Monday, May 9, 2022
Stipends for Faculty Mentoring Student Research Partners this Summer
We are pleased to announce that, as in past years, the Undergraduate Research Office has funding to support stipends for faculty who are mentoring Student Research Partners (SRPs) this summer but who will not receive a stipend or salary from grants or other sources. The amount of the stipend will be $1400 or $2400, depending on the faculty member’s time commitment. Faculty members can receive only one stipend, even if they are mentoring more than one SRP. Faculty who are supervising student research assistants (SRAs) but are not mentoring an SRP are not eligible for this stipend. To apply for a stipend for mentoring student research partners this summer, please fill out our application form by May 31, 2022.
Faculty Research Seminar 2022-23: Variations on Sovereignty
Clara Hardy is delighted to announce the Faculty Fellows for the 2021-21 Humanities Center Faculty Research Seminar, “Variations on Sovereignty,” to be led by Larry Cooper and Jessica Keating. Please congratulate these fellows and the directors!
2022-23 Faculty Fellows:
- Doug Casson, Professor of Political Science, St. Olaf, will finish a chapter, “John Locke and the Non-Sovereign Self,” which is part of a larger project that focuses on the relationship between governing a polity and governing a soul in the early modern period. He hopes to clarify how Locke embodies but also complicates early modern notions of sovereignty.
- Mihaela Czobor-Lupp, Associate Professor of Political Science, will work on book chapter where she reconstructs the position of a cultural mediator and translator, of a traveler between cultures, who, nevertheless, does not give up belonging and the importance of having a home. The chapter is part of a larger book project on the meaning and relevance of humanism today in the conception of the Bulgarian French thinker, Tzvetan Todorov.
- Cathy Yandell, W. I. and Hulda F. Daniell Professor of French and Francophone Studies, will work on a chapter from her book project, Minding the Renaissance Body from Rabelais to Descartes, where she will examine the body of the king, queen, or despot, drawing from the court poet Ronsard and the jurist Estienne de la Boëtie. She hopes to show that the human body both in the jurist’s treatise and in Ronsard’s poetry stands in microcosmically for the body politic, but also models the suppleness of both body and mind essential to the ideal ruler.
- Larry Cooper, Professor of Political Science, intends to begin a major new project whose purpose is to explore and explicate several philosophers’ teachings about what, for lack of a better term, he calls statesmanship of the self or soul.
- Jessica Keating, Associate Professor of Art History, plans to complete her second book, Impossible Nature: The World of Giuseppe Arcimboldo. Arcimboldo (1526-1593) was a Lombard painer and is widely known for the imperial allegories and portraits he executed at the courts of Holy Roman Emperor Maximilian II (1527-1576) and Holy Roman Emperor Rudolf II (1552-1612). The book argues that these pictures present a confused image of sovereignty. While a number of the works can be read as metaphors of the active sovereign who orders all things, others can be understood to be allegories of the sovereign who passively rules.
THANK YOU from Admissions
The Admissions Office would like to extend a huge THANK YOU to all faculty (and their student departmental advisors) who welcomed admitted students into their classes and connected with students and their families during the academic and resources fair. You made a positive impact on those students’ experiences to Northfield.
Registration for Fall Term 2022 begins Monday, May 23rd. It will be different from previous registrations in some significant ways.
First, none of the students registering for fall term have done so in the spring before. Incoming students register for their first fall term in August, and for the last two years, registration for all students has happened over the summer due to the COVID-19 pandemic. We expect that the change back to registering in the spring will catch some students by surprise. We will be sending each student a personalized email message with their priority registration time and links to documentation on the new process, but advisors might find they need to spend a little extra time making sure all of their advisees are aware of this year’s timing.
The timing of registration for the fall is not the only thing that will be new for our students. For years, registration has been running on a part of The Hub that will no longer be supported beginning in June. We have migrated registration to a new piece of software, called Self Service, that we will use until Workday goes live in about two years. Although we’ve tested the new screens and functionality with small groups of students, this upcoming registration will be the first one where all students use the new software. Because of this, ECC has approved shifting the registration priority times from 7:00 – 8:30 in the evening to 7:00 to 8:00 in the morning to maximize the amount of support available for both the students registering and for the ITS and Registrar’s Office staff monitoring the software.
The new registration screens combine registration with the course search functionality that used to be provided by Enroll, making it easier for students to find and register for their courses. It also includes a calendar display illustrating the times of the classes students are considering. We have updated documentation and demonstration videos available on the Registrar’s Office website.
Changes to Biology Intro Courses
Beginning in Fall 2022, there will be important changes to the offerings of BIOL 125 and 126. In an effort to make the introductory courses more equitable and inclusive of all students, the department is adopting a “problem solving” model for all introductory courses. The change was approved by the Dean and President this winter as an important step toward the goals outlined in the IDE Strategic Plan.
Key changes to be aware of when talking with you advisees:
- BIOL 125 will now be offered in Fall, Winter, and Spring
- BIOL 126 will continue to be offered in only Winter and Spring
- Enrollments for all intro courses will be capped at 60 students
- Prerequisites will remain the same (none for 125; CHEM 123 or 128 for BIOL 126)
Please talk with your advisees about this change, particularly if they plan to take 125 in the winter and/or 126 in the spring. Historically, the winter offering of 125 and the spring offering of 126 have been significantly larger than other offerings. The department will not be allowing for substantial increases in class sizes beyond the enrollment caps.
If you have any questions, please contact the Biology Chair, Dan Hernández (firstname.lastname@example.org).
For Students Interested in Starting Hebrew
In 2022-23 and 2023-24 only the 4-term Hebrew sequence will be taught sequentially from Fall to Fall. Hebrew will start in Fall 2022 with Hebrew 101 and finish in Fall 2023 with Hebrew 204. After that, the Hebrew curriculum will return to the two-level per academic year pattern. If you have sophomore advisees who wanted to start Hebrew in 2021-22, but could not because only the upper levels were offered, please encourage them to start 101 this fall. Prof. Stacy Beckwith will be very glad to talk with interested students and answer their questions. Please also encourage upper-year advisees who might be interested in taking one or a few levels in Hebrew to reach out to Prof. Beckwith.
New and Changed Course Descriptions for Fall Term
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 time. Requirements 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 translation. Requirements 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 time. Requirements 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
Advising Quick Links
- Advising Handbook
- Forms and Decision Trees
- Advising Contacts
- Graduation & Major Requirements
- Academic Rules and Regulations
- Off-Campus Study Programs
- Career Center Resources for Faculty & Advisers
- Office of Student Fellowships ‘For Advisors’ Page
Grants and Fellowships
Andy Warhol Foundation Arts Writers Grant Program
The Andy Warhol Foundation Arts Writers Grant supports emerging and established writers who write about contemporary visual art. Ranging from $15,000 to $50,000 in three categories—articles, books, and short-form writing—the grants support projects addressing both general and specialized art audiences, from short reviews for magazines and newspapers to in-depth scholarly studies. The program also supports art writing that engages criticism through interdisciplinary methods and experiments with literary styles.
Applications are due May 18. If you’re interested in applying, or for more information, please contact the Grants Office.
think2perform Research Institute’s Research Fellowship (RF) program
This research program is appropriate for junior faculty, post-docs, and doctoral students who are developing new research in emotional intelligence, moral intelligence, and purpose for practical use in management and the workplace, and/or in career development and training in the business and non-profit sectors. The research must advance leadership through practical applications of emotional intelligence, moral intelligence, and purpose. The research must apply and be relevant for leaders in businesses and non-profits. The program funds up to $5,000 for research in these areas. The application deadline is June 1. For more information or assistance in applying, please contact the Grants Office.
NSF Racial Equity in STEM Education Grant Opportunity
The National Science Foundation’s Racial Equity in STEM Education program seeks to support bold, ground-breaking, and potentially transformative projects addressing systemic racism in STEM. Proposals should advance racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research (both fundamental and applied) and practice. NSF requires Racial Equity projects to be led by, or developed and led in authentic partnership with, individuals and communities most impacted by the inequities caused by systemic racism. Proposals are due October 11, 2022. If you are interested in discussing ideas or learning more about this opportunity, please contact Christopher Tassava in the Grants Office.
NEH Challenge Grants
NEH Challenge Grants fund capital projects to support the design, purchase, construction, restoration, or renovation of facilities used for humanities activities and digital infrastructure projects to support the maintenance, modernization, and sustainability of existing digital scholarly projects and platforms. Institutions may request up to $750,000 and must raise significant matching funds from non-federal donors within a restricted time period. Proposals are due May 17, 2022, for projects beginning in spring 2023 and lasting up to five years. Please contact the Grants Office if you would like to learn more about this opportunity.