do not receive a parking permit and may not park in
Ryan West Lot D. Parking permits for Lot D are limited to individuals who are
registered for at least one full 10-week course. However, per diem students may
ride the shuttle buses if they arrive at the lot by other means.
•
To receive a parking permit good for the course term, you must request one by
checking the parking box in the registration form on page 15. We will mail your
parking permit with your class entry card before classes begin if your registration
is postmarked on or before the early registration date of March 3, 2015. For
registrations postmarked after March 3, class entry cards and parking permits
will be held at the door.
ALTERNATIVE AND HANDICAP PARKING
•
There is an Evanston city public parking garage four blocks southwest of Norris
Center, just east of Chicago Avenue. It can be accessed from Clark Street or
Church Street. (Church runs eastbound only.)
•
Students with handicap license plates or placards are encouraged to park at Ryan
Field West Lot D and take an Alumnae bus with a handicap lift, which delivers
students to the door of Norris Center. A limited number of handicap spaces are
available in the parking lot northeast of the McCormick Tribune Center. To
reach this lot, enter the south campus on Campus Drive, go to the first stop sign,
and turn left into the lot. A visitor's parking pass is not required to park in a
handicap-designated space in this lot if your vehicle has a valid government
handicap license plate or placard.
COURSE REGISTRATION INFORMATION
•
To register for one or more courses, use or copy the registration form on the
facing page. Make checks payable to: Northwestern University. Mail check,
registration form, and parking pass request to:
Alumnae Continuing Education, P.O. Box 2789, Glenview IL 60025.
•
Early registration deadline is Tuesday, March 3, 2015. For registrations
postmarked by March 3, the cost is $165 per course. Special savings for one
individual signing up by March 3 for more than one course are listed on the
registration form. After March 3, the cost per course is $180.
•
To receive a parking permit, you must register for at least one full 10-week
course and check the appropriate box on the registration form.
•
If your registration is postmarked by March 3 your class entry card, parking
permit (if requested), and a “purple sheet” giving all class locations and times
will be mailed to you about two weeks before classes begin.
•
PLEASE NOTE: Be sure to bring your class entry card to each class, as it
must be shown to the proctors at the entry door. In order to guarantee
seating for registered students, there will be only one time registrants will
be allowed in with a temporary card. After that, they will be charged as a
per diem.
•
Those registering after March 3 can pick up their class entry card and parking
permit (if requested), on the first day they attend class and will need to find
alternative parking for that day. Registrations cannot be confirmed by phone.
Your cancelled check verifies your registration.
•
Enrollment may be limited by room capacity. When applications exceed
capacity, registrations will be honored in order of receipt, or if mailed, by
postmark. If your requested course if filled, we will return your check.
Per Diem Students: When space allows, per diem students will be admitted for $25
per class session. If a course is at capacity enrollment, per diem students will receive
numbered cards and be admitted at the beginning of the class as space permits. Our
website identifies courses that are closed because of capacity enrollment. Per diem
students do not receive parking permits, so they must find alternative parking. Guest
passes are not valid for classes that are closed.
Refund Policy: Before a refund can be issued, your registration card and parking pass must be
returned. Send materials to Alumnae Continuing Education, P.O. Box 2789, Glenview, IL
60025. A processing fee of $10 will be charged on all refunds. If you withdraw from class
prior to the first meeting, a full refund, less the processing fee, will be given. After the first
class meeting, an additional $25 will be deducted from the refund. After the second class
meeting, $50 plus the processing fee will be deducted. Thereafter, no refunds will be given.
A transfer, at no cost, to another class offered during the same quarter is an option, provided
there is space available. Credits are not given for future classes.
Spring 2015 Continuing Education Registration Form
Please enroll me in the course or courses checked below.
Early fee per course per person, if postmarked by March 3:
q A. Shakespeare's Kings: Real and Mythological
$165
q B. World War II Revisited
$165
q C. American Education Today: Challenges and Issues
$165
q D. The Middle East: Update on Turmoil
$165
❏ I would like a spring quarter Ryan lot PARKING PERMIT.
Parking permits for Ryan West Lot D must be requested with your registration
by checking the box above. Otherwise, permits may not be available.
EARLY REGISTRATION FEE (through March 3)
One person attending 2 courses
One person attending 3 courses
One person attending 4 courses
$300
$430
$550
Registrations must be postmarked by Tuesday, March 3, 2015, for all early fees
listed above. After March 3, the fee per course will be $180, and there will be no
discount for multiple courses.
Name___________________________________________________
Address_________________________________________________
City___________________________ State_________ Zip___________
Phone (_____) __________________ email______________________
q This is a new address.
q Add my name to your brochure mailing list.
Make your check payable to Northwestern University, and mail to:
Alumnae Continuing Education
P. O. Box 2789
Glenview IL 60025
(We are unable to accept credit card payment.)