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WWU / Fairhaven College of Interdiscipinary Studies

Winter 2012 Courses: 100-200 Level

11609 | 101A Introduction to Interdisciplinary Study

McClure (1 credit)

 

Materials Fee: $13.73

Prerequisites: admission to Fairhaven college; required of all new students in the first quarter of enrollment at Fairhaven.

 

One credit, one credit is all it takes to teach you EVERYTHING you need to know to be a successful, interdisciplinary, revolutionary Fairhaven College student? As you've figured out already Fairhaven College is a different sort of place. That's why you're here. Most of you haven't experienced an educational system quite like Fairhaven. We get to show you the ropes. "We" are Fairhaven's Advising Coordinator, Jackie McClure and a cadre of savvy, skilled Peer Mentors.

 

We hope you will leave this class understanding more about why you are in college and what you can do with your time here. Fairhaven College students, faculty and staff congregate by virtue of a shared vision of education. We want to help you experience that vision to better understand it. This class is structured by providing several small group workshops targeted to help de-code the mysteries of the educational practices we use (Writing Portfolio; Transition Conference; ISPs; Evals...) and sharing essential information you need to participate as an informed member of your new community of Fairhaven College and Western Washington University.

 

Texts: Fairhaven College website.

 

Credit/Evaluation: This Fairhaven College Core Class is a graduation requirement. Award of credit will be based on completion of assignments, documented participation in the required class meetings and workshops outlined in the syllabus as well as submission of a narrative self-evaluation. We expect your curiosity, your playfulness, your active engagement, your collaboratory spirit.

 

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12279 | 201A Critical and Reflective Inquiry

Tag (5 credits)

 

Materials Fee: $14.49

Prerequisites: admission to Fairhaven college; required of all new students in the first quarter of enrollment at Fairhaven.

 

Animal

You will know

when you walk

in bear country.

By the silence

flowing swiftly between juniper trees

by the sundown colors of sandrock

all around you.

-Leslie Marmon Silko

 

This class is an invitation to walk in bear country. Or, as poet Denise Levertov puts it, to "come into animal presence." We will explore what it means, as humans, to†be†animals, and how we imagine, understand, use, encounter, and live with nonhuman animals. At the core of our explorations will be a series of questions that we develop, write down, talk about, examine, and share. Think about all the ways in which your life intersects with and depends upon other creatures: worms making compost, bees pollinating crops, salmon frying on your grill, ravens calling down through the trees as you walk below, a cat rubbing against your leg. What rights do such animals have? How do they think, communicate, survive? What are the limitations or possibilities for what we can know about animals beyond ourselves? To what extent are our own actions, beliefs, senses, and being shaped by our animalness?

 

To explore such questions we will read stories, articles, essays, and poems, write reflections, autobiographical narratives, and research essays, and spend lots of time talking, asking questions, and thinking critically. We will consider the ways in which scientists, writers, artists, wildlife managers, veterinarians, ranchers, vegetarians, musicians, and storytellers speak about animals and their own animalness. Animals will be at the center of everything we do and say and explore, even the very modern and ancient idea that we, too, are animals, and what that means for our actual relationships to the wild and domestic creatures with whom we share this planet. This will be a reflective, thought-provoking, and creative class. Please bring stories of your own animal encounters and a willingness to collectively investigate, illuminate, and listen to the many and varied stories of animal presence.

 

Texts: INTIMATE NATURE: THE BOND BETWEEN WOMEN AND ANIMALS by Hogan, Metzger, and Peterson, eds., NEVER CRY WOLF by Mowat, FALCON by Macdonald, and A POCKET STYLE MANUAL (5th ed) by Hacker

 

Credit / Evaluation: Faithful attendance. Active participation in class discussions, presentations, writing workshops, and other activities. Completion and quality of coursework: several short reflective and analytical essays, an Autobiographical Narrative, a Research Essay, a Writing Plan, and a Book of Questions.

 

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13413 | 201A Critical and Reflective Inquiry

Larner(5 credits)

 

Materials Fee: $14.49

 

JUSTICE & REVENGE In this section we will focus on questions of justice and revenge. How is justice connected with revenge? Is it a necessary connection? What are the consequences for the shape and character of our society? Is it right, or good, to take revenge when someone wrongs you? Is it ok, or even good, to take revenge if someone cheats you, cheats on you, or otherwise hurts you emotionally? Does the answer change if the hurt is also physical? If revenge is a kind of justice, is any other kind satisfying? Are wars "just" when they are fought for revenge? Is there such a thing as a "just" war? Is the death penalty "justified" by arguments about revenge? What would you make of an argument that regards punishment of just about any kind as a foolish response to crime and criminals? How do we know what the right thing to do is? How can we understand what Right (or Rights), and Justice are? We will read moral, legal and social theory, read plays and see films, and ask about how revenge and justice appear in our popular entertainments and whether or not what we find reflects the actual character of our own society. We will work on and practice writing in a community of writer-scholars, writing and speaking directly for ourselves and for each other, as well as for those beyond the limits of the class. We will practice the art of following and critiquing a sustained argument through its logical development and its testing with practical examples.

 

Texts: Readings will be selected from: JUSTICE, A READER, by Michael Sandell. ARGUING ABOUT WAR, and THICK AND THIN, by Michael Walzer; DEAD MAN WALKING, Sr. Helen Prejean; DEBATING THE DEATH PENALTY, ed. Hugo Adam Bedeau; THE DECENT SOCIETY, by Avishai Margolit; DOUBT, by John Patrick Shanley; A POCKET STYLE MANUEL, by Diana Hacker, and others. We will also watch the occasional film.

 

Credit/Evaluation: Each student is expected to demonstrate a commitment to the class community, including reliable attendance and preparation for class discussion, as well as prompt preparation and submittal of written work. Learning to work with others to advance the learning of everyone in the group, to assist others when help is needed, and to do one's own best work--all are expected parts of this process of collaborative community learning.

 

Prerequisites: admission to Fairhaven college; required of all new students in the first quarter of enrollment at Fairhaven.

 

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12280 | 202A Humanities and Expressive Arts

Larner (5 credits)

 

Materials Fee: $14.30

 

As mentioned in a registration note on the class in Classfinder and in the Timetable, you must be available each week for one of the two film showing sessions. They will take place in our classroom, FA 326. Film-showing times (choose one): Tuesdays 3-5 OR Wednesdays 4-6.

 

Writing Support: Students will receive support in this course for creative writing, for short, convincing critical reviews and arguments, and for a longer research paper or critical exposition.

 

The humanities embody the spirit of consciousness, of curiosity about what we are, how we got to be that way. They sensitize us to what we think and feel, about our families and communities, and the lives of others. They alert us to our assumptions about what "truth" is and where it comes from, about good and bad, right and wrong. They challenge our ideas about what makes life worthwhile, about how we should behave toward ourselves and toward others, about what "normal" is, and how other people and other groups of people may differ from us. They lead us to persistently ask, "How should I act?" "What should I do?" "What should I be?" "What makes meaning and value?"

 

This term, we will examine the relationship between justice and imagination. Has the vision of morality, good government, and justice held by the supporters of the president elected in 2008 shaped our current policies? What is the relationship between political challenge and artistic conception? We will respond through experiment with the creative arts, and through critical reading of poetry, fiction, or drama, with possibilities for interested individuals in visual art, music, video, and cyber-arts.

 

We will take our cues, in part, from national and local situations for critique and creative inspiration. The media will clamor for our attention.

 

We will examine, and play with, the metaphoring process, the capacity by which we translate the world into words, stories, works of art, frames of mind. Since drama has a striking ability to portray, then to challenge, the gap between seeing and believing, between thought and action, most of our readings and viewings will be of dramatic works of various kinds.

 

Texts: Selected readings in poetry and fiction TBA. Drama readings will be selected from: ANGELS IN AMERICA, PARTS I AND II, by Tony Kushner. IN THE NEXT ROOM, or THE VIBRATOR PLAY, by Sarah Ruhl; INTIMATE APPAREL, by Lynn Nottage; RUINED, by Lynn Nottage; STONE COLD DEAD SERIOUS, by Adam Rap; THIS IS HOW IT GOES, by Neil LaBute; RACE, by David Mamet; TWILIGHT, Los Angeles, 1992, by Anna Deveare Smith; FIRES IN THE MIRROR by Anna Deveare Smith; HALCYON DAYS, by Stephen Dietz; TWO TRAINS RUNNING, or FENCES, by August Wilson; THE ROMANS IN BRITAIN, by Howard Brenton, PRAVDA, by Howard Brenton and David Hare; ANTIGONE, by Sophocles; MAJOR BARBARA, by George Bernard Shaw; and plays Suzan-Lori Parks, and others. Film versions of most of the plays will be shown in the film-viewing session.

 

Evaluation, Credit: Students who register for this course are expected to commit to the work of developing the classroom community, to be there for each class, to come prepared, to participate in discussions and other activities. There will be short response papers, and a final project. Particular help is available in the course for improving the sharpness, vividness and precision of expression and argument, and for improving the aptness and clarity of written work.

 

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12282 | 203A Social Relationships/ Responsibilities

Estrada (5 credits)

 

Materials Fee: $13.73

Prerequisite: Admission to Fairhaven College; required of all new students first or second quarter enrollment at Fairhaven.

 

Social Identity This section will explore the process of social identity formation in the United States through the lens of modern social theory. The goal of the class is to explore multiple perspectives on the formation of the state, individual rights within society, equality as well as the roles and responsibilities of individuals within their respective communities. The class will concern itself with the roots and application of Western ideals of freedom and equity that arguably form the basis for the United States' liberal democracy.

 

The seminar will outline the origins of the Enlightenment and the basis for "natural" rights and freedoms in conjunction with the derived roles of society and government. We will then examine how the universalist ideals of the liberal Enlightenment have implicitly or explicitly excluded those without property, people of color, and women. We will also define what the "social compact" has meant in different periods of American history, and the relationship of various groups to this compact. Can liberal democracy really provide equal citizenship for workers, women, and people of color? How have the movements of socialism, reconstruction, decolonization, ethnic identity and feminism tried to reformulate and transform the social order?

 

Texts: Selected Readings on John Locke and Adam Smith. SOCIAL THEORY: THE MULTICULTURAL AND CLASSIC READINGS by Lemert; TAKING SIDES: CLASHING VIEWS ON CONTROVERSIAL ISSUES IN RACE & ETHNICITY edited by DíAngelo and Douglas. Recommended Reading: Zinn, H. PEOPLE'S HISTORY OF THE UNITED STATES: 1492-PRESENT.

 

Credit/Evaluation: Credit will be granted for regular attendance, evidence of preparation, satisfactory completion of two written perspective papers, in addition to a group term project and class group presentation. Criteria for evaluation include informed and active engagement in class discussions; informative, relevant group presentation and a term project paper that illustrates a sound grasp of social theory and critical paradigms.

 

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12283 | 203A Social Relationships/ Responsibilities

Takagi (5 credits)

 

Materials Fee: $13.73

Prerequisite: Admission to Fairhaven College; required of all new students first or second quarter enrollment at Fairhaven.

 

Power

This course is an introduction to modern social theory focusing on the theme of POWER. By exploring the concept/resource of power, we will learn the various definitions of power, the theories concerning the sources of power, its application and the people who benefit and suffer because of power. We will also explore how the so-called "powerless" survive and even challenge the powerful. Unwittingly, you will become more familiar with and competent in critically reading texts, ideas, and competing theories. You will also learn to evaluate and interpret the experiences and writings of Maria Stewart, Hannah Arendt, Malcolm X, Audre Lorde and others within the context of economic materialism, military force, biological determinism and Foucaldian theory.

 

Competencies gained Critical reading skills; critical writing skills; the ability to compare and contrast competing theories and ideas.

 

Texts: There are no texts to purchase. Everything is either on-line through Blackboard, or through established websites.

 

CRITERIA FOR EVALUATION:

--Successful completion of all assignments

--Preparedness for class discussions

--Participation in class discussions

--Attendance

--Quality and improvement in written work

--Timeliness of assignments

--Depth of analysis

 

Self evaluations should reflect on each of these elements, as well as general considerations you may wish to consider at the end of the quarter.

 

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12281 | 203A Social Relationships/ Responsibilities

Arkinrinade (5 credits)

 

Materials Fee: $13.73

Prerequisite: Admission to Fairhaven College; required of all new students first or second quarter enrollment at Fairhaven.

 

Human Rights

This course focuses on the philosophical foundations of human rights and considers the role of natural rights in the evolution of the concept. Among other things, it will examine the "choice theory" and "interest theory" of rights and the distinction between positive and negative rights. The course will look at the relationship between rights and duties and explore the possibility of determining which rights could be considered basic. It will also look at non-Western conception of rights and the cultural argument in relation to rights, whether rights could be universal or admits of relativity.

 

We will try to gain an understanding of these issues by exploring the following the following questions, among others:

What are the philosophical roots of the modern day concept of human rights? Which of the many competing theories best explain the origins and content of human rights? Are there rights without a concomitant duty and are rights absolute? Which of the rights in the human rights corpus are the most important? Which are the most basic, without which meaningful existence is possible? Are human rights universal? If yes, is universalism of human rights another form of imperialism? Can human rights be particularized to the different regions in the world? We will use philosophical texts and other relevant sources to attempt to answer these questions.

 

Texts: Basic Rights: Subsistence, Affluence, And U.S. Foreign Policy, by Shue, Henry

 

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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13447 | 203A Social Relationships/ Responsibilities

Burnett (5 credits)

 

Materials Fee: $13.73

Prerequisite: Admission to Fairhaven College; required of all new students first or second quarter enrollment at Fairhaven.

 

Human Rights, Natural Rights and the Environment

We are entering an era of radical change on a global scale, either through deliberate and considered cultural transformation, or through uncontrolled ecological and social collapse. We will examine some of the assumptions and theories that have led us to this crossroads, with particular focus on the concepts of "natural" rights, freedom, and equality. The basic theories of Thomas Hobbes, Adam Smith, John Locke, W.E.B. Du Bois, Karl Marx, feminist writers and others concern, primarily, the social construct, social justice, and the relation of the individual to society. But they also shape our relation to nature. We will discuss these classic social theorists for insight into the ideas on which modern Western and, increasingly, global--society is based, with special attention to the effect of those ideas on our relation to and Responsibility for the environment. What are my rights, and where did they come from? What limits my free will and the exercise of my property rights? What is my relation to the government, and what is its role? Does the concept of a commons have validity today? What is my relationship to the environment and what is my role? Am I my river's keeper? We will discuss ways to transform modern cultures away from consumerism to sustainability, looking at possible changes in education, business, government, media, and social movements to save earth's ecosystems. Are the ideas and ideologies on which modern Western society is based adequate and appropriate bases for the ethical, legal, spiritual and environmental challenges we face in the Twenty-First Century?

 

Texts: Eric Assadourian, ed, 2010: State of the World: Transforming Cultures from Consumerism to Sustainability, Christine Gudorf, Boundaries: A Casebook in Environmental Ethics, plus additional readings available on Blackboard.

 

Credit/evaluation: Active and informed participation in class discussions and exercises, two analytical papers, brief reports to the class, and a final project/presentation.

 

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12284| 206A Core: Science and Our Place on the Planet

Tuxill (5 credits)

 

Materials Fee: $13.73

 

Don't let the cold temperatures and long dark nights fool you - the Pacific Northwest environment during Winter is full of life. In this course we will examine firsthand how the plants and animals of our region persist and thrive during the winter months. Our approach to learning will center on natural history: the observation and study of living organisms, their evolution and ecological relationships, and the environments they inhabit. Our field explorations will take us from seashores to snowfields as we investigate the diverse ecological communities and habitats present during winter in western Washington. Among other things, we will learn how alpine plants and animals handle one of the world's largest annual snowpacks in the North Cascades; why the Skagit Delta is a mecca for wintering migratory waterfowl; and how it is possible to grow and harvest a Northwest vegetable garden all year long. We also will draw on our natural history studies to assess crucial environmental issues facing our region, including anticipated effects of climate change, the conservation of biological diversity, the restoration of healthy ecosystems, and the sustainable management of natural resources.

 

Texts: To be determined

 

Credit/Evaluation: Credit and evaluation are based on participation in all class and field activities (including short writing assignments), and complete a group research project and term paper.

 

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12285 | 215F The Asian American Experience

Takagi (3 credits)

 

Materials Fee: $13.23

Note: This course also offered as AMST 205

 

This is an introduction to the history and experience of Asians in America. This class will explore the factors for immigration, working and living conditions of Asian laborers in this country, and the social relations between the minority and majority, as well as those between the various Asian ethnic groups. Lectures, the readings, creative projects and documentary films will help illuminate the trials, tribulations, and the resilience of Asians on these shores.

 

Texts: Ronald Takaki, STRANGERS FROM A DIFFERENT SHORE (on sale at University bookstore), Yen Le Espiritu, ASIAN AMERICAN WOMEN AND MEN, and articles on Blackboard and on-line through Wilson Library database

 

Written Requirements: (Regular attendance required.)

A. 10 quizzes. Quizzes.

B. 1 paper (10 pages) This is a joint project.

C. Take home exam.

 

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13113 | 218C The Hispano/A - American Experience

Hazelrigg-Hernanadez (3 credits)

 

Material fee: $13.23

Note: This course also offered as AMST 203

 

This course will examine the socio-political, cultural and institutional structures directly impacting Latino/a-Chicano/a-Hispano-a populations within the United States and will provide an introduction to the historical and contemporary development of the Latino/a community. An interdisciplinary approach will be taken as we focus on such topics as education, immigration, economic stratification as well as urbanization. Special emphasis will be given to the evolution of the roles of Chicanas/Latinas, as well as the development of social protest and social change within the barrio setting.

 

Texts: FROM INDIANS TO CHICANOS: THE DYNAMICS OF MEXICAN AMERICAN CULTURE by Vigil; MASSACRE OF THE DREAMERS: ESSAYS ON XICANISMA by Castillo.

 

Credit/Evaluation: The course will meet two times a week. Attendance is mandatory unless cleared by the instructor ahead of time or in the case of illness. The course will consist of lectures, discussions, videos and guest lecturers. The course is cross listed with AMST 203 and Fairhaven students will be evaluated in the Fairhaven manner rather than receiving a final grade for the course. Evaluation is based on participation in classroom discussions, two perspective papers, one midterm exam and a group term project paper and oral presentation.

 

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12286 | 221J College Writing

Cornish (4 credits)

 

Materials Fee: $14.37

 

There are days when you go

out into the bright spring fields

with the blue halter, the thick length

of rope with its sky-and-cloud braiding,

even the bucket of grain--

all corn-and-molasses sweetness,

the maraca sound of shaken seduction--

and the one you have gone for simply will not be caught.

Jane Hirshfield

 

The poet Jane Hirshfield reminds us that writing is like trying to slip the halter on a horse that shies away. We've all known the frustration of trying to capture in words--get down on paper-- what it is we want to say. If it's difficult to please ourselves when we write, what happens when we try to meet the expectations of others as well? In this class, we make a community of writers willing to share both the excitement and fear of writing--an excitement and fear that are present in any act of discovery. And all good writing is discovery. In this class, you'll throw yourself into the writing life. Youíll find your own ideas as you write informally in an ongoing journal; you'll read carefully the ideas of others and explore how to express your responses in papers that interpret or persuade or analyze. With your peers, you'll critique and revise--helping each other get ever nearer to the clear-minded, clear-worded beauty of good prose (that tricky horse!).

 

Text: A POCKET STYLE MANUAL (Hacker); others as 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 and rewrites; studying all assigned readings; taking an active part in class discussions and peer critiques. 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. Writing will include personal essay; interpretive essay; precis; analytical essay; papers of argument and research.

 

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13135 | 223G Elements of Style

Tag (1 credits)

 

Materials Fee: $7.20

 

What is a comma but a claw rending the sheet, the asthmatic's grasp? What is a question mark but what's needed to complete this thought? Punctuation: what is it, after all, but another way of cutting up time, creating or negating relationships, telling words when to take a rest, when to get on with their relentless stories, when to catch their breath? - Karen Elizabeth Gordon

 

If you care even the least whit about how you write, this is a class for you. We will certainly examine the rules and principles of English composition, including grammar, punctuation, word usage, sentence construction, and strategies for proofreading and revision. But such examinations are sometimes dull, stuffy, self-righteous, and boring. Ours will attempt a more stylish exploration of written style, like trying on hats in a haberdashery, or hounding the hobgoblins from our foolish consistencies, or swinging outward on a swaggering buccaneer's highest rope. Will it be dangerous? Of course! An education should be.

 

So come all ye word-sick, word-loving, word-puzzled pilgrims. Bring your grammatical contusions and confusions. Your punctuated paralysis. Your fears of saying what you have to say, clearly and directly. Together we will try to unlock the mysteries of writing with style (or at least help decide when to use a dash-when parentheses). We will un-dangle our participles, un-awk our words. All are welcome to take this course. This will be a fun and challenging one-credit course, hopefully helping each of us get out of our one-horse towns, tilt at a few windmills, and learn what there is to learn in the wide, wide world of writing well.

 

Texts: A DASH OF STYLE by Lukeman

 

Credit / Evaluation: Faithful attendance. Active participation in all in-class writing exercises. Quality and completion of weekly writing exercises. Presentation of a special project.

 

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11610 | 231N Introduction to Applied Human Ecology: Sustainable Systems

Bornzin (3 credits)

 

Materials Fee: $15.09

Note: This class will be coordinated by Fairhaven College and/or Huxley students under the supervision of Dr. Bornzin. For guidelines for such courses, see the "Student Guide to Fairhaven College."

 

The field of human ecology explores relationships between human systems and the environment. Such systems may be considered sustainable if they are maintained and renewed through internal processes and external interactions which are non-exploitative and do not rely on non-renewable resources. This class explores the concept and physical reality of sustainability through shared reading, group interaction, and the development of new skills. The class is intended to further students' awareness of their own ecological relationships, and to enable students to live more simply, in greater harmony with the environment. The most basic human activities of growing and gathering food and herbs, creating shelter, restoring and maintaining the natural environment, and developing cooperative communities are examined in light of the principle of sustainability. Consumerism, technology, food, agriculture, and the many faces of change will be addressed and discussed in a comfortable yet challenging group environment. Academic studies, including models of sustainable development and appropriate technology, complement the learning and practice of practical skills such as making compost and growing vegetables using the five-acre Outback Outdoor Experiential Learning Site.

 

Texts: Discussions will be based on readings available on-line, and on individual student research. Readings vary each quarter according to the interests of the class, but typically include articles such as Wendell Berry, "Waste"; Gary Snyder, "Four Changes"; Gary Paul Nabhan, "Food, Health, and Native American Agriculture"; David McCloskey, "Cascadia"; Dana Jackson, "The Sustainable Garden"; Susan Griffin, "Split Culture"; Peter Berg, "A Green City Program"; and selections from STAYING ALIVE by Shiva, ONE STRAW REVOLUTION by Fukuoka, IN THE ABSENCE OF THE SACRED: THE FAILURE OF TECHNOLOGY AND THE SURVIVAL OF THE INDIAN NATIONS by Mander, and ECO-JUSTICE: LINKING HUMAN RIGHTS AND THE ENVIRONMENT by Sachs.

 

Credit/Evaluation: Students are expected to attend regularly and to participate actively in the class discussions, exercises, and outdoor projects. For experiential learning to be successful, students must be present and engaged. Students will also be required to write one five-page research paper on a related topic, or a reflection paper on a service learning experience of their choice, and make a brief presentation of their topic or experience to the class.

 

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12288 | 232P User-Friendly Statistics

Bornzin (4 credits)

 

Several years ago, in a large dietary study undertaken in the State of Minnesota, researchers were shocked to find a statistically significant correlation between the eating of oatmeal and stomach cancer. Imagine the headlines: OATMEAL CAUSES STOMACH CANCER! On further investigation, however, they discovered that many people with stomach cancer liked to eat oatmeal because it was easy on their stomachs. So eating oatmeal didn't cause cancer; cancer caused eating oatmeal! Correlation does not imply cause.

 

Statistics are all around us every day--in the newspapers, on TV, in textbooks in practically every field, in medical research, in environmental studies, in political decisions, in public debate. Statistics are used and abused in nearly every argument, court case, and cause. At times we may be deceived by an improper use of statistics or by our own uncritical acceptance, and find ourselves believing or acting on a false claim. At other times, we may be so saturated with statistics or so cynical about their reliability that we just dismiss them with the cliche', "you can prove anything with statistics." Some people are downright stats-phobic, disempowered by immediately shutting down in every encounter with statistics.

 

The objective of this class is to help develop a stronger critical understanding of statistics and statistical arguments, their strengths and weaknesses, uses and abuses, to diminish the chance of being deceived by them and to increase confidence in dealing with them. Through examples, exercises, case studies, and projects linked to real-world realms of interest such as social, environmental, and health issues, we will gain familiarity with terms, concepts, and techniques ranging from graphing to hypothesis testing.

 

Texts: To be selected. Recommended (available on reserve): STATISTICAL ANALYSIS WITH EXCEL FOR DUMMIES (2nd Ed), by Schmuller; STATISTICS: CliffsQuickReview, by Volker, et al.; 100 WAYS OF SEEING AN UNEQUAL WORLD, by Sutcliffe; DAMNED LIES AND STATISTICS: UNTANGLING NUMBERS FROM THE MEDIA, POLITICIANS, AND ACTIVISTS, by Best; HOW TO LIE WITH STATISTICS, by Huff, 1954 (a real classic!).

 

Credit/Evaluation: Students are expected to attend regularly, participate actively in class discussions and exercises, complete reading assignments and homework exercises, bring several examples to class of the uses of statistics in their particular fields of interest, and complete and present to the class a project (preferably with a small group) which involves forming and testing a hypothesis, the gathering of data, the creative use of graphical techniques, and the use of statistical techniques.

 

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12289 | 255Y Folk Music Experience

Eaton/Bower (1 credits)

 

Materials Fee: $7.52

This course combines playing traditional folk music with the study of the contexts in which folk music has evolved. This quarter the course will focus Roseanne Cash, and her father, Johnny Cash, a legend in country music history. We'll explore his influences on country music, and the legacy of the musical Cash family, including The List, (100 songs that Johnny Cash thought everyone should know).

 

In addition, each student will also be asked to introduce one song to the class that enriches our knowledge of folk music or the context within which folk music has been written and performed. We will encourage, but will not require, that these songs come from the wide genre of the songs Roseanne or Johnny Cash sang or from the period of history in which (s)he sang. Students will write a short research paper that forms the basis for their presentation on the song and its context. Students will also be responsible for learning and practicing the songs that are presented to the class, including practice in small groups. Students are encouraged to gain practice at playing one or more folk music instruments during the course, and are invited to join the course even if they are beginners at playing an instrument or if they prefer to just sing.

 

Texts: "The Man Called Cash" by Steve Turner and selected readings on BLACKBOARD.

 

Requirements for credits and criteria for evaluation: Regular attendance and participation in our weekly sing, informed participation in class discussions, one short research paper and song presentation, and practicing music in a small group.

 

Writing in this course: One draft of a 1 page research paper.

 

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12310 | 263B American Indian Experience

Rowe (3 credit)

 

Materials Fee: $3.33

This course is also offered as AMST 202.

 

An introduction to the indigenous people of what is now the United States through an examination of American Indians cultures, histories, and governments. Focuses on sovereignty (self-government, legal jurisdiction, land claims), treaty rights (fishing, hunting, gathering), Indian/White relations (stereotypes, sports mascots, discrimination), education (ethnic fraud, under-representation), and economic development (casinos, tourism, mineral extraction). Employs lectures, readings, films, discussions, and activities. Students will write short response papers and an essay on the assigned novel.

 

Texts: Required: Roger L Nichols, THE AMERICAN INDIAN: PAST AND PRESENT (6th ed,); James Welch, FOOLS CROW.

 

Credit/Evaluation: Evaluation for purposes of granting credit will be based on regular attendance, meaningful participation in discussions, completion of assignments, completion of midterm and final exams, and quality of writing.

 

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12290 | 270B Intro to Digital Video Production

Miller (2 credits)

 

Materials Fee: $52.00

 

This class will introduce basic camera use and video editing in the digital medium. Students will script, shoot, and edit 5 assignments using Final Cut Pro. Projects range from a 30-second commercial to a 3-5 minute final video on the student's choice of topic. The assignments are set up to encourage individual creativity & personal editing styles.

 

Texts: Optional, but recommended, FINAL CUT PRO 5 FOR MACINTOSH by Brennies. Students will need to purchase 5 mini DV tapes at a cost of about $25.

 

Credit/Evaluation: Completion of assignments, participation in class, attendance, and understanding gained from the class assignments.

 

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12291 | 270H Audio Recording I

Fish (4 credits)

 

Materials Fee: $74.00

NOTE: This course was formerly 275h. Students who received credit for 275h may not take 270h for credit.

 

Audio Recording Techniques I explores the techniques, tools, and technology used in multi-track recording. From a beginner's perspective, this course follows the recording process starting with the tracking session, then the overdub session, and through the mix-down session. By examining the various pieces of the recording process students will learn the concepts and skills necessary to use studio equipment such as microphones (their characteristics and placement), mixing consoles (explained in detail), multi-track recorders (analog and digital), patchbays, signal and effect processors, headphone systems, and multi-track punching and bouncing. Each student is also expected to attend a weekly two-hour small group lab, held in the studio, giving the student a chance to experience multi-track recording in a "hands-on" manner. A detailed manual will be provided to each student so that each concept will be encountered first in an assigned reading, then in lab, and finally in the class meetings. All time spent in the studio will be documented in the lab manual in a journal entry fashion.

 

Texts: THE RECORDING ENGINEER'S HANDBOOK (2nd edition) by Owsinski

 

Credit/Evaluation: Students will be evaluated through a combination of participation, attendance (lab and lecture), and understanding gained from the material evaluated from a written and "hands-on" assessment.

 

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13556| 275d Manga: From Japan to America

Feodorov/Brown (3 credits)

 

This is a student-led class taught by senior Galdriel Brown under the supervision of Assistant Professor John Feodorov.

 

Japanese Comics in America "If the world has become immediately accessible to a Western citizen living in the electronic age, the Orient too has drawn nearer to him, and is now less a myth perhaps than a place crisscrossed by Western, especially American, interests." Edward W. Said

 

Although Said's thesis concerned the Near East in 1970's academia, it also paints a sequential image of the relationship between Americans and Japanese media. Anime, Japanese animation frequently based on popular manga (Japanese comic books), has been an interest of American media geeks and intellectuals since the 70's, but only in the last decade has it exploded in popularity, and with that explosion manga gained an unprecedented foothold in the US, both in popular culture and in academia.

 

The past decade has seen first the slow trickle of international interest in manga as it rose from a cultural staple of literary and visual media in Japan to a global phenomenon skyrocketing manga magazines to the highest-circulating periodicals on the planet. A massive boom followed as book retailers capitalized on the appetites of American teens and young adults to the tune of $175 million in annual sales; you could hardly enter a bookstore without coming upon shelves and shelves of uniform paperback volumes sporting bright titles and stylized cover art. And finally, in the last few years, a market nosedive has seen even the manga licensing giant Tokyopop fall into bankruptcy.

 

But what is manga, anyway? How did it come about, and what does it represent in the Western mind about Japanese culture? Why is it so rapaciously consumed by an audience for whom it was never intended? To answer these questions, we will go directly to the source material?manga itself, to read along with Western dialogue on the rise, fall, and influence of manga in America and develop a base of understanding, upon which we can, perhaps, begin to answer these questions.

 

Texts: Manga: An Anthology of Global and Cultural Perspectives by Toni Johnson-Woods, ed. Bakuman, Volume 1 by Tsugumi Ohba & Takeshi Obata. Genshiken, Volume 1 by Shimoku Kio. Other readings available online.

 

Credit/Evaluation: Regular class attendance, participation in discussion, completion of short journal assignments, completion of a midterm "book report," and the culmination of a final project on an advanced topic to share with the class.

 

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13557 | 275l Survey of Utopian/Dystopian Literature

Burkhart/Burnett (4 credits)

 

This is a student-led class taught by senior Krissy Burkhart under the supervision of Instructor Michael Burnett.

 

There are three definitions given for 'utopia' in the Merriam-Webster dictionary: "An imaginary and indefinitely remote place; a place of ideal perfection especially in laws, government, and social conditions; and an impractical scheme for social improvement." Utopian literature, as a genre, frees authors from practical constraints and allows them to present descriptions of an imagined society. The concept of creating a perfect society has been criticized as being idealistic and obsolete, not rooted in real world issues. Some scholars disagree, and see utopian literature as a form of expression that allows authors to look past complicated transition processes and present their vision of a better world and a more content society. Dystopian literature, in contrast, is presented as a warning or critique of the authors own society.

 

In this course, we will focus on both modern and classical works of utopian and dystopian literature. Among other works, students will read feminist, ecological, and socialist utopias and dystopias. From our examination of these texts, we will attempt to dissect the different aspects of societal organization addressed and draw connections to our society. We will identify the cultural significance of these texts, try to gain a broad historical perspective of the influencing factors that drove authors to create their works, and examine the social impact that their finished novels had. In this course we will discuss the different aspects addressed in the works of utopian literature we examine including urban planning, familial structure, gender roles, government structure, sustainability, philosophies of living, and others. We will ask the questions: For whom would these described utopias be an ideal world? Is it possible to imagine a society that would broadly appeal to all humans? What is the cultural significance of utopias? What role can utopias play in our own development and understanding of our society? What would our individual utopias look like? And finally, do we think the pursuit of utopia is worthwhile? Note that this class will be reading intensive, active engagement with the assigned texts is expected and will be vital for participation in class discussions.

 

Texts: Primary texts that will be used in this course: Bellamy, Looking Backwards; Callenbach, Ecotopia; Piercy, Woman on the Edge of Time; Atwood, The Handmaid's Tale; and Vonnegut, Player Piano. We will also read several short stories including LeGuinís The Ones Who Walk Away from Omelas; Forster, The Machine Stops; and Vonnegut, Harrison Bergeron.

 

Credit/Evaluation: Regular attendance and active participation in class discussions, weekly 1-2 page reading responses, and a final book report 6-8 pages on the individual utopian/dystopian books that each student will select.

 

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13558 | 275y Somatic Ecology

Bays/Conton (4 credits)

 

This is a student-led class taught by Senior Garrett Bays and supervised by Professor Leslie Conton.

 

Somatic Ecology is the conceptual and experiential study of how we as embodied humans relate to and or interact with the environment and other organisms that share this planet with us. The goal of this course is to explore the following questions and more: How does our contemporary society view the human/nature relationship? If we were more embodied, would the way we treat resources, plants and animals change or stay the same? How does a personís somatic practice or awareness of somatic disciplines and theories effect their relations with themselves, others and the natural world? And how might we increase our inward and outer awareness? The class is primarily experiential, with academic support from relevant authors and class discussion being essential. We will use somatic theories and exercises to study these questions with our embodied experiences and reflections.

 

Texts: No required texts.

 

Credit/ Evaluation: Overall mastery of the concepts will be evaluated through regular attendance and timely completion of two short reflection papers, weekly journal entries and a final small group project. Substantive and regular contributions to class discussions are expected. My goal is that each student learns to articulate and apply the concepts and exercises in their own words, to later share with family, friends and the greater communities of which we are all a part.

 

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