Unlikely to be found in any other part of the course catalogue, seminar titles over the years have included the fantastic "Travel Through Time," the esoteric "Western European Musical Instruments, 1350-1700," and the strictly practical "How to Read a Research Paper in Animal Behavior."

Although all seminars count for credit toward graduation, concentration credit is harder to come by, as it is left to the discretion of each department. Most students receive none.

Many students say, however, that the house seminars offer a distinct advantage over departmental seminars.. "House seminars don't have to fall into any departmental criteria. That frees you up to teach exactly what you like," says Matthew Snyder '88, who took Nicholi's seminar on Freud.

But sometimes independence from specific departments causes problems. Professor of Astronomy and Physics William H. Press says he planned to co-teach a course called "Nuclear Weapons, Nuclear War, Strategic Defense, and Arms Control" at North House last semester. But when physics students were unable to get concentration credit for the course, he decided to teach it in the Physics Department.

A total of 27 students took the two house seminars offered last fall, and 123 students took the eight spring seminars, according to the House Seminar Office. But some professors say they have to choose from as many as 100 applicants. Instructors say they do not give preference to house residents but they often do give preference to seniors, who will not have another chance to take a seminar.

Lewis attributes their popularity to, among other things, the quality of instruction and the intimate atmosphere.

"Clearly, for students, one of the things it has going for it is size," Lewis says. "Also, the topics may be closer to their interests."

Both students and instructors attribute the success of the courses to the format of the seminar as opposed to lecture classes, in which students can feel lost and detached.

Most effective education takes place in the context of a meaningful relationship." says Nicholi. "The seminar facilitates the establishment of these relationships."

"I thought it was corny when people told me `Oh, I learned so much in a seminar,'" says Fox Tree. "But when I took it, it was definitely true."

Often, house seminars attempt to integrate several academic disciplines and approaches to learning. Some people involved in the program say this effort is close in spirit to the philosophy of the Core Curriculum.

Khoshbin, who has taught painting, drawing, and calligraphy at Currier House in addition to his seminar, says his course attempted to integrate art and science by studying the links between the brain and creativity. His course on disorders of the brain is designed to give all students a good conceptual background in both arts and sciences, as is the Core, he says.

"Most of the Core courses should be encouraged to be given as house seminars," Khoshbin says.

But Lewis, who is also director of the Core program, says that the philosphy of house seminars is not necessarily the same as the Core. Each seminar is different, she says, adding that not all teachers share Khoshbin's goal of integrating different approaches and disciplines.

"The house seminar program per se doesn't have those objectives," Lewis says. "It's really very different from the Core."