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WWU / Fairhaven College of Interdiscipinary Studies

Fall 2012 Courses: 100-200 Level

41424 | 101A Introduction to Interdisciplinary Study

McClure (1 credit)

 

Materials Fee: $ 14.32

Prereqs: Admission to Fairhaven College. Required of all Fairhaven students in the first quarter of enrollment at Fairhaven.

 

One credit is all it takes to teach you EVERYTHING you need to know to be a successful, interdisciplinary, revolutionary Fairhaven College student? As you've figured out already Fairhaven College is a different sort of place. That's why you're here. Most of you haven't experienced an educational system quite like Fairhaven. We get to show you the ropes.

 

We hope you will leave this class understanding more about why you are in college and what you can do with your time here. Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. We want to help you experience that vision to better understand it. This class is structured by providing several small group workshops targeted to help de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; ISPs; Evals...) and sharing essential information you need to participate as an informed member of your new community of Fairhaven College and Western Washington University.

 

Texts: Fairhaven College website.

 

Credit/Evaluation: This Fairhaven College Core Class is a graduation requirement. Award of credit will be based on completion of assignments, documented participation in the required class meetings and workshops outlined in the syllabus as well as submission of a narrative self-evaluation. We expect your curiosity, your playfulness, your active engagement, your collaboratory spirit.

 

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42152 | 201a Critical and Reflective Inquiry

Bower (5 credits)

 

Materials fee: $ 15.11

Prerequisite: Admission to Fairhaven College, required in first quarter of enrollment at Fairhaven

 

Election

As I write this course description the United States is gearing up for national election that most observers agree will be very close and very important for the future of the country. Mitt Romney and Barrack Obama have begun campaigning for the general election, and other "minor candidates" are also beginning their campaigns. After ten years of war, a slow recovery from an economic recession that bordered on a depression, high gas prices, and increased pessimism amongst Americans about the future of the country, the electorate appears to be more divided than even in the Bush years, with a strong religious conservatism challenging liberal, and even traditional conservative, ideals.

 

So, this seems like an opportune time to create a class that will examine the 2012 election with questions such as the following in mind: Who are the candidates? What do they stand for? How have they gained power in their parties? What are the processes, dynamics, and the influences that will lead to one of them being elected? We will also study the recent history of religious conservatism and liberalism in the United States to discern how they will affect this fall's election.

 

Our primary work will be to develop and answer questions that we wish to research, sometimes as a whole class, sometimes in small groups, and sometimes individually. Students in the class will have a hand in deciding what questions we ask, and will conduct the research (with my help and the help of reference librarians) to at least start to answer them. We will seek diverse viewpoints on these questions, from the political right, the left, and from international observers. I have no political agenda, and will condone no particular answer to any question, but rather will challenge all students to develop strong arguments to support their answers. Students will also be encouraged to develop reading and writing skills, library and internet research skills, communication and discussion skills, and skills in collaborative work. Since all these skills are necessary parts of the Fairhaven College student's academic toolkit, we will practice them regularly in this course.

 

Text: We will read at least one text on religious conservatism and one on the recent history of the political left. Specific texts will be determined during the summer.

 

Credit/Evaluation: Regular attendance in class, informed participation in class discussions, participation in the development of research questions and assignment of readings pertaining to the questions, weekly 2-3 page informed opinions on questions we are addressing, other written pieces, written reactions to class readings and other students' writing, completion of two drafts of a research paper, and a presentation based on the research paper.

 

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43344 | 201a Critical and Reflective Inquiry

Tag (5 credits)

 

Materials fee: $ 15.11

Prerequisite: Admission to Fairhaven College, required in first quarter of enrollment at Fairhaven

 

Animal

You will know / when you walk / in bear country. / By the silence / flowing swiftly between juniper trees / by the sundown colors of sandrock / all around you-Leslie Marmon Silko

 

This class is an invitation to walk in bear country. Or, as poet Denise Levertov puts it, to "come into animal presence." We will explore what it means, as humans, to†be†animals, and how we imagine, understand, use, encounter, and live with nonhuman animals. At the core of our explorations will be a series of questions that we develop, write down, talk about, examine, and share. Think about all the ways in which your life intersects with and depends upon other creatures: worms making compost, bees pollinating crops, salmon frying on your grill, ravens calling down through the trees as you walk below, a cat rubbing against your leg. What rights do such animals have? How do they think, communicate, survive? What are the limitations or possibilities for what we can know about animals beyond ourselves? To what extent are our own actions, beliefs, senses, and being shaped by our animalness?

 

To explore such questions we will read stories, articles, essays, and poems, write reflections, autobiographical narratives, and research essays, and spend lots of time talking, asking questions, and thinking critically. We will consider the ways in which scientists, writers, artists, wildlife managers, veterinarians, ranchers, vegetarians, musicians, and storytellers speak about animals and their own animalness. Animals will be at the center of everything we do and say and explore, even the very modern and ancient idea that we, too, are animals, and what that means for our actual relationships to the wild and domestic creatures with whom we share this planet. This will be a reflective, thought-provoking, and creative class. Please bring stories of your own animal encounters and a willingness to collectively investigate, illuminate, and listen to the many and varied stories of animal presence.

 

Texts: INTIMATE NATURE: THE BOND BETWEEN WOMEN AND ANIMALS by Hogan, Metzger, and Peterson, eds., NEVER CRY WOLF by Mowat, FALCON by Macdonald, and A POCKET STYLE MANUAL (5th ed) by Hacker

 

Credit / Evaluation: Faithful attendance. Active participation in class discussions, presentations, writing workshops, and other activities. Completion and quality of coursework: several short reflective and analytical essays, an Autobiographical Narrative, a Research Essay, a Writing Plan, and a Book of Questions.

 

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43945 | 201a Critical and Reflective Inquiry

Burnett (5 credits)

 

Materials fee: $ 15.11

Prerequisite: Admission to Fairhaven College, required in first quarter of enrollment at Fairhaven

 

Energy!

What fuels your body? What cooks your food? What warms your home, powers your computer, drives your car, bus, or bike? What is energy, how does it operate, and what forms does it take? What are our energy sources, how does energy come to us, and what are its costs?

 

In this section of 201a, we will examine energy from scientific, social, economic and cultural perspectives, reflect on the role of energy in our lives, examine our personal energy use, and investigate human's use of energy in the past, present, and future. We will look at fossil fuel, learn more about its origins, discuss the politics and economics of Big Oil, contemplate the implications of Peak Oil, examine the environmental effects of reliance on petroleum and coal, and discuss the arguments for and against a coal terminal at Cherry Point. What are the alternatives to fossil fuel? Nuclear energy is relatively clean: How safe is it? Hydro is clean: What are its costs? We will examine all forms of alternative or sustainable energy, including solar, geo-thermal, wind, wave, and tide, study how they work, investigate their promise, and recognize their drawbacks.

 

Our focus will be on finding solutions for the future, rather than dwelling on the mistakes of the past and their effects on the present. How best can energy be generated, harvested, stored, transmitted, and conserved? --And how can we, as individuals, be part of that process?

 

Texts: Vaclev Smil: "Energy: a Beginner's Guide"; David MacKay: "Sustainable Energy - Without the Hot Air"

 

Credit/Evaluation: Regular, informed participation in class discussion, activities, and field trips, and timely submission of written material. This class is writing intensive. In addition to varied in-class or study writing assignments, the following formal writing will be expected: short critical response papers on topics related our joint readings about energy, a research paper connected to some aspect of the course, a brief class presentation based on the research paper, an Intellectual Autobiography, and a writing plan.

 

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41536 | 201a Critical and Reflective Inquiry

Eaton (5 credits)

 

Materials fee: $ 15.11

Prerequisite: Admission to Fairhaven College, required in first quarter of enrollment at Fairhaven

 

A house is no home unless it contains food and fire for the mind as well as the body. - Sarah Margaret Fuller

 

There are people in the world so hungry, that god cannot appear to them except in the form of bread. - Charles Dickens. Oliver twist Almost nothing is as essential to human existence and social structures as the production and consumption of food. Food is sustenance, providing one of the essential elements to sustain life. Food is family and ritual, as we celebrate joyful occasions and offering comfort for sorrow and despair. Food is history, connecting us to places, to ethnicity, and sometimes to community, or to a particular person. Food is culture, often charged with religious or political significance. Food is power, and in simple terms, those lines of power divide those who have more than enough to eat and those who go hungry. Food is money, and there are complex economic and social costs to bring food from those who grow it to our tables.

 

In this section of Fairhaven 201a we will investigate these varied aspects of food, using both critical and reflective reading and writing to consider how social relationships and individual responsibility relate to the geography of hunger and inequalities in food production and consumption and to explore our relationships with food and work. Together we will investigate recipes to live by to sustain our hungry bodies, spirits and humanity.

 

Texts, References, Materials: Text - Michael Pollan, OMNVOIRE'S DILEMMA. Other reading selections on Blackboard.

 

Requirements for Credit and Criteria for Evaluation Regular, informed participation in class discussion. Evaluation will be based on grasp of understanding of multiple perspectives presented in the readings. This class is writing intensive class, and all formal assignments will be revised and redrafted over the course. In addition to varied in-class or study writing assignments, the following formal writing will be expected: short critical response papers on topics related our joint readings about food, culture and society, reflective papers about food and family, a research paper connected to some aspect of the linked course content, an intellectual autobiography and a writing plan.

 

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44625 | 201a Critical and Reflective Inquiry

Cornish (5 credits)

 

Materials fee: $ 15.11

Prerequisite: Admission to Fairhaven College, required in first quarter of enrollment at Fairhaven

 

The Five Senses

Hairs make wonderful organs of touch. breeze our brain says without much fanfare, as a few hairs on our forearms lift imperceptibly -

Diane Ackerman, A NATURAL HISTORY OF THE SENSES

 

Most people think of the mind as something floating in the head, yet studies in physiology tell us that "the mind" isn't centered in the brain but travels the whole body by hormone and enzyme, making sense of the complex wonders we call touch, taste, smell, hearing, sight. We sip a Starbuck's frapuccino, lift our faces to the rain: our senses define the edge of awareness, and we spend our lives in bodies that explore the perimeters. Thoreau took moonlight walks through the fields when the tassels of corn smelled dry. Flaubert wrote of smelling his lover's slippers and mittens, which he kept in his desk drawer. This class considers touch, taste, smell, hearing, vision, and how they relate to culture, to memory, to a notion of the "self." We consider taboos that attach to the senses and examine the consequences of excess. Beyond this, we contemplate how we expand individual, empirical knowledge with the authoritative knowledge others: whose authority do we accept and how does it alter our perspective?

 

Credit/Evaluation: Students are expected to make a commitment to the class. Such commitment requires steady effort in one's own work (the timely completion of assigned writing and reading), as well as thoughtful, active participation in class discussion. The class is both reading and writing intensive; rewriting and revising is required of all formal work. Papers include: analytical or reflective responses to readings; an intellectual autobiography; a writing plan; a research paper based on our explorations. Students will also keep a quarter-long journal of more casual writing. Regular, prompt attendance is essential to our class dynamics, as well as to your growth. More than 3 absences, and you will not receive credit for the class.

 

Texts: to be announced as well as: A POCKET MANUAL OF STYLE (5th edition), Hacker. Others if announced. Also, students are to compile a notebook of texts they download and print from Blackboard, as well as any handouts.

 

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41626 | 201a Critical and Reflective Inquiry

Rowe (5 credits)

 

Materials fee: $ 15.11

Prerequisite: Admission to Fairhaven College, required in first quarter of enrollment at Fairhaven

 

Information Overload

This section explores the information explosion, the need to critically evaluate competing messages, and the importance of developing effective expressions of our own views. We will consider the plethora of technological innovations for conveying our words and how we manage them (or do they manage us?). We will entertain concomitant themes of credibility, diversity, and relevance in what we read and consider how to apply such concerns to our own writing.

 

Our primary reading stimulates discussion with such questions as: How are Facebook and MySpace changing student life? How important is ethnic identity? Are there real, biologically caused differences between the way men and women act, think, speak, and behave? Do we need an ethics of consumption to combat child labor? Is a college education today the equivalent of high school forty years ago and are Americans getting dumber by the day? Is the earth warming at a dangerous rate or is that just a lot of hot air? The essays written on different perspectives of these and other timely issues will help us hone our critical reading skills. They will also serve as models for our own writing.

 

Texts: AMERICA NOW 8th ed., edited by Robert Atwan; A POCKET STYLE MANUAL 4TH ed., by Diana Hacker.

 

Credit/Evaluation: Credit will be awarded based regular, punctual attendance, meaningful contribution to discussions, completion of several essays, and completion of a formal research paper suitable for inclusion in your Fairhaven writing portfolio.

 

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41426 | 202a Humanities and the Expressive Arts

Feodorov (5 credits)

 

Materials fee: $ 14.30

 

What are artists? Are they misunderstood geniuses that passionately express themselves and the times they live in? Are they forward thinking visionaries, utopian idealists or tricksters? While the term "Artist" has meant different things to different peoples, cultures and eras, the common myth of the artist as tortured genius has been promoted and reinforced in popular culture through novels, movies, television, literature and advertising. We will explore why does this myth persists and what or whom it serves. We will also investigate numerous ideas throughout history regarding the role(s) that art plays or should play within society.

 

This class will revolve around an overall theme of Abstraction versus Realism as well as their uses.

 

Other topics we will discuss include authenticity, originality and celebrity. Students are expected to develop their ability to think analytically, cultivate and demonstrate perceptive reading and writing skills, and formulate and articulate ideas based upon research and class discussion. Students are responsible for all assigned readings and are expected to participate in all class discussions. Each student will research and give a presentation to the class on one artist from an approved list. In addition, each student will create three art projects influenced by topics covered in class, as well as take part in occasional in-class art exercises.

 

Credit/Evaluation: Credit is based upon REGULAR PUNCTUAL attendance, active informed participation in class discussions, understanding of the material covered in class and timely completion of all art projects, readings and writing assignments.

 

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41477 | 203a Social Relationships and Responsibilities

Akinrinade (5 credits)

 

Materials fee: $ 14.32

Prereqs: Admission to Fairhaven College. Required of all Fairhaven students in the first or second quarter enrollment at Fairhaven.

 

Human Rights

This course focuses on the philosophical foundations of human rights and considers the role of natural rights in the evolution of the concept. Among other things, it will examine the "choice theory" and "interest theory" of rights and the distinction between positive and negative rights. The course will look at the relationship between rights and duties and explore the possibility of determining which rights could be considered basic. It will also look at non-Western conception of rights and the cultural argument in relation to rights, whether rights could be universal or admits of relativity.

 

We will try to gain an understanding of these issues by exploring the following the following questions, among others: What are the philosophical roots of the modern day concept of human rights? Which of the many competing theories best explain the origins and content of human rights? Are there rights without a concomitant duty and are rights absolute? Which of the rights in the human rights corpus are the most important? Which are the most basic, without which meaningful existence is possible? Are human rights universal? If yes, is universalism of human rights another form of imperialism? Can human rights be particularized to the different regions in the world? We will use philosophical texts and other relevant sources to attempt to answer these questions.

 

Texts: BASIC RIGHTS: SUBSISTENCE, AFFLUENCE, AND U.S. FOREIGN POLICY, by Shue, Henry

 

Credit/Evaluation: Evaluation will take account of regular attendance, evidence of critical reading, engagement in class discussion, the quality of short reactions, and two assignments.

 

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42130| 203a Social Relationships and Responsibilities

O'Murchu (5 credits)

 

Materials fee: $ 14.32

Prereqs: Admission to Fairhaven College. Required of all Fairhaven students in the first or second quarter enrollment at Fairhaven.

 

Social Justice

The seminar is a critical introduction to modern social theory - the ideas and ideologies on which liberal democracy is based. The seminar will trace the origins of enlightenment ideas that men are born free and equal. We will examine how radical those ideas were in the context of their times, and how they provided a basis for limiting the power of the state and the church to intervene in propertied men's lives. We will then examine how the universalist ideals of the liberal enlightenment excluded those without property, people of color, and women. Students examine what happens when the ideal of society as a social contract between free and equal rights-bearing citizens is confronted with the realities of class-based inequality, racism, and sexism. Is society really a contract between free individuals? What rights and obligations should our membership in society entail? We ask whether modern liberal democracy can really provide equal citizenship for workers, women, and people of color, and we examine the theories of social justice that movements for socialism, decolonization, and feminism employ to remake our world.

 

Texts: John Locke, SECOND TREATISE ON GOVERNMENT; Karl Marx and Frederick Engels, COMMUNIST MANIFESTO; W.E.B. Du Bois, THE SOULS OF BLACK FOLK; and selected pieces by, Malcolm X, Charles Mills, Susan Moller Okin, John Rawls, Amartya Sen, Patricia Hill Collins, and others.

 

Credit/Evaluation: active and informed participation in class discussion, contribution to a small group presentation, and two or three short analytical papers, in two drafts, engaging with the courses theoretical perspectives and questions of social justice.

 

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43942| 203a Social Relationships and Responsibilities

Ferrare (5 credits)

 

Materials fee: $ 14.32

Prereqs: Admission to Fairhaven College. Required of all Fairhaven students in the first or second quarter enrollment at Fairhaven.

 

"Social Classes"

The intent of this course is to provide an introduction to classical and contemporary social and political theory, which we will use to interrogate the structure and experience of social classes in contemporary life. Along the way we will cover an expansive range of intellectual and historical terrain and seek to understand how these theoretical insights have impacted the ways in which we relate to each other, our institutions, and our surroundings.

 

The course will be guided by the following questions: What are social classes? How are they organized? Where are they organized? Who are the members of these social classes? In what ways, if at all, do social classes shape our life chances and experiences? Do race and gender have anything to do with social class? Is the United States a "class society?" What are some contemporary examples of social class movements? Can society be without social classes? If not, why? If so, what would that look like?

 

To approach these questions we will engage with the works of classical and contemporary thinkers and researchers. These individuals may include, among others, John Locke, Adam Smith, Alexis de Tocqueville, Emile Durkheim, Karl Marx, Friedrich Engels, Antonio Gramsci, W.E.B. Du Bois, Max Weber, Pierre Bourdieu, Paul Willis, Angela McRobbie, Michael Mann, Nancy Fraser, Mustafa Emirbayer, Erik Wright, Andrew Sayer, Paul Kingston, and Charles Tilly.

 

Texts: There are no books for this course. Rather, all readings will be uploaded to the course Blackboard site.

 

Credit/Evaluation: Students are expected to complete the assigned readings, actively and regularly participate in discussions and activities, complete the writing assignments, and to accept and offer constructive criticism.

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41428| 206a Science and Our Place on the Planet

Bornzin (5 credits)

 

Materials fee: $ 15.74

Prereqs: Admission to Fairhaven College

 

The theme for this section is "Sustainability: A study of human interaction with natural systems." We can scarcely avoid the evidence that much of human activity today is bringing the earth into serious ecological imbalance, threatening the very survival of our species. We see increasing rates of deforestation, species extinction, resource depletion, ozone depletion, pollution of all kinds, dying oceans, global warming, overpopulation, widespread drought and famine, fear of global plagues, proliferation of weapons large and salon we begin to wonder whether today's unsustainable practices can be turned around - and if so, how? How have certain dominant values in science, technology, and society worked together to aggravate these problems, and can other values be emphasized, from personal to global levels, which improve human prospects for sustainability?

 

If we look and listen closely, we can discern hopeful alternatives emerging, new models of human activity that work harmoniously with nature. As we further our qualitative and quantitative understanding of present-day problems and their interrelated causes, we can recognize how the techniques of science can complement other human actions in dealing with present-day problems, altering causes, introducing appropriate corrective feedback. How can science challenge our imaginations and lead us into new ways of seeing and understanding that can help humanity and the earth through our present crises? We will read various articles and view several acclaimed videos to provide a broad and solid background in the content of the sciences. We will then examine, question, and practice, with our own hands and minds, the assumptions and methods customarily associated with science - pattern recognition, mapping, modeling, developing language, developing and testing hypotheses, predicting, refining, challenging - noting strengths and limitations of these approaches. We will explore the social matrix in which science is practiced, recognizing power relationships and potentials for liberation or oppression.

 

From this shared perspective we will work singly or in small groups to research and present to the class an overview of particular case-studies of human interaction with natural systems, addressing the questions in the first paragraph above. Remembering that science is but one of various perspectives for understanding nature and effecting change, groups may also initiate the writing of poetry, plays, short stories, editorials, and speeches, painting pictures, making sculpture, choreographing dances and singing songs in order to address their chosen issues.

 

Text: to be selected.

 

Credit/Evaluation: Students will be expected to attend regularly; to read and reflect on the assigned reading material and to contribute thoughtfully to class discussion and exercises; to keep a notebook of responses to reading, videos, class discussion, and other observations related to the course, and to turn in at least two essays from this notebook; to learn about, analyze, and report on a particular eco-topic, preferably in collaboration with a small group; and to inform themselves on current happenings in science through the reading of popular journal articles, briefly reporting three of these to the class.

 

 

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43902 | 210a World Issues

Osterhaus(4 credits)

 

Materials Fee: $18.00

 

What do we, as engaged citizens, know and understand about global issues and ourselves in a world faced with the complex issues of growing economic disparities, fragile democracies, environmental degradation, wars on terrorism, militarism and homeland security, civil liberties, racial profiling, globalization, and ethnic/religious conflicts? What is our awareness of and participation in local and global efforts for peace and justice? In addition to participation in the weekly forums of speakers that are open to the campus and Bellingham community, registered students in the class will thoughtfully and critically†contribute†to class discussions with weekly written reflections and research from independent media sources. In addition, students will choose and read one book related to global issues for class presentations, write a final integration paper and engage in 4 hours of "action lab" outside of class time.

 

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42515 | 212c Introduction to Political Economy

O'Murchu (5 credits)

 

Materials fee: $13.23

 

What is political economy? How is it different from economics, politics, and sociology? How can we use political economy to understand and address local and global crises, including the global economic downturn, and the domestic American increase in inequality? In the first part of this course we will be acquiring basic literacy in economics through a critical exploration of conventional macroeconomics, microeconomics and international trade.*

 

In the second half of the course we will explore various explanations of the rise in inequality over the past thirty years. Our journey through the political economy of inequality and basic economic theory will culminate with student presentations on the political economy of the Great Recession. Groups will lead class for one day as we explore the causes of the global financial crisis and its unequal impacts across society. This course is designed to help Fairhaven students explore the very real connections between economics, politics, and history. You are strongly encouraged to follow at least one blog on economics throughout the quarter.

 

Texts: Byrne, Janet. The Occupy Handbook Boston: Back Bay Books, 2012. Hacker, Jacob S. & Paul Pierson. 2010. "Winner-Take-All Politics: Public Policy, Political Organization, and the Precipitous Rise of Top Incomes in the United States," Politics & Society 38: 152-204 and other articles from Politics & Society

 

Credit/Evaluation will be based on attendance, preparation, participation, and three sets of assignments: 1) regular homework assignments on Economic Literacy; 2) a short essay on "Winner Take All Politics"; and 3) A class presentation and bibliographic essay on economic inequality and the great recession.

 

* If you need a thorough grounding in microeconomics for further classes, I recommend ECON 206 Introduction to Microeconomics.

 

Weaver, Frederick, Economic Literacy: Basic Economics with an Attitude, 3rd edition, Lanham, MD: Rowman & Littlefield, 2010.

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41911| 212e Hoboism in America

Rowe (4 credits)

 

Materials fee: $2.23

 

An exploration on the phenomenon of "riding the rails" in America especially during The Great Depression. Beyond romantic images of vagabonds and freedom of the open road, we will examine American labor, race, politics and creative expression during one of the nation's most traumatic eras. Utilizes multi-media materials to explore the influences of "Hobos and Hard Times" in literature, music, and art. Individual research and teaching projects allow examination of additional aspects such as homelessness, hunger, gender relations and itinerant labor.

 

Students will write several short essays and prepare a research and teaching project for presentation to the seminar at "Hobohemia" near the end of the quarter.

 

Texts: Required: Errol Lincoln Uys: RIDING THE RAILS: TEENAGERS ON THE MOVE DURING THE GREAT DEPRESSION; Recommended: Todd DePastino: HOW A CENTURY OF HOMELESSNESS SHAPED AMERICA; Clifford Williams: ONE MORE TRAIN TO RIDE: THE UNDERGROUND WORLD OF MODERN AMERICAN HOBOES; Eddy Joe Cotton: HOBO: A YOUNG MAN'S THOUGHTS ON TRAINS AND TRAMPING IN AMERICA; Thomas Minehan; BOY AND GIRL TRAMPS OF AMERICA; Tom Kromer: WAITING FOR NOTHING AND OTHER WRITINGS.

 

Credit/Evaluation: Evaluation for granting credit will be based on prompt and regular attendance; prepared and meaningful participation in discussions; the quality of several short essays and the effectiveness of the research and teaching project.

 

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41467| 222h Imaginative Writing: Marvelous Real

Cornish (4 credits)

 

Materials: $6.61

 

What is life but a form of motion and a journey through a foreign world? George Santayana

 

In 1925, when Franz Roh coined the term "the marvelous real" (in relation to the visual arts), he declared that this new art tried to reveal the mystery that "hides and palpitates" behind the world. Later, "magical real" was used to describe the work of Columbian novelist Gabriel Garcia-Marquez, who invented "Macondo," a village where mirrors, magnets - even ice - are experienced as wonders. In her short story "The Behavior of Hawkweeds," Andrea Barrett explores "the borderland between science and desire," a magic that exists in phenomena as commonplace as pea vines and weeds. What must it have been like when the Old World discovered a new one, and a sense of awe was reborn? Lawrence Weschler's non-fiction masterpiece MR. WILSON'S CABINET OF WONDERS examines the impact of our "New World" on the sleeping imagination of Europe. As writers, how might we, too, reawaken our imaginations, express the extraordinary that breathes inside the ordinary, travel with new sight through this world that is, truly, "foreign?" In his poem, "Enigmas" Neruda says: "I walked around as you do, investigating the endless star, and in my net, during the night, I woke up naked, the only thing caught, a fish trapped inside the wind." Through both reading and creative writing, this class will follow examples of fiction, non-fiction and poetry into that borderland of nets where the marvelous meets the real. (Reading includes, but is not limited to, the genre often referred to as "magical realism.")

 

Texts: MR. WILSON'S CABINET OF WONDERS (Weschler); MAGICAL REALIST FICTION (ed. Young); others as announced

 

Credit/Evaluation: Students are expected to make a commitment to our writing community, bringing with them an absolute respect for the potential of each voice--their own as well as that of others. They participate in the growth of those voices by: completing all writing assignments and rewrites; studying all assigned readings; taking an active part in class discussions. The nature of workshop is collaborative and supportive-dare I say loving? Attendance is considered an essential part of that effort. More than 3 absences and you will not receive credit for the class.

 

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43366| 223g Elements of Style

Tag (1 credit)

 

Materials fee: $7.20

 

What is a comma but a claw rending the sheet, the asthmatic's grasp? What is a question mark but what's needed to complete this thought? Punctuation: what is it, after all, but another way of cutting up time, creating or negating relationships, telling words when to take a rest, when to get on with their relentless stories, when to catch their breath?-Karen Elizabeth Gordon

 

If you care even the least whit about how you write, this is a class for you. We will certainly examine the rules and principles of English composition, including grammar, punctuation, word usage, sentence construction, and strategies for proofreading and revision. But such examinations are sometimes dull, stuffy, self-righteous, and boring. Ours will attempt a more stylish exploration of written style, like trying on hats in a haberdashery, or hounding the hobgoblins from our foolish consistencies, or swinging outward on a swaggering buccaneer's highest rope. Will it be dangerous? Of course! An education should be.

 

So come all ye word-sick, word-loving, word-puzzled pilgrims. Bring your grammatical contusions and confusions. Your punctuated paralysis. Your fears of saying what you have to say, clearly and directly. Together we will try to unlock the mysteries of writing with style (or at least help decide when to use a dash-when parentheses). We will un-dangle our participles, un-awk our words. All are welcome to take this course. This will be a fun and challenging one-credit course, hopefully helping each of us get out of our one-horse towns, tilt at a few windmills, and learn what there is to learn in the wide, wide world of writing well.

 

Texts: A DASH OF STYLE by Lukeman

 

Credit / Evaluation: Faithful attendance. Active participation in all in-class writing exercises. Quality and completion of weekly writing exercises. Presentation of a special project.

 

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43367| 226h Words

Tag (4 credits)

 

Materials : $ 13.23

 

"Were you thinking that those were the words, those upright lines? those curves, angles, dots? No, those are not the words, the substantial words are in the ground and sea, They are in the air, they are in you." - Walt Whitman

 

Words, words, words. This course is a celebration of - and an immersion in, an exploration of, a wallowing in, an investigation of - the world of words. What we say, what we hear, how we think - nearly all of it is filtered in some way through the medium of words, spoken and unspoken. We will examine the amazing power of words to seduce, to name, to cajole, to threaten, to heal, to hurt, and to inspire. We will follow the sometimes strange and illuminating paths of their roots, as well as challenge ourselves to coin new words out of the vital and vibrant stuff of our lives. We will engage in wordplay and word games, in the fun of puns, the twang of slang, the bargain of jargon, and in the prime-time grime and chime of rhyme. At the heart of it all will be the words themselves - tangible though elusive, delicious though common, electric though silent.

 

This is a course for those of us who want to get inside the words we use everyday, who want to see the beauty and power in what we say to each other, in what we write, and in what we sometimes lose at the tips of our tongues and sometimes find in the vast word-hoards of our minds. We will read dictionaries. We will scan newspapers, magazines, poems, advertisements, and books for words that seem intriguing, puzzling, or wild. We will eavesdrop, listening for the rhythms and cadence and odd and common ways words are strung together in speech. We will investigate, research, and think about words, dream about words, eat our words, and write our own word histories and essays, perform our spoken words, and make our own personal dictionaries.

 

Texts: ENCYCLOPEDIA OF AN ORDINARY LIFE, Amy Krouse Rosenthal, WORD WARRIORS: 35 WOMEN LEADERS IN THE SPOKEN WORD REVOLUTION edited by Olson, AN AMERICAN PRIMER by Whitman, and a good hefty dictionary (the AMERICAN HERITAGE DICTIONARY has pictures and word roots!)

 

Credit/Evaluation: Faithful attendance, completion of all reading, and participation in the class discussions and all individual and group work. Completion and quality of brief Reflection Essays, as well as the "Your Name Here" Essay, the Taboo Essay, the Spoken Word Performance, and the Personal Dictionary Project.

 

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43334| 231n Applied Human Ecology: Sustainable Systems

Bornzin (3 credits)

 

Materials : $ 15.75

Note: This class will be coordinated by Fairhaven College and/or Huxley students under the supervision of Dr. Bornzin. This course may not be used for Fairhaven Core or General University Requirements (GURs).

 

The field of human ecology explores relationships between human systems and the environment. Such systems may be considered sustainable if they are maintained and renewed through internal processes and external interactions which are non-exploitative and do not rely on non-renewable resources. This class explores the concept and physical reality of sustainability through shared reading, group interaction, and the development of new skills. The class is intended to further students' awareness of their own ecological relationships, and to enable students to live more simply, in greater harmony with the environment. The most basic human activities of growing and gathering food and herbs, creating shelter, restoring and maintaining the natural environment, and developing cooperative communities are examined in light of the principle of sustainability. Consumerism, technology, food, agriculture, and the many faces of change will be addressed and discussed in a comfortable yet challenging group environment. Academic studies, including models of sustainable development and appropriate technology, complement the learning and practice of practical skills such as making compost and growing vegetables using the five-acre Outback Outdoor Experiential Learning Site.

 

Text: Discussions will be based on readings available on-line, and on individual student research. Readings vary each quarter according to the interests of the class, but typically include articles such as Wendell Berry, "Waste"; Gary Snyder, "Four Changes" Gary Paul Nabhan, Food, "Health, and Native American Agriculture"; David McCloskey, "Cascadia"; Dana Jackson, "The Sustainable Garden"; Susan Griffin, "Split Culture"; Peter Berg," A Green City Program"; and selections from STAYING ALIVE by Shiva, ONE STRAW REVOLUTION by Fukuoka, IN THE ABSENCE OF THE SACRED: THE FAILURE OF TECHNOLOGY AND THE SURVIVAL OF THE INDIAN NATIONS by Mander, and ECO-JUSTICE: LINKING HUMAN RIGHTS AND THE ENVIRONMENT by Sachs.

 

Credit/Evaluation: Students are expected to attend regularly and to participate actively in the class discussions, exercises, and outdoor projects. For experiential learning to be successful, students must be present and engaged. Students will also be required to write one five-page research paper on a related topic, or a reflection paper on a service learning experience of their choice, and make a brief presentation of their topic or experience to the class.

 

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42514| 243t Awareness Through the Body

Conton (4 credits)

 

Materials fee: $7.51

 

"We do not have bodies; we are bodies. We do not move; we are movement." Emilie Conrad-Daíoud

Zen master Suzuki-Roshi wrote, "The most important point is to own your own physical body."

 

This course is designed as a step toward reclaiming one's own body and one's internal authority. Through understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students have the opportunity to create an awareness of self from their own life processes, rather than from externally imposed images, standards and expectations. In this experiential course, we begin the work of coming to know our bodies, and external reality through our bodies. Students are invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class uses experiential techniques derived from several traditions of somatic philosophy and from pioneers such as Charlotte Selver, Wilhelm Reich and Alexander Lowen, Therese Bertherat, Stanley Keleman, Emilie Conrad-Daíoud, and Moshe Feldendrais. The course requires patience and attention to details. The explorations offer a way of working toward integration of the physical and mental aspects of living.

 

Texts: Tentative: FULL BODY PRESENCE by Scurlock-Durana; A NATURAL HIStory OF THE SENSES by Ackerman; and selected articles.

 

Credit/Evaluation: Regular attendance and participation in the class sessions; close study of the texts and demonstration of learning in a class discussion and journals; students will keep a daily journal which will include, but not be limited to, 2-3 assigned short essays, interaction with experiential assignments given in class, and reflections on the class materials and experiences. The work of the instructor consists of asking questions, posing problems, and designing experiences within which student self-evaluation can take place. Students are evaluated on the depth of their involvement in the self-exploration opportunities provided.

 

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40926| 255y Folk Music Experience: Bluegrass Tradition

Eaton / Bower (2 credit)

Materials fee: $ 8.18

 

This course combines playing traditional folk music with the study of the contexts in which folk music has evolved. This quarter the course will focus on the bluegrass tradition and the history of this uniquely American genre. We'll explore the influences of Bill Monroe and other bluegrass musicians and the history of other folk music genres that laid the foundation for the new sound of bluegrass. We'll also explore how demonstrates how bluegrass musical structure and context is linked to major social issues and cultural expressions in American life.

 

In addition, each student will also be asked to introduce one song to the class that enriches our knowledge of folk music or the context within which folk music has been written and performed.† We will encourage that these songs come from the wide genre of bluegrass songs Students will write a short research paper that forms the basis for their presentation on the song and its context. Students will also be responsible for learning and practicing the songs that are presented to the class, including practice in small groups. Students are encouraged to gain practice at playing one or more folk music instruments during the course, and are invited to join the course even if they are beginners at playing an instrument or if they prefer to just sing.

 

Texts: BLUEGRASS: A HISTORY by Neil Rosenberg and selected readings on BLACKBOARD.

 

Requirements for credits and criteria for evaluation: Regular attendance and participation in our weekly sing, informed participation in class discussions, one short research paper and song presentation, and practicing music in a small group. Writing in this course: One draft of a one-page research paper.

 

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43954| 257v Topics in Studio Art II - Sewing and Design

S'eiltin(4 credits)

 

Materials fee: $ see Classfinder

Prerequisites: Fair 202a and previous experience in studio art or permission of instructor

 

This class is designed for the novice as well as intermediate students who want to refine their sewing skills and techniques. The primary focus will be on basic techniques; which will include sewing terms and techniques, fabric selection, repurposing garments and fabric, pattern construction and garment and three-dimensional design. The class will begin with the introduction to sewing equipment and hand sewing techniques.

 

Texts: tba

 

Credit/Evaluation: Students will be required to complete approximately four projects. Projects will include the construction of garments and soft-sculpture. Students will be encouraged to take creative risks with the construction and design of garments and fabric sculptures. Students will be evaluated on their timely completion of every project, their ability to take creative risks as well as their efforts and genuine commitment to all class activities and assignments.

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43433 | 263b American Indian Experience

Rowe (4 credits)

 

Materials fee: $ 3.33

Note: This class is cross-listed and meets with AMST 202.

 

An introduction to the indigenous people of what is now the United States through an examination of American Indians' cultures, histories, and governments. Focuses on sovereignty (self-government, legal jurisdiction, land claims), treaty rights (fishing, hunting, gathering), Indian/White relations (stereotypes, sports mascots, discrimination), education (ethnic fraud, under-representation), and economic development (casinos, tourism, mineral extraction). Employs lectures, readings, films, discussions, and activities. Students will write short response papers and an essay on the assigned novel.

 

Texts: Required: Roger L. Nichols, THE AMERICAN INDIAN: PAST AND PRESENT (6th ed,); James Welch, FOOLS CROW.

 

Credit/Evaluation: Evaluation for purposes of granting credit will be based on regular attendance, meaningful participation in discussions, completion of assignments, completion of midterm and final exams, and quality of writing.

 

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41912| 270b Introduction to Digital Video Production

Miller (2 credits)

 

Materials fee: $ 52.00

 

This class will introduce basic camera use and video editing in the digital medium. Students will script, shoot, and edit 5 assignments using Final Cut Pro. Projects range from a 30-second commercial to a 3-5 minute final video on the student's choice of topic. The assignments are set up to encourage individual creativity & personal editing styles.

 

Texts: Optional, but recommended, FINAL CUT PRO 5 FOR MACINTOSH by Brennies. Students will need to purchase 5 mini DV tapes at a cost of about $25.

 

Credit/Evaluation: Completion of assignments, participation in class, attendance, and understanding gained from the class assignments.

 

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41913 | 270h Audio Recording I

Fish (4 credits)

 

Materials fee: $ 77.21

NOTE: This course was formerly 275h. Students who received credit for 275h may not take 270h for credit.

 

Audio Recording Techniques I explores the techniques,tools, and technology used in multi-track recording. From a beginner's perspective, this course follows the recording process starting with the tracking session, then the overdub session, and through the mix-down session. By examining the various pieces of the recording process students will learn the concepts and skills necessary to use studio equipment such as microphones (their characteristics and placement), mixing consoles (explained in detail), multi-track recorders (analog and digital), patchbays, signal and effect processors, headphone systems, and multi-track punching and bouncing. Each student is also expected to attend a weekly two-hour small group lab, held in the studio, giving the student a chance to experience multi-track recording in a "hands-on" manner. A detailed manual will be provided to each student so that each concept will be encountered first in an assigned reading, then in lab, and finally in the class meetings. All time spent in the studio will be documented in the lab manual in a journal entry fashion.

 

Texts: THE RECORDING ENGINEER'S HANDBOOK (2nd edition) by Owsinski

 

Credit/Evaluation: Students will be evaluated through a combination of participation, attendance (lab and lecture), and understanding gained from the material evaluated from a written and "hands-on" assessment.

 

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