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Spring 2011 Courses: 300 Level

21995 | 303A Core: Interdisciplinary Concentration Seminar

Takagi/Akinrinade (5 credits)

 

Materials Fee: $7.20

 

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

 

Texts: Handbook provided. Credit/Evaluation: Work steadily on your proposal, meet regularly with your group, contribute to the development of your group membersí 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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21996 | 305a Writing and Transition Conference

McClure (3 credits)

 

Prerequisites: FAIR 101a and FAIR 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 Fairhavenís 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 youíre ready for them.

 

This is not a class, however YOU MUST ATTEND ONE OF THE FOLLOWING ORIENTATION MEETINGS: TUESDAY, APRIL 5 P.M. OR WEDNESDAY, APRIL 6, 11 A.M. (meeting location will be sent via email to registered students and posted at Fairhaven College).

 

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 FRIDAY, APRIL 22. Writing Portfolios must follow the format outlined on the green Writing Portfolio Instructions and Evaluation Form (available on the FAIR 305a blackboard and 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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22927 | 323g Imaginative Writing II: Outside the Box

Cornish 4 credits

Materials Fee: $7.20

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

 

This course meets the Humanities and Expressive Arts II Core Requirement What if we could make a class--say this one--be simply an extension of the lives we happen to be living: writings, experiences, discoveries--all brought to some order and vividness via a set, a sequence, of meetings? Really, that is what a class is, maybe; but we usually assume that the center of the endeavor is in the course material. It is in our lives. William Stafford (From The Answers Are Inside the Mountains: Meditations on the Writing Life)

 

The American artist Joseph Cornell made the city of New York his classroom: its museums, planetarium; library; birds; parks; bookstalls; drugstores. He stopped at the automat for pie and coffee. Here, he could sit and observe everything and everyone around him, and he scribbled notes about his sightings on any available piece of paper, shopping bag or napkin. His art was ìfound,î art, made by assembly and collage from what entered his life through wanderings, chance or dream. He kept extensive diaries, was part archeologist, historian, storyteller. In this class, we learn from Cornellís techniques. How do we ìfindî writing in our community, in our daily wanderings, in our dreams? Weíll explore Bellinghamññits museums, cemeteries, thrift stores, markets, peopleññ writing essays, poems, interviews, fictions. Besides creative work, each student will keep a process journal over the ten weeks of the quarter. We propose that the class itself be that ìsequence of meetingsî that Stafford describes, a getting-together that lends order and ìvividnessî to our discoveries.

 

Text: DIME STORE ALCHEMY by Charles Simic; others to be announced

 

Credit/Evaluation: Students are expected to make a commitment to our writing community, bringing with them an absolute respect for the potential of each voice--their own as well as that of others. Theyíll participate in the growth of those voices by: completing all writing assignments; studying all assigned readings; taking an active part in class discussions. In this class, students must also be able to work independently, as some assignments will take place outside the classroom. The nature of workshop is collaborative and supportive.

Attendance is required: more than three absences and you will not receive credit for the class. Writing will include extensive journal work, personal essay; poetry, fiction, interview.

 

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22331 | 323h Elements of Style II

Tag (1 credits)

 

Prerequisite: 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? Or 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, how to write them. We will explore anything 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. 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, sexy, honest, intellectual, delicious, precise. The class will be challenging. Be prepared to train like a runner for a marathon, like a gymnast for a difficult vault, like a curler for a well-thrown stone. Sentences matter. I hope you will join us and discover what pleasures there are in writing, imagining, studying, and exploring the fascinating lives of 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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22928 | 330e Ethnobotany

Tuxill (4 credits)

 

Materials Fee: $7.13

 

Prerequisite: FAIR 206A or equivalent. This course meets the Science and Our Place on the Planet II Core Requirement

 

For thousands of years plants have provided humankind with food, medicine, fuel, shelter, and inspiration. This course concerns the science of ethnobotanyóthe 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 on an applied research project.

 

Texts: Jim Pojar and Andy MacKinnon, PLANTS OF THE PACIFIC NORTHWEST COAST; Ronald J. Taylor, NORTHWEST WEEDS. 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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22930 | 334q Science/Music of Natural Sounds

Bower (5 credits)

 

Materials Fee: $43.44

 

Prerequisite: FAIR 206A or instructor permission.

This course meets the Science and Our Place on the Planet II Core Requirement

 

Murray Schafer, a Canadian composer, coined the word "soundscape" to describe all the sounds that reach the ear from a particular environment. His book by the same name broke new ground in thinking about soundscapes, and in particular about how soundscapes have evolved and changed with the rise of humans as a dominant species. Through student-led seminars, we will consider Schafer's ideas including such topics as the physics of sound and how sound travels through the environment, how and why animals produce sound, the relationship between natural sounds and music, the history of sound, sound pollution, and whether society should consciously chose the sounds we are exposed to. In the field, we will explore Bellingham area soundscapes, recording sound from natural environments (wind, rain, birds, frogs, and other environmental sounds) and human influenced environments (farms, trains, marina sounds, downtown sounds, etc.). In the lab, students will use digital software to create a digital "soundscape" for inclusion in a class CD. No previous recording or digital editing experience is required.

 

Texts: THE SOUNDSCAPE by Murray Schafer and other readings as assigned.

 

Credits/Evaluation: Regular attendance, participation in recording field trips, completion of the "soundscape" audio project, leading classroom discussions and informed participation in other student-led discussions, written responses to the reading, and one major research presentation.

 

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22334 | 335b Global Inquiry

Anderson (1 credits)

 

Materials fee: $13.23

 

Prerequisite: FAIR 201a or equivalent

 

This workshop is designed to help students consider their options for independent travel/study projects abroad. It seeks to help students achieve some clarity about why and how they want to travel and study outside of their country of origin at this point in time. One intended goal is to take the mystery out of applying for an Adventure Learning Grant. To that end, topics will include how to develop project ideas, the qualities of successful proposals and personal statements, and strategies for developing international connections. The core of the class, however, will be a series of guest speakers who will share their experiences with travel and research under a wide variety of conditions, and their thoughts about general principles for responsible global study and travel.

 

Texts: a number of articles on electronic reserve.

 

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22929 | 335n Visioning Sustainable Futures

Bornzin (4 credits)

 

Materials fee: $10.97

 

Prerequisite: Fair 201a or Eng 101 and prior course work or experience in socio-political issues or environmental issues from a sociopolitical perspective This course meets the Science and Our Place on the Planet II Core Requirement

 

In his Foreword to the book THE IMAGE OF THE FUTURE by Fred Polak, futurist/economist Kenneth Boulding writes:

The image of the future - is the key to all choice-oriented behavior. The general character and quality of the images of the future which prevail in a society is therefore the most important clue to its overall dynamics. The individualís image of the future is likewise the most significant determinant of - personal behavior.

 

In the 21st century - as nations contend for power and resources, as individuals consume and discard, as new technologies amplify human power to kill people, annihilate species, and degrade the planet at unprecedented rates - who is stopping to ask the question: what images of the future are driving the pathological, self- destructive behavior so prevalent in todayís world? And where in the public discourse are the alternative visions of a healthy, just, and sustainable future? What does such a world look like? Is such a world possible? Amid the many factors that divide humans into bickering factions of race, nationality, ethnicity, religion, politics, and power - can we, individually and collectively, begin to uncover, create, and share compelling stories and visions of a positive future that can inspire people to come together to solve the problems of our times? Can visioning healthy sustainable futures help replace fear with hope, apathy with vitality, despair with dedication? In this class we challenge one another to dream big, radical, idealistic and realistic ñ to transcend our habitual reliance on facile cliches, short-term remedies and technological fixes. We challenge one another to re-invent or reshape the various systems of human society, and to seek visions which respect and support the life and health of people in all their rich diversity as well as the other animals and plants that share this planet with us. 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 student interests.

 

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; ECOVILLAGE LIVING: RESTORING THE EARTH AND HER PEOPLE (2002), 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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22931 | 336b Topics in Social Issues: Human Rights in Africa

Akinrinade (5 credits)

 

Materials fee: $13.73

 

Prerequisite: FAIR 203a or equivalent This course meets the Society and the Individual II Core Requirement

 

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 Peoplesí 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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23142 | 336b Topics in Social Issues: Post-Modern Schools

Marshak (4 credits)

 

Materials fee: $13.73

 

Prerequisite: FAIR 203a or equivalent This course meets the Society and the Individual II Core Requirement

 

We will learn about the differences between pre-modern, modern, and post-modern forms of education and how each of these forms corresponds with a particular kind of consciousness, as described by the spiral dynamics model (Clare Graves, Don Beck et al). We will consider the dominant elements in modernist schooling and how these elements both control public education in the US today and are being intensified by current political leaders. Then we will examine the multiple forms of post-modern education, including Montessori, Waldorf, free/democratic schools, Enki, Self Design, and others. We will also explore a holistic curriculum, including intuition, the mind-body system, subject and community connections, and earth and soul connections. Toward the end of the course once we have gained significant understanding of post-modern education, we will consider the following question: if we believe that we absolutely need to make forms of post-modern education much more widely available to young people if we hope to create a sustainable culture, how can this be accomplished?

 

Texts: Miller, John P. (1988, 1996). THE HOLISTIC CURRICULUM. Toronto: University of Toronto Press; Miller, Ron (1990, 1997). WHAT ARE SCHOOLS FOR? Brandon Vt.: Holistic Education Press. (CD); Miller, Ron (2008). THE SELF- ORGANIZING REVOLUTION. Brandon Vt.: Holistic Education Press.

 

Credit/Evaluation: Written assignments: Your "schooling autobiography;" two reflection papers on topics of emergent interest; "design your 21st century school." Regular attendance and active participation.

 

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23296| 336b Topics in Social Issues: Food Security

Lunde (4 credits)

 

Prerequisites: Fairhaven 203a: Social Relationships and Responsibilities

Note: Course may include a few field trips to local farm operations. Students will be responsible for transportation.

 

This course will examine the four dimensions of food security:

1) food availability,2) food accessibility, 3) food utilization and 4) the stability of food systems. These dimensions will be looked at from a policy level, providing students with an understanding of the terms of the Food and Agriculture Organization (FAO) of the UN that effect food security world-wide, as well as U.S. policies that effect food security nation wide.

 

The course will cover global issues and the main causes of food insecurity in developing nations. Finally, the course will narrow its focus to Whatcom County, referring to publications and research conducted by the WSU Agricultural Extension, the Institute for Global and Community Resilience (IGCR), and the Washington State Department of Agriculture (WSDA). Students will be introduced to the food shed of our county, exploring the variables of food security at the local level. A critical look at Whatcom's capacity to feed its population will take place, in part, through examining case studies of local agricultural operations; tracing the products of Whatcom agriculture; accessing government documentation of land encroachment that threatens food production; and studying hunger in the county.

 

The purpose of the course is to provide students with a notion of what elements are necessary to encourage a sustainable regional food supply on the long-term. This course will allow each student to apply his or her concentration of study to the topic of food security, while exposing them to the vast variables of food security. Students will also have an opportunity to relate their concentration or specialization to food security issues. Finally, the class will work collaboratively, drawing from the specialization of each student, from economics to science, to comprise a model to promote food security in Whatcom County.

 

Texts: STOLEN HARVEST: THE HIJACKING OF THE GLOBAL FOOD SUPPLY by Vandana Shiva; ENDING HUNGER IN OUR LIFETIME: FOOD SECURITY AND GLOBALIZATION (International Food Policy Research Institute) by C.Ford Runge; various excerpts from journals posted on Blackboard.

 

Credit/Evaluation: 1) Attendance and active participation in class discussions, activities and field trips, 2) short responses papers to the readings and comparative studies of the Whatcom food shed and other food sheds. A short paper on an individual focus (5-8 page paper per student). 3) participation in class final project.

 

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23205 | 336b Topics in Social Issues: GLBTQ Health

Molina (4 credits)

 

Materials fee: $13.73

 

Prerequisite: FAIR 203a or equivalent This course meets the Society and the Individual II Core Requirement

 

Health disparities are a prominent public health concern within the United States; poorer health outcomes have been documented for stigmatized groups across race/ethnicity, class, and other social identities. A limited but growing body of literature has suggested the importance of studying the health of sexual minorities in terms of physical and mental health outcomes as well as care-seeking behaviors. During the quarter, we will first cover the literature on mental health of sexual and gender minorities. For example, we will review the evidence which suggests that, relative to heterosexual counter parts, these populations are more at risk in terms of substance use disorders, affective disorders (e.g., anxiety, depression), PTSD, and suicide. We will additionally review the growing body of research examining differences in self- reported health, risk factors (e.g., obesity, substance use, physical activity, care-seeking behaviors), and incidence of physical health outcomes (e.g., cardiovascular disease, cancer, STI/STDs). As LGBTQ populations are heterogeneous, we will examine particularly vulnerable groups in LGBTQ populations, noting differences in health behaviors and outcomes according to sexual (e.g., lesbian versus bisexual), gender (e.g., two-spirit, genderqueer) and racial/ethnic identities (e.g., Latino/a, African American).

 

One of the primary factors which have been suggested to impact LGBTQ health is minority stress or the impact of a heterosexist social context on LGBTQ individuals. Minority stress includes personal experiences of victimization and discrimination as well as expectations of rejection due to one's sexual and/or gender identity, concealment of identity, and internalized negative beliefs about being LGBTQ. We will address how the available studies which have documented these components of minority stress and systemic heterosexism in relation to health. Finally, we will discuss coping strategies of LGBTQ populations to such stressors. Finally, we will highlight the importance of culturally competent treatment as well as the ongoing efforts to provide such services to sexual minorities.

 

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: Meyer I. & Northridge, M.E. (2006). Springer: THE HEALTH OF SEXUAL MINORITIES: PUBLIC HEALTH PERSPECTIVES ON LESBIAN, GAY, BISEXUAL, AND TRANSGENDER POPULATIONS. ISBN: 9780387288710 and other associated readings on Blackboard.

 

Credit/Evaluation: Students will be evaluated via participation based on regular attendance and critical thinking regarding required readings, and completion of 2 assignments which will require use of pop media and academic sources as well as personal data collection.

 

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23206 | 336b Topics in Social Issues: Psychology of Racism

Molina (4 credits)

Materials fee: $13.73

Prerequisite: FAIR 203a or equivalent This course meets the Society and the Individual II Core Requirement

 

Are we a post-racial society? Why can't we just be humans? Isn't it better to just not talk about race? Why are you so sensitive? How could people be so ignorant - how can they not see the oppression which exists today? I don't understand - how could anyone ever think it was okay to own slaves/displace people from their land/massacre and intern "foreigners" who were American-born citizens?

 

"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group." - P. McIntosh, "White Privilege: Unpacking the Invisible Knapsack"

 

The primary foci of this class are to a) provide insight into the process of racism and b) discuss methods in which to confront contemporary forms of racial/ethnic discrimination. We will first do so by defining the different dimensions of racism and providing contemporary examples of systemic, individual and internalized racism. We will provide theory as to how these levels of racism are maintained; specifically, we will discuss how conflict for resources and cultural beliefs about other groups have interacted and manifested in U.S. cultural norms, laws, customs, and individual beliefs/actions. After we establish a framework and background for the study of race relations, we will proceed to study the historical and contemporary incidences of and issues related to racism in the United States for the following minority groups: African Americans, Asian Americans, Latino/a Americans, Native Americans, Middle Eastern Americans and Arab Americans. We will additionally discuss issues surrounding Muslim Americans and multiracial Americans. For all groups, we will assess systemic racism with regard to symbolic threat and realistic group conflict. Additionally, students will learn about the effects of different dimensions of racism on communities of color, including (but not limited to) disparities in income, education, occupation, and health as well as effects on identity development. I hope that students will leave this course with a broad overview of racism from multiple sources. Our multidisciplinary course will provide viewpoints from fields including (but not limited to) biology, psychology, anthropology, law, public health, history, and sociology. We will use lecture, films and discussion within the class. Outside of the classroom, assignments will require students to research a number of different venues, from pop culture to scholarly literature.

 

Texts: A DIFFERENT MIRROR (Revised Edition). Takaki, R. (2008). Back Bay Books. ISBN: 9780316022361, AMERICAN ETHNICITY (7th Edition). Aguirre, A. & Turner, J.H. (2010). McGraw Hill. ISBN: 978007111587, and other associated readings on Blackboard.

 

Credit/Evaluation: Students will be evaluated via participation based on regular attendance and critical thinking regarding required readings, personal journals, and completion of 2 assignments which will require use of pop media and academic sources as well as personal data collection.

 

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22995 | 336n Topics in Science: Seed

Burnett (4 credits)

 

Materials Fee: $10

 

Prerequisite: FAIR 206a or equivalent

This course meets the Science and Our Place on the Planet II Core Requirement

 

From the dust-like seed of the orchid to the basketball sized seed of the Coco de Mer, seeds are the emblem of potential in all cultures, the planting of seeds a universal act of hope.

 

We will trace the evolution of seed-bearing plants, which fostered an explosion of flowering plants throughout the world. We will look at seed structure and function, the variety of strategies for seed dispersal, germination, growth, fertilization and production. We're talkin' sex here, and plants go at it with as much variety and energy as animals, if possible: We will watch. Since it is Spring, panderers that we are, we will all plant some seeds, and see what develops.

 

We will explore how seeds have affected the natural world, and examine humans' use and misuse of these little suitcases packed with genetic information. Seeds have shaped us, influencing human history, informing our cultures, feeding us and using us to advance their spread. And we have shaped seeds, selecting and modifying them for our use.

 

We will investigate the biology, economics, effects, and ethics of genetically-modified seeds, discuss the "green revolution," the seed business, agribusiness, seed banks, and organic farming. Finally, we will look at seeds as a metaphor, from human sperm to the spark of revolutions: "Seeds of Hope, Seeds of Change, Seeds of Destruction."

 

Texts will be selected from: Henry Hobhorse, SEEDS OF CHANGE: SIX PLANTS THAT TRANSFORMED MANKIND; Michael Pollan, THE BOTANY OF DESIRE; Rob Kesseler, SEEDS: TIME CAPSULES OF LIFE; Gary Paul Nabhan, ENDURING SEEDS; and Jonathan Silvertown, AN ORCHARD INVISIBLE: A NATURAL HISTORY OF SEEDS

 

Requirements for Credit: Active, engaged participation in discussions and activities, two short reflection papers, and a final project and presentation.


 

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23137 | 336n Topics in Scence: Northwest Wild Foods

Hahn (4 credits)

 

Materials Fee: $15.00

 

Prerequisites: FAIR 206a or equivalent

This course meets the Science and Our Place on the Planet II Core Requirement

 

For thousands of years the First Nations of the northwest, including the Coast Salish, ate via a "seasonal round" from the bountiful shellfish, salmon, camas, berries, seaweed, and greens they foraged and traded throughout this area. What were these foods? Where did they grow? How did they contribute to the culture and ecology of the area, as well as human health? How were they managed for sustainability? What ethics did people apply to gathering, processing and eating food?

 

In this course we will explore and study northwest wild foods across time, cultures, and ecosystems within a 100- mile range of Bellingham, Washington. Our study area will encompass the Salish Sea to the Cascade mountain crest. We will learn to identify, sustainably forage, process and prepare wild foods with a modern twist, via readings, field trips, guest speakers, hands-on projects and presentations, research, and the preparation of a feast celebrating the foods we have studied.

 

We will also look at native food culture against the backdrop of European settlement and farming. How did two cultures' Indigenous and European--interface and impact one another? What factors have contributed to the loss of Indigenous food wisdom over the last 150 years? Today, many wild foods are also threatened due to the introduction of invasive species and loss of traditional ecological knowledge of how to use these foods. How can we imagine a modern food culture that incorporates sustainable wild foods? How might the traditional ecological knowledge of indigenous people apply to how we manage our "foodshed" today?

 

Texts: Handouts, on-line papers, and the following texts: "THE EARTH'S BLANKET: Traditional Teachings for Sustainable Living" by Nancy J. Turner, University of Washington Press; "PACIFIC FEAST: A Cook's Guide to Coastal Foraging and Cuisine" by Jennifer Hahn, Mountaineers/Skipstone Press, Fall 2010.

 

Credit/Evaluation: Students are required to participate in class discussions and have regular class attendance; to keep weekly reading journal; to participate in three (of four) field trips; research and write two 5-page papers on wild foods and complete two hands-on projects- food project (eg., gathering /processing wild plants for tea; traditional pitfire meal; gather/make food from Pacific Feast or a First Nation traditional food cookbook) and a construction project (e.g., carve traditional clam/root digging stick; steam-bent fish hook). Details on assignments will be given in class.

 

 

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23147 | 336n Topics in Science: Resilience

Ryan (4 credits)

 

Materials fee: $112.00

 

Prerequisite: FAIR 206a or equivalent

This course meets the Science and Our Place on the Planet II Core

 

Requirement Note: Course includes a mandatory weekend field trip to the North Cascades Institute's Environmental Learning Center on Diablo Lake in the North Cascades, leaving Friday morning (April 15) and returning Sunday evening (April 17).

 

In the 1970s, while working for the Pasadena Jet Propulsion Laboratory, scientist James Lovelock proposed the controversial Gaia hypothesis ñ that life on Earth is inherently self-sustaining. In 2009, paleontologist Peter Ward proposed the opposite - the Medea hypothesis - that life is inherently self-destructive. This class begins with a rapid tour of the history of life on earth, and proceeds with an exploration of these two scientific hypotheses on the "nature of nature," the evidence supporting each, and their implications for our human role as powerful interactors in the biological world. From there, in the latter half of the course, we will look forward by examining theory of interacting natural-social systems, the emerging science of ecosystem resilience and hysteresis, cutting- edge conservation efforts in response to the global biodiversity crisis, and ideas from ecological design on how to create civic spaces that promote both biological and cultural vibrancy. At the individual and group level, throughout the course we will explore our own responses to the real challenges that our societies face, consider our tendency to oscillate between extremes of idealism and hopelessness, and search for individual and collective paths forward.

 

(Note: the Gaia hypothesis has been adopted by a wide range of philosophical communities in multiple forms, some unrelated to science. While we will discuss these cultural extensions at some point in the course, our examination will focus on the original scientific hypothesis and its revisions.)

 

Texts: Required - GAIA: A NEW LOOK AT LIFE ON EARTH by Lovelock (2009); THE MEDEA HYPOTHESIS by Ward (2009). Other required readings (scientific journal articles and book chapters) will be distributed electronically. Recommended - PANARCHY by Gunderson & Holling (2002); LIFE by Fortey (1997), NATURE: AN ECONOMIC HISTORY by Vermeij (2004), THE ENDS OF THE EARTH by Worster (1988); THE CLOCK OF THE LONG NOW by Brand (1999), others listed on the syllabus.

 

Credit/Evaluation: 1) Attendance and participation in class discussions, activities, and the weekend trip to the North Cascades (see above), 2) active participation in a course leadership team, 3) individual presentation, 4) completion of occasional short written assignments, 5) a 7-10 page research paper or project, with the option of submitting a first draft for comments two weeks prior.

 

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23101 | 336v Topics in Art: Art as Therapy

Brewer (4 credits)

 

Materials fee: $16.45

 

Prerequisite: FAIR 202a or equivalent

This course meets the Humanities and Expressive Arts II Core Requirement

 

Many believe that the human species has an innate need for the act of creation through participation in artistic endeavors. History shows that the use of the arts in maintaining health and wellness is widespread Arts therapies are based on the concept that people can benefit through use of imagination and creative expression. The creative process is generally emphasized more than the final product. Most arts therapists share the belief that we can use arts to gain personal insights about our body, feelings, emotions and thoughts. Arts therapy is also about experiencing the natural capacity of creative expression and creative community for healing.

 

This course explores various arts therapies including music, visual arts, poetry, story, psychodrama, dance and the integrated expressive arts therapy. We will examine the creative process and its relationship to health and wellness. Students will learn about how cultures have developed ways of using the arts to heal and to gather essential personal insights and guidance. Some of the questions we will explore are: What are the creative arts therapies? How do they engage our mind, body and spirit? How have these therapies evolved? What have they become in our current culture and where have they found effective use? How does one become certified in an arts therapy? What challenges do arts therapists experience?

 

As a way of gaining greater understanding of arts as therapy, this course involves some experiential elements. Students taking this course should be comfortable exploring their own creativity. It is important to know that the course is not designed to provide therapeutic interventions or to resolve personal issues. Additionally, the course does not provide a certification to practice arts therapies, but does offer information about how one becomes a certified practitioner.

 

Course activities include readings from various sources, videos, class experiences, and presentations by certified arts therapists or counselors

 

Texts: Suggested readings in various arts therapies are provided as resources for investigating specific therapeutic modalities. . Reading includes resources focused on the creative arts and the experience of arts such as: THE CREATIVE CONNECTION: EXPRESSIVE ARTS AS HEALING by Natalie Rogers ART AND FEAR: OBSERVATIONS ON THE PERILS (AND REWARDS) OF ARTMAKING by David Bayles and Ted Orland, VOICES OF INTEGRATIVE MEDICINE: CONVERSATIONS AND ENCOUNTERS edited by Bonnie Horrigan. Required books to be determined.

 

Credit/Evaluation: Reliable attendance and active involvement are key requirements of this course. Students will be asked to complete all assigned readings and write reflections. The demonstrations of learning include the research of a specific arts therapy of interest and writing a summary of findings which will be posted on Blackboard. Students are also asked to use the creative process as a means of demonstrating understanding of arts therapy in a course arts project which will be shared in class.

 

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23103 | 336v Topics in Art: Video, Performance and Sound

Feodorov (4 credits)

 

Materials Fee: $16.45

 

Prerequisite: FAIR 202a or equivalent

This course meets the Humanities and Expressive Arts II Core Requirement

 

In the 20th century, modern artists tried to both expand and destroy existing notions about what Art is or can be. Today, there are a growing number of artists using video, performance and sound as ways of approaching issues and eliciting experiences that traditional painting and drawing cannot. This course will provide students with the opportunity to further explore and develop their ideas and skills in the areas of video, performance art and/or sound within the context of contemporary Art, culminating in public display, screening or performance. Emphasis will be placed upon experimentation and demonstration of concepts in combination with skills specific to the studentís chosen discipline. Students will initially present proposals and timelines to the instructor and present regular progress reports to the class. Collaboration is also encouraged.

 

Students will participate in class discussions where they will articulate and comment upon proposals and final projects. In addition to practical strategies for the creation and presentation of successful projects, we will also discuss issues such as the effective communication of ideas, audience response and participation, and potential social relevance. Students are also required to maintain a daily sketch/notebook of ideas that will be presented near the end of the quarter.

 

In addition, we will explore the work of several well-known artists such as The Brothers Quay, Reverend Billy, Laurie Anderson, Brian Eno, Trimpin, Marina Abramovic, as well as many lesser-known artists working in these fields. Prereq note: Since this is not an intro class, students are expected to already possess some basic technical familiarization with their chosen medium. Please contact the instructor if you have any questions regarding this.

 

Text: None

 

Credit/Evaluation: Credit will be determined by student commitment level, regular and punctual attendance, active informed participation in class discussions, and timely completion of all assignments and projects. Students are expected to challenge themselves both creatively and intellectually. An open mind is essential.


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23188 | 336v Topics in Art: Words in Motion

Robinson (4- 5 credits)

 

This is the second stage of a potent three-course collaboration! Using poetry, flash fiction, narratives and stories written by students in Mary Cornish’s and Stan Tag’s Winter Imaginative Writing courses, students in Words In Motion will work together to create a physical score and turn these writings into ten-minute plays, dance-narratives, and unconventional theatrical compositions. Two weekends of performance for faculty, staff, students and the general public will be part of this incredible script-to-stage experiment. This course is rigorous, creative, and incredibly worth the effort! This class is open to any student interested in story, performance, alternative theatre, and/or dance narrative. Students who authored the texts, as well as students who were introduced to Viewpoints Training (Robinson’s Winter course: On Our Toes!) are especially encouraged to experience this fully collaborative experimental workshop and, together, take it all the way to a two-weekend public performance in May. How exciting to see the words you’ve written on the page come to life on stage! What an honor to create a beautiful 10-minute play based on a classmate’s poem or personal narrative, and then to perform it! Words In Motion fosters an intimate community of creative souls rather than a typical scattering of competitive actors all vying for a lead role. It provides students with an alternative performance experience to one they might have on main campus, and offers them a new understanding of “theatre” as bodies moving authentically in time and space, working together with sound and breath to lift each story from words on a page to something visible, vibrant and palpable!

 

Texts: Required: Anne Bogart’s A DIRECTOR PREPARES Recommended: Anna Deavere Smith’s LETTERS TO A YOUNG ARTIST

 

Credit/Evaluation:

Students are expected to attend Tues/Thurs CLASSES, evening REHEARSALS (May 16 Tech: 5:00-10:00 p.m.; May 17-18 5-10 p.m.) and both weekends of PERFORMANCE (May 19-22 & June 2-5th, 5:00-10:00 p.m. / Sundays 10:00 a.m. -5:00 p.m.) arrive prepared and ready to go, actively participate in the physical training and in-class exercises, commit texts to memory, and collaboratively generate physical compositions which they will then courageously perform for Fairhaven faculty, staff, students and the general public. Following the performance run, and cast party, self and group feedback is respectfully and humorously exchanged.


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23008 | 342u Culture & Eating Disorders

Jack (4 credits)

 

Materials fee: $14.37

 

Prerequisite: previous course in psychology or instructor permission.

This course meets the Society and the Individual II Core Requirement

 

Eating disorders such as anorexia and bulimia affect millions of people, primarily women, in Western countries and now are spreading rapidly through the global community. These disorders appear to be unique among psychological illnesses regarding the degree that they are influenced by sociocultural factors. What are the origins of this rapidly spreading epidemic in our world? Are some groups within the US and the world protected from developing this disorder; if so, why? Are men becoming more vulnerable to eating disorders at this time?

 

Together we will explore these questions, and more. We will consider gender, ethnicity, and culture as factors involved in the development or prevention of eating disorders. We will also question whether two trends in Western cultures - the sharp increase in obesity in children and adults as well as the rise in eating disorders - share common origins.

 

Films, speakers and student participation in examining current media that reflect themes of the class will run throughout the quarter.

 

Texts: EATING DISORDERS: ANATOMY OF A SOCIAL EPIDEMIC by Richard Gordon, and WASTED: A MEMOIR OF ANOREXIA AND BULIMIA by Myra Hornbacher. In addition, a range of articles and chapters will be posted on blackboard.

 

Credit/Evaluation: Thoughtful, informed class participation and regular attendance are required. Students' learning will be assessed through two short reflection papers and a final project that demonstrates engaged reading and thought.

 

 

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23175 | 343u Advanced Topics in Mind/Body: Somatic Psychology

Nichols (4 credits)

 

Materials fee: $15.47

 

Prerequisite: FAIR 201A

 

Students interested in the emerging field of mind body topics will benefit from this in-depth survey of Somatic Psychology. Through the assigned text and other interdisciplinary literature, lectures, discussion, and experiential inquiry, we will examine the emergence of a transdisciplinary inquiry into the nature and debatable unity of the body, the mind, the environment, and the self-organizing felt sense experience of these three influences. Over the past two decades this inquiry has matured into the relatively new field of Somatic Psychology, which is attempting to publish, advance, and hold the core of the inquiry while multiple disciplines are used for philosophical and empirical evidence that support, refine, and clarify the basic assumptions of a somatic life. Parallel to this mission is developing practical applications in the clinical psychotherapeutic domain. This course will map the historical emergence of the field and track the core questions and assumptions that define the field. We will look generally at the variety of body-centered psychotherapies, movement practices, and other such branches of Somatic Psychology. Specifically, we will critically assess the current and future challenges of the field, centering on some of the deepest and most passionate questions of academic inquiry. Are the mind and body separate? How do the mind and body relate? What is healing? What is energy? What is the placebo effect and what does it say about the mind and body relationship? How does the gut participate in reason? How is our experience of our self as embodied beings sculpted by culture? This challenging course will require thinking through multiple lines of reasoning and a curiosity to experientially explore to come to a critical and basic understanding of the field of Somatic Psychology.

 

Text: THE EMERGENCE OF SOMATIC PSYCHOLOGY AND BODYMIND THERAPY, Barbaby B. Barratt (2010, Palgrave Macmillan), available in the Student Bookstore

 

Credit/Evaluation: For full credit, each student will be required to fulfill each of the following (1) Regular and timely attendance; (2) consistent participation; (3) one midterm visual map showing comprehension of the development of the field; (4) one 6-8 page integration paper, and (5) one final group project/ presentation on a specific branch of Somatic Psychology.

 

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23102 | 355w Installation Art

Feodorov (4 credits)

 

Materials fee: $28.20

 

Prerequisite: 200-level or higher studio art class

 

Installation Art has become internationally accepted as an integral part of the contemporary art world. Instead of thinking of art as something that hangs on a wall or sits on a pedestal in a gallery or museum, artists have experimented with creating spaces that are artworks in themselves in order to alleviate the physical and conceptual distance between the artwork and viewer.

 

This combination studio/seminar class will explore the work of numerous artists who have pioneered this art form as well as artists who work with Installation today. Students will be responsible for reading assignments, keeping a sketchbook and giving one short artist presentations to the class. Students will also create and document three Installation Art projects. These projects can utilize various media such as video, audio, found objects as well as painting and/or drawing. We will also discuss topics such as audience/viewer participation, site specificity and social relevance. Students are encouraged to experiment with new materials, disciplines and to take creative and intellectual risks.

 

Credit/Evaluation: Credit will be determined by student commitment level, regular and punctual attendance, active informed participation in class discussions, and timely completion of all assignments and projects.

 

Prereq: Prior studio art class and a familiarity with Art History preferred.

 

Text: None

 

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| 370h Audio Recording II

Fish (4 credits)

 

Sign up for one section

 

Materials fee: $74.00

 

Prerequisite: 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 275h, 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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| 370p Intro to Pro Tools

Fish (2 credit)

 

Sign up for one section

 

Materials fee: $42.00

 

Prerequisite: 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 Digidesig'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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| 370q Pro Tools HD Recording

Fish (2 credits)

 

Sign up for one section

 

Materials fee: $42.00

 

Prerequisite: FAIR 370P NOTE: This course was formally 375q.

 

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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22938 | 370t World Issues Group Study

Osterhaus(3 credits)

 

Materials Fee: $18.00

 

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

 

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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22939 | 375d Video Production Team

Miller (variable credits)

 

Prerequisite: 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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22002 | 378f Court Watch

Helling (variable credit)

 

Materials fee: $16.45

 

Prerequisites: FAIR 203a or equivalent or instructor permission

 

*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.

 

Note: must get instructor's permission to take this course (e-mail Julie.Helling@wwu.edu for override); Fairhaven 211b American Legal System strongly recommended. You do NOT have to be a Fairhaven student to take this course. 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, and 2) provide feedback to interested parties on judicial proceedings.

 

Students must engage in the following: Attend training. Attend class weekly on Wednesdays, 5-6 p.m.

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.

Record detailed notes on observations. Assist in analyzing data and drafting report

 

Texts: Training Manual given in class and Battered Women in the Courtroom by James Ptacek.

 

Credit/Evaluation: excellent attendance in class and in court (only one absence in each), active participation in class discussion, reflective paper on text, short summary paper, and faithful and intelligent written monitoring of courts.

 

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22940 | 393b Rights, Liberties, and Justice in America

Larner (4 credits)

 

Materials fee: $7.74

 

Prerequisite: upper-division courses in social science or history highly recommended This course meets the Society and the Individual II Core Requirement and an LDJ Core Requirement

 

The USA PATRIOT Act, the Homeland Security Act, recent revisions of the FISA Act, and recent actions by the Justice Department, the courts, the immediate past President, and the current 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." Immigrants have been detained, held indefinitely, and deported with no charges and no hearings. 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, learning and research, and the return of open government? What need to be done 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 issues and developments in civil liberties.

 

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 SECUIRITY 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, by Daniel Lazare. Other articles and materials will be provided.

 

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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22951 | 399b Contemporary American Indian Issues

Rowe (4 credits)

 

Materials fee: $2.10

 

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

This course meets the Society and the Individual II Core Requirement

 

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. Students will write several short essays in response to readings or videos and prepare an individual research and teaching project to present to the seminar.

 

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

 

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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