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Winter 2009 COURSE DESCRIPTIONs 100-200 Level

13983 101A An Intro to Interdisciplinary Study at Fairhaven College

McClure 1 credits

 

One credit, 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" are Fairhaven's Advising Coordinator, Jackie McClure and a cadre of savvy, skilled Peer Mentors.

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. The class structure will include some large group meetings, several small group workshops and your choice of participation in some sort of college community activity. We will spend time de-coding 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: THE STUDENT GUIDE TO FAIRHAVEN, to be provided.

 

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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13096 200 Independent Study

Staff 1-15 credits

 

By arrangement: fall, winter, and spring. Student-initiated studies under faculty sponsorship. Refer to Fairhaven College "Independent Study Guidelines." Independent Study Proposal form (available on-line) required, final version due last day of registration. ISPs should be discussed with faculty member the quarter before the study takes place. Procedure: On-line ISP Proposal required – available at www.west.wwu.edu/admcs/forms/. Email form to faculty sponsor. To register, pick up lavender ISP Registration card in Fairhaven front hall, fill it out, get it signed by the sponsor and authorized staff member, and return to Fairhaven office or Registrar's office. You are not able to register an ISP on-line.

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13984 201A Critical & Reflective Inquiry

Conton 5 credits

Prerequisite(s): admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven.

LESLIE CONTON'S SECTION: INITIATION


The passage from childhood to adulthood, which transmits the education an individual needs to become a member of one¹s community, has varied in different cultures. It is of primary importance to a society to initiate its children into responsible citizenship. The Encyclopedia of World Problems and Human Potential declares that the current lack of rites of passage constitutes an urgent global problem that "leads to a serious breakdown of the process of maturing as a young person. Young people are unable to participate in society in a creative manner because societal structures no longer consider it their responsibility to intentionally establish the necessary marks of passing for one age-related social role to another."

We will study the theories and overt practice of initiation ceremonies or rites of passage marking social puberty in a number of cultures, including our own. Through critical reflection on ethnography, first person narrative, film, and personal experience, we address these questions: What is initiation? What kinds are there? With the lack of explicit or compelling initiation ceremonies in the West, coupled with the possibility of initiatory failure, abuse, or dysfunction, what shape does/could initiation take? What people or institutions are qualified to initiate? What does initiation accomplish? How do initiation rites work? What meanings surround the social behavior and cultural experience of male and female initiates? How does the experience of achieving adulthood in America compare with that in non-industrial societies? How do these rites of passage symbolically transform the individuals, legitimize power and status, and simultaneously reinforce traditional authority? Students will examine their own culture(s) and values in cross-cultural context, will instigate meaningful conversations and imagine or re-imagine their own rites of passage. As befits a shared learning experience, they will engage new, challenging, diverse and controversial ideas through respectful dialogue, demonstrating understanding of the concept of "cultural relativism," as well as critical thought about the meaning of initiation rituals and their roles in social-cultural integration.

 

Texts: Malidoma Some, OF WATER AND THE SPIRIT; Selected readings from Mahdi, L. Christopher, N, and Meade, M, eds., CROSSROADS: THE QUEST FOR CONTEMPORARY RITES OF PASSAGE; Diana Hacker, A POCKET STYLE MANUAL; and a reader available at the bookstore.

 

Credit/Evaluation: Engaged, informed contribution, as a collaborator in a learning community, to discussion, presentations, workshops, and other activities, evidencing insightful questions and observations about the assigned reading, as well as practice of effective listening and discussion skills. Student will share responsibility for discussion facilitation. Growth in skills of critical reflection will be evidenced in the timely completion and quality of oral and written assignments, including short reflective and analytical essays, and autobiographical narrative, a research paper and presentation, and a writing plan.

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13985 201A Critical & Reflective Inquiry

Burnett 5 credits
Prerequisite(s): admission to Fairhaven College; required of all new students in the first quarter of enrollment at Fairhaven.

 

City
The year 2008 marked a watershed in the evolution of human society. For the first time in history, more than half of the world's 6.6 billion inhabitants were living in cities rather than rural areas…There's no reason to expect this trend to slow or reverse itself, so the health of cities is a topic of enormous significance. After all, if most of us live in cities, we need to understand how these complex places function—socially, economically, culturally, spiritually, environmentally and politically.
--John Lorinc, Cities

 

The behavior of cities, as ecological entities interacting with their environment, affects the entire globe, and all humanity. These complex organisms may well be the quintessential human environment. What makes some cities work, while others don't? How have cities evolved? What problems do they face? What solutions have they found? What responsibility does a city have toward its citizens, and vice versa? What will be the city of the future? What, finally, makes a city livable?

We will examine the forms and functions of cities world-wide, trace their genesis and growth, debate suburban sprawl versus Smart Growth, study such environmental issues as sustainability and energy use, look at transportation issues, slums and urban poverty, health and sanitation. We will also examine the meaning of cities in human life and imagination, discuss cities and the quality of life, and try to identify what makes each city unique and valuable. What's your city? (Mine's Paris, around 1890).

 

Texts: CITIES, by John Reader; CONCRETE REVERIES: CONSCIOUSNESS AND THE CITY, by Mark Kingwell; INVISIBLE CITIES, by Italo Calvino, A POCKET STYLE MANUAL 5TH EDITION, by Diana Hacker, plus other shorter selections.

 

Credit/Evaluation: Regular attendance and informed participation in class discussions and activities. Each student will chose a major city to focus on through the quarter and—in addition to assigned readings--will do research on that city with particular attention to the issues addressed in each class session. Two reflective and analytical essays, a writing plan, and a final research paper followed by a class presentation are required.

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13986 202A Humanities and the Expressive Arts

Feodorov 5 credits

 

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 con men? The term "Artist" has meant different things to different peoples, cultures and eras. The myth of the artist as a tortured genius has been promoted and reinforced in popular culture through movies, television, literature and magazine ads. Why does this myth persist and what/who does it serve?

In this class, we will investigate several ideas throughout history, from Plato to the art critic Clement Greenberg, regarding what an "artist" is. In addition, we will discuss topics such as authenticity, originality and celebrity. Students will write short summaries of the assigned readings and participate in class discussions. Each student will create three art projects influenced by the assigned readings and maintain a sketchbook to be periodically reviewed by the instructor.

Students will develop their ability to think analytically, cultivate perceptive reading and writing skills, and formulate and articulate ideas based upon research and class discussion.

 

Texts: John Berger: Ways of Seeing

 

Credit/Evaluation: Credit is based upon regular punctual attendance, active informed participation in class discussions, and timely completion of three visual art projects as well as all reading and writing assignments.

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13987 203A Social Relationships and Responsibilities

Ó Murchú 5 credits
Prerequisite(s): admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.

 

Free and Equal?
This 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 white and propertied men's lives. We will then examine how the universalist ideals of the liberal enlightenment implicitly or explicitly excluded those without property, women, and people of color. Students will 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. We ask whether modern liberal democracy can really provide equal citizenship for workers, women, and people of color, and we trace how movements for socialism, feminism, and decolonization emerged to try to remake the social order.

 

Texts: Second Treatise on Government by Locke; The Communist Manifesto: With Related Documents, by Marx and Engels; The Souls of Black Folk, by Du Bois; Justice, Gender, and the Family, by Moller Okin, and shorter texts by Amartya Sen, Malcolm X, Patricia Hill Collins, John Baker et al.

 

Credit/Evaluation: Regular class attendance (no more than three absences for credit); Regular reading assignments; Preparation for seminar by responding to reading questions; Group facilitation on one of four topics; and two (2) analytical & argumentative papers on course readings and social issues.

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13989 203A Social Relationships and Responsibilities

Jack 5 credits
Prerequisite(s): admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.

 

This interdisciplinary seminar draws on perspectives of psychology, history, sociology and social theory to examine how societies construct individual lives and social relationships. Among the questions we explore are: What is a social contract? To understand the foundations of our society, we will read basic theories of Thomas Hobbes, Adam Smith, John Locke, W.E.B. Du Bois, Karl Marx, Feminist writings, and a range of others. Since all social theorists base their formulation of the social contract on either an implicit understanding of "human nature," we will also examine their underlying assumptions about human nature, comparing them to more recent investigations onto the complex territory of human nature. For example, as Hobbes argues, are humans naturally warlike and aggressive? What do contemporary theorists argue? Further, how has the social contract of our society affected women and minority groups?

 

Additionally, our class will consider the question, what does it mean to be a socially responsible citizen? How do a range of critical social theorists, including those who have been excluded and who are writing from different standpoints of power and privilege, inform our understanding of social relationships and responsibility? On what understanding of ethics and justice are our social institutions based? You can expect to explore some of the most fascinating questions of our society and of our world.

 

Texts:
Reading selections will be available through Blackboard; you are expected to print them out and bring them to class.

 

Credit/Evaluation:
Regular, informed participation in class discussion. Students will be asked to lead one class discussion. In addition, two reflection papers will be required. Evaluation will be based on demonstrated understanding of multiple theoretical perspectives presented in the readings and on development of analytical skills.

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13988 203a Social Relationships and Responsibilities

Ducat 5 credits
Prerequisite(s): admission to Fairhaven College; required of all new students in the first or second quarter of enrollment at Fairhaven.

 

Marxism, psychoanalysis, feminism, and postmodernism are theoretical frameworks that have profoundly influenced how people conceptualize and act in their public and private lives. The fact that each of these theories has been uncritically embraced by some, uncritically vilified by others, and passionately debated by many attests to the scope of their impact. This course will introduce students to the key concepts and terminologies of these frameworks, not just as abstract ideas, and certainly not as catechisms to be revered – but as tools for analyzing and responding to real social questions. Each of these theories can be viewed as a lens, one that can bring into sharp relief certain aspects of an issue, while leaving others obscured. In this version of the course, we will apply these frameworks to the complexities and contradictions of our society's past and present bloodthirsty discourse on crime and punishment.

 

In 1764, an English folk song captured a paradox at the heart of emergent capitalism:

The law doth punish man or woman
That steals the goose from off the common
But lets the greater felon loose
That steals the common from the goose.

 

This wry little ditty refers to the injustice of the early enclosures, in which collectively held land and resources were declared the private property of a few. Sadly, this is a process that continues to current day, from the patenting of biological organisms to the seizure and commodification of indigenous aquifers. This verse raises broader questions that will be taken up in the course: How does a society decide what is a "right" and what is a "crime?" What is the role of class, gender, sexual orientation, and ethnicity in the process of criminalization? Why do innocent people so often confess to crimes, even in the absence of coercion? What allows some of those who are guilty of theft and murder, whether legal or not, to live on with an unperturbed conscience? Why do crime and punishment narratives in popular culture exert such a powerful appeal? In the process of grappling with these questions –through discussion, reading, writing, and class presentations – students will be introduced to some of the core concepts of each theory.

 

Texts: Selected readings will be assigned from the works of Karl Marx, Antonio Gramsci, Frantz Fanon, Sigmund Freud, Stephen Mitchell, Nancy Chodorow, Martha Grace Duncan, Charlotte Perkins Gilman, Betty Friedan, Bell Hooks, Angela Davis, Cornel West, David Harvey, and Michel Foucault.

 

Credit/Evaluation: Based on attendance, quality of participation in class discussion, oral presentation accompanied by written abstract, and final paper.

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13990 206A Science and Our Place on the Planet I

Bower 5 credits

 

This class aims to use photography as a tool to advance our understanding of nature. We will work on advancing our photographic skills and to develop an understanding of how cameras work, but our main goal in the class will be to use the camera to learn about nature from a scientific perspective through individual and group photography and original scientific research projects. Examples might include conducting a photographic survey of moss species on Sehome Hill, using photography to analyze the distribution of tree species near rivers, or using photographs or video to study aggression in gulls at the beach.

 

Texts: Daniel Mathews: CASCADE-OLYMPIC NATURAL HISTORY and John Shaw: JOHN SHAW'S NATURE PHOTOGRAPHY FIELD GUIDE.

Requirements: Regular attendance in class and on field trips, completion of two drafts of a 5 page scientific paper based on a group field project, written responses to reading, and a portfolio of photographs made during the course.

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14139 212C Intro Political Economy

Ó Murchú 5 credits

 

How are we to make sense of the current crisis of the world economy? Is the financial crisis in this country a global phenomenon? Can any US administration prevent a deep recession? Although this class will not answer these questions, it will provide you with the economic literacy to be able to understand the debates on the crucial economic issues of our times.

The course is a critical introduction to economic thought for Fairhaven students and is designed to examine economics from different perspectives. In the first four weeks we will survey critically conventional micro (demand, supply, equilibrium, elasticity, markets, & pricing), macro (Gross Domestic Product, effective demand, fiscal policy, monetary policy, & business cycles), and international (comparative advantage, exchange rates, trade policy) economics.* In the middle two weeks of the quarter we will read and discuss a critical history of the rise of neoliberal economic policy and politics since the 1970s. The final four weeks of the quarter will be spent on a series of student taught classes based using readings from the Dollars & Sense reader on banking and finance with sections including: 1) money and the federal reserve; 2) banking and finance; 3) the stock market; 4) retirement; 5) fair and unfair lending; and 6) the international financial system. Students are also encouraged to draw from The Economists' Voice in designing their classes to help us to understand the recent collapse in the financial system.

 

Two Fairhaven Juniors with an interest in political economy, Brandt Frandle and Charles Walker, will be participating as this class as teaching assistants. We will assign you short papers or homework assignments regularly to help you to internalize core concepts and to gage your progress.

 

Texts: Economic Literacy: Basic Economics with an Attitude by Weaver; Dollars & Sense, Real World Banking and Finance by Rowman and Littlefield; Harvey, David, A Brief History of Neoliberalism by Harvey; The Economist Magazine; and The Economists' Voice: Financial Regulation, Financial Crisis, and Bailouts.

 

Credit/Evaluation will be based on attendance, preparation, participation, regular homework assignments on basic economic theory, a review essay on Neoliberalism, and a short paper on your contribution to a student taught class session.

 

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

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14051 215F The Asian American Experience

Takagi 3 credits
also offered as AMST 205

This is an introduction to the history and experience of Asians in America. This class will explore the factors for immigration, working and living conditions of Asian laborers in this country, and the social relations between the minority and majority, as well as those between the various Asian ethnic groups. Lectures, the readings, creative projects and documentary films will help illuminate the trials, tribulations, and the resilience of Asians on these shores.

 

Texts: STRANGERS FROM A DIFFERENT SHORE by Takaki, and ASIAN AMERICAN WOMEN AND MEN by Le Espiritu and articles on Blackboard and on-line through Wilson Library database.

 

Credit/Evaluation:
A. 10 in-class quizzes. The quizzes plus the lecture are worth 33.3% of the total grade. (Total 100 points)
B. 1 paper (10 pages) This is a joint project. This paper is worth 33.3% of the total grade. (Total 100 points)
C. Take home exam. This exam is worth 33.3% of the total grade. (Total 100 points)
For Fairhaven students, all quizzes, papers, and exams will be evaluated.

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14086 221J College Writing

Cornish 4 credits

 

There are days when you go
out into the bright spring fields
with the blue halter, the thick length
of rope with its sky-and-cloud braiding,
even the bucket of grain--
all corn-and-molasses sweetness,
the maraca sound of shaken seduction--
and the one you have gone for simply will not be caught….
- Jane Hirshfield

 

The poet Jane Hirshfield reminds us that writing is like trying to slip the halter on a horse that shies away. We've all known the frustration of trying to capture in words -- get down on paper -- what it is we want to say. If it's difficult to please ourselves when we write, what happens when we try to meet the expectations of others as well? In this class, we make a community of writers willing to share both the excitement and fear of writing -- an excitement and fear that are present in any act of discovery. And all good writing is discovery. In this class, you'll throw yourself into the writing life. You'll find your own ideas as you write informally in an ongoing journal; you'll read carefully the ideas of others and explore how to express your responses in papers that interpret or persuade or analyze. With your peers, you'll critique and revise -- helping each other get ever nearer to the clear-minded, clear-worded beauty of good prose (that tricky horse!).

 

Text: WRITING AND CRITICAL INQUIRY by Rosenwasser; A POCKET STYLE MANUAL by Hacker; and 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'll 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 and peer critiques. The nature of workshop is collaborative and supportive—dare I say loving? Attendance is required: more than three absences and you will not receive credit for the class. Writing will include personal essay; interpretive essay; informal persuasive essay; analytical essay; papers of argument and research.

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13991 223G Elements of Style

Tag 1 credits

 

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, directly. Together we will try to unlock the mysteries of writing with style (or at least help decide when to use parentheses—when a dash). We will un-dangle our participles, un-awk our words. All are welcome to take this course. There are no prerequisites, only the requisite openness to go where no Fairhaven course has gone before. 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.

 

Text: A Dash of Style by Lukeman.

 

Credit/Evaluation: Faithful attendance. Active participation in all in-class writing exercises. Quality and completion of weekly writing assignments. Presentation of a special project, such as a Punctuated Performance, a Grammar Slam, or a Revolutionary Revision Manifesto.

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13992 231N Introduction to Applied Human Ecology

Bornzin 3 credits


Note: This class will be coordinated by Fairhaven College and/or Huxley students under the supervision of Professor Bornzin. For guidelines for such courses, see the "Student Guide to Fairhaven College."

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.

 

Texts: 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 "Waste" by Wendell Berry; "Four Changes" by Gary Snyder; "Food, Health, and Native American Agriculture" by Gary Paul Nabhan; "Cascadia" by David McCloskey; "The Sustainable Garden" by Dana Jackson; "Split Culture" by Susan Griffin; "A Green City Program" by Peter Berg; and selections from STAYING ALIVE by Vandana 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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13993 232P User-Friendly Statistics

Bornzin 4 credits

 

Several years ago, in a large dietary study undertaken in the State of Minnesota, researchers were shocked to find a statistically significant correlation between the eating of oatmeal and stomach cancer. Imagine the headlines: OATMEAL CAUSES STOMACH CANCER! On further investigation, however, they discovered that many people with stomach cancer liked to eat oatmeal because it was easy on their stomachs. So eating oatmeal didn't cause cancer; cancer caused eating oatmeal! Correlation does not imply cause.

 

Statistics are all around us every day--in the newspapers, on TV, in textbooks in practically every field, in medical research, in environmental studies, in political decisions, in public debate. Statistics are used and abused in nearly every argument, court case, and cause. At times we may be deceived by an improper use of statistics or by our own uncritical acceptance, and find ourselves believing or acting on a false claim. At other times, we may be so saturated with statistics or so cynical about their reliability that we just dismiss them with the cliche', "you can prove anything with statistics." Some people are downright stats-phobic, disempowered by immediately shutting down in every encounter with statistics.

 

The objective of this class is to help develop a stronger critical understanding of statistics and statistical arguments, their strengths and weaknesses, uses and abuses, to diminish the chance of being deceived by them and to increase confidence in dealing with them. Through examples, exercises, case studies, and projects linked to real-world realms of interest such as social, environmental, and health issues, we will gain familiarity with terms, concepts, and techniques ranging from graphing to hypothesis testing.

 

Texts: Required: STATISTICS: A SELF-TEACHING GUIDE, by Donald Koosis.

Recommended (available on reserve): 100 WAYS OF SEEING AN UNEQUAL WORLD, by Bob Sutcliffe; DAMNED LIES AND STATISTICS: UNTANGLING NUMBERS FROM THE MEDIA, POLITICIANS, AND ACTIVISTS, by Joel Best; HOW TO LIE WITH STATISTICS, by Darrell Huff, 1954 (a real classic!), STATISTICS: CliffsQuickReview, by David Volker, et al.

 

Credit/Evaluation: Students are expected to attend regularly, participate actively in class discussions and exercises, complete reading assignments and homework exercises, bring several examples to class of the uses of statistics in their particular fields of interest, and complete and present to the class a project (preferably with a small group) which involves forming and testing a hypothesis, the gathering of data, the creative use of graphical techniques, and the use of statistical techniques.

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14102 254X Introduction to Relief Printing

S'eiltin 4 credits
*This course is being co-taught with Fair 351W Printmaking Narratives

 

In this studio art class we will explore various skills and techniques in relief printing. A relief print is created by carving into a surface that yields an image by inking only the raised areas. This technique can be applied to a wide variety of surfaces, which are considered plates. We will begin by carving into linoleum blocks, and later work with wood and plexiglass. Of all the forms of expression in printmaking, the relief print is the most ancient. In the process of creating relief prints we will also explore some of printmaking's rich history.

 

The primary focus of this class will be relief printing and its history, but we will also create and combine experimental printing techniques. Monotypes and collographs are some of the alternative printing methods that will incorporated with relief techniques. Also emphasized in this class will be the importance of content and visual narratives. Students will be encouraged to create images based on a theme of their choice. Personal these will be developed throughout the quarter with feedback form classmates and instructor. The goal is to create images that successfully reflect a particular subject matter.

 

Text: THE COMPLETE PRINTMAKER by Romano.

 

Credit/Evaluation: Final prints will be critiqued twice a week. Final evaluation is based on the student's ability to break creative boundaries and to produce technically skilled prints that successfully reflect the development and refinement of a specific subject matter or theme.

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13994 255Y Folk Music Experience

Bower/Rain 1 credits

 

This course typically combines playing traditional folk music with the study of the contexts in which folk music has evolved. For this quarter, we will focus on the music of Jamaica and the island's musical history from the 1940's to the modern age. We will use David Katz' book 'Solid Foundation: An Oral History of Reggae,' getting the story of Jamaica's music history from many of the musicians and players who made that history. Students will be expected to participate in discussions on the book during the first five weeks of the course. In addition, each student will be asked to introduce one song to the class that enriches our knowledge of Jamaican music or the context within which Jamaican music has been written and performed. I encourage, but will not require, that these songs come from the Mento, Ska, Rock-Steady or Early Reggae period (1920 to early 1970's) as I believe the songs from this period of Jamaican music (pre-digital age) will lend itself to be played with acoustic instruments in the tradition of the Fairhaven College's Folk Music Experience course. I also encourage students to bring songs to class that they can imagine a whole class singing together (keep it simple). The course will be co-taught by student, Jordan Rain.

 

Texts: SOLID FOUNDATION: AN ORAL HISTORY OF REGGAE by Katz.

 

Credit/Evaluation: Regular attendance and participation in our weekly sing, informed participation in class discussions, and practicing and presenting music in a small group. Students will write a short, one page (single-spaced) 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.

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14050 263B American Indian Experience

Rowe 3 credits
Prerequisite(s): also offered as AMST 202
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: THE NATIVE PEOPLES OF NORTH AMERICA by Johnasen; and FOOLS CROW by Welch.

 

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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13995 275B Introduction to Digital Video Production

Miller 2 credits

 

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 PRO3 or 4 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.

 

Read more about the Video Studio at Fairhaven...

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13996 275H Audio Recording I

Vita 4 credits

 

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 three-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 independent reading, then in lab, and finally in the regularly scheduled class. In addition to the regularly scheduled lab, the student is also required to sit in and observe ten hours of actual recording being done by advanced students. All time spent in the studio will be documented in the lab manual in a journal entry fashion.

Texts: THE RECORDING ENGINEER'S HANDBOOK by Owsinski

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

 

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