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WWU / Fairhaven College of Interdiscipinary Studies

Spring 2010 Courses: 300 Level

22500 | 303A Core: Interdisciplinary Concentration Seminar

Jack/S'eiltin/Gilman (5 credits) MW 3:00-4:50 FA 340

Materials fee: $ 7.20

Prerequisites: Fair 101a, 201a, 203a, and 305a.

Note: If you began at Fairhaven during Summer quarter and did not take 101a, contact Kathy Johnson for an override.

Note: Required of all students pursuing the Interdisciplinary Concentration as their major.

 

The Concentration Proposal must be completed and filed at least three quarters before graduation. This seminar is designed to assist you with your development and writing of an interdisciplinary self-designed concentration. It will serve as a forum for discussion, guidance, and support during the proposal writing process. While your Concentration Committee must finally approve your proposal, you will work collaboratively in small groups, meeting with each other weekly, and meeting with the instructor individually in order to write your learning proposal and identify relevant courses and experiences to help you achieve your educational goals. Here are some of the questions we will examine through this process: - What are the appropriate guidelines and requirements involved? - What exactly is it you want to achieve in your degree? - How can your intentions be given effective shape and form? - Who should be on your committee? - How do the parts of your concentration work together conceptually? - What are the best vehicles for your learning? - What should you put in and what should you leave out of your concentration?

 

Text: Handbook provided.

 

Credit/Evaluation: Work steadily on your proposal, meet regularly with your group, contribute to the development of your group members’ proposals, work cooperatively, prompt attendance to all meetings. Credit for the course is granted when your completed committee-approved proposal has been filed with the Fairhaven Records Office and a regular self evaluation form is submitted to the instructor.

 

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22501 | 305A Writing & Transition Conference

McClure (3 credits)

Prerequisite: FAIR 101a and 201a.

 

The Writing Portfolio and Transition Conference are Core graduation requirements for all Fairhaven College students. Your Writing Portfolio will be a selective collection of your academic writing and an introductory statement of self-assessment about your writing at this point in your education. It will be reviewed and assessed by two Fairhaven faculty, including your advisor. Your Transition Conference is a constructive mid-point conversation with advising resource people you invite to share your educational plans and collect advice officially moving you from the “Exploratory” stage of Fairhaven’s program into the “Concentrated” stage of your educational plans, regardless of your choice of major.

 

You should embark on these requirements when you and your faculty advisor agree you’re ready for them. This is not a class, however you must attend one of the following orientation meetings:

  • Monday, April 5 at 3 p.m. or
  • Wednesday, April 7 at 11 a.m.

(meeting location will be sent via email to registered students and posted at Fairhaven College).

 

In order to receive credit for FAIR305a you must:

  1. Submit your Writing Portfolio & 2 copies of green Writing Portfolio Evaluation Form to Jackie McClure by Monday, April 19. Writing Portfolios must follow the format outlined on the green Writing Portfolio Instructions and Evaluation Form (available in the Fairhaven College Office.)
  2. Schedule and conduct your Transition Conference and write your Transition Conference statement and submit it to all conference participants. Consult your faculty advisor and the yellow Transition Conference form for details.
  3. After your Transition Conference, submit your Transition Conference form to Jackie McClure with the signatures of all participants.

 

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22944 | 323G Imaginative Writing II: The Marvelous Real

Cornish (4 credits) TR 3:00-4:50 FA 307

Materials fee: $7.20

Prerequisite: Fair 222g or 222h, a course in creative writing, or permission of the instructor.

 

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 by Weschler; SHIP FEVER by Barrett; MAGICAL REALIST FICTION ed. Young; numerous handouts from Blackboard. (If time allows, we may also read PERFUME by Suskind).

 

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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22945 | 323H Elements of Style II

Tag (1 credit) M 10:00-11:20 FA 338

Prereq: FAIR 223g or permission of instructor.

 

“Grammar is a piano I play by ear, since I seem to have been out of school the year the rules were mentioned. All I know about grammar is its infinite power. To shift the structure of a sentence alters the meaning of that sentence, as definitely and inflexibly as the position of a camera alters the meaning of the object photographed. Many people know about camera angles now, but not so many know about sentences. The arrangement of words matters, and the arrangement you want can be found in the picture in your mind.” —Joan Didion

 

If you are interested in exercising your sentence-writing muscles, this is the class for you. Why is it that this particular sentence is arranged as it is? That the words you are now reading fall into patterns just so? This is a class about sentences: how they work, where they come from, what they do. We will explore everything about sentences we can possibly imagine. We will write short, bold sentences. We will write long sentences, sentences that unfold slowly, adding detail after detail, until somewhere in the heart of it all a kind of luminous sense of meaning emerges, as if these long sentences themselves were able to transport us to the very essence of understanding something. Hopefully, everyone who takes this class will come out of it confident and experienced at writing a wide range of sentences: simple, complex, pointed, lyrical, playful, clear, challenging, sexy, honest, intellectual, delicious, precise. Be prepared to train like a runner for a marathon, like a gymnast for a vault, like a curler for throwing a good rock. Sentences matter. I hope you will join us and discover what pleasures there are in writing, imagining, and exploring sentences.

 

Text: ARTFUL SENTENCES: SYNTAX AS STYLE, by Tufte

 

Credit/Evaluation: Faithful attendance. Active participation in all in-class writing exercises and discussions. Quality and completion of weekly writing assignments. Presentation of a final Sentence Extravaganza.

 

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22947 | 330E Ethnobotany

Tuxill (4 credits) TR 3:00-4:50 FA 318

Materials fee: $7.13

Prerequisite: FAIR 206A or equiv.

 

For thousands of years plants have provided humankind with food, medicine, fuel, shelter, and inspiration. This course concerns the science of ethnobotany—the study of interactions between people and plants. We will examine the historical geography of plant use by human societies worldwide, and the many ways that botanical resources continue to contribute to our wellbeing today. Ethnobotanical perspectives on conservation, grassroots development, environmental education, and sustainable living also will be highlighted. During the course we will gain practical skills for identifying and utilizing the Pacific Northwest flora, and put our skills to work in an applied research project.

 

Texts: PLANTS OF THE PACIFIC NORTHWEST COAST by Pojar and MacKinnon; NORTHWEST WEEDS by Taylor. Other required readings will consist of journal articles, book chapters, and essays made available electronically.

 

Credit/Evaluation: As part of the course, students will be expected to: 1) Prepare a collection of at least 20 plant specimens, including identification and documentation of uses for each plant collected. 2) Research and write a case study of ethnobotanical knowledge and its practical applications, based on either an in-depth interview or library research. 3) Give a brief class presentation about an ethnobotanically significant plant species. 4) Contribute to a collaborative class field project aimed at documenting and interpreting ethnobotanical information about the native and cultivated Northwest flora. Regular class attendance and informed contribution to discussions is essential. Students also will be evaluated on their grasp and understanding of the themes and issues presented in the readings, including the foundations of plant identification and the ethical aspects of ethnobotanical research and plant use.

 

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23191 | 334N Topics in Evolutionary Biology: Medicine

Bower (4 credits) M 10:00-11:50 FA340 F 9:00-11:50

Materials fee:

Prereq: FAIR206A

Note: This course will be co-taught with Dr. Chao-Ying Wu, a general practitioner in the Bellingham community.

 

In this course we will explore the relevance of evolutionary theory to human health and medicine. We will develop our understanding of basic evolutionary theory, including topics in genetics, natural selection, adaptation, and human evolutionary history. We will use this knowledge to study how evolutionary theory can provide insight into a wide array of health issues such as nutrition, obesity, heart disease, infectious disease, reproductive health, sleep, mental health and addiction. We will also consider the use of evolutionary explanations as a teaching tool in the clinical medical setting. All members of the course will participate in two class studies. In the first, we will see how exercise and diet affects our short-term blood glucose levels. In the second, we will study how exercise and diet affects our longer-term health. In this study, class members will design a 10-week long exercise and diet program, during which class members will track changes in blood pressure, pulse, weight, pulse recovery time, and percent body fat. The goal of this class study will be to see whether lifestyle changes towards lifestyles characterizing pre-modern times can alter our health.

 

Texts: EVOLUTIONARY MEDICINE AND HEALTH: NEW PERSPECTIVES Trevathan, Smith and McKenna (editors) plus selected readings from a variety of sources.

 

Credit/Evaluation: Regular attendance in class, informed participation in class discussions, written responses to class readings and the writing of other students, two drafts of a 6-8 page research paper, and collaboration on our scientific study.

 

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23088 | 334P Field Studies in Science: Botanical Inventory

Tuxill (3-8 credits) W 12:00-1:50 FA 318 F 12:00-4:50 FA318

Materials fee:

Prereq: FAIR 206A

 

The primary focus of this course will be to conduct a botanical inventory of a local natural area through a quarter-long scientific investigation into the diversity and abundance of the plants present at the site. The early part of the course will focus on the study’s conceptual design and field-testing appropriate inventory methods. We will also work on the scientific skills needed to do the study, including navigation and mapping, characterization of ecological communities, and plant identification (including collection of a pressed plant collection). During the middle third of the quarter, we will conduct our study in the target natural area. We will use standard field ecology techniques to identify the plant species present and to document their distribution and abundance. In the latter part of the course, we will prepare a formal report on our findings, with the goal being to make it of publishable quality. Note: the field component of this class will be taught in conjunction with Fair 336N Topics in Science: Bird Census; enrollment in both classes is encouraged but not required.

 

Texts: PLANTS OF THE PACIFIC NORTHWEST COAST by Polar and MacKinnon; FIELD AND LABORATORY METHODS FOR GENERAL ECOLOGY by Brower, Zar, and von Ende. Additional readings will be available in the Fairhaven library. Recommended: A compass sufficient for map work and navigation (about $20 - specific model will be recommended in class).

 

Credit/Evaluation: Demonstration of navigational, map reading and map making skills, and ability to document and identify plants. Participation in the development of a class pressed plant collection. Participation in study design, fieldwork, data analysis, and the writing of our report on the distribution and abundance of plants at our study site.

 

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22950 | 335N Visioning Sustainable Futures

Bornzin (4 credits) TR *NEW TIME* 12:00-2:00 FA 314

Materials fee: $10.97

Prerequisites: Fair 201a or Eng 101 and prior experience in sociopolitical issues or environmental issues from a sociopolitical perspective.

 

Have you ever stopped to ask yourself: what is your ideal living environment -- your ideal world? Why should we humans, creative social beings that we are, settle for anything less? In this class we will work together to develop a vision of a future Whatcom County (or Cascadia Bioregion) in which we would be happy to live--a vision which respects and supports the life and health of people in all their rich diversity as well as the other animals and plants that share this place with us. We will supplement this process with inspiration from various readings and especially from conversations and class visits with other local visionaries in the county who are already engaged in the daily challenge of creating a healthier future. In the process we will inevitably encounter the question of how to accommodate diverse visions, values, and goals. Is a shared, inclusive vision even possible? Task groups within the class may focus on particular realms such as food, housing, land use, energy, health care, transportation, education, political structure, economic and legal systems, family and interpersonal relationships, relations with the rest of the world, philosophical foundations, etc. -- according to the particular interests of class participants.

 

Texts: Required: ECOTOPIA by Callenbach; WORLDCHANGING: A USER'S GUIDE FOR THE 21ST CENTURY by Steffen. Recommended (available for checkout): HANDBOOK OF SUSTAINABILITY LITERACY: SKILLS FOR A CHANGING WORLD by Stibbe, ed.; THE SUSTAINABILITY REVOLUTION: PORTRAIT OF A PARADIGM SHIFT by Edwards and Orr; TOWARD SUSTAINABLE COMMUNITIES: RESOURCES FOR CITIZENS AND THEIR GOVERNMENTS by Roseland; ECOVILLAGE LIVING: RESTORING THE EARTH AND HER PEOPLE, by Jackson and Svensson, eds.

 

Credit/Evaluation: Students are expected to attend regularly, to engage the assigned readings, to participate actively in class discussions, to think seriously about, develop, and imaginatively articulate their own visions of a sustainable future in a five to ten page paper; to participate in a task group, researching and reporting to the class some particular aspect of their future vision. Passion, commitment, openness, and a willingness to share and support others will be valuable assets in creating an exciting and visionary learning community.

 

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22951 | 336B Topics in Social Issues: State Reconstruction

Akinrinade (4 credits) MW 1:00-2:50 FA 307

Materials fee: $13.73

Prerequisite: FAIR 203a or equiv

 

This course follows up on the State Failure and State Collapse course and considers the prospects for rebuilding failed and collapsed States. It takes a hard look at the various state‐building models that predominate in the literature. The course will focus on contemporary cases of State reconstruction in the aftermath of State failure and collapse, as well as other post-conflict reconstruction cases, and UN Transitional Administrations. Case-study countries include Afghanistan, East Timor, Kosovo, Iraq, Sierra Leone and Liberia. The aim is to provide students with a detailed understanding of current State- and nation-rebuilding projects. It will look at the main assumptions, actors and the challenges of contemporary efforts to rebuild imploded States and will identify the determinants for success or failure of those efforts. Students cannot receive credit for this course and Fair 334e

 

Text: TBA; selected chapters from different texts; various article journals.

 

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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23089 | 336B Topics in Social Issues: African Human Rights

Akinrinade (4 credits) MW 3:00-4:50 FA314

Materials fee: 13.73

Prereq: FAIR 203a or equiv

 

This course examines the state and contemporary practice of human rights in Africa. It reviews efforts aimed at human rights promotion and protection, in the context of colonialism and neo-colonialism, apartheid, the authoritarianism of the post-colonial African State and recent health challenges that threaten the welfare and dignity of individual Africans. It aims to develop awareness of the varying context of human rights violations in Africa. Topics to be covered include the role of the African Charter on Human and Peoples’ Rights; human rights and democracy; the NEPAD initiative and prospects for greater human rights protection; economic, social, and cultural rights; the public health challenge -- HIV/AIDS, malaria and other diseases; human rights of women, children, and other vulnerable groups (migrants, refugees, internally displaced persons); human rights and armed conflict in Africa; challenges to and future prospects for human rights in Africa. This course situates Africa in the global human rights movement and enhances understanding of human rights laws, policies, and practices.

 

Texts: (Recommended) HUMAN RIGHTS IN AFRICA: FROM THE OAU TO THE AFRICAN UNION by Murray; INTERNATIONAL HUMAN RIGHTS LAW IN AFRICA by Viljoen

 

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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23099 | 336B Topics in Social Issues: Women of Color

Takagi (4 credits) MW 1:00-2:50 FX 312

Materials fee: $13.73

Prereq: FAIR 203a or equiv

 

This class explores the history and experience of women of color in the United States. Prior classwork in U.S. history, women’s studies, or American Cultural studies is essential for this class. This is because we will spend our time exploring how race, class, gender, and sexuality mediate one another in the lives of Asian, Black, Latina, and Native American women. One aspect we will closely examine is the dialectics of women’s oppression. Women of color experience oppression in different ways and have created different forms of resistance based on their group’s historical experience, culture, access to education and finance, and methods of political organizing. Another theme will focus on coalition building across ethnic and racial lines that go beyond—in the words of June Jordan—“getting the monsters off our backs.” The goal of the course is to look at past and present concerns and tactics that will help all women—of any color—to take pride, to take strength, and to take stock for the future.

 

Texts: Possible texts include: CHANGING WOMAN by Anderson; LA CHICANA by I Blea; FROM MAMMY TO MISS AMERICA by Jewell and articles through Proquest and on Blackboard.

 

Credit/Evaluation: Collaborative, oral presentations, 3 (5 page) papers. Regular, punctual attendance. Informed participation in class discussions. Work collaboratively with other students

 

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23236 | 336B Topics in Social Issues: Emotional Intelligence

Brewer (4 credits) MW 1:00-2:50 FC 101F

Materials fee: $13.73

Prereq: FAIR 203a or equiv

 

Why do we feel the way we feel? Emotional intelligence (EI) is defined as the ability to perceive, use, understand and manage emotions. What happens when a society does not acknowledge the importance of social/emotional intelligence or teach its’ skills? Personal costs of emotional intelligence deficits range from relationship issues to health challenges and have even been attributed to failure to succeed in life. Many theorists believe that EI has great impact on drop-out rates, depression, mental disorders, aggressiveness, and violent crime in our society. Strong emotional intelligence is viewed a key component in contemporary life. Traditional societies have long-standing customs to care for emotional health of self and community. Why do we have emotions? The origin and purpose of emotions has been an on-going question explored by many philosophers, scientists and psychologists. There have been various theories about the importance of emotions and whether or not emotions are a form of intelligence. For centuries the heart was considered the seat of the emotions. Darwin claimed they were an adaptive mechanism and that emotional expression is important to survival. The significance of emotions was brought to a new level in the West in the when Harvard professor Howard Gardner included inter-and intra-personal intelligences in his Multiple Intelligence model (1985) and Daniel Goleman published Emotional Intelligence: Why it can matter more than IQ (1995). Discovery of the ‘molecules of emotion’ by researcher Candace Pert triggered scientific interest in the answer to this question and great strides toward understanding the processes of emotion have been made since. The HeartMath Foundation has correlated significant research from neurocardiology and illuminated the physiological mechanisms by which the heart communicates with the brain and influences perceptions and emotions. As part of reviewing the role of emotions in our lives we will learn about how emotion is communicated in our brain and body through neurotransmitters. Exploration of neurocardiology will expand our understanding of the impact the heart has on communication and regulation of emotions. For a different perspective we will examine the Dalai Lama’s philosophy related to EI. For personal relevance, we will explore EI inventories and learn ways to increase our emotional intelligence. Students will have the opportunity to experiment with a neural feedback process that helps attain an emotional state of brain/body coherence, reducing stress and supporting optimal performance by getting into the ‘zone’. Guest speakers include author Robert Bystrom (COMMUNICATING FOR LIFE) and a ‘laughologist’ from The Laughter Club.

 

Texts: COMMUNICATING FOR LIFE by Bystrom (downloadable pdf) and selected chapters from resources such as EMOTIONAL INTELLIGENCE: WHY IT CAN MATTER MORE THAN IQ AND DESTRUCTIVE EMOTIONS: A SCIENTIFIC DIALOGUE WITH THE DALAI LAMA, EMOTIONAL INTELLIGENCE by Goleman, MOLECULES OF EMOTIONS (Candace Pert), BIOLOGY OF BELIEF (Bruce Lipton) and THE SCIENCE OF THE HEART (HeartMath).

 

Credit/Evaluation: Reliable attendance and active involvement are key components of this course. Students will be asked to complete assigned readings and write responses. Students will give a 15-minute presentation reviewing an aspect of emotional intelligence, a related research study or other approved topic. Students will take an EI inventory and write a confidential review of their emotional intelligence strengths and challenges.

 

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23252 | 336B Topics in Social Issues: Social Problem Film

Feodorov (4 credits) F 12:00-2:50 FA 300

Materials fee: $13.73

Prereq: FAIR 203a or equiv

 

From its beginning in the late 1890’s, cinema has been a popular source of entertainment and diversion. Early on however, Hollywood auteurs such as D.W. Griffith and Erich von Stroheim began making films that also functioned as commentaries on numerous social issues relating to the theme of human injustice. This course will explore several early Hollywood films that tackle various social and ethical issues within the arena of popular culture by questioning and critiquing American society and its socio-cultural values. Discussions will center on the techniques and cinematic strategies used to move and influence an audience, as well as whether these messages and methods are still applicable today. We will also discuss censorship of Hollywood film from the Hays Code of 1930 to the House Un-American Activities Committee Investigation of Communist activity in the film industry in 1947.

 

Text: handouts

 

Credit/Evaluation: Students will write weekly response/research papers on each film viewed in class, as well as read articles relevant to each film, director and issue presented. Students will also participate in class discussions on each film and on the assigned readings. Popcorn will be provided!

 

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23087 | 336N Topics Science: Field Ornithology

Bower (5 credits) W 2:00-3:50 FA 318 F 12:00-4:50 FA318

Materials fee:

Prereq: FAIR 206a or equiv

Note: Students in this course are encouraged, but not required to co-enroll in John Tuxill’s Botanical Inventory class (Fairhaven 334P). To co-enroll please ask John Tuxill or John Bower for a time overlap override.

 

The primary focus of this course will be to learn to identify the resident and migratory land birds that are common to northwestern Washington and to conduct a scientific study of the diversity and abundance of birds in a local natural area. Wednesday classes will be devoted to learning field identification, including visual and acoustic characteristics of about 50 species of birds, as well as learning about field censusing protocols. Students will collaborate with the instructor to create the protocol for censusing birds, fieldwork that will take place during Friday classes. The early part of the course will focus on learning to identify the birds and designing the study. The middle part of the course will involve census work, and the final part of the course we will prepare a formal scientific paper based on our findings. Our work will be done in conjunction with John Tuxill’s class, which will be focusing on censusing plants.

 

Texts: FIELD AND LABORATORY METHODS FOR GENERAL ECOLOGY (spiral-bound) by Brower, Zar and von Endeand and SIBLEY FIELD GUIDE TO THE BIRDS OF WESTERN NORTH AMERICA by Sibley, Additional readings will be made available. Note that used copies of the Brower et al book are much cheapter than new copies. Older editions of the book are OK.

 

Credit/Evaluation: Working to learn identification of the 50 species or so covered in our fieldwork. Participation in study design, fieldwork, data analysis, and the writing of our report on our study of the distribution and abundance of birds at the site we study.

 

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23235 | 336N Topics in Science: Nutrition

Banks (4 credits) MW 2:00-3:50 FX 212

Materials fee:

Prereq: FAIR 206a or equiv

 

There are countless books and resources on various aspects of diet and nutrition; there are also formal and scientific nutrition courses and text books, mostly for dietitians, that are not of particular interest or helpful for the general public. We hear bits and pieces in the popular media of the latest diet or latest finding; unfortunately much of this information is erroneous and often conflicting which results in even more confusion, making it hard to discern fact from fiction. Although most of us have some interest in nutrition we are left with an incomplete picture of how food actually works in the body. Despite the abundance of nutrition and diet related resources most of them focus on specific topics, and while useful, the limited scope does nothing to remedy the many misconceptions, incomplete understandings, and myths about food and nutrition. Another problem is that many of us have become disconnected from the foods we eat. We tend to think that our bodies will simply process anything we put in them. But every single thing that goes into our mouths should be used as building material or energy. In addition, our daily lives have become so busy we tend to lose our connection to the foods we ingest and in some instances consume significant amounts of chemicals and then later wonder why we feel tired, run down, depressed, or worse, develop a medical condition. This course is intended to bridge the gap in general nutrition education and offer a more complete picture of human nutrition and what actually happens to the nutrients after you swallow. The course offers a broad overview of the function of food in the body. You will learn the facts about nutrition and importantly, the fascinating story of how what you eat and when you eat affects your entire physiology, from moods, energy and metabolism to immunity and ability to achieve appropriate body size. You will learn why balanced meals are so important and how to integrate balanced nutrition and positive behaviors around food into daily life. We will review the mechanism of appetite, discern between hunger and appetite, understand influences of foods on brain chemicals, and explore emotional aspects of eating that includes exercises and techniques to promote positive eating behaviors. The course and material are presented in a user-friendly, easy-to-understand format designed for all levels of interest including the medical/nutrition-oriented student interested in learning about nutrition as a career. The course is practical, relevant, and highly educational. It is based on solid scientific principles presented from a well-seasoned, progressive “big picture” perspective. In this course, you will learn why you truly are what you eat!

 

Required Text: Staying Healthy with Nutrition (2006) by Elson M Haas, MD with Buck Levin, PhD, RD. Supplemental readings to be posted on blackboard/distributed in class include selections from: Understanding Nutrition textbook, Whitney, Hamilton, Rolfes, Stop Gaining Weight 2nd ed, Dr. Laura Pawlak, The Edge Effect, Eric Braverman MD, The Schwarzbein Principle Diana Schwarzbein MD, Text book of Biochemistry, Stryer, Textbook of anatomy and physiology, Tortora and Anagnostakos, Diet Therapy Manual Williams, You on a Diet, Roizen MD and Oz MD, Tired of Being Tired, Hanley MD, When food is Love, Roth, and numerous other related articles.

 

Credit/Evaluation: Regular attendance (no more than two missed classes), informed contribution in class discussions, presentations and workshops, written responses to class readings, various in and out of class group and individual assignments and a final paper and presentation on a theme relating to an issue discussed in class.

 

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22957 | 336V Topics in Art: Popular Culture

Feodorov (4 credits) MW 11:00-12:50 FA 310

Materials fee: $15.80

Prereq: FAIR 202a or equiv

 

In 1967, the French Marxist theorist, Guy Debord, argued that modern societies exist within the framework of The Spectacle, defining it as “… a social relation between people that is mediated by images […] [presenting] itself as a vast inaccessible reality that can never be questioned. Its sole message is: ‘What appears is good; what is good appears.’” We will consider numerous works by artists, musicians and theorists on the subject of popular culture. We will examine how artists have historically participated in and responded to Western popular culture; either as a celebration of its democratic and communicative potential, as a form of resistance and social critique, or as a way of initiating social change through awareness or revolution. We will also discuss how many contemporary artists continue to exploit and ignore the traditional boundaries between so-called “High” and “Low” culture and challenge popular assumptions about what can be called Art. In addition, we will investigate the ramifications of Globalization and the spread of Western culture and values around the world. Students will write short response papers to assigned readings and create 2 art projects in response to issues discussed in class.

 

Text: GLOBALIZATION & AMERICAN POPULAR CULTURE by Crothers (second edition)

 

Credit and evaluation: Credit is based upon regular and punctual attendance, active informed participation in class discussions, and timely completion of assignments and projects. It is imperative that each and every student participates and completes the assigned readings in a timely manner. The course is organized around the concept of informed discussion and will fail without it. Students must demonstrate verbal as well as written evidence of engagement with the course material. Students are required to share their studio projects during group feedback sessions and to participate in the discussions about their work.

Projects are critiqued according to the following criteria:

  • Ability to create while taking into account both content and form.
  • The desire and ability to take creative risks. Attention to craft and process.
  • Responsiveness to suggestions and feedback.

 

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23097 | 336V Topics in Art: Environment

S'eiltin (4 credits) TR 12:00-2:20 FA 310

Materials fee: $15.80

Prereq: FAIR 202a or equiv

 

Environment: The circumstances or conditions that surround one; surroundings.

The totality of circumstances surrounding an organism or group of organisms, the combination of external physical conditions that affect and influence the growth, development, and survival of organisms: “We shall never understand the natural environment until we see it as a living organism” (Paul Brooks)

In this studio art class we will trace the evolution and philosophy of artists who created and continue to create artwork that references “environment.” Our journey will begin in the 1960’s and 70’s when artists, in response to the elite art world, created works “out-of-doors” in natural environments; Sit-specific, Land Art, are two examples of the titles used to identify the new art forms. During the late 80’s and into the 90’s artists, in response to Land Art that often damaged the natural environment, created works that became identified as Eco-art or Sustainable Art. The emphasis was to restore urban landscapes and natural sites that were polluted by industrial waste. Our journey will conclude with the exploration of artists that address environmental racism in the 20th and 21st century. We will, for example, look at the photography and installation work of Will Willson, a Navajo artist who critiques the impact of uranium mining in the southwest.

 

Texts: No text required

 

Credit/Evaluation: Students will be required to create approximately 4 works of art that address the topics listed above. Students will be required to keep a journal/sketchbook with entries that reference all research and art assignments. Student’s will be evaluated on: the aesthetic qualities and timely execution of their art as well as the integrity and application of the subject matter that informed its creation; participation in workshops, critiques, fieldtrips and attendance. Student’s will be required to research and present an artist whose work reflects the topics explored in this class.

 

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23234 | 336V Topics in Art: Fairytale Theater

Robinson (4 credits) TR 12:00-1:50 FA 300

Materials fee: $15.80 Prereq: FAIR 202a or equiv

 

*Students are encouraged to take Dana Jack’s course, 448T Risk and Resilience in Adolescent Girls: Development, Culture, & Identity, as many themes will overlap!

 

Once upon a time…Nah, scratch that!

How ‘bout: What do you get when you take a group of enthusiastic students who, themselves, take a few modern pop stories, and classic fairytales, turn them upside-down, shake out their many sociological, psychological, gendered, anthropological, and archetypal implications, and dare to imagine the plots a little differently? In this class, we’ll seriously dissect the underlying themes and archetypal images found in many stories (from Grimm’s classics to Stephenie Meyer’s Twilight), and analyze how these tales have come to influence us culturally, as well as personally, how they’ve shaped the choices we now make in the context of our relationships, occupations, sense of independence, interdependence, and self-worth. On the page: A script! We’ll begin transforming these tales through our own theoretical sensibilities, recasting and reshaping them on our own terms: as ecological or evolutionary critiques, poetic narratives, masculinist and feminist forays into the heart of relationships - with each other, with nature, and with ourselves. We’ll spend time, as playwrights and poets, to create a unique text, thematically weaving our findings into a full-length play. On the stage: A full production! We’ll set forth to physically scoring and devising, musically composing, theatrically rehearsing and performing a full run of this play for a public audience. Touring it to local schools and venues off-campus is also a strong possibility.

 

Texts: WOMEN WHO RUN WITH THE WOLVES, by Dr. Clarissa Pinkola Estes; THE RAG AND BONE SHOP OF THE HEART, by Robert Bly; FEMINIST FAIRY TALES, by Barbara G. Walker; TWILIGHT, by Stepehenie Meyer; METAMORPHOSIS, and THE SECRET IN THE WINGS, by Mary Zimmerman; GRIMM’S COMPLETE FAIRY TALES.

 

Credit/Evaluation: As a tightly-knit ensemble, intense collaboration in playwrighting, rehearsing, performing, and tech is required of every student. Outside rehearsal time is mandatory: Mon/Tues/Wed: 7:00 – 9:30 pm (additional hours - closer to performance). Excerpts of the play will be performed for Fairhaven’s 40th Reunion (May 14th), in addition to the full performance run: May 27 – 30th (plan schedules accordingly). Credit given to those who fulfill all readings, writing, acting, and performance requirements. Attendance to class and rehearsal is mandatory. Two absences will result in no credit.

 

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23419 | 336v Topics in Art: Popular Music Genres

Purdue (4 credits) Times TBA
 
Materials fee: $15.80  
Prereq: FAIR 202a or equiv
THIS COURSE MEETS THE UPPER-DIVISION HUMANITIES AND THE EXPRESSIVE ARTS REQUIREMENT

This course will explore the elements that make genres in popular music coherent concepts.  We will study three genres in the first part of the course: Tin Pan Alley, Japanese Ryūkōka, and Southern Soul, as exemplified by Stax Records.  We will look at each of these genres in depth, focusing primarily on the musical features that make them distinctive.  In the second part of the course, students will present their own research on a genre of their choosing.  Each student will have approximately 30 minutes in which to provide an overview of a particular genre with an emphasis on identifying musical norms and deviations from those norms within the genre.  In addition, there will be a class blog to which everyone is expected to contribute.  Students are also encouraged to  provide a summary (with musical examples) of their final presentation on the class blog so that we have record of the range of music studied in the course.
 
Text: we will have a selection of readings, including Allen Forte on Tin Pan Alley and Rob Bowman on Stax Records.
 
Credit/Evaluation: Weekly blog posts on the class blog, a final presentation, and class participation are key for success in this class.  Also, no more than three absences for credit.

 

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22952 | 341R Psychology of Mindfulness and Well-being

Jack (5 credits) TR 3:00-5:20 FA 314

Materials fee: $7.20 FAIR 206 or equiv or instr perm

 

We all face difficult experiences, guaranteed as part of being alive. In response, human beings have created a range of methods to deal with crises and negative life events. Recent research spanning disciplines as diverse as bio-behavioral medicine, the cognitive and affective neurosciences, physics and psychology have uncovered the benefits of the practice of “mindfulness,” now proven through numerous studies to reduce stress and emotional suffering. In this class on the psychology of mindfulness, we will examine what mindfulness is, its relationship to well-being, its origins, and whether and how it reduces stress. Mindfulness, as a method, is a means of training the mind to be keenly aware of sensory phenomena and the flow of thoughts in the present moment. It is learned through “meditation,” or quieting the body to sharply focus awareness on thoughts and sensations as they arise. Though originating in Buddhist contemplative traditions, mindfulness meditation has been adopted by a number of medical schools, mental health training and treatment programs. This adaptation has been encouraged by Buddhist scholars, including the Dalai Lama, most notably at the Mind and Life Conferences for psychologists, physicists, neurologists, and philosophers. Mindfulness meditation is being offered to prisoners by volunteers, and used in a wide variety of settings, not as a spiritual practice but as a way of fostering well-being through stress reduction. As Western psychologists are documenting through rigorous studies, mindfulness can alter brain states, attentional capacities, clarity, physiological responses, and well-being. In this class, we will study what mindfulness means, focusing on results of mindfulness and how to critically appraise these results, including to examine how and whether they influence the development of empathy, health and well-being. Our methods will include the third-person approach using the scientific method, which examines stress reduction from a presumed objective position outside ourselves. First-person approaches, which study mindfulness and stress reduction from a subjective position, are also important. Can a scientific study of mind, stress and mindfulness leave out what is ever-present for humans, our own experience? Students can expect to have a relaxing, yet exciting, experience in this class.

 

Text: THE MIRACLE OF MINDFULNESS by Hanh, Thich Nhat (1999 Boston: Beacon), WHEREVER YOU GO, THERE YOU ARE: MINDFULNESS MEDITATION IN EVERYDAY LIFE by Kabat-Zinn, J (2005 New York: Hyperion), HAPPINESS: A GUIDE TO DEVELOPING LIFE’S MOST IMPORTANT SKILL by Matthieu Ricard and Daniel Goleman (2007 New York: Little, Brown and Co.) A series of journal articles posted on Blackboard are also required.

 

Credit/Evaluation: Informed, thoughtful participation in class discussions and regular attendance. Students’ learning will be assessed through a final project, two short papers, and a journal that demonstrates engaged reading and practice.

 

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23259 | 343U Adv Topics in Mind and Body: The Science of Stress and the Art of Play

Nichols (4 credits) TR 10:00-11:50 FA 300

Materials fee: $15.47

Prereq: FAIR 201A

 

“You can discover more about a person in an hour of play than in a year of conversation." Plato

“Adopting the right attitude can convert a negative stress into a positive one.” Hans Selye

 

We live in stressed out times, with stress and the stressors increasing. In the 1930’s Hans Selye coined the term “stress” and since then it has become a common term throughout the world. Today stress is well researched and is cited as one of the leading causes of obesity, disease, and death. Research has linked many societal issues such as rapid technological change, societal imbalances, race, class, and gender to stress’ toxic effects on specific populations. Using the latest research we will explore some important questions: What are the physiological processes of stress? When is stress positive and when does stress become dangerous? What are the effects of societal stressors and imbalances? How do we as individuals respond to stress? Do you know what your physiological symptoms are in chronic stress?

 

Research has revealed remedies and age-old strategies to manage high levels of stress; one of the most important of these is PLAY. As recess is cut from school programming throughout the nation, play has become an important topic for discussion. Utilizing the latest research, we will examine play in the mammalian world and reflect on our own patterns of play. We will explore the impacts of play on cognitive development, on creating empathy, and as an important place for children to practice and learn conflict resolution. Through discussion and experiential inquiry we will seek to understand the importance of play and its place in our lives as individuals and in our society. We will utilize the topics of stress and play to help us take our inquiry deeper to ask these questions. What are the connections between stress and play? What does our society’s relationship to stress and play reveal? How are play and stress related to health and well-being? Will our research expose unbalance in the distribution and access of stress and opportunities for play?

 

Texts: (required) PLAY: HOW IT SHAPES THE BRAIN, OPENS THE IMAGINATION, AND INVIGORATES THE SOUL by Brown and WHY ZEBRAS DON’T GET ULCERS by Sapolsky. Also an assorted collection of journal articles to be determined.

 

Credit/Evaluation: Informed and regular discussion, participation in experiential learning, and regular attendance. Weekly stress and play journals. Bi weekly reading questions. Four collaborative tests, using flash cards on the science of stress and play. One major 6-8 page research paper on a topic of your choice relating to our inquiry.

 

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23098 | 363B Suzie Wong/Miss Saigon Hollywood

Takagi (4 credits) TR 2:00-3:50 FC 101F

Materials fee: $13.23

Note: Prior classwork in U.S. history, women’s studies, or American Cultural studies is essential for this class.

 

This class explores the history and experience of women of color in the United States. This is because we will spend our time exploring how race, class, gender, and sexuality mediate one another in the lives of Asian, Black, Latina, and Native American women. One aspect we will closely examine is the dialectics of women’s oppression. Women of color experience oppression in different ways and have created different forms of resistance based on their group’s historical experience, culture, access to education and finance, and methods of political organizing. Another theme will focus on coalition building across ethnic and racial lines that go beyond—in the words of June Jordan—“getting the monsters off our backs.” The goal of the course is to look at past and present concerns and tactics that will help all women—of any color—to take pride, to take strength, and to take stock for the future.

 

Texts: Possible texts include: CHANGING WOMAN by Anderson; LA CHICANA by I Blea; FROM MAMMY TO MISS AMERICA by Jewell and articles through Proquest and on Blackboard.

 

Credit/Evaluation: Collaborative, oral presentations, 3 (5 page) papers. Regular, punctual attendance. Informed participation in class discussions. Work collaboratively with other students

 

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22966 | 366E Comparative Cultural Studies

Hazelrigg-Hernandez (4 credits) MW 1:00-2:50 CH 133

Prerequisite: Introductory-level course in history, sociology, anthropology or equivalent.

Note: also offered as AMST 301

 

This course will explore the sociological and socio-historical aspects of ethnic/minority relations within U.S. society and focus on institutional constructs such as education, the legal system, and immigration patterns, along with the concept of White privilege. Pluralism, racism, prejudice and discrimination will be examined in light of societal and economic stratification.

 

At the end of the course students should be able to:

  1. Understand the differences between race, class, nationality, nation, minority, and ethnicity processes;
  2. Have adequate knowledge of the principal trends in the life experiences of the major ethnic minority communities in the United States;
  3. Have a heightened awareness of major issues in ethnic processes, including such issues as racism; assimilation; bilingualism; social and territorial conflict; problems of land, religion and citizenship; and the role of the Civil Rights movements in contemporary life;
  4. Have a more sensitive appreciation of cultural diversity and its contribution to the unity of American life;
  5. Understanding of major policy issues impacting the American racially stratified society (i.e. Affirmative Action, Federal Policy & various state propositions);
  6. Will have completed a comprehensive set of readings that record the diversity of ethnic experiences in the U.S.

 

Texts: RACE, ETHNICITY AND GENDER by Healey and O'Brien; WHITE PRIVILEGE by Rothenberg.

 

Credit/Evaluation: The course will meet two times a week. Attendance is mandatory unless cleared by the instructor ahead of time or in the case of illness. The course will consist of lectures, discussions, videos and guest lecturers. The course is cross listed with AMST 301 and Fairhaven students will be evaluated in the Fairhaven manner rather than receiving a final grade for the course. Evaluation is based on participation in classroom discussions, one perspective paper, one ethnographic autobiography & accompanying poem, unit review essays and a group term project paper and oral presentation.

 

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23095 | 367B Issues in Political Economy: Immigration

Ó Murchú (5 credits) MWF 1:30-2:50 FA 314

Materials fee: $7.20

Prereq: FAIR 203A or permission.

 

Why is immigration policy so contentious in the United States? Has immigration always been such a fraught issue or has US immigration policy changed over time? What are the socioeconomic and legal causes and effects of undocumented immigration to the United States? What are the economic benefits of immigration to the US and globally? Do the costs of U.S. immigration fall unequally on disadvantaged groups, including African Americans? These are some of the questions we will explore in this course. This interdisciplinary seminar in the political economy of immigration explores economic, legal, historical, sociological, and political science perspectives on this subject.

 

Our texts will explore inter alia:

  1. the economic benefits of immigration;
  2. the history of U.S. alienage laws and the racial politics of nation-making;
  3. the sociology of Mexican immigration to the U.S.;
  4. the impact of immigration on African Americans economic status; and
  5. contentious political debates on reforming immigration policy.

 

Texts: IMMIGRANTS: YOUR COUNTRY NEEDS THEM by Legrain; BEYOND SMOKE AND MIRRORS: MEXICAN IMMIGRATION IN AN ERA OF ECONOMIC INTEGRATION by Massey, Durand & Malone; AMERICANS IN WAITING: THE LOST HISTORY OF IMMIGRATION AND CITIZENSHIP IN THE UNITED STATES by Motomura; THE IMPACT OF IMMIGRATION ON AFRICAN AMERICANS Shulman, ed.; and DEBATING IMMIGRATION Swain, ed.,

 

Credit/Evaluation: The course is reading and discussion intensive, with lots of short writing assignments, including short reviews of each text, case briefs on landmark immigration/alienage cases, and responses to reading questions. The final project will be comparative reflection paper on the course texts, a review of an outside text, a service learning project, or a short presentation and paper on an aspect of immigration policy. There will be no independent research project required.

 

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23253 | 375D Video Production Team

Miller (Variable Credits) W 11:30-12:50 FA 300 F 8:00-11:50 FA 300

Prerequisites: FAIR 275B or COMM 442 or instructor permission.

 

This class will provide a realistic hands-on experience in video production and will extend the students' knowledge of basic production/editing and will also teach the importance of the production schedule and working within a team. After completing the course, students will have professional examples of work to add to their demo reel. In this course you will learn how to produce and distribute for web and television programs in a professional manner. You and your fellow production team members will be given various assignments to be carried out during the term. Assignments will range from shooting/editing weekly live events to small interviews with faculty, students and outside professionals.

 

Credit/Evaluation: On-time attendance at your scheduled crew call times, successful completion of your crew assignments, and the continual striving for production quality on your part will equal a grade of S. Failing to show up without notice or failure to meet deadlines without cause will result in loss of credit for the course.

 

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22511 | 375H Audio Recording II

Vita (4 credits) TBD FC 108

Materials fee: $75.32

Prerequisite: FAIR 275H

 

Audio Recording Techniques II takes the concepts introduced in Fair 275h, Audio Recording Techniques I, and allows the student to apply and practice them in a "hands-on" manner, with the goal of becoming familiar with and competent in the use of all of the gear in the Fairhaven Recording Studio. Students will complete two small-group multi-track recording projects and will have the opportunity to work on other recording sessions as well. Through the students' work on these projects they will learn efficiency and speed in the techniques of tracking, overdub, and mixdown sessions. The recording projects will be evaluated by the instructor as well as the other students in the class. This course also starts the development of critical listening skills as well as the creative and imaginative expression possible in audio recording. Students will keep a detailed journal of their session work.

 

Texts: None.

 

Credits/Evaluation: Each student must finish the assigned projects which will be critiqued by the instructor and peers based on sound quality, balance, clarity and realization. Overall evaluation will be made based on effort, participation, and growth as an engineer.

 

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22512 | 375P Audio MD Disk Edit

Vita (2 credits) TBD TBD

Materials fee: $40.31

Prerequisite: FAIR 375H

 

This class will introduce students to mixing and editing audio with Digidesign’s Pro Tools LE software. Covered topics will include: importing and recording audio into Pro Tools, editing and manipulating performances, the use of plug-ins, and an overview of mastering processes such as compression/limiting, dithering and equalization. As this is primarily a mixing class, already recorded material (from Audio II or otherwise) is helpful. Students will be expected to attend class regularly, demonstrate critical listening skills through critique of their classmates' work.

 

Texts: Reprinted materials.

 

Credit/Evaluation: Projects will be evaluated throughout the quarter by the instructor and the other members of the class. Meeting Times: Students may choose to attend either a Wednesday or Thursday section from 12-1pm.

 

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22513 | 375Q Pro Tools HD Recording

Vita (2 credits) MT 12:00 12:50 TBD

Materials fee: $40.31

Prerequisite: FAIR 375P

 

This class will give students with advanced recording experience the opportunity to record and mix on an industry standard Pro Tools HD system. Students will enhance their knowledge of Pro Tools and learn how to use this software in conjunction with a large-format analog mixing console. Students will be expected to conduct at least two recording/mixing sessions throughout the quarter and prepare a final mix for in-class critique. Students will also learn how to properly configure Pro Tools HD hardware and software components, how to setup session templates and how to utilize each component of an HD/analog system. This class is repeatable.

 

Texts: Reprinted materials.

 

Credit/Evaluation: Projects will be evaluated throughout the quarter by the instructor and the other members of the class.

 

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23257 | 375R Ethical Global Citizenship

Eaton (3 credits) MW 5:00-6:50 FA340

Prerequisites: FAIR 203a or SSC GUR or permission of instructor.

 

Many students want to travel as part of their college experience - not only visit another country, but also to volunteer and provide service to the countries or communities they visit. This class will examine the ethical and practical questions raised by engaging in service-learning projects in international settings. We will explore strategies to develop collaborative and sustainable relationships with community partners as co-educators, and involving knowledgeable community members and utilize other resources related to key community issues, using an international service-learning program in Kenya as a case study. We will explore the historical, political, economic and social contexts in which service experiences take place. We will engage in a reciprocity project to support some of the sites we will visit in the summer. Although designed in part to prepare students who will be traveling to Kenya in a summer service learning program, the course would be useful to any student who is planning to include international service as part of their learning experience.

 

Texts: The Challenge for Africa by Wangari Maathai, Twenty-Eight Stories of AIDS in Africa by Stephanie Nolan, Race Against Time by Stephen Lewis and various articles related to ethical service learning and Kenyan culture and politics on Blackboard

 

Credit/Evaluation: Students will complete reflection assignments to explore the ethical challenges of international service and research and present information on one current topical issue related to another culture. Active engagement in all class discussions.

 

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23322 | 375s Globalization and Cities

Alahadeff/Ó Murchú (4 credits) MW 9:00-10:50 FX 212

Note: This class will be taught by Fairhaven senior Rebecca Alhadeff under the supervision of Niall ÓMurchú. For guidelines for such classes, please refer to the "Student Guide to Fairhaven College."

 

London, New York, Tokyo, Johannesburg, Mumbai, Sao Paulo, Istanbul, Shanghai. These cities conjure images of power, sophistication, and influence along with socio-economic inequality, homelessness, environmental problems, sanitation issues, increased immigration, corruption, and religious and ethnic tensions. What have the effects of capitalism and globalization been on cities generally and mega-cities in particular? Why are some cities so influential and others languishing in simple regional influence? What are the forces that create inequalities within and across cities? Why are cities with extremely different culture and history so seemingly close in terms of the process of becoming globalized? What are some of the social ramifications of so many different types of people living in one place? These types of questions will guide our studies through the dense and interdisciplinary world of cities dealing with globalization. We will initially discuss the major architects of Global Cities theory including authors such as Saskia Sassen, John Friedmann, and Susan Fainstein. Following this we will use case studies of major cities including several from the following list London, New York, Tokyo, Johannesburg, Mumbai, Sao Paulo, Mexico City, Singapore, Istanbul, and Shanghai in order to look deeper at certain issues in the urban world of megacities. The focus of our work in these cities will be on immigration inequality, race and ethnicity, social movements, labor issues, and sustainability. In order to portray the personal experience of living in an urban epicenter, I hope to also include a novel or series of films.

 

Texts: CITIES IN A WORLD ECONOMY by Sassen and selected articles and chapters on electronic reserve.

 

Credit/Evaluation: Evaluation will take account of regular attendance, evidence of critical, thoughtful reading, engagement in class discussion, background reading on one city of the students’ choice, leading discussion on chosen city, and in depth research project on chosen city.

 

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22514 | 375T World Issues Group Study

Osterhaus (3 credits) M 12:00-1:20 FX 212 W 12:00-1:20 FA 300

 

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, homeland security, civil liberties, military expenditures, 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 the weekly forums of speakers, videos, and discussions open to the campus and Bellingham community, students in the class will participate in weekly research and discussion of the issues.

 

Texts: Students will read a book of their choice related to global concerns and read/listen to alternative media sources.

 

Credit/Evaluation: Regular attendance and participation in the class discussions, reading of one book of their choice related to global concerns followed by an oral and written book report, weekly reading of/listening to four alternative media sources, weekly reflection papers, weekly acting for positive social change. Students will be evaluated on meeting the above requirements, their ability to critique and research alternative media sources, their analysis and understanding of the inter-connection of issues, the relationship of the local to the global and the personal to the political.

 

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22515 | 378E Whatcom Civil Rights Project Practicum

Helling (Variable Credit) W 6:30-7:20 FA 314

Materials fee: $5.26

Prereq: instr perm Prereq: Override required. You do NOT have to be a Fairhaven student to participate!

 

“Volunteer Advocate” role (2 credits):

  • Take Volunteer Training
  • Attend Weekly practicum meetings
  • Be on call one evening a week for interviews
  • Explore non-legal advocacy needs of person at interview “Legal Interviewer” role (3 credits):
  • Take Volunteer Training
  • Attend weekly practicum meetings
  • Be on call one evening a week for interviews
  • Explore legal needs of person at interview and write legal memo
  • Present cases to Attorney Review Panel

 

If any one wishes to earn more credits than is designated for their role, they must arrange in advance with the instructor to complete additional projects for the WCRP. About the Practicum Working in conjunction with the Whatcom Human Rights Taskforce, LAW Advocates and the Law and Diversity Program, the Whatcom Civil Rights Project (WCRP) provides legal assistance and advocacy to victims of discrimination. ALL Western students are invited to participate. Persons in the “interviewer” role interview victims and write legal memos on potential cases. They meet with the instructor (and fellow students) to discuss the case. Finally, persons in the “interviewer” role present the case orally before the Attorney Review Panel. Persons in the “advocate” role also assist in the intake interviews, focusing on the non-legal needs of the party harmed. Under the direction of the Whatcom Human Rights Taskforce, advocates prepare an Advocacy Plan for each case following the intake interview. Advocates are trained in the advocate training offered once per quarter (advocates do not need prior experience or training). In this practicum both interviewers and advocates will be on-call for a weekly three hour shift in the evening to conduct intake interviews at Fairhaven College throughout the quarter. To participate, students must recognize their responsibility to the WCRP and the victims. This includes confidentiality, reliability, sensitivity to diverse populations, and ability to meet deadlines.

 

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22516 | 378F Court Watch

Helling (Variable Credits) W 5:30-6:20 TBD

Materials fee: $ 15.80 Prereq: FAIR 203a or equiv or instr perm *This is a variable credit class. You are entitled to 3 credits if you perform the tasks listed below appropriately.

 

If you want more than 3 credits, you must arrange this with the instructor IN ADVANCE by agreeing to undertake additional work. Pre-req: must get instructor's permission to take this course (e-mail for override); Fairhaven 211b American Legal System strongly recommended The Whatcom County Court Watch's (WCCW) mission is to encourage equal treatment for victims of domestic violence while students and the community learn about the judicial system through observation.

 

This course will:

  1. Train student and community observers to watch civil protection order hearings and criminal cases.
  2. Provide feedback to interested parties on judicial proceedings.

 

Students must engage in the following:

  1. Attend class weekly on Wednesdays, 5:30-6:30p.m.
  2. Observe TWO HOURS of court weekly during an assigned day shift. Shifts include the following times: Whatcom Superior Court: Mon or Wed at 9 a.m., Thurs at 8:30 a.m. Whatcom District Court: Mon-Thurs at 8:30 a.m., Fri at 3 p.m.
  3. Record detailed notes on observations
  4. Assist in analyzing data and drafting report

 

Texts: Training Manual given in class, BATTERED WOMEN IN THE COURTROOM by Ptacek Evaluation: excellent attendance in class and in court (only one absence in each), active participation in class discussion, and faithful and intelligent written monitoring of courts.

 

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22967 | 393B Rights, Liberties, and Justice in America

Larner (4 credits) TR 1:00-2:50 FA 326

Materials fee: $7.74

Prerequisite: upr-div crses in social sci or HIST highly recomnd Recent legislation.

 

The USA PATRIOT Act, the Homeland Security Act, recent revisions of the FISA Act, and recent actions by the Justice Department and the immediate President have restricted the civil liberties of all Americans, reduced judicial supervision of the conduct of law enforcement officers at all levels, and increased levels of permissible surveillance on individuals and groups. More recent legislation has confirmed the power of the President to deny the right of habeus corpus to detainees. Actions by the current President and his administration have continued most of these policies. Individuals have been jailed indefinitely, and in complete secrecy. In effect, they were “disappeared.” Religious, political and charitable groups have been placed under surveillance. Incidents of torture have been disclosed, but no high-ranking officers have been held responsible. Incidents of “rendition,” torture of persons sent by the CIA to other countries where torture is not illegal, have also been confirmed. Some of these policies have been recently reversed, but others have not.

 

Is there such a thing as an appropriate "balance" between civil liberties and national security? If so, what kinds of measures are justified? If not, what promotes security in a democratic society? Do racial, national, or religious profiling work? Are they violations of right? Has any additional security been achieved by these measures? Have the arrests led to any convictions? In the wake of the election of 2008, and the reluctance of the new administration to act, what needs to be done to re-assert constitutional protections, to promote democracy, freedom of speech and learning, and the return of open government, and to re-invigorate forward movement toward equity and equality in all aspects of legal and civil life? In this course, our primary task will be to work directly with the Bill of Rights, to understand those fundamental amendments to the Constitution and some important cases which illustrate the issues and competing interests surrounding them. We will also learn something about the history of rights and liberties in America, to gain some perspective on the evolution of currently held points of view. We will consider readings, positions, interpretations, and theories which come from a variety of perspectives, including those of supporters of the measures mentioned above, and keep abreast of developments. Students can expect to read extensively and to be researching, reporting and writing about what they learn about civil liberties issues.

 

Texts: Common readings will be selected from In Our Defense, by Ellen Alderman and Caroline Kennedy, Terrorism and the Constitution, edited by David Cole and James X. Dempsey; American National Security and Civil liberties in an Era of Terrorism, by David B. Cohen and John W. Wells; Unequal Protection, by Thom Hartmann; Less Safe, Less Free, by David Cole and Jules Lobel; The Velvet Coup: The Constitution, The Supreme Court, and the Decline of American Democracy.

 

Requirements for Credit/Evaluation: The class will be taught as a seminar which will require the contributions of all its members. Reliable attendance, reliable preparation and participation in discussion, and a willingness to tackle projects and bring them back to class are all vital to the learning community of the class. Evaluation will be based on the student’s learning as reflected in writings and other projects, and on the participation of the student with others in the daily activities of the seminar.

 

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23255 | 399B Contemporary American Indian Issues

Rowe (4 credits) TR 10:00-11:50 HH 345

Materials fee: $2.10

Prerequisites: AMST 202 or FAIR 263 or HIST 275; also offered as AMST 315

 

Presents political, social, economic, and cultural issues in Indian/White relations including land claims, treaty rights, gaming, education, cultural appropriation, environmental racism and religious freedom. An appreciation of the Native perspectives of these issues is essential for constructive, non-violent conflict resolution. Our common reading will illuminate Indian prioritization and initiatives in Indian Country. We will use news media sources for late breaking issues. Small group projects will allow deeper examination of these or additional timely issues. Students will write several short essays in response to readings, films, and lectures and prepare a small-group research and teaching project on an approved topic to be shared with the seminar.

 

Required Texts: The Harvard Project on American Indian Development: THE STATE OF THE NATIVE NATIONS: CONDITIONS UNDER U.S. POLICIES OF SELF-DETERMINATION. Recommended: THE NATIVE PEOPLES OF NORTH AMERICA by Johansen.

 

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

 

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