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WWU / Fairhaven College of Interdiscipinary Studies

Spring 2012 Courses: 300 Level

21611 | 303A Core: Interdisciplinary Concentration Seminar

Rowe/Akinrinade (5 credits)

Materials Fee: $7.20

 

Prerequisites: Fair 101a, Fair 201a, Fair 203a and Fair 305a. Admission to Fairhaven College

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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21612 | 305A Writing and Transition Conference

McClure (3 credits)

Prereqs: FAIR 101a and FAIR 201a; Admission to Fairhaven College

 

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 you're ready for them.

 

This is not a class, however you must attend one of the following orientation meetings: Tuesday, April 3rd at 3:00 in Room FA 318 OR Wednesday April 4th at 11:00 in Room FA 340. In order to receive credit for FAIR 305a you must:

 

1) Submit your Writing Portfolio & 2 copies of the green Writing Portfolio Evaluation Form to Jackie McClure by 5:00 p.m. on Monday, April 23rd. 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

Prerequisites: Admission to Fairhaven College; Fair 222g or Fair 222h, creative writing course, or instructor permission.

THIS COURSE MEETS THE HUMANITIES AND EXPRESSIVE ARTS UPPER-DIVISION CORE REQUIREMENT

 

Once upon a time, suddenly, while it still could, the story began. -Robert Coover

This class explores the narrative impulse in "short-short" fictions. Raymond Carver once described a moment at the laundromat when he realized he would always write short stories and poems, genres which would allow drafts to come in bursts of creation, between loads of dirty clothes. Perhaps the development of "flash" fiction is a reflection of our era. Does modern life appear more authentic when recorded briefly, as a fragment of story, rather than the rising and falling arc of a novel? Perhaps, by creating "miniatures", we simply like to tighten the circle of mystery surrounding what we know. In any case, short fictions present a challenge in compression and concision: in how small a space might we create the weight, the felt presences, that animate a story? This class experiments especially with form, taking on anecdote, true experience, dream, poetry, parable, etc., as ways for the short-short to express itself through a given approach. Although primarily a creative writing class, this workshop also involves the reading and study of narrative models.

 

Texts: 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. They'll participate in the growth of those voices by: completing all writing assignments and rewrites; studying all assigned readings; taking an active part in class discussions.†The nature of workshop is collaborative and supportive - dare I say loving? Attendance is required: more than three absences and you will not receive credit for the class.

 

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22248 | 330E Ethnobotany

Tuxill (4 credits)

Materials Fee: $7.13

 

Prerequisites: Admission to Fairhaven College; Fair 206a or equivalent

THIS COURSE MEETS THE SCIENCE AND OUR PLACE ON THE PLANET UPPER-DIVISION CORE REQUIREMENT

 

For thousands of years plants have provided humankind with food, medicine, fuel, shelter, and inspiration. This course concerns the science of Ethnobotany - the study of interactions between people and plants. We will examine the historical geography of plant use by human societies worldwide, and the many ways that botanical resources continue to contribute to our wellbeing today. Ethnobotanical perspectives on conservation, grassroots development, environmental education, and sustainable living also will be highlighted. During the course we will gain practical skills for identifying and utilizing the Pacific Northwest flora, and put our skills to work 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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22692 | 334G State Reconstruction

Akinrinade(5 credits)

 

Materials Fee: $18.00

Prerequisites: Admission to Fairhaven College; Fair 334d or permission of instructor

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION CORE REQUIREMENT

 

This course follows up on the State Failure and State Collapse course and considers the prospects for rebuilding failed and collapsed States. It takes a hard look at the various state building models that predominate in the literature. The course will focus on contemporary cases of State reconstruction in the aftermath of State failure and collapse, as well as other post-conflict reconstruction cases, and UN Transitional Administrations. Case-study countries include Afghanistan, East Timor, Kosovo, Iraq, Sierra Leone and Liberia. The aim is to provide students with a detailed understanding of current State- and nation-rebuilding projects. It will look at the main assumptions, actors and the challenges of contemporary efforts to rebuild imploded States and will identify the determinants for success or failure of those efforts.

 

Students cannot receive credit for this course and Fair 334e

 

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

 

Credit/Evaluation: Evaluation will take account of regular attendance, evidence of critical reading, engagement in class discussion, the quality of short reactions, and two assignments.

 

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23055 | 334P Field Studies in Science

Tuxill (5 credits)

 

Materials Fee: $

Prerequisite:

THIS COURSE MEETS THE SCIENCE AND OUR PLACE ON PLANET UPPER-DIVISION CORE REQUIREMENT

 

The primary focus of this course will be to conduct a botanical inventory of a local natural area through a quarter-long scientific investigation into the diversity and abundance of the plants present at the site. The early part of the course will focus on the study's conceptual design and field-testing appropriate inventory methods. We will also work on the scientific skills needed to do the study, including plant identification (including collection of a pressed plant collection), characterization of ecological communities, and navigation and mapping. During the middle third of the quarter, we will conduct our study in the target natural area. We will use standard field ecology techniques to identify the plant species present and to document their distribution and abundance. In the latter part of the course, we will prepare a formal report on our findings, with the goal being to make it of publishable quality.

 

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

 

Requirements for credits and criteria for evaluation: Demonstration of ability to document and identify plants of the Pacific Northwest; ability to design and implement an ecological field inventory; and navigational, map reading and map making skills. Participation in the development of a class pressed plant collection. Participation in study design, fieldwork, data analysis, and the writing of our report on the distribution and abundance of plants at our study site.

 

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21807 | 335B Global Inquiry

Anderson (1 credits)

 

Materials Fee: $13.23

Prerequisite: Fair Admission to Fairhaven College; 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. This course is repeatable up to 3 credits.

 

Texts: a number of articles on electronic reserve.

 

Credit/Evaluation: Students will be evaluated on the basis of participation in weekly discussions, a log documenting questions and insights that emerge from readings and guest speakers, and a final essay articulating why and how (or whether) you would undertake a global inquiry project of your own at this time. Alternatively, a completed Adventure Learning Grant proposal may be submitted as the basis for evaluation.

 

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22249 | 335N Visioning Sustainable Futures

Bornzin (4-5 credits)

 

Materials Fee: $10.97

Prerequisites: Admission to Fairhaven College; Fair 201a or Eng 101, and previous course work/experience in sociopolitical/environmental issues from a sociopolitical perspective.

THIS COURSE MEETS THE SCIENCE AND OUR PLACE ON THE PLANET UPPER-DIVISION 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 individual's 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 today's 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--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; THRIVING BEYOND SUSTAINABILITY by Edwards. Recommended (available for checkout): WORLDCHANGING: A USER'S GUIDE FOR THE 21ST CENTURY by Steffen; 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, 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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23004 | 336B Topics in Social Issues: Adolescence

Marshak (4 credits)

 

Materials Fee: $13.73

Prerequisite: Admission to Fairhaven College; Fair 203a or equivalent

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION CORE REQUIREMENT

 

Adolescence is a radically new developmental stage that has emerged only in the past hundred years, even though homo sapiens, modern humans, first appeared nearly 200,000 years ago. In this course we will explore the invention of the concept of adolescence, the social and cultural developments that allowed adolescence to emerge as a distinct stage of human development, and the developmental attributes of adolescent identity and experience as we know these today.

 

We will also explore adolescent/youth culture as it has developed since 1910, the potential of adolescence in furthering the evolution of our species, and what might be the social and cultural values and norms that would allow adolescents to truly flourish.

 

Credit/Evaluation: Regular attendance, engaged participation. Four 2-3 page reflections; two interviews of adolescents with analysis; a final paper or project, negotiated with the instructor.

 

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23006 | 336N Topics in Science: Climate Adaptation

Ryan (4 credits)

 

Materials Fee: $50.00

Prerequisites: Admission to Fairhaven College; Fair 206a or equivalent

THIS COURSE MEETS THE SCIENCE AND OUR PLACE ON THE PLANET UPPER-DIVISION CORE REQUIREMENT

 

NOTE: COURSE INCLUDES MANDATORY WEEKEND FIELD TRIP APRIL 6-8 to North Cascades Institute (expenses covered by course fee). Climate change and its implications present unprecedented challenges to natural and social systems around the globe. The very concept of a changing climate challenges long-held Western concepts of nature's balance, raising new scientific and cultural questions about how to live in the context of continual change. Emerging in response to these questions is the new field of climate adaptation. In this course, we will begin by considering the role of climate in the evolution of life and human civilizations on Earth. We will then explore three intersecting sciences of change - evolution, ecology, and climate science - and their insights for the conservation of biological diversity as well as human equity and governance. From there, we will dive into the new field of climate adaptation, looking at strategies for fostering adaptation to the now-unavoidable effects of changing climate in both ecological and social systems, with a focus on water resources. Throughout the course, we will explore what populations and natural systems need to be able to persist & adapt; consider human knowledge, values, political, and economic systems as evolving natural systems; ask hard questions about the problems we face; and seek creative solutions moving forward. Threaded throughout the course will be a focus on projected climate impacts and adaptation in the Pacific Northwest, and consideration of how as individuals and communities we can build resilience and capacity for adaptive change.

 

Texts: Required - CLIMATE SAVVY by Hansen & Hoffman (contact instructor for publisher's discount code); THE GREAT WARMING by Fagan; ADAPTATION TO CLIMATE CHANGE: FROM RESILIENCE TO TRANSFORMATION by Pelling (copies will be available in library reserve if cost is prohibitive). Other required readings (scientific journal articles and book chapters) will be distributed electronically. Recommended - Turning Points in Environmental History by Uekoetter; Climate Change Biology by Hannah.

 

Credit/Evaluation: 1) Class attendance and participation, 2) Participation in a course leadership team, 3) Group or individual presentation, 4) Completion of occasional short written assignments, 5) Completion of one of the following: a 7-10 page research paper; independent or 2-person field or community project (pending instructor approval); journal & reflective project (pending instructor approval).

 

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23009 | 336N Topics in Science: Northwest Wild Foods

Hahn (4 credits)

 

Materials Fee: TBD

Prerequisite: Admission to Fairhaven College; Fair 206a or equivalent

THIS COURSE MEETS THE SCIENCE AND OUR PLACE ON THE PLANET UPPER-DIVISION 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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23011 | 336V Topics in Art: Social Problems in Film

Feodorov (4 credits)

 

Materials Fee: $13.73

Prerequisites: Fair 203a or equivalent

THIS COURSE MEETS THE HUMANITIES AND EXPRESSIVE ARTS UPPER-DIVISION CORE REQUIREMENT

 

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

 

Popcorn will be provided!

 

Text: tba

 

Credit/Evaluation: Credit is based upon regular and punctual attendance, active informed participation in class discussions, and timely completion of all assignments and readings. Students will be evaluated on their understanding of the materials and topics discussed in class and on their level of informed participation.

 

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23068 | 336V Topics in Art: Youth and Art

Weiss (4 credits)

 

Materials Fee: $13.73

Prerequisites: Fair 203a or equivalent

THIS COURSE MEETS THE HUMANITIES AND EXPRESSIVE ARTS UPPER-DIVISION CORE REQUIREMENT

 

How do the arts foster physical development, intellectual curiosity, emotional health, and social skills in youth? Dance, music, theatre and visual arts naturally provide the engagement, attention, memory, sequencing, complex patterning and positive attitude that the brain's operating systems need to learn. This experiential class will delve into how arts teach children to make judgments, problem solve and see the world from multiple perspectives. As well as exploring foundational concepts underlying the arts, we will focus on the wonder, delight and imagination that invigorate the creative process. For example, we may ponder visual art as a catalyst to create extraordinary poetry and explore conflict resolution with theatrical tableaus.

 

Through individual and group arts activities, class discussions, analysis of videos and readings, and reflective journaling, we will examine various questions. How may we help children express personal identity, connectivity, and a sense of possibility through the arts? How may the arts affect the differently-abled and those living in lower socio-economic conditions? In what ways may the arts build community and help children develop collaborative skills? How may the arts encourage abstract and higher-level thinking?

 

In addition to immersion into arts activities, by bringing guest presenters to our classroom and visiting local arts organizations, we will have the opportunity to see how teaching the arts to children reaches far and deep into the life of a healthy community. This class will be a great way for those interested in working with youth to experience how the arts unleash creativity and are accessible to all abilities. Be prepared to explore the joyous aspects of the arts, no matter where your personal skill level and experience in any of the arts begins.

 

Texts: TBD

 

Credit/Evaluation: Attendance and active participation in arts activities and discussions are of highest priority in this class. You will be required to write a weekly journal entry based on a posed philosophical or research question or reading. You will be interviewing a community arts educator and providing a written reflection on insights gained. You will observe or participate in a self-selected youth arts event, activity or performance and write a review of this experience. A final project will be a partner or small group collaboration and presentation of an arts activity that may encourage learning and creativity in children.

 

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22920 | 341R Psychology of Mindfulness/Well-being

Jack (4 credits)

Materials Fee: $7.20

Prerequisite: Admission to Fairhaven College; Fair 203a and psychology related course or instructor permission

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION CORE REQUIREMENT

 

We all face difficult experiences, guaranteed as part of being alive. In response, human beings have created a range of methods to deal with crises and negative life events. Recent research spanning disciplines as diverse as bio-behavioral medicine, the cognitive and affective neurosciences, physics and psychology have uncovered the benefits of the practice of "mindfulness," now proven through numerous studies to reduce stress and emotional suffering. In this class on the psychology of mindfulness, we will examine what mindfulness is, its relationship to well-being, its origins, and whether and how it reduces stress.

 

Mindfulness, as a method, is a means of training the mind to be keenly aware of sensory phenomena and the flow of thoughts in the present moment. It is learned through "meditation," or quieting the body to sharply focus awareness on thoughts and sensations as they arise. Though originating in Buddhist contemplative traditions, mindfulness meditation has been adopted by a number of medical schools, mental health training, and treatment programs. This adaptation has been encouraged by Buddhist scholars - including the Dalai Lama - most notably at the Mind and Life Conferences for psychologists, physicists, neurologists, and philosophers. Mindfulness meditation is being offered to prisoners by volunteers, and used in a wide variety of settings, not as a spiritual practice but as a way of fostering well-being through stress reduction. As Western psychologists are documenting through rigorous studies, mindfulness can alter brain states, attentional capacities, clarity, physiological responses, and well-being.

 

In this class, we will study what mindfulness means, focusing on results of mindfulness and how to critically appraise these results, including to examine how and whether they influence the development of empathy, health and well-being. Our methods will include the third-person approach using the scientific method, which examines stress reduction from a presumed objective position outside ourselves. First-person approaches, which study mindfulness and stress reduction from a subjective position, are also important. Can a scientific study of mind, stress and mindfulness leave out what is ever-present for humans, our own experience?

 

Students can expect to have a relaxing, yet exciting, experience in this class.

 

Texts: THE MIRACLE OF MINDFULNESS by T. N. Hanh; WHEREVER YOU GO, THERE YOU ARE: MINDFULNESS MEDITATION IN EVERYDAY LIFE by J. Kabat-Zinn; HAPPINESS: A GUIDE TO DEVELOPING LIFE'S MOST IMPORTANT SKILL by M. Ricard; TRAIN YOUR MIND, CHANGE YOUR BRAIN, by S. Begley. A series of journal articles posted on Blackboard are also required.

 

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

 

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22693 | 343R Death and Dying

Eaton (4 credits)

Materials Fee: $14.49

Prerequisite: Admission to Fairhaven College

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION CORE REQUIREMENT

 

What you call to die is to finish dying and what you call birth is the beginning of death and what you call to live is dying and you go on living - Death - speaking in Francisco de Quevedoís Suenos y discursos (Dreams and Discourses) 1627.

 

All living things die. This event, and our varied human responses to it, will be examined from many different vantage points: literature, art, music, medicine, psychology, religion, culture, philosophy. The course is a "survey", as any one of these approaches could more than fill our time. The inevitability of bereavement and loss, the denial and certainty of our own death, provide the coherence to this study. We will explore emotional and rational languages, subjective and objective realities of the ways people in the western world have made sense of death and dying. Although we will focus primarily on western and specifically North American practices, we also will look cross-culturally to provide avenues for contrast and methods to evaluate and critique our own practices and beliefs. We will discuss contemporary issues such as the management of death by funeral and health care industries, legal, ethical and policy issues, and the psychology of bereavement.

 

Texts: Plato, THE LAST DAYS OF SOCRATES (on Blackboard), Sherwin B. Nuland, HOW WE DIE; Leo Tolstoy, THE DEATH OF IVAN ILLYCH (on Blackboard); Rebecca Brown, GIFTS OF THE BODY; THE TRUE WORK OF DYING, A PRACTICAL AND COMPASSIONATE GUIDE TO EASING THE DYING PROCESS (on Blackboard), Jan Selliken Bernard and Miriam Schneider and other readings on Blackboard.

 

Credit/Evaluation: Required readings, weekly written assignments (study questions and Quote Dialogues) and class exercises: You are expected to be prepared with the common readings, weekly written and/or in-class assignments and exercises, and to participate in informed discussions. A Book of Questions and a final term project on a topic of your choice related to death and dying.

 

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23007 | 343u Advanced Topics in Mind/Body: Leadership

Nichols (4 credits)

 

Materials Fee: $15.47

Prerequisite: Fair 201a

 

The academic foundations of the Embodied Leadership class emerge from our increasingly complex interdependent global system and a new movement of leadership philosophy, activity, and research. Leadership skills are required to meet the challenging multiplicity of shifting power structures, social complexity, and community demands. This class will investigate the literature and research to help clarify and define the new leadership movement, a defining element of which is described in Scientific American Mind September 2007; "Power and charisma aren't enough. The best leaders guide groups from within." The embodiment of "guiding within" is central to our course inquiry, offering new leadership skills to equip the new leaders responding to this collective need. This class will both define and experientially explore these new skills, some of which are: diversity training, social justice, compassion, empathy, social and emotional intelligence, understanding the well being of the group, and complex problem solving. Through literature, lecture, and experiential activities we will clarify and understand leadership and through experiential learning we will build the felt sense of embodied leadership in action. Through the body we will develop the acumen, sensitivity, and creativity to work with diverse group dynamics.

 

Text: Presence: An exploration of profound change in people, organizations, and society by Peter Senge; Being Human at Work: Bringing somatic intelligence into your professional life by Richard Strozzi-Heckler, and a range of published literature available through Black Board

 

Credit/Evaluation: Demonstration of learning will include consistent and regular attendance, in-class participation, and fulfillment of reading assignments. Three integration papers will track the student's intellectual understanding. Also utilizing both qualitative and quantitative objectives and assessments, each student will design a leadership rubric for themselves and others, create a leadership project, and share our process with the greater Fairhaven community via Podcast, video, performance, or multimedia project, depending on the group's decision.

 

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23142 | 353Y Songwriting Workshop

Eaton (4 credits)

Materials Fee: $6.89

THIS COURSE MEETS THE HUMANITIES AND EXPRESSIVE ARTS UPPER-DIVISION CORE REQUIREMENT

 

Songs have the power to entice, excite, or evoke and songwriting is a quest to find the comical or tender, the sacred or profane, the common or the singular within everyday life. Songwriters journey with an ordinary object, image or event and discover what makes it extraordinary. In the inspiration phase, we form relationships with the songs we write, whether we ever finish them, or even like them. Taking risks and being willing to explore avenues that may lead nowhere will help this relationship flourish and give you skills to engage again.

 

Crafting songs, like any other creative effort, is a combination of both inspiration and perspiration. Although there are many paths in the creative process of songwriting, most songwriters use similar tools to craft something unique and new - melody, lyric, structure, and groove. Songwriting is not just the magic and rush of the new idea.

 

It's also a craft. Once all the ideas are down, we invite the analytical part of our brains to join the creative spirit to help refine the concept. Although crafting a song may not result in a gem every time, you can be sure that neglecting this part of the process can doom a song -- and a songwriter -- to mediocrity.

 

In this class, we will explore the tools and craft of songwriting through a series of fun (and maybe a little risky) exercises that will lead toward songs, and work together on songs that have gotten stuck between inspiration and completion. We'll discuss techniques, strategies and blocks, the roles and interrelationships of melody, rhythm, and lyric, and song forms and styles. The class will operate in a workshop format with all class members bringing work for critique and advice to other participants. Previous songwriting experience is not necessary, but participants should come with a willingness to take some risks.

 

Texts: A class manual, available through Blackboard. Recommended: A rhyming dictionary, a thesaurus and any good book on the creative craft of writing such as: Peter Elbow's Writing with Power; Natalie Goldberg's Writing Down the Bones or Brenda Ueland's If You Want to Write: A Book about Art, Independence and Spirit.

 

Credit/Evaluation: Attendance at all group sessions and willingness to fully engage in songwriting exercises, both in and out of class, including sharing your work once each week, Attendance at least two concerts which feature singer/songwriters including written review and critique, Development of a final songwriting portfolio and participation in a Songwriter's Showcase at the end of the term.

 

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22253 | 370h Audio Recording II

Fish (4 credits)

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 mix down 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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22254| 370p Intro to Pro Tools

Fish (2 credit)

Materials Fee: $42.00

Prerequisites: Admission to Fairhaven College; 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. † Meeting Times: Students may choose to attend either a Wednesday or Thursday section from 12-1pm.


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22255 | 370q Pro Tools HD Recording

Fish (2 credits)

Materials Fee: $42.00

Prerequisite: Admission to Fairhaven College; Fair 370p

 

his 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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22256 | 370t World Issues Group Study

Osterhaus(3 credits)

 

Materials Fee: $18.00

Prerequisite: Admission to Fairhaven College; 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, 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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22922 | 371B Topics in Middle East Studies

O'Murchu (5 credits)

 

Materials Fee: $7.20

Prerequisite: Admission to Fairhaven College; Fair 203a or permission

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION CORE REQUIREMENT

 

Keywords: Authoritarianism, Political Islam, Democratization, Egypt

 

The melodramatic novel, The Yaqoubian Building, describes life in a once-glorious, but now shabby, building as a metaphor for modern Egypt where rich and poor are intimate strangers. In 2011 this Egypt was shaken to its foundations by an unarmed democratic revolution that deposed the country's president of 30 years. As we go to print, the army is in charge pending elections.

 

Egypt is the largest country in the Arab world with 82 million people. Since 1952 it has been an authoritarian regime dominated by the military. Why was an authoritarian state able to rule Egypt for so long despite many predictions the regime would collapse? Why did the U.S. provide so much aid to Egypt despite its authoritarian system? Why are the Muslim Brothers the best organized political force in Egypt? How did the state manage the Egyptian economy to secure citizens' consent? What survival strategies did ordinary Egyptians, especially women, create to get by? Why eventually did Mubarak fall? Will a real democratic regime emerge in Egypt? What will that mean for economic equality and poverty? Will the Muslim Brothers dominate a democratic Egypt? Will a democratic Egypt be secular or religious?

 

Texts: The two required texts are Alaa al-Aswanyís Yaqoubian Building and Steven Cook's Struggle for Egypt. The course will survey key chapters on politics, culture, and social movements in Egypt from authors including: Asef Bayat, Lisa Blaydes, Mona El-Ghobashy, Ellis Goldberg, Timothy Mitchell, Tamir Moustafa, Bruce Rutherford, Samer Shehata, Diane Singerman, Samer Soliman, and Carrie Rosefsky Wickham.

 

Credit/Evaluation: Preparation, attendance and informed, regular participation. Reading one or more high quality blog and Egyptian newspaper and keeping a journal on current affairs in Egypt. Collecting published statistics on Egyptian society. Individual or group research presentation on an aspect of social change, culture, and politics in Egypt. Final research paper or book review essay.

 

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23152 | 375B Genocide

Akinrinade (4 credits)

 

Materials Fee: $10.29

Prerequisites: Fair 2031 or Fair 334c or permission of Instructor.

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION CORE REQUIREMENT

 

This course explores the meaning, origins, forms and causes of genocide. It will examine major cases of genocide up to the present century as a basis for understanding the phenomenon. Case studies will include the experience of Native Americans, the Armenians in the Ottoman Empire, the Nazi Holocaust, the Khmer Rouge period in Cambodia, and the cases of Rwanda and the Darfur region of The Sudan. To better understand the subject, the course will compare genocide, considered by many as the "ultimate crime" with other cases of mass murders, including war crimes and crimes against humanity - a recurring part of armed conflict in more recent times. The course will also explore ways in which this crime can be confronted and the role of international law in dealing with genocide.

 

Texts: TBA

 

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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23071 | 375G Slave Narratives

Takagi (5 credits)

 

Prerequisites: Any lower division US History course or AMST 204 or FAIR 203a; or permission of instructor.

 

DESCRIPTION COMING SOON...

 

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23145 | 381G Topics in Literature: Law and Literature

Helling (4 credits)

 

Materials Fee: $14.49

THIS COURSE MEETS THE HUMANITIES AND EXPRESSIVE ARTS UPPER-DIVISION 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: Course reader compiled by professor. Legal texts including Bowers v. Hardwick and Lawrence v. Texas Sophocles, Antigone (play); Shirley Jackson, The Lottery (short story); Jonathan Harr, A Civil Action† (non-fiction) Truman Capote, In Cold Blood† (non-fiction); Harper Lee, To Kill a Mockingbird (novel); Zora Neale Hurston, Their Eyes Were Watching God (novel); Scott Turow, Presumed Innocent (novel); and Marjane Satrapi, Persepolis (graphic 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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22919 | 381G Topics in Literature: Neil Gaiman

Helling (4 credit)

 

Materials Fee: $14.49

 

British author Neil Gaiman has won the Newberry Medal, four Hugos and one World Fantasy Award, along with the Chinese award for "Most Popular Foreign Author." His writing ranges from the adult to childrenís books, and a number of his writings have been made into films or TV: Coraline, Stardust, and Neverwhere (TV show). We will look at the themes that run across the bulk of his work and consider his views on adventure, heroism, loyalty, betrayal, parents and gods, among other interesting inquiries. Gaimanís work runs the gamut, and students will be encouraged to write a fantasy short story or radio script or graphic novella or film script or childrenís story as they desire. Experimenting with format, to bend and stretch it, is a hallmark of Gaimanís work.

 

Texts by Neil Gaiman: Sandman graphic novel series: (Vol. 1 Preludes & Nocturnes and Vol. 2 The Dollís House); Neverwhere; Stardust; American Gods; Anansi Boys; and The Graveyard Book.

 

Credit/evaluation: No more than 3 absences allowed if you want to get credit for the class.†† Three short papers, some in-class writing, and a final project that is either a paper of critical analysis of Gaimanís work or an original creative work (eight page minimum).

 

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23053 | 386E Topics in Humanities: Wielding Voice

Priest (4 credit)

 

Materials Fee: $14.30

Prerequisite: Fair 202a or equivalent

THIS COURSE MEETS THE HUMANITIES AND EXPRESSIVE ARTS UPPER-DIVISION CORE REQUIREMENT

 

"My father told me that some voices are so true they can be used as weapons, can maneuver the weather, change time. He said that a voice that powerful can walk away from the singer if it is shamed." - Joy Harjo

 

"Poets are the unacknowledged legislators of the world." -Percy Bysshe Shelley

 

"It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master's tools will never dismantle the master's house." - Audre Lorde

 

In this course we will look at modes of voice, examine the role of the artist or writer in shaping the landscape of social consciousness through their art, and explore who gets to wield the power of voice. We will look at the work of individuals from a variety of artistic backgrounds and cultural perspectives and explore the connections between artistic works, and the social and political climate of their times. Discussions and reading materials will address questions of identity and legitimacy- who determines it? What is the role of the publishing industry, art market, and popular media in curating our cultural consumption? What are the responsibilities of artists to their craft? To truth? What role does money play in how various forms of art are created and consumed? We will talk about the necessity for genre and a tidy fit for a literary work. We will talk about cultural appropriation in art and literature, and discuss the possibilities of becoming legitimate in the eyes of the established culture when you are speaking from outside of it. Is it possible? What are the first steps toward audibility and legitimacy?

 

We will use biographic material, interviews, historic documents, poems, essays and articles, literary and artistic works, and documentary film as references for our discussions. Materials we will survey include the work of Banksy, Jacob Kessey, John Ashberry, Elizabeth Bishop, John Berryman, James Tate, Frank O'Hara, Langston Hughes, Audre Lorde, Anna Akhmatova, Joy Harjo, and others.

 

Evaluation: Students are urged to attend every class and take advantage of the rich learning environment created by their classmates and instructor. To enhance the classroom experience for everyone, it is requested that each student offer their personal strengths and insights by contributing their best-thought-out interpretations of the assigned materials to our classroom discussions and written assignments. The content of this section examines social consciousness, intention, and identity. Evaluation will be based on course work, intention, conscientious behavior and a student's commitment to exploring and building a strong sense of positive identity in our classroom community.

 

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23151 | 386E Topics in Humanities: Arab Women in Modern Literature and Culture

Istanbulli (4 credit)

 

Materials Fee: $14.30

Prerequisite: Fair 202a or equivalent

THIS COURSE MEETS THE HUMANITIES AND THE EXPRESSIVE ARTS UPPER-DIVISION CORE REQUIREMENT

 

This course explores the inner and outer lives of Arab women through recent literature, social media, social movements and multi-media from Saudi Arabia, Lebanon, Egypt and Syria. Through novels, poetry, narrative film, documentary video, blogs and other social media, we will follow the stories of both fictionalized and actual women in the Middle East.

 

In fiction and narrative film, we will follow the story of four college-age friends in Saudi Arabia. We will observe an Egyptian woman's struggle for identity over the course of three Egyptian regimes, ending with Mubarak's. We will see five Lebanese women dealing with forbidden love, binding traditions, and repressed sexuality, and we will hear one woman's most intimate thoughts, as imagined and written by a man who is Syria's most famous and beloved poet. We will compare representations of women in Arabic literature to the documentation of women's roles in the Egyptian revolution.

 

We will also compare the literary narratives to the narrative of Tawakkol Karman, the young Yemeni woman and activist who was awarded the Nobel Peace Prize this year, and to the narratives of female bloggers and activists.

 

Finally, as a class, we reach out, online, to female activists in the Middle East, and attempt to engage in a dialogue and interchange with them.

 

This course seeks to deepen our understanding of the following:

* Literary and social construction of women as symbols

* The effect of the Internet and Social Networking on young women's lives in the Arab world

* The 2011 Nobel Peace Prize and what it means to women in the Arab world

* Women and the Arab Spring

* How to foster a dialogue between young people in the Pacific Northwest and young people in the Middle East

 

Texts: Girls of Riyadh (2007) Rajaa Al Sanea; Self (1998) Sonallah Ibrahim; Memories of a Careless Woman and other selected poems, Nizar Qabanni; The Nobel Lecture of Tawakkol Karman (expected delivery on December 10, 2011); Selected blogs and other text-based social media sources. Also Narrative Films & Documentaries: Caramel (2007) Directed by Nadine Labaki; and Women of the Egyptian Revolution (2011) Directed by Randa Abou Eldahab.

 

Credit / Evaluation: Students will be evaluated on attendance, active and informed participation in discussions, an in-class presentation,several short writing assignments, and a final paper.

 

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22587| 393b Rights, Liberties, and Justice in America

Larner (4 credits)

 

Materials Fee: $7.74

Prerequisite: Admission to Fairhaven College; upper-division courses in social science or history highly recommended.

THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION 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 needs 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. One short, mid-term paper on an issue, and a final research paper will be required.

 

Texts: Common readings will be selected from In Our Defense, by Ellen Alderman and Caroline Kennedy, Terrorism and the Constitution, edited by David Cole and James X. Dempsey; American National Security and Civil Liberties in an Era of Terrorism, by David B. Cohen and John W. Wells; Unequal Protection, by Thom Hartmann; Less Safe, Less Free, by David Cole and Jules Lobel; The Velvet Coup: The Constitution, The Supreme Court, and the Decline of American Democracy, , by Daniel Lazare; Justice in the United States: Human Rights and the U.S. Constitution, by Judith Blau and Alberto Moncada, and other works. Some 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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23154 | 397A Cultural Creation of Identity II

Montoya-Lewis (4 credits)

 

Prerequisites: 201, 203 and 374b

 

This course will continue to explore the issues of identity in the United States as we have begun in Cultural Creation of Identity I. However, in this class, we will look more closely at the question of the "melting pot," which Richard Rodriguez describes as "violent alchelmy". Is it possible to have a society of heterogeneous groups that maintain their own cultural identity but also participate in the broader society without suffering the impact of being "different"? How can cultures that have suffered historical trauma the way, for example, Native American tribes have thrive in U.S. society? We will explore the complex questions raised by the concepts of enculturation, assimilation, separatism, and acculturation, looking at how the individual, the group, and culture interact in positive and negative ways. We will look more closely at what it means to have a cultural identity and, in particular, what it means to have a white identity, a "mixed" identity, and/or a sexual identity. Using film, narrative voices, theory, and fiction, we will interrogate these questions with respect and rigor. You must have taken Fairhaven 374b in order to take this course.

 

Texts: Indian Killer, by Sherman Alexie, Brown or Days of Obligation by Richard Rodriguez, Confronting Authority or Faces at the Bottom of the Well by Derrick Bell, Interpreter of Maladies or The Namesake by Jhumpa Lahiri, White by Law: The Legal Construction of Race by Ian Haney-Lopez, and How the Irish Became White by Noel Ignatiev.

 

Credit/Evaluation: Consistent attendance and active participation; completion of all assignments to receive credit.† Assignments will include four 3-5 page reflection papers and a final assignment.

 

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22691 | 399b Contemporary American Indian Issues

Rowe (4 credits)

 

Materials Fee $2.10

Prerequisite: Admission to Fairhaven College; AMST 202 or Fair 263 or Hist 275; or instructor permission

Also offered as Amst 315 THIS COURSE MEETS THE SOCIETY AND THE INDIVIDUAL UPPER-DIVISION 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.

 

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