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Class visits can be scheduled with up to one week's notice.
Please contact us at (941) 487-5000 or [EMAIL] to schedule a class visit.
Dept. | Course Title | Instructor | M | T | W | Th | F | Time | Course Description | Notes
AHIS | An-Other Story: The Art of Women Through the Ages | Hassold |  | X |  |  | X | 12:30-2:00 | This course surveys the work of women artists from Hildegard of Bingen in the 12th century to contemporary postmodern artists such as [NAME], [NAME], [NAME], and [NAME]. The course will not simply explore the paintings produced by these women but will also look at the circumstances under which they worked, the training that was possible for them to receive, and how they negotiated their personal situations in different historical periods. Topics related to content will be discussed through appropriate readings (maternity, pregnancy, the body as lived, cross dressing as a strategy, identity, etc.).
AHIS | Caravaggio and His Era | Carrasco |  |  | X |  |  | 12:30-3:20 | This seminar will examine the life and work of [NAME] (1571-1610), the artist whose distinctive innovations in style and subject matter went hand in hand with a spectacularly undisciplined personal life. His paintings were controversial, popular, and highly influential on succeeding generations of painters all over Europe, yet he became the subject of serious scholarship only in the early 20th century. We will trace Caravaggio's life and career, focusing on the paintings themselves, his influence on later artists of the Baroque, and the ways in which scholars have interpreted his works.
AHIS | [NAME]: Art, [NAME], and Spirituality | Carrasco | X |  |  | X |  | 12:30-1:50 | Traditionally both theology and science have provided support for the subordinate position of women in society: the moral weakness demonstrated by [NAME]'s transgression parallels scientific assumptions inherited from classical antiquity concerning the innate inferiority of woman's biological functions. Yet these assumptions did not go unchallenged, and the art of the Middle Ages and early Renaissance is full of compelling visual images that embody complex and even contradictory ideas about gender identity. In this course we will consider some of the social, theological, and spiritual ideals that conditioned perceptions of gender ca. 200 - 1500, with primary attention to the ways in which visual images gave expression to those ideals. Emphasis will be placed on significant types, including virgin, martyr, father/mother, monk/nun, king/queen, penitent, and mystic, as embodied in such figures as [NAME], [NAME], Christ, and saints such as [NAME], [NAME], [NAME] of Assisi, [NAME], [NAME], and [NAME] of Arc. Visual materials will be supplemented with a variety of written texts from the medieval period and by recent critical scholarship. We will consider the "feminization" of images of Christ, the uses of visual images in secular as well as religious life, and attitudes about asceticism, the body, gender identity, and affective experience. No prerequisites, although relevant background in art history, history, religion, women's studies, or other appropriate fields would be useful.
AHIS | Nineteenth Century Painting | Hassold |  | X |  | X |  | 10:30-12:00 | This course concentrates primarily on French art from the end of the 18th century (Rococo) to the end of the 19th century (Decadents, Symbolists, [NAME], etc.). The French artists to be covered include the Neo-Classicists ([NAME], [NAME] and their followers), the Romantics ([NAME] and [NAME]), the [NAME] ([NAME] and [NAME]), the Impressionists (Degas, Morisot, [NAME], Renoir and [NAME]), and the Symbolists (Redon and [NAME]). If time permits, other movements of the end of the century will be included. The course not only surveys the art of the period, but in doing so, foregrounds definitions of style. Style is seen as a complex issue that depends on a number of variables (formal and expressive qualities, choice of subject matter, attitude toward the world, etc.). These issues are explicated in several of the course texts: [NAME] Transformations of Late Eighteenth Century Art, and [NAME] Neo-classicism.
ANTH | Ancient Mesoamerican Civilization | [NAME] |  | X |  |  | X | 1:00-2:20 | This course offers a survey of Mesoamerican prehistory from Paleo-Indian times to the arrival of the Spanish. Special emphasis will be placed on the processes that led to the origins of food production, the development of Formative cultures, the rise and fall of Classic period states, and the emergence of Postclassic empires.
ANTH | Archaeology of Florida | Baram | X |  |  | X |  | 12:30-1:50 | Florida has an impressive past but one that is not well-known. This course will explore the chronology from the earliest evidence of humans on the peninsula through the expansion of settlements and the rise of complex societies and then the European invasion up to the present-day. The general processes of change as well as the specific histories for places such as Little Salt Spring, the Miami Circle, [NAME], Weedon Island, Pilaklikaha, and Sarasota will be investigated via archaeological evidence, oral histories, and archival resources. Prerequisite: Survey of Archaeology or permission of the instructor.
ANTH | Conservation and Indigenous Knowledge | [NAME] | X |  |  | X |  | 2:00-3:20 | This seminar focuses on the emergence of community-based conservation as a popular resource management paradigm and the subsequent role that indigenous knowledge plays in informing conservation practices. Students will examine the nature of “community,” compare multiple forms and definitions of “traditional ecological knowledge,” and consider the complex process of knowledge production involved in creating cultural and environmental systems of understanding.
ANTH | Contemporary Anthropology of Africa | [NAME] | X |  |  | X |  | 3:30-4:50 | This course explores anthropological research in modern Sub-Saharan Africa. Though often essentialized in western media, Africa is a large and diverse continent, encompassing a variety of cultural, political, economic, historical, and ecological circumstances. While not minimizing the challenges Africa faces, this course will move beyond the stereotypes to look through an anthropological lens at some of the complex and dynamic experiences of modern Africa. Course topics include the “myth” of wilderness, the negotiation of identity, processes of urbanization, shifting gender relations, and the social components of the HIV/AIDS epidemic.
ANTH | Introduction to Cultural Anthropology | Vesperi |  | X |  |  | X | 2:30-3:50 | This course is designed to provide cross-cultural perspectives on core issues in the contemporary world. Topics will include anthropological approaches to social structure, social stratification, language, non-verbal communication, religion and concepts of self in both Western and non-Western societies. Class discussion will focus also on the philosophic foundations of the anthropological paradigm, the impact of anthropological ideas on learning theory as it originated in the late 18th and early 19th centuries, and culture change in colonial West Africa, Australia and the Amazon Basin. Finally, students will evaluate the potential of anthropological models for illuminating contemporary problems and issues. | Not available 11/19 or 11/22
ANTH | Peoples and [NAME] of the Middle East | Baram |  | X |  | X |  | 10:30-11:50 | This course offers a cultural anthropological perspective on the region stretching from the North African shores of the Atlantic to the Anatolian shores of the Black Sea, from the Red Sea to Central Asia. Key issues for the peoples and cultures of the Middle East will include gender, kinship, ethnic identities and conflicts, and the social construction of history. As an anthropology course, there will be a focus on comparisons among groups and societies, issues of social power and social change, and cultural diversity. Ethnographies will focus discussions. Throughout the term, the Middle East will be explored both as a locality and as a discourse. Prerequisite: previous course work in anthropology, or permission of the instructor.
BIOL | General Biology: From Molecules to Organisms | Clore |  | X |  | X |  | 10:30-11:50 | In this introductory course, we will investigate the mechanisms by which organisms are formed from macromolecules by covering the following topics: biological molecules, cellular structure and function, the flow of genetic information in cells, cellular communication and organization into tissues, and the embryonic development of plants and animals. We will also cover basic plant and animal physiology. Most reading assignments will be taken from a required text. However, we will also explore current controversial biological issues, which are prevalent in both the scientific literature and the popular press.
BIOL | Introduction to Entomology | [NAME] |  | X |  | X |  | 10:30-11:50 | A course designed for the beginning insect enthusiast who is interested in insects as a hobby or wish to determine if a career is possible. Students will learn evolutionary and external morphology, general physiology, behavior, habits, and habitats, social interactions with man and other animals, sequestration by plants, and more. Students will also study insects in structural and agricultural ecosystems with an ecological focus. Field observations and ecological health based on insects as indicators will be taught.
BIOL | Introduction to Genetics | Gilchrist |  | X |  | X |  | 9:00-10:20 | Genetics is a comprehensive course encompassing classical Mendelian analysis, molecular genetics, cytoplasmic heredity, population applications and new concepts in DNA technology. Underlying molecular bases of classical genetics will also be an integral part of the class. These areas will be explored using simulations, interactive lectures, and analysis of genetic data.
BIOL | Public Health Disparities and Gender Issues | Merritt |  |  | X |  |  | 12:30-3:20 | In what ways do race, cultural heritage, gender, immigration status, economic class, and social ‘differences’ affect the health of Americans, their access to health care, and the quality of the care they receive? What is ‘culturally competent’ health care? What is the true state of public health in the U.S., after factoring in ‘disparities’ in life expectancy, quality of life, chronic illness, morbidity, and mortality? This course will examine such questions, with a special emphasis on gender-related conditions or diseases. Also, the course will explore local, national and international health disparities, review the role of prominent female health leaders and their impact on health care delivery in the US, discuss the importance of diversity to the future of health care leadership, and teach students how to analyze epidemiological data. The course will require participation in group discussions, include lectures by guest speakers and field study, as well as individual and group research projects emphasizing solutions addressing local or national health disparities. This class is suitable for students interested in the intersections of science, issues of equitable provision of society’s wealth, and discussions about how to increase the capacity of the US health care system’s treatment and educational service to underserved individuals and communities.
BIOL | Science of Science Fiction | Gilchrist |  | X |  | X |  | 7:00-9:00PM | Scientists as well as people who have been trained in the sciences write speculative fiction. Sometimes, writers with little science background imagine a future filled with practical inventions. We will use science fiction writings and films to explore some of the ideas that were first developed in the laboratory of the mind and have come to be commonplace in our world. While our focus will be on biology, exploring such issues as ecology, cloning, genetically modified foods and cybernetics, we will also examine ideas such as miniaturization (nanotechnology), time modulation and liquid metals.
CHEM | Biochemistry I | Walstrom |  | X |  | X |  | 10:20-11:50 | This course will be an in-depth study of protein and nucleic acid structure, function, and regulation. The focus of the class will be on molecular mechanisms of protein function. Mechanisms of human diseases will also be discussed.
CHEM | General Chemistry I | Shipman | X |  | X |  | X | 9:00-9:50 | This is the first course in a two-semester general chemistry sequence that is intended for first-year students and designed for all science students interested in chemistry-related fields. Students are expected to complete General Chemistry I and II and Organic Chemistry I and II and their respective labs to satisfy the two years of chemistry required by many graduate and medical school programs. This semester will cover atoms, atomic structure, stoichiometry, and bonding.
CHEM | General Chemistry I | Walstrom | X |  | X |  | X | 9:00-9:50 | This is the first course in a two-semester general chemistry sequence that is intended for first-year students and designed for all science students interested in chemistry-related fields. Students are expected to complete General Chemistry I and II and Organic Chemistry I and II and their respective labs to satisfy the two years of chemistry required by many graduate and medical school programs. This semester will cover atoms, atomic structure, stoichiometry, and bonding.
CHEM | Inorganic Chemistry | [NAME] | X |  | X |  | X | 9:00-9:50 | In this course the entire periodic table is our domain. Our purpose is to consider the structures, physical properties, and reactivities of the elements and their compounds. Both theoretical and descriptive aspects of modern inorganic chemistry are included, with attention divided approximately equally between compounds of the main group and the transition elements. | Lab not available to visit
CHEM | Organic I, Structure and Reactivity | Scudder | X |  | X |  | X | 9:00-9:50 | This is the first course of a two-semester sequence in Organic Chemistry and covers the core of how the chemical structure of organic compounds relates to chemical reactivity. We review fundamental chemistry concepts and then use basic principles to predict the reactivity of organic compounds. Our purpose is to understand how and why reactions occur rather than memorizing a large vocabulary of reactions. We will emphasize recognition of structural similarities and grouping by like processes so that the student achieves a coherent understanding of the basis of chemical reactivity. The course covers substitution, elimination and electrophilic addition processes.
CHEM | Physical Chemistry: Quantum Mechanics | Shipman | X |  | X |  | X | 10:00-10:50 | This course will provide an in-depth look at atomic and molecular structure. The course will begin with the fundamentals of quantum mechanics and move from there to discuss underlying physical principles of chemical bonding and molecular spectroscopy. The course will also have an extensive computational chemistry component and will include an overview of current topics in experimental physical chemistry. | Not available 11/13
CHIN | First Year Modern Chinese I | Zhang | X |  | X |  | X | 10:00-10:50 | This is the first introductory language course in Modern Standard Chinese (Putonghuà) designed for students with little or no background with a focus on speaking, listening, reading, and writing skills. The first semester, which will cover the first 10 chapters in the Integrated Chinese (Third Edition), introduces the basic phonetic system, some basic grammar, the writing system, and everyday conversational vocabulary and sentence patterns. Our in-class meetings will concentrate on the training of oral and aural skills.
CHIN | Second Year Modern Chinese 1 | Zhu | X |  | X |  | X | 11:00-11:50 | This course is open to students who have completed First Year Chinese I and II (aka. Elementary Chinese I & II). Building upon the vocabulary and sentence structures mastered in the first year, students will learn more useful expressions and more complex structures, and continue to develop greater fluency and competency in listening, speaking, reading and writing. Students are expected to grasp all the major grammar points by the end of the year and will be introduced to different aspects of Chinese culture and society. In addition to active participation in c lass and timely submission of written assignments, students are expected to spend at least one hour per day preparing for classes, tutorial sessions, quizzes and exams, among other activities. Enrollment is limited.
CHIN | Third Year Modern Chinese 1 | Zhu | X |  | X |  | X | 10:00-10:50 | This course is designed to expose students to more advanced and comprehensive knowledge of Mandarin Chinese, emphasizing both linguistic capacity and communicative competence. While students continue to expand their vocabulary and their understanding of grammar and structure, students will begin to discuss in greater depth both orally and in written forms, on various cultural topics and by using more sophisticated sentence patterns and expressions. Students will learn to read and write in a variety of styles of written Chinese, such as descriptive, expository, and argumentative. To enroll in this class, students are expected to have completed the courses of the first and second year Chinese or to demonstrate an equivalent level.
CLASS | Advanced Latin: Catallus, Poems | Rohrbacher |  | X |  | X |  | 1:00-2:20 | Gaius Valerius Catullus (85/84—65/64) is the foremost representative of the late republican “neoteric” or “New Poetry” movement. His poems range in tone from obscene and abusive to sensual, solemn, and despairing. Catullus has long been popular for the freshness and, at times, the rawness of his poetry. We will read most of the poems, including those often thought injurious to the morals of undergraduates
CLASS | [NAME] | Rohrbacher | X |  | X |  | X | 10:00-10:50 | Knowledge of Latin is essential for reading the literature of classical, medieval, and early modern Europe. Latin may also be useful for historians, art historians, archaeologists, philosophers, and students of religion or theater. Immersion in the elegance and simplicity of Latin encourages the development of the student’s English prose style and general clarity of thought.
CLASS | Latin Tutorial: Horace: Epodes | Rohrbacher |  | X |  |  |  | 9:00-10:00 | description unavailable
ECON | Intermediate Microeconomics | Khemraj |  | X |  | X |  | 9:00-10:20 | This course builds on the concepts covered in Introduction to Microeconomics. Students will learn the tools that are needed to analyze the behavior of individuals and firms in a world of scarcity as well as the effects of individual decisions on markets. Topics include: the theory of consumer behavior, the theory of the firm, perfect competition, monopoly, and other imperfect competition market structures. We would also examine the issues of decision making under uncertainty and market failure due to asymmetric information problems. If time permits, factor markets (labor and capital), public goods, and general equilibrium analysis will also be covered. In addition to the theoretical work, we will apply the theories and tools to real world applications.
ECON | Introduction to Macroeconomics | Khemraj |  | X |  | X |  | 10:30-11:50 | This course is an introduction to macroeconomics. The course will introduce students to benchmark models and concepts that would form the basis for the more advanced courses in economics and other areas of concentration. Several upper level courses which assume an understanding of the materials covered in this class: Intermediate Macroeconomics, Development Economics, International Economics, Money, Banking and Financial Markets, Corporate Finance, Public Policy, Econometrics, etc. By the end of this class students would develop an understanding of such concepts as national income accounting (GDP, GNP, GNI, etc.), inflation (how it is measured and its causes), the rate of interest (its meaning and determination), exchange rates, the balance of payments, central banking, the money supply (and how it is measured), fiscal policy, quantitative easing, etc. In addition, students would gain an understanding of several elementary technical tools such as the Keynesian cross, AD/AS models, and the neo-classical growth model. We would also briefly examine a model incorporating the idea of an interest rate rule, which “motivates” monetary policy at the Federal Reserve and several other central banks around the world. We will also discuss current events and the sub-prime crisis.
ECON | [NAME] | Coe |  | X |  |  | X | 1:00-2:20 | The course is designed to introduce the student to the way economists analyze social behavior and evaluate public policies. We examine the principles underlying how a market-oriented economy allocates its scarce resources among competing uses so as to answer the three basic economic questions – what to produce, how to produce it, and who gets it. We also develop an analytical framework to answer the question of whether a market-based allocation of resources is “good” for society. Considerable attention is devoted to understanding the basic market model of supply and demand. We will use that model to examine the pros and cons of selected policies, including rent controls, the minimum wage, and protectionist trade measures. The goal is to develop the student’s ability to undertake relatively sophisticated policy evaluation using the basic tools of economic analysis. We also analyze the appropriate role of the government in affecting the allocation of resources in a market-oriented economy.
ECON | Public Finance - Government Expenditures | Coe |  |  | X |  | X | 11:00-12:20 | The course examines the theory and practice of government expenditures in a market-based economy. The theory part of the course covers the concepts of public goods, externalities, and information asymmetries. There will be a brief introduction to cost-benefit analysis as well. In the second half of the course we will examine the major policy issues surrounding major government expenditure categories in the United States, namely, the Social Security, health care, education reform and welfare programs. In addition to fulfilling an elective requirement in economics, the course is strongly recommended for Public Policy concentrators.
FRENCH | Beginning French 1 | Van Tuyl | X |  | X |  | X | 10:00-10:50 | This first-semester course is designed for students with little or no background in French. Using the multimedia French in Action program, this immersion course focuses on the use of grammatically and idiomatically correct French. | Must only speak French before and during class
FRENCH | Beginning French 1 | Van Tuyl | X |  | X |  | X | 9:00-9:50 | This first-semester course is designed for students with little or no background in French. Using the multimedia French in Action program, this immersion course focuses on the use of grammatically and idiomatically correct French. | Must only speak French before and during class
FRENCH | Intermediate French | [NAME] | X |  | X |  | X | 10:00-10:50 | For students continuing from Beginning French II or who studied French for 2-3 years in high school. This class focuses on the use of grammatical and idiomatically correct French in conversation and written work. The grammar lessons are supplemented with a selection of cultural texts. Weekly assignments include compositions, oral exercises and presentations, and tests covering grammar and vocabulary. There is a final exam held during exam week. Attendance and active participation are required. The class is conducted entirely in French | Not available 11/22-11/27
GERMAN | [NAME] | Cuomo | X |  | X |  | X | 10:00-10:50 | This is the first part of a one-year introduction to the German language. Using Moeller/Adolph/Hoecherl-Alden/Berger/Huth’s Deutsch heute Tenth Edition as text and the accompanying online materials and other exercises, students will gain a fundamental knowledge of German grammar, vocabulary, and syntax. Since emphasis will be on the acquisition of both active and passive language skills, German will be the primary language used in the classroom, and participation in weekly conversational and review sessions with the teaching assistant is a requirement. During Term I we will cover the introduction and first six chapters of Deutsch heute.
GERMAN | German Conversation and Composition | Cuomo |  | X |  |  | X | 2:30-3:50 | In this advanced-level German course students will build upon their background from second-year German and focus on the development of their active skills in writing and speaking German. While they will review such essential grammar as the subjunctive, passive voice, adjective endings, and conjunctions with the help of web-based exercises and handouts developed by the instructor, grammar instruction will remain a supplemental course component; and the focus will be flexible and tailored to addressing specific grammatical and stylistic issues that crop up in students’ written assignments, postings to NewDle, and in-class contributions. In addition, students will cover expressions and vocabulary for discussion strategies and textual analysis and learn to utilize dictionaries, online sources, and tools available at the Language Resource Center (e.g. Language Proofing Tools for Word), and such essential reference materials as the volumes in the Duden series. They will work with short prose pieces, films by [NAME] ([NAME]) and others and [NAME] radio play [NAME], before focusing on [NAME] novel [NAME] Richter und sein Henker in the last weeks of the term. | Not available 10/8
HIST | The Age of Imperialism | Harvey |  | X |  |  | X | 1:00-2:20 | This course will study the rise and fall of European overseas empires, primarily in Asia and Africa, in the nineteenth and twentieth centuries. Although broadly comparative, it will focus primarily on the British and French empires, by far the largest of their time. Topics covered will include the transition from informal control to formal rule, the motives and course of imperial expansion, the destruction of traditional societies in the colonial encounter, the role of religion and missionaries, the promotion of imperialism on the home front, the role of gender, race, and class boundaries in colonies, the development of nationalism in the colonial world, wars of decolonization, and the legacy of colonialism on newly independent societies. Course meetings will be devoted to lecture and discussion of readings. Students will be expected to make class presentations, complete in-class midterm and final exams, and write a term paper (about 15 pages) on a subject of their choosing within the scope of the course.
HIST | American History Survey: Pre-Colonial to 1865 | Goff | X |  |  | X |  | 3:30-4:50 | This course covers American history from the pre-colonial period to the end of the Civil War and serves as the first half of a year-long survey course. For both parts of the survey, we will focus on one crucial and pervasive theme: the contested meanings of freedom. How did differing concepts of freedom emerge, evolve, and give rise to conflicts over race, gender, property, labor, and the environment? How did these struggles pervade and influence the growth of a colonial society, a revolutionary generation, an early republic, and a national government in the throes of a civil war? We will also consider the conquest and settlement of “the frontier” across North America, the rise of a race-based system of slavery, the importance of religion and revivalism, and the contact points between the national polity and the everyday lives of Americans. The overall goals of this course are to develop your ability to engage with historical materials critically and to understand better the development of the United States as a nation and as a North American culture with imperial designs.
HIST | Chinese History to 1800 | Shi |  | X |  |  | X | 2:30-3:50 | To truly understand China, one has to understand its past. Equally important, Chinese themselves are a historically minded people. They remember their past and react to it constantly. Therefore, this course is designed as the first of a two course-sequel of introduction to Chinese history. Major themes include the emergence of a distinctive form of bureaucratic absolutism, the development of Confucian ideology and other classical-age philosophies, the introduction and spread of Buddhism, the evolution of a hierarchical but fluid social structure, the great commercial booms in the tenth and sixteenth centuries, the growth of autocracy in the later imperial era, the rise of neo-Confucian orthodoxy, civil service examination culture and the rise of the gentry, the elaboration of the Confucian gender system, the development of folk religion, and the interaction between elite and popular cultures.
HIST | Renaissance and Reformation Europe | Benes | X |  |  | X |  | 2:00-3:20 | This survey will cover the tumultuous age in European history between the Black Death and the end of the Thirty Years’ War (AD 1350-1650). Students will be introduced to key cultural, socio-political, and economic developments of the early modern period, including but not limited to: the Italian Renaissance, exploration and the opening of global trade, the Reformation, and the scientific revolution. We will also re-evaluate traditional interpretations of this period's pivotal role in European history: historians have long recognized the significance of innovations such as three-point perspective, the printing press, the nation-state, and proto-industrialism, but we will also consider to what extent such changes affected everyday people. Did peasants and women have a Renaissance? Was this really “progress” and/or the "birth of the modern world"? | English Discussion, not available 11/22-11/27
HIST | Twelfth Century Renaissance | [NAME] |  |  | X |  |  | 12:30-3:20 | The ‘twelfth-century renaissance’ is the name given by scholars to a momentous intellectual movement that witnessed startling new developments in the history of Western thought. This intellectual renaissance saw the rise in importance of cathedral schools, renewed interest in classical Greek and Roman literature, the use of that literature in the service of theology and the development of scholasticism. Yet, although many embraced these new ideas enthusiastically, others railed against the intellectual excesses of those who sought to know everything and to understand even the workings of God Himself. The period is thus also characterized by lively debates about the utility and purpose of education. This seminar will study the twelfth-century renaissance by focusing on the history of the movement as well as on the important new works written at the time. Each week different primary sources will be read in English translation, not only in order to study the ideas of their authors, but also the context and development of those ideas. The seminar will cover thought in disciplines such as logic, grammar, rhetoric, music, history, politics, astronomy and theology—in short, the school curriculum of the middle ages.
HIST | The United States in the World | Goff |  | X |  | X |  | 10:30-11:50 | What kinds of national narratives have arisen to explain, question, and advance the rapid expansion of the U.S. in the world over the past century? This course introduces students to competing views on how and why the United States has shaped and been shaped by global encounters and increasing “entanglements” abroad since 1898. We will explore debates over the role of empire, global warfare, international markets, cultural and racial differences, and intellectual/social movements that have raged within and across national borders – and continue to do so today. This intermediate-level course places emphasis on regular response papers, active class participation, and individually defined research papers that allow independent investigation of any particular thread in these broader debates.
HIST | Women and [NAME] in China | Shi |  | X |  |  | X | 4:00-5:20 | This course is designed to better our understanding of major ideas and issues related to women, gender and family in China from the ancient time to the present. Major themes include: Confucian gender doctrines and family ideals and its significant ideological impact; the varied social practices and gender customs in different regions of China Proper and its ethnic frontiers; the spread of religious beliefs, such as Buddhism, Daoism, and Christianity, and their influence on Chinese gender norms, family life, and sexuality; how gender ideals were utilized to be markers of class status and part of states’ moralizing and civilizing projects and tools of social control. Last but not least, it introduces the impact of Western concept of gender equality, the construction of modern independent “New Women” ideal, and the feminist movements in China, analyzing both the subsequent changes and continuities on gender in contemporary China.
LITR | Acting I | Malaev |  |  | X |  | X | 10:30-11:50 | This course is to help actors open the door to their creative selves and to foster their artistic inspiration, by introducing them to the organic acting technique. By the end of the course, students in the course are expected to be able to originate and sustain the subconscious flow of creativity within a short text etude, and then a short contemporary realistic scene. Throughout the course, students will cultivate qualities (cultures) essential to the acting profession, such as creative freedom, truth and calm. They will train to perceive naturally onstage, and to remain open toward partners, environment and imaginary/given circumstances. By the end of the course, students are expected to be able to yield to creative impulses, drawn from partners, imagination and an actual theatrical environment.
LITR | African Stories: 21st-Century Francophone Fiction | [NAME] |  |  |  |  | X | 1:00-2:20 | This course will examine recent fiction, including novels and short-stories, from sub-Saharan Francophone Africa, from countries including Senegal, Guinea, [NAME] d’Ivoire, Cameroon, Rwanda, and Congo. While the stories will touch on the difficult social and political challenges facing the region--from civil war, child-soldiers, and genocide, to FGM, racism, and migration—these works are most significant for the power of their prose and their ability to engage the reader. We will study works by authors such as Fatou Diome, [NAME], [NAME], Tierno Monénembo, [NAME], and Véronique Tadjo. The course will be taught in a bilingual format, with separate discussion sections on Tuesday for students reading in French and in English translation (please note the alternate time scheduled for the English discussion section on Tuesday). Students will take an active role in leading discussion, and will write two short papers and one longer essay. For enrollment in the French section, students need to have completed one 6th-semester literature course (ie, Le Rire ou Représentations de l’enfance) or by permission of instructor. The English section is open to students at all levels, though enrollment may be limited. | English Discussion, not available 11/22-11/27
LITR | African Stories: 21st-Century Francophone Fiction | [NAME] |  | X |  |  |  | 1:00-2:20 | This course will examine recent fiction, including novels and short-stories, from sub-Saharan Francophone Africa, from countries including Senegal, Guinea, [NAME] d’Ivoire, Cameroon, Rwanda, and Congo. While the stories will touch on the difficult social and political challenges facing the region--from civil war, child-soldiers, and genocide, to FGM, racism, and migration—these works are most significant for the power of their prose and their ability to engage the reader. We will study works by authors such as Fatou Diome, [NAME], [NAME], Tierno Monénembo, [NAME], and Véronique Tadjo. The course will be taught in a bilingual format, with separate discussion sections on Tuesday for students reading in French and in English translation (please note the alternate time scheduled for the English discussion section on Tuesday). Students will take an active role in leading discussion, and will write two short papers and one longer essay. For enrollment in the French section, students need to have completed one 6th-semester literature course (ie, Le Rire ou Représentations de l’enfance) or by permission of instructor. The English section is open to students at all levels, though enrollment may be limited. | French Discussion (students need strong French), not available 11/22-11/27
LITR | African Stories: 21st-Century Francophone Fiction | [NAME] |  | X |  |  |  | 10:30-11:50 | This course will examine recent fiction, including novels and short-stories, from sub-Saharan Francophone Africa, from countries including Senegal, Guinea, [NAME] d’Ivoire, Cameroon, Rwanda, and Congo. While the stories will touch on the difficult social and political challenges facing the region--from civil war, child-soldiers, and genocide, to FGM, racism, and migration—these works are most significant for the power of their prose and their ability to engage the reader. We will study works by authors such as Fatou Diome, [NAME], [NAME], Tierno Monénembo, [NAME], and Véronique Tadjo. The course will be taught in a bilingual format, with separate discussion sections on Tuesday for students reading in French and in English translation | English Discussion, not available 11/22-11/27
LITR | Crossing Cultural Borders | [NAME] | X |  |  | X |  | 2:00-3:20 | What does it mean to be an American? As we examine American literature and film, we see new possibilities for cultural identity, the many ways in which characters explore their own culture and confront others. We’ll read such contemporary works as Kingston’s The Woman Warrior (1976); Momaday's The Way to Rainy Mountain (1969); [NAME]'s The Poisonwood Bible (1998); contemporary short stories by Alexie, [NAME], and others; and selections from Anzaldúa, Borderlands/La Frontera: The New Mestiza (1987); and we’ll view such films as Coppola's The Godfather: Part II (1974). Reaching further back in literary history, we’ll discuss such works as Rowlandson's A Narrative of the Captivity and Restoration of Mrs. [NAME] (1682); Crèvecoeur's Letters from an American Farmer (1782); [NAME]'s The American (1877); autobiographical writing by Kirkland, [NAME], and others; [NAME] My Ántonia (1918); and stories by such writers as Dreiser, Yezierska, and [NAME]. Students will write a statement of goals, two eight-to-ten-page papers, and a self-evaluation, and will be expected to participate actively in discussions.
LITR | Mapping America: An Introduction to American Literature | [NAME] |  | X |  |  | X | 2:30-3:50 | In this course we will examine American cultural identity and cultural change by constructing a "map" of America, with works of literature ranging from the voyages of discovery to the present. Each section of the course will trace a particular region of the country over a period of history. Our survey of New England, for example, will begin with [NAME] model of a Christian community in his famous sermon of 1630: "we shall be as a city upon a hill. The eyes of all people are upon us. . . ." Thoreau's [NAME] probes the links between the cycle of nature at a Mas­sachusetts pond and the workings of the human spirit; [NAME] turn-of-the century regionalist stories portray, with humor and with empathy, the struggles of ordinary New Englanders, most of whom are older women. The section will conclude with [NAME]'s poetry.
LITR | Reading Poetry | Hubbard |  | X |  |  | X | 1:00-2:20 | It can be easy to miss things in a poem, or read something into one that isn’t there, but it can be so much fun to discover what is there. Poems don’t usually offer their ideas or narrative ‘content’ divorced from their sometimes peculiar way of putting things; instead, they convey complexes of feeling and thought by using language with attention to its materiality; for language is an object to the senses just like color or sound, and it’s just as capable of triggering primal and even unconscious associations. This course is designed to help students learn to trust their perceptions of simple (often unnoticed) elements, such as image, metaphor, and other tropes; the line, meter (or lack thereof), sentences, stanzas, repetition, and other organizational units; rhyme, silence, and other sound effects; persona and voice; narrative or disjunctive modes; and basic forms. While that seems like a lot to keep track of, it’s more a matter of accounting for what we’re (already) perceiving, and building on such primary associations to build complex appreciations of a poem’s arguments or concerns. Come put a glide in your stride and a dip in your hip. Or ponder love’s austere and lonely offices. It is not Margarét you mourn for. drive, he sd, for/ christ’s sake, look/ out where yr going. Short exercises in and outside of class, and very short papers, combined with sustained attention to poems, will help students gain confidence in reading poems and in thinking and writing about poems as experience.
LITR | Realism, Expressionism, and Surrealism: Twentieth-Century Drama in Theory and Practice | Myhill |  | X |  | X |  | 10:30-11:50 | The twentieth century is the period in which drama most explicitly confronted the question of its own nature and function, seeking to assert its unique power and significance in the face of other representational media. Does the theater’s power and purpose lie in it ability to represent the world around it with the objective realism championed by [NAME]? Or does “its very power, its whole authority, come from the fact that it is not true, and the idea of accuracy is fatal to its peculiar unsettling and revolutionary power,” as [NAME] suggests a hundred years later? If the goal of theater is truth, is that truth subjective or objective? If the goal of the theater is experiential, how might performance circumvent rational thought? And how do any of these questions affect actual performance and reception? This course will consider the plays and theoretical writings of European and American playwrights including [NAME], Jarry, [NAME], Artaud, Beckett, Ionesco, [NAME], O’Neill, [NAME], Barker, [NAME], and [NAME].
LITR | [NAME]: Language and Identity | Myhill | X |  |  | X |  | 12:30-1:50 | This course will cover a substantial amount of [NAME]’s lyric and narrative poetry in addition to plays from all four genres he worked with—History, Comedy, Tragedy, and Romance-- in the context of the social, literary, and theatrical environments of London late in the reign of [NAME] I and early in the reign of King [NAME] The course will focus on [NAME]’s exploration of the pleasures and perils of language as a means by which identity is constructed by both the self and others. This is a broad survey of [NAME]’s career and will involve about a play a week. Students are expected to write several short papers, present one performance project, and participate actively in class discussion. This course is designed for beginning students of literature and non-majors; enrollment may be limited.
LITR | Theatrical Adaptation | Malaev | X |  |  |  |  | 6:00-10:00 | The course will explore the art of theatrical adaptation, as a collaborative creative process aimed at translating a work of literature into the language of theater. During the course, students will gain experience in creating theater performances based on the non-dramatic works of international classics and learn to use a literary source as a component in creating a performance of synergy. They will explore how to discover theatrical equivalents for the images, symbols, language and structure of the work of fiction or poetry. They will learn how a unique original production can be created as a result of a collaboration between a playwright/adaptor, director, choreographer, vocal director, composer, designers and an acting ensemble.
LITR | [NAME] and [NAME]: Poets in the Nineteenth Century | Hubbard |  | X |  |  | X | 4:00-5:20 | [NAME] and [NAME], the twin sources of modern American poetry, are vital studied in themselves, but even more exciting when considered side by side. These poets are often in deep agreement even as they mutually deconstruct each other’s positions. This interdisciplinary course will consider the poets from a variety of perspectives, paying particular attention to discourses current in the nineteenth century. Both [NAME] and [NAME] address the violence of the Civil War, the nature of publication, circulation, and audience (national or private); technologies and scientific advances in photography, telegraphy, electricity, transportation, and ballistics; the conquest of space and time, both as a lyric imperative and a national/capitalistic imperative; self and other; limit, death, and difference; nature; property; race; gender; love and sexuality; loss and gain; identity; revision; and political or social being. Readings will include [NAME] of Grass and selected prose (using Kaplan’s Whitman: Poetry and Prose (Library of America)), [NAME]: A Cultural Biography, Dickinson’s Poems (Franklin edition) and Selected Letters, a biography, other selected primary sources originating in the milieu such as magazine articles, essays, speeches, and images, and selected secondary criticism.
MATH | Bio-Inspired Artificial Intelligence | Henckell | X |  |  | X |  | 3:30-4:50 | 1.Computational paradigms inspired by nature (e.g. Evolutionary Computing, [NAME], Swarm Intelligence and [NAME]), 2. The simulation of nature in computers (e.g. Artificial Life, Fractals), and 3. The use of natural materials in computing (DNA computing, Quantum computing). We will focus in this course on 1 above; we will review the biological (and math/physics) background, and discuss in detail various schemes that have been proposed to create viable algorithms based on the inspiration from biology. This course is an introductory survey course.
MATH | Calculus I | Poimenidou | X |  | X |  | X | 10:00-10:50 | Calculus is a means for calculating the rate of change of a quantity which varies with time and the total accumulation of the quantity whose rate of change varies with time. Although calculus is only about three centuries old, calculus ideas are the basis for most modern applications of mathematics, especially those underlying our technology. The development of the calculus is one of the great intellectual achievements of Western civilization. A balance will be struck between presenting calculus as a collection of techniques for computation, and as a handful of difficult but very powerful concepts. Wherever possible, we will motivate the ideas as ways of answering questions about real world problems.
MATH | Calculus I | Poimenidou | X |  | X |  | X | 11:00-11:50 | Calculus is a means for calculating the rate of change of a quantity which varies with time and the total accumulation of the quantity whose rate of change varies with time. Although calculus is only about three centuries old, calculus ideas are the basis for most modern applications of mathematics, especially those underlying our technology. The development of the calculus is one of the great intellectual achievements of Western civilization. A balance will be struck between presenting calculus as a collection of techniques for computation, and as a handful of difficult but very powerful concepts. Wherever possible, we will motivate the ideas as ways of answering questions about real world problems.
MATH | Calculus III | [NAME] | X |  | X |  | X | 10:00-10:50 | This class is a continuation of Calculus I and II. We will cover the calculus of n-dimensional functions including the derivative and the gradient, as well as relative maxima and minima and multidimensional version of [NAME] polynomials. The class will also cover multiple integrals and vector integrals.
MATH | Calculus with Theory 1 | McDonald | X |  | X |  | X | 10:00-10:50 | This course is the first in a two semester sequence designed as a rigorous introduction to the calculus. This class targets students that want a deep understanding of the theoretical under-pinnings of calculus and the ability to reprove the classical theorems of calculus. This course will cover considerably more detail than a regular calculus course and includes an introduction to writing proofs. The first semester will cover differential calculus with an in-depth look at limits, continuity, and differentiability as well as applications such as optimization and linear approximation. We will complete the course by rigorously developing the Riemann integral and proving the fundamental theorem of calculus.
MATH | Database Systems w Linux | Gillman | X |  | X |  | X | 10:00-10:50 | This course is an introduction to database systems. It covers the basic theory of relational databases, some advanced theory topics, and practical database programming under [NAME]. The theory includes databases vs. files, database design, the relational model, data definition and data manipulation languages, SQL, and query optimization. Students will learn how to use rdb and MySQL interactively and to write programs that create, read, and write to databases.
MATH | Discrete Mathematics (Without Ducks) | Henckell | X |  |  | X |  | 12:30-1:50 | Discrete Math is a collection of tools needed by mathematicians, computer scientists, economists, and anybody applying math to model and solve real world problems. All the tools pertain to finite objects, and use finite methods in the solution - Calculus is not required! The approach taken in this course is primarily mathematical, although many algorithms and techniques with a wide range of applications will be discussed. We will focus on disciplined thinking and symbolic computation, learn to appreciate well known proofs, and practice to discover and formulate our own. The topics covered will include logic, elementary set theory, algorithms, graph theory, trees, combinatorics and elementary probability, and some algebra and theory of computation. This is an introductory course and there are not prerequisites other than the ability to think in a disciplined way and to enjoy math.
MATH | Introducation to Statistics | Bauer | X |  | X |  |  | 11:00-11:50 | This course will introduce students to applied statistics in the social and behavioral sciences. The course will employ a conceptual approach to using descriptive and inferential statistics. Topics will include frequency distributions, central tendency and variability, probability, confidence intervals, hypothesis testing, inferences about means, analysis of variance, correlation, regression, power, and non-parametric analysis. Students will be introduced to computer programs, Excel and SAS, for doing statistical analysis.
MATH | Introduction to Programming in Python | Gillman |  | X |  | X |  | 10:30-11:50 | This course is an interdisciplinary introduction to Programming in Python. It satisfies LAC curriculum requirements. The course introduces students to the most important programming concepts such as algorithms, sequences, selections, loops, functions, methods, numeric and string types, file processing, collections, classes and object-oriented programming, and recursion.
MATH | Introduction to Statistics | Cooper | X |  | X |  |  | 11:00-11:50 | This course will introduce students to applied statistics in the social and behavioral sciences. The course will employ a conceptual approach to using descriptive and inferential statistics. Topics will include frequency distributions, central tendency and variability, probability, confidence intervals, hypothesis testing, inferences about means, analysis of variance, correlation, regression, power, and non-parametric analysis. Students will be introduced to computer programs, Excel and SAS, for doing statistical analysis.
MATH | Networks, Crowds, and Markets | [NAME] | X |  |  | X |  | 2:00-3:20 | Networks, Crowds, and Markets combine different scientific perspectives in its approach to understanding networks and behavior. Drawing on ideas from economics, sociology, computing and information science, and applied mathematics, it describes the emerging field of study that is growing at the interface of all these areas, addressing fundamental questions about how the social, economic, and technological worlds are connected.
MATH | Ordinary Differential Equations | Yildirim |  | X |  |  |  | 12:30-1:50 | Familiarity with the material covered in a first course in differential equations is essential for those interested in advanced work in pure and applied mathematics. Topics covered during the semester include; first order equations, second order linear equations, series solutions, Laplace transform, systems of first order linear equations, qualitative properties of nonlinear equations, boundary value problems and [NAME] theory.
MATH | Probability | Yildirim | X |  | X |  | X | 10:30-11:50 | This course assumes that the student has a background in calculus. The subject of the course is probability. The course will consist of two parts. In the first part, we will begin by studying discrete spaces and simple games of chance. We will introduce and study the basic notions of probability including random variables, distribution, expectation, and variance. We will study continuous distributions as they relate to approximations of various discrete objects. In the second part of the course we will use our knowledge of simple games of chance to construct discrete models of simple physical systems. The models and the ideas behind their construction have found applications in many different areas (Physics, Chemistry, Biology, Economics, etc.). Time permitting; we will study several such examples in detail.
MATH | Real Analysis 1 | McDonald | X |  |  | X |  | 2:00-3:20 | Real Analysis is a core course of the mathematics curriculum. The material for the course centers on the fundamental notions of the calculus – complete with proofs. Topics include an axiomatic development of the real numbers, sequences of real numbers, topology of the real line, continuous functions, differentiable functions, a construction of the Riemann integral, a proof of the fundamental theorem of calculus, Euclidean spaces and metric spaces and various additional topics.
MUSIC | Early Music and Its Notation | [NAME] |  | X |  |  | X | 3:30-5:00 | In this class we will transcribe early music, investigating a number of systems that arose from the ninth century until about 1600. When music is notated at any historical moment it is an incomplete representation--something of its sound is always left to the imagination. Questions as to how to understand and realize a musical style represented in an old piece of music multiply as we get to know the work. The process of transcription is a bit like solving a puzzle, a bit like composing, and a bit like performing. Depending on the piece or the repertory, the balance among the skills needed can shift. A successful transcription reflects the musical knowledge and sensibilities of the transcriber, who must go through the original document note-by-note in the process of putting a successful piece together in a way that a reader of modern European notation might understand. In addition to transcribing bits and pieces of music, we will listen to recordings and discuss performances, analyze published transcriptions, and learn about Gregorian chant, polyphonic settings of the Ordinary and the Proper of the Mass, motets, chansons, and madrigals. We will also consider modality as a governing force for the structure of monophonic and polyphonic pieces. This course is intended for students with a strong background in music. Music theory skills are not as important as an ability to read music.
MUSIC | Music and the Environment | [NAME] |  | X |  | X |  | 10:30-11:50 | Sound plays an enormous role in how we shape our environment and how our environment shapes us. In order to examine this dynamic relationship we will study a variety of topics related to the environment as heard. These subjects include [NAME] concept of “soundscape,” the pastoral in the tradition of Western art music, how the sounds of the canopy inspire musical expression among rainforest dwellers such as the Kaluli of Papua, New Guinea and the Temiar of Malaysia, bird whistlers in the US, birding by ear, installations by [NAME], [NAME], and [NAME], and muzak. This is a writing-intensive course and part of New College's Seminars in Critical Thinking; it is recommended for students who want to improve their critical thinking and writing skills.
MUSIC | Music and Film | Goldschmitt |  |  |  | X |  | 2:00-4:50 | From silent films to lengthy epics and “shorts” on YouTube, music has been an important part of how motion pictures tell stories, convey emotions, and heighten the cinematic experience. It also plays a key role in representing differences of nation, gender, race, ethnicity, class and sexuality. General surveys of film history often avoid discussing music and sound in film, preferring instead to focus on how visual and narrative elements come together in the filmic experience. Music and [NAME] is an exploration of music’s possible narrative and representational functions in one of the most enduring forms of entertainment of the last century. For the first half of the course, we will discuss the history of film music in Hollywood from silent films through the increased use of pop compilation soundtracks. We will also consider music’s role in movie studios responses to the societal changes of the 20th century, including shifts in gender roles and the rise of the Civil Rights movement. For the second half of the course, we will cover examples of productive cinema traditions from outside the Hollywood mainstream, including animation, “indie” film, and the film music from France and India – two cinematic traditions with vastly different approaches to music and sound in conveying difference, narrative, and emotional effect. Since one of the challenges of studying film music is learning to listen critically while also following the narrative, students are expected to view the films covered in organized screenings prior to class discussion. While no previous knowledge of music is required, students will have the option of going into more depth of musical approaches on a regular basis.
PHIL | Embodiment | Flakne | X |  |  | X |  | 2:00-3:30 | Cartesian dualism meant dividing the self between an essential mental substance and a secondary, extended body. The question then became, What is our [i.e. our "mind's"] relationship to our body? This way of posing the question seemed to miss crucial features of the experience of corporeality to our self-identity. This course will examine phenomenological, semiotic, and post-structural attempts to rethink the self-world relation by giving primacy to the body, perception, gesture, and movement.
PHIL | Formal Logic | Edidin | X |  | X |  | X | 11:00-11:50 | We'll begin with the project of making all those arrows and hooks and upside-down 'A's and backwards 'E's work for you. You will learn enough basic symbolic logic to (1) understand logical formulae when you see them, (2) use them yourself, when appropriate, as an aid to precise thought and expression, and (3) evaluate the formal validity of arguments couched in logical symbolism. You'll learn all of this for standard systems of propositional and first-order predicate logic (and you'll also learn what those are). In the meantime, you'll be working independently on supplementary topics of your choosing. This will probably take about 3/4 of the term. We'll then go on to topics chosen by the class, which might include philosophical issues concerning the "correctness" of logical systems, metatheoretical investigation of the systems we've covered, or a look at some nonstandard systems.
PHIL | Introduction to Philosophy | Langston |  | X |  | X |  | 10:30-11:50 | An introduction to some of the areas treated in philosophy: Logic, Philosophy of Language; Philosophy of Religion; Ethics; Epistemology. We will look into the various areas by examining one or more problems that are traditionally treated in each of the areas we treat
PHIL | Kant's Critique of Pure Reason | Flakne |  |  | X |  |  | 12:30-3:20 | Kant believed that there are three eternal questions--What can I Know? What Ought I do? and For what May I Hope?--all pointing to a final question: What is Man? His Critique of Pure Reason provides one of the most rigorous, systematic, and persuasive attempts to think about these questions. In pursuing them, [NAME] changed our way of thinking about the conditions and limits of what is knowable and how it is knowable, while altering our ideas about faith, reason, and freedom. This advanced seminar will consist in close reading and discussion of [NAME]'s epoch-making Critique of Pure Reason, supplemented by commentaries from his time up to our own that either expand upon, criticize, or clarify his key ideas.
PHIL | Theory of Knowledge | Edidin |  | X |  |  | X | 1:00-2:20 | What is knowledge' is one of the traditional Big Questions of Philosophy. We'll be concerned with the conditions which must be satisfied in order to know something, with potential sources of knowledge (most notably sense perception and pure thought) and with the nature of evidence and reasons for belief. We'll also examine skeptical arguments purporting to show that nobody can know anything at all.
PHYS | Honors Physics 1 | Colladay | X |  | X |  | X | 11:00-11:50 | This course is the first semester of introductory physics (mechanics and thermodynamics) presented at a pace faster than Physics I, and with higher expectations for satisfactory completion. It fits what many students are looking for: “honors” courses moving at a faster pace, having in the class “stronger” classmates, and looking better on the transcript. The course stresses problem solving to a greater degree than [NAME] This emphasis, and the faster pace, comes at the expense of time spent on basic concepts. In recent years, Physics educators have moved in the direction of emphasizing concepts more, an area where students are perceived to be weak. The argument goes: how can Physics education be succeeding if students have not mastered all of the fundamental concepts prior to applying them? If you feel like this, then maybe Physics I is the course for you! Honors Physics moves in the other direction. The philosophy is that you learn by doing, and “doing” at this level is solving Physics problems. The argument goes that this is the best way to prepare for Physics at a higher level, with a firm grasp of the concepts following the application. If this is your philosophy, then Honors Physics is the course for you.
PHYS | Statistical Mechanics | Colladay | X |  |  | X |  | 3:30-4:50 | Statistical mechanics makes the connection between the microscopic and the macroscopic thermodynamic behavior of systems. It is the foundation of the behavior of all gasses, liquids, and solids. This includes phase transitions and critical points. We will begin by developing the Boltzmann-Gibbs equation. From this, we will derive the rules of thermodynamics. A previous knowledge of thermodynamics, while helpful, is not essential.
POLI | International Law and Politics | Alcock |  |  | X |  |  | 12:30-3:20 | This course is an advanced seminar that examines the tension between law and politics in a range of international issue areas. Legal doctrine and practice aspires to universalism and equity: general rules apply equally to actors in similar situations. But international politics is particularistic, shaped by differences in interests and massive disparities of power. For instance, the United States has opposed the new charter for an International Criminal Court on the grounds that the United States, by virtue of its military power, has special responsibilities. The United States has also been able to avoid control of its anti-terrorism operation because of its overwhelming military capabilities. And the United States invasion and subsequent occupation of Iraq was launched in the absence of support from any multilateral organization claiming international legal authority. Does the combination of extraordinary power and great responsibility mean that the United States should be exempt from rules that others must follow? This course explores the ongoing tension between international law and politics and examines its manifestation in issue areas such as military intervention, environmental protection, trade, human rights, and crimes of state.
POLI | Introduction to American Politics | Reilly |  | X |  |  | X | 1:00-2:20 | This course serves as an introduction to the systematic and rigorous study of American politics. We develop an understanding of the forces that influence the behavior of individuals and institutions in and around national government. How well does the American political system live up to the ideals of a representative democracy? Answering this question means that we need to know something about how it is supposed to work, where it fails to measure up, and why. This will put us in a position to evaluate proposals for reforming the system as well as defenses of the status quo. Topics include the Federalist papers, the Constitution, participation and voting behavior, elections and representation, political parties and factions, Congress, the Presidency, the judiciary, the bureaucracy, and the formation of public policy. | Not available on 9/20 and 10/25
POLI | Public Opinion in American Politics | Reilly | X |  |  | X |  | 2:00-3:20 | This course will examine the role of mass public opinion in American politics. As members of a representative democracy, the collective judgments of United States citizens are supposed to play an influential role in the governance of the nation, from the selection of political leaders to the policies those leaders enact into law. However, the judgments that individual citizens make are sometimes faulty, poorly informed, or otherwise erroneous. In this course, we will try to understand what citizens should know about politics, examine what citizens actually know about politics, and discuss what implications our answers to these first two questions have for the American democratic system.
POLI | Sustainable Development | Alcock |  | X |  | X |  | 10:30-11:50 | This course examines the tension between the need for economic development in less-developed countries and the necessity to protect and preserve the environment. It is an appropriate point of entry for environmental studies students with policy/international interests. Prior coursework in economics, sociology and/or political science is helpful but not a mandatory prerequisite. The course covers domestic issues facing developing countries as they attempt to solve their economic and environmental problems as well as the relationship between developing countries and the rest of the international community in dealing with environmental problems.
PSYCH | Animal Communication | Harley | X |  |  | X |  | 2:00-3:20 | Squawk, whistle, bleat, chirrup, and click. Animals communicate in a wide variety of ways, with varying levels of control, and to suit multiple needs from territorial defense to courtship to synchronization. However, the frameworks employed to analyze these communication systems are surprisingly controversial, e.g., how important is the concept of information in analyzing animal communication? Might it be misleading us? In this small advanced seminar, we’ll read literature on animal communication theory as well as investigating some specific species’ communication systems.
PSYCH | Close Relationships | [NAME] |  |  | X |  |  | 12:30-3:20 | This advanced seminar will cover classic and contemporary research and theory on the psychology of close relationships. We will learn about these topics in several ways: by reading and discussing primary and secondary literature in these areas, by applying course topics to our own everyday lives, and importantly, by gaining hands-on experience with psychological research. We will learn about psychological research through class readings, discussions, and through participating in and conducting psychological research.
PSYCH | Impression Management | Cottrell | X |  |  | X |  | 12:30-1:50 | This advanced seminar will cover classic and contemporary research and theory on impression management (or self-presentation) from a social psychological perspective. We will learn about this topic by reading and discussing primary and secondary literature in this area, by writing papers that apply course topics to our social world, and by gaining hands-on experience with psychological research. | Available after 10/21
PSYCH | Introductory Psychology Seminar: Memory Development | Barton |  | X |  |  | X | 12:30-1:50 | Can a 2½-year-old toddler accurately recall details about a trip taken to Disney World when she was 2 years old? Probably. Can a 6-month-old baby remember what he learned when he was 2 months old about operating a mobile? Probably, or at least under certain circumstances. Can a 5-year-old child remember three items out of seven after a 15 second delay? Probably not. This course will introduce students to findings like these, investigating the development of memory during infancy and childhood. We will examine a variety of methods used to measure memory skills (e.g., how do you test memory of a 6- month-old?), explore explanations for different memory skills at various points in development (e.g., why does that 5-year-old forget something after 15 seconds, but that 6-month-old baby can remember something from 4 months ago?), and compare children’s memories to those of adults (e.g., how much can you remember of a trip taken 6 months ago?)
PSYCH | Introductory Psychology Seminar: The Sensory World of Animals | Bauer | X |  |  | X |  | 3:30-4:50 | Animals exist in different sensory worlds than humans. For example, honeybees can locate their food sources using polarized light and homing pigeons navigate using the earth’s magnetic field. Dolphins discriminate objects and bats capture insects using reflected sound. Some fish detect changes in movements in water on a nanometer scale and sharks can detect electrical signals from the neural activity of prey. Students will be introduced to the behavioral and physiological evidence that provides a glimpse of these other worlds of animals.
PSYCH | Introductory Psychology Seminar: Understanding Human Emotion | [NAME] |  | X |  |  | X | 2:30-3:50 | Human beings make notoriously poor judgments about how they will feel emotionally in the future. As one example, most people feel that winning a large sum of money would make them ecstatically happy when, in reality, lottery winners are no happier than the rest of us. In this class, we will explore basic processes in human judgment and decision-making that help make sense of our inability to accurately gauge how certain events will make us feel. We will read primary and secondary literature on these topics and conduct original, empirical research. | Available after 10/21
PSYCH | Social Psychology | Cottrell |  | X |  | X |  | 10:30-11:50 | This course covers classic and contemporary research and theory in social psychology, defined as the scientific study of the feelings, thoughts, and behaviors of individuals in the social environment. We will begin by covering historical perspectives on social psychology and its methods. Other topics will include interpersonal relationships, persuasion, conformity, group processes, aggression, prejudice, and helping behavior.
REL | American Catholicism | Langston | X |  |  | X |  | 12:30-1:50 | The American branch of the Roman Catholic Church is arguably the most innovative and the most influential community within this world-wide church. We will investigate the roots of the so-called "Immigrant Church" with an eye to articulating its enduring qualities. Turning to the effect of Vatican II and various papal encyclicals on the American Roman Catholic Church, we will examine the changes in this religious community and its future prospects.
REL | Buddhism | Newman | X |  |  | X |  | 12:30-1:50 | Buddhism began as a small ascetic movement in India, but it eventually became the dominant religion of most of Asia. This course will examine how and why this occurred. Our main goal will be a broad understanding of the fundamental philosophies, beliefs, and practices of Buddhism within the context of Asian history and culture.
REL | Faith and Reason | [NAME] |  | X |  |  | X | 1:00-2:20 | This course takes an historical approach to a cluster of problems circulating around the expression, “faith and reason,” in modern Western religious thought. Covering the period from about 1700 to the present, the course will trace ongoing reinterpretations of the relation between faith and reason through the study of primary sources, from scientifically-minded Enlightenment thinkers to more politically-minded liberation theologians of the present day. As we shall see, the very notions of “faith” and “reason” are themselves hardly stable during this period, a point that creates interesting challenges for clear understanding, interpretation, and comparison.
REL | Religions of South Asia | Newman | X |  |  | X |  | 3:30-4:50 | Religion played a crucial role in the formation of classical South Asian culture, and in South Asia today (India, Pakistan, Nepal, Bangladesh and Sri Lanka) archaic forms of religious belief and practice coexist with more recent traditions. We will study the history of South Asian religions (with the exception of Buddhism) from their origins to the present. Most of the course will be devoted to Hinduism, the remaining portion to Jainism, Sikhism and South Asian Islam.
REL | Introduction to the Study of Religion | White |  | X |  | X |  | 10:30-11:50 | What is “religion”? Is it belief? Experience? Ritual? Is it a universal cultural phenomena or a Western academic invention? This class will explore various scholars’ answers to these questions, and it will give particular attention to how each definition of religion informs a different approach to studying it. This course will introduce students to foundational debates in the study of religion and will equip them with basic theoretical and methodological tools to launch their own investigations.
REL | Islam in Noth America | White |  |  |  | X |  | 2:00-4:50 | Muslims in the United States constitute a small but fast-growing religious minority, and this course will explore these contemporary developments within a longer study of historical representations and cultural influences from the colonial period to the present. We address themes of religious practice, the formation of Islamic communities, the development of African American Islam, the continued diversification of Islam in the United States, media representations of Islam, and cultural encounters between American Muslims and their fellow citizens. Readings are primarily scholarly monographs, and assignments include regular book reviews and a 10-page research paper.
SOCIO | Contemporary Gender Seminar | [NAME] |  |  | X |  |  | 12:30-3:20 | This course is designed to allow intermediate students an opportunity to examine current conceptions of gender and study how the idea of gender has been applied in recent scholarship. All readings were published within the last ten years. We will begin the semester with a brief review of contemporary dominant perspectives on gender. We will then study a variety of writings that employ gender as an analytic tool. These will focus on men’s and women’s experiences, different stages in the life course, and will attend to intersections with race and class. Topically, the readings cover masculinity, LGBT issues, college sexuality, women’s bodies, and the relationships between feminine and masculine gender performances. Our goal is to understand how scholars are currently using gender in their analyses, and to practice identifying these uses in empirical research.
SOCIO | Introduction to Sociological Reseach Methods | [NAME] |  | X |  | X |  | 9:00-10:20 | This course provides a broad introduction to the sociological research process. We will address both general issues in research design, such as measurement and sampling, as well as various data collection techniques and approaches, including survey research, experiments, interviewing, ethnography, and archival methods. We will discuss the advantages and disadvantages of various research methods and how sociologists choose the most appropriate method for their research. These discussions will provide information regarding how to conduct a study and a basis for informed evaluation of other researchers’ claims.
SOCIO | Social Movements | Hernandez | X |  |  | X |  | 12:30-1:50 | In this course, we will study different sociological explanations for why and how mobilizations take place and prevail. We move from earlier explanations of mobilization to some of the most current studies; allowing participants to gain a keen understanding of the current theoretical debates. While two key movements – Civil Rights and Women’s Movement- focus on the USA experience, the course explores movements around the globe
SOCIO | Social Theory | Hernandez |  | X |  |  | X | 1:00-2:20 | In this course we will primarily study the writings of [NAME], [NAME], and [NAME]. We will not only become acquainted with the works typically used to characterize their views (Capital, Suicide, Protestant Ethic and the Spirit of Capitalism), but also explore how each of these scholars addresses a specific social issue (e.g. stratification, the division of labor, religion, women/gender). We will gain a brief introduction to some of their predecessors (Smith, Comte, and Mills), explore the work of W.E.B. DuBois as a USA contemporary to these other classical scholars, as well as explore how these scholars’ analytical tools can be applied to make sense of current events.
SOCIO | Space, Place, and Community | Brain | X |  |  | X |  | 3:30-4:50 | This course is intended to provide an introduction to theories, practices, and techniques that link the active production of livable places (neighborhoods, cities, regions) to the building of healthy and sustainable communities. The course will encompass a diverse range of material from different disciplines: sociology, political science, community development, environmental studies, architecture and urban design, planning. Topics will include: asset-based community development; urban design and the sociology of place; community engagement, charrettes, and collaborative planning; democratic theory and the politics of community change; diversity and neighborhood change; facilitation and conflict resolution; community action research. Local case studies of community change will provide opportunities to explore the implications of ideas in action. This course is intended as part of a two-course sequence, and it will be a pre-requisite for the Practicum in Community Building.
SPAN | Advanced Spanish: Storytellers | Portugal |  | X |  |  | X | 1:00-2:20 | We will focus on stories by a number of 20th –century Latin American authors: [NAME], [NAME] and [NAME] (Argentina); [NAME] and [NAME] (Chile); [NAME] and [NAME] (Peru); [NAME] (Colombia), [NAME] (Cuba), and [NAME] (Puerto Rico); [NAME] and [NAME] (Guatemala); [NAME], [NAME], and [NAME] (Mexico). Our interest will be both in the study of the “language” (Spanish as ‘authorial’ language, Spanish as the fabric of prose, Spanish as narrative language) and of the “world” as presented in those texts. We will pay special attention to the role of myth, ritual, and storytelling. Primary readings, and all writing and discussions will be in Spanish. (Some secondary readings may be in English; we may produce some translations from Spanish to English.) Very active participation in class (includes short, individual, in-class presentations), and satisfactory completion of all written assignments will be the base for evaluation. Short written assignments in a variety of formats (summary, description, commentary, interpretation) will be required throughout the semester, and a final essay/project.
SPAN | Elementary Spanish 1 | Bennaji | X |  | X |  | X | 10:00-10:50 | This first-semester course is designed for students with little or no background in Spanish. The main goals of this course are to acquire good knowledge of basic Spanish [NAME] (simple sentence structure, simple tenses in the Indicative), to build Vocabulary, and to develop Oral/Aural skills.
SPAN | Elementary Spanish 1 | Bennaji | X |  | X |  | X | 11:00-11:50 | This first-semester course is designed for students with little or no background in Spanish. The main goals of this course are to acquire good knowledge of basic Spanish [NAME] (simple sentence structure, simple tenses in the Indicative), to build Vocabulary, and to develop Oral/Aural skills.
SPAN | Intermediate Spanish | Labrador-Rodriguez | X |  | X |  | X | 10:00-10:50 | This course is designed to clarify grammatical concepts, increase vocabulary and improve oral expression and reading skills. Oral/Aural work will be stressed more heavily than written work. The texts will provide grammar exercises as well as basic readings intended to increase vocabulary and stimulate conversation. Required work for the course includes weekly quizzes, take-home grammar exercises, reading/writing & laboratory assignments, and 3 to 4 major exams. The class will be conducted in Spanish only and students will be expected to participate actively in all exercises and prepare all assignments carefully. Three 50-minutes classes per-week. An additional six hours (at least) of preparation for class are required, plus 3 to 4 hours to complete workbook & laboratory assignments, every week. Significant progress in the accuracy of communication will be the basis for the evaluation of a student's performance.
SPAN | [NAME] | Bennaji |  | X |  | X |  | 10:30-11:50 | This course is intended to be a transition from language courses to the study of literature and culture in Spanish. The course is designed for students who have completed at least Spanish Conversation and Composition or its equivalent. Although we will review key grammatical aspects, the focus of the course will be on reading, writing, and class discussion of texts and topics that are relevant to Hispanic culture, and society. Students will regularly write short essays (to be revised / peer reviewed and re-written for content and grammatical accuracy), will make individual and group presentations and work on a final group project. Active class participation is a requirement of this class.