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Department: Art (Classics Program)
Instructor: Michael Werner
Course: (A CLA 250H)
Imperialism and the Defense of the
Roman Empire: The Archaeological Context of Ancient
History.
Description: The
central theme of the course will be Roman imperialism
as it was manifested in the acquisition, maintenance
and defense of a geographically extensive,
multi-ethnic Mediterranean empire which endured for
more than 500 years. Although background materials in
Roman studies will be provided, the development of the
thematic study will be accomplished through a specific
regional examination of the historical data and
archaeological remains pertaining to the Roman
provincial capital and legionary base at Viminacium on
the northern frontier of the Roman empire. The course
is intended to provide an introduction to the study of
ancient history and Roman civilization through the
analysis of ancient texts and archaeological evidence.
Interpretations of primary evidence will be presented
through the works of modern scholars in the
discipline. Students will engage in research during
the semester in three areas: analysis and
interpretation of translated ancient opinions on
imperialism, warfare and colonialism; response to
modern authors on the same Roman subjects;
presentation of a research project on some aspect of
Roman archaeology which can inform on the spread of
Roman culture (acculturation and ethnic identification
as part of the Romanization process). Students will
also be able to directly explore the use of GIS systems in organizing and presenting archaeological
and historical data. Disciplinary methodologies in
both historical and archaeological research will be
emphasized. Included among the subfields of the
disciplines of history and archaeology will be
critical evaluation of textual sources, epigraphy,
numismatics, ceramic analysis.
General Education: Humanities, Europe
Department: East Asian Studies
Instructor: Charles Hartmann
Course: Traditional China and Its Modern Fate
(A EAS 105H) Description: The goal of
this course is to introduce the major social,
intellectual, and political components of pre-modern
China and to describe the changes to those
components that have occurred in China since the
beginning of the 20th century. This course will
require a significant amount of reading,
concentrating on primary sources. Learning
methodologies will be 50% lecture and 50% guided
discussion of assigned reading material.
General Education: Humanities, Regions Beyond
Europe
Department: English
Instructor: Carolyn Yalkut
Course: Introduction to Creative Writing (A ENG 102H)
Description: In this
workshop, which introduces students to the techniques
of dramatic writing, each student functions primarily
as a dramatist, but also as audience and actor.
Students write in various styles and techniques, give
onstage readings of and discuss each other's work,
revise scenes and, for the final project, finish a
one-act play.
General Education: Arts, Writing Intensive
Department: History
Instructor: Rachel Jean-Baptiste
Course: The World in the Twentieth Century (A
HIS 158H) Description: The
course explores the tremendous social, political,
cultural and economic changes of the twentieth century
from a global perspective. The course draws upon four
themes—nationalism and the state, colonization and
decolonization, science and technology, war and
conflict—that have been points of connection and
contention in the modern world. The course cannot
cover the entire world, but will focus on select case
studies from the Americas, Europe, Asia, and Africa.
Nevertheless, the course aims to introduce students to
a broad variety of peoples, nations, ideologies, and
political systems. Each week focuses on a particular
date in the twentieth century and how the events on
this date signify historical transformations.
The
course not only explores the who, what, when, and
where of history, but the question of how societies
remember and interpret history. Course readings will
include varied primary and secondary source materials—
newspapers, political speeches, memoirs, novels, and
films. Students will develop critical thinking skills
by analyzing and interpreting these sources. Through
classroom discussions and writing assignments,
students will also develop oral and written
communications skills. In addition to a textbook,
course readings will include texts from varied world
historical perspectives. The first class meeting of
each week will consist of a lecture that provides a
broad historical outline. In the second class meeting
of each week, course participants will discuss and
analyze assigned texts. Active participation in class
discussion will be expected of all students.
General Education: Global
Department: Latin American, Caribbean, and US
Latino Studies
Instructor: Patricia Pinho
Course: Afro-Latin America (A LCS 203H)
Description: The
objective of this course is to conduct an in-depth
study of blackness in Latin America by examining
aspects of its history and contemporary dynamics.
Employing theories from Anthropology, Sociology, and
Cultural Studies, we will analyze the inclusion of
peoples of African descent in national identities and
discourses. We will examine both those countries, such
as Brazil and Cuba, which highlight the presence of
blacks in their narratives of the nation, as well as
such countries as Argentina and Mexico, which overlook
the participation of Afro-descendants in the
construction of their national discourses. We will
study the "myths of foundation" of Latin American
nations, such as "racial democracy" in Brazil, "transculturation" in Cuba, and the
'cosmic race' in
Mexico, and how these myths are connected to ideas of
gender, race, mestizaje (race and cultural mixing),
blackness and whiteness. We will also assess the
relationship blacks and other ethnic groups within
Latin American nations.
General Education: Regions Beyond Europe, Oral
Discourse
Department: Mathematics
Instructor: TBA
Course: Honors Calculus II (A MAT 119H)
Description: Honors
version of second semester calculus. Same topics as A
Mat 113, but topics are covered in greater depth. This
course is for students with more than average ability
and more than average interest in mathematics.
Presidential Scholars with a strong interest in
mathematics or the physical sciences should consider
taking A Mat 119 instead of A Mat 113. A Mat 119
substitutes for A Mat 113 toward the prerequisite in
any course. Only one of A Mat 113 & 119 may be taken
for credit. Prerequisite(s): A Mat 118, a grade of A
in A Mat 112, or permission of the instructor.
General Education: Mathematics and Statistics
Department: Music and Latin American and Caribbean
Studies
Instructor:
Max Lifchitz
Course:
Latin American Music and Society (A
LCS/MUS 216H)
Description: Today's
Latin America is home to rich and varied musical
manifestations. Some are clearly connected to ancient
Pre-Hispanic traditions. Others are newer, syncretic
products which evidence autochthonous thinking and
also combine to some degree European, African and even
North-American influences. The course will deal with
examples of native music; musical genres that are
clearly based on European forms; dance music that
exhibits strong African ties; and mestizo music that
is an amalgam of the above mentioned elements. It will
also examine the definitive Latin American elements in
the nationalistic works of such 20th century composers
as Carlos Chávez, Alberto Ginastera, Silvestre
Revueltas and Heitor Villa-Lobos.
Learning
activities are built around writing and research
projects involving music and other disciplines
including anthropology, economics, and political
science. Furthermore, students enrolled in the writing
intensive section are required to complete an
extensive research paper.
General Education: Arts or Humanities, Regions Beyond
Europe, Writing Intensive
Department: Psychology
Instructor: Robert Rosellini
Course: Advanced Introduction to Psychology (A
PSY 102H) Description: The
course explores in greater detail than in A PSY 101
the basic methods and points of view in the scientific
study of human behavior. Topics include biological
bases of behavior, personality organization,
intelligence, motivation, emotions, learning, and
social relations. This course is intended for students
who have more than average interest in psychology and
who are considering becoming psychology majors. Only
one of A Psy 101 or 102 may be taken for credit.
General Education: Social Sciences
School of Computing and Information
Department: Information Studies
Instructors: Tom Mackey and Terry Maxwell
Course: Social and Community Informatics (IIST
250H) Description: This
course examines information technology from a social
and community informatics perspective. According to
Rob Kling (1999) social informatics is "the
interdisciplinary study of the design, uses and
consequences of information technologies that takes
into account their interaction with institutional and
cultural contexts." Through appropriate readings in
the field of information science, as well as in-class
discussions, a field study observation, and community
service project, we will explore a range of
technologies that have implications on individual
identity, society, and policy development. Students
will analyze such current topics as Social Software
(web logs, wikis, and online communities), Information
Ethics, Internet Security, Copyright and Intellectual
Property, and the Digital Divide.
Students will be required to maintain a weekly blog,
utilize RSS feeds for research, develop and maintain a
collaborative online community (through an online wiki
or other software application), conduct a field study
observation, write a research paper, develop two
presentations, and produce a final digital media
project based on a semester-length community service
experience.
At the start of the semester students will conduct
a field study to observe the way technology is used in
a real world setting and to determine a specific need
for additional support at the institution. As a
follow-up to the field study, students will volunteer
their time at this site to provide technical
assistance or community service based on this
pre-defined need. Students may choose to work as
tutors at a local community center or library,
researchers at a state agency, docents at a local
museum, or instructors at an on-campus or off-campus
organization providing basic information technology
and/or information literacy training. The field study
observation and community service project will be
developed by students in association with the course
instructor and community partners.
Although interdisciplinary in nature this course
will fulfill the University at Albany's General
Education disciplinary perspective for the Social
Sciences. In addition, the writing, research, and
presentation requirements will fulfill the University
at Albany General Education Requirements for
Communication/Reasoning, specifically Information
Literacy and Oral Discourse.
General Education: Social Sciences, Information
Literacy, Oral Discourse
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