CHOOSE ONE SECTION - 4 credits)
Materials fee: $14.49
Prerequisites: Required by all Fairhaven students. Senior status.
ANNE TREAT, Spring 2007 grad, said: "There is no possible way I can give justice to the complexity of experiences, triumphs, pitfalls and challenges of my academic career in the course of this paper. This artifact of self-reflection is simply a pause in the broader conversation of my academic journey, an invitation for me to mindfully articulate the ways those things I've studied, read, discussed and experienced over the past four years have informed and challenged my personal development, and how I've chosen to integrate and express that knowledge through the actions of my life"
This seminar is a wonderful opportunity to reflect on what you have been up to all these years of being educated- -through writing, conversation, presentations, and listening to each other. You will read and discuss a book and other readings, co-facilitating at least one discussion; write and share a variety of short writing assignments, designed to help you complete your Summary and Evaluation, and provide a supportive community in which to summarize and critically reflect upon your Fairhaven (or Life) education.
Each student will also present or teach something to the class from the heart of his or her educational experience. This course is one of our favorites to teach at Fairhaven because we learn so much about our students, and the many intriguing, complex, deep, creative and quirky ways there are to be human and to become educated. The class also illustrates the value of writing as a process of discovery, synthesis and meaning. We will all do our best to help you express most clearly what your education has been about, and are honored to learn from your stories, your minds, your creativity, and your lives. The course will be as significant as you make it. Be honest. It is your life, your education, so let us understand what it has meant and what it really means to you now.
Texts: Varies by section
Credit/Evaluation: Active, informed participation in class discussion and excellent class attendance; supportive collaboration with your classmates in the writing process; timely completion of assignments; a final presentation of significant aspects of your educational experience; and a final draft of your Summary and Evaluation, approved and signed by your concentration chair (or by your advisor for majors or upside-down students.).
Tag (5 credits)
Materials Fee: $5.72
Prerequisite: 300-level Humanities course.
This course meets the Humanities and Expressive Arts II Core Requirement
"If we donít know where we are, we have little chance of knowing who we are...if we confuse the time, we confuse the place; and..when we confuse these we endanger our humanity, both physically and morally." - Ralph Ellison
"There can be no theory of any account unless it corroborate the theory of the earth, / No politics, song, religion, behavior, or what not, is of account, unless it compare with the amplitude of the earth, / Unless it face the exactness, vitality, impartiality, rectitude of the earth." - Walt Whitman
"The world offers itself to your imagination." - Mary Oliver
Some questions we will explore in this class: What is the relationship between where we are and who we are? What connects locality to identity, landscape to language, place to self? What is a theory of the earth? How do particular spaces affect us? What are the possible connections between maps and the places they represent? How do we map, write, create, story, or document the contours of our lives in the intersections of our personal, cultural, and ecological geographies? What turns a space into a place? How do we make creative responses to the places in which we live?
In our collective explorations we will consider theoretical, artistic, ecological, personal, literary, and cultural perspectives. We will begin by immersing ourselves into the world of imaginative maps. Then we will read four slim books, each one packed with a palimpsest of possibilities to explore: the power of story, the nature of family, the dynamics of relationships, the search for identity, and what it means to grow up, survive, connect. The books will also invite us to consider these four particular kinds of places: the sea, the desert, rivers, and cities. How are we shaped by, moved by, affected by such places? We will also consider how creative writing, poetry, artwork, and music help us to express such relationships. Please join us in this adventurous and imaginative exploration into the heart of space and place.
Texts: YOU ARE HERE: PERSONAL GEOGRAPHIES AND OTHER MAPS OF THE IMAGINATION, by Harmon; THE AWAKENING, by Chopin; CEREMONY, by Silko; A RIVER RUNS THROUGH IT, by Maclean; THE HOUSE ON MANGO STREET, by Cisneros
Credit/Evaluation: Faithful attendance. Active participation in class discussions, presentation, projects, in-class writings, field trips, and other activities. Completion and quality of several short reflection essays, maps, stories, art pieces, and a final creative project.
Bower (2 credits)
Prerequisites: FAIR 206A and 300 level course in evolution or permission of instructor. Send instructor requests to email@example.com.
In this student-led seminar course we will explore the evolutionary theory surrounding mating systems, sex and love. Topics examined during the class will largely be determined by students in the class, in consort with the instructor. Topics that are likely to be included are the evolution of mating systems in non-human animals, human mating systems, and the evolution of the emotions of love and jealousy. Questions we are likely to ponder include the relative roles of biology and culture in shaping human sexual behavior, and other behaviors and emotions found in sexual relationships. Other topics might include issues such as fidelity and cheating, short-term vs. long term mating strategies, the evolution of homosexuality, the evolution of sexual anatomy, and the evolutionary function of orgasm. Seminar leaders will work in pairs (with the instructor's help) to research topics, assign appropriate readings and lead class discussions. It will be assumed that students entering the class have at least a basic working knowledge of evolutionary theory including natural selection and sexual selection or, with instructor approval, a plan to attain that knowledge early in the quarter.
Credit/Evaluation: Regular attendance in class, informed participation in class discussions, preparing for and leading one or two seminars (including doing extra research and preparing an annotated outline prior to leading the class), and a class journal for recording written responses to class readings and thoughts about class discussions.
Eaton (4 credits)
Materials Fee $13.73
Prerequisite: FAIR 203a or equivalent
This course meets the Society and the Individual II Core Requirement
Who is a child? Cherub? Changeling? Chattel? In some cultures, children are precious, innocent and preternaturally cute 'cherubs', in others they are unwanted, inconvenient 'changelings', or perhaps desired but pragmatically commoditized 'chattels'. What is it like to be a child in cultures different from our own? How children are raised, their role in society, and the degree to which family and community is structured around them, varies quite significantly around the world. This course will examine childhood across cultures to explore the wide range of children's experience around the world, unpacking constricted, culture-bound conceptions of childhood and illustrating the extraordinarily diverse forms that children's development takes. Accounts of children's lives and the meanings that adults give to childhood in a variety of countries will help us reflect on family structures, caretaking, children's roles at different ages, their play, work, schooling, and transition to adulthood. These accounts may also lead us to engage in a cultural analysis of middle-class American childhood and challenge our own notions of what constitutes a normal childhood.
Text: THE ANTHROPOLOGY OF CHILDHOOD: CHERUBS, CHATTEL, CHANGELINGS by David Lancy and additional assigned readings on Blackboard.
Criteria for Evaluation: Active, informed participation in class discussions, regular attendance, timely and competent completion of the in-class assignments, chapter response papers, a final project related an issue related to the course and a short class presentation to the class on your project.
Tuxill (5 credits)
Materials fee: $51.65
Prerequisites: FAIR 206A; 300-level science course or equivalent
This course meets the Science and Our Place on the Planet II Core Requirement
This seminar will explore the applications of agroecological principles for promoting sustainable agriculture, agroforestry, and foodways. We will undertake critical examination of ideas and concepts from permaculture, biodynamic and organic farming, and food systems theory, with a goal of identifying how to grow and supply food sustainably. Topics of inquiry include: soil properties and nutrient cycling, polycropping and agrodiversity, applied pest management, landscape ecology, biotechnology, foodshed models, carbon budgets, and organic/ecological certification. Student-led inquiry and field learning are both hallmarks of this course.
Texts: AGROECOLOGY: THE ECOLOGY OF SUSTAINABLE FOOD SYSTEMS, by Stephen Gliessman. Additional readings will be made available electronically.
Credit/Evaluation: As part of the course, students (working both individually and in groups) will be expected to: 1) Research and present one of the principal course themes, in collaboration with the instructor; 2) Research, write and present a case study applying agroecological principles to analyze some aspect of sustainable agriculture, agroforestry, or foodways. Regular class attendance and informed contribution to discussions, field trips, labs, and guest lectures is essential. Students also are evaluated on their grasp and understanding of the themes and issues presented in the readings, including ecological principles and theoretical concepts.
Jack (4 credits)
Materials fee: $14.49
Prerequisites: previous psychology courses or instructor permission
This course meets the Society and the Individual II Core Requirement
Depression provides a window through which to examine the interactions of culture, meaning making, the body and the mind. In this class, we will explore the phenomenon of depression, examining its cultural, experiential, biological, and gendered aspects. The globalization of the biomedical model, psychiatric diagnostic tools and anti- depressant medications assume that depression is a mental illness that is found in all human populations. Is this the case? What cultural variations do we see in depression? We will examine various meanings that different cultures assign to depression apart from labeling it as a mental illness. Throughout the world, rates of depression are higher in women than men. What factors put women at higher risk than men, and what factors protect certain women from these symptom patterns? Finally, cultures work out specific ways to deal with depression. We will examine a range of treatments for depression, focusing on western models. Since I recently completed a study of depression during my time as a Fulbright Professor in Nepal, Nepal will serve to illustrate issues of depression and treatment in the developing world. You can expect to consider a range of the most recent writings about depression, and to come to your own understanding of this powerful and difficult experience.
Texts: Required: WILLOW WEEP FOR ME: A BLACK WOMEN'S JOURNEY THROUGH DEPRESSION by Nana-Ama Danquah; SILENCING THE SELF: WOMEN AND DEPRESSION by D. C. Jack; I DON'T WANT TO TALK ABOUT IT: OVERCOMING THE SECRET LEGACY OF MALE DEPRESSION by Real. In addition, I will post a number of recently published chapters and articles on Blackboard. You are welcome to bring materials and questions to each class discussion; we will also view films and invite guest speakers.
Credit/Evaluation: Prepared participation in class discussion, including shared leadership of one discussion. In addition, two response papers and one final presentation will provide the basis of evaluation.
Feodorov (4 credits)
Materials fee: $22.01
Prerequisites: intermediate drawing class such as Art 203, 301, ART 304); art history and FAIR 351W highly recommended.
This studio art class will focus on drawing from everyday life. The goal of this course is the development of drawing and visual perception skills along with consideration of content. Students will go out into the community to sketch what they see on buses, in shopping malls, and anywhere else people congregate. We will be drawing from live models during class time as well as holding class discussions and crits of student work. Occasionally, we will also examine the works of figurative artists such as Edgar Degas, Lucien Freud, Otto Dix and Alice Neel.
Students will use their sketches to create 4 large thematic drawing projects on high quality paper either by free drawing, transferring images via a grid process or by creating transparencies and projecting their images onto the larger surface--one of which will be a thematic self-portrait. Students will also be responsible for maintaining a sketchbook of their drawings outside of class. In addition, each student will give a class presentation on one figurative artist of his/her choice. A supply list will be emailed to each registered student a week before the first day of class.
Credit/Evaluation: Credit will be determined by student commitment level, regular and punctual attendance, and timely completion of all assignments and projects.