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WWU / Fairhaven College of Interdiscipinary Studies

Fall 2011 Courses: 300 Level

41859 | 303a Core: Interdisciplinary Concentration Seminar

Estrada/Conton (5 credits)

Materials fee: $7.20

Prerequisites: Required of students in the Interdisciplinary Concentration.

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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41230 | 305a Core: Writing & Transition Conference

McClure (3 credits)

Prerequisites: 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: Tuesday, September 27th at 4:00pm in FA 338 OR Wednesday, September 28th at 11:00am in FA 338.

 

In order to receive credit for FAIR 305a you must:

1) Submit your Writing Portfolio & 2 copies of green Writing Portfolio Evaluation Form to Jackie McClure by Wednesday, October 12th. Writing Portfolios must follow the format outlined on the green Writing Portfolio Instructions and Evaluation Form (available on Blackboard & on the Fairhaven College website under forms.)

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 & statement to Jackie McClure with the signatures of all participants.

 

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43987 | 310n American Indians in the Cinema

Rowe (5 credits)

Materials fee: $4.32

Prerequisites: Previous course in Native American studies or permission of instructor.

This course meets the upper-division Society and the Individual Core requirement

 

Why do most Indians "crack up" at some scenes in very serious movies such as Powwow Highway and Smoke Signals? Why do Pawnees often complain that the quintessential Indian-friendly movie, Dances With Wolves, is not friendly at all? What negative stereotypes of Natives do Hollywood movies perpetuate? Does cinema replicate the stereotypes and images found in popular literature and culture? What are the impacts of those stereotypes on Indians’ identity, self-esteem, and cultural survival? To what extent do Natives participate in producing cinema? Can the cinema be a force of empowerment for Natives? Can it be a weapon of resistance? This course seeks answers to these questions and more. We will view representative films from major periods in the history of cinema and students will view additional videos outside of class. During the course students will write several short papers on the films and readings. As a final research/ teaching project students will present a formal review of a film chosen in consultation with the instructor.

 

Required texts: Jacquelyn Kilpatrick, CELLULOID INDIANS: NATIVE AMERICANS AND FILM. Recommended: S. Elizabeth Bird, DRESSING IN FEATHERS: THE CONSTRUCTION OF THE INDIAN IN AMERICAN POPULAR CULTURE; Philip J. Deloria, PLAYING INDIAN; Michael Hilger, FROM SAVAGE TO NOBLEMAN: IMAGES OF NATIVE AMERICANS IN FILMS; Peter C. Rollins and John E. O’Connor, HOLLYWOOD’S INDIAN: THE PORTRAYAL OF THE AMERICAN INDIAN IN FILM.

 

Credit/Evaluation: Participants will be evaluated on attendance, meaningful contributions to discussions, and the effectiveness and quality of written assignments including the final research/teaching project.

 

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42632 | 325j Studies in Myth and Mythology

Larner (4 credits)

Materials fee: $8.65

Prerequisites: Background in humanities or cultural history.

This course meets the upper division Humanities and the Expressive Arts Core requirement

 

Myths arise from the deep mists of the past, are shaped and used, reshaped and reused by the peoples who embrace them. Most myths are old and get older as we understand them better and feel them more deeply. A little more rarely, myths get born, arise new, and are found floating in the reeds on the banks of some contemporary river of meaning we had previously missed.

 

Myths tell us who we are, where we came from, what we desire, how we can live and die, what awaits us, the difference between right and wrong, good and evil, the beginnings and endings of things, the roots of our ecstasies and terrors, our wishes and dreams. They can tell us how to behave, what our values should be, and how to bring up the next generation. They can tell us what came before us and what will live after us. Myths take us to realms of meaning, feeling and understanding it is sometimes difficult to explain and hard to have any other way.

 

Whether the stories that embody myths seem profound and eternal, or odd and outrageous, realistic or fantastic, they tend to radiate truth, not the patent falsehood which is implied by the popular usage of the term (“That’s just a myth!”). On the contrary, myths beckon us to understand better, go deeper, venture on a sea of meaning where there may be a risk of sinking. Myths often are disguised in tales of ordinary life, in songs, shows, movies, videos and commercials, in our clothing and our possessions and our ways of living.

 

We will engage with myths from different times, places, and cultures, trying to fathom their workings and their special character. What distinguishes a story that becomes a myth from other stories? Are there earmarks--perhaps special properties of metaphor or image--which account for the depth and staying power of those stories we call myths?

 

Our emphasis this quarter will be first to learn about mythic stories, ideas and structures, to understand what they are or can be, where they come from, and what our needs for them are. Second, we will search for mythic elements in our own culture(s). What are the stories, the narratives which circulate among us, explicit or implied, displayed or hidden, which shape our world, the way we see things, what we expect, fear, hold dear? Do the events of September 11 and their aftermath, or of the war in Iraq, reveal something of those stories it was previously harder to see? What might that tell us about who we are, what we think and feel, how we respond, who we are and what we regard as vital to our lives?

 

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43793 | 332q Topics in Applied Conservation Biology: Ecological Biology

Tuxill (4 credits)

Prerequisites: instructor's permission.

This course meets the upper division Science and Our Place on the Planet Core requirement

 

Long-term solutions to our present-day environmental problems involve not just conservation of the natural world, but increasingly the restoration of ecologically healthy landscapes and communities. This course introduces students to the science and practice of restoring ecological systems. We will examine the implications of ecological theory for understanding how natural landscapes change under the impacts of human activities. We also will review case studies where shifts in natural resource use and environmental policies have helped restore the ecological health of forests, rivers, grasslands, and other ecosystems. Students will gain practical skills by working collaboratively to plan, implement, and evaluate an ecological restoration project at a local field site. As part of the interdisciplinary focus of this course, we also will connect our scientific understanding to social, philosophical, and psychological meanings of ecological restoration as experienced by individuals, communities, and cultures.

 

Texts: Reading assignments will be drawn primarily from scientific journals and distributed via Blackboard.

 

Credit/evaluation: Regular attendance and informed contribution to discussions is essential. Evaluation will be based on each student’s grasp and understanding of the issues presented in the readings. Students also will: 1) work in teams to research, plan, implement, and evaluate an ecological restoration project locally; 2) document their restoration work with a written final report and oral presentation; and 3) complete at least 3 hours of service learning (i.e. one afternoon) with a local or regional conservation organization involved in ecological restoration.

 

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42174 | 334c International Human Rights

Akinrinade (4 credits)

Materials fee: $15.47

Prerequisites: FAIR 203a or instructor permission.

This course meets the upper-division Society and the Individual Core requirement

 

This course examines the idea of human rights, its historical, philosophical and legal origins. It explores the notion of universal rights and examines the relativity debate. It will introduce students to rights that are guaranteed and selective substantive rights will be examined - civil and political rights; economic, social and cultural rights, and other classes of rights. Other considerations include national, regional and international institutions created to supervise implementation of and compliance with those rights. It will also consider the role of non-governmental organizations and activists who seek to enforce human rights.

 

Texts: TEXTBOOK ON INTERNATIONAL HUMAN RIGHTS, by Smith, Rhona K. M.; INTERNATIONAL HUMAN RIGHTS IN CONTEXT: LAW, POLITICS, MORALS, by Steiner, Henry J., Alston, Philip & Goodman, Ryan

 

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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42633 | 334f International Law

Akinrinade (5 credits)

Materials fee: $18.00

Prerequisites: FAIR 203A or permission of instructor.

Note: This course is also offered as INTL 334.

This course meets the upper-division Society and the Individual Core requirement

 

This course is an introduction to public international law, which governs the relations of States and increasingly, other non-State actors, including individuals and organizations. The course will cover the basic doctrines of public international law and the international legal system. Topics to be covered include the law of treaties, international organizations, international courts and dispute settlement, international law and the use for force. Other topics include issues of self-determination, environmental protection, international human rights and international criminal law. These principles will be applied to contemporary issues of international law and international affairs. This survey course will help students gain an understanding of the main principles of international law, its role in international affairs and how it influences, directly or indirectly, the conduct of States, how past events have helped shaped contemporary international law and how international law is responding to emerging issues around the world, thus serving as a tool for legal analysis of contemporary events in the world.

 

Texts: INTERNATIONAL LAW (2008), by Janis, Mark; INTERNATIONAL LAW: CASES AND MATERIALS (2009), by Damrosch, Lori F., Henkin, Louis, Murphy, Sean D., & Smit, Hans; INTERNATIONAL LAW FOR INTERNATIONAL RELATIONS (2010) by Çalı, Başak

 

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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43574 | 334n Topics Evolutionary Biology

Bower (4 credits)

Materials fee: $11.11

Prerequisite: FAIR 206A. Additional course in Biology recommended. Email Instructor john.bower@wwu.edu for permission or questions.

 

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

This course meets the upper division Science and Our Place on the Planet Core requirement

 

In this course we will explore the relevance of evolutionary theory to human health and medicine. We will develop our understanding of 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. 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: Randolph Nesse and George Williams: WHY WE GET SICK:THE NEW SCIENCE OF DARWINIAN MEDICINE, 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 an 8-10 page research paper, and collaboration on our scientific study.

 

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43997 | 336b Topics in Social Issues: Right to Water

Osterhaus (4 credits)

Materials fee: $13.73

Prerequisites: FAIR 203a or equivalent

This course meets the upper-division Society and the Individual Core requirement

 

Water is precious and sustains all life on earth, and increasingly, water is seen as a critical global resource issue of the 21st century. Internationally, the United Nations declared 2005-2015 as the Water for Life Decade and March 22 as World Water Day to bring awareness and action in securing access to clean water and to protecting the earth’s finite resource, water. This class will research and examine the human and ecological situations of the deepening water crisis affecting communities globally, nationally, and locally. We will look at the forces, such as the privatization of water, climate change, pollution, and consumption, that are impacting the depletion of the world’s fresh water. We will familiarize ourselves with local efforts concerning water and be mindful of our personal connections with water. Together we will ask: if access to water is a human right and what does it mean to honor the right to water? In response to our findings of the current water situation, we will celebrate the work of the global water justice movement, a formidable force of thousands of grassroots organizations who are inspiring a new revolution in the right to water and what belongs to the commons. Students will be actively engaged in water awareness and education on the campus and in the local community through creative educational actions and involvement with local grassroots efforts.

 

Texts: BLUE COVENANT: THE GLOBAL WATER CRISIS AND THE COMING BATTLE FOR THE RIGHT TO WATER, Maude Barlow, 2008, New Press; WHO OWNS THE WATER: Lars, Muller. 2006; Lars Muller Publishers. Wilson Library Reserve: WHEN THE RIVERS RUN DRY: THE DEFINING CRISIS OF THE TWENTY-RIRST CENTURY. Fred Pearce, 2006, Beacon Press

 

Credit/Evaluation: Attendance is to be consistent and fully engaged. If you miss more than two classes, please see instructor about dropping the class. Students are expected to come to each class well prepared having done a thoughtful and thorough reading of all the material. Each class, students will turn in a one page typed paper on the readings based on 4 questions. Students are expected to contribute insights and take leadership in the facilitation of a class. In small groups, students will be asked to be engaged in creative, educational consciousness-raising activities on campus/community. Students will be required to meet several times outside of the regular class hours to collaborate with students in other disciplines. The final 5-6 double spaced research paper and class presentation will highlight a current situation relating to the right to water.

 

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44038 | 336b Topics in Social Issues: Youth in Society

Ferrare (4 credits)

Materials fee: $13.73

Prerequisites: Fair 203 or equivalent

 

In this course we will focus on how social structures in society influence the life chances of youth, and how youth culture and power mediate this process. The following questions will guide our inquiry: 1. How do social structures shape and constrain the lives of youth in contemporary society? 2. How do youth become empowered to challenge and contest social structures? 3. How do youth cultures mediate and complicate this process? To examine these questions we will look to classical and contemporary thinkers and researchers from fields such as sociology, anthropology, education, and philosophy. In the process, we will draw upon a variety of forms of evidence, ranging from large-scale statistical studies to in-depth ethnographic research (no prior statistical or ethnographic research experience is necessary). These works will be situated within a number of different contexts, such as education, culture, art, politics, and the economy.

 

Much of the research on youth cultural studies focuses on how youth navigate the multiple social structures that make up society. Social structures constitute both an imposing and enabling force in the lives of youth. Depending upon one’s position within them (e.g. being the oldest child in the family, or the child of manual laborers within the global economy), social structures assign a particular set of “acceptable” social actions and/or relational strategies for action. Metaphorically speaking, social structures act as the gravity of the social world by organizing (though not determining) daily and long term behaviors, attitudes, and actions. As a concept, though, ‘social structure’ often takes on a vague meaning so that it is never quite clear what social structures actually are or what they do. This is due, in part, to the multiple ways in which social thinkers have invoked the term, as well as the different attempts among social scientists to measure the “effects” of social structures. Thus, while the course is primarily concerned with how social structures impact the lives of youth (particularly those at the margins), we will spend some time thinking more generally about the concept of social structure and the practical implications this concept offers to our understanding of social life.

 

Texts: The readings for this course will primarily consist of articles and book chapters uploaded to Blackboard, though one or two books may also be assigned. The authors include Guadalupe Valdes, Jo-Anne Dillabough, Jacqueline Kennelly, Dalton Conley, Pierre Bourdieu, Paul Willis, Michel Foucault, Angela McRobbie, Andrew Sayer, John Levi Martin, and numerous others.

 

Credit/Evaluation: Students are expected to critically engage with the readings and class discussions on a regular basis. There will be three short writing assignments as well as a final essay assignment. Students may complete a research or project-based assignment in lieu of the final essay, if interested.


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44039 | 336b Topics in Social Issues: Racial & Minority Health

Molina (4 credits)

Materials fee: $13.73

Prerequisites: Fair 203a or equivalent

 

Health disparities are a prominent public health concern within the United States. Racial/ethnic minorities have higher incidences of chronic diseases (e.g., cancer, diabetes) and higher disease-related mortality. Several lines of research have indicated a variety of determinants, including genetic and psychosocial, and environmental factors. By the end of this course, students will learn about the major health conditions to which each racial/ethnic minority group in the United States is particularly susceptible as well as know hypothesized determinants of diseases.

 

Minority stress and coping and their associations with health will be highlighted. We will understand how perceived and internalized racism may be associated with mental health, health behaviors (e.g., substance use), careseeking behaviors (e.g., scheduling appointments, treatment adherence), and biomarkers and biological risk factors of disease (e.g., E-selectin). This course will also indicate the role of coping strategies and social support in health, especially their roles as mediators between perceived discrimination and health behaviors and outcomes. Finally, culturally competent health programs and community-based efforts will be discussed in terms of their effectiveness in reducing health disparities.

 

Outside of the classroom, assignments will require students to research a number of different venues, from pop culture to scholarly literature. This class will be writing-intensive to achieve the ultimate goal of increasing students’ abilities both to understand as well as communicate major topics discussed in health disparity research.

 

Texts: Thomas LaVeist, Minority populations and health: An introduction to health disparities in the U.S and other associated readings on Blackboard

 

Credit/Evaluation: Students will be evaluated via participation based on regular attendance and critical thinking regarding required readings, completion of assignments which will require use of pop media and academic sources as well as personal data collection, and performance on four online quizzes.

 

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43572 | 336n Topics in Science: Cooking/Cuisine

Tuxill (4 credits)

Materials fee: $36.00

Prerequisites: FAIR 206a or equivalent

This course meets the upper division Science and Our Place on the Planet Core requirement

 

This course starts with the premise that our personal health and the ecological health of our planet both depend upon what happens in the kitchen. We will explore the science and culture of food preparation and preservation, with a goal of understanding how culinary traditions and scientific knowledge can inform current concepts and ideas of sustainable food systems. Along the way we also hope to gain and share the basic kitchen literacy needed to make timely, delicious meals of whole foods—and to make healthy, ecologically sound food a vital part of our busy modern American lives.

 

Texts: TBA. The majority of reading assignments will be drawn from a broad range of academic and applied literature and distributed via Blackboard.

 

Credit/evaluation: Regular attendance and informed contribution to discussions and in-class demonstrations is essential. Students also will 1) keep a food journal; 2) research, write, and present a study of the natural history of a particular foodstuff or culinary technique; 3) participate in a group project on food system sustainability analysis; and 4) contribute to a class recipe collection.

 

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44044 | 336n Topics in Science: Oceans

Burnett (4 credits)

Materials fee: $14.00

Prerequisites: Fair 206a or equivalent

 

“Ocean: Our Water, Our World” A natural and—eventually—human history of the world’s oceans from the first land and sea, to the birth of life and the explosion of species, to our time and beyond. We will explore the oceans, with particular attention to our own Salish Sea, from their depths to the teeming life of their estuaries, using as our primary guide the brilliant and comprehensive book SMITHSONIAN OCEAN: OUR WATER, OUR WORLD, by Deborah Cramer, which has been compared by many to the classic ‘50s book THE SEA AROUND US” by Rachel Carson.

 

Cramer writes, “…the one interconnected sea still sustains us. Invisible plants in the sea’s sunlit surface give us air to breathe. Rushing currents supply water to the atmosphere’s protective greenhouse and rain to dry land. But the mark of humans on the seas is now everywhere—from the fertile waters of the continental shelves to the icy reaches of the poles, from the dazzling diversity of coral reefs to the porous edge of estuaries….We hold earth’s life-giving waters—and our future—in our hands. Our lives depend on the sea.”

 

We will supplement this beautiful, passionate scientific study—at once a hymn of praise and a wake-up call—with a range of selections from such writers as Rachel Carson, E.O. Wilson, Simon Winchester, Alanna Mitchell, and Jacques Yves Cousteau. We will visit and explore local estuaries and tide flats, as well as Whatcom Creek to watch the salmon on their annual run, and Bellingham’s Marine Life Center to view local marine organisms.

 

Texts: Deborah Cramer, SMITHSONIAN OCEAN: OUR WATER, OUR WORLD (2008), plus several selected readings available on Blackboard.

 

Credit/Evaluation: Regular attendance, active, informed , and engaged participation in class discussions, field trips, and activities. In addition, participants will chose two different subjects related to oceans, research those subjects, and write papers on each, which they will share with the class in illustrated presentations at mid-quarter and at the end.


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43996 | 336n Topics in Science: Ornithology

Bower (5 credits)

Materials fee: $15.83

Prerequisites: FAIR 206a or equivalent

This course meets the upper division Science and Our Place on the Planet Core requirement

 

The primary focus of this course will be to learn to identify the resident and migratory land and water birds that are common to northwestern Washington and to conduct a scientific study of the diversity and abundance of birds in Whatcom County during the fall migration. Seminar 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.

 

Texts: David Sibley: SIBLEY FIELD GUIDE TO THE BIRDS OF WESTERN NORTH AMERICA. Additional readings will be made available.

 

Requirements for credits and criteria for evaluation: Working to learn identification of the 80 species or so covered in our fieldwork. Participation in class discussions, study design, fieldwork, data analysis, and the writing of the results of our study of the distribution and abundance of birds during the fall migration in Whatcom County.

 

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44029 | 336v Topics in Art: Sound Applications of Music

Brewer (4 credits)

Prerequisites: Fair 202a or equivalent

This course meets the Humanities and the Expressive Arts Upper-Division Core Requirement

 

What lies behind the ability of music to affect us? How have people used sound throughout time to enhance their lives? How can we use it more effectively in our own lives? These are some of the questions this course explores.

 

Beethoven very intuitively suggested that, “Music is the electrical soil in which the spirit lives, thinks and invents.” This course is intended to increase understanding of the mental, physical, emotional, and spiritual effects of music through direct experience, perceptive listening, and personal experimentation with sound. We will draw on the fields of music, psychology, physiology, science, sociology and history as we examine how people have intentionally used music to enhance and support daily life. A brief overview of physics principles related to vibration (including overtones, entrainment, resonance and coherence) provides background information for understanding the effects of music as does a review of brain and physiological responses to sound. An overview of the use of music in therapy reveals the possibilities of its use in our society.

 

Students will personally experience the possibilities music offers to support our biological rhythms of attention, energy, and emotion. The course incorporates techniques to intentionally expand the use of music in ways that can increase well-being, evoke personal insights, and support daily tasks of learning, working, and interacting with others. A wide array of musical styles will be explored and examined to determine the ways in which different forms of music can assist us. Students will also be asked to share selections of contemporary music that support intentional use of music for varied purposes.

 

Texts: This is Your Brain on Music: The Science of a Human Obsession by Daniel J. Levitin and The World in Six songs: How the Musical Brain Created Human Nature by Daniel J. Levitin

 

Selected readings may also include resources such as Musicophilia by Oliver Sacks; The Wonders of Sound: Its Application in the Healing Arts by Daniel Kobialka; The Mozart Effect by Don Campbell; The Music Effect: Music Physiology and Clinical Applications by Daniel J. Schneck and Dorita S. Berger.

 

Credit/Evaluation: Credit is based upon consistent attendance and enthusiastic participation. Students will keep a response journal to listening experiences that are designed to explore music use for specific purposes. Blackboard postings will provide an opportunity for sharing music suggestions and observations. Students are asked to complete a pre- and post-evaluation of their music listening habits and write a concluding self-evaluation of music use to reflect upon their learning and demonstrate understanding about the intentional use of music. Each student will be required to design, complete and present a project related to music and its use in daily life. The project may involve a creative product, academic work, collaborative experience or other approved format and may be presented to the class or in the form of a written paper.

 

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44040 | 344u Cross Cultural Psychology

Molina(4 credits)

Materials fee: $2.23

Prerequisites: any psychology course

 

Cross-cultural psychology and its applications, including cultural competency training, are becoming increasingly important components to enhance cooperation between individuals in educational and work settings as well as in personal domains of life. During this course, we will address theoretical, empirical and applied research in the cross-cultural study of social behavior. The course will begin with a discussion of culture and the meaning of cross-cultural comparisons. For example – what does it mean to be individualistic versus collectivistic? Does this dichotomy accurately encompass all cultures?

 

Our class will provide evidence for a bidirectional loop of culture and individuals, wherein the role of social thinking, influence, and relations in individual behavior will be provided as well as individuals’ contributions to cultural norms. We will discuss cultural influences on and differences in development, perception, brain-behavior relationships, learning and memory, cognition, emotion, personality and social interactions. Potential conflicts from intergroup conflict will be discussed as will challenges associated with cultural transitions (e.g., acculturation). The course will provide insight into the effects of culture on psychiatric disorders (e.g., culture-bound syndromes; culture-specific symptoms of depression and anxiety) as well as provide evidence for the importance of cultural competency across several contexts.

 

Outside of the classroom, assignments will require students to research a number of different venues, from pop culture to scholarly literature. This class will be writing-intensive with the ultimate goal of increasing students’ abilities both to understand as well as communicate major topics discussed in cross-cultural psychology.

 

Texts: TBA and other associated readings on Blackboard

 

Credit/Evaluation: Students will be evaluated via participation based on regular attendance and critical thinking regarding required readings, completion of assignments which will require use of pop media and academic sources as well as personal data collection, and performance on four online quizzes.


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41863 | 354v Scriptwriting Workshop I

Larner (4 credits)

Materials fee: $5.47

Prerequisites: previous course work or experience with creative writing or instructor permission

This course meets the upper division Humanities and the Expressive Arts Core requirement

 

The workshop is a collaborative, supportive group experience. Students are expected to comment on, support, and participate in the work of their fellow students. Initial exercises and rewriting work with each other's material will be followed by gradual development of each student's project for the term. We may also read a published play or screenplay and discuss it together, as well as attend at least one production or film showing during the term.

 

The emphasis in 354V is to acquire a working sense of dramatic action and a feel for how storytelling works dramatically, in any medium. Risk-taking, experimentation and trial-and-error are encouraged. By the end of the term, students will be expected to complete a one-act play (20-30 minutes) or its equivalent in another medium.

 

Attention will be paid to getting complete drafts of scripts finished, and then if time remains, to get them ready for production: screenplays for video production and showcasing here on campus, and/or through the Projections Film Festival in Bellingham, and possibly beyond; stage plays for production here at Fairhaven, at the New Playwrights Theatre in the Theatre Arts Department, at iDiOM Theatre in Bellingham, at the Bellingham One Act Theatre (BOAT) Festival at the Bellingham Theatre Guild, and at new play festivals in Seattle, at Northwest Playwrights Alliance events, and other venues; and radio plays for production at KUGS.

 

Texts: Jeffrey Sweet, Solving Your Script; Robert McKee, Story; A play and/or a screenplay, TBA, may be required, as may attendance at selected film screenings and/or theatre productions.

 

Credit/Evaluation: Students are expected to complete at least a substantial one-act play (approximately 20-30 minutes in length), or its equivalent in another medium. Work must be brought to class regularly and shared with the group. A portfolio of selected writings done during the term will be due at the end of the course. Unfailing, dependable attendance; completion of assigned readings; progressively better informed, responsive and constructive participation in the workshop; and steady effort in rewriting and revising are required for credit. Writing will be evaluated for its beginning development of techniques, aptness for the stage (or the appropriate medium) and the overall development of the writer during the term.

 

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44278 | 357v Topics in Studio Art II: Constructing Story with Wearable Art

S'eiltin (4 credits)

Materials fee: $18.00

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

 

Clothing and adornment serve as extremely powerful symbols; they can express and reinforce social values, relationships and meaning in culture, as well as contribute to the maintenance of cultural continuity. Through research and the creation of wearable art students will engage in questions concerning the relationship of dress to society, the nation and globalization. Readings will offer an opportunity to wrestle with issues of homogenizing heterogeneity that co-op the Other and the ability of the Other to resist and restate, through the construction of dress as a political discourse, ideologies of the dominant West. Researching to identify the local or national “fashion” of popular society will be required to inform the creation of wearable art. And central to discussions of dress as metaphor are questions concerning tradition, modernity, craft, fine art and current trends in wearable art that defy academic, industry and market categorization.

 

Workshops in garment construction and repurposing, and felting and quilting techniques will inspire the creation of the five required projects. Presentations of artists who create dress and or adornment as social statements will be required of each student. A sketchbook and journal are essential tools in generatingideas; students are required to make numerous entries throughout the quarter. Evaluations will be based on students’ ability to apply content of class to the creation of five projects, complete all assignments in a timely manner and be willing to take creative risks and contribute to the overall creative environment of the class.

 

Required Text: Clark, Paulicelli, “The Fabric of Cultures: Fashion, Identity and Globalization”, Routledge, 2009

 

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43698 | 366e Comparative Cultural Studies

Hazelrigg-Hernandez (4 credits)

Also offered as AMST 301

This course meets the upper-division Society and the Individual Core requirement

 

This course addresses sociological and socio-historical aspects of ethnic/minority relations within the larger U.S. society. The course will examine ethnic/minority and majority group dynamics focusing on institutional constructs such as education, the judicial and legal systems, and immigration patterns, along with the concept of White privilege. The concepts of 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, caste, tribe, nationality, nation, minority, and ethnicity processes;

2. Have an adequate knowledge of the ethno-geographical mapping to U.S. ethnic groups, their distribution and placement in American society:

3. Have an adequate knowledge of the principal trends in the life experiences of the major ethnic minority communities in the United States;

4. 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 movement in contemporary life.

5. Complete a comprehensive set of readings that record the diversity of ethnic experiences in the U.S.;

6. Have a more sensitive appreciation of cultural diversity and its contribution to the unity of American life;

7. Understanding of major policy issues impacting the American racially stratified society (i.e. Props. 187, 209, Affirmative Action, Initiative 200, Federal Policy).

 

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

Participation in classroom discussions, one perspective paper, one final, one ethnographic interview and a group project paper and oral presentation.

Perspective Paper — 2 1/2 - 3 page paper outlining personal perspectives in line/contrast with major concepts, ideas, issues presented after viewing the video "Blue Eyed".

Ethnographic Autobiography – follows a specialized format which involves interviews with relatives or family friends and possible other outside research to fully understand one’s ethnic identity. The autobiography will be 6 to 8 double-spaced and typed.

Take Home Essays – Students will submit 2-3 page, double-spaced essay responses at the end of each unit throughout the term.

Final Group Term Project (Paper & Presentation) – Students will self-select project groups based on the project topic. A final group paper will be submitted on the final day of the quarter, and all students will present their research via a group oral presentation to the class.

 

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42635 | 370h Audio Recording II

Fish (4 credits)

Materials fee: $74.00Prerequisites: FAIR 270H or permission of instructor.

NOTE: This course was formally 375h. Students who received credit for 375h may not take 370h for credit.

 

Audio Recording II takes the concepts introduced in FAIR 270h, Audio Recording 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 the equipment 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 improves 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.

 

Credit/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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42636 | 370p Introduction to Pro Tools

Fish (2 credits)

Materials fee: $42.00Prerequisites: FAIR 370H or permission of instructor.

This class is equivalent to FAIR 375p taught through Spring 2010. Students who completed FAIR 375p cannot receive credit for this class.

 

This class will introduce students to mixing and editing audio with Avid’s Pro Tools 9 software. Covered topics will include: importing and recording audio into Pro Tools, editing and manipulating performances, MIDI, 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. Students will be expected to attend class regularly, demonstrate critical listening skills through critique of their classmates' work.

 

Meeting Times: Students may choose to attend either a Wednesday or Thursday section from 12-1pm.

 

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42637 | 370q Pro Tools HD Recording

Fish (2 credits)

Materials fee: $42.00

Prerequisites: FAIR 370P

 

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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42638 | 370t World Issues Group Study

Osterhaus (4 credits)

Materials fee: $18.00

Prerequisites: FAIR 203A; or a social science GUR course.

This course meets the upper-division Society and the Individual Core requirement

 

What do we, as engaged citizens, know and understand about global issues and ourselves in a world faced with the complex issues of growing economic disparities, fragile democracies, environmental degradation, wars on terrorism, militarism and homeland security, civil liberties, racial profiling, globalization, and ethnic/religious conflicts? How are multiple global issues interconnected? What does it mean to be an informed and engaged global citizen? Through research with independent media sources, students will gain access to more diversified information, and develop more critical thinking and media literacy skills. In addition to the weekly forums of speakers, videos, and discussions that are open to the campus and Bellingham community, registered students in the class will participate in weekly research of the issues, reflection, discussion and actions for positive change.

 

(The campus at large is invited to weekly Wednesday noon World Issues Forums/Paths to Global Justice series. Speakers, along with group discussions, will address local, national, and global issues)

 

Credit/Evaluation: Each week, students are expected to come well prepared with documented research from independent media sources. In class, students will have opportunity to share, digest and question what they found in their research and heard in the forum. Following the Wednesday World Issues Forum, students will write a reflection paper on the speaker’s presentation. In addition to individually acting consciously for positive social change, students will be required to meet several times outside of the regular class hours to collaborate on a group action project. Each student will choose a book of their choice on a global issue and in the final week, offer the class a report on its content. They will also write a final integration paper relating the interconnection of all the themes researched and presented in the World Issues Forums. Attendance is to be consistent and fully engaged.

 

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43988 | 381g Topics in Literature: Law & Literature

Helling (4 credits)

Materials fee: $ 14.49

This course meets the upper division Humanities and the Expressive Arts Core requirement

 

Good trial lawyers know that the law is about telling stories. Good legal authors know that writing about the law means capturing the story of it. What is the story of the law? Come to this class and answer the question for yourself! The instructor, who got an English (creative writing) degree as an undergraduate, and then a law degree, is eager to return to her roots and examine the many kinds of literature that tell stories about the law. What is the nature of justice? What ethics must guide a lawyer? Is law a form of oppression, or a type of protection for disadvantaged communities? Is equality or equity the better goal? And what do lawyers actually do, anyway?

 

Texts (most likely drawn from the following list of books, plays and articles): Sophocles, ANTIGONE (play); Jonathan Harr, A CIVIL ACTION (non-fiction); Truman Capote, IN COLD BLOOD (non-fiction); Shirley Jackson, THE LOTTERY (short story); Fuller, THE CASE OF THE SPELUNCEAN EXPLORERS (law review article); Susan Glaspell, A JURY OF HER PEERS (short story); Shakespeare, THE MERCHANT OF VENICE (play); Chinua Achebe, THINGS FALL APART (novel); Herman Melville, BILLY BUD (novel); Toni Morrison, THE BLUEST EYE (novel); Harper Lee, TO KILL A MOCKINGBIRD (novel); Franz Kafka, THE TRIAL (short novel).

 

Requirements: No more than THREE absences for any reason if you want to get credit. This is a reading-intensive course so please be prepared to keep up. Active and informed participation expected. A short reaction paper will be expected after each reading, with a more formal paper of 6-8 pages expected at the end, along with an oral presentation on the paper.

 

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44045 | 387k Grant Writing Workshop

Coulet du Gard(4 credits)

Materials fee: $6.61

 

This course focuses on the basics of grant writing, including researching and seeking funding sources; reading and interpreting funding guidelines; developing and refining proposals; and tricks of the trade. Development of individual short and long grant proposals are required.

 

Do you think of writing grants as begging for money? Do you have a fear of grant writing? Have you got a great idea that can’t be implemented because you don’t have the resources? This workshop will help you think of grant writing in a different way. Learning to prepare a good proposal allows you to help granting agencies find a way to spend the dollars they are required to spend to meet their own mandates. You need the money. They need to spend it. Your challenge is to find the match between your need and theirs, and to persuasively articulate that match. In this workshop you will learn the basics of writing proposals to funding agencies, including how to find appropriate funding sources, how to read and interpret funding guidelines, funding restrictions, the steps for developing and refining proposals, including the budget. Aspects of story telling will be used to help with the narrative process.

 

It is highly recommended that you have identified a project and an agency before the quarter begins.


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