All courses, arranged by program, are listed in the catalog. If you cannot locate a specific course, try the Advanced Search. Current class schedules, with posted days and times, can be found on the NOW/Student Dashboard or by logging in to SiS.
Fundamentals of animated cinematography and filmmaking techniques will be addressed through a historical survey. This course will consider trends and genres of animated film in a variety of media in Europe and United States. Starting with the beginning of animated filmmaking history in the early 20th century students will explore animation history into the Golden Age of Animation, Late 20th century animation, and finally animation filmmaking trends in the 21st century. Parallel to the theoretical aspect of the course, students will experiment with the mentioned filmmaking techniques in class and conduct research projects.
Pre-Req: ENGL.1020 College Writing II.
Examination of the aesthetic theories and practice of graphic design. Significant practitioners of the art will be highlighted.
Pre-Reqs: ARHI 2030 History of Art:Preh-Med and ARHI 2040 Hist of Art II: Ren-Mod or Studio Art Minor or Art Minor.
The goal of this class is to enhance students' ability to read and interpret American texts by learning how to see them in context, to understand the way readers approach texts from interpretative lenses, and to express their insights about American culture in a variety of forms and genres. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
A study of literary selections dealing with traditions of family life, the individual, and social change. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
A survey of the major technical and stylistic developments in ecclesiastical and secular architecture from Prehistory to the present day studied with an emphasis on the major monuments (Parthenon, Pantheon, Gothic Cathedrals, St. Peter's, Versailles Palace, Eiffel Tower, Guggenheim Museum). Spring, alternate years.
This class introduces students to the power of shaping interior spaces through a focus on design principles and the design process. Humans are creatures of habit, and we find comfort in spaces designed to function within our own cultural norms; by exploring color theory and diverse media, students will learn to design spaces that respond to, protect, and address human needs in different societies. The course strengthens skills in both freehand drawing and computer assisted design through 2D and 3D projects.
Pre-req: ENGL.1010 College Writing I.
This course begins with a discussion of native American building traditions and proceeds chonologically from the 17th through the 20th centuries. Students will gain a familiarity with the major movements in American architecture (such as Colonial, Greek Revival, Victorian, Arts and Crafts, City Beautiful, International Style, Postmodern) as well as the leading archiects such as Frank Lloyd Wright and Frank Gehry. The architecture is discussed in its historical context with attention to the inventions, materials and aesthetic assumptions that made it possible.
This course will examine global architecture from the 19th century to the present. It addresses the major movements, "-isms", architects, publications, schools, and technological innovations that contributed to varied (and often conflicting) notions of "Modern architecture." Growing nationalism and politics, travel and colonial occupation, the effects of war, and changing conceptions of nature and science, all transformed the built environment. This course will provide a better understanding not only of individual works but also of the ways architecture manifests important themes such as nationalism, regionalism, functionalism, rationalism, and the most current theme, happiness.
can we build a better world? Many people from various eras and geographical locations have argued we can. The idea of utopia -- a place of harmony free from want and strife -- has shaped both imagined and real places. So has its opposite: dystopia. This course will focus on architectural visions and solutions for utopias from the ancient world to the present: from myths of long-lost cities to projected colonies on the moon and Mars.
Pre-req: ENGL.1010 College Writing I, and ENGL.1020 College Writing II.
This course examines how the religious and philosophical traditions of Zen, originally a Buddhist practice of meditation, have become intertwined with Japanese aesthetic principles. It will focus on the design of architecture and gardens that embodied Zen teachings, and the activities that take place in those spaces, such as chanoyu (tea ceremony), as well as works of art such as calligraphy and ceramics. Covering the period from the 13th through the 20th centuries, the course traces the changing philosophical concepts of enlightenment and their aesthetic expression.
Beijing has served as the political and cultural capital in China since the 15th century. At its core lies the Forbidden City, the largest preserved ancient wooden palatial compound in the world. This course centers first on examining the formal features of the City's layout, spatial planning, decorative schemes, and technical innovations, as well as the integration of the arts within the City. It then investigates how these features supported the profound socio-political symbolism of the empire and its cultural significance both historically and in the 20th century after the establishment of Communist China in 1949. A careful study of the Forbidden City allows us to engage with critical questions about the past and our own position as recipients of such a rare legacy of world civilization.
The course introduces the student to the technical, aesthetic and historical aspects of architecture, sculpture, and painting. An analysis of the visual elements used in fine arts such as color, line, shape, texture, and principles of design are developed through slide lectures, museum visits and assigned readings. In addition, students investigate the purposes of art and visual communication and develop a heightened sense of critical thinking that allows them to investigate successfully different modes of representation, styles and media in a multicultural society.
This course studies the aesthetic, artistic and intellectual similarities between art history and music history. Discussion of the arts focuses on the development in examining the human creativity and expression through the arts: from ancient times as art and morality followed in the Renaissance as art and sciences continued in the Enlightenment as art and society contrasted in the nineteenth century as art and entertainment. Furthermore, this course surveys some of the fundamental aspects of music and art, such as the nature of aesthetic judgment, the task of art and music criticism, including formalist, representational, and contemporary theories on viewing, analyzing, and interpreting the arts. In addition, with a comparative analysis between the modes of visual and aural representation, visual and aural perception, this course analyzes the principal forms and genres of the visual and aural elements of art history and music history, providing an understanding for human creativity and expression. Spring, alternate years.
A survey of the origins of painting, sculpture, and architecture from the prehistoric period through approximately 1300 CE. Works of art are discussed in their historical, cultural, and artistic contexts.
A survey of the origins and development of painting, sculpture, and architecture from Renaissance times to the Modern period. Emphasis is placed on representative works of art from the Renaisance, Baroque, Rococo, Nineteenth Century Movements-Neoclassicism, Romanticism, Impressionism, Cubism, Dadaism, Surrealism and Abstract Art. The aim of the course is to introduce the student to basic critical and art historical methods as well as the analysis of style and content within sequential cultural contexts.
Historical and critical examination of regions works of art from China, Asia, the Islamic world, India, Africa, North America, Latin America, Native American Art and Mexico. Topics vary from year to year. Course may be repeated.
A study of the major artists and artistic movements of the 19th century. This course examines major cultural, social and political forces (e.g. class struggles, racial and gender inequalities, industrialization, scientific discoveries, emancipation, education reform, the influence of early "social media," etc.) through the lens of the visual arts and pays particular attention to how these forces impacted the way art was produced, viewed, and understood.
This course centers on the study of American painting, sculpture, and decorative arts from the period of first contact up through the mid-twentieth century. One of the central questions of American art remains its definition: when does it start? What sources does it draw upon? In this class we will discuss American art through its ties to the peoples, events, institutions, and landscape that shaped it.
This course introduces students to Islamic art through a survey of works across the broad reach of the Islamic world including Saudi Arabia, Northern and Saharan Africa, Spain, the former Ottoman Empire surrounding Turkey and the Greater Middle East. The last unit of the course looks at Islamic art in the diaspora. The course highlights works form c. 500 CE to the present, ending with the ultra modern city of Dubai.
The purpose of this course is to provide a general overview of the art of the traditional cultures of Asia, China, India and Japan. This survey provides a critical and historical examination of these cultures.
This course is a survey of art in Spain from the discovery of the Americas in 1492 through the mid-seventeenth. This roughly 150-year period, known as the Spanish Golden Age or Siglo de Oro, witnessed the expansion of the Spanish empire across the Atlantic and Asia and gave rise to many of Spain's greatest artistic achievements. This course will survey the unprecedented contributions of Spanish painters, sculptors and architects; the patrons and political forces contributing to this Golden Age of artistic production; and the place of the Spanish golden Age within broader European and global contexts.
Pre-Req: ENGL 1020 College Writing II.
This course surveys the arts of Sub-Saharan Africa from the 12th century to the present day. It will situate works of art firmly in the history, aesthetics, values, and motivations of the cultures that created it. Students will discover that each culture has its own unique relationship with art and history. The course will also address the process of ambiguities of living and making art in global, post-colonial world. Students will gain not only a strong foundation of art historical knowledge but also how that knowledge affects our current interactions with African art through museum exhibitions and collections.
An introduction to key issues and theoretical approaches to the study of women and art. This course examines women as makers of art, as subjects of art, and as interpreters of art. The class will explore the ways artists have represented the intersections of gender identities, sexual orientation, power, race, class and nationality in their works and the socio-cultural conditions in which specific artists have been excluded or marginalized in art practice, exhibition, collecting and critical discourse.
This course examines the rich cross-cultural artistic heritage of the medieval world from the Late Antique period (third century CE) through the Gothic period (fourteenth century CE). The course includes the study of paintings, sculpture, illuminated manuscripts, mosaics and architecture. It will explore materials and technique, the relationship of images to sacred texts and rituals, and the controversies regarding image production. Drawing examples for the eastern Mediterranean to the rocky coast of Ireland, the course will draw out the way works of art reflected relationships between the Jewish, Christian, and Islamic religions.
Examination of issues of content, theory, and criticism in contemporary art. Current exhibitions and criticism are integral to the course. Topics vary from year to year. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course serves as an introduction to the history of public art in the modern and contemporary world. The history of public art is examined in relation to such concerns as the definition of public space, community involvement in the creative process, the institutional and economic support system for the arts, the modern understanding of memorial sculpture, and the use of the visual arts to foster public dialogue and cultural exchange.
The art museum in the United States is a unique social institution because of its blend of public and private support and its intricate involvement with artists, art historians, collectors, the art market, and the government. This course will study the art museumÆs history and status in our society today. Special consideration will be given to financial, legal and ethical issues that face art museums in our time. Short papers, oral reports and visits with directors, curators and other museum officials in nearby museums will be included along with a detailed study of a topic of ones choice.
In this course students will make a portfolio of small works and take them abroad to exhibit internationally. While on tour, participants will create further works by interaction with their surroundings, take visual notes, and collect items to broaden artistic practice upon return home. Participants are to generate work that develops their own artistic voice, explores and expresses their visions open to the surrounding foreign cultural influences. As this course takes place largely abroad, the unique challenges of interpreting culture, representing profound experience, and learning from a mix of ancient and modern sources will frame artistic investigations.
Pre-req: ARTS 1010 Art Concepts I, and ARTS 1550 Drawing I.
This course provides students with an overview of the multidisciplinary field of Asian American Studies from two distinct disciplines. The course begins with the history of Asian American Studies and the methods used to advance the field. Next, various aspects of the Asian American experience, such as gender and sexuality, are examined. Students also participate in service learning in partnership with Asian-serving community organizations in and around Lowell, MA. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
Pre-Req: ENGL 1010 or 1020 College Writing I or II or (42.103 Col Writing I-Internatl or ENGL 1110 College Writing I ESL) or HONR.1100.
This course presents a brief history of the Criminal Justice System and an analysis of its structure and function. This course required of all CJ majors and is a prerequisite for all other courses in criminal justice. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This foundational course that surveys the history and current state of digital and web-based media from a variety of perspectives: cultural and ethical, as well as the production and monetization of media. Students engage with and become critical consumers of media, learning how we use it to disseminate, market, entertain, influence and disrupt.
An introduction to the economic analysis of behaviors and institutions in the labor market: labor supply and participation, labor demand by firms, wage determination under different institutional settings, and gender, race or ethnicity as determinants of different labor market outcomes. The course presents microeconomic models, empirical findings and their public policy implications on topics such as minimum wage, affirmative action, social insurance programs, workplace safety, and subsidized day care.
Pre-Req: ECON.2010 Principles of Microeconomics
Language is personal, social, cultural, and political. This course introduces students to how language works in everyday life. Topics may include language socialization, multilingualism, language ideology, language prejudice, linguistic racism, language in the media, language and identity, differences and similarities across languages and dialects, and the emergence of new words and new meanings. There will be particular focus on English, Spanish, and other languages and dialects relevant to the local region. Students will have opportunities to write and conduct research on topics and languages of their choice.
Contemporary Women Writers introduces students to American women writers of the last fifty years. We examine the historical,socio-cultural, political, and personal influences on these writers' work by studying trends and events in recent American history and themes reflected in the works. By studying contemporary women's writing in this contextualized fashion, students can appreciate larger trends in our society, the role writing plays in examining such trends, and the value of literature as an exploration of human growth and struggle. Through discussion, group collaboration, critical analysis, and by designing their own graphic organizers, students gain a breadth of knowledge in the following areas: the themes and stylistic concerns of contemporary American women writers; the key historical events that influence contemporary American women's writing; the critical reading of literary texts. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Explores the treatment of homoeroticism and homosexual love in literature from Antiquity to the present. Emphasis is given to texts reflecting the construction of a homosexual identity and recurring motifs among gay, lesbian, and bisexual writers. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course explores how texts -- including novels, short stories, poems, memoirs, essays, plays, and videos -- portray people with disabilities. We will consider the problematic stereotypes about disabilities that sometimes appear in popular culture and literary depictions, and read texts that provide insight into a diverse community of people with a range of disabilities.
This course explores the stories of first-generation individuals, which includes both people who are first in their family to be born in a new country and individuals who are first in their family to go to college/university. Attending to the importance and the power of having a voice and using a voice, we will study the ways underrepresented authors of fiction and non-fiction are sharing their stories and carving out a place for first-generation voices not only to be heard, but to be recognized and appreciated for their richness and cultural contributions to American society.
Pre-Req: ENGL 1020 College Writing II, or permission of instructor.
The course addresses the literature of America's immigrant and cultural groups and how it contributes to defining our national character. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
A survey of world literature (works outside British and American literary traditions) through 1660; all course readings are translated into English. Students will become familiar with conventions of different literary genres, including epic and lyric poetry, drama, fables and folktales, and religious and philosophical texts. The course also provides the major cultural, religious, and political contexts of the literary texts. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Pre-req: ENGL 1020 College Writing II, or English Majors.
A survey of world literature (works outside British and American literary traditions) since 1660; all course readings are translated into English. Students will become familiar with conventions of various literary genres, including short and long fiction, autobiography, lyric poetry, and drama. The course also provides the major cultural, religious, and political contexts of the literary texts.
A study of how various authors use crime as a plotting device to study character, reveal social order, and critique social institutions. This course will focus particularly on detective and mystery fiction, sketching the history and development of these genres. Students might also study fiction and film outside these genres that explore significant questions of crime or criminality. Ultimately, students will think about how fictional representations of criminals, victims, policing, gender, and race relate to cultural assumptions and expectations. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
A Study of autobiographical writing from Colonial America to the present. Works from the 17th to the 21st century will allow students to explore the genre of autobiography and related sub-genres, including the captivity narrative, the slave narrative, and the immigration narrative. Readings will also explore literary and political autobiographies. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
A study of selected novels by American women. Focus on the female voice within the American tradition. Treatment of such issues as domesticity, education, and authorship. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
Women Writers and the Past. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
A study of the significant contributions of women to the literature and art of the theatre in various periods and cultures. Topics may include: plays written by women, the progress of women in theater, the evolution of female roles, and the portrayal of feminism on the stage.
Selected novels by writers such as Austen, the Brontes, Eliot, Woolf, Bowen, and Drabble. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
A study of the history and development of African American drama, with emphasis on major aesthetic, political, and social movements in African American culture. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
A study of selected works by black American writers, such as Toomer, Wright, Ellison, Walker, and Morrison. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
Asian Americans hold an intriguing place in the cultural imagination: as perpetual foreigners, as so-called 'model minorities' that serve to maintain hegemonic power relations, and as living embodiments of America's memory of its involvement in recent wars. As artists, however, Asian Americans have contributed and impressive body of literary work, and we'll examine some of the most enduring and provocative of these texts. We'll explore themes such as trauma and the immigrant experience, issues of exile and dislocation, Asian Americans' embattled place in our country's history, and the intersections of race and ethnicity with gender and sexuality. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
When the peoples of Africa, India, the Caribbean, Ireland, and Canada finally gained, to a greater and lesser extent, independence from the British during the 20th century, they found that their national, cultural, and individual identities had been radically altered by the experience of colonization. In this course, we will examine how authors have related this postcolonial condition. We will examine a diverse body of texts--poetry which eloquently describe the heroic journey out of colonialism, drama which lays bare the conflicts of assimilation, and novels which fantastically present political struggle--as we determine how postcolonial theory and literature affects and possibly redefines all literature.
A survey of ancient to early modern theatre in its historical and social contexts, tracing changes and developments in acting styles, theatre architecture, scenic practices, dramatic literature, and the audience. The course examines how theatre both reflects and shapes the changing beliefs and priorities of a culture.
A survey of theatre in its historical and social contexts from the 19th century to the present, focusing on innovations in design and technology, the advent of the director, the emergence of modern schools of acting, and the creation of new forms of theatre to suit the changing needs of a modern world.
This course will introduce students to African-American fiction, drama, poetry, nonfiction, art, music, and film of the Harlem Renaissance. The Harlem Renaissance marks a seminal historical moment in which writers, musicians, and artists of the African Diaspora (particularly African-Americans, West Indians, and Africans) produced a complex body of written and visual text that drew upon the complexities of black life.
Course number was formerly 64.300. This course is designed to help non-business students understand the importance of innovation and entrepreneurship in today's global economy and cultivate an entrepreneurial mindset among students in the Manning School of Business entrepreneurship concentration. It will cover different forms of entrepreneurship such as small businesses, growth ventures, corporate entrepreneurship and social entrepreneurship. The course will focus on the types of innovation, turning innovation into an ongoing new venture and on the entrepreneurial process. Innovation and entrepreneurship theories and concepts will be discussed with real life examples and cases.
Requisite: Sophomore level or higher.
This course will provide a broad overview of the various fields and career options within Exercise Science. Course content will include a history of the profession, potential career and graduate studies options, the legal and ethical aspects of practice, and an introduction to basic fitness terminology and principles using ACSM guidelines. Students will have the opportunity to network with guest speakers for all different careers and explore various environments in which Exercise Physiologists work.
This course is specifically designed to enhance the practicum experience in the senior year.
Co-req: EXER.4120 Clinical Practicum I & II.
This course is an interdisciplinary introduction to the field of Gender Studies that examines both commonalities and differences among diverse groups of women. A variety of topics are presented such as past and present stratification in work and family, sexual identities, medial representations of women, and violence against women. Social movements for women's equality and feminist theories and methods are also introduced.
This course surveys some important issues and tendencies in the history of
Western Civilization from its origins through the early modern period,
including ancient Mesopotamia, classical Greece and Rome, the Middle Ages,
and the Renaissance. These include "civilization" and the rise of cities,
different imaginings of god(s) and humanity, evolving forms of political
organization, continuity and change in social organization and everyday
life, and the ongoing dialogue of faith and reason. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This class examines societies and cultures from ancient until early modern times with the underlying assumption that world history is an important conceptual tool for understanding our interdependent world. Course topics analyze the nature of the earliest human communities, the development of the first civilizations and the subsequent emergence of cultures in selected areas of Eurasia, Africa, and the Americas. This course also offers a consideration of issues related to the connections and relationships that shaped civilizations as a result of migration, war, commerce, and the various cultural expressions of self, society, and the cosmos before 1500. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course will introduce you to the study of world history, its relevance for living in the present, and the challenge to think critically about the emergence and subsequent development of the modern world since 1500. Participants in this course will examine experiences that transcend societal and cultural regions, focus on processes of cross-cultural interaction, and investigate patterns that influenced historical development and continue to impact societies on a global scale. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course surveys United States history from the early settlement of North America through the Civil War and Reconstruction. It considers the role of the political and economic leadership in the building of the nation as well as actions of ordinary people whose energies and aspirations constitute the fabric of United States society. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA)
This course surveys the history of the United States from the end of Reconstruction to the present. It covers significant developments in the politics, economy, culture, and other aspects of American life during that period. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA)
A comprehensive study of the Native Americans through historical and first-hand accounts of their lives. Designed to enlighten students and to represent fairly the Native Americans, dispelling some of the existing myths about them.
This course provides a basic introduction to the history of the African continent. It will expose students to the processes and patterns that have shaped modern African history. The course examines the historical roots of the many challenges that the continent faces today. But, at the same time, it will also provide students with the knowledge to shatter the myths and stereotypes about Africa.
The focus of this course is on examining health issues from a global perspective including issues related to maternal and child health, aging, infectious diseases, sanitation, and health inequality. Nutritional and environmental health issues in diverse societies are analyzed. Social determinants of health and access to health care in developing and developed countries are emphasized. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Application of the principles of thermodynamics, fluid mechanics and heat transfer to the design of thermofluid systems. Techniques will be presented for modeling, simulation, and economic analysis. The evolution of thermofluid systems from the Industrial Revolution to state-of-the-art systems as well as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability of systems will be studied. Use and regulation of thermo-fluid systems on a global and regional scale will be investigated. Systems to be studied and designed include combined power cycles, trigeneration (combined power, heating, and cooling) as well as energy storage systems.
Pre-req: MECH.4410 Thermo-Fluid Application with a C- or better, or Spring 2020 grade of "P", and ME Majors only.
Course number was formerly 62.303. Focuses on the marketing aspect of global business. Emphasis is given on cultural dynamics and economics as well as political, social and regulatory constraints as they affect the global marketing practice and strategy implementation. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Pre-Req: MKTG.2010 Marketing Principles.
Musical Practices 2 builds upon the basic study of musical elements, vocabularies, and concepts established in Musical Practices 1, extending the exploration of these principles in more depth, with a primary focus on non-western musical traditions and cultural practices.
Nursing as a health profession is introduced in this foundation course. The course is organized using functional health patterns. Within the context of the American Nurses Association Standards of Clinical Practice, standards of professional performance are introduced and standards of care are emphasized. Students, at the completion of this course, will demonstrate an understanding of the nursing process and competencies to perform basic nursing interventions in a laboratory and a clinical setting. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Co-req: NURS 2120L Intro to Nursing Prac Lab and NURS 2120R Introduction to Nursing Practice Medication Calcs and sophomore level.
This course is designed as a transition course for registered nurse students pursuing a baccalaureate degree with a major in nursing. It introduces the theory and research related to the concepts of health/ promotion and risk reduction. These concepts are presented as essential components of professional nursing practice. This course includes a clinical practicum which focuses on the development of interventions to promote the health of individuals and families. This course aims to refine critical thinking skills and analyze nursing's unique contribution to health care. Consideration is given to the interrelationships of theory, research and practice.
Co-req: NURS.3090 Health Promotion in Nursing Practice Practicum. and Academic Plan Nursing (BS); RN's only.
This course explores the role of the nutrition professional in community needs assessment, intervention development and evaluation, and in forming domestic nutrition policy. Nutrition problems in contemporary communities and of selected target groups in the United States and in developing countries are examined. Programs and strategies to meet nutrition needs outside the acute care setting, such as nutrition education and food assistance are explored. Local, state,and national nutrition policy and initiatives in nutrition will also be examined. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA) and Social Responsibility & Ethics (SRE).
Pre-req: NUTR.2060 Human Nutrition.
A study of religious knowledge and the phenomena of religion from a philosophical standpoint. The course considers explanations for religious behavior, some central issues in religious belief, and the values and goals of religious systems. Various world religions provide specific data for these topics.
What is sexist oppression? Is our culture still sexist, or is the need for feminism over? How should we respond to sexism in other cultures? Do men and women have different natures? Are our culture's sexual representations of women necessarily degrading, and if so, why? We'll consider these questions, and others, by examining the arguments and methodology of analytic feminism. We'll start by tracing the historical development of feminism in the 18th, 19th, and 20th centuries, and then turn to several contemporary feminist analyses of sexist oppression. We'll then use these feminist frameworks to examine more specific issues. Possible topics include: feminist analyses of sexual objectification in pornography, feminist arguments in ethics and social theory, feminist analyses of science,and feminist criticisms of gendered labour. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course will focus on issues of identity and difference. We will discuss the ways in which group identities are formed and break down. We will discuss how differences are constituted and reconstituted. These issues are central to theories of race and gender, racism and sexism. Some of the questions which we will raise are these: What motivates forming group identities? How are they formed? How is identity used within oppressive social structures? How can it be used to transform society? Why do some differences make a difference and others don't? Can we choose our group identities? Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Philosophy of biology analyzes the knowledge produced across the biological sciences and considers how biologists arrive at their findings in addition to their societal contexts. Possible topics include the nature of evolution, intelligent design, determinism, contingency, adaptationism, sociobiology, as well as gender, sexuality, and race in biology, human genome editing and eugenics, and modelling, reductionism, explanation.
Pre-req: ENGL.1020, and Students in humanities disc, PHIL 2080 or another upper div (e.g. 3000-level) PHIL course is highly rec. Students in STEM fields, PHIL 2080 and/or another 2000-level biology-related course is highly recommended.
Examines the basic issues and problems in the philosophical study of disability, including engagement with the interdisciplinary field of disability studies. Provides a survey of issues relating to the lived experience of disability, disability and well-being, theories of disability, and the concepts of normality, fitness and ableism as they relate to the practice and institutions of medicine, politics, religion, and society more generally.
This course explores the religious and psychological phenomenon known as the mystical experience, both within the context of organized religion and outside it. We will approach this subject from a comparative standpoint, considering examples from Christianity, Judaism, and Islam and also from Eastern religions such as Buddhism and Taoism. We will make use of philosophy, psychology, theology and literature in order to try to understand mysticism and its relation to religion. Readings include The Upanishads, the Tao Te Ching, the Bible, and Plato. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course will fuse the historical and the thematic approaches in order to undertake a comparative examination of the relations of the great philosophical traditions (Chinese, Indian, Western, Islamic, and Japanese) to the perennial issues of philosophy. The main focus will be the continuing vitality and heuristic fertility of these traditions and their ability to define how human
Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Explores Buddhist and Zen philosophy and practice from ancient India through its developments in China and Japan to contemporary America. Attention is given to significant philosophical movements such as Abhidharmika, Madhyamika, Yogacara, Huayen, and Chan (Zen).
The aim of this course is to introduce students to both historical and contemporary discussions surrounding the topics of sex and love. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
This course examines philosophical theories of peace, pacifism, and nonviolence. We will study ancient and modern accounts, secular and religious traditions, as well as feminist perspectives in the philosophy of peace and nonviolence. We will explore philosophical applications of nonviolence toward nonhuman animals and the natural environment, along with specific cases of nonviolent resistance in contemporary global conflicts.
This course analyzes those forms of art/entertainment commonly referred to under the umbrella term "popular culture" through a variety of philosophical lenses. After seeking to establish a categorization of "popular culture," students will examine the mediums of music, film, television, advertisements and sports. Throughout the course, students will read/listen/watch various examples of the mediums listed above and attempt to answer various questions about them such as: what societal values make these examples popular at a current moment? What cultural assumptions do these examples reflect? What is the artistic/aesthetic merit of these examples?
Students in this course will be introduced to current and longstanding debates within Latin American Philosophy. They will also be exposed to many of the principle texts and thinkers within this burgeoning tradition. The class includes a survey of Latin American philosophy ranging from pre-colonial Aztec thought to the debates over the struggle for Latin American independence, and also the question of identity: what constitutes Latin American philosophy.
This course is an introduction to and survey of the philosophy of sport. In this course, students will consider the nature and existence of sports, as well as the relationship of sports to various games and social practices. Additionally, the ethical implications of various aspects of sports will be presented, with an application of these ethical issues to various real-life problems and examples. Overall, sports will be analyzed as a reflection of human nature and social realities, and its examination will provide important insight to our existence.
What is democracy? What factors explain the demise of some authoritarian regimes? How can we explain the persistent underdevelopment of certain countries? What factors explain why civil war emerges in some weak states but not in others? These are the kinds of questions that Comparative Politics seeks to answer and this class will introduce central topics and theories in comparative politics. It will also analyze variations in similarities across regions of the world using in-depth analysis and systematic comparison across and within countries. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Surveys some recent methods and approaches used in the study of international politics and provides an introduction to current problems of foreign policies of major world powers. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
America, wrote George Santayana, is a young country with an old mentality. European political thought has deeply shaped American political values and institutions, but at the same time, America is not Europe. America is a young country, with a comparatively short history, that has been shaped by strange things; the "empty" freedom of the frontier, Indigenous occupants, unfathomable natural resources, intense religious fervor, and unprecedented human suffering. In short, America has its own distinctive tradition of political thought. In this course, we will explore the sources and threads of political thought in the American experience, drawing on both canonical political thinkers as well as popular and critical sources. We will begin with the Puritan colonial founding and continue through the present. This course highlights the relationship between learning the history of political theory in America and coming to our own contemporary political understandings. To that end, course work emphasizes reflective and contemplative practices, including a field trip to nearby Walden Pond.
A study of the recent development of governmental institutions, parties, and ideology in China. Emphasis is placed on the processes of nation-building in the post World War II period.
The context, background and forces shaping the contemporary politics of the Latin American region.
An examination of the politics, policies and institutions of Japan, the "four tigers" and other countries of the Pacific rim area.
The war against drugs stands as both a major foreign policy priority for the US and the International community in general, and as a constant source of debate and contention. The aim of this course is to provide students with analytical tools, concepts, and information, which will enable them to critically evaluate the war on drugs beyond the common myths and misconceptions that often surround this highly controversial topic. By analyzing a wide range of countries around the world, students would gain an in depth and nuanced perspective of the relation between drug trade, violence, corruption, development, and democracy. Students will also gauge arguments and possible impacts on different drug policy options.
The study of violence has been a central piece of debates in comparative politics that range from the causes of revolution to the analysis of civil wars. This course aims to provide a broad overview of different bodies of research on violence. The class will also revisit crucial debates in the study of violence, such as the problems of separating criminal and political violence (such as interstate wars). By the end of the class, students will be able to identify major theoretical and methodological approaches to violence, major debates and concepts, as well as key cases across the world.
Junior or Senior Status.
Advanced and intensive reading and other activity in connection with the study of selected international organizations.
Presents an introduction to the study of social behavior in interpersonal relationships, groups, organizations, and the community: Diversity in regard to groups of peoples, cultures, and views is emphasized. Topics include non-verbal communication, social attraction, attitudes and attitude change, group dynamics, prejudice, labeling, stereotyping, interpersonal influence, and applications to social problems. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Pre-Req or Co-Req: PSYC.1010 Introduction to Psychological Science.
Surveys the field of community psychology, including principles of social justice, diversity, and social change. The course reviews historical antecedents, paradigms, conceptual models, strategies and tactics of social and community change and action; examples from selected contexts and social systems, including education, mental health, community organizations, the workplace, health care, justice system, and social services will be employed. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
Pre-Req: PSYC.1010 Intro to Psychological Science .
Serves as the basic course in sociology. Emphasis is directed at the ways in which social institutions such as government, schools, the economy, social class, and the family develop and influence our lives. It is concerned not only with presenting various ways to understand our relationship to society but also with ways to change it. Meets Core Curriculum Essential Learning Outcome for Diversity and Cultural Awareness (DCA).
The course starts by imparting the understanding that there is a science to learning and by having students examine ideas of what it means for an individual to know or understand something. This course focuses on several essential questions which enable students to explore how knowing and learning are structured with specific emphasis on mathematics and science. Students will come to understand what it means to know something, how we can understand student thinking and how theories of learning inform instructional decisions; in particular students will explore the idea that learning is a social activity. Students are prompted to reflect on their own ways of looking at various ideas and concepts and to consider alternative perspectives. Students will conduct an analysis of reasoning processes through a clinical interview process, one-on-one with learners engaging in problem solving. This course is required for the STEM TEACHING MINOR.
This course examines the organization of instructional settings that maximize learning for all. Students will examine gender issues, cultural issues, bilingual education and learning disabilities as they impact learner success. A major portion of the course is a field experience in which students interview high school teachers, observe a high school classroom, then teach three lessons. The purpose of these experiences is to ensure that students recognize the diversity of students and their specific learning needs. This course is required for STEM TEACHING MINOR.
Pre-req: UTCH.1020 Inquiry-based Lesson Design, or UTCH.1030 Introduction to STEM Teaching, and UTCH.2010 Knowing and Learning in Math and Science, and UTCH.3020 Research Methods. For Math, Science and Engineering majors only.
Directed Studies World Languages Level 4. Permission of the instructor and department chair required.
This course has French 3 and Culture (or equivalent) as a pre-requisite and is the 4th and last of the 4-course French language program offered at UML. The course strengthens the four skill acquired in prior levels. It emphasizes increased accuracy and depth of students' abilities and knowledge of French and Francophone culture and language in a communicative approach (instruction occurs in French with almost no use of English). Students express themselves orally and in writing at the national standards level of high-intermediate and understand key-concepts when spoken clearly at native speed.
Pre-Req: 50.211 French 3 and Culture.
Covers the dramatic presentation French society gives of itself during the period of profound social and economic change, from the New Wave and the May 68 events to today's younger generation facing an uncertain tomorrow. Each screening (in French with subtitles) is preceded by an introduction placing the film in its historical context. In English.
This course has Italian 3 and Culture (or equivalent) as a pre-requisite and is the 4th and last of the 4-course Italian language program offered at UML. The course strengthens the four skill acquired in prior levels. It emphasizes increased accuracy and depth of students' abilities and knowledge of the culture of Italy in a communicative approach (instruction occurs in Italian with almost no use of English). Students express themselves orally and in writing at the national standards level of high-intermediate and understand key-concepts when spoken clearly at native speed.
Pre-Req; 52.211 Italian 3 and Culture.
Discusses the most prominent authors and works of Italian-American Literature as they, by using the ethnic setting, are able to convey universal human concerns and themes. The discussion on Italian-American ethnic issues will include such films as The Godfather, Moonstruck, The Sicilian, Goodfellas, and The Untouchables. Conducted in English.
Studies women writers of Italy by giving attention to the genres of narrative, poetry, theater and autobiography. Authors are selected according to their impact on issues affecting women, gender studies, feminism, avant-garde, modernism, social relations and psychological discourse. Conducted in English.
A study of the waning of the Middle Ages and the dawning of the Renaissance as seen through the work of Petrarch and Boccaccio. Emphasis is on the study of sources and the influence of Petrarch and Boccaccio upon the literatures of western Europe. Conducted in English.
A guide to contemporary Italian studies through literary and cultural approaches. The works of central figures in contemporary Italian letters are examined in view of their impact on Italian life. Emphasis is given to poets, novelists, the new cinema, the influences of existentialism, and the impact of America on Italian literature. Conducted in Italian/English.
This course offers a broad overview of Portuguese literature, in English translation, from the Middle Ages to the contemporary period, placing literary movements and major authors in their historical and aesthetic context. It focuses on promoting a basic level of cultural literacy about Portugal based on representative reading drawn from the last seven centuries of the country's history situated in their social, cultural and historic contexts. Course assignments lead students to develop skills in textural interpretation, critical thinking, and academic writing.
This course has Spanish 3 and Culture (or equivalent) as a pre-requisite and is the 4th and last of the 4-course Spanish language program offered at UML. The course strengthens the four skill acquired in prior levels. It emphasizes increased accuracy and depth of students' abilities and knowledge of the culture of Spanish speaking countries in a communicative approach (instruction occurs in Spanish with almost no use of English). Students express themselves orally and in writing at the national standards level of high-intermediate and understand key-concepts when spoken clearly at native speed.
Pre-req: WLSP.2110 Spanish 3 and Culture, or WLSP.2210 Reading and Conversing in Spanish I.