THE FOLLOWING ARE DESCRIPTIONS FOR SPRING 2017 COURSES THAT ARE NEW OR CHANGED SINCE THE LATEST VERSION OF THE PRINTED CATALOG, OR THAT ARE ONE OF THE FOLLOWING:
- New Courses
- Course Changes
- Topic Courses
- One Time Only Courses
- One Time Only Courses with MOI Designation
- One Time Only Courses with Writing-Centered Designation
- One Time Only Topics Courses
New Courses (last updated, 10/21/16)
HUM 202 - Introduction to Art Museum Studies (1) (EV)
This course is designed to introduce students to the Art Museum as a distinctive, cultural institution, arising in the late 18th and early 19th century, which produces, organizes, and structures knowledge, and thereby shapes the ways we understand art, history, geography, cultural differences, social hierarchies, and individual identities. The course will cover the origins, history and typology of Art Museums and related institutions around the world; the mission and organization of different kinds of Art Museums; selected theories and methodologies of museology, and selected rhetorical and ethical issues related to accessibility, authenticity, censorship, colonialism, repatriation, nationalism, multiculturalism, diversity, and technology. The course will include several field trips and a final project.
HUM 250/350/495 Independent Study in Humanities (.5-1)
Directed reading and/or research in the Humanities.
PSYC 310 - Clinical Psychology (1)
This course provides an overview of the science and profession of clinical psychology, highlighting the treatment of psychological disorders through psychotherapy. Methods of empirically evaluating the effectiveness of various therapeutic interventions (for example, through randomized controlled trials) is a key aspect of the course. Multiple theoretical frameworks will be covered, including psychoanalytic and humanistic therapies. Emphasis will be placed on modern evidence-based therapies, including cognitive behavioral and acceptance-based interventions. This course includes only minor coverage of specific diagnoses, which are covered in more depth in Psych 335 and Psych 337.
REL 347 - The Meaning of Life: Muslim and Jewish Thought in Philosophy's Golden Age (1) (IT)
Is the world eternal or created? What is the soul? Can one arrive at truth through science and philosophy, or only through scripture? These were some of the questions that Muslim and Jewish philosophers asked in the medieval period, a golden age of philosophy for both religions. In this course we will study the developments of the concepts of creation, the soul and prophecy in the thought of prominent Muslim and Jewish philosophers such as Ibn Sina, Al-Ghazali, Ibn Rushd, Judah Halevi, Isaac Israeli and Maimonides. We will discuss what makes these philosophies Muslim or Jewish, and examine the interaction between the two faiths.
Course Changes (under construction)
Topic Courses (last updated, 10/21/16)
CLHI 497W: World Literature Senior Seminar
01: The Necessity of Evil?
Though the notion of Evil is not unique to any one culture, to any one time, Evil is usually understood through concepts of the forbidden (taboos), opprobrium, retribution, revenge, and punishment. In the West, since the advent of Christianity, Evil has been inseparable from the idea of original sin. Characterized by personal and particular notions of fidelity (to Jesus, saints, priests and, through feudalism, to kings), Christianity is incompatible with the notion of universalism, a characteristic of modern society (industrial, technological, bureaucratic, whether capitalist or socialist) which has replaced God with other absolutes such as the State, Race, Progress. Through this secularization of the notion of Evil, “sinning” against these absolutes constitutes an evil / criminal act in modern society.
This course proposes to explore the following questions from a philosophical, sociological/psychological and literary point of view: What is the nature of evil? What constitutes an evil act? Is evil necessary? Were the necessity for absolutes to dissipate, would the concept of evil also disappear? Why are representations of evil so prevalent in culture and the arts?
ECON 399: Topics in Economics
01: Discourse on Income Inequality (1)
Americans in the top 1 percent income group receive 38 times more income than the bottom 90 percent. The top 1 percent accounts for nearly 23% of all pre-tax income while leaving less than half to the bottom 90 percent. Rising income disparity has sparked heated public discourse on the nature, causes and impacts of income inequality. Some scholars maintain that inequality is a natural, healthy product of a capitalist market economy, and a stimulus for competition and progress. While others insist that vast income inequality produces debilitating impacts on the economy and society. Some attribute inequality to openness to trade while others blame government taxes and other polices. This course will explore these different perspectives and theories on income inequality. We will start by examining the various indicators of income inequality. We will then investigate the multidimensional causes of income inequality. Next, we will venture onto the debates on whether income inequality matters and what are the particular impacts of income inequality on individual welfare, economic stability and long term growth. We will end with policy discussions regarding what should be done to tackle with income inequality at the personal, national and global levels. Will be offered in future terms as ECON 320.
02: Labor Economics (1)
This course examines competing views concerning the fundamental determinants of labor market outcomes. The course explores the role of the labor market and other institutional factors in determining wages, employment and the distribution of income. Special consideration will be devoted to topics of poverty, underemployment and labor market discrimination.
ECON 429: Topics in Economics
01: Game Theory (1)
Many formal economic models fall apart when decisions are based on the response of the competition. This course explores various game theory models, introducing students to the tools, and methods used to model decisions made in close competition between few individuals or firms. Students will explore ways that price or quantity supplied is determined in duopolistic markets. Students will evaluate theories that seek to explain decisions made by the world’s super powers, by generals in war, by athletes in competition, and by politicians running for election.
ENVR 374: Special Topics in Environmental Science
01: Biogeochemistry (1)
Biogeochemistry incorporates concepts from across the sciences and is appropriate for students who have completed an introductory course in ERTH, CHEM, or BIO. Biogeochemistry is the exploration the physical, chemical, and biological processes that govern the exchange of energy and elements between life and the environment. In this course, we will examine the global biogeochemical cycling of carbon, sulfur, phosphorus, and nitrogen. Drawing from the primary literature, we will investigate how biogeochemical cycling has changed over Earth’s history and as a result of human activities. Students will have the opportunity to do self- directed studies of biogeochemistry as it relates to agriculture, urban ecology, oceanography, archeology, paleontology and other systems.
Instructor: Dr. Katja Meyer, EES
Prerequisites: ERTH 121 or CHEM 115 or BIO 125
Counts toward: Upper level Natural Science Elective in EES major
02: Advanced Spatial Science (1)
Advanced Spatial Science course will help you expand your spatial science skills: quantitative assessment, spatial data interpolation, uncertainty tracking and analysis, spatial modeling, and ArcMap competency by building upon skills learned through the ERTH-333 course. This course is geared toward student thesis projects, though students with only spatial interest or personal spatial science projects will equally benefit. GIS programming, ArcModel Builder, advanced spatial data manipulation, and project management will all be the main focuses of the semester.
Instructor: Jonathan Halama, EES
Pre-Requisite: ERTH 333
Counts toward: Upper level Natural Science Elective in EES major
03: Hydrology at Zena Forest (.5)
After gaining a basic understanding of water properties, distribution and movement, students will design a hydrologic field station for Zena Forest and Farm. The course will include readings and class discussion on hydrologic theory and variables to consider when designing a hydrologic field station. Students will undertake field reconnaissance at Zena and possible excursions to established hydrologic field stations.
Instructor: Dr. Scott Pike, EES
Pre-requisites: ERTH 121
Counts toward: Upper Level Natural Science Elective in EES major
HIST 131: Historical Inquiry (1) (TH)
01: Hamilton: Hip Hop and History
This course will use Hamilton, the musical, as the jumping off point for a historical examination of late eighteenth century US. We will discuss how Hamilton works as a historical interpretation, and as a cultural touchstone in our current political moment. Why has Hamilton resonated with so many Americans? Who in particular has it appealed to, and what is the nature of its appeal? On what basis have some commentators criticized the play? What do we think of the politics of Hamilton, both the historical figure and the play? How does the play narrate the relationship between the American revolution and the multi-faceted, ongoing historical struggle for equality along lines of race, gender, and class? What do American historians familiar with the Revolutionary era think about the play? Lin-Manuel Miranda has encouraged his fellow citizens to produce their own versions of Hamilton and the nation's story, and one goal of the course will be to imagine (and perhaps even perform) alternative, musical histories in response to Miranda's play. Students will read many of the eighteenth century sources which inspired Miranda’s work, historical studies of the people and events depicted in the musical, and contemporary analyses of Hamilton in order to arrive at their own, critical understanding of Hamilton’s place in contemporary American culture, and American history more broadly.
06: Muslims in Postwar Europe
Mass migrations that followed in the wake of the Second World War brought millions of people from Asia, Africa, and the Middle East to the countries of central and western Europe. One of the most significant effects of these postwar migrations was the development of Muslim communities in largely secular and culturally Christian Europe. In this course, we will explore the history of these communities by analyzing the primary sources, creative narratives, and scholarly works that seek to tell their stories and make sense of their histories.
HIST 342 - Studies in American History
01: Hamilton Syllabus
Historians of the era of the American Revolution, such as the person teaching this course, feel conflicted about Hamilton, the musical. Lin-Manuel Miranda’s work has provoked a tremendous amount of public interest in early American history, especially amongst those under 30 who are not usually the target demographic for biographical studies of dead white men like Alexander Hamilton. More public interest in history would seem to be an unqualified good. But while the artistic brilliance of the play is largely unchallenged, many critics have raised questions about how successful it is as an interpretation of history. For many years to come, the public memory of Alexander Hamilton and the other characters and events featured in the play will be profoundly shaped by how they’ve been depicted in Hamilton, but even Miranda himself has insisted that the play should just be one voice in a chorus of historical interpretations. The goal of this course is to enrich that broader chorus through the creation of collaborative, online, #Hamiltonsyllabus projects. Because these projects will be student-generated, it is impossible to say ahead of time what form they will take, but some possibilities include alternate versions of the Hamilton story (written and, ideally, performed); original songs that could have been included in the play; annotated bibliographies of “further reading” for fans of the play who want to learn more; versions of Hamilton’s story expressed in other genres like a graphic novel or science fiction; extended critical analyses of the contemporary race, class, or gender politics of the play; and any other sort of digital, public project students can imagine. Students in the course can expect to learn about the era of the American Revolution, but also about the politics and ethics of historical interpretation and public storytelling. As they enter into the category of people “who tell [Hamilton’s] story,” students will grapple with the possibilities and challenges of doing history in a public, digital environment. Students in the class will be encouraged to bring their unique skills (artistic, musical, theatrical, analytical, humorous, etc.) to bear on these projects so as to make them as effective and engaging as possible.
HIST 343: Studies in European History (1)
01: Migration in 20th Century Europe
For the continent of Europe, the twentieth century was one of near-constant turmoil. The massive upheaval caused by revolution, two world wars, and a “cold” war resulted in the displacement of millions, while postwar decolonization and temporary migrant worker programs brought millions more to central and western European states. In this course, we will examine this tumultuous period of history through the perspective of migration, from displaced persons and refugees, to migrant workers and prisoners of war. In the process, we will learn how migrants and migration, often considered only peripherally in European history, were both an important part of Europe’s twentieth century and also a significant shaper of it.
POLI 315: Topics in Politics (1)
02: What's the Matter with American Politics
This course, which will be more like a book group than a conventional seminar, addresses two principal (and deeply interrelated) questions. First, why can’t Washington get anything done anymore—and what if anything can be done to make national politics more functional? Second, how can we explain—and what does it mean for the future of American politics--that Donald Trump became the nominee of a major political party? Each week we will read a recently published book that tackles these questions from different methodological and disciplinary perspectives and explores the role played by, among other factors, economic transformation and inequality, partisan polarization, racial backlash and identity, and the changing media environment. In our attempt to grapple with the Trump phenomenon and the changing landscape of American politics, we will read Marisa Abrajano and Zoltan Hajnal, White Backlash: Immigration, Race, and American Politics (2015); Arlie Russell Hochshild, Strangers in their Own Land: Anger and Mourning on the American Right (2016); Justin Guest, The New Minority: White Working Class Politics in an Age of Immigration and Inequality (2016); Katherine Cramer, The Politics of Resentment: Rural Consciousness in Wisconsin and the Rise of Scott Walker (2016); Marc Hetherington and Thomas Rudolph, Why Washington Won’t Work: Polarization, Political Trust, and the Governing Crisis (2015); Mark Thompson, Enough Said: What’s Gone Wrong with the Language of Politics (2016); Yuval Levin, The Fractured Republic: Renewing America’s Social Contract in the Age of Individualism (2016); Jacob Hacker and Paul Pierson, American Amnesia: How the War on Government Led us to Forget What Made America Prosper (2016); and William Howell and Terry Moe, Relic: How our Constitution Undermines Effective Government and Why We Need a More Powerful Presidency (2016)
THTR 357: Design/Production Studio: Sound Design
Advanced course allowing individual in-depth exploration of various aspects of the theatrical design process. Incorporates through both theoretical and practical projects: text and performance analysis, development of scenic, costume and/or lighting concepts, problems of technical execution.
One Time Only Courses (last updated, 10/19/16)
IDS 214 - Food Justice Practicum (.5)
Introduction to issues of food justice and food sovereignty globally and locally with a practicum component to include farm work and service learning on campus and community settings and partnership with Marion Polk Foodshare's local food systems project.
One Time Only Courses with MOI Designation (last updated, 10/19/16)
REL 325 - Race and Religion (1) (US)
Race and religion are both important aspects of human identity construction, social formation and myth-making. But how do they relate to one another? In this course we will examine how race
has been used to define religion, how religion has been used to define race, and how these two socially constructed categories have often worked together in the complex social and political history of the Americas.To do this, we will focus on examples of religions from Latin America, the Caribbean, and North America, including Christianity, Hinduism, Islam, Spiritualism, and Afro-Atlantic traditions, among others. Students will learn to think theoretically about key terms and concepts, such as diaspora, discursive tradition, ritualization, cultural continuity and change, creolization, and nationalism.