Curriculum: 2009 - 2010

Courses without numbers were in the process of being approved as new honors course.

Fall Semester

Department: Biology
College/School: College of Arts & Sciences
Instructor:  Richard Zitomer
Course: Genomics & Biotech: Broad-ranging Impact on Mankind (T BIO 176)

Description: The sequencing of the genomes of a large number of organisms, from bacteria to human, has provided enormous insights into a wide range of human endeavors.  Almost no aspect of human knowledge has been untouched by the information being compiled including both the obvious, such as medicine, agriculture, psychology, anthropology, and environment sciences, to the less obvious, such as history, sociology, language and communication, and ethics.  The ongoing sequencing of the genomes from a large number of individual humans has led to the design of individualized medical treatments for people with the same diseases, changes in biologists understanding of race, and a clearer picture of the evolution of the human species.  Genome sequencing has also driven new technologies designed to explore further the use of the information gathered.

The goal of this course will be to familiarize students with the nature of the information that can be gathered from genomics, and where the field will be going in the future.  Examples will be used to emphasize the broad range of fields impacted by the new technology.  Also, given the high information content of genomes, 12 billion bits for the human genome, data analyses has required the development of specific computer programs and web resources.  Students will be introduced to these freely available tools, and with appropriate access to sufficient computers, will be assigned simple research problems for the students to learn how to use the web resources and programs.

Meeting Time: T Th 2:45 - 4:05

General Education:  Natural Sciences

Department: Chemistry
College/School: College of Arts & Sciences
Instructor: Lawrence Snyder
Course: Chemical Principles I: Advanced General Chemistry I (T CHM 130)

Description: Energy, enthalpy, thermochemistry, quantum mechanics and atomic theory, general concepts of bonding, covalent bonding and orbitals, gases, liquids, and solids. Only one of A CHM 120 and A CHM 130H may be taken for credit.

Prerequisite(s): One year of high school chemistry and one year of high school physics or concurrent enrollment in college physics. Students will also be required to pass a test to assess their knowledge of chemistry fundamentals on the first day of classes. Those not passing the test will be advised to enroll in A CHM 120.

Meeting Time (first course): M W F 9:20-10:15
Meeting Time (second course): M W F 10:25-11:20

General Education: Natural Science

Department: Computer Science
College/School: College of Computing and Information
Instructor: Seth Chaiken
Course: Honors Introduction to Computer Science (T CSI 201)

Description: Students will learn how computers and computer software work.  In contrast to most other introductory computer science courses that use abstract examples to show how software works and should be written, this introductory course will use small personal robots. Students will learn how they can write programs to control the robots.  We will get the robot, with increasing sophistication, to sense its environment and to move about, explore, and change this environment. As we get the robots to do more and more, we learn more about the computer hardware and software that underlies them.  We will develop, utilize and improve the skills in solving problems through careful logical thinking, patience, and debugging that are characteristic of computer science and programming. Although numerics and some geometry and algebra will be involved, little explicit high-school mathematics or calculus will be required.  Three hours of lecture and 2 hours of laboratory are required each week.

Using the robots, students will learn three important things.  First, they will learn the first semester’s lessons in developing and writing computer software.  Second and third, the students will learn group technical communication and teamwork skills through the class exercises, team projects, and presentations of solutions.  Feedback from employers and potential employers of UA graduates indicates that these are the basis of skills they are looking for in the technically savvy graduates they wish to hire.  Specifically, the programming they learn will form the nucleus of skills they need to take the follow-on course (CSI310, Data Structures), and that they will build on throughout the CS curriculum.

Meeting time: MWF 9:20-10:15 & M 4:15-6:15 (lab)

General Education: none

Department: English
College/School: Arts & Sciences
Instructor: Eric Keenaghan
Course: The Art of War: The American State and Aesthetic Politics in the Twentieth and Twenty-First Centuries (T ENG 226W)

Description: This course will take a multidisciplinary approach to the question of the relationship between art and war during the present and previous centuries.  How has the U.S. state and American society conceived the role of the artist in a time of war?  How have activists and political dissidents conceived art’s ability to resist wartime politics?  How have public intellectuals and philosophers intervened in articulations of that relationship?  How have American artists conveyed ideas of art as having political bearing, either as forms of direct action or as entities semi-detached from state politics?

We will study aesthetic texts from a variety of genres—film, visual arts (painting and photography), theater (dance and drama), music (avant-garde and popular), literature (fiction and poetry), even comic books—produced during and as “responses” to three major U.S. wars: World War II, the Vietnam War, and “the War on Terror.” We will examine these works in light of commentary about the role of art in a time of war, and that commentary will be drawn from a variety of other discourses (history, sociology, governmental publications, psychoanalysis, philosophy).  The politics of the figures we will study will range from the controversial to the conservative to the radical, even to the indeterminate. Special emphasis will be placed upon the ways that our presumptions about the relationship of art to war are challenged by the artists and the art they produced.

Assignments will include a short critical paper in reading cultural texts (with a creative writing option); small-group presentations on material for each week; a midterm critical paper on choice of one text, and a final research paper or creative project.

Meeting time: T Th 1:15-2:35

General Education: Humanities; Writing Intensive; Oral Discourse

Department: History
College/School: Arts & Sciences
Instructor: Warren Roberts
Course:  Getting to Know Albany (THIS 261)

Description: Students at the University at Albany have daily contact with the city of Albany, but often know little about it.  They drive its streets but don’t really see what is there, nor do they learn much about its history.  The purpose of this course is to remedy that shortcoming. The course will introduce students to Albany, its history, its architecture, and its neighborhoods.  This will be done through class lectures and discussion, reconstruction of the city’s past through slides that depict old Albany and walking tours that will expose students to Albany’s historic neighborhoods, parks, churches, synagogues, and monumental public buildings.  This will include the New York State Capitol (the most costly building in all of nineteenth-century America) and the Empire State Plaza (the most costly complex of buildings in all of twentieth-century America).

The course will also pay attention to the University of Albany, past and present.  It will include examination of previous campuses (there were three), and today’s campus, designed by E.D. Stone.  Walking tours of the campus will include the imposing and architecturally important complex of buildings that run along Fuller Road, engines of high-tech growth in upstate New York.

Students will write three 6- to 10-page papers, based on the class readings, class discussion, and walking tours.  These papers can be fiction, recreating Albany’s past imaginatively.

Meeting time: MWF 01:40-02:35 

General Education: Writing Intensive  (The professor has also applied to have this course meet the US History general education requirements.  More information will be posted as it becomes available.)

Department: Judaic Studies
College/School: Arts & Sciences
Instructor: Joel Berkowitz
Course: Modern Yiddish Culture (T JST 265)

Description: Although Yiddish has been spoken for a millennium, Yiddish secular culture did not begin to blossom until the second half of the 19th century.  Yiddish literary expression before then tended to maintain some connection to traditional Judaism—for example, in textual commentaries, adaptations of religious texts, or moralistic works emphasizing the importance of adhering to Jewish law.  In the late 1700s, however, the Jewish Enlightenment (Haskala) movement gave rise to a new type of Jewish cultural expression: often profoundly engaged with Jewish thought and practice, but autonomous from traditional religious agendas.  The ideals of the Haskala would permeate Yiddish writings in various genres.  Over time, Yiddish writers would come to question not only Jewish tradition but the ideas of the Haskala as well, leading Yiddish literature to branch out into new directions. Yiddish-speaking Jews thus bore witness to a remarkable new era, bringing with it an explosion of cultural expression that would leave a profound mark on the modern Jewish world.

This course will examine modern Yiddish culture, from its beginnings in the 18th century to contemporary times.  We will encounter works of fiction, poetry, drama, film, and popular music that illustrate the variety and vitality of modern Yiddish culture as it explores many of the central events and themes of modern Jewish history, such as the tension between tradition and modernity, new modes of religious expression, anti-Semitism, mass migrations, and assimilation.  Throughout the course, we will also trace ever-changing attitudes to the Yiddish language itself, and place those attitudes in the context of the production of Yiddish arts and letters.

Each students will complete several short writing assignments responding to particular texts and one report, presented to the whole class, on a center of Yiddish culture (e.g. New York, Warsaw, Moscow, Kiev, etc.).  In addition, each student will complete a research paper, in close consultation with me, written in stages over the course of the semester.

Meeting time: T Th 2:45-4:05

General Education: Global & Cross-Cultural

Department: Languages, Literatures, & Cultures
College/School: Arts & Sciences
Instructor: Mary Beth Winn
Course: Women in Medieval France (T FRE 201W)

Description: Knowledge of the place and condition of women in medieval society, of their roles and powers, and of the nature of “woman” as represented in multiple texts (literary, historical, religious, musical, artistic).  Familiarity with works by significant woman writers.  Ability to analyze, discuss, and compare texts of various genres, to conduct a research project on some aspect of the course subject, and to present it (orally and in writing).   Consideration of the heritage of medieval traditions (courtship, “courtly”  behavior), the continuing appeal of medieval heroines such as Joan of Arc in art and literature for children and adults, and recurring debates about “book culture”, the canon, literacy, education, and gender.

Meeting time: T Th 11:45-1:05

General Education: Humanities, Europe, Writing Intensive; Oral Discourse

Department: Languages, Literatures, & Cultures
College/School: Arts & Sciences
Instructor: Brett Bowles
Course: European Cinema and Society (T LLC 275)

Description:  This course explores the symbiotic evolution of European cinema and society from the silent era through the present, focusing on representative films from France, Italy, Germany, Spain, and the Soviet Union/Russia. We will approach film not only as an art form whose stylistic and technological dimensions have shifted over the past century, but also as a collective representation that provides insight into social, political, and cultural issues. We will also investigate how cinema has shaped national identities and promoted both international competition and collaboration.  In so doing, our study of film will naturally open onto a variety of other disciplines, such as history, psychology, sociology, political science, and gender studies.  Students will complete three short analytical papers; a longer research paper in lieu of a final exam; two in-class quizzes, and one oral presentation prepared with a classmate.

Meeting time: MWF 12:35-1:30

General Education: Arts or Humanities; Europe

Department: Mathematics and Statistics
College/School: Arts & Sciences
Instructor: Cristian Lenart
Course: Honors Calculus II (T MAT 119)

Honors version of second-semester calculus. Same topics as A MAT 113, but topics are covered in greater depth. For students with more than average ability and more than average interest in mathematics. Students with a strong interest in mathematics or the physical sciences should consider taking T MAT 119 instead of A MAT 113. T MAT 119 substitutes for A MAT 113 toward the prerequisite in any course. Only one of A MAT 113 & T MAT 119 may be taken for credit.

Prerequisite(s): T MAT 118, a grade of A in A MAT 112, or permission of the instructor.

Meeting time: MWF 11:30-12:25 & W 1:40-2:35

Department: Philosophy
College/School: Arts & Sciences
Instructor: Jon Mandle
Course: World Views (T PHI 116)

Description: This course will examine various theories of the relationship between the individual and society in the history of Western Philosophy.  We will read primary works by Plato, Hobbes, Rousseau, Marx, Mill, and King, among others. Topics to be discussed include: whether we have a moral duty to obey the law; what life would be like outside of society in a “state of nature”; whether modern society leads to alienation; different models of democracy and majority rule; the fascist model of society; and the justification of civil disobedience.

Students will write a series of papers analyzing the works we read and there will be a mid-term and final exam.

Meeting time: MWF 12:35-1:30

General Education: Humanities

Department: Physics
College/School: College of Arts & Sciences
Instructor: William Lanford
Course: Honors Physics I: Mechanics (T PHY 141)

Description: Course content will follow A PHY 140. However, topics will be covered in more depth and at a somewhat more advanced level. Students with a strong interest in physical sciences should consider taking T PHY 141 instead of A PHY 140. Only one of A PHY 140 or T PHY 141 may be taken for credit.

Prerequisite (or taking one of these courses concurrently): A MAT 111 or 112 or T MAT 118.

Meeting Time: T TH 10:15-11:35

General Education: Natural Science

Department: Political Science
College/School: Rockefeller College of Public Affairs & Policy
Instructor: Victor Asal
Course: Violent Political Conflict (T POS 260)

Description: This course is designed to introduce students to the study of violent political conflict. We will examine the how, why, and when of violent political conflict, both domestic and international. What are the key empirical and normative questions raised by violent political conflict and what answers to these questions does the literature offer?  What other strategies, like nonviolence and negotiation, are available to actors instead of political violence?  In addition to studying the theories that have been developed to explain the politics and history of violent political conflict, students will have an opportunity to participate in simulation exercises designed to sharpen their analytic skills in the subject area.  In addition, students will have the opportunity to participate in ongoing research and see how different types of political conflict are studied in the social sciences.

Meeting time: T Th 8:45-10:05

General Education: (The professor has applied to have this course meet the Social Science general education requirement.  More information will be posted as it becomes available.)

Department: Psychology
College/School: Arts & Sciences
Instructor: Robert Rosellini
Course: Advanced Introduction to Psychology (T PSY 102)

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 T PSY102 may be taken for credit.

Meeting time: T Th 1:15-2:35

General Education: Social Science

College/School: Social Welfare
Instructor: Loretta Pyles
Course: Community Change in a Globalizing World (T SSW 295)

Description: Community Change in a Globalizing World is designed to explore and critically evaluate a range of ways that groups work toward community change - domestically, transnationally, and globally.  The course is concerned with endeavors initiated by grassroots organizations and non-governmental/non-profit organizations; some of the principal actors are low-income people, students, neighborhoods, identity groups, and community change professionals.  Throughout the course, students work to define what community means, explore the implications of globalization, and analyze their own social standpoint as global citizens.

Utilizing a “problematizing” approach, the instructor and students strive to make transparent the tensions that exist when engaging in multicultural and socially unequal communities.  This course employs a democratic pedagogy including student-led discussions, lectures, multi-media and a community-based service learning project to facilitate outcomes.  The overall goal of the course is to encourage a life-long commitment to community engagement, social change, and democratic practices.

Meeting time: T Th 10:15-11:35

General Education: US Diversity & Pluralism (The professor has also applied to have this course meet the Social Science general education requirement.  More information will be posted as it becomes available.)

Department: Theatre
College/School: Arts & Sciences
Instructor: Janet Sussman
Course: Fundamentals of Theatrical Design (T THR 235)

Description: This course is an exploration of the elements of design and principles of composition (line, mass, shape, color and texture) especially as they relate to the visual aspects of theatre. Lectures will emphasize scenic and costume design, with projects, exercises and classroom discussions aimed at developing visual awareness and imagination.

Students will engage in weekly drawing and painting exercises to develop their visual communication, attend several theatrical productions and evaluate the use of visual design that they experience in these productions, and provide an oral and visual presentation on two plays.

Meeting time: T Th 2:45-4:05

General Education:  Arts

Department: Theatre
College/School: Arts & Sciences
Instructor: Eszter Szalczer
Course: Play Analysis (T THR 121Z)

Description: The course is designed to familiarize students with analytical tools, research methods, and critical approaches that help them appreciate and understand plays both as informed readers of dramatic literature and as spectators in the theatre. Students will learn to explore plays as products of particular socio-cultural contexts and at the same time as artworks that comprise a complex world of their own.  In addition, students will learn about the processes of transposing written scripts into theatrical productions and will learn to analyze theatrical performances as specific interpretations of play-texts.  Assignments are geared to develop critical thinking, analytical skills, and a vocabulary for expressing complex ideas in the discipline of theatre arts with a special emphasis on the written practice of analyzing plays and performances.

Writing assignments will include a journal with entries for each discussed play as well as research and analytical papers and response papers for performances. Students will have the opportunity to submit  rafts and rewrites of their written work.

Meeting time: T Th 10:15-11:35

General Education: Writing Intensive

Spring Semester

Department: Africana Studies/History
College/School: Arts & Sciences
Instructor: Iris Berger
Course: Africa in the Modern World (T HIS/AAS 287)

Description: "Africa in the Modern World" concentrates on the social, cultural, intellectual, political, and economic changes in Sub-Saharan Africa during the colonial and post-independence periods.  While taking into account the global and international setting, the course is concerned primarily with how African individuals and communities responded to the imposition of colonial rule and the creation of new nations during the late nineteenth and twentieth centuries.  Readings and discussion will trace issues such as the background to the “scramble” for Africa in the late 1800s, the organization and ideologies of early military and cultural resistance, and varied forms of economic and political domination and their consequences for African societies, particularly the impact of white settler communities and large-scale mining.  It will also consider religious and educational transformations and their implications, especially African adaptations of Christianity and Islam, the rise of a new western-educated class and the new political movements they developed, and the differing implications of colonial rule and decolonization for women and men.  The later sections will cover the national and national liberation movements that put an end to colonial rule, such political and economic challenges as military rule, democratization, human rights, ethnic conflict, poverty and structural adjustment, and health crises such as HIV/AIDs.

The focus of the course will be on how Africans perceived and experienced these changes.  In addition to using fiction and autobiography to introduce students to varied African voices of both women and men, the course also will examine the different ways that historians have interpreted these historical issues. Although the reading takes a continent-wide approach, class lectures and discussions often focus on particular case studies that illustrate larger themes.

General Education: Regions Beyond Europe

Department: Chemistry
College/School: College of Arts & Sciences
Instructor: Lawrence Snyder
Course: Chemical Principles II: Advanced General Chemistry (T CHM 131)

Description: Chemical kinetics, chemical equilibrium, spontaneity, entropy, free energy, electrochemistry, transition metals, coordination chemistry, organic and biochemical molecules. Only one of A CHM 121 and A CHM 131H may be taken for credit.

Prerequisite(s): T CHM 130 or permission of the instructor.

General Education: Natural Sciences

Department: Communication - Journalism
College/School: Arts & Sciences
Instructor: Nancy Roberts
Course: Mass Media and War in US History

Description: This course explores the roles, functions, and responsibilities of the mass media in times of war.  Focusing primarily on the news media, it examines how war has been represented in the mass media historically, from the Revolutionary War through the Civil War, World Wars I and II, the Korean War, Vietnam War, and Persian Gulf Wars I and II. The course gives students practice in thinking critically about the roles, functions, and responsibilities of the mass media relative to society, particularly in times of war.  Students will learn how to “read” and interpret mass media messages and to understand the tensions between the media and the military, as well as the development of journalism and its technologies, all in historical context. The principal forms of instruction for this course include: discussion of various written and visual works, including archival news broadcasts, newsreels, films, photojournalism, and print journalism, as well as weekly writing assignments, student presentations, field trips, and other hands-on projects and assignments.

General Education: Writing Intensive (The professor will be applying to have this course meet the US History general education requirement.  More information will be posted as it becomes available.)

Department: English
College/School: Arts & Sciences
Instructor: Paul Stasi
Course: A Nation of Immigrants (T ENG 226Z)

Description: The paradoxical nature of a nation composed almost entirely of immigrants is perpetually in the forefront of debates about American culture.  In this course, we will read classic works of American immigration written throughout the 20th Century, and attempt to understand how it is that the central concept of American identity – that of the American Dream – is itself born out of the experience of those who come from elsewhere.  Some of these works – such as Henry Roth’s Call it Sleep or Sandra Cisneros’ House on Mango Street – are written from the perspective of immigrants themselves.  Others, like Willa Cather’s My Antonia, describe the impact of immigration on the conception of the nation itself, through the crucial concept of the frontier.  We will also read Toni Morrison’s Beloved and Conrad Richter’s A Light in the Forest as a way of addressing two American narratives not typically considered through the rubric of immigration:  the forced immigration of slaves and the encounter with those Native peoples for whom all contemporary “Americans” are immigrants.  In each case our aim will be to reflect upon the category of “American” itself, whether it is applied to a nation, an identity or a body of literature, and to understand how this seemingly stable term is constructed out of a wide range of disparate experiences and cultures.

Students will write 3 analytical papers throughout the semester as well as several short responses to the readings.  They will also give one short oral presentation on a contemporary representation of immigration.

General Education: Humanities, Writing Intensive

Department: Geography & Planning
College/School: College of Arts & Sciences
Instructor: Ray Bromley
Course: India: Development Debates (T GOG/GLO 266Y)

Analyzes the 20th and early 21st century development of India as a nation state, discussing the broad range of ideas and policy proposals relating to wealth, poverty, socio-economic development, urbanization and nation-building.  Reviews British colonial policies and attitudes, the ideas of important advocates of Indian Independence, the impact of partition, national self-reliance policies and national planning in the first three decades after Independence, and the more recent economic liberalizations and opening to the global market and transnational investment.

Because of its large population and land area, its tremendous social and religious diversity, its deep federal and democratic traditions, its heritage of colonialism and quest for national self-reliance, its post-1991 economic liberalizations and rapid economic growth, and the rise of transnational corporations and international subcontracting, India is an extraordinary laboratory for ideas and policies relating to national development and underdevelopment.  The aim of this course is to combine detailed knowledge of one major country with an understanding of the major global issues relating to development and underdevelopment.

Students completing this course will be eligible to travel to India for three weeks during December 2009/January 2010.  Professor Bromley will lead this group and three academic credits will be available for those who travel.

Students in this course are not required to travel to India, however.

General Education: Regions Beyond Europe; Oral Discourse

Department: History
College/School: Arts & Sciences
Instructor: Ron Berger
Course: Crime and Punishment in Modern Society: England 1750-1950

Description: Tourist to New Yorker: How do you get to Carnegie Hall? New Yorker: Practice, Practice.
Student to Professor: How do you become a historian. Professor: Write History. Write History.

Crime and Society in Modern Britain is a “hands-on” course. After some reading, students will study, on-line, the records of The Old Bailey 1750-1945, London’s principal criminal court.  They  will gather and analyze the record of all those crimes the citizenry were accused of, and the punishments they received, and answer this question: Is there any evidence that industrial [modern] society inaugurated a new criminal regime in order to discipline and punish an emergent proletarian class.   The Old Bailey Court contains a record of 75,000 criminal prosecutions, cases against theft, assault, murder, poaching, pilfering, rape, highway robbery, etc. These cases are a window into the mind and political structure of the worlds first industrial society. The Old Bailey website, moreover, contains a statistical package  allowing historians to uncover patterns which would, heretofore, take years to understand. Students will write 3 six-page papers on a particular crime in three periods, 1720-1820, 1820-1870, and 1870-1945, and attempt to determine why and how crimes emerged and were prosecuted by those in power.  In every sense, students will be doing history, analyzing data, uncovering patterns, laying out preliminary hypothesis, not memorizing “facts.”

General Education: The professor has applied to have this course meet the Europe and Writing Intensive general education requirements.  More information will be posted as it becomes available.

Department: History
College/School: Arts & Sciences
Instructor: Gerald Zahavi
Course: Field Research in Oral and Video History: The Hudson River Region (T DOC 294Y/HIS 294Y)

Description: Utilizing the Hudson River region as our laboratory, from the Hudson’s source in the Adirondacks to Manhattan Island in the south, this course is intended to be both a theoretical and practical introduction to the use of oral and video history in documentary and historical field research. The course covers a wide territory -- from gathering and interpreting oral and video interviews to exploring how to utilize them in theatrical plays, radio programs, films, and television documentaries. In-class discussions of memory, historical distortion, and interview theory, as well as technical instruction on the use of audio, video, and transcribing equipment,  are designed to teach students critical and practical skills.

This course is designed to offer students an opportunity to learn the fundamentals of oral and video history, to apply this knowledge to practical field research, and to do it while exploring a specific region defined by a major American river. A major component of the course will be student-initiated and led interviews with individuals from a variety of walks of life who live along the shores, or work on, the Hudson River. The course’s focus on the Hudson this year will be part of the Documentary Studies Program and History Department’s contribution to the fall 2009 The Hudson River: Mount Marcy to Manhattan theme semester, commemorating the 400th anniversary of the European exploration of the Hudson-Champlain region.

General Education: Oral Discourse

Department: History
College/School: Arts & Sciences
Instructor: Kendra Smith-Howard
Course: History and Culture of Food in the United States (T HIS 277)

Description: This course examines the history of the United States by studying the changes in techniques and technologies of food and agriculture, policies used to govern foods, and ways in which social communities and values have shaped these changes.

Three themes will be central to the course:  (1) Food and Identity:  What do our meals, and the way we prepare them reveal about our personality, ethnicity, class, gender roles, sexuality, family, and politics?  (2) Environment, Technology, and Health:  How have our patterns of eating transformed the physical landscape and our own bodies?  How and why have the technologies of agriculture, food preparation, and food preparation altered the ecology of North America and the world?  (3) Policy:  Why and how have the actions of the state shaped the American diet and American agriculture?

As an introductory history course, this course seeks to help students learn the basic skills of history: analyzing primary documents, recognizing patterns and historical trends, and crafting tightly-argued and clearly-written essays. More largely, the course aims to help students recognize and examine the causes and consequences of individual decisions about food on the economy, ecology, culture, and politics of this nation and the world.

General Education: The professor has applied to have this course meet the US History general education requirement.  More information will be posted as it becomes available.

Department: Languages, Literatures, & Cultures
College/School: Arts & Sciences
Instructor: Eloise Brière
Course: Quebec Through Film and Literature (T FRE 281)

Description: The course provides broad knowledge of the French-speaking areas of Canada (mainly Quebec and Acadia) through an examination of the history of the French in North America as well as contemporary literature and cinema.  It may be taken to complete the French minor.  Students will read major novels in translation by authors from Quebec and Acadia, read some essays to provide historical background of key issues to contextualize the significance of writing against the linguistic tide in North America, and view several films by major filmmakers.  Assignments will include research into one or more aspects of North American French culture, a class presentation, and peer evaluations of class presentations

General Education: The professor will be applying to have this course meet the US Diversity general education requirement.  More information will be posted as it becomes available.

Department: Mathematics and Statistics
College/School: College of Arts & Sciences
Instructor: TBA
Course: Honors Calculus I (T MAT 118)

Description: Honors version of first-semester calculus. Same topics as A MAT 112, but topics are covered in greater depth. This course is for students with more than average ability and more than average interest in mathematics. Students with a strong interest in mathematics or the physical sciences should consider taking T MAT 118 instead of A MAT 112. T MAT 118 substitutes for A MAT 112 toward the prerequisite in any course. Only one of A MAT 112 & T MAT 118 may be taken for credit.

Prerequisite(s): Three years of secondary school mathematics or permission of the instructor.

General Education: Math

Department: Mathematics and Statistics
College/School: College of Arts & Sciences
Instructor: TBA
Course: Honors Calculus of Several Variables (T MAT 214)

Description: Curves and vectors in the plane, geometry of three-dimensional space, vector functions in three-space, partial derivatives, multiple integrals, line and surface integrals.

Prerequisite(s): A MAT 113 or T MAT 119.

General Education: Math

Department: Music
College/School: Arts & Sciences
Instructor: Nancy Newman
Course: American Music

Description: This course surveys the history of music in the United States through the prism of the nation’s most persistent cultural issue, race relations. From the earliest transatlantic contacts to the present day, music–making is viewed as a complex response to inherited traditions and a changing environment. The course begins by examining the diverse musical legacies of Europe and Africa, the transmission and adaptation of Christianity in the New World, and secular music genres such as minstrelsy and opera.  We will consider compositional responses to the American experience, such as Stephen Foster’s “Camptown Races” and Louis Moreau Gottschalk’s virtuoso piano solo, “The Banjo.”  The latter part of the semester traces the commodification of music through the publishing and recording industries, vernacular genres such as blues and folk, and the emergence of a distinctively American art music.  Throughout the course, emphasis is placed on informed listening and an understanding of the elements that define style and genre, such as form, rhythm, and pitch relationships.

General Education: Arts

Department: Philosophy
College/School: Arts & Sciences
Instructor: Ron McClamrock
Course: The Mind and the World (T PHI 111)

Description: A survey and critical examination of topics in contemporary philosophy, with focus on the relationship between the human mind and the natural world.  Topics will include skepticism about knowledge of the external world, the relationship between the mind and the brain, the possibility of the mind causing free actions, and the existence or non-existence of God. Assignments will include a mix of short papers, online discussion board posting, and in-class exams.

General Education: Humanities

Department: Political Science
College/School: Rockefeller College of Public Affairs & Policy
Instructor: Meredith Weiss
Course: Identities, Boundaries, & Mobilization (T POS 248Y)

Description: This course explores the political nature of identities, and particularly the way collective identities are shaped, maintained, and deployed.  Taking an interdisciplinary approach, we will examine key dimensions of identity, modes and strategies of inclusion and exclusion, forms of “identity politics,” and questions of intersectionality (the overlapping of identity categories, as for race and gender).  Course materials will span everything from theoretical approaches to identity mobilization, to nationalism and secessionism, to the politics of gender and ethnicity, and will combine conceptual works, case studies, and literature. Assignments will include a series of short reaction papers, a collaborative final project, and class presentations

General Education: Oral Discourse (The professor has applied to have this course also meet the Social Science general education requirement.  More information will be posted as it becomes available.)

Department: Political Science
College/School: Rockefeller College of Public Affairs & Policy
Instructor: Greg Nowell
Course: International Political Economic Crises

Description: This course will address the historical significance of struggles for the control of world petroleum resources.  The topics to be covered include:  (1) the competition for power in the Middle East, and the competition among major powers for domination of world oil supplies; (2) financial crises related to oil industry, in particular the collapse of the gold standard in 1974 and the decline of the dollar in 2008; (3) the politics of environmental regulation and alternative fuels with reference to tropospheric (ground level) pollution and also the Greenhouse Effect; (4) alternative fuels and their strategic context (e.g., Germany’s synthetic fuels program in the 1930s); (5) the role of speculation in energy pricing; and (6) resource depletion theory. 

Assignments will include oral presentations on course readings, a research paper, and a final examination. 

General Education: The professor will be applying to have this course meet the Regions Beyond Europe and Writing Intensive general education requirements.  More information will be posted as it becomes available.

Department: Sociology
College/School: Arts & Sciences
Instructor: Richard Lachmann
Course: U.S. Foreign Policy in Comparative Perspective

Description: Why do nations fight wars?  How do governments get the human and financial resources to fight wars?  We will answer those questions first by briefly looking at the historical development of nation states and trace their growing abilities to force men into armies and to tax citizens. We will then turn to three recent U.S. military confrontations: the Cuban missile crisis, the Vietnam War and the ongoing “war on terrorism.” We will look at how and why the U.S. government made the decisions it did in each circumstance, and examine the extent to which public opinion affects foreign policy.

Students will write several essays based on course readings and films. There will be no exams.

General Education: Writing Intensive; Social Science; Global & Cross Cultural

Department: Special Education
College/School: School of Education
Instructor: Deborah May
Course: Perspectives on Human Exceptionality (T SPE 260)

Description: Students will learn about the characteristics of individuals with exceptionalities, how they are identified, and what services are necessary for them to function in both school and society. Students will be exposed to the cultures of disability groups through observations and service learning, research, lecture, readings, and videos.

Students will participate in discussions of article, book chapters, and case histories.  Assignments will include quizzes, a research paper, and a perspectives on human exceptionality portfolio including observation/service learning, book reviews, and movie reviews, as well as a poster session presentation.

General Education: US Pluralism and  Diversity