All Courses

  • SPAN 3411A: Practicum: Adv Written Comm.

    <strong>Practicum in Advanced Written Communication</strong><br /> <br /> This course is designed for those students who need to develop their writing production skills, and who are making the transition from fourth-semester (Intermediate) to Advanced coursework in Spanish. Throughout the course, students shall analyze different discursive genres (text types), establish the base from which to improve their syntax, learn orthographical rules, refine their use of discursive connectors, and expand their vocabulary. The main goal is for the students to create their own texts intended for different communicative objectives, and acquire the necessary tools to develop their own style in Spanish writing. (1 unit)

  • FOOD 0312A: Food Policy

    <strong>Food Policy</strong><br /> Food policy is about how decisions are made in the food system, affecting who eats what, who grows food and how.  In this course, we will investigate important current topics in food policy at different scales (local to international). Using a range of readings and background sources on food policy, students will learn about contentious issues affected by policy (e.g., debt relief for Black farmers, land reparations, federal food assistance to low-income people, adoption of climate-resilient farming practices). (formerly INTD 0312) 3 hrs. sem.

  • WRPR 0210A: Social Class & the Environment

    <strong>Social Class and the Environment</strong><br /> In this course we will explore the consequence of growth, technological development, and the evolution of ecological sacrifice zones. Texts will serve as the theoretical framework for in-the-field investigations, classroom work, and real-world experience. The Struggle for Environmental Justice outlines resistance models; Shadow Cities provides lessons from the squatters movement; Ben Hewitt's The Town that Food Saved describes economy of scale solutions, and David Owen's The Conundrum challenges environmentalism. Texts will guide discussions, serve as lenses for in-the-field investigations, and the basis for writing. We will also travel to Hardwick and Putney, Vermont, to explore new economic-environmental models. (Not open to students who have taken ENVS/WRPR 1014)

  • DPPG 8508A: Power, Social Change & Orgs

    For every complex problem there is an answer that is clear, simple, and wrong. (H.L. Mencken) Complex social problems (more precisely, wicked problems) are beyond the capacity of any single organization – or sector -- to solve. Examples include racial injustice, gender inequity, climate change, and economic inequality. Their intractability suggests that we need new ways of both understanding the problems themselves and imagining solutions that span across the public, private, and non-profit sectors. This case-based course looks at different ways of structuring, managing, and leading inter-organizational collaboration. First, we theorize power itself. Second, we build a sophisticated understanding of how structural change actually happens. Third, we challenge our mental models of what an “organization” even is. Then, we look at specific, real-world cases – relative success stories -- where relations and structures of power have been de- and re-institutionalized. The goal is to understand what managers, leaders, and activists can actually do, pragmatically, to foster structural, inter-generational change. The course seeks to de-romanticize “NGOs,” “social enterprises,” “social movements,” and quasi-governmental actors such as the UN; we’ll unpack them as instantiations of extant power relations and forms of structural inequality rather than heroic actors somehow immune from such things. We will study seven archetypes – intersectoral, interorganizational relational geometries – of collaborative action and what each is good, and not so good, for. Students will leave the course armed with broad strategies, approaches, tactics, and historical, comparative knowledge about what kinds of collaborative action has worked, in what contexts…and the understanding that when it comes to nudging wicked problems in desired ways, it is necessary to understand past efforts but the future will always demand creativity and new approaches. There is a quite deep conflict between “best practice” mental models and making a positive difference on wicked problems.

  • FMMC 0104A: Television & American Culture

    <strong>Television and American Culture</strong><br /> This course explores American life in the last seven decades through an analysis of our central medium: television. Spanning a history of television from its origins in radio to today’s digital convergence via YouTube and Netflix, we will consider television's role in both representing and constituting American society through a variety of approaches, including: the economics of the television industry, television's role within American democracy, the formal attributes of various television genres, television as a site of gender and racial identity formation, television's role in everyday life, the medium's technological transformations, and television as a site of global cultural exchange. Note to students: this course involves substantial streaming of television for assigned viewing. 3 hrs. lect./disc. / 3 hrs. screen

  • FMMC 0224A: African Cinema

    <strong>African Cinema</strong><br /> In this course we will examine how films written and directed by African filmmakers address the evolving identities of post-colonial Africans. Students will explore the development of various national cinemas and the film movements that helped define African cinema as a tool for cultural expression and social change. We will pair film studies, post-colonial studies, and African studies readings with a diverse selection of films from across sub-Saharan Africa, from Senegal’s 1967 <em>Black Girl</em> (Ousmane Sembene) to the 2018 Netflix-produced Nigerian “Nollywood” film, <em>Lionheart</em> (Genevieve Nnaji). Note to students: this course involves substantial streaming of films for assigned viewing. 3 hours lect./3 hours screen.

  • HIST 0242A: Europe in the High Middle Ages

    <strong>Europe in the High Middle Ages</strong><br /> This course covers the development and expansion of Western European civilization from approximately 1050 to 1300. This period witnessed the rise of towns, commerce, universities, and cathedrals, as well as important developments in the areas of politics, philosophy, and Western culture. Together, these achievements represent a fundamental shift in Western Europe from an impoverished, besieged society to a dynamic civilization that established the institutions and assumptions on which the modern West is based. The goal of this class is to view these achievements of medieval Europe in their own context, with appreciation of the methodological problems presented by medieval sources. Pre-1800.

  • TIJA 8642A-2 Advanced Trans II to Japanese

  • TIJA 8522A: Intrm WrittenTrans to Japanese

    Builds on the theoretical and practical foundation laid in Introduction to Translation and introduces the translation of specialized subject matter. Depending upon the language program in which they are enrolled, students will be expected to acquire and demonstrate basic proficiency in the sight and written translation of either commercial and economic texts, legal texts, or scientific and technical texts. The amount of emphasis accorded to a particular topic will depend on the specific professional requirements of each language program. Course assignments will include readings, research, presentations, practice and graded exercises in sight translation, and practice and graded written translation assignments, including exercises in speed translation. Students will also be expected to take at least one midterm and one final exam. The frequency, nature, and structure of course assignments and examinations are largely at the discretion of the instructor(s) of record. <br /> <p>Prerequisite: Introduction to Translation or equivalent background.</p>

  • TIJA 8524A: Interm Sight Trans to Japanese

    Builds on the theoretical and practical foundation laid in Introduction to Translation and introduces the translation of specialized subject matter. Depending upon the language program in which they are enrolled, students will be expected to acquire and demonstrate basic proficiency in the sight and written translation of either commercial and economic texts, legal texts, or scientific and technical texts. The amount of emphasis accorded to a particular topic will depend on the specific professional requirements of each language program. Course assignments will include readings, research, presentations, practice and graded exercises in sight translation, and practice and graded written translation assignments, including exercises in speed translation. Students will also be expected to take at least one midterm and one final exam. The frequency, nature, and structure of course assignments and examinations are largely at the discretion of the instructor(s) of record. <br /> <p>Prerequisite: Introduction to Translation or equivalent background.</p>

  • WRPR 0334A: Writing and Experience

    <strong>Writing and Experience: Exploring Self in Society</strong><br /> The reading and online writing for this course will focus on what it means to construct a sense of self in relation to the larger social world of family and friends, education, media, work, and community. Readings will include nonfiction and fiction works by authors such as Maya Angelou, James Baldwin, Andre Dubus, Tim O'Brien, Flannery O'Connor, Amy Tan, Tobias Wolff, and Alice Walker. Students will explore the craft of storytelling and the multiple ways in which one can employ the tools of fiction in crafting creative nonfiction and fiction narratives for a new online magazine on American popular culture. This magazine will have been created by students in Writing on Contemporary Issues. Narratives about self and society will therefore lean towards aspects of American popular culture. 3 hrs sem.

  • WRPR 0101A: Writing Academic Contexts II

    <strong>A Writing in Academic Contexts II</strong><br /> Students in this class will continue building upon their identities as writers and thinkers, while engaging a complex, interdisciplinary theme, within a diverse and supportive classroom community. Class activities and assignments will focus on building rhetorical awareness, analyzing texts from a variety of sources, and conducting library research. Students will explore their voices and perspectives in class discussion and throughout all phases of the writing process, including planning, peer review, and revision. Each student will meet frequently with the instructor, and will have opportunities for growth in oral communication as well. This course does not fulfill the college writing requirement. 3 hrs. lect./disc.

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