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Monday, May 23, 2022

News


Honors Convocation on Friday, 3:00 p.m.

On Friday, May 27th, we will celebrate the awards and academic accomplishments of our incredible students. The accomplishments of our students are a direct reflection of the work, sacrifice, time, patience and skills of our faculty. Therefore, please dust off the regalia and be ready to join the traditional Academic Procession to Skinner Chapel. The processional lineup will form in the lawn in front of the Library at 2:45 pm. 

Our Honors Convo speaker will be Michael Martin ’09. Michael graduated summa cum laude from Carleton in 2009 with a degree in Political Science and International Relations.  After leaving Carleton as a Rhodes finalist, he earned his MBA with high distinction from Harvard University.  Michael Martin co-founder and CEO of RapidSOS, an advanced emergency tech company that provides life-saving data from connected devices to 9-1-1 and first responders in the field.

Please remember that there will be an adjusted class schedule on Friday to accommodate this important event. More details are found here.

We look forward to seeing you there! There will be bubbles and there will be refreshments. 


ITS End of Academic Year Support and Summer Changes

As our academic year and spring term are ending, please note these reminders and opportunities for end-of-term use of academic technologies, summer updates, and getting ready for the next academic year.

End of Term and Final Exams

Academic Technologists will keep the 2-4pm Drop-In hours for the last few days of the term, through Wednesday, June 1, for quick questions or for you to stop by and double-check that your Moodle final exams are set up as you intended. PEPS Drop-In hours remain 1pm-5:00pm, M-F through June 1.

If you need support at the beginning of your online exam, please schedule that support by June 1 with us by sending an email to at@carleton.edu.

Managing Access to Course Content after Final Exams

By default, Moodle courses remain accessible for students who were enrolled in a particular course. If you want additional security for the materials (quizzes, assignments, lecture notes) of a concluded course, please check out Moodle: Options for restricting student access with suggestions for hiding your Moodle course or making specific parts of your Moodle course invisible for your past students.

Getting Ready for the New Academic Year

July 15: Deadline for changes/additions to software in classrooms and computer labs. Please submit a Helpdesk ticket before July 15. Any requests that come in after July 15 may need to be delayed until Winter term, especially if the request requires purchasing and/or extensive testing for new software applications.

August 1st: We will delete the oldest courses from the Moodle server. This year those are courses from the 2016-17 Academic Year. If you would like to save a copy of your course materials, we recommend that you create a backup file of your course and download that to your favorite file storage location. Instructions for how to create a backup file are available in this short video or this Knowledge Base article.

  • We are also upgrading Moodle to 3.11 during the first week of August. The exact date will be announced well ahead of time. This upgrade will make the following possible:
  • New options for customized display of completion criteria and completion dates
  • New profile fields can be displayed in participants page (e.g. pronouns)
  • Customized permission overrides can now be included when importing a course to a new site
  • Word limit settings on the Essay Question in Moodle Quiz
  • New quiz settings to all a read-only view for students
  • Google Drive plugin now supports Shared drive files

Ally for Moodle: We are adding Ally to Moodle. Ally is a tool that checks Moodle content, including individual files, for their level of accessibility. We hope that this tool will help all of us recognize where we can proactively improve access for our students so that their experience with Moodle materials is even better.

If you have COVID equipment (ipad, camera, microphone, etc.) that you no longer use, please consider returning it to the ITS Helpdesk – other colleagues may benefit from having this equipment available to them.

Summer Break and Planning Fall Courses

During summer break, we will have limited Drop-In hours to ensure summer events have support. We will be online 10-noon for
• APSI: June 21-24
• Summer Liberal Arts Institute: July 10-29

The AT team will also be available via emails and through the ITS ticketing system throughout the break. [link] PEPS will offer support by appointment only; send an email to peps@carleton.edu.

If you want to have longer conversations around the pedagogical strategies of your 2022-23 classes, please consider reaching out to Victoria Morse, Director of the LTC or Wiebke Kuhn, Director of Academic Technology.

Stay tuned for more opportunities in August when everyone is starting to think about what technologies may be useful for fall term. This will include more opportunities to learn and practice with classroom technology.

For more details on final exams and quizzes, and learning resources and instructional technologies for planning your Fall courses, visit our end-of-year blog post.


COVID Recovery


Advising


Mixed-priority Registration Pilot

Under the SEAMS administrative software initiative, the Registrar’s Office is undertaking a 5-term pilot project to begin in 22/FA in partnership with Biology, Studio Art, Geology, and Psychology departments, with the goal of addressing the college’s ongoing challenges with priority course registration. Advisers will want to note the following changes that will begin in Fall 2022:

  • Biology will be reserving six spaces per term in their BIOL 125 and 126 courses for upperclass students who still need to complete their lab science requirement.
  • Studio Art will be reserving spaces for Art majors in their 100-level courses (the number of spaces is based on the number of majors).
  • Geology will be holding one or two 100-level courses for first-year students per year. 
  • Psychology will be holding 24 spots in three 200-level courses for sophomores each winter and spring term. 

Our new Workday student information system will be implemented in Spring term 2024 and will provide us with more powerful tools for registration, including the ability to reserve spaces for multiple cohorts per course. The Workday transition provides an opportunity to innovate our policies and processes to better serve faculty and students, and the results of this pilot will be used to inform any future plan for adjusting priority-based registration across the curriculum. More information as well as the pilot proposal can be found in the 5-4-22 ECC minutes, soon to be posted here. Please get in touch with the Registrar’s Office if you have any questions.


New and Changed Course Descriptions for Fall Term


AFST.120 – Race and Racism Outside the U.S. – Williams, Daniel

In this course, we examine the ways that race structures difference and inequality in non-US contexts with varying degrees of racial “diversity.” As a construct fundamentally grounded in white supremacy through encounters between Europe and its “Others,” race from its inception has been a global construct for organizing and stratifying human difference. Yet the specific ways that race is constructed varies across societies, with ethnicity and other related concepts of difference substituting for race. Foundational to this course will be how the notions of blackness and whiteness figure into the creation of racial categories, boundaries, and inequalities. Course topics include skin color stratification, “colorblindness,” ethnicity and nationhood, migration and citizenship, media representations, anti-blackness as a global phenomenon, transnational and global flows of racial ideas and categories, and social movements for racial justice. Requirements Met: NE, Writing Rich 22, International Studies

AMST.214.00 — Music in the 1970s – Russell, Melinda

The 1970s were a period of extraordinary musical creativity and change. The era saw the flowering of jazz fusion, funk, heavy metal, and punk, debates over authenticity in country music; experimentation with minimalism and technology in classical music; the beginnings of a “world music” market as salsa, Afro-pop, and reggae made inroads; and the increased importance of such technology as cassette tapes, fm radio, video games, VCRs and the Sony Walkman. We’ll explore this decade of music through listening, footage, historic documents, and scholarship from a variety of disciplines, focusing on stylistic innovations, critical and audience reception, and cultural values. Requirements Met: Social Inquiry Writing Rich 2 Intercultural Domestic Studies

ARTH.101.00 — Introduction to Art History I – Keating, Jessica F.

An introduction to the art and architecture of various geographical areas around the world from antiquity through the “Middle Ages.” The course will provide foundational skills (tools of analysis and interpretation) as well as general, historical understanding. It will focus on a select number of major developments in a range of media and cultures, emphasizing the way that works of art function both as aesthetic and material objects and as cultural artifacts and forces. Issues include, for example, sacred spaces, images of the gods, imperial portraiture, and domestic decoration. Requirements Met: Literary/Artistic Analysis International Studies

BIOL.125 — Genes, Evolution, and Development and Lab – Wolff, Jennifer M.

Emphasizes the role of genetic information in biological systems. Under this theme, we cover subjects from the molecular to the population levels of organization, including genetics, structure/function of DNA, gene expression and regulation, the changing genetic makeup of species as they evolve, and the development of individual organisms from zygotes. The active learning format of this course allows time in class to apply new concepts with faculty present. Students enter Carleton from a wide variety of academic experiences and our introductory courses are designed to provide a level playing field for students regardless of previous science background. Sophomore Priority. Requirements Met: Science with Lab Quantitative Reasoning Encounter

BIOL.263.00 — Ecological Physiology Laboratory – Nishizaki, Mike T.

Experimental approaches to study physiological responses of living organisms to their environment. Students will conduct a semi-independent lab project.

CAMS.222.00 — Collaborative Narrative Filmmaking – Licata, Catherine

Narrative films are the product of many specialized artists working in concert toward a shared artistic vision. In this course, students will explore the essential crew roles on narrative films and choose an area in which they would like to specialize during the making of a collaborative project. Through the term, we will move through film development, pre-production, production, post-production, and distribution with each student taking on a specific role in a group project. The term culminates in the exhibition of films that were made over the previous 10 weeks. Extra Time Prerequisite: Cinema and Media Studies 111. Requirements Met: Arts Practice

CLAS.220.00 — From the Horn to MelqartAs Pillars: African Perspectives in the Ancient Mediterranean – Rogers, Jordan R.

Histories of the classical world often focus on the cultures of Greece and Rome, situated on the northern shores of the Mediterranean. But what can we discover if we ‘flip’ our map of the Mediterranean, putting African perspectives on top? In this class, we will engage with the artistic, literary, and archaeological evidence left to us by the Mediterranean societies of classical Africa, as well as the ways in which these societies are depicted by Greek and Roman sources. Topics covered include ancient Egypt, the colonial “middle ground” of North Africa, and other African cultures on the Mediterranean periphery. Requirements Met: Humanistic Inquiry

CLAS.386.00 — Classical Myth: Theory, Function, Afterlife – Hardy, Clara S.

Stories of gods, heroes and monsters were a pervasive part of life in ancient Greece and Rome, integrated into landscape, the built environment and cultural practice from ritual worship to informal storytelling, and they have retained their power to fascinate through subsequent eras. This seminar will investigate the roles myth played in the ancient world, drawing on literary, historical and archaeological evidence, as well as the most prominent theoretical frameworks for interpreting myths, and some examples of modern adaptations. Topics in the second half of the course will be driven by student interests as they develop their own research and present it at the department Symposium. Prerequisite: At least two courses in Classics or instructor consent. Other Tags: Classics Required

CS.361.00 — Artificial Life and Digital Evolution – Vostinar, Anya E.

The field of artificial life seeks to understand the dynamics of life by separating them from the substrate of DNA. In this course, we will explore how we can implement the dynamics of life in software to test and generate biological hypotheses, with a particular focus on evolution. Topics will include the basic principles of biological evolution, transferring experimental evolution techniques to computational systems, cellular automata, computational modeling, and digital evolution. All students will be expected to complete and present a term research project recreating and extending recent work in the field of artificial life. Prerequisite: Computer Science 201. Requirements Met: Formal or Statistical Reasoning

DANC.265.00 — Performing the Orient

Magic carpets, glittering pagodas, harem fantasies…Orientalism dominated Europe’s creative landscape and imagination since the 1700s, but what purpose did it serve? This class will explore over 300 years of “exotic” portrayals of “Orientals” on the Western ballet and opera stages, and geopolitics that impacted how we view Asian people and cultures to this day: from Genghis Khan, the Opium Wars, Chinese Exclusion, to Japanese Internment and #StopAsianHate. The course will also examine the creative process of shifting a Eurocentric work of art for a multiracial audience and provide practical frameworks for how to create art outside of your own cultural experience. Requirements Met: Humanistic Inquiry International Studies

ECON.395.01 — Advanced Topics in Housing Economics – Swoboda, Aaron M.

This course focuses on the empirical analysis of housing prices, quantities, supply, demand, and related policy. Specific areas of study include: market trends in housing prices over time and space, hedonic analysis of local amenities like schools, parks, or pollution, differential effects of housing policy, segregation, migration, and many others depending on student interests. Class time is a mix of journal article discussion, empirical lab exercises, and other individual and small group activities aimed at helping students write an independent research prospectus. Throughout, we’ll pay special attention to issues of research integrity, the open science movement, and causal inference research methods. Prerequisite/Corequisite: Economics 329, 330, and 331, or instructor permission. Requirements Met: Social Inquiry Writing Rich 2 Quantitative Reasoning Encounter

ENGL.254.00 — Fictional Worlds (3 credits) – Byerly, Alison

What makes the imaginary world created by a novel feel “real”?  What aspects of narrative contribute to our sense of being immersed in a coherent and convincing universe?  From the Victorians who addressed letters to Mr. Sherlock Holmes at 221B Baker Street, to fans of a Middle Earth that now encompasses multiple books and films, readers have always been drawn to narratives that create a place that seems capacious and vivid enough to enter.  In this course, we will look at world-building from the eighteenth century through the present, comparing novels to other contemporary media in order to develop an understanding of the way in which the impulse towards “realism” has shaped narrative in a variety of different forms. Works to be studied include books and stories by Daniel Defoe, A. Conan Doyle,  J.R.R. Tolkien, and Octavia Butler, as well as Villeneuve’s film of Dune.  

FREN.204 — Intermediate French – Keïta, Chérif

Through readings, discussions, analysis of media, and other activities, this course increases students’ skill and confidence in French. Continuing the emphasis on all modes of communication begun in French 101-103, French 204 focuses on Francophone cultures, contemporary issues, and an iconic text in French. Taught three days a week in French. Prerequisite: French 103 or equivalent. Other Tags: EUST European Language, EUST Country Specific Course

FREN.239.00 — Banned Books – Yandell, Cathy

Recent events in France have highlighted the issues of free speech and religious intolerance, among other cultural questions. Some of the most fascinating and now canonized works in French and Francophone literature were once banned because they called into question the political, religious, or moral sensibilities of the day. Even today, Francophone books deemed to be subversive are routinely censored. Through texts, graphic novels, and films by Sade, Baudelaire, Camus, Frantz Fanon, Pontecorvo, Julie Maroh, Hergé (Tintin), and others, we will explore the crucial role of forbidden works in their cultural contexts. Prerequisite: French 204 or equivalent. Requirements Met: Literary/Artistic Analysis International Studies

FREN.380.00 — Comics: Sequence with Consequence – Rousseau, Sandra E.

In the Francophone world comics are known as the ninth art, a popular, legitimate–albeit contested–art form. What then differentiates this art form from others? How do comics create meaning? How do they tell stories? What stories do they tell? In this class we will develop a multilayered approach to comics by analyzing the form and content of texts, but also by questioning the place of comics in French, Algerian, and Québecois societies. Readings will include iconic texts (Asterix, Tintin), alternative comics (by Fabcaro, Louerrad, Ziadé), theoretical pieces on bandes dessinées, and conversations with working artists. Prerequisite: One French course beyond French 204 or instructor permission. Requirements Met: Literary/Artistic Analysis International Studies

HIST.161.00 — From Mughals to Mahatma Gandhi: An Introduction to Modern Indian History – Khalid, Amna

An introductory survey course to familiarize students with some of the key themes and debates in the historiography of modern India. Beginning with an overview of Mughal rule in India, the main focus of the course is the colonial period. The course ends with a discussion of 1947: the hour of independence as well as the creation of two new nation-states, India and Pakistan. Topics include Oriental Despotism, colonial rule, nationalism, communalism, gender, caste and race. No prior knowledge of South Asian History required. Requirements Met: Humanistic Inquiry International Studies

HIST.246.00 — Making Early Medieval England – Mason, Austin P.

This course explores the world of Early Medieval England from Rome’s decline through the Norman Conquest (c.400-1066) through its material culture. These six centuries witnessed dramatic transformations, including waning Roman influence, changing environmental conditions, ethnic migrations, the coming of Christianity, the rise of kingdoms, and the emergence of new agricultural and economic regimes. We will look beyond the kings and priests at the top of society by analyzing objects people made and used, buildings they built, and human remains they buried alongside primary and secondary written sources. Students will practice writing history from, and experiment with (re)making, early English “things.” Requirements Met: Humanistic Inquiry International Studies

HIST.257.00 — Chinese Capitalism: From Local to Global – Yoon, Seungjoo

How did China become a global player in the market economy? This course surveys Chinese business history in the recent past focusing on the origins of industrial development in China, agrarian “involution” and famine, vernacular commercialism, and arguments about China’s economic divergence from and convergence with the rest of the world. Historical examples are drawn from enterprises that produced salt, medicine, cotton textile, machine tools, electricity, automobiles, and the iPhone. Students will pick one of them and write a historical biography of a businessperson, an economic thinker, a company, or an entrepreneurial activity (e.g., operating department stores or advertising companies). Extra timeRequirements Met: Humanistic Inquiry Quantitative Reasoning Encounter International Studies Writing Rich 2

JAPN.249.00 — Introduction to Contemporary Japan and Literature – Tokuyama, Chie

This course provides an introduction to contemporary Japan through a variety of literary works dating from the early postwar period (1945) to the present. While becoming familiar with prize-winning Japanese writers, literary genres, and various artistic conventions, we will examine how writers reacted to, shaped, and critiqued historical events and social situations in which these literary texts are written. Topics for discussion include: war memory, postwar economic success, loss of national identity, shifting concepts of families, gender roles, and lifestyles, minorities, alienation, and disaster. Through readings, lectures, and discussions, you will become familiar with major cultural and historical movements that comprise the complexity of contemporary Japan, and develop the critical skills necessary to analyze literary texts. All readings are in English, and no background knowledge of Japan is required. In translationRequirements Met: Literary/Artistic Analysis International Studies

JAPN.344.00 – Japan Trends: Lifestyle, Society, and Culture – Tokuyama, Chie

In this advanced Japanese language course, we will explore a wide range of concepts, social media buzzwords, and cultural phenomena that constitute the fabric of everyday life in Japan today. From “geeks” and “idols” dominating the cultural scene to the “working poor” and “hikikomori,” who represent the precarity Japan faces in the contexts of economic, political and psychological crisis, the course delves into the aspects of key phenomena surrounding contemporary Japanese society. You will develop skills to read, analyze, summarize, and critique various texts written in Japanese, including newspaper articles, scholarly essays, literary texts, and films, while becoming familiar with historical contexts in which these keywords emerged and are used. Prerequisite: Japanese 206 or equivalent. Requirements Met: Literary/Artistic Analysis International Studies

MATH.232 – Linear Algebra – Turnage-Butterbaugh, Caroline L.

Linear algebra centers on the study of highly structured functions called linear transformations. Given the abundance of nonlinear functions in mathematics, it may come as a surprise that restricting to linear ones opens the door to a rich and powerful theory that finds applications throughout mathematics, statistics, computer science, and the natural and social sciences. Linear transformations are everywhere, once we know what to look for. They appear in calculus as the functions that are used to define lines and planes in Euclidean space. In fact, differentiation is also a linear transformation that takes one function to another. The course focuses on developing geometric intuition as well as computational matrix methods. Topics include kernel and image of a linear transformation, vector spaces, determinants, eigenvectors and eigenvalues.  Prerequisite: Mathematics 120 or Mathematics 211. Requirements Met: Formal or Statistical Reasoning

MATH.282.00 – Elementary Theory of Numbers – Turnage-Butterbaugh, Caroline L.

A first course in number number theory, covering properties of the integers. Topics include the Euclidean algorithm, prime factorization, Diophantine equations, congruences, divisibility, Euler’s phi function and other multiplicative functions, primitive roots, and quadratic reciprocity. Along the way we will encounter and explore several famous unsolved problems in number theory. If time permits, we may discuss further topics, including integers as sums of squares, continued fractions, distribution of primes, Mersenne primes, the RSA cryptosystem. Formerly Math 312 Prerequisite: Mathematics 236 or instructor permission. Requirements Met: Formal or Statistical Reasoning

MATH.395.00 – Geometric Group Theory – Montee, MurphyKate

Geometric group theory is the study of (infinite) groups using geometric tools. The underlying principle of geometric group theory is that if a group G acts “nicely” on a space, then information about that space tells us information about the group. This class will introduce tools from topology, graph theory, and geometry and use them to study groups. Topics will include groups acting on trees and (more generally) hyperbolic groups. This course counts toward the Algebra area of the math major. Prerequisite: Mathematics 342 or instructor consent. Requirements Met: Formal or Statistical Reasoning

MUSC.101.00 – Music Fundamentals – TBD

A course designed for students with little or no music background as preparation and support for other music courses, ensemble participation and applied music study. The course covers the fundamentals of note and rhythmic reading, basic harmony, and develops proficiency in aural skills and elementary keyboard skills. This class will make regular use of the music computer lab for assignments. Requirements Met: Arts Practice

PE.187 – Introduction to Trail Running – Metcalf-Filzen, Tammy

This course is designed to introduce participants to trail running in the Carleton Arboretum. Students will receive instruction in basic trail running techniques, training principles, proper warmup and cool down approaches and injury prevention. Weekly run outside of class time required. Class offered first six weeks of fall term.

PHIL.117.00 – Reclaiming Argument – Hall, Ned

Our lives are drenched in argument and persuasion. This course aims to teach you how to deftly and ethically manage argument and persuasion in your own life. Our goals: to develop your skill at recognizing how language can be used and misused as a tool for persuasion, by teaching techniques from formal logic, linguistics, and argument-mapping; and to show you how (and why) to construct your own arguments with honesty and logical transparency. Our hope is that you will come to see argument not primarily as a contest to be won or lost, but as something that should be “reclaimed” for a more noble purpose: building genuine understanding between people, even across profound differences of viewpoint. Requirements Met: Humanistic Inquiry

PHIL.257.00 – Contemporary Issues in Feminist Philosophy – Sample, Hope C.

This course provides a survey of contemporary issues in feminist philosophy as well as a selection of feminist theories of gender. For the latter, we will cover intersectional theory, narrative theory, and feminist theories of embodiment, among others. For the former, we will attempt to answer the following kinds of questions in this course: How does feminism interact with nationalism? How do categories of gender, sex, sexuality, race, nationality, and class affect our willingness to attribute knowledge or epistemic authority to others? How does the application of these categories affect our awareness of the social spaces that we inhabit? How do we know our sexual orientation? What is oppression? Should gender impact custody decisions? How does the criminal justice system reinforce structures of oppression? This course will ask students to analyze feminist arguments that support diverse answers to these questions and more. Requirements Met: Humanistic Inquiry Writing Rich 2 Intercultural Domestic Studies

PHIL.306.00 – Causation and Explanation – Hall, Ned

Intimately related in deep but philosophically mysterious ways, the paired concepts of causation and explanation structure how we think about the reality we inhabit and our place in it, as well as our self-understanding as inquirers. After all, when we investigate just about anything, we aim to know not just the where and the when, but the how and the why. This seminar will introduce you to some of the most important philosophical investigations into causation, explanation, and their relationship to one another. Along the way, we’ll pay close attention to ways in which these investigations matter — well outside the confines of academic philosophy — by looking at stubborn disputes within the social sciences about what counts as “causal” or “explanatory.” Requirements Met: Humanistic Inquiry

POSC.204.00 – How American Campaigns and Elections Work (and Don’t Work)
Harrison, Brian F.

Campaigns and elections are the cornerstones of our democracy. Formally, they are the way we select our elected officials; informally they tell us a lot about the American ethos, the preferences of particular demographics, and the future direction of our country. The course will draw from scholarship in political psychology, political behavior and participation, and public opinion and will examine American campaigns and elections through three lenses: the institutional structures that guide them; the candidates and voters that participate in them; and the political scientists who study them. Requirements Met: Social Inquiry Quantitative Reasoning Encounter Intercultural Domestic Studies Writing Rich 2

POSC.215.00 – Comparative Political Communication: News Coverage of Elections – Allen, Barbara

This course will focus on the major theories of political communication in election advertising and political news contexts. Our case studies will focus on recent U.S., French, and UK elections. We compare the legal and cultural contexts of election news coverage and advertising in these countries and analyze media effects on voter perceptions using political psychology studies based on research in the U.S., UK, and EU. Requirements Met: Social Inquiry Quantitative Reasoning Encounter International Studies

POSC.230.00 – Methods of Political Research – Marfleet, Greg G.

An introduction to research method, research design, and the analysis of political data. The course is intended to introduce students to the fundamentals of scientific inquiry as they are employed in the discipline. The course will consider the philosophy of scientific research generally, the philosophy of social science research, theory building and theory testing, the components of applied (quantitative and qualitative) research across the major sub-fields of political science, and basic methodological tools. Intended for majors only. Prerequisite/Corequisite: Statistics 120, 230, 250, (formerly Mathematics 215, 245, 275), AP Statistics (score of 4 or 5) or Psychology 200/201 or Sociology/Anthropology 239. Requirements Met: Social Inquiry Writing Rich 2 Quantitative Reasoning Encounter

POSC.232.00 — POSC Lab Focus Group Analysis – Allen, Barbara

This lab offers a hands-on experience in designing and moderating a small group discussion for the purpose of observing not only attitudes, beliefs, and opinions but also dynamic social interactions as a method for getting answers to complex, dynamic social science research questions. Students will design a focus group study, learning about participant selection and recruitment; question writing and protocol design; group conversation moderation; data extraction and analysis, report writing, and overall project and data management. Requirements Met: Social Inquiry Intercultural Domestic Studies Quantitative Reasoning Encounter

POSC.240.00 – At the Corner of Broadway and Main Street: The Contrasting Politics of Northfield and the Twin Cities – Harrison, Brian F.

According to the 2020 U.S. Census, roughly 328.2 million people live in the United States. Of that population, 63% live in one of 19,500 “incorporated places,” defined as a city, town ,village, or borough with legally-prescribed limits, powers, and functions. However, three-quarters of incorporated places have fewer than 5,000 people; 42% have fewer than 500 people. In fact, only 40% of all cities have a population of 50,000 or more in 2019, yet nearly 39% of the U.S. population live in those cities. A majority of human social, political, and economic interactions now happen in urban areas (like the Twin Cities) but a significant portion of American life is experienced in smaller towns (like Northfield). Utilizing established social theories, critical thinking skills, and common research techniques, we will learn how to bolster our understanding of both rural and urban phenomena, policies, and processes, addressing topics like political, racial, and class polarization; intolerance; health care; housing, development, and zoning, and transportation. Through field visits to and speakers from both the Twin Cities and Northfield, we will chart the urban/rural political divide to provide a richer understanding of politics and policy in all corners of the United States.

POSC.263.00 – Revolutions in the Age of Internet – Myint, Tun

Do you want to create a revolution? This course studies how the Internet and social media present challenges and possibilities of expanding human freedom and democracy. How have the dynamics of revolutions been shaped by the Internet? What are the differences between revolutions before and after the Internet?  Are agency and freedom of individuals different in actual and virtual worlds?  What are the rising challenges and possibilities for democracy to capitalize on digital freedom? What are the theories and analytical concepts that will help us understand the rise of digital individuals and the future of freedom? The course primarily focuses on the politics and history of the democracy movement in Myanmar/Burma while students will comparatively study revolutions in other countries. Extra timeRequirements Met: Social Inquiry International Studies

POSC.313.00 – Legal Issues in Higher Education – Poskanzer, Steven G.

This seminar will explore pressing legal and policy issues facing American colleges and universities. The course will address the ways core academic values (e.g., academic freedom; the creation and maintenance of a community based on shared values) fit or conflict with legal rules and political dynamics that operate beyond the academy. Likely topics include how college admissions are shaped by legal principles, with particular emphasis on debates over affirmative action; on-campus speech; faculty tenure; intellectual property; student rights and student discipline (including discipline for sexual assault); and college and university relations with the outside world. Requirements Met: Social Inquiry

PSYC.246.00 – Human Sexuality – Campbell, Mitchell R.

Humans are a sexual animal. Not only do we engage in sexual behavior for procreation, but also at times for pleasure, intimacy, affiliation, and profit. Furthermore, we maintain sexual and gender identities that affect our behaviors and help us organize our social worlds. These identities develop over time, through our childhood and adolescence and into adulthood. We also place boundaries on sexuality and gender through norms, laws, and social conventions. Sexuality is at once commonplace and private, ubiquitous yet taboo. In this course, we will explore the many dimensions and paradoxes of human sexuality and its connection to our psychology. We will also consider these topics in the context of real-world phenomena and cross-cultural examples. Prerequisite: Psychology 110 or instructor consent. Requirements Met: Social Inquiry

RELG.257.00 – Asian Religions and Ecology – Dickstein, Jonathan H.

How “eco-friendly” are Asian religious traditions? What does “eco-friendly” even mean? This course begins with an overview of the major religious traditions of South, Southeast, Central, and East Asia. From this foundation, we turn to modern and contemporary ecological thinkers, movements, and policies and discuss their indebtedness to, and divergence from, various religious heritages. We will also explore how modernity, capitalism, industrialization, climate collapse, and Western environmental movements have influenced eco-advocacy in contemporary Asia.  Requirements Met: Humanistic Inquiry Writing Rich 2 International Studies

RUSS.331.00 – The Wonderful World of Russian Animation – Dotlibova, Anna M

Beginning in the 1910’s, Russian and then the Soviet Union was home to some of the most creative and innovative animated films in the world. In this course we will examine selected animated shorts in the context of Russian history and culture. Topics to be considered include the roots of animated film in the folk tale, the role of cartoons in educating the model Soviet child, the language of Soviet colonial discourse, and the ways in which post-Soviet animated films perpetuated or subverted past traditions. Prerequisite: Russian 205 or consent of the instructor. Requirements Met: Literary/Artistic Analysis International Studies

SOAN.214 – Neighborhoods and Cities: Inequalities and Identities  – Williams, Daniel

Inequalities and identities are well understood yet too often disconnected from the context of space and place. In this class, we discuss the ways that neighborhoods and cities are sites of inequality as well as identity. Neighborhoods are linked to the amount of wealth we hold; the schools we attend; the goods, services, and resources we have access to; and who our neighbors are. Neighborhoods are also spaces where identities and community are created, claimed, and contested. They can also be sites of conflict as they change through gentrification or other processes that often reflect inequalities of power, resources, and status. In this course, special attention will be paid to how race, gender and sexuality, and immigration shape inequalities and identity in neighborhoods and cities. This course will also include an academic civic engagement component, collaborating with local communities in Minnesota. Prerequisite: The department strongly recommends that Sociology/Anthropology 110 or 111 be taken prior to enrolling in courses numbered 200 or above. Requirements Met: Social Inquiry, WR2, QRE, Intercultural Domestic Studies


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