Interdisciplinary, discussion-based seminars that provide students with a foundation in the theory and methods of: A. the arts and humanities; B. science and mathematics; and C. the social sciences. These interdisciplinary seminars offer students opportunities via discussion and/or writing to explore implications, connections, and other perspectives (e.g., philosophy, ethics, law, arts, policy, history, politics, medicine/health, the other sciences, etc.). By design they explicitly connect two areas of the 富二代视频app curriculum, i.e., two disciplines within the CLAS, the CLAS with the SBL, or the CLAS with the Creative School.
These courses are open to all 富二代视频app students, although priority is given to students enrolled in the Honor Scholar Program. Students in the Honor Scholar Program take one course each in AH, SM, and SS; each of these courses can be used to fulfill 富二代视频app's distribution requirements. May not be taken Pass/Fail.
| Distribution Area | Prerequisites | Credits |
|---|---|---|
| 1 course |
The "Beat Generation" marks a literary and cultural period from the early fifties to the mid-sixties in which rebellion against mainstream American postwar family values was beginning to surface. This interdisciplinary course looks at the literature of this era in its cultural and political contexts, and examines the impact upon subsequent writers and artists. Some of the authors we'll cover will include "canonical" Beat writers Jack Kerouac, Allen Ginsberg, William Burroughs, Gregory Corso, and Lawrence Ferlinghetti; Black Beat writers LeRoi Jones (Amiri Baraka), Ted Joans, and Bob Kaufman; rebel women Diane DiPrima, Joyce Johnson, Anne Waldman, and Hettie Jones. We will also see some Beat-era films (and representations of "beatniks" in the popular culture of the period) and hear some Beat-era music.
Since this course also fulfills 富二代视频app's "S" requirement, students in this class will be expected to participate actively in speaking and listening activities that will include presentations, performances of texts, and discussions in various modes, both formal and informal.
Most of us encounter Greek tragedies in isolation, as required readings in Greek and Roman mythology or culture surveys. Many have read the _Ajax_ as an example of the 'heroic temper' and a prime example of Sophoclean tragedy. Ajax, outraged by a slight to his honor, who tries to murder his commanders and then ultimately commits suicide in shame. The play, however, was performed at a particular time and place, during a festival in which Athenians paid tribute to orphaned children whose fathers had died in battle. This is but one small example of how context matters to Greek and Roman tragedies and comedies; they are performed within specific cultural conditions and themselves perform the culture.
In this course we will read a wide range of Greek tragedies by Aeschylus, Sophocles, and Euripides, Greek comedies by Aristophanes and Menander, Roman comedies by Terence and Plautus, and the horrific Neronian-era tragedies of Seneca. All of these are foundational texts for later tragedy and comedy. Our focus will be on plays less frequently encountered in introductory Classics courses. While exploring the literary and dramatic qualities of the texts we will also investigate how drama serves to express and respond to particular cultural moments.
This course explores the captivating history of performance art in the Americas. Since the early twentieth century, artists have turned to performance as an experimental mode of artistic production. They have used bodily movement, music and sound, costumes, and props to reimagine the forms, institutions, and audiences for art. What does it mean to "perform" art rather than to make an art object? We will take a hemispheric approach to this question, investigating how artists working in diverse contexts in Latin America and North America have used performance as an expressive and political form. For instance, we will analyze performance works made under dictatorial regimes in Argentina and Chile, amid the transnational feminist movement of the 1970s, and during the HIV/AIDS crisis in the United States. Among other topics, we will consider debates around performance documentation, the ethics of audience participation, and the critical use of the body by artists of color and queer and feminist artists. There are no prerequisites for this course.
The Philosopher Daniel Dennett once called evolution "the single best idea anyone ever had." If this claim has any merit, then surely evolutionary perspectives can shed light on important questions about human nature in general, and issues like cooperation, aggression, sex and gender, aesthetics, emotion, cognition, moral judgments, and environmental concerns in particular. We will look at current and historical attempts to develop scientific accounts of human nature, and examine their strengths, weaknesses, and motivations.聽 The course offers an opportunity to explore how the 驴single best idea anyone ever had驴 can be applied to human nature and important contemporary concerns.
Feminist Inquiry prepares students to research and write senior theses in WGSS; it is also useful for juniors and seniors planning to undertake interdisciplinary capstone research (e.g., Honor Scholars, Environmental and Media Fellows, PACS and Global Health students). This course is structured to provide an in-depth overview of both feminist methodology, including theories of what constitutes an ethics of feminist research, and appropriate methods to conduct inter/disciplinary research. We explore some of the many questions that drive feminist inquiry, such as: What makes research feminist? Does gender and sexuality matter in research and do minoritized groups have specific experiences and perspectives that can improve research and/or eliminate bias? How can intersectionality theory be operationalized methodologically? What is at stake if minoritized groups are left out of research initiatives? Do feminist research questions require alternative research methods to get at new ways of seeing the world? You will practice different methods (e.g., interviews, survey development, content analysis and coding) in class and will conduct your own mini research project that is grounded in one of the feminist methodological frameworks discussed and that utilizes one or more of the methods outlined in the syllabus. You will also pick up helpful tools to make research and writing easier. Projects can be tailored to your interests.
This course is cross-listed with WGSS 350. While there are no specific prerequisites, it is helpful for students to have had a course in WGSS or SOC prior to taking this course.
Whether we actively seek it out or not, pop-culture permeates everything around us- our entertainment, our news, our consumption habits, and our politics. In this course we will examine this often-dismissed area of our collective experience seriously by examining how scholars and commentators across political science, history, economics and cultural studies, to name a few disciplines, understand the significance of pop-culture. We will consider questions such as the role of pop-culture in representing dominant and marginalized identities and why this matters, the pop-culture memorialization of key events, the role of culture industries in the economy, the pop-culture of conservative and right-wing movements, the importance of pop-culture in state's soft-power as well as the impact of celebrities on various policy issues, in an election year where this may be particularly salient. We will ponder these questions through the lens of various cases of 'texts' - drawing on students' interests and the instructor's research interests in Bollywood and KPop, and be attentive to pressing issues in pop-culture from the West as well as the Global South. Students will research a topic of their choice applying class concepts and materials.
In this seminar, we will approach modern European science and technology from a cultural viewpoint, seeing scientific methods and theories as human creations which are part of larger social context (including their institutional and commercial backgrounds, their bases in cultural traditions, and the uses to which they are put). We will focus on case studies from the German scientific tradition in its European and global contexts as well as lessons drawn from them to apply to our current technological age. Coinages like sustainability, empathy, and aspirin were originally German words (as were racial hygiene, blitzkrieg, and heroin). German-language scientists emerged in the 19th century as worldwide experts in a number of fields (e.g., physics, chemistry, public health, psychology, and biology) and German technology gained worldwide importance in various industries (automobiles, mechanical and chemical engineering) and was also of key importance in many of the political and military disasters of the 20th century. Equally important for our investigations will be German critiques of where science seems to be heading as well as alternative models of natural science and technology. Using a variety of text-types, fiction as well as non-fiction, we will explore together both the fascinating details of some of these developments as well as the larger implications of living in "an age of science." Though any scientific expertise is welcome, it is not necessary for the class; in fact, we will be trying to see that there is perhaps less distance between natural science and the humanities than our distribution requirements suggest.
This course is about how societies in Africa have been using the internet, smartphones, and social media to engage and confront oppressive political, economic, and socio-cultural systems and institutions. We will begin by discussing the historical, political, and social context to understand the different challenges that societies in Africa face. We will then show how social media have provided users and activists across the continent with a platform to share and disseminate information and ideas, organize, participate, and interactively collaborate with other societies in the African diaspora. In doing so, we will explore the emergence, organization, tactics, strategies, and outcomes of the different social movements in Africa. The course also examines the laws and tactics that governments use to obstruct information exchange and social media use. We will discuss the effects of cybercrime, cyber policing, and surveillance on political participation.
"What's for dinner?" Though this perennial question may seem banal, when considered through the lens of sustainability, which requires consideration for social equity, environmental integrity, and economic viability, it becomes one of the most important questions of the 21st century. The incredible advances in food production developed through the wonders of chemistry, physics, and computer science, and supported through policies advantaging so-called economic efficiencies have brought marvelous advances in society and prosperity to billions of people now living on this finite planet. These gains come at a cost: an estimated 800 million people are currently undernourished, eco-systems are threatened by pesticides and fertilizer run-off. As the population of the globe increases so do the costs to people and the planet. Society must pursue sustainable agricultural practices in order to preserve both the Earth's ecosystems and human dignity.
In this course, students will explore all aspects of the modern food system with an eye towards identifying problems and suggesting sustainable practices. Students will learn sustainability and systems theory, soil science and plant biology, food commodity economics, and agricultural politics while also applying this understanding to applied active-learning projects on Ullem Campus Farm. Students will gain practical experience with sustainable agriculture methods, enjoy class out of doors, and learn how to contribute to global environmental solutions.
This course introduces statistical techniques to model relationships between variables using regression analysis. Students will learn the fundamental concepts of linear regression, including how to interpret coefficients, assess model fit, and test hypotheses. Emphasis is placed on real-world applications within social sciences, such as understanding the impact of policy changes, economic factors, disease prevalence, or behavioral trends. Logistic regression is also included, with hands-on experience using statistical software to analyze data. By the end of the course, students will be able to apply regression models to answer relevant social science research questions and perform rigorous data analysis. Previous coursework in statistics is preferred.
In this course, you will learn about viruses of significance in global health through lectures, discussions, and small projects. You will study the impact of select viruses on human well-being, both currently and historically, the biochemistry of the viral agents, and the interventions--both preventions and treatments--that are utilized in combating these diseases. Prerequisite(s): Chem 240 or Bio 241
Do a Google video search for kinesin or F1 ATPase. What did you find? Though they look like alien robots, those are mechanical motors made out of protein and you have thousands of them in every cell of your body! A broad range of disciplines come together to understand these amazing machines. Using basic ideas from physics and statistics we will dig deep into what humans have learned about these motors so far and propose verifiable questions about what still remains a mystery. In our time together there will be discussion and interactive lectures. We will also do experiments along with analyzing primary literature about the structure and function of these tiny motors. For the final project you will use 3D printing to create and analyze models of your own design, synthesizing everything you have learned in the course.
There's the study of languages (like Spanish, German, or Chinese), the theoretical study of language as language (linguistics), and then there's the social science of applied linguistics, which is the study of how we actually use language in the world. As a field, applied linguistics is incredibly broad and encompasses everything from large language models and generative AI to courtroom lie detection to anti-racist linguistic activism. This course will begin with a brief introduction to the general field of linguistics (no prerequisite knowledge required), followed by a series of case studies that will introduce students to key areas of new and emerging applied linguistics, including sociolinguistics, forensic and legal linguistics, psycholinguistics, language learning and language pedagogy, discourse analysis, linguistic justice, corpus analysis, and language and technology. The class will also serve as a W course with a focus on writing that combines quantitative and qualitative analysis.
This course explores the meaning of access to justice, in the context of the United States legal system, especially for those who cannot afford to hire an attorney. We will examine the history and the role of civil legal aid and pro bono representation in the current delivery system. Innovations in bridging the justice gap will be explored.
This course explores how modern digital technologies are used to track, control, and modify human behavior. What does the new surveillance apparatus look like, and how does it work? Who built it, and to what ends? And crucially, what does this mean for the future of democracy and freedom in the 21st century? We will approach these timely and thought-provoking questions from a historical and interdisciplinary lens, shedding light on both the technical aspects of modern surveillance and its social implications. Topics of special consideration will include: the relationship between decarceration and "mass supervision"; the privatization of the Internet and the rise of "surveillance advertising"; digital surveillance in the workplace; the collusion between Big Tech and the national security state; and the tradeoff between privacy and convenience.