course - Saint Mary`s College of California

Transcription

META
MORPHOSES
January Term 2014
January
Term
January Term at Saint Mary’s College of California offers a
curriculum of rigorous, intensive, unique courses outside students’
usual realms of inquiry using analytical, focused, immersive, and
experiential methods of pedagogy and critique with the aim of
broadening the academic, social, cultural and spiritual life of the
College, in accordance with a Lasallian ethic of social justice, civic
responsibility and personal transformation.
INTRODUCTORY
content
Acknowledgements
II
Calendar
III
Theme Essay: On “METAMORPHOSES”
IV
Jan Term Goals: Creativity, Breadth, Diversity, Intensity
VI
Types of Courses
VI
General Education, Core Curriculum, and Major Requirements
VI
Attendance Policies and Class Schedules
VII
On-Campus Courses: Registration Guidelines
VIII
Travel Courses: Registration Guidelines and Requirements
VIII
Travel Course Scholarships
XI
Independent Studies: Guidelines and Deadlines
X
Further General Info About Jan Term Courses
XI
Study Abroad in Summer, Fall, and/or Spring Terms
XII
January Term 2014 Travel Scholarship Application Form XIV
January Term 2014 Travel: September 2013 Pre-Registration
Informational Meetings
XV
Table of Contents
XVII
I
WITH
thanks
Many thanks to the 2012-2013 January Term
Committee: Steve Bachofer, Carla Bossard,
Robert Bulman, Susan Fallis, Paul Giurlanda,
Rosemary Graham, Asbjorn Moseidjord, Julia
Odom, Tom Poundstone, and Denise Witzig.
The Jan Term Committee wishes to extend
special thanks to Adriana Botello, Gerritt
Brands, Richard Carp, Jeanne DeMatteo, Nicole
Faraclas, Geni Federas, Carol Firestone, Linda
Granko, Jen Herrington, Maria Judnick, Rob
Limon, Craig Phillips, Jo Shroyer, Stan Strocher,
Bill Sullivan, and everyone in the Business
Office and Registrar’s Office.
The information in this catalog is subject to
change. Contact the January Term Office with
any questions: [email protected] /
x8514 / x4771
And come visit us in our new offices in the
Power Plant building.
JANUARY TERM PROGRAM
SAINT MARY’S COLLEGE OF CALIFORNIA
PO BOX 4597
MORAGA CA 94575
925.641.8514
Catalog interior design by Nicole Faraclas
Cover design by Stan Strocher
II
DATES AND DEADLINES
for jan term 2014
2013
2014
Tuesday, September 3 – Thursday,
September 19
Travel course pre-registration informational
meetings (see page XV)
Monday, January 6
Jan Term begins (travel courses may vary)
Monday, September 16
Applications for travel scholarships due in
Financial Aid Office by 4:30pm
Monday, January 20
MLK Jr. Holiday: this week, all courses meet
TWThF at their regularly scheduled meeting
times/locations
Saturday, September 21
Award notifications to all scholarship applicants
Deadline for 50% deposit payment of travel
course fees (to Business Office)
Tuesday, January 7
Deadline to add/drop
Friday, January 31
Last day of Jan Term
(travel courses may vary)
Thursday, September 26 –
Friday, September 27
Online registration for all travel courses
Independent Study Proposal workshop,
3-4pm, location TBD
Monday, October 7 – Thursday, October 10
Online registration for all on-campus courses
Friday, October 11
Independent Study proposal online submission deadline (to Registrar’s Office)
Friday, November 8
Deadline for payment in full of travel course
fees
Tuesday, November 26
Deadline for seniors to petition a lower
division course for upper division credit
III
METAMORPHOSIS
theme for january term 2014
Every year, the Jan Term theme offers a
broad sense of the intellectual community at
SMC by allowing students to see the ways
in which various academic disciplines and
methodologies can work together to create a
greater understanding of common problems
and interests.
For 2014, our community selected “METAMORPHOSES” as our Jan Term theme. Many of our courses are organized around
this theme (marked by an asterisk in the
table of contents), and the theme will provide a focus for our Jan Term Speaker Series
and other special events. (Please note that
theme-relatedness is not a formal requirement of either students or instructors.)
Take a moment to reflect on some of the
most interesting notes submitted to us on
this theme by students, faculty, and staff...
METAMORPHOSES: It’s about transformation and becoming, about processes and
products, about aspirations and ends. The word “metamorphosis”, meaning
“transformation, transforming”, derives etymologically from Greek: (meta-), “change”
+ (morphe), “form”.
In choosing the plural form of “metamorphosis” for our Jan Term 2014 theme, our
community voiced its passion for many
kinds of learning in a modern world whose
rates of change are, in many ways, clearly
accelerating, and whose forms of change
are themselves changing.
One pragmatically minded student sent us
this reflection:
“Understanding and embracing change is
a key ability. This theme can encompass a
broad set of approaches to learning how to
skillfully initiate and handle change.” With an eye to our 2014 curriculum, another
wrote:
“In pointing our attention to processes of
change, it resonates broadly with many
disciplines and subjects. It captures the
spirit of Jan Term itself: an opportunity for
intense transformative experiences.” From a faculty member who was quite
inspired by this theme, we received the following:
“Transformation is THE puzzle of our time:
from what to what? How? Why? When
change comes, how can we best know
when to do what? Should we lead or follow? Submit or resist? Affirm? Deny? Analyze? Beautify?... All of the above???” A staff member wrote:
“In metamorphoses, there are harmonies
between continuity and change.” Here’s a
few words from the Western canon, old and
new, that illustrate this idea: “The only constant is change” – Heraclitus
“In order for something to change, something must remain the same” – Aristotle
“What does not change / is the will to
change” – Charles Olson
Many students also submitted thoughts that
reflect specifically on their own experiences
as young adults in higher education – for
example:
“As students, we are all undergoing significant transformation in all aspects of our
lives -- provided we allow it. We can change,
grow, and develop, and Jan Term is a great
opportunity to do that.” IV
METAMORPHOSIS
theme for january term 2014
One student took the occasion to reflect on
change in the whole cycle of life:
“I like the link this theme has to life, vitality,
and transition as a beautiful thing meant to
be embraced (even if difficult).” …and another sent us this moving statement, with which we’ll sign off for now: “I find change in one body more interesting
than differences between bodies.” Thanks to all who submitted their reflections,
and may 2014 metamorphose your world!
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JAN TERM GOALS: CREATIVITY,
BREADTH, DIVERSITY, INTENSITY
Jan Term courses are an intense and
demanding academic experience. In one
month, your Jan Term course will meet at
least as often as a full-credit regular semester course, and many Jan Term travel courses
will meet more than three times the hours of
any regular semester course. As there aren’t
three other courses vying for your attention
in January, your Jan Term instructor will
expect more from you. The pace of instruction accelerates. Courses usually require
broader reading, more reflection and careful
writing, more thorough preparation for
course meetings and, often, time commitments on top of regularly scheduled meetings. At least two hours of preparation for
every hour of class time is required to stay
on top of Jan Term. You will need to bring
significant personal initiative to your course
in order to succeed.
Jan Term courses are non-departmental for
several reasons. For one, this frees students
from feeling as if they should be fulfilling
area/departmental requirements at the same
time. We encourage you to be bold in your
choice of a course. Dare to explore. Surprise
yourself. Make yourself uncomfortable and
make it work for you. Search this catalog for
courses beyond your major field. Take this
unique opportunity to broaden your educational experience!
Jan Term courses are also non-departmental
for the benefit of our faculty. Most SMC
faculty members have expertise and passions that thrive outside the constraints of
academic disciplines and standard curricula.
For both students and faculty, Jan Term can
be a laboratory for experimentation in both
subject matter and technique. It offers all of
us a chance to try new ideas and explore
topics in greater detail than is possible within
the constraints of a regular semester.
TYPES OF COURSES
Jan Term offers special opportunities for
academic exploration and enrichment. Four
options make these opportunities possible:
1. Full-credit on-campus courses, both lower
division (JAN 020 – JAN 066) and upper
division (JAN 100 – JAN 155).
2. Travel courses (JAN 170 – JAN 186), specially grouped together toward the end of
this catalog. (International travel courses
are not open to freshmen/women.)
3. A small selection of quarter-credit
courses, up to two of which are free for
full-time students each semester.
4. Independent Study courses proposed by
juniors and seniors with a cumulative GPA
of at least 3.0. See specific proposal
requirements as outlined in this catalog.
GENERAL EDUCATION,
CORE CURRICULUM,
AND MAJOR REQUIREMENTS
All undergraduates are required to take one
Jan Term course for each year of residency.
Thus, students who arrive as freshmen/
women are required to complete four Jan
Term courses.
Note that students do not have to take 2
lower division and 2 upper division Jan Term
courses. As long as you will have 17 upper
division credits upon graduation, you are free
to take whatever course you want during Jan
Term.
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Certain courses in this catalog have been
approved for Core Curriculum Engaging the
World credit (for freshmen/women and sophomores) and/or fulfill the Diversity requirement (for juniors and seniors). For more information on approved courses visit:
www.stmarys-ca.edu/core-curriculum www.stmarys-ca.edu/requirements/
diversityrequirement
Students who have a special need to petition
a Jan Term course for credit towards their
major may do so if the chairperson of the
major department and the Registrar’s Office
approve their petition. Both students and
departments are strongly discouraged from
exercising this option. We are determined to
keep this one area of academic life at SMC
free from the utilitarian constraints of fulfilling requirements other than the Jan Term
requirement itself.
Courses bearing departmental course IDs
(i.e. EDUC 121, MATH 13, GERMAN 001,
etc.), in addition to fulfilling one Jan Term
requirement, may be used to satisfy the area
requirement that a course in that department
would normally satisfy. No special petition is
required. Contact the instructor for more
information on departmental requirements.
Unless expressly identified otherwise, Jan
Term courses may not be used to fulfill the
Theology and Religious Studies or Area
Requirements (for pre-2012 students), nor
Pathways to Knowledge goals (for 2012 firstyear students).
ATTENDANCE POLICIES
AND COURSE SCHEDULES
Registration guarantees students a place
only in the first class meeting of January
Term. Students who fail to attend the first
class meeting will be permanently dropped
from their course unless they have notified
their instructor in advance.
Class attendance is crucial during January
Term. Because of the intensity of January
Term – with each class analogous to a week
in a regular semester – class absences are
counted at triple the normal rate. In accordance with the general attendance policy of
Saint Mary’s College, excessive class absences can subject a student to academic penalties, including failure of the course. Absences
exceeding one excused absence will have
significant detrimental impacts to a student’s
final grade. Unexcused absences are not
acceptable except in cases of emergency.
Students are expected to do at least two
hours of out-of-class work for every hour of
class, a total of approximately five hours of
work for every regularly scheduled day of
class. Plan accordingly. Formal class instruction begins immediately on the first day of
classes, Monday, January 6th, 2014.
Students should check class schedules carefully. Most classes meet four days a week,
on a Monday, Tuesday, Thursday and Friday
schedule OR a Monday, Tuesday, Wednesday,
and Thursday schedule for classes beginning
at 2:45 PM. In the week of the Martin
Luther King Jr. Holiday every year, all
regularly scheduled on-campus classes
will meet on a Tuesday through Friday
schedule at their regularly scheduled
times and locations.
Note that classes may have midterm or final
exams scheduled on a weekday on which the
class does not normally meet.
Note that classes may require off-campus
field trips or attendance at events on campus
outside of regularly scheduled class time. If
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INTRODUCTORY
content
you have questions about the time commitIf you wish to register for a course that
ments involved in a given course, contact the requires instructor’s signature, you must
instructor.
bring a signed “Instructor Permission Form”
to the Registrar’s Office prior to your registraAlso note that the January Term Committee
tion day to ensure your eligibility.
regards the viewing of feature length films
(as well as listening to musical performances
and viewing TV or theatre productions, etc.)
as analogous to the reading of books – i.e.,
as work to be done in preparation for class
rather than as part of class time. Hence,
many classes will schedule communal film
viewing sessions outside of normal class
time. Other classes might accommodate this
by beginning at 8:00 AM or extending class
time by more than an hour.
ON-CAMPUS COURSES:
REGISTRATION GUIDELINES
Jan Term on-campus course registration will
be online via GaelXpress.
Students are not required to meet with their
faculty advisor in order to register.
The registration period for on-campus Jan
Term courses is Monday, October 7 –
Thursday, October 10, in order of academic
class level:
l
l
l
l
Monday 10/7: Seniors (27+ credits completed)
Tuesday 10/8: Juniors (18 - 26.99 credits
completed)
Wednesday 10/9: Sophomores (9 - 17.99
credits completed)
Thursday 10/10: Freshmen/women (less
than 9 credits completed)
On your appointed day, registration will be
open according to first letter of last name.
Check with the Registrar’s Office (regoff@
stmarys-ca.edu / x4214) for an exact schedule.
A limited number of Jan Term course spaces
are reserved for freshmen/women; see
course descriptions for exact numbers. Any
of these spaces remaining open after freshmen/women registration day (Friday, 10/10)
will then be opened up to all students.
A note on wait lists: If you are able to register for a Jan Term course, you may have your
name placed on a wait list in one other
course. If you are unable to register for any
course, you may have your name placed on
the wait lists for up to two courses. If you
are wait-listed for a course, the Registrar’s
Office will assume that the wait-listed course
is your preferred course; therefore, if a space
opens up in the wait-listed course, you will
be dropped from your original course, added
to the wait-listed course, and notified of the
change.
The last day to drop a Jan Term on-campus
course is Tuesday, January 7. Any changes
made to your Jan Term schedule after January 7 will impose a late course adjustment
fee to your student account.
TRAVEL COURSES: REGISTRATION
GUIDELINES AND REQUIREMENTS
Jan Term Travel course registration will be
online via GaelXpress.
The registration period is 9/26-27:
Seniors: Thursday 9/26, 6-8am
Juniors: Thursday, 9/26, 4-5pm
Sophomores: Friday, 9/27, 6-8am
Freshmen/women: Friday, 9/27: 4-5pm
VIII
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In order to enroll in a Travel course, the
following steps are mandatory:
1. Attend one of your course’s pre-registration informational meetings (see page
XV);
2. Submit to your instructor an Instructor
Permission Form at one of their informational meetings;
3. Submit a signed Instructor Permission
Form for the course(s) in which you
are interested to the Registrar’s Office
by 9/24;
4. Pay a deposit of 50% of the course fee
(either via GaelXpress or in person) no
later than 4:00 PM on Monday, 9/23
AND immediately inform the Business
Office that this payment is for a particular Jan Term Travel course.
5. AN IMPORTANT NOTE: If you wish to be
able to register for another Travel course
in case your first choice is full, you must
pay the 50% deposit on the most
expensive course that you are interested in, in addition to gathering Instructor Permissions for those courses.
Jan Term Travel deposits are non-refundable
once a student is enrolled in a Jan Term Travel
course, and students are responsible for the
full cost of the course once they are enrolled.
In other words: once enrolled, a student is
obliged to pay the full course fee and may
not drop the course without losing the full
course fee.
However, if a student withdraws from a
Travel course due to an emergency, the student may petition for a partial refund. Petitions must be done in writing and submitted
to the Business Office. Refund petitions
under these circumstances will be considered after all expenses related to the course
have been paid.
Students must have a zero balance in their
student account, or have enough pending
financial aid for Fall to cover any current balance, in order to deposit for Jan Term Travel
courses.
If you intend to use financial aid to help fund
your Jan Term Travel course fee, go to Financial Aid Office immediately to apply for additional Fall funds. Travel course fees must be
paid in full by November 8 (this date is prior
to Spring financial aid disbursement).
Jan Term Travel courses are designed for
currently enrolled students as a graduation
requirement, and are not allowed for students on a “not for credit” basis.
Pass/Fail is not an option for Travel courses.
Freshmen/women are eligible to enroll in
domestic US Travel courses only.
Students must be in good disciplinary standing in order to participate in a Travel course;
screening will take place the week following
registration. Ineligible students will be
refunded.
If you do not have a passport, begin the
passport process IMMEDIATELY following
successful enrollment. If you do have a passport, it must be valid through April 2014. If
you are a non-US citizen, you may need an
additional travel visa.
Most Travel courses hold mandatory postregistration Fall meetings; make sure you c
an attend these meetings before enrolling.
Your completed travel packet is due to your
instructor by November 8th.
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All course fees must be paid in full by
November 8th, no exceptions.
PLEASE SEE PG XV FOR COMPLETE LISTING OF JAN TERM 2014 TRAVEL COURSE
PRE-REGISTRATION INFORMATIONAL
MEETINGS.
TRAVEL COURSE SCHOLARSHIPS
normally scheduled courses, or to learn by
practical experience in addition to methods
more commonly used in college courses.
Such courses are generated by students out
of their own interest in a particular intellectual question or area of study, and they allow
students to work independently to pursue
knowledge in the chosen area.
Scholarship assistance is available for qualify- Qualified students work under the guidance
ing students who would otherwise be unable of a faculty sponsor who advises the student
in the preparation of the proposal, monitors
to afford a Jan Term Travel course.
the student’s progress, and awards the grade
In the last three years over 100 scholarships
and credit. Students are expected to have
have been granted, each covering 75% of
regular contact with their faculty sponsor,
course fees.
though the focus on the student’s indepenAll registration processes remain the same
dent work and research means that they will
for scholarship recipients:
meet less frequently than regularly scheduled courses. Independent study courses are
l Scholarship recipients must pay a
deposit of 50% of the remaining 25% of NOT intended to allow students to take reguthe course fee by 4pm on 9/23 in order larly scheduled classes at a different time or
location, and they are NOT tutorial courses in
to register.
which one faculty member teaches a course
l Scholarship recipients must register
to a student or a group of students. It is the
via GaelXpress on their appointed day. student’s responsibility to find an appropriate
If you plan to apply for the travel scholarship, faculty sponsor.
consult the application form on the following Academic credit is granted for demonstrated
page, and make sure you have a FAFSA form academic learning. Since Independent Study
on file with the Financial Aid Office.
courses earn college credit equal to normal
Late applications will not be accepted.
Freshmen/women are ineligible to apply for
Travel scholarships.
PLEASE SEE OUR 2014 TRAVEL
SCHOLARSHIP APPLICATION FORM
LOCATED ON PG XIV.
INDEPENDENT STUDY:
GUIDELINES AND DEADLINES
Independent Study courses in January Term
are intended to allow students to pursue a
course of learning that is not available in
January Term courses, they must have a
clear academic focus and educational goal,
and they must require the same quality and
quantity of work as a regularly scheduled
college course. A specific reading list which
indicates academic preparation and preparatory work sufficient to make the successful
completion of the project likely, as well as a
clear means by which the faculty sponsor
can evaluate the quality of the student’s
work, are required parts of a successful proposal. The proposal is the result of close
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FURTHER GENERAL INFO ABOUT
Proposals for Independent Study courses are JAN TERM COURSES
consultation with the faculty sponsor.
restricted to juniors and seniors at the time
of registration (NOTE: “At the time of registration” means October 10th, not the end of
the semester) with a cumulative GPA of 3.0
or better. In no case are freshmen/women,
sophomores, students on disciplinary probation, or students whose cumulative GPA is
less than 3.0 eligible for Independent Study
in January.
An Independent Study workshop for any
interested students will be held on Monday,
September 30th at 3 PM, location TBA.
In addition, samples of successful independent study petitions are available from the
January Term Office; call x4771 or write to
[email protected] for more info.
Petitions for Upper Division Credit
Freshmen/women and sophomores who
have the indicated prerequisites may enroll in
upper division courses. Very few lower division courses allow for upper division credit
by petition for advanced level work. (More
work of a lower division nature does not
satisfy this criterion.) These petitions are
considered only from seniors truly needing
upper division credit in order to meet their
graduation schedule and for whom appropriate upper division courses are not available.
The deadline for filing this petition with the
Registrar’s Office is Tuesday, November 26th.
Pass/Fail Grading Guidelines
The Pass/Fail grading option is available to
The deadline for online submission of
students enrolled in most January Term
Independent Study proposals is October
classes, but it requires the filing of a petition
11th. No late proposals will be reviewed.
form that can be obtained at the Registrar’s
Office. This petition must be filed in the RegApplicants must submit their proposals
istrar’s Office by January 25th, 2014. Some
online and attach a full syllabus with course
courses, especially travel courses, do not
description and notes on any work in progress. Any proposals submitted online without allow Pass/Fail grading. Please consult the
instructor.
this supporting documentation will be disqualified.
Costs
Click here to access the Registrar’s Independent Study Petition.
The January Term Committee will review
proposals, and students will be notified
within two weeks of the deadline whether
their proposal has been accepted, rejected,
or returned for revision.
It is highly recommended that you register
in a regular January Term course in case
your independent study proposal is not
approved.
Travel course fees are billed in addition to
tuition. Full-time undergraduate students at
Saint Mary’s are required to take a January
Term course and therefore their annual tuition covers the tuition cost of their January
Term course, not the travel course fee.
Other students are charged their normal
tuition rate in addition to the travel course
fees (for example, part-time students pay
their normal tuition fee of $4,790 per class in
addition to the travel course fee.) Students
who are not full-time undergraduates may
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only enroll on a space-available basis.
tional Program Consortium. Alternatively,
students have the option to participate independently on Non-SMC affiliated programs.
Every full-time student at Saint Mary’s College is entitled up to 9.0 one-credit courses
per year, as well as non-billable .25 credit
Saint Mary’s College Sponsored Programs
courses such as labs and activity courses, for l Australia: Perth
payment of their full tuition (Fall + Jan Term +
l China: Shanghai
Spring). Any additional course over the 9
allowed (with a credit value of greater than
l England: London and Oxford
.25) will be billed at the additional course fee. l
France: Aix-en-Provence
Non-Saint Mary’s students will be billed tuil France: Aix-en-Provence
tion and travel course fees unless a different
l Germany: Berlin
arrangement is stipulated in a formal
exchange agreement between Saint Mary’s
l Mexico: Cuernavaca
and the visiting student’s college. Regardless
of such arrangements, visiting students pay a l South Africa: Cape Town
l Spain: Sevilla
$30 registration fee, any applicable course
fee and if they are going to live on campus,
Lasallian International Programs
they pay room and board costs which vary
Consortium
according to meal plan.
l Argentina: Cordoba
For resident Saint Mary’s students whose
l Australia: Melbourne
January Term course requires them to be off
campus during January, there is a credit
l Ireland: Dublin and Galway
against board costs for the length of time the l
England: Ormskirk
student is traveling. This credit is figured at
l France: Paris
the rate of $75 per week, not to exceed four
weeks.
l Italy: Rome
These fees are subject to change prior to
January 2014. Contact the Saint Mary’s
College Business Office for exact figures.
STUDY ABROAD IN SUMMER, FALL,
and/or SPRING TERMS
In addition to traveling abroad during January
Term, Saint Mary’s College offers summer,
semester and academic year study abroad
programs through the Center for International Programs. Students can participate in
SMC-sponsored programs, SMC exchange
programs, or through the Lasallian Interna-
l
Spain: Alicante
Saint Mary’s Exchange Programs
l
Japan: Akita and Tokyo
l
Spain: Barcelona
SMC sponsored programs and Lasallian
International Programs Consortium
l
Courses transfer back one-to-one.
l
Students pay SMC tuition and housing
costs.
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l
Students can use all their federal and
state financial aid as well as any institutional scholarships. SMC Exchange Programs
l
Courses transfer back one-to-one
l
Students pay SMC tuition and pay
housing costs to the host institution or
country.
l
Students can use all their federal and
state financial aid as well as any institutional scholarships. Students are encouraged to attend a Study
Abroad Information Session, which are regularly scheduled throughout the semester, to
learn more about eligibility requirements,
application process and various study abroad
opportunities.
Application deadlines:
l
Summer/Fall start programs: March 1st
l
Spring start programs: October 1st
Center for International Programs
Brother Jerome West, 1st floor
Office Hours: M-F, 9am-noon and 1-4:30pm
Phone: 925-631-4245
E-mail: [email protected]
Website: www.stmarys-ca.edu/studyabroad
*If you plan to study abroad AND travel
during January Term, please make sure
travel dates do not conflict.
For more information visit:
www.stmarys-ca.edu/studyabroad
XIII
January Term Scholarship Application for 2014
Freshmen are not eligible to apply for these scholarships
Deadline: Monday, September 16, 2013, 4:30 p.m. to the Financial Aid Office
Plan ahead…there will be no exceptions.
In awarding all scholarships the January Term Selection Committee considers:
• Must be eligible for financial aid (FAFSA submitted)
• Greatest financial need, including total outstanding indebtedness
• Academic achievement, including a minimum 3.0 GPA
• Classification: Priority to seniors and juniors first
• Little or no previous experience abroad (Jan Term or Semester/year)
• Rationale for choosing the program
Please Print or Type:
Name: _____________________________________________________
E-mail: _____________________________________________________
Telephone Number: _________________________ Cell: _____________________________
Major(s): _____________________________ Minor(s):________________________________
Jan Term Course Title/Number___________________________________________________
Cost of Course: __________________________ Professor: ___________________________
Have you been on a previous Jan Term Course outside the U.S.?
[ ] YES
[ ] NO
If yes, which course? ________________________________ When? ___________________
Have you studied abroad?
[ ] YES
[ ] NO
If yes, where? _____________________________________ When? ___________________
To Apply:
• Attach a copy of your latest academic evaluation.
• A one-page typed statement of academic purpose in registering for a particular
January Term Travel Course (not travel courses in general).
• Your name, school address, local telephone number and e-mail address should
appear on each page of your application.
• Submit your stapled application package to the Financial Aid Office on the first
floor of Brother Jerome West.
• You may submit only one application.
Your signature serves as a request to the Financial Aid Office and the Registrar’s Office for the
necessary information to complete this application and authorization for use of the data by the
January Term Selection Committee.
_________________________________
Applicant’s Signature
____________________________
Date
XIV
JAN TERM 2014 TRAVEL:
SEPTEMBER 2013 PRE-REGISTRATION INFORMATIONAL MEETINGS
COURSE ID
COURSE TITLE
INSTRUCTOR(S)
DATE TIME
LOCATION
JAN 170
Poverty and Promise in the Brazilian Amazon
Shawny Anderson & Jesse Wheeler
9/10
4-5pm
Dante 218
JAN 170
Poverty and Promise in the Brazilian Amazon
Shawny Anderson & Jesse Wheeler
9/11
4-5pm
Dante 218
JAN 171
The Impacts and Ethics of Climate Change in Nicaragua
Michael Barram & Aaron Sachs
9/4
5:45-7pm
Dante 220
JAN 171
9/5
5:45-7pm
Dante 220
JAN 171
9/11
5:45-7pm
Dante 220
JAN 171
9/12
5:45-7pm
Dante 220
JAN 172
Cultural Photography in Myanmar and Singapore
Carla Bossard
9/10
5:15-6:15pm
Brousseau 113
JAN 172
Cultural Photography in Myanmar and Singapore
Carla Bossard
9/11
6-7pm
Brousseau 113
JAN 173
An Intimate Exploration of Belize, Costa Rica, and Guatemala
Margaret Field & Douglas Long
9/9
7-8pm
Brousseau 114
JAN 173
9/10
6-7pm
Brousseau 114
JAN 173
9/16
7-8pm
Brousseau 114
JAN 174
Community Engagement in Sri Lanka: Tamil Women's Voices
Cynthia Ganote
9/5
3-4pm
Dante 217
JAN 174
Cynthia Ganote
9/5
4-5pm
Dante 121
JAN 174
Cynthia Ganote
9/6
2:30-3:30pm
Dante 121
JAN 174
Cynthia Ganote
9/10
6-7pm
Dante 121
JAN 175
Ireland, the "Terrible Beauty"
Rosemary Graham & Fr. Tom McElligott 9/5
7-8pm
Dante 213
JAN 175
5-6pm
Dante 213
JAN 175
9-10pm
Dante 213
JAN 176
Ethiopia: History, Culture, and Community Engagement
Rebecca Jabbour
9/5
5:30-6:30pm
Brousseau 114
JAN 176
Rebecca Jabbour
9/6
2:45-3:45pm
Brousseau 114
JAN 176
Rebecca Jabbour
9/12
5:30-6:30pm
Brousseau 114
JAN 176
Rebecca Jabbour
9/13
4-5pm
Brousseau 114
JAN 176
Rebecca Jabbour
9/19
1:30-2:30pm
Brousseau 114
JAN 177
Ancient Athletics: Greece and Turkey
Deane Lamont
9/4
3-4:30pm
Galileo 110
JAN 177
Deane Lamont
9/9
2-3pm
St. Joseph Hall
JAN 177
Deane Lamont
9/11
3-4:30pm
Galileo 110
JAN 178
Rwanda: "Twahindutse beza" (We Changed For Good)
Jim Losi & Ryan Lamberton
9/9
12:45-1:45pm
Hagerty Lounge
JAN 178
9/9
4-5pm
Hagerty Lounge
QUESTIONS?: Jan Term Power Plant Offices / x4771 / x8514 / Janterm @stmarys-ca.edu
JAN TERM 2014 TRAVEL:
SEPTEMBER 2013 PRE-REGISTRATION INFORMATIONAL MEETINGS
JAN 178
9/10
12:45-1:45pm
Galileo 201
JAN 178
9/10
4-5pm
Hagerty Lounge
JAN 178
9/11
4-5pm
Hagerty Lounge
JAN 179
Martinique: Can One Be "Wretched in Paradise"?
Claude Rheal-Malary
9/3
4-5pm
Dante 204
JAN 179
Martinique: Can One Be "Wretched in Paradise"?
Claude Rheal-Malary
9/10
4-5pm
Dante 204
JAN 180
Sundance Film Festival: Park City, Utah
Virginia Saenz McCarthy
9/11
4-5pm
Dante 217
JAN 180
9/11
6:30-7:30pm
Dante 114
JAN 180
9/12
4-5pm
Dante 218
JAN 180
9/12
6:30-7:30pm
Dante 218
JAN 180
9/18
4-5pm
Dante 218
JAN 180
9/18
6:30-7:30pm
Dante 218
JAN 181
Lasallian Service Internship
Br. Michael Murphy
9/10
7-8pm
Dante 204
JAN 181
Br. Michael Murphy
9/11
7-8pm
Dante 204
JAN 181
Br. Michael Murphy
9/12
7-8pm
Dante 204
JAN 182
ArchaeoAstronomy in the American Southwest
Ron Olowin & Ed Boyda
9/5
3-4pm
Dante 121
JAN 182
9/5
6-7pm
Dante 121
JAN 182
9/13
3-4pm
Dante 121
JAN 183
Encountering Christian Art in Italy and France
Tom Poundstone
9/11
7-8pm
Dante 217
JAN 183
Tom Poundstone
9/12
7-8pm
Dante 217
JAN 183
Tom Poundstone
9/18
7-8pm
Dante 217
JAN 184
Mexico: Tradition and Modernity
Alvaro Ramirez
9/4
4:30-5:30pm
Galileo 112
JAN 184
Alvaro Ramirez
9/11
4:30-5:30pm
Galileo 112
JAN 184
Alvaro Ramirez
9/18
4:30-5:30pm
Galileo 112
JAN 185
Spain: A Study in Cultural Metamorphoses
Frances Sweeney & Sally Stampp
9/4
3-4pm
Galileo 201
JAN 185
9/9
3-4pm
Galileo 201
JAN 185
9/10
3-4pm
Galileo 201
JAN 186
Bali: The Web of Life on the Island of the Gods
Kenneth Worthy
9/5
5:15-7pm
Galileo 201
JAN 186
Kenneth Worthy
9/7
1:15-3pm
Dante 204
JAN 186
Kenneth Worthy
9/10
5:15-7pm
Galileo 201
QUESTIONS?: Jan Term Power Plant Offices / x4771 / x8514 / Janterm @stmarys-ca.edu
TABLE OF CONTENTS
(Asterisks denote theme-related courses)
LOWER DIVISION
*JAN 020: Experimental/Avant-Garde Cinema
Dominic Angerame........................................... p. 2
JAN 021: Precious Watersheds for Life
and Wildlife
Steven Bachofer............................................... p. 3
JAN 022: Basic Spanish for Health Care
David Bird......................................................... p. 4
*JAN 023: The Metamorphosis of Theobroma
Cacao: The Cacao Bean’s Journey from Drink to
Candy to the Beauty Industry
Filomena Borges............................................... p. 5
JAN 024: A History of Harry Potter: What Bathilda
Bagshot Never Got to Tell You
Michelle Brusseau............................................ p. 6
JAN 025: Intro to Screenwriting: Writing for Film
Warren Robert Buchanan.................................. p. 7
*JAN 026: Planning for Sustainable Communities
Jana Carp.......................................................... p. 8
*JAN 027: The Science of Cooking
Jay Chugh......................................................... p. 9
*JAN 028: Health at Every Size
Rebecca Concepcion........................................ p. 10
JAN 029: Creating Theatre for Young Adults
Michael Cook & Jeffra Cook............................. p. 11
*JAN 030: Freshmen in Fiction (or, The UNDERgraduate)
Thomas Cooney................................................ p. 12
JAN 034: If You Ain’t Got That Swing
Patrick Doyle & Jane Corey.............................. p. 16
*JAN 035: Lasallian Education in Today’s Schools
Sharon Gegg..................................................... p. 17
JAN 036: Art in the Bay Area
Wesley Gibson.................................................. p. 18
*JAN 037: Cyborgs & CyberRevolutions: On
Warfare, Culture, and Activism
Cathy B. Glenn.................................................. p. 19
JAN 038: Excavating Ourselves: The Archaeology
of Now
Albert D. Gonzalez............................................ p. 20
*JAN 039: Les Miserables: The Metamorphosis
Lain Hart........................................................... p. 21
*JAN 040: The Development of the Women’s
Spirituality Movement
Miri Hunter Haruach......................................... p. 22
JAN 041: Sim(ulated) City: Las Vegas and the
Anthropology of Tourism
Dana Herrera.................................................... p. 23
JAN 042: Cultures of War
Gwyn Kirk......................................................... p. 24
JAN 043: From The Odyssey to O Brother, Where
Art Thou?: Adaption and Playwriting Now
Krista Knight..................................................... p. 25
JAN 044: Survival of the Friendliest: Dogs’ Evolution, Behavior, and Interactions with People
Patrizia Longo................................................... p. 26
JAN 031: Logic and the LSAT
Steven Cortright............................................... p. 13
JAN 045: Modern Financial Markets: A Multimedia Exploration
Asbjorn Moseidjord.......................................... p. 27
*JAN 032: Metamorphoses: Making Dances that
Transform
Cathy Davalos................................................... p. 14
JAN 046: Creative Presence: Cultivating Creativity
in the Age of Information
Kirthi Nath......................................................... p. 28
JAN 033: Barbarians!!!
Costanza Gislon Dopfel.................................... p. 15
JAN 047: Strategy, Power and Conflict:
The Simple Math of Decision Making
Weiwei Pan....................................................... p. 29
XVII
TABLE OF CONTENTS
JAN 048: Race, Culture and Power in Children’s
Stories
Mitali Perkins.................................................... p. 30
*JAN 061: History of Rock and Roll II: Summer of
Love and Beyond
Renee Witon..................................................... p. 43
*JAN 049: After the Holocaust: What Happened
to Nazi War Criminals and Jewish Survivors?
Joan Peterson................................................... p. 31
JAN 062: The Poetics of Listening
Laura Woltag..................................................... p. 44
*JAN 050: Curiosity and Conversion
Gabe Pihas........................................................ p. 32
JAN 051: Lust, Greed, Murder: Seven Great
Operas
Martin Rokeach................................................. p. 33
JAN 052: Food to the People
Kristen A. Sbrogna............................................ p. 34
*JAN 053: City of Dreams, City of Ghosts:
St. Petersburg, Russia in Literature, History,
Art and Film
Dana Sherry...................................................... p. 35
JAN 054: Riffs, Ripoffs, and Reinventions: The Art
of the Copy
Mary Paynter Sherwin...................................... p. 36
*JAN 055: Turning Animals into Icons: The Historical Significance of Animal Symbolism in Cultures
Around the Globe
E. Elena Songster............................................. p. 37
JAN 056: Justice for All
Ralph Spinelli.................................................... p. 38
*JAN 057: Self-Transformation through Yogic
Practices
Saroja Subrahmanyan....................................... p. 39
JAN 058: Selling Paradise: Hawaii and the
Anthropology of Tourism
Cynthia Van Gilder............................................. p. 40
*JAN 059: Lying 101
Rob Weiner....................................................... p. 41
*JAN 060: The Metamorphoses of U2: Musically,
Spiritually, and Politically
Marshall Welch................................................. p. 42
JAN 063: Dance for Camera
Jia Wu & Cari Ann Shim Sham......................... p. 45
JAN 064: Changing Oakland
Russell Yee........................................................ p. 46
*JAN 065: Reading and Writing the Poetry of
Metamorphosis
Matthew Zapruder............................................ p. 47
UPPER DIVISION
JAN 100: Just and Unjust Wars
Ron Ahnen........................................................ p. 49
JAN 101: Key Pieces: Assembling the 20th
Century through Literature, Film, and Art
Chad Arnold...................................................... p. 50
JAN 102: Reading Joyce’s Ulysses
Ed Biglin............................................................ p. 51
*JAN 103: Artists Look at Territory, Violence
and Law
Pamela Blotner................................................. p. 52
*JAN 104: The Human App: Transforming Communication in a Post-Human World
Abbe Blum........................................................ p. 53
JAN 105: In Search of California: A Multi-Disciplinary Journey
Robert Bulman.................................................. p. 54
JAN 106: When Worldviews Collide: Science and
Religion on the Question of God
John Cassidy.................................................... p. 55
*JAN 107: Finding our Voices, Hearing Others’:
Discovering Common Ground Across Differences
Barry Chersky & Corliss Watkins...................... p. 56
XVIII
TABLE OF CONTENTS
*JAN 108: Global Entrepreneurship
Tom Cleveland.................................................. p. 57
JAN 109: Writing About Film
Chris Correale................................................... p. 58
*JAN 110: The Marriage Plot: Emma Woodhouse
to Bella Swan
Tiffany Denman................................................ p. 59
JAN 111: Science, Religion, and Naturalism:
Where the Conflict Really Lies
Patrick Downey................................................. p. 60
*JAN 122: Cultivating Brain Power by Searching
Inside Yourself
Jo Ann Heydenfeldt.......................................... p. 71
*JAN 123: The History of Women in Catholic
Ministry
Br. Charles Hilken............................................. p. 72
*JAN 124: Ecopoetry in January
Brenda Hillman................................................. p. 73
JAN 125: Cross-Cultural Communication
John Knight....................................................... p. 74
JAN 112: Eat Your Words: Adventures in Food
Writing for the Epicurious
Jennie Durant................................................... p. 61
JAN 126: A Month in Yoknapatawpha Country:
William Faulkner, Race, and the American Novel
Kathryn Koo...................................................... p. 75
*JAN 113: Jazz Choir
Julie Ford.......................................................... p. 62
JAN 127: Six O’Clock Films
Amanda Lashaw............................................... p. 76
JAN 114: Writing Your Story in Poetry and Personal Essay
Jeanne Foster................................................... p. 63
*JAN 128: The Art of Change: A Poetry Incubator
Genine Lentine................................................. p. 77
*JAN 115: The St. Mary’s Monastery Experience
Phillip Fucella.................................................... p. 64
CANCELLED
*JAN 116: Story, Performance, and Conversation:
The STORY BRIDGE Method of Arts-Based Community Development
Richard Owen Geer.......................................... p. 65
*JAN 129: Community Engagement through
Education and Technology: Virtual Immersion in
Sri Lanka
Raina Leon........................................................ p. 78
JAN 130: Hunger Dames: Women in Science
Fiction and Fantasy
Hilda Ma........................................................... p. 79
JAN 117: Dreams: Science and Spirituality
Paul Giurlanda................................................... p. 66
*JAN 131: From Totem to Animals-R-Us
Christine Mathieu............................................. p. 80
JAN 118: What is Libertarianism?
Robert Gorsch................................................... p. 67
JAN 132: California Dreaming: Northern California’s Literary Landscapes
Molly Metherd.................................................. p. 81
JAN 119: Introduction to Buddhism
Kevin Griffin...................................................... p. 68
JAN 120: Capitalism at a Crossroads: Can Society
and Modern Corporations Co-exist?
Michael Hadani................................................. p. 69
*JAN 121: Death and Dying: The Final Metamorphosis
Emily Hause & Grete Stenersen....................... p. 70
*JAN 133: Psychoanalysis: Exploring the Unconscious in Everyday Life
Elise Miller........................................................ p. 82
JAN 134: Children and Sport
Steve Miller...................................................... p. 83
*JAN 135: Argentine Tango Globalized:
An In-depth Investigation of its History
and Metamorphosis
Hiroko Nakano.................................................. p. 84
XIX
TABLE OF CONTENTS
JAN 136: Lions, Tigers, and Cats, Oh My!
Felicidad Oberholzer......................................... p. 85
JAN 150: Exploring Fairy Tales
Steve Tillis.........................................................p. 99
JAN 137: Green Religion
Marie Pagliarini................................................. p. 86
*JAN 151: Math in the City: California Prison
Realignment
Ellen Veomett & Chris Jones............................ p. 100
JAN 138: Miners for Truth and Delusion: Mystics
East and West
Norris Palmer.................................................... p. 87
*JAN 152: Art in the Garden, the Garden in Art
Mary B. White................................................... p. 101
JAN 139: Wine: From A to Zin
Alexander J. Pandell......................................... p. 88
*JAN 153: Sexuality and Sport
Claire Williams.................................................. p. 102
*JAN 140: Writers Look at Territory, Violence and
Law
Laurie P. Phillips................................................ p. 89
*JAN 154: Mad Men/Mad Women:
The Sixties and Sexual Revolution
Denise Witzig.................................................... p. 103
JAN 141: Around the World in 28 Days
Ginny Prior........................................................ p. 90
JAN 155: Philosophy and the
Scientific Revolution
Joseph Zepeda................................................. p. 104
*JAN 142: The Inklings: Tolkien, Lewis,
and Williams
Colin Chan Redemer......................................... p. 91
Jan 143: Extreme Musicianship
Lino Rivera........................................................ p. 92
JAN 144: Religion, Media, and Culture in the Era
of Pope Francis
Michael A. Russo.............................................. p. 93
JAN 145: Mastering the Art and Science of Conversation
Scott Rutz......................................................... p. 94
*JAN 146: Disconnect, Power Off, and Unplug:
The Lost Art of Solitude
Linda Saulsby & James Wood.......................... p. 95
JAN 147: Learning About the World: India
Paola Sensi Isolani............................................ p. 96
*JAN 148: Life After College: Anticipating a Metamorphosis
Stephen Sloane................................................ p. 97
JAN 149: Battle of the Beverage Titans:
Coffee vs. Tea
Anthony Talo..................................................... p. 98
DEPARTMENTAL LOWER DIVISION
MATH 13: Calculus with Elementary Functions I
Jim Sauerberg.................................................. p. 106
MATH 14: Calculus with Elementary Functions II
Hans de Moor................................................... p. 107
DEPARTMENTAL UPPER DIVISION
EDUC 119: Field Experience in Early Childhood
Education: Child in the Family and Community
Patricia Chambers............................................. p. 109
EDUC 121-01: Education Field Experience at
Cambridge School
Nancy Dulberg and Kathy O’Brien.................... p. 110
LANGUAGE LOWER DIVISION
FRENCH 001: Accelerated Elementary French
Jane Dilworth................................................... p. 112
GERMAN 001: Accelerated Elementary German
Caralinda Lee.................................................... p. 113
ITALIAN 001: Accelerated Elementary Italian
Irene Pasqualini................................................ p. 114
XX
TABLE OF CONTENTS
JAPANESE 001: Accelerated Elementary
Japanese
Naoko Uehara................................................... p. 115
MANDARIN 001: Accelerated Elementary
Mandarin
Vivian Zhang..................................................... p. 116
TRAVEL UPPER DIVISION
*JAN 170: Poverty and Promise in the Brazilian
Amazon
Shawny Anderson & Jesse Wheeler................ p. 118
*JAN 171: The Impact and Ethics of Climate
Change in Nicaragua
Michael Barram & Aaron Sachs........................ p. 119
*JAN 172: Cultural Photography in Myanmar and
Singapore
Carla Bossard.................................................... p. 120
JAN 173: An Intimate Exploration of Belize, Costa
Rica, and Western Guatemala
Margaret Field & Douglas Long........................ p. 121
*JAN 174: Community Engagement in Sri Lanka:
An Exploration of Tamil Women’s Voices
Cynthia Ganote................................................. p. 122
JAN 175: Ireland, the “Terrible Beauty”
Rosemary Graham & Fr. Tom McElligott........... p. 123
JAN 176: Ethiopia: History, Culture, and Community Engagement
Rebecca Jabbour.............................................. p. 124
*JAN 181-01: Lasallian Service Internship I
Br. Michael Murphy.......................................... p. 129
*JAN 181-02: Lasallian Service Internship II
Br. Michael Murphy.......................................... p. 130
JAN 182: ArchaeAstronomy of the American
Southwest
Ron Olowin & Ed Boyda................................... p. 131
JAN 183: Encountering Christian Art in Italy and
France
Tom Poundstone............................................... p. 132
JAN 184: Mexico: Tradition and Modernity
Alvaro Ramirez.................................................. p. 133
*JAN 185: Spain: A Study in Cultural Metamorphoses through History, Art, and Architecture
Frances Sweeney & Sally Stampp.................... p. 134
JAN 186: Bali, Indonesia: The Web of Life on the
Island of the Gods: Ecology, Magi, Religion and
the Arts in Bali
Kenneth Worthy................................................ p. 135
QUARTER CREDIT
LOWER DIVISION
JAN 001-01/02/03: Beginning Guitar (3 sections)
Mori Achen....................................................... p. 137
JAN 002-01/02: Meditation for Beginners
(2 sections)
Br. Camillus Chavez.......................................... p. 137
JAN 177: Ancient Athletics: Turkey & Greece
Deane Lamont.................................................. p. 125
JAN 003: Peer Educator Training: Students Ending
Sexual Violence at SMC
Gillian Cutshaw................................................. p. 138
*JAN 178: Rwanda: “Twahindutse beza” (“We
Changed For Good”)
Jim Losi & Ryan Lamberton............................. p. 126
JAN 004: Going Solo: Audition Monologue
Preparation
Reid Davis......................................................... p. 138
JAN 179: Martinique: Can One be Wretched in
“Paradise”?
Claude-Rheal Malary......................................... p. 127
*JAN 005: The Art of Running
Martin Kinsey.................................................... p. 139
JAN 180: Sundance Film Festival, Park City Utah
Virginia McCarthy............................................. p. 128
JAN 006: Experiential Cross-Cultural Learning
John Knight....................................................... p. 139
XXI
TABLE OF CONTENTS
JAN 007: The Metamorphoses of Jazz Band
Literature
John Maltester................................................. p. 140
JAN 008: Jazz by the Bay
Victoria Phillips.................................................. p. 140
JAN 009: Writing Workshop: Grammar
for Academic Writing
Victoria Phillips.................................................. p. 141
JAN 10-01/02: Beginning Fencing (2 sections)
Carl Thelen........................................................ p. 141
JAN 011: Peer Leaders Addressing College Health
Issues
Irene Umipig..................................................... p. 142
PERFA 071: Yoga
Rosana Barragan............................................... p. 142
*PERFA 072: African Dance
Paul “Pope” Ackah............................................ p. 143
PERFA 076: Beginning Ballet
Elizabeth Randall............................................... p. 143
QUARTER CREDIT UPPER DIVISION
*JAN 190: Inspiring Transformation through the
Four Temperaments
Elaina Rose Lovejoy.......................................... p. 145
*JAN 191: The San Francisco Barbary Coast:
A Gate to the Gold rush
Maria Grazia de Angelis Nelson........................ p. 146
XXII
LOWER
DIVISION
on campus courses
1
*JAN 020
LOWER DIVISION
on campus
Visionary Cinema Experimental/Avant Garde Cinema Dominic Angerame | [email protected]
Film as an art form has been profoundly impacted by
the modernist and post-modernist art movements of
the twentieth century. Avant-garde filmmakers have
explored the outer limits of the medium, making
films that are sometimes beautiful, sometimes
disturbing, and often both.
This course traces the development of various avantgarde film movements from 1900 to the present. In
the classroom, we will screen some of the earliest
examples of film experimentation (by such pioneers
as the French magician George Melies, and Russian
Futurist Dziga Vertov). The course will then explore
the still-astonishing work of Dadaist and Surrealist
artist/filmmakers such as Man Ray, Luis Bunuel,
Salvador Dali, Germaine Dulac, Marcel Duchamp,
and many more. We will view and discuss: the work
of early American Experimental Filmmakers Watson
and Webber; post-war California filmmakers such as
Maya Deren and Bruce Conner; the beatnik films of
Chris MacClaine and others; the film cooperatives
and communities that emerged in the 1960s; and
the highly influential work of Stan Brakhage, Kenneth Anger, Chick Strand, and many others. The
course concludes with a look at the state of experimental film today. This course will expose you to a
wide range of innovative and provocative films and
will deepen your understanding of the importance of
film in the history of twentieth century art. NOTE:
Films will be screened outside of regularly scheduled course meetings.
COURSE information
DIVISION: Lower
READING LIST: Stan Brakhage, Film Biographies
P. Adams Sitney, Visionary Film
Other readings to be announced
BASIS FOR FINAL GRADE:
Quality of participation in class meetings and
field trips (20%); Short Weekly Papers (2-3
pages) (30%); Final Paper (6-8 pages) (50%
COURSE FEE: $50
(Cost includes Pacific Film Archive tickets,
photocopying.)
COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM
SPACES RESERVED FOR FRESHMEN: 10
2
LOWER DIVISION
on campus
JAN 021
Precious Watersheds
for Life and Wildlife
Steven Bachofer | [email protected]
Water is essential for life. Civilization is dependent
on having sufficient quantities of high-quality water. Waterfalls and rushing rivers impart sensations of
enjoyment and fulfill our spirits. Water is used in
formal spiritual ceremonies and, thus, is also a
cultural necessity. Yet, water can be evaluated as a
critical commodity for economic sustainability. In
California, the water wars led to a stronger national
environmental movement with the landmark case to
preserve Mono Lake. This course will focus on what our individual and
societal responsibilities are with respect to maintaining watersheds and giving wildlife a refuge. The
readings will set up a foundation for discussion and
classroom activities. The curriculum will be organized so students can gain some level of expertise
and then utilize their skills to inform others. The
weekly planned field trip will require an additional afternoon time commitment and will be
set on Thursday afternoons (including the first
week of Jan term). The explicit service learning will
have three parts: 1) creating some educational
media materials for use in other courses or a community/civic organization and documenting this task;
2) planning, assembling, and testing a stream simulation or demonstration project; and 3) performing
educational outreach work. A team presentation on
a specific issue will occur in the last week to generate some web / media materials on course topics. Finally, the course will have one midterm and a final.
COURSE information
DIVISION: Lower
READING LIST:
National Research Council, Wetlands:
Characteristics and Boundaries, National
Academies Press, 1995.
J. Cousteau and S. Schiefelbein,
The Human, the Orchid, and the Octopus,
Bloomsbury, 2007.
R. Glennon, Unquenchable: America’s Water
Crisis and What to do about it,
Island Press, 2009
COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM
Quality of class participation (15%); Midterm
(15%); Field Trip Analyses (10%); Educational
Media Materials / Team (10%); Educational
Outreach (15%); Stream Simulation / Team
Project (20%); Final exam (15%).
COURSE FEE: $60
(Cost includes driving to field sites and
assembling a stream simulation demonstration.)
3
JAN 022
Basic Spanish for
Health Care
LOWER DIVISION
on campus
David Bird | [email protected]
This course is designed to teach students the specialized Spanish vocabulary and cultural literacy they
will need if they plan to work in the healthcare
profession. We will practice, practice, practice
speaking and listening to real Spanish, using our
textbook and the online support materials to their
fullest potential.
This course is NOT intended for students who have
never studied or spoken Spanish before; you don’t
need to be fluent, but you should have some prior
experience with the language. This course is also
not intended for foreign language credit at SMC or
anywhere else; the instructor will not support petitions for it to count as such.
COURSE information
DIVISION: Lower
READING LIST:
Ana C. Jarvis and Raquel Lebredo, Basic
Spanish for Medical Personnel
Ilrn e-materials, either bundled with the
textbook or purchased separately
Participation (20%); Group projects (20%);
Weekly writing assignments (20%); Online
homework (20%); Mid-term oral exam (10%);
End of term oral exam (10%).
COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM
4
LOWER DIVISION
on campus
JAN 023
The Metamorphosis of
Theobroma Cacao: The Cacao Bean’s Journey
from Drink to Candy to the Beauty Industry
Filomena M. Borges | [email protected]
Are you a chocoholic? How much do you know
about this “food of the gods”? Do you know that…
chocolate originated in the Americas and was introduced to Europe by the Spanish? …it was used as
currency? …it only met its tasty companion, milk, in
the latter part of the 19th century? Do you know that
Cacao is also an ingredient in the cosmetic & personal care industry?
This course will explore the history of chocolate, its
relationship to religion, its role in society, economics, & medicine, and explore cacao’s role in the $35
billion cosmetic industry which advertises a healthy
look, but fails to explain that these products can
toxify the human body and harm health.
There will be in-class chocolate tastings of cacao
nibs, dark, milk & white chocolates, & exotic confections while focusing on local, organic, non-GMO,
and fair trade products whenever possible and
actively avoiding high fructose corn syrup, harmful
ingredients & the well-known commercial brands.
A sneak peak of projects: peanut butter cups; pecan
caramel turtles; peppermint bark; “Mounds;” cayenne hearts; chai hearts; chocolate dipped pretzels,
fruit, and baked goodies. Using cacao butter & other
kitchen ingredients, we will make healthy and safe
personal care products such as: moisturizer, lip balm,
deodorant, & more! At the end of the course, you
will have satisfied your chocolate curiosity and
cravings and have a healthy box of chocolates and
personal care products ready for Valentine’s Day!
COURSE information
DIVISION: Lower
READING LIST:
Michael D. Coe and Sophie D. Coe, The True
History of Chocolate (2nd Edition) Peter Greweling, Chocolates and Confections
at Home with the Culinary Institute of
America
Mira and Jayson Calton. Rich Food Poor
Food: The Ultimate Grocery Purchasing
System (GPS).
Stacy Malkan, Not Just a Pretty Face: The
Ugly Side of the Beauty Industry
Siobhan O’Connor and Alexandra Spunt. No
More Dirty Looks: The Truth about Your
Beauty Products--and the Ultimate Guide to
Safe and Clean Cosmetics
COURSE FEE: $250
(Cost includes chocolate confections for
tastings; chocolate and culinary supplies;
fees at local confectioners, aromatherapy /
cosmetic supplies and containers.)
Quality of participation (25%); daily written
responses &/or reading quizzes (25%);
tasting & experimentation diary (25%), fun
final exam & final research paper (25%).
5
LOWER DIVISION
on campus
JAN 024
A History of Harry Potter:
What Bathilda Bagshot Never Got To Tell You
Michele Brusseau | [email protected]
“A History of Harry Potter: What Bathilda Bagshot
Never Got to Tell You” is a class designed with
Potterheads in mind. We will closely examine J.K.
Rowling’s influences and read selections from Greek
Mythology, Christianity, Medieval and Elizabethan
Times, and 20th century / modern day. In the final
week, we will read Harry Potter and the Deathly
Hallows as a class. Students will be responsible for
Christmas Break reading of an assigned Potter
book, daily reading responses, a group oral report, a
group project, a research paper, and a final O.W.L.
examination. Potter inside jokes and lingo are
strongly encouraged and will allow you to earn extra
points to win the House Cup. Sorting will take place
on Day One. Slytherin members are welcome.
(S.P.E.W. members may receive priority placement.)
COURSE information
DIVISION: Lower
PREREQUISITES:
ENG 5 or SEM 020 or SEM 001. Students
must have previously read all seven Harry
Potter books and have ABOVE AVERAGE HP
knowledge. (For instance, if you don’t
know who Bathilda Bagshot is or how to find
the Room of Requirement, this probably is
not the class for you.) PLEASE NOTE THAT
THE FINAL PROJECT WILL REQUIRE
CRITICAL ANALYSIS AND RESEARCH-PAPER WRITING SKILLS. IN ADDITION, DUE
TO THE RIGOROUS READING LIST AND
THE QUANTITY OF MATERIAL, WIZARDS
AND WITCHES WILL BE REQUIRED TO
HAVE STRONG READING AND ANALYTICAL SKILLS.
READING LIST:
William Shakespeare, Macbeth
Geoffrey Chaucer, The Canterbury Tales (The
Pardoner’s Tale)
JK Rowling, Harry Potter and the Deathly
Hallows; The Tale of the Three Brothers
T.H White, The Sword in the Stone
C.S Lewis, The Lion, The Witch and the
Wardrobe
Excerpts from J.R.R Tolkien, various short
stories, British Folklore, Greek mythology,
Bible selections, and various essays written
about Harry Potter.
Daily reading responses (20%); active
classroom participation (20%); oral group
presentation (15 - 20 minutes) (10%); book
expert group project (10%); final paper (6 - 8
pages) (20%); final exam (20%).
COURSE FEE: $25
(Cost includes course reader and class
supplies.)
6
JAN 025
Intro to Screenwriting:
Writing for Film
LOWER DIVISION
on campus
Warren Buchanan | [email protected]
“Intro to Screenwriting” is an introduction to the
craft of writing for the film medium. Over the course
of the term, students will not only learn proper
screenwriting format, but also how to craft memorable dialogue, interesting characters, and concise,
entertaining action. The final goal of the course will
be a complete short film screenplay, or Act 1 of a
feature-length film, along with the knowledge and
drive to continue writing.
As a goal of the class, students will gain a better
grasp of filmic language. What are beats? What is
the difference between a tagline and a synopsis?
What is an inciting incident? along with other key
terms related to the screenwriting process. Students will draft character bios, beat and act outlines,
and craft short scenes that put emphasis on plot,
character, action and dialogue. We will examine
famous screenplays and how they translate to the
screen, as well as hear from some of the greatest
writers of all time on their processes and successes.
COURSE information
DIVISION: Lower
READING LIST:
Mark Evan Schwartz, How To Write a Screenplay (Second Edition)
Denny Martin Flinn, How Not to Write a
Screenplay: 101 Common Mistakes
Active Classroom Participation (10%); Beat
Outline and Tagline (5%); Character Bio(s)
(5%); Act Outline (10%); 5 Page Screenplay
(15%); 10-15 Page Screenplay (25%); final
20-30 Page Screenplay (30%).
COURSE FEE: $15
(Cost includes photocopy costs for the
course reader.)
SPACES RESERVED FOR FRESHMEN: all
7
*JAN 026
Planning for
Sustainable Communities
LOWER DIVISION
on campus
Jana Carp | [email protected]
What would a sustainable community look like? Does everyone have to have a chicken coop in their
backyards? What about cars? Is anybody doing
anything about climate change? If I wanted to fix a
park in my neighborhood, how would I go about it? Why is the bus system so inconvenient, and what
needs to happen to make it better?
If you’re interested in planning the built environment
-- the arrangement and use of buildings, roads, and
open spaces -- and you want to find out about how
to make it all more sustainable, this is your class. But keep this quotation from Foucault in mind: “People know what they are doing. People know
why they are doing what they are doing. But what
people don’t know is what what they do does.” He’s
writing about us. And we are trying to figure out
how to make things better. Come and see what’s
happening in the sustainable community planning
world.
COURSE information
DIVISION: Lower
READING LIST:
Mark Roseland, Toward Sustainable Communities: Resources for Citizens and Their
Governments (2005)
Richard J. Jackson, Designing Healthy
Communities (2011)
Attendance, class participation (15%);
informal writing assignments (15%); two
graded project/papers (1. a systematic built
environment observation and 2. a sustainable
community action proposal. Be prepared to
exercise your reading comprehension, critical
thinking, shared inquiry, and writing capability.) (70%).
COURSE FEE: $25
(Cost includes drawing materials (in-class
use), field trip transportation, and honoraria
for guest speakers.)
8
*JAN 027
The Science of Cooking
LOWER DIVISION
on campus
Jay Chugh | [email protected]
Cooking represents one of the earliest forms of
scientific inquiry. Through curious observation,
followed by careful and repeated experimentation,
our recipes have evolved over hundreds of years.
But what is the science behind cooking? What
molecular changes drive culinary successes (or
failures)?
In this course, we will reflect on past culinary traditions and critically evaluate the ethical, legal, biological, and political ramifications of current agricultural
transformations. We will then learn about the science of cooking and apply it while we design and
create our own meals through inquiry-driven,
hands-on experimentation. We will capitalize on our
interdisciplinary understanding of culinary science to
shape a new vision of cooking and eating, thereby
strengthening our present and future roles as nurturing family members, responsible community members, thoughtful consumers, and productive citizens.
All students who harbor a genuine enthusiasm for
the science of cooking are welcome. A basic understanding of cooking practices is recommended. COURSE information
DIVISION: Lower
READING LIST:
Michael Pollan, Omnivore’s Dilemma
Harold McGee, On Food and Cooking -- the
Science and Lore of the Kitchen
Peter Barham, The Science of Cooking
Howard Hillman, The New Kitchen Science
Robert Wolke, What Einstein Told His Cook
Quality of active daily participation (20%); lab
notebook and recipe journal (40%); research
paper (10 pages) (20%); final exam (20%).
COURSE FEE: $100
(Cost includes rental of kitchen facilities along
with some equipment and supplies.)
COURSE SCHEDULE: MTuWTh, 3:456:20pm
9
*JAN 028
Health at Every Size
LOWER DIVISION
on campus
Rebecca Concepcion | [email protected]
The prevalence of overweight and obese people
continues to increase in US citizens of all ages.
While professionals from multiple disciplines
endeavor to decipher what factors influences health
behaviors in this population, new and useful perspectives have evolved to promote overall health
and well-being. A complicating factor in this mission
is that people who are overweight or obese are
severely stigmatized, due in part to the perception
that weight is controllable and, thus, people who are
overweight are responsible for any discrimination
they experience. How does this discrimination
impact people who are overweight, in terms of
mood, emotions, dietary practices, physical activity,
and other self-care behaviors? With discrimination
originating from multiple spheres of life, including
employers, family members, and health care professionals, just to name a few, is it possible to feel
positive about oneself and strive for acceptance and
health?
Additionally, popular media and health care professionals broadly utilize the term “obesity epidemic”
to describe the current rate of obesity. Does this
terminology accurately portray the relationship
between weight and health or does it promote
discrimination of fat people? This course will review
these issues from a multi-disciplinary exploration of
obesity in America. Various perspectives will be
explored including the evidence-based Health at
Every Size (HAES®) movement, which addresses a
self-acceptance, health enhancement, the joy of
movement, and the pleasure of eating well at any
size, the biomedical model of obesity, as well as the
way social influences impact health for people who
are overweight.
COURSE information
DIVISION: Lower
READING LIST:
Linda Bacon, Health at Every Size: The
Surprising Truth about Your Weight
Esther Rothblum, Sondra Solovay, and
Marilyn Wann (Editors), The Fat Studies
Reader
Abigail Saguy, What’s Wrong with Fat? Related articles available on Moodle class
site.
Weekly writings and quality class participation (35%); Article reviews (5%); Presentation (15%); Media analysis paper and
presentation (25%); Field experience and
write-up (20%
COURSE FEE: $25
(Cost includes guest speaker and potential
field trip opportunities.)
10
LOWER DIVISION
on campus
JAN 029
Creating Theatre
for Young Adults
Michael Cook and Jeffra Cook | [email protected]
Students enrolled in this course will work on a
project designed to bring theatre, magic, and dance
to children of the East Bay Area. Over the past 20
years, more than 53,000 students have seen our Jan
Term productions. Students enrolled in the class as
actors will have the opportunity to experience life in
the theatre by acting, dancing and singing. Those
who are interested in the technical aspects of theater will learn how to construct scenery, paint, work
on lights, sound, costumes and publicity. Everyone
will study the period and history the show takes
place in as well as the architecture and clothing of
the era. A guest choreographer and guest costumer
will assist. The final week of Jan Term will be
devoted to 10 Performances of our show for young
students from local schools. By reaching schoolaged children through these performances, we hope
to engage them in a journey of exploring the performing arts throughout their lives. Plays under
consideration are always based on classic fairy tales
such as The Ugly Duckling, Puss in Boots and The
Princess and the Pea.
TO ENROLL IN THE CLASS, YOU MUST MEET
WITH THE INSTRUCTOR, THE FIRST WEEK IN
OCTOBER, BEFORE REGISTRATION. Actors will
interview and audition for parts. Technicians will
interview. Dates and times for auditions and interviews will be posted on the theater box office window, the last week of September. You must sign up
and interview to be in the class.
COURSE information
DIVISION: Lower
and performances (30%).
PREREQUISITES:
Permission of the Instructor. Before enrolling
in the class, you must interview with the
instructor Michael Cook. Auditions and
interviews will be held in early October. You
must interview to discuss whether you want
to perform (act, sing, dance) or be a member
of the technical crew (lights, sound, set
construction, costumes, props or publicity). Actors, please be ready to audition with a
two minute audition piece.
COURSE FEE: $50
(Cost includes production costs, including
material to build sets, props, costumes,
publicity and special effects needed for the
show.)
READING LIST:
Michael Cook, Doing It Right the First Time
Lawrence Stern, Stage Management
Quizzes based on reading assignments and
lectures (20%); Completion of all homework
assignments (20%); Attendance and participation in all classes, labs and rehearsals
(30%); Participation at all technical rehearsals
11
*JAN 030
Freshmen in Fiction
(or The UNDERgraduate)
LOWER DIVISION
on campus
Thomas Cooney | [email protected]
On your first trip home after the fall semester
started, you discovered that your parents had turned
your bedroom into a home gym, your high school
friend asked your last name when you called his
house, you’d never loved a home appliance as much
as you loved your folks’ refrigerator, and you slept
more hours than there are in a day not because you
were tired but because the sheets were so clean
and soft and fragrant that you felt like your folks
were welcoming British royalty, not their offspring.
Congratulations, you’re a freshman. In this course
we will look at how the American freshman (and
sophomore and junior and senior) has become such
a formidable protagonist in the fictions of the modern era. We will look at the emotional, intellectual,
and physical obstacles students in college face in
the present and the past. In addition to reading
stories, students will also learn how to create characters and narratives so that they can produce a
short story of their own at the end of the term.
COURSE information
DIVISION: Lower
READING LIST:
Chad Harbach, The Art of Fielding
Class reader of short stories. Authors may
include: Flannery O’Connor, Tobias Wolff, Ron
Carlson, Mona Simpson, Michael Chabon,
Robert Cohen, Andre Dubus, and Justin
Cronin.
Participation and attendance (25%); Daily
responses (25%); final paper (theoretical or
creative) (25%); final exam (25%).
COURSE FEE: $20
(Cost includes course reader.)
12
JAN 031
Logic and
the LSAT
LOWER DIVISION
on campus
Steven Cortright | [email protected]
This is a course in natural deduction, induction, and
informal fallacies . . . with a “twist.” The twist: we
will apply the techniques that arise from our studies
in logic to materials typified in the Law School
Admissions Test (LSAT). Hence, this is NOT a
course in “test preparation”: test-taking strategies
will form no part of the curriculum. The curriculum
will be devoted to grounding, explicating, and applying principles of logic: categorical reasoning, propositional and predicate calculus, and some account of
linguistic (informal) fallacies. The latter phase of
study, applications to LSAT questions, may be of
particular interest to students who anticipate preparing and sitting for the LSAT, but the the course will
be of use to any student who is interested in gaining
reflective, critical control over the reading and evaluation of natural--i.e., ordinary language--arguments in
any discipline.
COURSE information
DIVISION: Lower
READING LIST:
Peter T. Geach, Reason and Argument
Richard Jeffrey and John P. Burgess, Formal
Logic: Its Scope and Limits (4th ed.)
LSDAS Test-Prep publications (past actual
LSAT examinations)
Daily written exercises (20%); Class participation (including demonstrations at the board)
(35%); Weekly written examinations (3)
(30%); In-class, final “LSAT-style,” comprehensive examination (15%).
COURSE FEE: $10
(Cost includes photocopies.)
13
*JAN 032
Metamorphoses:
Making Dances that Transform
LOWER DIVISION
on campus
Cathy Davalos | [email protected]
This course is designed to introduce the art of choreography and dance training to the beginning dance
student. The focus of the class will be on one’s
personal relationship to dance through dance techniques and choreographic development. We will
explore different catalysts for movement and
develop tools to make dances. We will also focus
our dancing on the Bartenieff Fundamentals to
encourage more efficient movement and a stronger,
more connected body. Choreographic choices will
be enhanced with Laban Movement Analysis (an
action-oriented vocabulary of movement). This
language will enable us to dissect and understand
our own choreographic process. We will explore our
own movement styles and then expand our movement potential using Laban’s concepts. Each day
will begin with technique class followed by a choreography workshop. Short daily assignments will
assist in the development of a dance from the
beginning to the end. Weekly guest artists, a dance
concert (or two), off-campus events, and Jan Term
events will provide further inspiration. Students will
create a solo built on the Jan Term theme of Metamorphoses. This solo will be performed on the last
day of class. COURSE information
DIVISION: Lower
PREREQUISITES:
This is a rigorous course and students will
need the instructor’s signature to register. READING LIST:
Peggy Hackney, Making Connections: Total
Body Integration Through Bartenieff Fundamentals BASIS FOR FINAL GRADE:
Quality of participation and creative growth in
technique class and choreography workshops
(20%); daily projects and assignments (20%);
attendance at dance concerts, lectures, and
Jan Term events (20%); reading and writing
assignments (20%); final choreography
project and paper (20%).
COURSE FEE: $75
(Cost includes guest artists, dance concerts,
other field trips, and, when possible, transportation.)
COURSE SCHEDULE: TuWThF, 1-5 PM
14
JAN 033
Barbarians!!!
LOWER DIVISION
on campus
Costanza Gislon Dopfel | [email protected]
This course will question the notion of the ‘other’
through the historical definition of barbarian and
barbarism. We will look at preconceived notions of
what a barbarian is from Greek, Roman and Christian viewpoints; then we will switch our perspective
and adopt the points of view of Persian, Germanic
and Arab cultures. We will explore the world of the
Celts, the Goths and the Vikings, and the way of life
of the Huns, the Longobards and the Mongols. The
course will explore the lives of young men and
women on either side of the ‘barbarian’ divide and
the challenges they had to face in order to survive
throughout the migration period and the early Middle Ages. We will also discover the cultural inheritance of these ‘barbaric’ tribes and the lasting effect
they had on medieval and early modern culture.
The course will include several class activities and
one or two days a week will be dedicated to
hands-on events. There will be visits from Iron Age
Celts, the Tenth Roman Legion and a group of
Vikings. The course is structured to take place three days a
week instead of four, with a double session on
Fridays from noon to 5:00 p.m. All students will
participate in re-enactment activities during the last
three Fridays. These activities include weapon
handling, javelin throwing, crafts and more. Students will be served a full meal on Fridays, consisting of food typical of the period and cooked according to ancient recipes.
The course will be graded on the basis of participation and four tests that will evaluate the degree to
which students have read the texts, paid attention to
class lectures and reflected on the material presented during the re-enactments. Since the historical material covered in this course is quite extensive,
COURSE information
DIVISION: Lower
READING LIST:
Thomas Cahill, How the Irish Saved Civilization
James Campbell, The Anglo-Saxons
Malcolm Todd, Everyday Life of the Barbarians
Simon Keynes, Alfred the Great
Gregory of Tours, History of the Franks
The Nibelungenlied
Morris Bishop, The Middle Ages
(All material will be on ERes or handouts, no
cost of reading material for the students.)
participation (20%); presentation (10%);
midterm (20%); final (40%); weekly tests
(10%)
COURSE FEE: $120
(Cost includes fees for visits and food, the
Medieval ball and banquet, and miscellaneous expenses.)
COURSE SCHEDULE: TuTh, 12:00-2:30 PM
and F, 12:00-5:00 PM
15
JAN 034
If You Ain’t Got
That Swing
LOWER DIVISION
on campus
Patrick Doyle and Jane Corey | [email protected]
This course is an interactive journey through the
history and culture of the swing dance craze in the
United States during the first half of the twentieth
century. You will dance and learn about the Charleston of “the roaring twenties.” Then you will study
East Coast Swing and the jazz era; from its African
roots, through black churches in the United States,
jazz music flowed into the streets of Harlem and on
to social clubs throughout the country. The course
will conclude with the pre-Rock-n-Roll (and more
intricate) Lindy Hop. Bonus: depending on your
dance achievement, you might learn Frankie Manning’s Shim-Sham.
Combining history and culture, this course will
examine questions such as - Why were they dancing? How did it start? How did it affect black / white
relations? Who was the real “King of Swing”? What
part did swing play in the Civil Rights Movement?
What did Malcolm X write about Lindy Hop? How
did the public react to this dance? Who initiated
specific dance moves? Who are Ray Charles,
Frankie Manning, Shorty George, Sylvia Sykes, Louis
Armstrong, and Maxie Dorf, and who were the Big
Bands?
You’ll learn the dance basics of the era, body movement, centering, balance, weight transfers, frame,
and connection with partner. This is a great course
for couples, but no partner is necessary. However,
each student must be willing to lead and to follow.
Ultimately, you might even decide to dance competitively.
This course is physically demanding.
COURSE information
DIVISION: Lower
READING LIST:
Tamara Stevens, Swing Dancing (Greenwood
Press)
Articles provided by professors
Ken Burns Documentary, Jazz
Well-researched oral presentation on a figure
from the swing era (25%); written assignments (25%); participation in class discussions (25%); dancing achievement and public
deportment (25%).
COURSE FEE: $60
(Cost includes classes with professional
swing dance instructor, guest speakers,
xeroxing, and final dance gathering.)
16
*JAN 035
Lasallian Education in
Today’s Schools
LOWER DIVISION
on campus
Sharon Gegg | [email protected]
WANTED: SMC STUDENTS WHO WANT TO MAKE
A CONTRIBUTION TO UNDERSERVED, DISADVANTAGED, K – 12 SCHOOLS WITH LARGE MULTICULTURAL POPULATIONS. This is your opportunity to see education through
the eyes of a teacher and make a contribution,
pairing your talents with the needs of a teacher at an
underserved, public school. The course is designed
to develop a life-long appreciation for the work of
teachers, in the spirit of John Baptist De La Salle,
the patron saint of teachers.
During Jan Term, students will spend at least 15
hours per week at an Elementary or Secondary
school located in Concord. They will also attend on
–campus seminars two afternoons per week.
A JAN 2012 student wrote “this course is a once in
a lifetime experience” while another wrote “every
part of this course lent me a deeper respect and
appreciation for teachers.” Students who take this
course will inevitably become advocates for education. Interested students are required to attend a mandatory orientation and information session on Wednesday, October 2, 2013 in Dante 113 from 1-2pm. If
this time does not work for you, please notify the
instructor, Sharon Gegg, at [email protected] before
October 2, 2013. The class will be limited to 24
students. A commitment to teaching as a profession is not a
requirement for this course. This is an exploratory
course and does not fulfill specific credential requirements, although the course does provide a valuable
introduction to the teaching profession for future
credential candidates.
COURSE information
DIVISION: Lower
PREREQUISITES:
Instructor signature required for enrollment
READING LIST:
Moulthrop, Calgari, and Eggers, Teachers
Have It Easy, the Big Sacrifices and Small Salaries of America’s Teachers
Selected readings from and about Saint John
Baptist De La Salle
Field placement (40%); Special Project and
presentation (15%); Written Reflections that
tie Readings to Field Experience (15%);
Quality of Preparation and Participation
(15%); Portfolio Presentation to Instructor
(15%).
COURSE FEE: $10
(Cost includes materials and duplicating costs.)
17
JAN 036
Art in the Bay Area
LOWER DIVISION
on campus
Wesley Gibson | [email protected]
“Art in the Bay Area” is a class which introduces
students to the rich and diverse art scene in the Bay
Area. It is also a philosophy of art class using
Michael Kimmelman’s The Accidental Masterpiece
as a central text. Kimmelman’s book asks: What is
art? What is the purpose of art? How are we
enriched by learning to incorporate it into our lives?
We will spend most of our time at museums and
galleries, with several visits from local artists. Each
day there will be a class discussion about that day’s
activities and the reading. There will be three short
papers in which students will asked to reflect on an
art work or experience or something from that
week’s reading that excited or moved or even
angered them. Students will be asked to keep a
detailed daily journal which discusses that day’s
experience, citing and describing specific works of
art and their responses to them, and also responding to the reading. By the end of the course, students will have been introduced to a variety of art
forms from Renaissance paintings at the Legion of
Honor to the more contemporary, experimental
political installations characteristic of the Yerba
Buena Center for the Arts. Through their papers and
journals students will have begun to form their own
ideas about the meaning and purpose of art in terms
of their own lives. They will have learned to move
beyond the surface responses of “I like,” “I don’t
like,” “I don’t understand,” to an understanding of art
as an act of communication in which they are full
participants.
COURSE information
DIVISION: Lower
READING LIST:
Michael Kimmelman, The Accidental Masterpiece
Handouts excerpting artists and writers like
Andy Warhol, John Ruskin, Meyer Shapiro,
etc.
Class participation (coming to class on time
having done the reading and participating in
discussions) (30%); three 2-3 page papers
(30%); a detailed journal which discusses
their experience of the art they’ve seen as
well as the reading (40%).
COURSE FEE: $55
(Cost includes admission to museums, small
stipends for visiting artists.)
18
LOWER DIVISION
on campus
*JAN 037
Cyborgs & CyberRevolutions:
On Warfare, Culture, and Activism
Cathy B Glenn | [email protected]
Donna Haraway declares, “The cyborg is a condensed image of both imagination and material
reality, the two joined centers structuring any possibility of historical transformation.”
Although primarily a metaphorical device in Haraway’s work, the cyborg is now also an actual representation of the massive metamorphosis technology
is generating in nearly every sphere of human existence. Stanford has developed living biological
computers inside the human body, and 3-D print
technology can reproduce human organs. The implications of a major cyberconflict have been compared to nuclear war, and NATO has proposed an
exception to the Geneva Convention to target civilians who engage in cyberattacks during wartime. Cyberbullies, cyberstalkers, and cybercelebrities
litter the virtual cultural landscape. And, groups like
Anonymous, CyberBunker, and Spamhaus have
changed the face of activism in the twenty-first
century.
Engaging literature, film, art, popular culture, and
critical theory, a focus on four sectors of radical
change will structure the course: (1) human-technology fusions; (2) technological war, terrorism, and
espionage; (3) social technologies that blur public
and private; and, (4) hacking, doxxing, and cyberpunking as activism. We’ll test our imaginations alongside our actualities to challenge how we think about
and interface with these areas of ongoing transformation. By grappling with ethical, legal, and social
aspects of these metamorphoses, we can begin to
understand how it is possible to take responsibility
for the social relations of science and technology
without adopting an anti-science metaphysics or
demonizing technology. We’ll also contend with how
these changes constitute our identities and transgress natural-synthetic boundaries.
COURSE information
DIVISION: Lower
READING LIST:
Donna Haraway, “A Cyborg Manifesto”
Paolo Bacigalupi, The Windup Girl
Blade Runner film
The Economist, “War in the Fifth Domain”
and “Cyberwar”
CNBC, Cyberwarfare documentary
Al Jazeera World, Fighting in the Fifth
Dimension documentary
Judith S. Donathe, (MIT Media Lab), “Identity
and Deception in the Virtual Community”
Mark Dery, Escape Velocity: Cyberculture at
the End of the Century
Other print and electronic resources, as
needed
Seminar participation and leadership (30%); 3
weekly essays (40%); final paper (30%).
COURSE FEE: $40
(Cost includes guest speakers, course
readers, and end-of-term social.)
19
LOWER DIVISION
on campus
JAN 038
Excavating Ourselves:
The Archaeology of Now
Albert D. Gonzalez |[email protected]
Archaeologists have made an industry of studying
ancient garbage, but has this helped us to understand what our trash says about us? They are keen
to remark as to the organization of prehistoric
households, but can archaeologists say anything
regarding the cultural significance of the organization
of their own living rooms? They exert much effort in
combating the myth of pyramid-building aliens, but
can they comment as to the cultural significance of
the material remains of human exploration of outer
space? Despite the discipline’s reputation for evaluating only material pertaining to the deep (not to
mention, earthly) human past, archaeologists are
beginning to ask questions regarding the material
order of today’s world. This course explores a body
of work produced by scholars at the forefront of that
effort. It begins with an introduction to the discipline of archaeology, describing the field’s traditional
goals and methods. It then works its way into
discussion of the conditions that led to the development of an archaeology that makes the modern
world its object. The course asks students to assess
the trajectory of the emerging subfield, evaluating
the quality of its contributions by providing exposure
to a broad range of related case studies.
COURSE information
DIVISION: Lower
READING LIST:
M. Russell, Digging Holes in Popular Culture:
Archaeology and Popular Culture
M. Bonnes and M. V. Giuliana, “Cross-Cultural Rules for the Optimization of the Living
Room”
S.L. Dawdy, “Clockpunk Anthropology and
the Ruins of Modernity”
C. Evans and C. Humphrey, “After-Lives of
the Mongolian Yurt: The Archaeology of a
Chinese Tourist Camp”
A. Mayne and T. Murray, “The Archaeology of
Urban Landscapes: Explorations in Slumland”
P.R. Mullins, “Domesticating Barbie: An
Archaeology of Domestic Ideology and Barbie
Material Culture”
W. Rathje, “The Archaeology of Space
Garbage”
Class participation (20%); Reading quizzes
(25%); Group presentation (25%); Group
Paper (30%).
20
*JAN 039
Les Miserables:
The Metamorphoses
LOWER DIVISION
on campus
Lain Hart | [email protected]
Widely considered one of the greatest novels of all
time, Victor Hugo’s Les Miserables has been read in
dozens of languages and adapted numerous times.
As a through-sung musical, Les Miserables has
played in over three hundred cities, and recently
inspired an Academy Award-winning film adaptation.
In this class, we will view selected scenes from
these adaptations and read excerpts drawn from key
sections of the novel. To better understand the
characters and events described in Les Miserables,
we will discuss contemporary music, poetry, politics, religion and warfare. Among the questions we
will ask are: How did the French Revolution generate
the demands the students sought to satisfy in the
uprising of 1832? What does this story say about
social justice and the rights of the poor? What does
it say about the rights of women? What about crime
and punishment? Wealth and poverty? Spirituality
and disillusionment? Violence and Catholicism?
Even as we conduct an in-depth examination of the
social and moral turmoil encapsulated in the novel,
we will also discuss the “metamorphoses” of the
Les Miserables “experience” itself. What are we to
make of the story’s many permutations? What are
we to make of the enduring appeal that the novel (or
the musical or the film) seems to have among audiences of every imaginable background? What can all
this teach us about constancy and change?
COURSE information
DIVISION: Lower
READING LIST:
Victor Hugo, Les Miserables
Upton Sinclair, The Cry for Justice: An
Anthology of the Literature of Social Protest
Mason and Rizzo, The French Revolution: A
Document Collection
Mark Almond, “The Springtime of the
Peoples”
Victor Brombert, “Les Miserables: Salvation
from Below”
Lois Bee Hyslop, “Baudelaire on Les Miserables”
Alexander Welsh, “Opening and Closing Les
Miserables”
Daily response papers (10%); two (3-page)
analysis papers (10% each); in-class oral
presentation (10%); annotated bibliography
(15%); active classroom participation (20%);
final (15-page) research essay (25%).
21
*JAN 040
The Development of the
Women’s Spirituality Movement
LOWER DIVISION
on campus
Miri Hunter Haruach | [email protected]
Set against the backdrop of the feminist and womanist movements, the Women’s Spirituality movement began its development. Whereas feminism
sought, in part, to liberate women from their bodies,
Women’s Spirituality sought to re-vision the female
body and to empower women by validating such
concepts as intuition, women’s ways of knowing,
the body as sacred and the body as a vessel for
spiritual and practical knowledge.
In this class, we will study and explore the use of
the roots of the women’s spirituality movement. We
will investigate how it grew out of feminism and
womanism and the various re-visionist movements
of organized religions. We will also investigate the
use of the arts (music, dance, theatre, visual arts) in
the women’s spirituality movement and how this
praxis has led to the concept of embodied knowing.
We will be using texts, both written and visual,
performances and self-study in order to develop an
understanding of this important philosophical/religious/spiritual movement.
The class will attend performances and gallery
exhibits. These will be assigned and are required.
COURSE information
DIVISION: Lower
READING LIST:
Carol Christ, Rebirth of the Goddess
Amina Wadud, Qu’ran and Woman
Finger et al, The Wisdom of Daughters
Anita Diamant, The Red Tent
Active Classroom participation (30%);
Spiritual autobiography, written (25%);
Spiritual autobiography, oral presentation
(25%); Critique of two performances/art
exhibits (10% each, 20% total).
COURSE FEE: $25
(Cost includes off campus performance field
trip.)
INFORMATIONAL MEETINGS: TBD
22
JAN 041
LOWER DIVISION
on campus
Sim(ulated) City: Las Vegas
and the Anthropology of Tourism
Dana R. Herrera | [email protected]
Locals. Travelers. Souvenirs. Romance Tourism.
Eco-Tourism. Authenticity. This course addresses the
issues surrounding tourism as a culturally negotiated
industry (particularly in developing countries). We
will examine the social theory underlying the study
of tourism while discussing 1) tourism as a “force in
sociocultural change” (in the words of social scientist Malcolm Crick), 2) the motivations and roles of
tourists in the international and local arena, and 3)
the effect of tourism on the development of
so-called “Third World” cultures and economies.
We will read and extensively discuss case studies
examining the relationship between globalization
and tourism in places such as Southeast Asia. What
is the local perspective on tourist activities? How do
local populations participate in the development of
the tourist trade? In the second half of the course,
Las Vegas will serve as the United States case
study. With almost 40 million visitors every year Las
Vegas is one of the tourist capitals of the country.
We will examine how Las Vegas resorts simulate
significant cultural landmarks and their appeal to
travelers. We will also examine structures of power
and wealth as they influence who wins and who
loses in the city of “Lost Wages.”
Students should be prepared to work independently
and in groups to research, prepare, and present
multi-disciplinary material to the class in a professional manner. Our final week will be spent in a
symposium-like setting presenting our month-long
research projects. (Course texts and activities subject to change with notice.)
COURSE information
DIVISION: Lower
PREREQUISITES:
ENG 4
READING LIST:
Erve Chambers, Native Tours: The Anthropology of Travel and Tourism
Rex Rowley, Everyday Las Vegas: Local Life
in a Tourist Town
course reader
Active classroom participation and homework
(20%); exam 1 (20%); exam 2 (20%); final
project (20%); final presentation (20%).
COURSE FEE: $25
(Cost includes guest speakers and class
luncheon.)
COURSE SCHEDULE:
MTuThF, 12:00 - 2:35 PM
23
LOWER DIVISION
on campus
JAN 042
Cultures of War
Gwyn Kirk | [email protected]
Tank tops, bomber jackets, navy pea coats, flack
jackets … military clothing has long been adopted
into civilian wardrobes. Camouflage is cool. It comes
in blue, pink, in baby onesies, lingerie, backpacks,
and cell-phone covers. High fashion houses and local
stores all feature clothes with “military styling.”
This interdisciplinary course draws from anthropology, cultural studies, gender studies, history, and
media studies to examine how war sneaks into
civilian life: into our language, our closets, and our
assumptions. We will explore examples from popular culture as well as Bay Area history. Traditionally,
war and militarism have been defined as male. What
does that mean for women serving in the military
and those impacted by wars?
To study these topics we will use a multimedia
approach with video clips, presentations of visual
material, internet resources, speakers, class discussions, short lectures, and extensive readings from
multiple disciplines. We will visit the World War II
Home Front National Historic Park in Richmond on
Saturday Jan. 17. Students will also watch feature-length films outside of class.
COURSE information
DIVISION: Lower
READING LIST:
Helen Benedict, “The Lonely Soldier”
(excerpt)
Gray Brechin, “ The Scott Brothers: Arms and
the ‘Overland Monthly’ “
Cynthia Enloe, “Sneak Attack: The militarization of US culture”
Susan Galleymore, “Long Time Passing:
Mothers speak about war”
Sherna Gluck, “Rosie the Riveter Revisisted”
(excerpts)
Malalai Joya, “A Bird with One Wing”
Martin Luther King, Jr., speech about the
Vietnam War, Riverside Church
Lila Abu Lughod, “Do Afghan Women Really
Need Saving?”
Riverbend, excerpts from “Bahgdad Burning”
Class participation (15%); three reflection
papers (3-4 pages each) (20% each); Final
research-based paper (7-8 pages) and brief
class presentation (25%)
COURSE FEE: $25
(Cost includes guest speakers, field trip, and
photocopies of readings .)
24
JAN 043
From The Odyssey to
O Brother, Where Art Thou?:
Adaptation and Playwriting Now
LOWER DIVISION
on campus
Krista Knight | [email protected]
In this interactive playwriting class, we will read,
write, watch, create and act! We will examine how
contemporary playwrights and filmmakers have
re-imagined, re-envisioned, and re-invented classic
texts; discuss the appeal of classics in modern life;
see theatrical adaptations in the Bay Area; sharpen
our skills in dramatic writing; and shift into creating
our own pieces.
We will pay attention to the reinvention of character,
action and idea – finding what is created and is
transformed in translation from source material to
adaptation.
Together, we will examine several plays for their
structure, pace, dialogue and voice. You will then
choose a classic play or narrative text and begin
work on your own original adaptation. Writing exercises are designed to spark creativity and invention,
to find a dramatic structure for stories, and to
deepen character and plot. In class, we will work-
shop each other’s scripts, reading scenes in small
groups and bringing the scenes to life in skits,
improvisations, and media melts. This will be the
most active writing course you have ever taken!
By the end of the class, all students will have completed a play (at least 20-40 pages), eligible for
submission to the UNDO IT Script Contest, which
offers a considerable cash prize and a production or
reading by The Quixotic Players at SMC. Every
student will leave the class with at least 20 pages of
a script, as well as an outline for the entire project.
Be ready to riff on the great works to create stories
relevant to today, and uniquely your own. COURSE information
DIVISION: Lower
READING LIST:
Sarah Ruhl, Eurydice
Aristotle, Poetics
Elinor Fuchs, Visit to a Small Planet
Jose Rivera, 36 Assumptions about Playwriting
Sam Shepard, Killer’s Head
Sam Hunter, The Whale
Dan LeFranc, Origin Story
O Brother, Where Art Thou? (Film)
Attendance and citizenship (20%); in-class
writing (10%); in-class discussion of reading
(10%); at-home exercises (20%); writing of
final project (40%)
COURSE FEE: $30
(Cost includes two tickets to plays in the
region.)
25
JAN 044
Survival of the Friendliest:
Dogs’ Evolution, Behavior,
and Interactions with People
LOWER DIVISION
on campus
Patrizia Longo | [email protected]
One of the most fascinating things about the human
/ dog relationship is our constantly-evolving notions
of how dogs think, understand, learn and interact
with us. Researchers have learned more about how
dogs think and reason in the last ten years than in
the past century. Many animals have some level of
social intelligence, allowing them to coexist and
cooperate with other members of their species. For
example, wolves – the likely ancestors of dogs – live
in packs that hunt together and have a complex
hierarchy. But dogs have evolved to add an extraordinarily rich social intelligence as they have adapted
to life with us. All the things we love about dogs
– the joy they seem to take in our presence, the
many ways they integrate themselves into our lives
– spring from those social skills.
In this course we will seek to expose the “real” dog
beneath the popular stereotypes and provide a
comprehensive account of the domestic dog’s
natural history and behavior based on most recent
scientific and scholarly evidence.
COURSE information
DIVISION: Lower
READING LIST:
Brian Hare and Vanessa Woods, The Genius
of Dogs: How Dogs are Smarter Than You
Think
Patricia McConnell, For the Love of a Dog
Course Reader
Active class participation (20%); two in-class
tests (40%, 20% each); final 10-page paper
and class presentation (40%).
COURSE FEE: $10
26
JAN 045
Modern Financial Markets:
A Multimedia Exploration
LOWER DIVISION
on campus
Asbjorn Moseidjord | [email protected]
This course aims to provide a basic understanding of
how modern financial markets have evolved, how
they work, as well as their strengths and weaknesses. Although these markets are supposed to
guide society towards increased prosperity, they
sometimes exhibit strange and destructive behaviors that have terrible consequences for many people. Specific topics covered in the class are: the
emergence of money and financial markets; the
nature of securities (stocks, bonds, and derivatives);
security price determination; government regulation;
speculative behaviors; bubbles; manipulation and
scams; winning strategies; and more.
An important part of the class is to stay in touch
with current events. We will usually start each class
period with a discussion of recent events that illustrate the nature of the security markets. Furthermore, we’ll focus on how these events create
opportunities that may be pursued in the financial
markets.
The multimedia approach taken in this course entails
use of multiple avenues to develop the major
themes: video clips, real time access to financial
markets and related internet resources, speakers,
seminar style discussions, and regular lectures. The
students will also be asked to develop a multimedia
presentation of some financial market topic using
Microsoft PowerPoint as the platform. Project
instruction will be provided as part of the class.
COURSE information
DIVISION: Lower
READING LIST:
Burton Malkiel, A Random Walk Down Wall
Street
Niall Ferguson, The Ascent of Money
Various internet resources, particularly yahoo.
finance.com.
Class participation and attendance
(20%); Multimedia presentation
(20%); Weekly Quizzes (40%); and Final
(20%).
SPACES RESERVED FOR FRESHMEN: All.
27
JAN 046
LOWER DIVISION
on campus
Creative Presence:
Cultivating Creativity in the Age of Information
Kirthi Nath | [email protected]
Today’s age of information can be a double-edged
sword. While we have information and inspiration at
our fingertips, this constant stream of stimulation
can turn into disruptive pressure that divides our
attention, heightens anxiety and distances us from
our creative process. How can we stay connected to
creativity and cultivate creative presence amidst this
vortex of stimulation? When we cultivate creative
presence, how does this impact out art and our
lives?
We’ll explore the cultivation of creative presence in
today’s age of information by studying the creative
process of other artists, diving into acts of creation
ourselves and anchoring our artistic journeys with
tools intended to deepen our creative presence and
artistic intuition. This will be a hands-on creative
production class focusing on storytelling in the
forms of writing (sudden fiction, non-fiction, interviews), digital photography and multimedia blogs.
Our ‘creative presence’ tools will draw from practices such as meditation, visualization, movement,
morning pages and loving awareness. By the end of
this course you will be able to identify and analyze
storytelling techniques in writing, photography and
multimedia, and apply these techniques in your own
creative works. You will also be able to describe and
utilize various mind-body tools that support creative
practice. Note: This is NOT an introductory technical
instruction class; you should have a writing practice
and basic digital photography skills already. We’ll
take 2 REQUIRED class field trips. They may occur
on weekdays and weeknights, may be in San Francisco, all will be BART / bus accessible. COURSE information
DIVISION: Lower
PREREQUISITES:
ENG 5
READING LIST:
Robert Shapard and James Thomas, eds.,
Sudden Fiction International
Natalie Goldberg, Writing Down the Bones
Online Blogs, Websites and Videos
Weekly Assignments (6-8 total) (50%); Final
Project (Portfolio + Presentation) (20%);
Active Class Participation (15%); Constructive
Critique Feedback (10%); Attendance (5%).
COURSE FEE: $50
(Cost includes photocopies, field trips,
speaker fees, office supplies, and website
needs (if projects deems so.))
28
JAN 047
LOWER DIVISION
on campus
Strategy, Power
and Conflict: The Simple Math of Decision Making
Weiwei Pan | Email: [email protected]
Why would anyone bid $3.25 in an auction where
the prize is a single dollar bill? Are the standings in
American Idol fairly determined? Why are there so
often two Starbucks situated within a couple blocks
of each other? Furthermore, what do these questions (and their answers) have to do with international conflict, democracy, distributions of power and
our own interactions with the world? In this course,
through playing simple mathematical games we will
explore ideas of power, fairness and rationality. Our
goal will be to model strategic decision making of
individual persons and group dynamics. COURSE information
DIVISION: Lower
READING LIST:
Alan D. Taylor, Mathematics and Politics
Course Reader
Daily Homework (25%); Weekly Quiz (10%);
Participation (25%); Final Paper (20%); Final
15 min Presentation (20%).
COURSE FEE: $20
(Cost includes photocopies for the course
reader.)
29
JAN 048
Race, Culture, and Power
in Children’s Stories
LOWER DIVISION
on campus
Mitali Perkins | Email: [email protected]
Why are children’s stories so powerful? Who has the
right to tell stories about marginalized communities?
This course will explore the question of authenticity
in storytelling and unmask explicit and implicit messages about race, power, and culture communicated
through books for young readers. A secondary
course goal is to help students improve their analytical writing and persuasive speaking.
COURSE information
DIVISION: Lower
READING LIST:
Course reader prepared by instructor, which
includes articles by Andrea Davis Pinckey,
Marc Aronson, Philip Nel, Debbie Reese,
Bruno Bettelheim, and others.
Two young adult or middle grade novels
chosen by the students and approved by the
instructor.
Quality of in-class and online participation
(15%); one 3-page paper: draft (12.5%) +
final (12.5%) + in-class debate (5%) (30%);
one multiple choice midterm exam (10%);
one picture book written and illustrated by
the student exploring an issue of race,
culture, or power (20%); final 3-page paper
comparing two young adult or middle grade
novels (25%).
COURSE FEE: $10
(Cost includes course reader, snacks during
class, end-of-term party, and gifts for Skype
visitors.)
30
*JAN 049
After the Holocaust:
What Happened to Nazi War
Criminals and Jewish Survivors?
LOWER DIVISION
on campus
Joan Peterson | [email protected]
“The Holocaust was the most evil crime ever committed.”
– Stephen Ambrose
When World War II ended, tens of thousands of
Nazi war criminals went into hiding or escaped to
foreign countries. Who helped them, what happened to them, and who continued to look for
them? Who was caught and who was punished? What were the Nuremberg trials and what
happened in the many trials that followed?
For most Jewish survivors of the Holocaust, there
was no place to go. Families were lost; homes
destroyed. Many languished in “Displaced Persons”
camps for years. What do we learn from liberators
and journalists immediately after the war? What
countries and organizations accepted and assisted
survivors, and why did occurrences of anti-Semitism
persist? What were reparations? How did people
make the difficult transition from the horrors they
had experienced to a life of “normality”? Who knew
what, when?
This course will address these questions by studying
the years after the war – from 1945 into the 1950’s
– and attempt to better understand the tragedies
that continued to unfold –that even now, continue to
unfold.
“The past is never dead, it is not even past.”
– William Faulkner
COURSE information
DIVISION: Lower
READING LIST:
Michael Berenbaum, The World Must Know
Mark Wyman, D.Ps: Europe’s Displaced
Persons, 1945-1951
Donald M. McKale, Nazis After Hitler: How
Perpetators of the Holocaust Cheated Justice
and Truth
Quality of participation (20%); written
responses and reading quizzes (20%); final
paper (40%); presentation (20%).
COURSE FEE: $25
(Cost includes travel to the Holocaust Center
of Northern California.)
31
*JAN 050
Curiosity and Conversion
LOWER DIVISION
on campus
Gabe Pihas | [email protected]
In this course, we will look at the role of curiosity in
literature. We will see how it can lead to transformations of our perspective. Curiosity is everywhere in
today’s culture, and is usually just empty noise. Since the Enlightenment many have rightly worried
that unlimited curious exploration would lead to
self-forgetting, to mere distraction, and to other
vices. But such exploration is also essential to learn,
and can lead to moments in which we see something which makes our initial curiosity seem secondary. In those moments of wonder a new kind of
questioning can arise that radically reshapes us and
our world. Can curiosity for all its faults be integrated into a deeper desire to know?
We will look at a number of literary presentations of
curiosity in which curiosity is either contrasted to or
connected with conversion, either a philosophical,
religious, or sentimental one.
We will read Apuleius’ Metamorphoses, the curiosity-novel par excellance, a novel which many Renaissance authors recovered in early attempts at realistic
fiction. We will also read about Dante’s Ulysses, as
well as selections from Cervantes’ Don Quixote Part
I, selections from Ariosto’s Orlando Furioso (which
was Cervantes’ model for Don Quixote), and Shakespeare’s Othello. In addition we will read philosophical authors who are important for grounding reflection on the curiosity issues for the literary authors
we read.
COURSE information
DIVISION: Lower
READING LIST:
Plato, Phaedrus.
Plutarch, “On Curiosity”
Apuleius, Metamorphoses.
Augustine, Confessions. (selections)
Aquinas, Summa Theologica. (selection)
Dante, Divine Comedy. (selection).
Ariosto, Orlando Furioso (selections).
Cervantes, Don Quixote, Part I.
Shakespeare, Othello.
Discussion (50%); two five page essays
(25% each).
32
JAN 051
Lust, Greed, Murder:
Seven Great Operas
LOWER DIVISION
on campus
Martin Rokeach | [email protected]
This course will introduce students to seven of the
world’s most favorite operas: Mozart’s The Abduction from the Seraglio, Verdi’s Rigoletto, Bizet’s
Carmen, Puccini’s La Boheme, Wagner’s Parsifal,
Donizetti’s The Elixer of Love and Strauss’s Salome.
Watching these operas on DVD, students will learn
why they are among the most beloved works in the
repertoire. They will gain insight into the world of
opera, its musical styles, composers, singers and
stories, and learn how each opera mirrors the values
of the culture it springs from. Although there are no
Bay Area opera performances during January Term,
the class will attend a New York Metropolitan Opera
simulcast at the Century Theatre, and a guest singer
will visit the class to talk and perform. NOTE:
Operas will be viewed in afternoons, outside of
regularly schedule course meetings.
COURSE information
DIVISION: Lower
READING LIST:
Renee Fleming, The Inner Voice: The Making
of a Singer
Four to six short written assignments (10%);
reading log (15%); two exams (15%); paper
on an opera-related subject (30%); final exam
(25%); quality participation (5%).
COURSE FEE: $10
(Cost includes guest performer stipend and
pizza for evening opera viewings.)
COURSE SCHEDULE: MTuThF, 9:15 - 11:45 AM (operas will be
viewed in the afternoon) SPACES RESERVED FOR FRESHMEN: 8
33
LOWER DIVISION
on campus
JAN 052
Food to the People
Kristen A. Sbrogna | [email protected]
Food to the People explores the intersection of food
justice and health, investigating local, small-scale
food production as a response to our current food
system. Focusing on identity, privilege, and access,
we will compare the current trends in urban farming
and suburban backyard food cultivation as we
explore food sovereignty, hunger, and environmental
and human health on both personal and global
levels.
We will respond to questions such as: Why are
many urban residents forced to buy groceries at
liquor stores? Why are food-related health illnesses
like obesity and diabetes growing disproportionately
in low-income communities and communities of
color? How do factors such as location, property
ownership, ethnicity, economic status, and gender
influence the opportunities that exist for people to
grow their own food in the city? Through partnership
with the Urban Farmers (a local non-profit) and field
trips, students will engage in a month-long ser-
vice-learning project designed to augment their
academic inquiry and deepen their understanding of
the connections between privilege, food, and health.
COURSE information
DIVISION: Lower
READING LIST:
Novella Carpenter, Farm City
Alison Hope Alkon and Julian Agyeman,
Cultivating Food Justice: Race, Class, and
Sustainability
Excerpted in Course Reader (partial list):
Vandana Shiva, Stolen Harvest
Helena Norberg Hodge, Todd Merrifield and
Steven Gorelick, Bringing the Food Economy
Home
Carlo Petrini, Slow Food Nation
Mark Winne, Closing the Food Gap: Resetting
the Table in the Land of Plenty
Michael Pollan, In Defense of Food: An
Eater’s Manifesto
Luc J. A. Mougeot, Agropolis: The Social,
Political and Environmental Dimensions of
Urban Agriculture
Alice Hovorka, Henk De Zeeuw and Mary
Njenga, Women Feeding Cities: Mainstreaming Gender in Urban Agriculture and Food
Security
Quality of daily preparation / participation
including service-learning project (25%);
Preparedness of daily reading for discussion,
critical reading reflections, and two presentations (25%); three short weekly essays
(20%); Midterm (10%); Final project (20%).
COURSE FEE: $50
(Cost includes field trips, payment for guest
speakers, and transport to service-learning
sites.)
34
LOWER DIVISION
on campus
*JAN 053
City of Dreams, City of
Ghosts: St. Petersburg, Russia,
in Literature, History, Art, and Film
Dana Sherry | [email protected]
St. Petersburg, Russia, is a city of ghosts. It is
haunted by the shades of tens of thousands of
workers who died in its construction, by those
swept away in the annual floods, by tsars and
statesmen and those who rebelled against them, by
the revolutionaries who overthrew the Romanovs in
1917 and created the first Communist state, by
those lost in the purges of the 1930s, by those who
perished during the 872 days the Nazis laid siege to
Leningrad, by victims of economic chaos and crime
after the fall of the Soviet Union.
It is also a city of dreams. It rose from the marshes
of the Baltic Sea in 1703, born of Peter the Great’s
quest for a window to the West that would make
Russia a major European power. Contemporaries
called it the Venice of the North for its canals, gardens, and Italian architecture. Russian literature and
modern art were born on its streets as visionaries of
all persuasions dreamed of remaking Russia.
This course looks at St. Petersburg as it appears in
literature, history, art, and film. It presents classic
pieces of Russian literature set in the city, including
works by Akhmatova, Dostoevsky, Gogol, and Pushkin. The history of the city serves as a microcosm of
the history of Russia, from Peter the Great through
Catherine the Great and their ill-fated heirs. It continues through the Russian Revolution and the city’s
fate as communist Leningrad. Ultimately, Petersburg’s ghosts and dreams alike speak to the power
of modernity in Russia and beyond.
COURSE information
DIVISION: Lower
READING LIST:
Aleksandr Pushkin, “The Bronze Horseman”
Nikolai Gogol, “The Nose,” “The Overcoat,”
“Nevsky Prospect”
Fyodor Dostoevsky, Crime and Punishment
Robert K. Massie, Peter the Great (excerpts)
Catherine the Great, Memoirs
Leon Trotsky, The Russian Revolution (excerpts)
Cynthia Simmons and Nina Perlina, Writing
the Siege of Leningrad: Women’s Diaries,
Memoirs, and Documentary Prose
Sergei Eisenstein, dir. October
Nikika Mikhailkov, dir. Oblomov Aleksandr Sukorov, dir. Russian Ark
COURSE FEE: $10
(Cost includes photocopies.)
In-class participation (25%); participation in
Jan Term events (5%); two short quizzes
(10%); weekly reflections (15%); 7-10 minute
presentation (20%); and final project (25%).
35
JAN 054
LOWER DIVISION
on campus
Riffs, Ripoffs, and
Reinventions: The Art of the Copy
Mary Paynter Sherwin | [email protected]
“Nothing of me is original. I am the combined effort
of everyone I’ve ever known.”
– Chuck Palahniuk, Invisible Monsters
People have been copying other people for centuries, and the copies themselves are a form of study,
self-expression, and political statements. We’re
getting a lot of mixed messages about it, though. In
art school, it’s part of the curriculum; in hip-hop, it’s
how people sell albums. It will get you fired, or it will
make you millions of dollars. Who knows what to
think? What are we really saying if we are using
other people’s words?
This class will study instances of copying throughout
history: in religion, music, fine art, fashion, and
literature. We will read and discuss a wide variety of
texts on the subject, including essays by Walter
Benjamin, Jacques Derrida, Kenneth Goldsmith, and
Jonathan Lethem. We’ll look at a wide range of
reuse throughout history, including cento, sampling,
fashion knockoffs, found poetry, jazz standards,
collage, and pictures of pictures. And while we’re
looking, we’ll have spirited debates about the implications and ethics of these copies in order to understand the differences between homage, plagiarism,
copyright infringement, creative license, and stonecold stealing.
Each student will also produce a book erasure for
the final project, drawing on the theories and practices discussed in the class to create a personal
piece. No artistic ability is required.
COURSE information
DIVISION: Lower
PREREQUISITES:
ENG 4
READING LIST:
Course reader, which will include Walter
Benjamin’s “The Work of Art in the Age of
Mechanical Reproduction”, Jonathan Lethem’s “The Anxiety of Influence”, as well as
excerpts from Kenneth Goldsmith’s Uncreative Writing and Srikanth Reddy›s Voyager, among others.
Final project (including supporting paper)
(40%); active class participation (30%);
response papers (2 per week) (30%).
COURSE FEE: $50
(Cost includes course reader and art supplies
for in-class work.)
36
LOWER DIVISION
on campus
*JAN 055
Turning Animals into Icons:
The Historical Significance of Animal
Symbolism in Cultures around the Globe
E. Elena Songster | [email protected]
This course is an examination of the ways humans
have sought meaning from (other) animals by transforming them into icons, mythologizing them, and
using them as scientific subjects to seek insights
into the broad range of the human condition. Each
case study that we examine will also be an investigation of the metamorphoses that occur with
trans-species interaction; either the human projects
human qualities onto the animal or becomes animal-like in an effort to try to see the world from the
perspective of the animal. This course will largely
focus on examples from the non-western world
through a wide variety of texts and media including
academic studies from scientific and social science
disciplines, literature, folklore, film clips, poetry, art,
propaganda, and live interactions with animals. We
will take some fieldtrips to view animals in captivity
and go on hikes to try to observe them in
“nature”. We will pay close attention to the historical
context of each case-study and analyze them collectively to gain a broader understanding of cultural and
historical continuities and variations in human society. Our final lesson in metamorphoses will likely be
that as much as we transform animals to our purposes, non-human animals also have shaped our
societies, economies, and landscapes. In addition
to mini writing assignments and quizzes, you will
have a midterm on concepts and content, write a
short conceptual paper, and do a final paper on an
animal case study of your choice.
COURSE information
DIVISION: Lower
READING LIST:
May include the following:
Jiang Rong, Wolf Totem
George B. Schaller, The Serengeti Lion: A
Study of Predator-Prey Relations
Michael Lewis, “Indian Science for Indian
Tigers?: Conservation Biology and the
Question of Cultural Values,” Journal of the
History of Biology, 38, no. 2 (2005): 185-207.
E. Elena Songster, chapters from Panda
Nation: Nature Science and Nationalism in
the People’s Republic of China
Gary Urton, Animal Myths and Metaphors in
South America
Engaged participation (20%); short writing
assignments (5%); quizzes (5%); short
paper (15%); midterm exam (25%); final
paper on animal case study (30%).
COURSE FEE: $35
(Cost includes field trip admission fees and
field expert visit.)
37
JAN 056
Justice for All
LOWER DIVISION
on campus
Ralph Spinelli | [email protected]
In this course, we will examine the history of prisons and how we arrived at our present state of
crime prevention and crime detection. We will examine these issues with readings, lectures and guest
speakers. Students will be required to submit papers
outlining suggested improvements through criminal
justice reform. Students will leave this class better
informed on this subject of social relevance than
they are now.
COURSE information
DIVISION: Lower
READING LIST:
Joan Petersilia, When Prisoners Come Home
Jeremy Travis and Christy Visher, Prisoner
Reentry and Crime in America
Norval Morris and David J. Rothman, The
Oxford History of the Prison
Class participation (25%); papers on assigned
readings (30%); final paper (2500 words)
(45%).
38
*JAN 057
Self-Transformation
through Yogic Practices
LOWER DIVISION
on campus
Saroja Subrahmanyan | [email protected]
“Be the change you want to see in the world,” is
one of Mahatma Gandhi’s famous quotes. How
does one make this change or transformation? Mahatma Gandhi was inspired by ancient yogic
teachings, especially those stressed in the Bhagvad
Gita. His life inspired countless others to transform
themselves or the society around them. These
ancient yogic teachings and practices can enable us
to make changes and transform at multiple levels:
physical, emotional, intellectual, spiritual. Yogic
teachings advocate an eight-step path in order to
reach the ultimate goal of self-realization so that we
can lead healthy, peaceful and joyful lives. The first
two steps cover the moral and ethical foundations
that form the fundamentals of a yogic lifestyle. Mahatma Gandhi, particularly stressed two
of these foundational principles; satya and
ahimsa. However, the third step, asana, is the
more popular aspect of yoga in the U.S. Other steps
on this path include special breathing techniques,
concentration techniques and meditation. These
steps are not practiced linearly but together and
consistently. The purpose of this course is to provide participants with an overview of the discipline
as well as the tools to practice it. These tools
include beginner level physical yoga postures, deep
relaxation, breathing techniques, meditation, study
of select verses from the Bhagvad Gita and other
yogic texts, reflection on specific ethical principles
and journaling. Students will also have the opportunity to study how Mahatma Gandhi and other individuals were able to transform themselves through
yogic practices and examine the relevance and
applicability of these practices in their own transformation. COURSE information
DIVISION: Lower
READING LIST:
Mahatma Gandhi, The Bhagavad Gita
According to Gandhi
Eknath Easwaran, Gandhi the Man: The Story
of His Transformation
Stephen Cope, The Great work of your life: A
guide for the journey to your true calling
Sri Swami Satchidananda, Integral Yoga
Hatha; Integral Yoga Pranayama; Integral Yoga
Meditation
Dhamma Brothers (documentary film)
Quality of participation (20%); Journal (25%);
quiz (25%); and final essay (30%).
COURSE FEE: $100
(Cost includes booklets, art supplies, and
guest workshops by well-known Bay Area
yogis.)
39
JAN 058
LOWER DIVISION
on campus
Selling Paradise: Hawai’i
and the Anthropology of Tourism
Cynthia Van Gilder | [email protected]
The tourism industry markets Hawai’i as a natural
and cultural paradise. Billed as a playground of fun,
sun, and enriching cultural diversity that loves to
host guests, Hawai’i is often enthusiastically
referred to as “The most exotic vacation spot you
can visit without ever leaving the U.S.!” In this class
we examine the culture and politics of Hawaiian
tourism, including the hidden and not-so-hidden
costs to the archipelago’s people and environment.
Using the lens of the anthropology of tourism, we
will look at how the islands are marketed, how
tourism affects local politics and development, and
the history of the demographics of tourists, including niche markets such as gay travel, eco-travel, and
cultural travel. We will devote equal time to understanding what it is like to “be” a popular tourist
destination: Who works in the tourist industry in
Hawai’i? What effects does tourism have on local
communities? Who owns/controls and benefits
most from the tourist industry?
**Students should be prepared to work independently and in groups to research, prepare, and
present multi-disciplinary material to the class in a
professional manner. Our final week will be spent in
a symposium-like setting presenting our month-long
research projects. (Course texts and activities
subject to change with notice.)
COURSE information
DIVISION: Lower
PREREQUISITES:
ENG 4
READING LIST:
Erve Chambers, Native Tours: The Anthropology of Travel and Tourism
Mansel Blackford, Fragile Paradise: The
Impact of Tourism on Maui, 1959-2000
Course Reader
Active classroom participation and homework
(20%); Exam 1 (20%); Exam 2 (20%); Final
Project (20%); Final Presentation (20%).
COURSE FEE: $25
(Cost includes guest speakers and class
luncheon.)
40
*JAN 059
Lying 101
LOWER DIVISION
on campus
Rob Weiner | [email protected]
If you were told someone had never told a lie, would
you believe it? That’s hard to imagine. Lying is one of
the most common yet least analyzed aspects of
human communication. This course looks at definitions of lying, the psychology of lying, ethical evaluations of it, past and present attempts to detect it,
and some of the countless manifestations of lying in
business, science, politics, the media, education,
and everyday life. Lying can be very funny – most
comedy involves some kind of deception – but it can
also be quite painful, as we all know. This course
requires some degree of self-reflection, but it is, of
course, not a therapy session. It is an exploration of
the world of lying, and we will read texts, watch
films, hear guest lecturers, and carry out in-class
exercises on the subject.
COURSE information
DIVISION: Lower
READING LIST:
Sisela Bok, Lying
Michael Lewis and Carolyn Saarni, eds., Lying
and Deception in Everyday Life
R. W., Lying Course Reader
Active, conscientious class participation,
including group exercises (30%); two 3-page
reports on lying in either the news, films,
novels, or an on-campus Jan Term event
(30%); one 3-page report on lies in your life
(15%); your choice of either a 10-15 minute
oral presentation or a 10-page written
analysis of lying in one specific domain (with
teacher’s approval of topic) (25%).
COURSE FEE: $20
41
JAN 060
LOWER DIVISION
on campus
The Metamorphosis of U2:
Musically, Spiritually, and Politically
Marshall Welch | [email protected]
Want to learn ways to change the world while listening to tunes? Then this is the course for you! This
class is designed to “rock your world” using the
music of U2 as a catalyst for engaged spirituality.
Bono and the boys have been making music and a
difference for over 30 years! The band, their music,
their concerts, and their political campaigns have
“morphed” in a number of ways over three decades
using their faith and spirituality to address critical
social issues around the world. This course will
utilize songs, lyrics, video clips of concert footage,
readings and scripture to gain insight into the spiritual and political mission of the Irish rock group, U2. The course is built upon the theological foundation
of Walter Bruggeman’s concept of “orientation,
dis-orientation, and re-orientation” of the Psalms
that reflects the band’s 30-year history and discography.
The class will collectively organize consciousness-raising events / activities from the ONE Campus Campaign for African relief. An event for the
campus community will be held during the last two
weeks of Jan Term as a service-learning project. This
is a major a “hands-on” activity that will require time
and attention both in and out of class time. The
band’s history and biographies of the individual band
members will also be examined. The class also
includes a pre and post-test of important terms and
concepts as well as a five-page final paper. Daily
discussions are based on nightly reading assignments. Students will also teach the class about a
U2 song.
COURSE information
DIVISION: Lower
READING LIST:
Greg Garrett, We Get To Carry Each Other:
The Gospel According to U2. Louisville, KY:
Westminster John Knox Press. (2009).
Robert Vagacs, Religious Nuts, Political
Fanatics: U2 in a Theological Perspective.
Eugene, OR: Cascade Books. (2005).
There will also be on-line articles/readings,
YOU TUBE video clips, and websites.
Final Exam (13%); Written paper (15%);
Service-learning project (15%); Attendance /
participation (15%); Reflection (20%); Song
research / presentation (12%); Quizzes
(10%).
42
*JAN 061
History of Rock and Roll II:
Summer of Love and Beyond
LOWER DIVISION
on campus
Renee Witon | [email protected]
Come explore the musical, cultural, social, political,
technological and stylistically diverse phenomenon
that is rock and roll. A continuation of the History of
Rock and Roll I, we will explore and examine the
myriad of rock styles that continued to form
between the mid 1960s until today. These include
the San Francisco sound, the rise of the singer-songwriter, progressive rock, heavy metal, punk, new
wave, development of alternative styles like grunge,
riot grrrl, hip hop and rap, as well as the continuation
of mainstream rock. The history of rock and roll is
linked with social and political movements. We will
investigate rock and roll’s connection to social and
political influences, how corporatism has influenced
its development, and how certain technological
elements contributed to its dispersion and sound.
Class time will feature a combination of lecture,
recording, and video experiences. You will be
responsible for a variety of reading, writing and
listening requirements on which you will be tested
and graded. This course requires a final paper on a
pre-approved topic.
COURSE information
DIVISION: Lower
READING LIST:
Kevin J.H. Dettmar, THINK Rock
David P. Szatmary, Rockin’ In Time: A Social
History of Rock and Roll BASIS FOR FINAL GRADE:
Weekly written and aural quizzes (40%); Final
written and aural examination (20%); Final
paper (30%), Classroom participation (10%).
COURSE FEE: $15
(Cost includes video rental, audio files,
photocopies, and guest speaker.)
43
LOWER DIVISION
on campus
JAN 062
The Poetics of Listening
Laura Woltag | [email protected]
This class will explore the relationship between
sound and sense in poems. We will enact close
readings of the metrical and rhythmic qualities of
poems, their sound patterns, syntactic textures and
pitch contours in the service of considering how
poems are ecosystems of sound. Through engaging
in close readings of a range poets who work(ed)
intensively with sound, such as G.M. Hopkins and
Jackson Mac Low, we will build a vocabulary for
translating our sonic experiences, investigating what
Yoko Tawada refers to as “the crevice between
sound and language.” This study of the intimate,
inner-working of sound in poetry will inform our
creative forays into poem-writing.
In addition, our writing will be guided by the study
and practice of a variety of approaches to the art and
science of listening. We will consider the soundscapes in which we live and the sonic quality of our
everyday lives, using the practice of “witnessing
sound” to shape our poetry. We will take listening excursions to engage in site-specific exercises.
Throughout the duration of the term, we will ask
ourselves: How does listening inform our sense of
place? How are we affected by our sonic environments? What does it mean to be listening and
composing during a time of great change (or metamorphosis) in ‘the sonic’? At a time of increased
urbanization, mechanization, species loss and climate change, can the soundscapes of our lived
environments, including the poems we dwell in,
“speak” to us about the nature of change? COURSE information
DIVISION: Lower
READING LIST:
Alfred Corn, The Poem’s Heartbeat
Marjorie Perloff and Craig Dworkin, The
Sound of Poetry/The Poetry of Sound
Susan Stewart, Poetry and the Fate of the
Senses
R. Murray Schafer, The Soundscape
Barry Blesser, Spaces Speak, Are You
Listening?: Experiencing Aural Architecture
Pauline Oliveros, Deep Listening: A Composer’s Sound Practice
Jean-Luc Nancy, Listening
Gerard Manley Hopkins, Gerard Manley
Hopkins: The Major Works COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM
Active classroom engagement (30%); daily
writing assignments (30%); 10-minute oral
presentation (20%); final folder, including
revisions of writing assignments (20%).
COURSE FEE: $15
(Cost includes office supplies and field trip
excursions.)
44
JAN 063
Dance for Camera
LOWER DIVISION
on campus
Jia Wu & Cari Ann Shim Sham | [email protected]
This is an introductory course to the field of Dance
For Camera that focuses on an overview of the
history and current state of the field, with exposure
to supporting film, photography and editing theories
(Berger, Eisenstein, Murch, Katz, Lynch, Pearlman).
Additionally, this course focuses on the acquisition
and application of basic video production skills for
the creation of movement based video projects.
Students will be given rudimentary tools to film,
frame, set up shots, storyboard, design shot lists
and set up lists, log & capture, edit, and export
footage in order to create their own Dance For
Camera video projects that will be uploaded to a
class Vimeo page. At the end of the quarter, students will have a deeper understanding of Dance
For Camera in conceptualization, practice, theory,
history and its current state.
COURSE information
DIVISION: Lower
READING LIST:
John Berger, Ways of seeing. London:
Penguin, 1977.
Steven D. Katz, Film Directing Shot by Shot:
Visualizing form concept to screen. Michael
Weise Productions, in conjunction with Focal
Press, 1991.
Katrina McPherson, Making Video Dance,
Routledge, an imprint of Taylor and Francis
Ltd. 2006.
Karen Pearlman, Cutting Rhythms: Shaping
the Film Edit. Focal Press, 2009.
5 exercises (50%); 2 projects and presentation (40%); handwriting log book / journal
(10%).
COURSE FEE: $100
(Cost includes guest speaker(s) and copyright
of art works.)
45
LOWER DIVISION
on campus
JAN 064
Changing Oakland
Russell Yee | [email protected]
From Native American homeland, to Spanish/Mexican Rancho, to American boom town, to industrial
and civic showcase, to migrant and immigrant destination, to city of protest, to city in search of revival
and respect – Oakland has changed dramatically
several times in just two centuries. Today the city
stands once again at the crossroads of demographic, political, economic, and cultural change.
This class will explore the story of Oakland: its
natural setting; social and racial history; political and
civic development; commercial and industrial
achievements; architectural heritage; and athletic,
educational, arts, and religious aspirations. Getting
behind headlines and common (mis)perceptions,
students will discover an Oakland where changes
past and present offer very much to admire and
inspire.
Up to two classes each week will be field trips to
Oakland (all during scheduled class hours), including
City Hall, the Oakland Museum of California, the
Port of Oakland, the Cathedral of Christ the Light,
Kaiser Center, Redwood Regional Park, the Crucible,
and Mountain View Cemetery.
COURSE information
DIVISION: Lower
READING LIST:
Beth Bagwell, Oakland, the Story of a City,
2nd. ed., (2012)
Ishmael Reed, Blues City (2003)
plus one other book, preferably one of the
following, or another by approval (consult the
Wikipedia article, “Bibliography of Oakland,
California”):
Malcom Margolin, The Ohlone Way (1978)
David Weber, Oakland: Hub of the West
(1981)
Novella Carpenter, Farm City (2009)
and also a few assigned articles
Reading journal (15%); eight short papers
(40%); final paper or project (30%); final
exam (15%).
COURSE FEE: $30
(Cost includes entrance fees and tours, guest
speakers, snacks, and materials.)
46
*JAN 065
Reading and Writing the
Poetry of Metamorphosis
LOWER DIVISION
on campus
Matthew Zapruder | [email protected]
Metamorphosis – a change from one form to
another – is something poets think a lot about. Metaphor is one of the main engines of poetry, and
comes about when we transform something familiar
into something unexpected and new. Also, we write
poetry to change and be changed. In this class, we
will write poems, and ask ourselves, which forms
are the right ones? How do our poems change and
grow when we put them into different forms? Just
as art students sit in museums and sketch the work
of masters, and music students learn to perform the
work of the great composers, young poets can learn
to get inside the work of the great makers of poetry,
in order to develop techniques of transformation. In
this intensive course we will imitate, adapt, translate, argue with, and grow to understand the work
of great poets of the recent and distant past. By
means of daily writing assignments based on the
structure of the poems we are reading closely, we
will compose many new poems and talk about them
together. This course is open to beginning and experienced poets alike.
COURSE information
DIVISION: Lower
READING LIST:
Instructor will provide texts from: Sappho,
Ovid, Li Po, Dante, John Keats, Emily
Dickinson, Walt Whitman, William Carlos
Williams, Cesar Vallejo, Pablo Neruda,
Fernando Pessoa, Federico Garcia Lorca,
Elizabeth Bishop, Anne Sexton, Sylvia Plath,
Adrienne Rich, Amiri Baraka, Barbara Guest,
John Ashbery, James Tate
Completion of daily writing assignments
(50%); participation in class discussions
(25%); completion of a final portfolio of
original writing of at least 20 pages (25%).
COURSE FEE: $10
47
UPPER
DIVISION
on campus courses
48
JAN 100
Just and Unjust Wars
UPPER DIVISION
on campus
Ron Ahnen | [email protected]
Beyond analyzing why nations or groups of people
continue to engage in violent conflict with each
other, we can also judge these actions morally. This
course begins by providing a brief overview of just
war theory as offered by Michael Walzer. We then
build on that framework by examining how several
different moral paradigms approach the question of
war and peace from religious (Catholic, Jewish, and
Muslim) and secular (pacifist, natural law, realist,
utilitarian, feminist, liberal, etc) perspectives. We
employ these paradigms to examine key instances
where the use of force was employed or threatened
on humanitarian grounds including: Somalia,
Rwanda, Iraq, Afghanistan, Bosnia, Kosovo, Sudan
(Darfur), East Timor, and Syria. Finally, we examine
specifically how 9/11 and the “War on Terror” has
altered our traditional understandings of the war
ethics, especially with respect to the question of
torture. Our goal is to develop a deeper understanding of just war theories and to practice applying
them to past and present day situations so that
students can arrive at their own moral judgments
about the threat or use of force in today’s world.
COURSE information
DIVISION: Upper
READING LIST:
Michael Walzer, Just and Unjust Wars
Terry Nardin, The Ethnics of War and Peace
Thomas Weiss, Humanitarian Intervention
Michael Ignatieff, The Lesser Evil: Political
Ethics in an Age of Terror
Attendance and Participation (30%); Online
discussion questions (10%); Two short
reaction papers (30%); Research Essay and
Presentation (30%).
49
JAN 101
UPPER DIVISION
on campus
Key Pieces: Assembling the
20th Century through Literature, Film, and Art
Chad Arnold | [email protected]
The 20th Century has been remarkable. In this
course we will seek to understand the central movements, trends, and concerns that have come to
define 20th century art, with specific attention to
specific works in the fields of fiction, film, painting,
and poetry. This course will focus on the growth of
the collective human spirit as the central beneficiary
of such unprecedented aesthetic inquiry. We will
also look at the way art has responded to the political and military atrocities of the 20th century; the
way it has aimed to aid and waken moral courage in
its readers and viewers.
A great poem or painting will always change your life
and to that end, this course seeks to rediscover the
relationship we innately have with art. This course
also seeks to develop your analytical skills and
attentiveness for reading deeply and seeing past the
pigments glow and tint. We will explore the vital
relationship between how much you know and how
much you like.
The ability to recognize and be moved by art is a skill
that needs to be practiced, not only for the moral
evolution of humanity, but for its health and diversity. Art has restorative powers beyond the page
or gesso ground, and the study of art is one of the
most satisfying ways to connect with other people
and the world around you. This challenging course
will explore connections between seemingly disparate modes of aesthetic inquiry in an effort to
unpack the vitality of the whole. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 and Seminar 1. READING LIST:
Italo Calvino, Invisible Cities
Virginia Woolf, Mrs. Dalloway
Tim O’Brien, The Things They Carried
T. S. Eliot, The Waste Land, Prufrock,and
Other Poems
Richard Weston, Key Buildings of the 20th
Century: Plans, Sections and Elevations
Course reader.
In-class writing (20%); First paper (20%);
Final paper (30%); Quality of class participation (30%).
COURSE FEE: $15
(Cost includes photocopies and guest
speaker(s).)
50
JAN 102
Reading Joyce’s Ulysses
UPPER DIVISION
on campus
Ed Biglin | [email protected]
At its heart, James Joyce’s Ulysses tells a very
simple story -- one day in the life of an ordinary,
middle-aged Dublin man who loves his wife, fears
that she may be unfaithful to him, misses his son
who died, and by the end of the day forms a paternal relationship with a troubled young man trying to
find his way in life after his school days end. Yet,
reading Ulysses in college changed my life, though I
was not middle aged, not married, had no son and
had never been to Dublin.
I remember thinking, “Gee, if that guy’s inner life is
that weird, maybe my own is more ‘normal’ than I
thought...” Joyce’s novel is designed to capture the
inner life more deeply than any novel had ever
attempted. And it connects that inner life of a profoundly ordinary man to the heroism of Odysseus
and the great ideas of Western culture. For me,
Joyce answered the question of why we read those
“great books” of the past.
To make those connections, Joyce devised a radical,
experimental kind of novel that is often seen as the
beginning of modern literature, or certainly of modernist novels. Arguably, it is hard to understand the
literature since Joyce without referring to this novel.
We will read only this novel, slowly, mostly one
chapter at a time, to explore Joyce’s ways of writing
and making the incredibly rich cultural connections
that inform the stories of Leopold Bloom, Molly
Bloom and Stephen Dedalus on June 16, 1904. And
we will try to understand the appeal that brings
people from all over the world to Dublin, every June
16, to walk in Leopold’s footsteps.
COURSE information
DIVISION: Upper
PREREQUISITES:
Eng 5, SEM 20 / 120, or equivalent
READING LIST:
James Joyce, Ulysses
Short supplementary readings supplied by
Instructor
Active classroom participation (40%); Short
reflective essays and reports (30%); Final
Essay (30%).
COURSE FEE: $7.50
(Cost includes duplicated materials and film
rental.)
51
*JAN 103
Artists Look at Territory,
Violence and Law
UPPER DIVISION
on campus
Pamela Blotner | [email protected]
This cross-disciplinary course explores artistic representations of the meaning of territory during periods
of war, genocide, and ethnic cleansing. Students
will examine art that addresses forced displacement
from ancestral and titled lands, including the resettlement of Native Americans on reservations, capture and enslavement of Africans, and ethnic cleansing of national groups in the former Yugoslavia. We
will grapple with a range of questions, such as: Can
visual art be an effective tool in exposing abuses and
promoting human rights? How have artists balanced
social conscience with the need to preserve their
artistic integrity and individual vision?
The course will consist of two parts: Territory, Violence, and the Law. Class sessions will feature
PowerPoint lectures, videos, readings, visiting artists, class discussions, and field trips. Students will
have the opportunity to reflect on topics by creating
their own studio art projects. Part One will examine
the “meaning of place”: land (ancestral identity,
habitation, and ownership) and land rights (from
occupation to eviction and displacement) both innate
and as seen and protected by the law. Part Two will
explore artists’ responses to war, crimes against
humanity, and displacement. NOTE: THIS COURSE WILL BE UNIQUELY PAIRED
WITH JAN 140: “WRITERS LOOK AT TERRITORY,
VIOLENCE, AND LAW”, ITS COMPANION COURSE
TAUGHT BY LAURIE PHILLIPS. ONE DAY PER WEEK,
YOU WILL HAVE THE OPPORTUNITY TO ATTEND THE
COMPANION COURSE, WHERE YOU WILL LEARN
ABOUT SIMILAR TOPICS FROM THE PERSPECTIVE OF
WRITERS, LAWYERS, AND LITERATURE. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 OR World History 1 OR
World History 2
READING LIST:
Joe Sacco, Safe Area Gorazde
Louise Erdrich, The Round House
Additional readings: TBA
Attendance in class and at all lectures
(10%); Participation in class discussion,
including critiques of student work
(20%); Completion of three exercises and
creative projects (35%); Completion of final
creative project and supporting research
paper (35%).
COURSE FEE: $25
(Cost includes art materials, course speaker
fees, and museum / exhibition tickets.)
52
UPPER DIVISION
on campus
*JAN 104
The Human App:
Transforming Communication in a Post-human World
Abbe Blum | [email protected]
Are you looking at this course description on your
laptop, digital reader, or Smartphone? Where are you
when you glance at these words—on BART with
your headphones, having a power drink at a café
checking email, or on the lawn, Skyping a friend—
rather than simply sitting in the library focusing on a
printed page? Big changes continue to arrive in
information and communication; even toddlers
manipulate devices before they talk in full sentences. How are these shifts transforming your
reading, learning, and connecting to others and
yourself? How easy or hard is it to concentrate your
attention and write sustained, cogent papers?
Course readings (listed below) ask you to consider
“What does it mean to be fully human in a post-human era?” According to N. Hayles, the post-human
means “no essential differences or absolute demarcations between bodily existence and computer
simulation, cybernetic mechanism and biological
organism, robot teleology and human goals….”
Debating this view while engaged in journal and
critical writing, and Facebook and group projects,
you will explore your goals as a meaning-maker
whose communication changes and is changed by
the world. Subject matter includes your own habits
of attention, both single focus and multi-directed, as
revealed in tasks such as emailing, texting, writing
essays, and conversation. This course looks at the
cognitive styles of hyper attention (multitasking) and
deep attention, and features practical ways to
develop concentration, whether reading a novel or
working out a complex math problem, tackling an
analytical essay or a job interview. COURSE information
DIVISION: Upper
PREREQUISITES:
At least one course in: ENG, TRS, PHI,
PSYCH, SOC or ANTH, OR consent of
instructor. READING LIST:
Leo Tolstoy, The Death of Ivan Ilych
Philip K. Dick, Do Androids Dream of Electric
Sheep Ovid, Metamorphosis: “Pygmalion” and
“Galatea” (narrative myths)
Octavia Butler, “Speech Sounds” (short
story)
Emily Short, “Galatea” (interactive story)
Essays by Margaret Atwood, Donna Haraway,
John Berger, N. Hayles, Daniel Siegel and
others
Bladerunner (1982 film)
Stranger than Fiction (2006 film)
Ruby Sparks (2012 film)
Active classroom participation (25%);
assigned readings (25%); final group project
(10%); weekly writing, 2 short papers and
one final paper (40%).
COURSE FEE: $10
(Cost includes photocopying additional
materials.)
53
JAN 105
In Search of California:
A multi-disciplinary journey
UPPER DIVISION
on campus
Robert Bulman | [email protected]
California is more than a State. It is a cultural symbol heavy with meaning for all Americans. On the
one hand, the “California Dream” might be said to
be a shinier, more idealized version of the “American
Dream.” While the American Dream may be defined
as hard work, a middle-class income, home ownership, family, and a sense of community, the California Dream transcends such ordinary pursuits. In
part of the American mindset, California represents
the possible, the different, the exciting, the adventurous, the bold, the innovative, the relaxed, and the
fun. It is the American Dream on vacation.
On the other hand, California is also a nightmare in
the American imagination. It holds a contradictory
place in our collective conscience. It is the place of
illegal immigration, crime, natural disasters,
over-crowding, smog, high taxes, radical environmentalists, the off-beat, morally corrupt Hollywood
elites, and a broken-down government. This class
will explore the multiple meanings of California in
American culture from a variety of disciplinary per-
spectives. This is a hands-on class. We will go on
several field trips – a couple day trips to Bay Area
locations and one overnight field trip to Sacramento. All the while, students will work on two major projects – a research paper that explores the cultural
meaning of California and a creative project that best
represents the student’s interpretation of California. Students must be available to take several field
trips outside of the normally scheduled class time.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 and SEM 21
READING LIST:
Kevin Starr, California: A History
Peter Fish, Two Centuries of Great Writing
from the Golden State
Thurston Clarke, California Fault: Searching
for the Spirit of a State along the San
Andreas
Marc Reisner, A Dangerous Place
Peter Schrag, California: America’s High
Stakes Experiment
Quality of Participation and Reading Journal
(20%); Midterm Paper (30%); Research
Paper (30%); Creative Project/Class Presentation (20%).
COURSE FEE: $200
(Cost includes museum entry fees, transportation to and from Sacramento, lodging in
Sacramento, and light snacks.)
54
UPPER DIVISION
on campus
JAN 106
When Worldviews Collide:
Science and Religion on the Question of God
John Cassidy | [email protected]
Both religion and science seek to provide answers
to the “existential questions,” i.e. diverse questions
of universal appeal that remain extraordinarily relevant to our personal lives and our contemporary
social and moral crises: Does God exist? How did
the universe originate? Why do we suffer? What is
the remedy for suffering? Is there meaning and
purpose to our existence? What is love?
We will consider the different viewpoints on these
questions of a number of authorities on science and
religion, such as Bertrand Russell, Albert Einstein,
Isaac Asimov, Stephen Jay Gould, Carl Sagan, and
Richard Dawkins. In particular, we will examine the
contrasting worldviews of Sigmund Freud and C.S.
Lewis, both of whom rejected the faith of their
childhood and became atheists. Lewis eventually
abandoned atheism and embraced Christianity.
Freud did not. Our question: Why?
We will read texts and articles by prominent figures
in science and religion and view films on our topic.
Class discussions and regular writing assignments
will be an important part of our activities.
COURSE information
DIVISION: Upper
PREREQUISITES:
Completion of at least one college-level
course in religious studies (e.g., Introduction
to World Religions), AND one collegiate
seminar, AND one course in the physical,
biological, or social sciences.
READING LIST:
Inter alia:
A. Nicholi, Jr., The Question of God
C. Hitchens, God Is Not Good
Pope John Paul II, Fides et Ratio
M. Unamuno, The Atheist’s Prayer
C.S. Lewis, Mere Christianity
Robert Frost, Design
A. Einstein, Religion and Science
Isaac Newton, General Scholeum
Charles Darwin, The Descent of Man
Teilhard de Chardin, Life and the Planets
S. Freud, The Question of a Weltanshauung
Participation in class discussions (35%);
daily quizzes and / or written homework on
assigned readings (35%); a term paper
explicating and evaluating competing
viewpoints on a fundamental issue of
science vs. religion (30%).
55
*JAN 107
Finding Our Voices, Hearing
Others: Discovering Common
Ground Across Differences
UPPER DIVISION
on campus
Barry Chersky and Corliss A Watkins | [email protected]
This course is designed to prepare students to
create components for and facilitate workshops
among your peers on “difficult dialogue” topics –
such as racism, sexism, classism, religious oppression, micro-aggressions, etc. Students who complete this course will be equipped with practical,
experiential hands-on training, and with skills to
challenge prejudice and discrimination. We will
focus on the creation and facilitation of dialogue
workshops with an eye towards appreciating and
valuing difference. The skills learned in this course
will also enable us to create dialogues about a
variety of issues in the contexts of our lives - both
personal and professional, and to live and work
successfully and civilly in a diverse world. In this
course students will: develop an increased understanding of yourself as an individual and a member
of a social group; explore commonalities and differences across social identity group boundaries;
observe, develop, and practice effective facilitation
skills (including communication, conflict exploration
and resolution, and bridge-building); identify actions
that contribute to the creation of a socially just and
inclusive community. The topics of this course
include: social identity group development; prejudice
and stereotyping and their effects on groups; examining bias; difference and dominance and the nature
of social oppression; culture, cultural cues and
judgments; and basic group facilitation skills as
applied in multicultural settings. The class will view
films; use exercises, simulations, and role-plays;
practice facilitation; and reflect on readings, interactions, and assignments during class discussions and
in weekly journals. Workshops will be developed
and delivered by students for SMC students and will
be facilitated during the 2013-14 school year.
COURSE information
DIVISION: Upper
PREREQUISITES:
Previous courses on Intergroup Dialogue,
Interactive Theater, (Intro to ES, Community
Building course) OR courses on relevant
topics - e.g., race relations; whiteness, etc.
(to be approved by Instructor) OR participation in student leadership course, student
leaders – i.e. SLIDErs / ID Leaders, HP Peer
Mentors, RA’s, SMC Ambassadors, WOW
Leaders,Tutors, DOC members, Diversity
Club Executive Team members, etc. (Commitment to co-facilitate a minimum of one
workshop during the 2013-14 school year.)
READING LIST:
M. Adams, W.J. Blumenfeld et al., Readings
for Diversity and Social Justice
Allan Johnson, Privilege, Power and Difference, 2nd Edition
NTL Reading Book for Human Relations
Training
Selected articles
Critical reading and experiential journal
(30%); evaluation of skills in practice facilitation (20%); intergroup facilitation project
(20%); class participation, including daily
discussion questions as a contribution to the
learning process for all (20%); Evidence of
appropriate preparation (10%).
COURSE FEE: $35
(Cost includes two-day retreat and workshop
materials.)
SPACES RESERVED FOR FRESHMEN: 5.
Seniors MUST receive “instructor’s permission.”
56
UPPER DIVISION
on campus
*JAN 108
Global Entrepreneurship
Tom Cleveland | [email protected]
Metamorphosis means a change in form which is a
characteristic of innovative ideas advanced by changing the form to enter the global stage. Inspiration is
a term aptly applied to the innovation phase of
entrepreneurship. The US and most businesses,
both developed and developing, see entrepreneurship as the major economic and cultural growth
potential in their countries.
Students will take field trips, hear outstanding
speakers, and see videos of global entrepreneurship
activities in China, India, the European Union, Asia,
and the US to learn how these countries are encouraging and supporting global entrepreneurial activities. One particular innovative class experience will
be a field trip and presentation by the operations
manager of a global tea company that is a certified
green and sustainable product. A video of their
growing and harvesting the tea leaves in China,
Laos, and Viet Nam will be discussed. Another field
trip will be to visit global entrepreneurial company
Genentech where students will learn how global
entrepreneurship was enhanced by the merger with
Roche. Another field trip will be to have an international lunch and hear from the owner who has
worked for famous and successful global famous
chefs such as Wolfgang Puck and Thomas Keller. An
optional field trip to Silicon Valley will be scheduled
based on company availability.
Groups in the class will present six current Harvard
Business Review articles on entrepreneurship.
This is a fast paced course of great current interest.
COURSE information
DIVISION: Upper
READING LIST:
James F. Foley, The Global Entrepreneur:
Taking Your Business International, Second
Edition, Dearborn Financial Publishing, 2010.
LECTURE READINGS: Jerry W. Moorman and James W. Halloran,
Successful Business Planning for Entrepreneurs, Thomson Southwestern, 2010.
Tapan Munroe, Innovation: Key to America’s
Prosperity and Job Growth, 2012.
Start Your Own Business, Staff of Entrepreneur Media Inc. 2010.
Quality of participation (20%); Written
Examinations (final examination term paper
of 10 pages) (50%); 20 minute presentations
(30%).
COURSE FEE: $95
(Cost includes field trip transportation, meals
if included in field trips, photocopying, and
quality speakers.)
57
JAN 109
Writing About Film
UPPER DIVISION
on campus
Chris Correale | [email protected]
During this short intensive term, you’ll learn to
effectively observe and criticize several important
films and, in the process, learn some of the principles and practices of good writing. This is not so
much an introductory film class as it is a writing
class – writing will be our main focus, but at the
same time we’ll discuss and study what makes a
good film. Surprisingly, many of the elements that
make a good movie also contribute to good writing,
i.e., mood, plot, pacing, style, and attention to audience (just to name a few). We will explore those
similarities and discover connections between the
complex aesthetic powers of modern-day film and
the dynamic that lies behind well-crafted writing.
This course also features guest speakers from
different facets of the film industry – individuals who
are passionate about their work and generously offer
invaluable insight and perspective. Some of the
movies we’ll watch: The Shining (1980), Requiem for
A Dream (2000), Amelie (2001), On the Waterfront
(1954), In America (2001), and Beasts of the Southern Wild (2012). In addition, two field trips are
planned.
NOTE: Film screenings will be held outside of regularly scheduled course meetings. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Boggs and Petrie, The Art of Watching Films
Corrigan and White, The Short Guide to
Writing about Film
Raymond Carver, “Shortcuts”
Compiled New York Times articles
Weekly Quizzes (15%); Final Exam (15%);
Online Moodle Forum Participation (10%);
Active Class / Workshop Participation (group
activities, discussion, etc.) (20%); Research
Report (8-page) (25%); Jan Term Web Page
Group Project (15%).
COURSE FEE: $90
(Cost includes field trip transportation, meals
and tickets, and portion of speaker fees.)
58
*JAN 110
UPPER DIVISION
on campus
The Marriage Plot:
Emma Woodhouse to Bella Swan
Tiffany Denman | [email protected]
In this class we will explore the metamorphosis
of the marriage plot over the course of nearly
two-hundred years. From the Victorian novels of
Jane Austen and the Brontë sisters to the contemporary Chick Lit of Emily Giffin and Stephanie Meyer,
we will examine the social, cultural, and literary
significance of the Romance Genre and the never-ending story of a female protagonist’s path to
grand nuptial payoff.
Through the critical reading of novels, excerpts, and
films, as well as critical essay reading, we will follow
the progress (or perhaps the lack of progress) of the
marriage plot. Students will complete daily discussion board responses and complete a midterm
presentation and a final research paper. The class
will be seminar based and will allow students an
opportunity for both written and oral discussion.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 and SEM 022
READING LIST:
Jane Austen, Emma
Emily Brontë, Wuthering Heights
Edith Warton, The Age of Innocence
Nicholas Sparks, The Notebook
Emily Giffin, Something Borrowed
Helen Fielding, Bridget Jones’s Diary
Stephenie Meyer, Twilight
Final Research Paper (8-10 pages) (25%);
Class Participation and Engagement (20%);
Daily Reading Responses (25%); Discussion
Facilitation (10%); Midterm Presentation
(20%).
COURSE FEE: $10
(Cost includes copying fees and speaker’s
fee.)
59
JAN 111
UPPER DIVISION
on campus
Science, Religion, and
Naturalism: Where the Conflict Really Lies
Patrick Downey | [email protected]
Using the philosopher Alvin Plantinga’s description
of “naturalism” as our guide, this course will explore
the reputed conflicts between science and religion,
and bring out the less discussed conflict between
naturalism and science. As a complement to this
discussion, we will also read the physicist Stephen
Barr’s account of the complementarity of faith and
modern physics. Topics that will converge and
overlap in our discussion will include: creation,
evolution, Genesis, chance, design, laws, God,
atheism, natural selection, materialism, relativity and
quantum theory. Expertise in any of these subject
areas is obviously not required, but a familiarity and
interest in them should prove helpful.
COURSE information
DIVISION: Upper
PREREQUISITES:
Any one of the following: PHIL 10, 11, or 130;
BIO 002; INTEG 072; PHYSI 002; CHEM 002
READING LIST:
Stephen M. Barr, Modern Physics and
Ancient Faith. Notre Dame, IN: University of
Notre Dame Press, 2003.
Alvin Plantinga, Where the Conflict Really
Lies: Science, Religion, & Naturalism. New
York: Oxford University Press, 2011.
Two one hour exams on each of the texts
(50%); a final paper (3-5 pages) (25%); verbal
and mental participation (25%).
COURSE SCHEDULE: MTuThF, 12:00 - 2:35
PM
60
JAN 112
UPPER DIVISION
on campus
Eat Your Words: Adventures
in Food Writing for the Epicurious
Jennie Durant | [email protected]
“Tell me what you eat,” Jean-Anthelme Brillat-Savarin wrote, “and I will tell you what you are.”
In recent years, food writing has seen an explosion
of writers, whose contributions range from recipes
to blog posts to food essays. Each writer brings their
own flavor to the page: some celebrate the sheer
pleasure of eating, while others explore the moral
issues behind the food we consume and question
how these choices shape us as individuals and as a
culture.
In this course, we will explore the history of food
writing, read and discuss food writing as a form of
literature and art, explore the politics of food, and go
on two field trips in the Bay Area to whet our appetites and inspire our writing. But, most importantly,
this is a writing course, a chance to master this
mouth-watering yet challenging craft. Half our class
time will focus on drafting, writing, and critiquing
food essays and reflections. You will keep a blog
during the course to document your adventures,
which will serve as a springboard for assignments.
This course is perfect for students wanting to
explore a new form of writing and who are interested in getting their food writing out in the world.
But it is also great for someone curious about the
world of food and those who live to eat, instead of
eat to live. If you are interested in making the leap
from consumer to connoisseur, come join the feast!
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 4
READING LIST:
Jenni Ferrari-Adler, ed., Alone in the Kitchen
with an Eggplant
Amanda Hesser, ed., American Food Writing;
Eat, Memory, Great Writers at the Table
Dianne Jacob, Will Write for Food
Course Reader with Excerpts from: Julia
Child’s My Life in France; M.F.K Fisher’s The
Art of Eating; Anthony Bourdain’s Kitchen
Confidential; Ruth Reichl’s Tender at the
Bone; and Jonathan Safran Foer’s Eating
Animals.
Class Participation (30%); Online blog (30%);
Assigned writing (20%); Final portfolio (20%).
COURSE FEE: $250
(Cost includes three field trips, two guest
speakers, transportation costs, and in-class
food.)
61
UPPER DIVISION
on campus
*JAN 113
Jazz Choir
Julie Ford | [email protected]
Have you admired the tight harmonies and rhythmic
drive of vocal ensembles on TV shows like The
Sing-Off or Glee? Do you have some experience
singing, a hankering to make music with others? Are
you willing to work hard preparing for a public performance? If so, read on.
Jazz Choir is a mixed vocal ensemble (Soprano, Alto,
Tenor, and Bass) for singers with choral experience
who wish to explore part-singing, improvisation,
microphone technique, and performance practices
of the Jazz idiom. Each class will begin with a vocal
warm-up, followed by ensemble work. As we learn
the various choral arrangements drawn from several
significant areas of Jazz style including Blues,
Swing, Bossa Nova, Cool, and Funk, emphasis will
be placed on the study of related historical contexts.
We will explore the origins and uniqueness of each
style. The Jan Term theme of Metamorphoses will
provide further inspiration as we focus on stylistic
change and growth in complexity within each jazz
form. Daily reading and listening assignments will
provide dialogue for seminar style discussions of the
work. The choir will present a public performance of
their work at the end of Jan Term. COURSE information
DIVISION: Upper
PREREQUISITES:
Chamber Singers (PERFA 19-6) or signature
of instructor (after vocal assessment). and final performance, sheet music, and
music rights.)
READING LIST:
Stephen Nachmanovitch, Free Play: The
Power of Improvisation in Life and in the Arts
A compilation of primary sources; read and
listen to iconic singers such as Ella Fitzgerald,
Billie Holiday, Frank Sinatra, and many others
discussing their respective approaches to
phrasing, intonation, conveying text and other
topics.
Quizzes (15%); Creative Project (15%); Final
Ensemble Performance (25%); Solo Performance Evaluation (20%); Reading log (10%);
Work ethic/quality participation (15%).
COURSE FEE: $50
(Cost includes three guest musicians (piano,
bass, drums) to assist in the dress rehearsal
62
JAN 114
Writing Your Story in
Poetry and Personal Essay
UPPER DIVISION
on campus
Jeanne Foster | [email protected]
The emphasis in this workshop is on writing your
story, primarily in poetry, but also in personal essay. The focus will be on the students’ own creative
work. The two keynotes of the course are “Capturing a Spirit,” taken from a quotation by Ted Hughes
(Poetry Is) and the “Treasure-House of Memories”
from Rainer Maria Rilke (Letters to A Young Poet). The experiment of the course is to see how the
personal essay can be a seed-bed from which
poetry grows. There will be three primary in-class
activities: (1) Writing exercises in prose and poetry
designed to access the “treasure-house of memories”; to practice saying “what you really mean”;
and to facilitate the possibility of “capturing a spirit,
a creature,” which is the poem; (2) Roundtable
critique of students’ work in an honest and respectful atmosphere with a focus on enabling each student to fulfill his or her unique potential for creative
writing; (3) Group discussion and analysis of texts by
established writers, both creative works and writings on the creative process.
COURSE information
DIVISION: Upper
PREREQUISITES:
SEM 122 or instructor’s consent
READING LIST:
James McClatchy, ed., The Vintage Book of
Contemporary Poetry
Phllis Stowell and Jeanne Foster, eds.,
Appetite: Food as Metaphor
Ted Hughes, Poetry Is
Dan Wakefield, The Story of Your Life
Participation in group exercises and discussion (25%), development of skill in peer
critique and draft revision (25%), written
work, including brief reflection essay and
final portfolio (50%).
COURSE FEE: $20
(Cost includes course reader and guest
speaker.)
63
*JAN 115
The St. Mary’s
Monastery Experience
UPPER DIVISION
on campus
Phillip Fucella | [email protected]
This interdisciplinary course explores through texts,
artworks, discussions, and lived experiences the
contemporary and historical worlds of intentionally
secluded spiritual communities. Monasteries,
abbeys, missions, and convents were once at the
center of social, cultural, political, and economic life
throughout the world. By looking at and even experiencing monastic life, students will gain an important
understanding of how modernity developed out of
and away from these once central institutions. In
addition to these social-historical insights, students
will learn about the contemporary effects of purposive seclusion on persons usually immersed in an
interconnected, digitalized, and globalized world. In
addition to the usual Jan Term seminar, the course
will involve two short overnight visits to Christian
and Buddhist monasteries as well as an overnight
hermitage in the woods. Students of all religious and
philosophical dispositions are encouraged to participate and experiment with the potential metamorphoses the monastic experience has offered
throughout the millennia. COURSE information
DIVISION: Upper
PREREQUISITES:
Students who have completed the St Mary’s
seminars on early Western thought (particularly Greek, Roman, Christian, and Medieval
Thought) will be well-prepared for this
course. Also, students who are not majors in
social sciences, religious studies, or philosophy should have completed the social
sciences breadth requirement. READING LIST:
Social science: Weber, selections on sociology of world religions; Hillery: The Monastery: A study in freedom, love, and community; various peer-reviewed articles on
contemporary and historical social aspects of
monasteries, inlcuding but not limited to
economic organization, gender and sexuality,
colonization and conquest.
Psychology: various peer-reviewed articles on
laboratory experiments demonstrating the
effects of reflection, seclusion, meditations,
and other practices of purposive mindfulness
on individual emotional and cognitive states.
Literature: Boccaccio, “The Decameron;”
Donoso; “The Obscene Bird of Night;” Eco
“The Name of the Rose;” and other excerpts,
short stories, and plays that depict monastic
life. BASIS FOR FINAL GRADE:
Active seminar participation (20%); three
in-class essay-style exams (10% each); active
participation in experiential learning exercises
(10% each); final essay (20%).
COURSE FEE: $300
(Cost includes two one night visits to The
New Camoldoli Hermitage in Big Sur
(Benedictine Order) and to Abhayagiri in
Redwood Valley (Thai Forest Tradition of Ajahn
Chah).)
64
UPPER DIVISION
on campus
*JAN 116
Story, Performance,
and Conversation: The STORY BRIDGE METHOD
of Arts-Based Community Development
Richard Owen Geer | [email protected]
This experiential cross-disciplinary course explores
individual and group change as a phenomenon at the
confluence of story, the performing body, ritual,
community, and conversation. Using the Story
Bridge Method, students will serve as they learn,
co-creating a project with a local elementary school
struggling to move from diversity to inclusion within
its ethnically and socially siloed groups. Students
will experience story gathering, scripting, performance, relationship building, and appreciative conversation in the service of community-driven
change. Classroom work will be augmented by
in-person or Skype guest appearances by several
authors on the reading list. This course will have special relevance to those interested in team building,
organizational development, and social practice art. Course will involve 16 additional hours (not counting
travel) on evenings or Saturdays at Thousand Oaks
Elementary School in Berkeley. In this course, we
will become a theater producing unit, so there are
important responsibilities between students in
support of the work of the class.
NOTE: The Story Bridge Method, facilitated by the
instructor and led by Saint Mary’s Students, is currently engaged in a campus-wide storygathering,
performance and conversation process which will
culminate in performances in the spring of 2014.)
COURSE information
DIVISION:
Upper
PREREQUISITES:
Two seminar classes OR consent
of the instructor. READING LIST:
Richard Owen Geer and Jules Corriere, et
al, Story Bridge: From Alienation to Community Action
Readings in:
David G. Blumenkrantz, Fulfilling the Promise
of Children’s Services
Juanita Brown and David Isaacs, The
World Café
Jules Corriere, Collected Plays
Richard Owen Geer, “Out of Control in
Colquitt Georgia: Swamp Gravy Makes Stone
Soup”; “Fail Again, Fail Better”
Anne Jellicoe, Community Plays
Eric E. Vogt, Juanita Brown, and David
Isaacs, The Art of Powerful Questions
Henry R. Moody, “The 22 Immutable Laws
of Fundraising”
Misc. Journal articles, book chapters and
essays listed in syllabus.
Quality of participation (30%); Written and
oral critiques of student work (20%); Short
reflective papers on process topics (25%);
Final paper (25%).
COURSE FEE: $75
(Cost includes guest speakers, field trips, and
photocopying of course readings.)
65
JAN 117
Dreams: Science
and Spirituality
UPPER DIVISION
on campus
Paul Giurlanda [email protected]
Everybody dreams, but most of us forget our
dreams as soon as we wake. Nevertheless, science
increasingly tells us that dreams matter greatly to
our mental health, while artists, writers, musicians
and our spiritual traditions tell us that dreams can
link us to creativity and deep sources of wisdom. In
this course we’ll take a dual approach: we’ll study
dreams from a scientific point of view, but we’ll also
explore our own dreams as sources of knowledge
about our own lives and the life of our society.
Andrea Rock’s The Mind at Night will be our guide
into contemporary research on dreams, and you will
be expected to write several academic papers based
on that book and others.
An essential part of the course is your willingness to
record your daily dreams in a journal and to participate in small group sharing and interpretation. Students in a previous course have found this experience to be the most “fun” part of their experience,
though it must be underlined that no one is ever
required to share any particular dream. The model
of dream work provided by Dr. Meredith Sabini,
Director of the Northern California Dream Institute,
will be taught and used as a non-intrusive method of
dream sharing.
You are the judge of whether you wish to share a
dream, and you are the judge of what the dream
means.
In some ways, this is the ultimate “travel” course!
COURSE information
DIVISION: Upper
PREREQUISITES:
TRS 097, and ENG 5, and SEM 21
READING LIST:
Patricia Garfield, Creative Dreaming
Stephen LaBerge, Exploring the World of
Lucid Dreaming
Andrea Rock, The Mind at Night
Robert Waggoner, Lucid Dreaming
Participation (25%); Essays (50%); Quizzes
on Readings (25%).
COURSE FEE: $5
(Cost includes stipend for Dr. Meredith Sabini
of the NorCal Dream Institute.)
66
JAN 118
What Is Libertarianism?
UPPER DIVISION
on campus
Robert Gorsch | [email protected]
“I heartily accept the motto, — ‘That government is
best which governs least.’”
– Henry David Thoreau
American libertarianism as a concept and a movement emerged in the 1960s, drawing on the “classical liberal” tradition of the 19th century and the
mid-20th century American tradition of opposition to
Roosevelt’s New Deal and its successor, Johnson’s
Great Society. Libertarians wanted to make a case
for liberty, for individual rights, free markets, and
limited government, without simply embracing the
cause of the Republican Party or the emergent
“conservative movement.” Libertarians regarded
themselves as insurgents, as radicals, fighting for
personal and economic freedom against the political
and ideological status quo. They insisted that,
despite their advocacy of free-market capitalism,
they were not “conservatives.” Indeed, their elders
called themselves “liberals” in the 19th-century
sense.
In this course we will investigate the roots of libertarian ideas, in the writings of John Locke, the Amer-
ican Founding Fathers, John Stuart Mill, and Herbert
Spencer. We will explore the works of the most
widely influential mid-20th century proto-libertarians,
Friedrich Hayek, Henry Hazlitt, Ayn Rand, and Milton
Friedman – along with the famous novel by Robert
Heinlein, The Moon Is a Harsh Mistress, generally
regarded as one of the greatest fictional expressions
of a libertarian world-view, deeply influenced by
Friedman, Rand, and other figures in the libertarian
movement of the 1950s and 60s. Finally, we will
ponder the role of libertarianism in contemporary
politics. Many have seen libertarianism in general, and Ayn Rand’s classic novel Atlas Shrugged
in particular, as the perfect lens through which to
see, understand, and critique this era of “the Great
Recession.”
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 and SEM 001.
READING LIST:
John Stuart Mill, On Liberty
Herbert Spencer, The Man Versus the State
Friedrich Hayek, The Road to Serfdom
Henry Hazlitt, Economics in One Lesson
Ayn Rand, For the New Intellectual; The
Virtue of Selfishness
Milton Friedman, Capitalism and Freedom
Robert A. Heinlein, The Moon Is a Harsh
Mistress
Participation in class discussion (20%); Group
presentation (20%); Reading journal (30%);
Final paper (30%).
67
JAN 119
Introduction to Buddhism
UPPER DIVISION
on campus
Kevin Griffin | [email protected]
In this course, we will explore Buddhism through
the practice of mindfulness meditation; through the
study of Buddhist teachings; and through the examination of various contemporary expressions of
Buddhism and mindfulness. Our main orientation
will be Theravadan Buddhism and Vipassana meditation. We’ll have two field trips to local Buddhist
centers. Students will practice meditation every
day, and maintain a meditation journal. Requirements include: daily quizzes on readings, class
presentation, final journal and final exam.
NOTE: Fields trips take place outside normal class
hours. Students must be available for evening trips.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Diana Winston, Wide Awake: A Buddhist
Guide for Teens
Joseph Goldstein, The Experience of Insight
Daily journal (25%); Daily quiz (25%);
Mindfulness presentation (10%); Participation
(10%); Final essay (15%); Final exam (15%).
COURSE FEE: $30
(Cost includes dinner and tickets to events.)
68
JAN 120
UPPER DIVISION
on campus
Capitalism at a crossroads:
Can society and modern corporations co-exist?
Michael Hadani | [email protected]
Global warming, resource depletion, pollution,
growing economic injustice and poverty – today we
face significant challenges that question the survival
of our species. Many of these ailments are a result
of a singular “achievement” – the rise of the modern
corporation and its ever-increasing economic power
and political power.
This course explores how modern capitalism and its
biggest champion – the modern corporation – needs
to change in order for us to survive in a socially just
and environmentally sustainable manner.
The course will focus on critically exploring the role
corporations play in society, the rise of the so called
“triple bottom line,” social activism, and how some
companies are reassessing the way they do business today.
We will use case studies, simulations, videos, and in
class exercises to flesh out the challenges and the
conflicts that exist between modern corporations
and society as well as focusing on emerging best
practices in the areas of corporate sustainability. COURSE information
DIVISION: Upper
READING LIST:
Stuart L. Hart, Capitalism at a Crossroads.
3rd edition, 2010.
Rachel Carson, Silent Spring. 1962/2002
Robert Reich, Aftershock. 2011.
In addition, we will use open source cases
from the Aspen Institute, the Rocky Mountain Institute, and MIT along with two MIT
open source simulations.
We will also critically view and analyze
several documentaries, including The
Corporation, Sicko, Enron: The Smartest guys
in the room, Margin Call, and others sourced
from TED.
Exams (30% midterm and 30% final); active
classroom participation (20%); group
presentations (10 page paper and 15 minute
oral classroom presentation) (20%).
69
*JAN 121
Death and Dying:
The Final Metamorphosis
UPPER DIVISION
on campus
Emily Hause and Grete Stenersen | [email protected], [email protected]
The course will address the topic of “Death and
Dying: The Final Metamorphosis” from several
perspectives. We will learn more about the physical
and practical matters surrounding the death process;
we will explore the stages of grief; and we will
investigate the ways in which various cultures and
religious traditions make sense of death itself.
Through readings, class discussions, reflection
papers, oral presentations, and our own responses
to this topic, “Death and Dying: The Final Metamorphosis” will be shared. Class activities will include
opportunities to go to a mortuary, to price the cost
of a funeral, to hear guest speakers talk about hospice care and choices, to explore how other cultures
honor the dying process and to find out how some
religious traditions explain death.
COURSE information
DIVISION: Upper
PREREQUISITES:
PSYCH 1 or PSYCH 2 or PSYCH 10 or
permission of instructors
READING LIST:
Elisabeth Kubler-Ross, On Death and Dying Sherwin Nuland, How We Die
C. S. Lewis, A Grief Observed
Articles on ERES
Quality of participation, based on weekly
evaluation (30%); three 2-3 page reflection
papers (40%); 10 minute oral presentation
(10%); 6-8 page final paper (20%).
COURSE FEE: $30
(Cost includes photocopying and acknowledgements for guest speakers.)
70
UPPER DIVISION
on campus
*JAN 122
Cultivating Brain Power by
Searching Inside Yourself
Jo Ann Heydenfeldt | [email protected]
In this course you will learn to live a happier and
more adaptive life and develop the optimism and
resilience necessary to thrive. Grounded in brain
science, this rigorous educational program will
introduce students to practical, research-based
neuroscience that details how the brain and nervous
system functions. Students will learn how to experience greater creativity, productivity and happiness
through attention training, self knowledge, self
mastery, and useful mental habits. They will learn
why one can get stuck in maladaptive, defensive
habits of thought and how to transform their experience by learning how to calm the mind on demand,
improve concentration, and perceive the mind with
clarity. Mindfulness practice, adapted here from
Mindfulness Based Stress Reduction (MBSR) can
lead to greater self awareness and a means of
coping more effectively with the challenges and
demands of student life. Students will be guided
through a meditation practice in its various forms
including walking, eating, listening, and gentle hatha
yoga.
Careful attention will be given to the cultivation of
non-judgmental, non-striving, moment to moment
daily practice to create an optimal learning environment for ongoing growth and development. The
focus of attention is directed toward the development of student’s first hand understanding of the
body, mind, and body-mind interactions.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Tan, Chade-Meng, Search Inside Yourself.
New York: HarperCollins, 2012.
Excerpts from: Why Neuroscience Matters:
Dan Siegel, “Interpersonal neurobiology:
Expand your use of self by increasing your
own neural integration.”
Rick Hanson, “Overcoming the brain’s
negativity bias.”
Norman Doidge, “The brain that changes
itself neuroplasticity.”
Steven Porges, “Emotion, attachment and
self-regulation.”
Selected readings from the Center for
Mindfulness in Medicine, Health Care and
Society:
Santorelli, Saki. “Mindfulness and mastery in
the workplace.”
Kabat-Zinn, Jon. Mindfulness meditation:
Health benefits of an ancient Buddhist
practice.
Weekly tests (four total) on didactic lectures
and readings (50%); Two 3-5 page reflective
papers on personal experience (25%);
Participation in class discussions and
activities (25%).
71
*JAN 123
The History of Women
in Catholic Ministry
UPPER DIVISION
on campus
Brother Charles Hilken | [email protected]
This course seeks to explore two questions: What is
the history of women in ministry in the Catholic
Church? What have been the modern arguments
pro and con for the ordination of women to the
sacramental ministry of the Catholic Church and
how do these arguments stand up to the evidence
of the past? The study is an historical one. Pursuit
of the answers to our questions should lead the
student to a better understanding of ordained ministry in the Catholic Church, recent official church
statements on the ordination of women, as well as
the past and present possibilities for women in
ministry.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 4
READING LIST:
Sara Butler , “Quaestio disputata: ‘in persona
Christi.’ A Response to Dennis M. Ferrara,”
Theological Studies 56 (March 1995) 61-91.
Dennis M. Ferrara, “The Ordination of
Women: Tradition and Meaning,” Theological
Studies 55 (1994) 706-719.
John Paul II, Blessed, Ordinatio sacerdotalis:
On Reserving Priestly Ordination to Men
Alone, apostolic letter, 22 May 1994.
Gary Macy, The Hidden History of Women’s
Ordination: Female Clergy in the Medieval
West.
Roger E. Reynolds, The Ordinals of Christ
from Their Origins to the Twelfth Century.
Sacred Congregation for the Doctrine of the
Faith, Inter Insigniores: Declaration on the
Question of Admission of Women to the
Ministerial Priesthood, 15 October, 1976.
Edward Schillebeeckx, Ministry.
Vatican Council II, Gaudium et spes: Pastoral
Constitution on the Church in the Modern
World, 7 December 1965.
Active classroom participation (discussion
and written reading checks) (20%); weekly
research, reporting, and writing (40%);
six-page essay (20%); final exam (20%).
SPACES RESERVED FOR FRESHMEN:
5 (with AP credit in some social science or
liberal art or an interview with the professor)
72
*JAN 124
Ecopoetry in January
UPPER DIVISION
on campus
Brenda Hillman | [email protected]
When the rains start and stop in Northern California
in January, mushrooms appear, the hills turn green,
and in Saint Mary’s redwood grove, the shy newts
begin their migrations. It is a great time to be on
campus, reading beautiful and inventive poetry that
challenges our notions of what constitutes the
“nature poem.” In this course, we will read and
write ecological poetry, enter notes in our journals,
and encounter some of the flora and fauna in our
surroundings. This course will help you to write from
a perspective of your own environmental concerns
and to study the work of poets who have addressed
ecological issues in local and international bioregions. We’ll consider questions of poetic form,
Romantic ideas of nature and spirit, native American
pantheism, current theories of eco-feminism and
other perspectives. We’ll read some essays on
eco-criticism and we will use work from two groundbreaking anthologies of environmental poetry, The
Arcadia Project and The Ecopoetry Anthology. Daily
work will include discussions of assigned texts,
annotations, and oral presentations of drafts of your
eco-poetry. We will take walks and will be especially
tuned to our own Saint Mary’s January environment.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 19 or SEM 1
READING LIST:
Joshua Corey and C.C. Waldrep, eds., The
Arcadia Project
Ann Fisher-Wirth and Laura-Gray Street,
eds.,The Ecopoetry Anthology
The Pacific Coast Tree-finder
Daily participation (30%); daily writing (40%);
final project (30%).
COURSE FEE: $5
(Cost includes copying fees.)
73
JAN 125
Cross-Cultural Communication
UPPER DIVISION
on campus
John Knight | [email protected]
“So of all islanders – of all ancestries – let us so live
in this trying time that when it is all over we islanders can look one another in the eye with the knowledge that we have behaved honorably and fairly. Let
us remember what is so easy to forget in the mad
intensity of wartime: that prejudice and hatred are
never right and never to be accepted by a just society.”
–Snow Falling on Cedars
With the ever-evolving composition of our diverse
society, how will some of our most essential values
- freedom, democracy, fairness - be interpreted and
passed on? How can we reach a common good in
our bottom-line, problem-confronting, individualistic
society? What assumptions do we as Americans
hold that make cooperative interactions with others
so difficult? Perhaps our history, both personal and
national, has not prepared us for the patience and
long-range, time-consuming planning necessary to
help us forge a successful diverse society. Knowledge of ourselves and the cultures which comprise
the tapestry of America is essential to this task.
During January, we will seek to become inter-culturally literate. Participating in simulation exercises,
analyzing films, and discussing theory as well as
practice, we will explore Zen master Shoseki’s
teaching that “truth only reveals itself when one
gives up all preconceived ideas.” The final project will
be an oral and written family history exploring values
through generations.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Cristina Garcia, Dreaming in Cuban
David Guterson, Snow Falling on Cedars
Roya Hakakian, Journey from the Land of No
Edward T. Hall, The Dance of Life
T.T. Williams, The Open Space of Democracy
(provided by instructor)
Additional selections provided by the
instructor.
Daily assignments and classwork – quality of
participation (30%); daily journal (20%);
quizzes (10%); Final Project (40%).
COURSE FEE: $35
(Cost includes photocopying, films, cultural
dinner, and field trip.)
74
JAN 126
UPPER DIVISION
on campus
A Month in Yoknapatawpha
County: Faulkner, Race, and the American Novel
Kathryn Koo | [email protected]
“. . . I discovered that my own little postage stamp of
native soil was worth writing about and that I would
never live long enough to exhaust it. . . . It opened
up a gold mine of other peoples, so I created a
cosmos of my own.”
–William Faulkner
The great 20th-century modernist writer William
Faulkner (1897-1962) set many of his most memorable novels within a single fictionalized county that he
called Yoknapatawpha. Modeled after his “little
postage stamp of native soil,” Faulkner’s Yoknapatawpha County is home to blacks and whites whose
lives are irrevocably intertwined and shaped by the
legacy of American slavery. This course will offer
students the opportunity to immerse themselves in
Faulkner’s mythic world and read three of his most
important works on race and racial trauma: Light in
August (1932), Absalom, Absalom! (1936), and
Intruder in the Dust (1948). Biographies, interviews,
documentaries, and lectures by the author himself
will expand our understanding of Faulkner’s project
as a writer and as a southerner. Contending with the
problem of representing racial identity, Faulkner
dared to experiment with the formal limits of the
novel. As a result, he captured the experience of
race like no other writer of his generation. In Yoknapatawpha County, no one escapes the past. Join us
as we explore what Faulkner’s own private “cosmos” can tell us about the meaning of race in America. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
William Faulkner, Light in August; Absalom,
Absalom!; Intruder in the Dust
Course reader
Attendance and participation (20%); presentation (10%); six short (1-2 page) position
papers (30%); final 10-page paper (40%).
COURSE FEE: $5
75
JAN 127
Six O’Clock Films
UPPER DIVISION
on campus
Amanda Lashaw | [email protected]
“As a rough rule, cinema can be sundered into two
halves: six o’clock films and nine o’clock films. Most
movies are nine o’clock affairs. . .You get home from
work, grab something to eat, head to the theatre,
and enjoy the show. And so to bed. . . A six o’clock
movie requires more organization: pre-booked tickets, a restaurant table, the right friends. You’re going
to need them, because if all runs according to plan
you will spend the second half of the evening tossing the movie--the impact and the substance of
it--back and forth.” –Anthony Lane
In this course, we will examine films that are worthy
of Lane’s “six o’clock” designation. Class sessions
will be one-part film discussion seminar and onepart writing workshop. Each week, the group will
view two films (in screenings, outside of class meetings) and develop written reviews through a process
of conversation, drafting, presenting work in-progress, and editing final drafts. Students will learn
basic approaches to film criticism and study the
writing of master film critics. As we evaluate a
diverse set of six o’clock films, we will consider not
only the social and philosophical ideas advanced, but
also why these films linger in our heads, warrant
multiple viewings, develop cult followings, or capture the human experience. We will be working with
movies that are intended for mature audiences; if
they provoke, offend, titillate, or depress, it will be
our charge to discuss why and to what end. The
course builds on the tradition and process of Collegiate Seminar and offers ample writing practice.
Because film reviews are relatively short, allow for
creativity, and require both opinion and evidence,
writing them is great training. The workshop setting
is meant for both struggling and advanced writers.
Students should expect to make drafts public and to
work collaboratively with peers.
NOTE: FILM SCREENINGS WILL TAKE PLACE
OUTSIDE OF REGULARLY SCHEDULED COURSE
MEETINGS. Films will be screened twice each
week and are currently scheduled for 12:30-2:30.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 or SEM 2 or 21
READING LIST:
Films: The Bicycle Thief, Citizen Kane, Guilty
by Suspicion, Matewan, Do the Right
Thing, Rabbit-Proof Fence, Blue, The Apostle,
Amores Perros, Disgrace
Books:
Bernard Dick, Anatomy of Film, 6th Ed.
Philip Lopate, American Movie Critics from
the Silents Until Now, 6th Ed.
Quality of participation in discussion
(30%); writing exercises (20%); written film
reviews (50%).
COURSE FEE: $45
(Cost includes course reader and film / dinner
outing.)
76
UPPER DIVISION
on campus
JAN 128
The Art of Change:
A Poetry Incubator
Genine Lentine | [email protected]
Poems are metamorphic creatures. Poet, poem, and
reader: all change and are changed in the process or
encounter. January Term offers a singular opportunity of concentrated engagement in a collaborative and kindred
community of writers and readers. In this course,
students will write poems and support each other’s
work in an immersive, exploratory environment that
is part salon, part studio, and part laboratory.
Class meetings will include writing, reading, experiential activities, and conversation, in different proportions. Students will engage in ongoing writing
exercises that will allow them to develop a series of
poems or one longer poem.
In regular individual conferences with instructor,
workshops, small group discussions, students will
become more attuned to possibilities in their own
work and they will develop sensitivity and acuity in
responding to poems they read. We will dedicate
special attention to how we can be open to changes
the poem undergoes as it comes into being.
We will conduct a class project in the SMC Student
garden that mirrors our inquiry into poems. Students
are also encouraged to explore how their involvement in other disciplines, crafts, sports, etc. can
inform their poems.
A weekly open work salon will be available outside
of class time to give a dedicated but informal context for working in tandem, and responding to each
other’s work.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Jane Hirshfield, Nine Gates
Course Reader includes: Gabrielle Calvocoressi, Elizabeth Bishop, Anne Carson, Emily
Dickinson, Matthew Dickman, Michael
Dickman, Nick Flynn, Seamus Heaney,
Gerard Manley Hopkins, Marie Howe, John
Keats, Stanley Kunitz, Dorothea Lasky,
Agnes Martin, Rainer Marie Rilke, Rebecca
Solnit, and others.
COURSE FEE: $25
(Cost includes course reader, class visits, and
garden supplies.)
Engaged presence in class (attendance,
active participation in discussions, exercises,
campus events) (30%); Final Portfolio (30%);
Written responses to readings (10%); Journal
(15%); Responses to student work (written
and oral) (15%).
77
UPPER DIVISION
on campus
*JAN 129
Community Engagement
through Education and Technology:
Virtual Immersion in Sri Lank a
CANCELLED
Raina Leon | [email protected]
Sri Lanka, a tropical nation with a history that
extends to the dawn of time, calls out for your
exploration. In this class, you have the opportunity
to delve into Sri Lanka’s culture and issues by drawing upon narratives of Tamil women about the civil
war in the creation of multimedia-enriched lessons
suitable for secondary students. This class will work
here on campus in collaboration with a SMC class in
Sri Lanka, allowing students to collaborate with
those in the field in the creation and teaching of
lessons. COURSE information
DIVISION: Upper
READING LIST:
John Clifford Holt, ed., The Sri Lanka Reader:
History, Culture, Politics
Frances Harrison, Still Counting the Dead:
Survivors of Sri Lanka’s Hidden War
Selections from: Gordon Weiss, The Cage: The Fight for Sri
Lanka and the Last Days of the Tamil Tigers Niromi de Soyza, Tamil Tigress: My Story as a
Child Soldier in Sri Lanka’s Bloody Civil War Pradeep Jeganathan, At the Water’s Edge
Grant Wiggens and Jay McTighe, Understanding by Design, (Expanded 2nd Edition) Dharini Abeysekera and Nayomi Munaweera
(Island of a Thousand Mirrors)
Leah Lakshmi and Piepzna-Samarasinha (Love Cake; Consensual Genocide)
Seni Seneviratne (Wild Cinnamon and Winter
Skin; The Heart of It) Pireeni Sundaralingam (Indivisible: An
Anthology of Contemporary South Asian
American Poetry)
Active classroom participation (20%); two
(4-page) papers (one reflection on the
readings and one reflection on interacting
with students and Tamil women in Sri Lanka
via Skype) (20%, 10% each); digital media
piece to be used in connection with lessons
(20%); short unit and teaching of 3-5 lessons
using at least one story from a Tamil woman
collected in the field (40%).
COURSE FEE: $40
(Cost includes guest speakers (local Sri
Lankan women) and photocopying.)
78
JAN 130
Hunger Dames: Women in
Science Fiction and Fantasy
UPPER DIVISION
on campus
Hilda Ma | [email protected]
The past few years have seen significant growth in
the demand for science fiction and fantasy novels
featuring young women as heroes. With the recent
popularity of Suzanne Collins’ Hunger Games and
the box office success of its cinematic adaptation,
there must be something special that it offers
today’s readers and viewers. Unlike the damsels of
folklore past, these women wield weapons, throw
punches, and engage in bloody combat. They lead
revolutions against totalitarian regimes set in dystopic futures and function as key players in worlds
rife with vampires and shape-shifters. What then,
do these novels reveal about their readers? What
has been lacking in literature and for what are we
so hungry? While set in the future or in an alternate
universe, what contemporary social issues do these
stories address and critique? Armed with bows and
arrows or magical powers, what patriarchal constructs are these women really battling?
This course will take a feminist approach to reading
the novels of today’s science fiction and fantasy.
In addition, we will examine whether this wave of
heroes carves a new space for reimagining and
reconstructing literary tropes and conventions. Or,
do they merely rehash familiar literary archetypes?
We will read a series of novels, scholarly essays, and
view some clips from related films and television
shows in order to investigate why and how these
young women speak to us so powerfully. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5, SEM 1 or SEM 20
READING LIST:
Suzanne Collins, The Hunger Games
Veronica Roth, Divergent
Charlaine Harris, Dead Until Dark
Robin McKinley, Sunshine
Philip Pullman, The Golden Compass
Course Reader (theoretical and critical
essays)
Engagement (25%); Reflections (25%);
Group Presentation (20%); Final Paper (30%).
COURSE FEE: $30
(Cost includes course reader, DVD rental, and
guest speakers.)
79
*JAN 131
From Totem to Animals R Us
UPPER DIVISION
on campus
Christine Mathieu | [email protected]
We, humans, have always shared the world with
other animals, but we have not always been at the
top of the food chain, nor have animals always been
excluded from the kingdoms of the gods. So how
did Homo Sapiens Sapiens come to dominate the
environment to the extent of exterminating and
endangering entire species? How do we, and how
did our ancestors, conceive of our place in the
animal world? Why do we eat some animals and
keep others as pets? Why do we dress animals as
people to tell stories about humans? Why do we
call people by animal names when they behave
like… humans? In this class, we will explore how
our physical, symbolic and emotional lives are connected to the animal world, and why our relationships with animals, how we treat and mistreat
them, matter.
Through a variety of texts in anthropology, ethology,
philosophy, film, art and literature, “From Totem to
Animals R Us,” will explore important aspects of our
relationships with animals across historical and
cultural contexts. We begin with the Garden of Eden
and end with the proposals for a UN declaration of
animal rights; we will look at the power of animal
spirit, at notions of the sacred and polluting powers
of animals from antiquity to our times; at farming
ethics; at animal intelligence from the perspective of
religion, science and philosophy; the emotional
bonds between humans and animals; and the symbolic use of animals in religion, literature and visual
arts.
COURSE information
DIVISION: Upper
PREREQUISITES:
SEM 2. Humanities, Social Sciences, Law
and Biological Science students are encouraged to enroll. Students from other disciplines may be admitted into the course with
the permission of the Instructor.
READING LIST:
Course readings include works by: Joseph
Campbell, Mary Douglas, Clifford Geertz,
Marvin Harris, Claude Levi-Strauss (anthropology); Tim Friend, Jane Goodall, Temple
Grandin, Jeremy Rifkin (ethology, animal
science); Jr. Herzog, Peter Singer (philosophy
and animal ethics); Kenneth Clark (art and art
history); Aesop and La Fontaine, Richard
Adams, Yann Martel, A. A. Milne, George
Orwell (literature).
300 word literary or scientific piece) (15%);
one two-page book review (15%); one
12-page research project (40%); one class
examination / essay (30%).
COURSE FEE: $125
(Cost includes zoo admission, three meals /
round-trip visits to SF, and a course reader.)
Attendance and active participation in class
discussions (including the contribution of a
80
JAN 132
UPPER DIVISION
on campus
California Dreaming:
Northern California’s Literary Landscapes
Molly Metherd | [email protected]
Come spend this January reading the literature of
this diverse place: Northern California. In this course
we will be reading novels, short stories, and poems
from the California Coast, the Central Valley, the
Sierra Nevadas, and right here in the San Francisco
Bay Area. We will interrogate how the physical and
cultural geographies of this place have shaped
literary production. In the process, we will explore
the often conflicting myths of California as a virgin
landscape, an immigrant’s dream, a dystopian wilderness, or a fractured reality. This class will take
two day trips to San Francisco in the second and
fourth week of January. We will also venture to the
Central Coast and the Central Valley in an overnight
field trip in the third week of class. We will spend
the night at the historic Pigeon Point Lighthouse,
and this will serve as our home base for explorations
in the region.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 and SEM 1
READING LIST:
Robinson Jeffers, Collected Poems
Maxine Hong Kingston, The Woman Warrior
Oscar Zeta Acosta, Autobiography of a
Brown Buffalo
Gerald Haslam, Many Californias: Literature
from the Golden State
Ann Charters, The Portable Beat Reader
Two papers (50%); Twice weekly short blog
posts (20%); Active participation (20%); 10
minute presentation and discussion leadership (10%).
COURSE FEE: $100
(Cost includes one night’s stay in the Pidgeon
Point Lighthouse, three meals, and museum
entrance fees.)
81
*JAN 133
UPPER DIVISION
on campus
Psychoanalysis: Exploring
the Unconscious in Everyday Life
Elise Miller | [email protected]
We will read and discuss some of the classic texts
of psychoanalytic theory and practice, beginning
with Freud, and including contributions by his followers, detractors, and revisionists. Think of this class
as a history of an idea, one that has shaped how we
think about our selves, our identities, our relationships, and our world. Guest speakers will share the
many ways that psychoanalysis has shaped their
research and work. What does this class require?
Curiosity, open-mindedness, and a wish to understand the unconscious. Previous knowledge of
psychology is not necessary, but you need to be willing to read difficult texts and have an interest in
learning how to test and apply theories to real-life
circumstances, including those from your own life.
You will have the opportunity to select an area of
applied psychoanalysis that is meaningful to you
(e.g., literature, film and other arts, politics, war,
poverty, racism, and more) to explore in a research
project.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5, SEM 1, PSYCH 1 or SOC 1
READING LIST:
Peter Gay, The Freud Reader
Daily writing / Dream Journal / Quizzes
(25%); Research Project in Applied Psychoanalysis (25%); 5 pg. essay (25%); Class
participation (25%).
COURSE FEE: $50
(Cost includes guest speakers and photocopies.)
82
UPPER DIVISION
on campus
JAN 134
Children and Sport
Steve Miller | [email protected]
Youth sports are more popular today than ever
before. Approximately 20 million children in the U.S.
participate in organized sports every year and yet the
dropout rates are staggering. Why is this the case?
Are children not having positive youth sport experiences? If not, what can be done to enhance their
experiences? Youth sport has been heralded as a
positive means to integrate children into the moral
fabric of society by teaching important norms and
values, but is there enough evidence to support this
claim? Does sport really build character, or are we
spending valuable resources on activities that are
stifling the overall development of our youth? This
course will provide an in-depth exploration of these
questions by critically analyzing the increased role of
sport as a socialization tool in our society. Specifically, the course will focus on the following issues
related to sport: the origins and recent trends in
organized youth sport; the psychological, social,
physical, and moral development of children; parents’ responsibilities and challenges in neoliberal
societies; matters related to access to sport includ-
ing continued gender and racial bias; the value of
informal play as an alternative to structured, parent-controlled youth sport; the focus on elite, specialized sport-training programs; as well as the
increased interest in “alternative” sports. The course
will involve open discussions of these complex
issues as well as critical analysis of the course
readings. Student course projects will focus on an
in-depth investigation of one self-chosen issue
related to youth sport and recommendations for
improving the quality of youth sport.
COURSE information
DIVISION: Upper
PREREQUISITES:
An introductory course in sociology, psychology, or kinesiology AND ENG 5. Students
who do not meet the prerequisites may seek
permission of the instructor.
COURSE FEE: $15
(Cost includes course reader and one guest
speaker.)
READING LIST:
John Engh, Why Johnny Hates Sports
Tom Farrey, Game On: The All-American Race
to Make Champions of Our Children
Mark Hyman, Until it Hurts: America’s
Obsession with Youth Sports and How it
Harms Our Kids
A course reader with approximately 15
articles to accompany these texts.
Midterm exam (20%); quality of participation
(20%); blackboard discussions (20%); 15-20
page paper (20%); daily quizzes (20%).
83
UPPER DIVISION
on campus
*JAN 135
Argentine Tango Globalized:
An in-depth investigation of its history and metamorphosis
Hiroko Nakano (SMC) and Homer and Cristina Ladas (Founders of The Organic Tango School) |
[email protected] (Hiroko Nakano)
In this course, students will learn Argentine Tango
dancing and the evolution of this dance by concurrently taking a dance lab with a class lecture. In the
dance lab, students will learn basic movements and
applied contemporary movements. In the class
lecture, students will learn the dance’s history, as
well as the political, economical, and cultural history
of Argentina. Students will participate in field trips to
socially dance. Students will also conduct an
in-depth investigation of one of three areas related
to Argentine Tango through a supervised project in
order to deepen their understanding of the history
of Argentine Tango, its evolution, and its globalization. Topics include: 1. Dance style and Music
(Homer Ladas); 2. Ethnography and Business (Cristina Ladas); 3. Language and Culture (e.g., the issue
of gender roles; psychological impacts on daily life)
(Hiroko Nakano). For their projects, students will
conduct literature research and hands-on research in
the SF Bay Area tango community by interacting
with Tango dancers, teachers, DJs, or ‹milonga›
(dance party) organizers. Students will reflect upon
the issues of how the tango has historically
impacted other cultures in the world, of how it
changed its concepts and forms, and how the current tango is formulated in different areas of the
world. At the end of the term, students will organize their own ‘milonga’ as a fund-raising event to
demonstrate historical and contemporary Argentine
Tango culture, and to demonstrate understanding of
current social, economical, or educational needs in
Argentina or in the SF Bay Area.
COURSE information
DIVISION: Upper
PREREQUISITES:
For all students: SEM 1 AND 2 (or 20 and 21);
AND At least one of the following courses
-HIST 10 or JAN 47 (2013)
--For Project 1 Dance style and Music: At
least one of the following courses - KINES
10, PERFA 20 / 120, PERFA 22 / 122, PERFA
10, PERFA 11, OR PERFA 14
--For Project 2 Ethnography and Business: At
least one of the following courses - ANTH 1,
BUSAD 10, ES1, POL 1, OR POL 3
--For Project 3 Language and Culture: At least
one of the following courses - SPAN 3, SPAN
103, SOC 2, PSYCH 1, PSYCH 2, or WGS 1.
Or instructors’ permission.
READING LIST:
Tangocoalition.com, Dance Flow in Tango
(provided in a Card form)
La Tangauta, vol 182, 2009, “Mariano ‘Chicho’
Frumboli interview” (PDF)
Gustavo Benzecry Saba, “Codigos in Embrac-
ing Tango” (PDF)
Simon Collier, A. Cooper, M. S. Azzi, and R.
Martin, !Tango!
Michael Lavocah, Tango Stories: Musical
Secrets
Astor Piazzola, Memoirs
Project Ethnography and Business : Carolyn
Merritt, Tango Nuevo
Gabriela Nouzelilles and Graciela Montaldo,
The Argentina Reader: History, Culture,
Politics
Project Dance style and Music: Tango DJ
Magazine N 1 - Paris, October 2012
Project Language and Culture: La Milonga,
January 2011, “Tango Therapy” (PDF)
Robert Farris Thompson, Tango: The Art
History Of Love
involvement in creating, planning, and
executing the milonga, including understanding the purpose of the fund raising / organization of charity logistics, and the active
participation in the milonga as a dancer and
host (to public)) (20%); Field Trips to at least
five milongas and a short reflection for each
excursion (20%); Weekly Homework (20%).
COURSE FEE: $150
(Cost includes fees for Ladas’ dance instructions / project supervision and Final Charity
milonga expenses.)
COURSE SCHEDULE: MTuThF, 10:30 AM
- 12:00 PM (Dance Lab); 1:00 - 2:05 PM
(Lecture)
Group Project (Active involvement, participation, and content for the investigation /
Presentation) (30%); 3-5 page short essay
(10%); Final Charity Milonga (complete
84
UPPER DIVISION
on campus
JAN 136
Lions, Tigers,
and Cats, Oh My!
Felicidad Oberholzer | [email protected]
Do you have a passion for all things feline? This
course will explore the wonderful world of cats and
the serious problems that beset them. Of the thirty-nine species of cats that exist today, only the
domestic cat is in no danger of extinction. As for
domestic cats, the number one pet in the United
States, millions are euthanized each year and others
are subjected to abuse and cruelty every day. Animals are part of God’s creation that have been
entrusted into our care, thus, to ignore their suffering or to fail to act responsibility toward them is an
injustice. We will participate actively in conservation
efforts, involving the large cats, and WORK with
local programs that provide some solutions to the
problems of domestic cats. This course will study
the natural history of the domesticated cat from
Egyptian times to the present, their anatomy and
physiology, their psychology, their behavior, the
different breeds of cats, including the genetics of
breeding, their interactions with humans, and the
proper care and protection of our feline friends. We
will visit the zoo, learn about the different species of
big cats, and examine their behaviors and needs. We
will learn from and enjoy the history of the cat in art,
literature, mythology, film, music, and even the
comics.
COURSE information
DIVISION: Upper
PREREQUISITES:
SEM 1, and SEM 21 or SEM 110
READING LIST:
Gwen Cooper, Homer’s Odyssey
J. Anne Helgren, Communicating with Your
Cat
Pam Johnson-Bennett, Psycho Kitty
C. S. Lewis, The Magician’s Nephew
Don Marquis, Archy and Mehitabel
Yann Martel, Life of Pi
Mel Sunquist and Fiona Sunquist. Wild Cats
of the World
Richards, ASPCA Complete Guide to Cats
begins: [email protected] or 925254-8804
COURSE FEE: $50
(Cost includes guests speakers, visit to the
zoo, and some travel expenses to volunteer
sites.)
Participation and preparation (quizzes) (30%);
Tests (30%); Written and Oral Reports (5%);
Service work (35%). You will be required to
do 16 hours of service working with Fix Our
Ferals and SNIP or fostering kittens.
Please contact the instructor if you wish to
begin service hours before the course
85
JAN 137
Green Religion
UPPER DIVISION
on campus
Marie Pagliarini | [email protected]
A growing body of literature suggests that the
environmental crisis is a spiritual crisis. According to
this perspective, global climate change, toxic waste,
and the loss of biodiversity and wilderness are the
consequence not only of economic, political, and
social factors, but of humanity’s fundamental orientation to the world and conception of what is
“sacred.” To prevent environmental catastrophe, it is
argued, a “conversion” or radical “reimagination” of
humanity’s relationship to the natural world is
required. At the same time, the world’s religions
have been “greening” as religious leaders and
ordinary religious practitioners have reassessed their
traditions to address environmental concerns. Christian theologians, for example, argue that we need
new ways to conceptualize God in light of the crisis.
According to a growing body of literature, then, a
scientific or technological solution to the problem of
environmental destruction will not suffice; only a
far-reaching spiritual transformation will be able to
alter the deeply rooted beliefs and practices that
have led to the problem. This course explores the
relationship between the environmental crisis and
spirituality. We will start with an examination of the
contemporary environmental crisis and its ideological and religious roots, and look closely at the social
justice implications of environmental destruction.
We will explore indigenous perspectives on the
natural world, recent and emerging green spiritualities, such as spiritual deep ecology and pagan environmentalism, and the “greening” of religious
traditions, including Christianity and Buddhism.
COURSE information
DIVISION: Upper
PREREQUISITES:
TRS 097 or approval of the instructor.
READING LIST:
Roger Gottlieb, This Sacred Earth: Religion,
Nature, Environment
Additional articles online.
Demonstration of Reading Preparation/Active
and Informed Participation in Class Discussions (40%); Writing Assignments
(20%); Final Exam (40%).
COURSE FEE: $35
(Cost includes field trips and guest speakers.)
86
JAN 138
Miners for Truth & Delusion:
Mystics East & West
UPPER DIVISION
on campus
Norris W. Palmer | [email protected]
This course offers a look at religion through two
primary lenses -- the mystical and the mundane. Mystical dimensions of religion offer avenues of
existence above or apart from the material world by
means of either a direct experience of or a union
with the divine reality (a.k.a. “God”). Mundane
aspects of religion are those facets of religion that
orient practitioners to existence in the everyday
world. Through site visits, course readings, class
conversation, film, and guest speakers, students
will examine how mystical dimensions are balanced
with their mundane counterparts in both eastern
and western religious traditions. While this course
does not require or assume that one subscribe to
any particular religious perspective, it does assume
a willingness to take these traditions seriously both
as foundations for some religious believers and as
sources of an increasingly pluralistic society.
COURSE information
DIVISION: Upper
PREREQUISITES:
TRS 97 “The Bible & Its Interpretation” or
another college-level course in theology and /
or religious studies.
READING LIST:
Huston Smith, Forgotten Truth: The Primordial
Tradition (New York: Harper Torch Books,
1976).
Course Reader
Quality of active class participation (15%);
one exam (20%); two reflection papers
(40%); final paper/project (25%).
COURSE FEE: $60
(Cost includes temple visits, guest lecturers,
photocopying, and class meal.)
87
JAN 139
Wine: From A to Zin
UPPER DIVISION
on campus
Dr. Alexander J. Pandell | [email protected]
The science of winemaking includes the following
topics: wine classification and history; fermentation;
wine grapes; winemaking operations for table,
sparkling, dessert and appetizer wines; distillation
and brandy; California, French and wines of other
major producers; and sensory evaluation of wine
with an emphasis on the balance between acidity,
tannins and concentration. Students are required to
have taken a college-level science class and have
knowledge of atoms, molecules and compounds.
Other chemical principles are developed in the
course. An all-day fieldtrip to visit Napa Valley wineries is scheduled near the end of the term for students to observe firsthand the methods and equipment used to make wine in one of the premier
wine-growing regions of the world.
COURSE information
DIVISION: Upper
PREREQUISITES:
You must be at least 21 years old by January
1, 2014 and have completed a college-level
science course that included a discussion of
atoms, molecules and compounds to enroll in
this course. In order to assess student
qualifications, instructor approval is required.
READING LIST:
Reading materials provided by and authored
by the instructor.
Two exams (64%); a writing assignment
(13%); successful participation in wine
evaluation activities and fieldtrip (7%); final
exam (16%).
COURSE FEE: $100
(Cost includes transportation to/from Napa
Valley wineries; wine tasting samples; and
miscellaneous printed material.)
88
*JAN 140
Writers Look at Territory,
Violence and Law
UPPER DIVISION
on campus
Laurie P. Phillips | [email protected]
We will explore both Law and Literature while reading two novels and one play along with several
landmark court cases. We will see how writers are
motivated by their own searing personal experiences to address the “Metamorphoses” of human
rights in recent U.S. history. It will be enjoyable to
see how these writers create compelling narratives,
rich symbolism, and memorable characters. We will
examine the specific topics of violence and property
crimes, as they relate to Native Americans, African-Americans, and Japanese-Americans. We will
compare fiction to actual legal events and ask
important questions. What is the legacy of violence
against “outsiders?” Is there justification for civil
disobedience? Which violations of human rights
occur during wartime? What is the nature of the
troubled coexistence between Native American
tribal rights and Federal laws? The class sessions
will include lecture, lively discussion, debate, and
in-class critical writing.
NOTE: This course will be uniquely paired with
JAN 103: “Artists Look at Territory, Violence and
Law”, its companion course taught by Pamela
Blotner. One day per week, you will have the
opportunity to attend the companion course,
where you will learn about similar topics from
the perspective of artists and visual art. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 READING LIST:
Julie Otsuka, When the Emperor was Divine
August Wilson, The Piano Lesson
Louise Erdrich, The Round House
Selected court cases, laws and poems
Class attendance, participation, in-class
writing and discussion (30%); Weekly 2-pg.
paper and oral presentation (40%); Final 5-6
page critical analysis paper (30%). COURSE FEE: $15
(Cost includes reading copies.)
89
JAN 141
Around the World in 28 Days
UPPER DIVISION
on campus
Ginny Prior | [email protected]
The Bay Area is a traveler’s dream. In less time than
it takes to pack for a trip, you can be sipping wine
outside an Italian villa; trekking in the highlands with
llamas or exploring the neighborhoods and waterways of one of the most romantic cities on earth –
San Francisco. This course will teach students the
art of travel journalism for broadcast and print. Travel
writers see the beauty in every landscape. They
know how to navigate big cities and tiny villages,
how to find the best cuisine and how to uncover
stories that have rarely been told. In this class, we
will explore and write about four distinct Bay Area
regions: San Francisco, Napa / Sonoma, the coast
and our own East Bay Regional Parks. We will learn
writing and broadcast skills from veteran travel
journalists and maintain our own travel websites for
class. This Jan Term, consider saving your money
and exploring one of the most amazing landscapes
in the world – the San Francisco Bay Area.
COURSE information
DIVISION: Upper
READING LIST:
Don George: Lonely Planet Travel Writing
(How to)
Four 600 word travel articles (40%); one radio
vignette (20%); weekly quizzes (20%);
photography (10%); Web design (10%).
COURSE FEE: $300
(Cost includes all travel via motor coach,
meals on travel days, Duck Boat passes,
llama trek, reading material, guest speaker
fees and a feature awards lunch at the end of
the term.)
90
UPPER DIVISION
on campus
JAN 142
The Inklings: Tolkien,
Lewis, and Williams
Colin Chan Redemer | [email protected]
Talk of the University as a ‘learning community’ is
ubiquitous but so rarely does one see the spontaneous creation of communitas on campus or otherwise. Yet, in the area of Oxford around 1940 in the
back room of a pub just such a community formed.
They called themselves “The Inklings” and they met
on Thursday nights to drink, read, talk, and sometimes go for long walks. Two stalwart members of
the group were J.R.R. Tolkein and C.S. Lewis. Long
after the Inklings stopped gathering, their books still
shape contemporary culture having sold (between
them) well over 400 million copies. The Inklings may
have been the most successful writers’ workshop of
all time.
As a class, we will explore the personal metamorphosis that each member experienced which made
them ideal editors for one another. Was it their
shared love of Nordic Myths? Their habit of going on
extended walking tours? Their format of reading
original unfinished Myths out-loud? Or was it just
the beer? Seriously, it could have been the beer.
This class will be a deliberate attempt to follow in
their footsteps by reading what they read, gathering
as they gathered, and writing some Myths of our
own. We will discover what shaped them and, as a
class, shape ourselves.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Full Text:
J.R.R. Tolkein, The Simarillion
C.S. Lewis, Till We Have Faces
Charles Williams, War in Heaven
Selections from:
J.R.R. Tolkein, “The Monsters and the
Critics”
Charles Williams, The Image of the City
C.S. Lewis, On Stories: And Other Essays On
Literature
Charles Taylor, A Secular Age
Kevin Crossley-Holland, The Norse Myths
COURSE FEE: $111
(Cost includes four “walking tour” field trips,
travel funds, and food for class gatherings.)
Active Participation (20%); Creation of an
Original Myth (10 pages) (15%); Reading of
Original Myth (15%); Journals (10%); Oral
Exam (20%); Final Paper (6-8 pages) (20%).
91
JAN 143
Extreme Musicianship
UPPER DIVISION
on campus
Lino Rivera | [email protected]
Our quest to better ourselves as musicians requires
more than passion and practice. We must also work
to advance those skills that support our music making, largely our note-reading facility and our ears –
for pitch, rhythm, and chords. This course addresses
these latter skills, known as musicianship. In sum,
upon completion of this curriculum, each student
will be a much stronger musician.
Like most skills-acquisition courses (such as language courses), the class materials will be presented in small, easily digestible bits. No individual
morsel will be very difficult, but the material absolutely cannot be crammed. It is imperative that each
student work hard every day to master each small
skill or piece of information as it is presented.
COURSE information
DIVISION: Upper
PREREQUISITES:
Music Fundamentals or Basic Music Theory,
or equivalent; OR, experience playing in an
orchestra, band, or singing in choirs. OR, time
spent with private music instruction.
READING LIST:
Quizzes (almost daily, sometimes two on a
given day) (70%); Midterm Exam (15%); Final
Exam (15%).
COURSE FEE: $10
(Cost includes photocopied quizzes and
exams.)
COURSE SCHEDULE:
MTuThF, 9:15 - 11:50 AM
92
JAN 144
Religion, Media & Culture;
In the Era of Pope Francis
UPPER DIVISION
on campus
Michael A. Russo | [email protected]
Pope Francis has defined a new style of papal leadership in line with the fast speed and global reach of
today’s media culture.
This course closely examines how religious organizations employ the media to amplify and effectively
promote their message; and how newspapers, radio
/ television, and film production media report about
or explore religious themes, and harness the new
“social media” of Facebook, Twitter, and YouTube.
While this course will examine the traditions and
religious practice of Roman Catholics, our perspective will be inclusive of the Abrahamic faiths of
Judaism and Islam. We will examine how religious
leaders such as Pope John Paul II, Pope Benedict
XVI, evangelist Billy Graham, and the Dalai Lama
have used radio / television and global travel to
establish their world-wide ministries.
Attention will be given to case studies that help
define the intersections of religion, media and culture today. The case studies include: Pope Francis’s
2013 Trip to World Youth Day in Brazil; the sex abuse
crisis in the Roman Catholic Church; and films that
both advance and challenge dialogue between
filmmakers and religious organizations.
COURSE information
DIVISION: Upper
PREREQUISITES:
Students should have completed TRS 97,
AND COMM 2. Also, at the discretion of the
instructor – consideration for students with
HIST 2 and / or ANTH 117. READING LIST:
Diane Connolly and Debra L. Mason, Reporting on Religion: A Primer on Journalism’s
Best Beat (Westerville, OH: Religion Newswriters Association, 2006).
Joseph P. Chinnici, When Values Collide: The
Catholic Church, Sexual Abuse, and the
Challenge of Leadership (New York: Orbis
Books, 2010).
Eliza Griswold, The Tenth Parallel: Dispatches
from the Fault Line between Christianity and
Islam (New York: Farrar, Straus & Giroux,
2010).
Stewart Hoover, Religion in the Media
Age (New York & London: Routledge, 2006)
Marshall McLuhan, Medium & the Light:
Reflection on Religion (Toronto, CA: Stoddart, 1999) Feature Films:
Into Great Silence, A film by Philip Groning,
2005.
Kundun, A film by Martin Scorsese, 1997.
Of Gods & Men, A film by Xavier Beauvois,
2010.
The Way, A film by Emilio Estevez, 2010.
Active participation in class discussion
groups (10%); students will write/produce for
our class web site a documentary essay, podcast or slide presentation on a specific topic
related to religion, media and culture (40%);
students will write brief book reports from
the readings on book list (30%); final
examination (20%).
COURSE FEE: $25
(Cost includes film screenings with refreshments, “thank you gifts” for guest panelists.)
93
UPPER DIVISION
on campus
JAN 145
Mastering the Art and
Science of Conversation
Scott E. Rutz | [email protected]
To achieve success in the world, whether in school,
business, or personal relationships, mastering the
art and science of conversation is critical. Research
reveals that today’s successful people command the
ability to manage ourselves, manage people and
tasks, communicate effectively, and navigate change
– all of which require the practice of conversation. We all know that some of these skills are learned
through life lessons, but have you ever really concentrated on developing an advanced level of skill in
interpersonal, one-on-one communication? This just
may be your opportunity…
How can this course help? By teaching you to apply
the same communication skills that criminal investigators and hostage negotiators rely on to generate
successful, authentic dialogue in a variety of challenging circumstances: dealing with informants,
interviewing suspects, and consoling crime victims. Through relaxed classroom discussion and a variety
of fun on-campus and off-campus exercises, you will
learn to overcome fear of uncomfortable conversations, talk comfortably with almost anyone, establish
rapport, build trust, verbally create safety, develop
appreciation for the power of questions as a tool of
dialogue, and learn the concepts of persuasion.
Sound like a lot? It is, but there’s no need to worry;
we will start this experience at whatever skill-level
we each possess individually and move toward the
mastery of successful, sincere, authentic conversation together; often thinking, sometimes crying,
mostly laughing, but always practicing.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 4 and ENG 5
READING LIST:
Robin Dreeke, It’s Not All About Me: The Top
Ten Techniques for Building Quick Rapport
with Anyone
Joe Navarro and Marvin Karlins, What Every
BODY is Saying: An Ex-FBI Agent’s Guide to
Speed-Reading People
Mark Goulston, M.D. and Keith Ferrazzi, Just
Listen: Discover the Secret to Getting
Through to Absolutely Anyone
Kerry Patterson, Joseph Grenny, Ron
McMillan, and Al Switzler, Crucial Conversations
Eric E. Vogt, Juanita Brown, and David Isaacs,
The Art of Powerful Questions: Catalyzing
Insight, Innovation, and Action (available
online)
Daily assignments / written journal reflections
(25%); Quality of participation (30%);
Exercises (15%); Mid-Term Paper 3-5 pages
(15%); Final-Paper 5-7 pages (15%).
COURSE FEE: $15
(Cost includes video tapes, wall charts, and
office supplies.)
94
*JAN 146
Disconnect, Power Off, and
Unplug: The Lost Art of Solitude
UPPER DIVISION
on campus
Linda Saulsby & James M. Wood | [email protected]
Solitude is a lost art in these times of ultra-connectedness. Most of us find it difficult to disengage or
disconnect. We have cell phones, computers, tablets, e-mail, social media pages, etc. – we can’t
function unless we’re plugged in. Modern communication wizardry has its place, but we can end up
being servants to it. While the energy of the global
community is stunning, there is a need for the sake
of the soul and person to step back from time to
time. As the world spins faster and faster, we need
ways to cope with the resulting pressures. One of
the best ways to regain perspective – and liberation
– is by seeking, and enjoying, solitude.
Solitude is the state of being alone without being
lonely. It is a positive and constructive state of
engagement with oneself. Solitude is a time that
can be used for reflection, spirituality, growth, or
enjoyment of an activity. Solitude is something we
choose, a counterpoint to intimacy, what allows us
to appreciate the worth of sharing.
In this Jan Term course, for periods of time we will
unplug, disconnect, and disengage, and in facilitated
solitude, contemplate a variety of themes that enrich
our lives through stories, essays, poetry, “quiet”
service, music, cooking, meditation, two local-area
excursions focused on contemplation and engagement with the beauty of the world, all culminating in
a three-day capstone experience at a Northern
California retreat center – involving deep reflection
and meaningful sharing that we anticipate will be
transformative. COURSE information
DIVISION: Upper
PREREQUISITES:
SEM 20, 21, 122, AND 123 OR, equivalent
course in substitution of SEM 123
READING LIST:
Lionel Fisher, Celebrating Time Alone: Stories
of Splendid Solitude
Doris Grumbach, Fifty Days of Solitude
Thomas Merton, Thoughts in Solitude
Anthony Storr, Solitude - A Return to the Self
Course Reader (essays, poetry, works of art,
photographs)
Active, thoughtful participation and engagement in all on- and off-campus class discussions, activities, excursions, and three-day
retreat (30%); Daily journal assignments
(15%); Mid-term reflection paper (20%); Final
sharing circle (15%); Final essay (20%).
COURSE FEE: $495
(Cost includes two local-area excursions,
three-day retreat (Napa, CA), photocopies, a
fine pen and journal, along with miscellaneous expenses.)
95
JAN 147
Learning about
the world: India
UPPER DIVISION
on campus
Paola Sensi Isolani | [email protected]
Spend a month learning about the most fascinating
country on earth! India is a land of contrasts. With
5,000 years of recorded history it is the world’s
largest democracy whose economy now ranks 4th
in the world. India is also a country where more than
40% of the population lives below the poverty line,
many in urban slums next to high tech industrial
parks, or in villages where farmers, the victims of
globalized industrial agriculture, are committing
suicide in increasing numbers. India is a country
with a Hindu majority but with the second largest
Muslim population in the world, where Buddhism,
Jainism, Sikhism, Judaism, Zoroastianism and Christianity have coexisted for millennia. Although its
constitution is committed to a secular society, religion still plays a strong role in communal relations,
often leading to conflict and violence.
Supplementing class readings and discussions with
films and field trips we will begin with some background on India’s more ancient history and its recent
colonial past, then cover various dimensions of
contemporary life and culture in modern India includ-
ing marriage and sexuality, gender and family, popular culture, youth and aging, caste hierarchies, communal relations and emigration.
Because there is a significant Indian presence in the
Bay Area, both in readings and through field trips
this class attempts to familiarize students not only
with India but also with various aspects of the Indian
community and culture in the Bay Area. Field trips to
various sites are planned once a week, a schedule to
be agreed upon at the first class meeting.
COURSE information
DIVISION: Upper
PREREQUISITES:
Lower division Anthropology course or lower
division related subjects or permission of
instructor.
READING LIST:
Michael Wood, India
Aravind Adiga, The White Tiger
Katherine Boo, Behind the Beautiful Forevers
Excerpts from Mines, Diane and Sarah Lam:
Everyday Life in South India and various
articles
Attendance and participation in discussion
(30%); two exams (50%); and research
project (20%).
COURSE FEE: $100
(Cost includes field trips, meals, and tickets
to theatre and museums.)
96
*JAN 148
Life After College:
Anticipating a Metamorphosis
UPPER DIVISION
on campus
Stephen Sloane | [email protected]
This course will use Organization Behavior concepts
and theory to consider the prospect of a person’s
passage from college student to the arena of the
working world. First, students will examine the
situation described in Kafka’s classic story Metamorphosis and discuss the promises and the perils of
life after graduation. Discussion questions will
include: “Will my life be like that of the large helpless insect that Gregor Samsa becomes, or not?” “What are the pitfalls of the organizational life experienced after college?” “How can I survive and even
be happy as part of an organization that does not
have my happiness as an important goal?”
Case studies, i.e. stories, that describe the problems
faced by people in a modern work force will then be
examined and analyzed. Students will present, in the
form of class discussion and short essays, their
analysis with respect to coming to grips with the
problems described in the case stories. Student
analysis will be informed by an examination of theo-
ries of Organization Behavior concerning the problems of: conflicting purpose, role conflict, isolation,
hierarchy, specialization, professionalism, and uncertainty. Coping strategies ranging from conformity to
exit will be appraised.
The course is designed especially for, but is not
limited to, seniors and juniors who are in the process of thinking about life after graduation.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5
READING LIST:
Aristotle, Nicomachean Ethics (selections)
Kafka, Metamorphosis
Wouk, The Caine Mutiny
Steven Ott, Classic Readings in Organizational Behavior (selections)
Sloane, Organizations in the Movies
Participation (active classroom discussion of
daily readings and outside of class viewings)
(30%); one group presentation (20%); two
short (four page) essays (20%); term (seven
page) paper (30%).
97
JAN 149
Battle of the Beverage
Titans: Coffee vs. Tea
UPPER DIVISION
on campus
Dr. Anthony Arnold Talo | [email protected]
For many Americans, the day does not truly begin
until they have consumed a cup of their favorite
morning beverage, be it coffee or tea. In this course
we will explore the histories of Camellia sinensis
and Coffea arabica, the two plants used to create
these popular drinks, tracing them from their origins
in Africa and Asia, to their critical role in the plantation economies of the 16th-20th centuries, and
finally to the globalization powerhouses these products are today. Additionally, students will gain an
understanding of the physiology and biochemistry of
coffee and tea, and how each affects the human
body. Together we will sample many coffees and
teas, and learn how to distinguish traits of the most
common varieties. COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5, and one of the following: ANTH 1 or
SOC 2 or BIOL 50
READING LIST:
Mark Pendergrast, Uncommon Grounds: The
History of Coffee and How It Transformed
Our World
Roy Moxham, A Brief History of Tea. The
Extraordinary Story of the World’s Favourite
Drink
Class participation and homework (20%); two
class tests (30%); final paper (20%); cumulative final exam (30%).
COURSE FEE: $50
(Cost includes photocopies of reader /
handouts, coffee and tea samples / supplies,
honoraria for guest speakers.)
98
JAN 150
Exploring Fairy Tales
UPPER DIVISION
on campus
Steve Tillis | [email protected]
Everyone is familiar with fairy tales, but few have
taken the time to look at look at them closely. Investigation reveals these tales to be imaginative creations of surprising richness and cultural significance. In this course we will explore fairy tales
through scholarly approaches practiced by folklorists.
Among other approaches, we will consider fairy
tales as materials for performance; as entities with
specific histories that can be traced across history
and geography; as complex structural constructs; as
manifestations of fundamental psychological fears,
needs, and desires; as cultural artifacts that convey
specific understandings of class and gender; and as
works of oral literature. The exploration will be conducted through readings of tales and folklore scholarship; daily writing assignments in which students
will compare and contrast tales and reflect upon the
scholarly texts associated with them; and in-class
analysis and discussion of tales and scholarly
approaches.
COURSE information
DIVISION: Upper
PREREQUISITES:
Two semesters of Collegiate Seminar OR
English 5
READING LIST:
Ernst Jones, “Psychoanalysis and Folklore”
Marie Luise Franz, Interpretation of Fairytales
(excerpt)
Axel Olrik, “Epic Laws of Folk Narrative”
Marina Warner, From Beauty to the Beast
(excerpts)
Maria Tatar, Off With Their Heads! Fairy Tales
and the Culture of Childhood
Max Luthi, The European Folktale (excerpt)
Jack Zipes, Breaking the Magic Spell
(excerpt)
Bengt Holbek, Interpretation of Fairy Tales
(excerpt)
60 or so fairy tales, including versions of
“Cinderella,” “Sleeping Beauty,” “Bluebeard,”
“The Maiden Without Arms,” “The Six
Swans,” and so on.
One original fairy tale, 4-6 pages (10%); One
analytic paper, 5-7 pages (25%); Daily reading
logs, (25%); Group presentation (10%);
Quality of class participation (30%).
COURSE FEE: $35
(Cost includes photocopies for course
reader.)
99
*JAN 151
Math In the City: California
Prison Realignment
UPPER DIVISION
on campus
Dr. Ellen Veomett and Dr. Chris Jones | [email protected]; [email protected]
In 2011, the Supreme Court issued a ruling in the
case of Brown v. Plata, in which they declared that
the overcrowded prisons in California were so bad
that they violated the 8th amendment’s prohibition
of cruel and unusual punishment. As a result of this
ruling, California has adopted a process dubbed
“realignment” through which the prisons must
reduce their population by 30,000 prisoners over the
next two years. This process began on October 1,
2011. The bulk of this prison population reduction has
occurred by transferring prisoners from state prisons
to county jails. Needless to say, this has had a
dramatic effect on both the prison system and the
county jails. We are now at a point in time when
enough data has been collected that we can begin
to analyze the effect of realignment on the prison
system and prisoners. In this course, we will be using the techniques of
statistics to analyze real data on prison realignment. We will use statistical analysis to answer questions
like: How is realignment affecting the quality of life
in the prisons? How is realignment affecting recidivism rates? What kinds of prisoners are now more
likely to be in jails instead of prisons?
Please note that this course will require significant
mathematical skills and the ability to learn and use
computer programs for statistical analysis. We will
be working with real data, which will be exciting,
challenging, and ultimately rewarding.
COURSE information
DIVISION: Upper
PREREQUISITES:
Math 28 or 38 or equivalent.
READING LIST:
University of Nebraska-Lincoln Math in the
City Course Materials, “Statistical Background.” (materials will be provided)
Homework (20%); project participation
(student journals, communication with team
and instructors) (30%); project (memos,
intermediate drafts, final report) (35%);
performance during oral presentation
(understanding of the work, communication
skills, quality of the slides) (15%).
COURSE FEE: $15
(Cost includes the course’s “text” which will
be printed and loosely bound for the students.)
100
UPPER DIVISION
on campus
*JAN 152
Art in the Garden,
the Garden in Art
Mary B. White | [email protected]
The Garden, rich in symbolism and metaphor, with a
varied, dramatic palette, has proved to be a stage for
landscape metamorphoses and a fertile source of
artistic inspiration and transformation. Bridging Art
and Environmental Science, this cross-disciplinary
class will explore the historical role of artists in
garden environments, offer an opportunity for students to contribute to the aesthetics and diversity of
the St. Mary’s sustainable Legacy Garden, introduce
participants to permaculture design concepts/principals and local plants and creatures.
This course will be in two parts:
Part 1: The Public Garden examines the concept of
the “Garden”: “working” garden vs. “ornamental”
garden, the garden seasons, artists’ gardens, gardens as artist subject matter and basic principles/
practices of sustainable gardening. After research
through field trips, readings, writing, painting, photography, clay work, speakers and student presentations, the garden principles will be put into practice.
Part 2: Projects in St. Mary’s Legacy Garden
embarks on hands-on projects in St. Mary’s Garden,
located on the hill near the dorms. Collaborating
with St. Mary’s Master Gardener, Julie Welch, the
projects will include a “cob” garden feature, mosaic
tabletop, interpretive garden signage / visuals,
“keyhole” permaculture plant bed, and other ideas
that enhance the multifunctional philosophy of the
garden.
The course is an opportunity to work inside and
outside, with soil, seeds, and creative process, and
to contribute to the growing heritage of St. Mary’s
community garden. Schedule of outside gardening /
art making and inside research / art making may
vary, depending on the weather. Be prepared to
carpool on two field trips.
COURSE information
DIVISION: Upper
PREREQUISITES:
ART 1 OR ENG 19 or one of the following:
Environmental & Earth Science 40, 50, 75 READING LIST:
Toby Hemenway and John Todd, Gaia’s
Garden: A Guide to Home-Scale Permaculture, Chelsea Green Publishing Co, 2009,
ISBN-13 9781603580298
OR:
Debra N. Mancoff, The Garden in Art, Merrell
Publishers, 2011, ISBN-13: 978-185894522
Additional Readings: TBA Selected readings,
posted on Moodle and web based.
COURSE FEE: $35
(Cost includes field trips and travel, guest
speaker honorarium, and art supplies.)
Class attendance & participation (30%); 3
weekly garden projects, daily journal (or blog
on Moodle) (25%); 2 field trip reflection
papers (10%); Jan Term speaker critique
(10%); final garden project & text /visual
documentation (post on the SMC garden/
sustainability web page) (25%).
101
*JAN 153
Sexuality and Sport
UPPER DIVISION
on campus
Claire Williams | [email protected]
In recent history, attitudes towards people who are
gay, lesbian, bisexual, and transgender have
changed dramatically for the better. Yet, there has
only been one active (as opposed to retired), openly
gay male athlete in any of the major men’s professional sports in the U.S., and while some female
athletes have come out as lesbian during their
careers, this number, too, is surprisingly low. Despite Charles Barkley’s sentiment that he would
“rather have a gay guy [on his team] who can play
than a straight guy who can’t play,” homophobia and
heterosexism in sport persists.
This course utilizes an interdisciplinary lens to examine the ways that ideas about sexuality shape and
are shaped by the institution and culture of sport. By employing a critical sports perspective, this
course will highlight the ways in which sexualities
are reproduced, resisted, and transformed via sport
and will also analyze the sexual politics embedded in
U.S. sport culture.
Acknowledging the diversity found among sport
participants and the ways in which social identities
intersect with notions of sexuality will be integral to
understanding the complexities of this topic. Therefore, this course will pay particular attention to the
ways that sexualities are shaped by sporting roles
(e.g., athlete, coach, and fan) and social identities
such as gender, race, ethnicity, class, sexuality, age,
and ability status.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5, and one of the following: WGS 1, PSY
1, or SOC 2. Note: Students who do not
meet the prerequisites may seek permission
of the instructor.
READING LIST:
Eric Anderson, In the Game
Pat Griffin, Strong Women, Deep Closets
Course Reader containing various readings
Quality of participation and leadership (10%);
attendance at two Jan Term themed events
(10%); four reflection papers (25%); ten
reading quizzes (25%); final project and
presentation (30%).
COURSE FEE: $15
(Cost includes course reader and guest
speakers.)
102
UPPER DIVISION
on campus
*JAN 154
Mad Men / Mad Women:
The Sixties and Sexual Revolution
Denise Witzig | [email protected]
The acclaimed television show Mad Men offers a
glimpse of a seductively retro world, accessorized
by lounge culture glimpses into Madison Avenue
circa1960, when ad execs were always white and
male, and the secretarial pool was the best place to
find a husband. This was before the ‘60s became
The Sixties, when gender, race and sex came into
political and cultural debate, but a revolution was
nevertheless underway, as white college-educated
women began to join the professional workforce,
and the burgeoning Civil Rights movement forced a
focus on race that ultimately also led to new conversations between Black women and men about
gender roles, sex and work. These dramatic cultural
shifts were facilitated by the introduction of the Pill,
approved by the FDA in 1960 to aid in “family planning”; by 1965, it was the most popular form of birth
control in the country, for married and single women
alike. This course will take a look at the early
“moments” of the sexual revolution, its transforma-
tion of gender roles, and its dramatic and far-reaching effects on the relationships between women
and men. Looking through the retro lens of Mad
Men, we’ll focus on how popular culture in the
‘60s– novels, films and advertising - depicted those
shifts as contests between the consumer models of
the Playboy bachelor and the Sexy Single Girl, when,
in fact, the real revolution was taking place on a vast
stage of class, racial and sexual politics, which
would influence our thinking about gender to this
day.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 4 and 5 READING LIST:
Ann Bannon, Odd Girl Out
Helen Gurley Brown, Sex and the Single Girl
Ann Charters, The Portable Sixties Reader
Jeffrey Escoffier, ed., Sexual Revolution
Rona Jaffe, The Best of Everything
Sloan Wilson, The Man in the Gray Flannel
Suit
Richard Yates, Revolutionary Road
Selected readings
COURSE FEE: $30
(Cost includes course reader, films, class
speakers and a possible field trip.)
COURSE SCHEDULE:
MTuThF, 12:00 - 2:35 PM
Weekly reading analyses and responses
(20%); media journal (25%); multimedia final
project with class presentation (20%);
comparative analysis (15%); quality of active
class participation (20%).
103
JAN 155
Philosophy and the
Scientific Revolution
UPPER DIVISION
on campus
Joseph Zepeda | [email protected]
This course examines the period known as the
Scientific Revolution, with an eye towards the transformation of the philosophy of nature. We will read
texts from great philosophers and scientists of the
17th century, and try to understand and evaluate
their arguments on their own terms, as well as to
understand them in their historical context. A central
goal will be to investigate whether and to what
extent the philosophical transformations of the
period were necessitated by breakthroughs in
empirical investigation of nature: i.e., to what extent
the philosophical motivations of the Scientific Revolution actually played a role in its success. Each class
session will be split into lecture and discussion
sections: participation based on careful preparation
of the readings is essential. Two structured in-class
debates will be carried out by the students. The
class requires both in-class essay writing and a final
paper.
COURSE information
DIVISION: Upper
PREREQUISITES:
One of the following: BIO 2, BIO 10, HIST 2,
HIST 5, INTEG 72, PHYS 3, PHYS 11, PHYS
40, PHYS 90, PHIL 5, PHIL 10, PHIL 11, SEM
103, or SEM 122.
COURSE FEE: $10
(Cost includes photocopies of course
readings.)
READING LIST:
Bacon, New Organon (selections), New
Atlantis
Harvey, On the Motion of the Heart and
Blood in Animals
Descartes, Discourse on Method and other
selections
Boyle, The Mechanical Hypothesis
Newton, Principia (selections)
Steven Shapin, The Scientific Revolution
Active classroom participation (20%); two
in-class debates, (10% each; 20%); short
quizzes on readings (20%); in-class essay
exam at mid-term (20%); final argumentative
essay (20%).
104
DEPARTMENTAL
lower division
105
MATH 13
Math 13: Calculus with
Elementary Functions I
DEPARTMENTAL
UPPER
DIVISION
on campus
lower
division
Jim Sauerberg | [email protected]
A survey of polynomial, logarithmic and exponential
functions, combined with differential calculus of
functions of one variable, and mathematical reasoning. The Math 13-14 calculus sequence is intended
for students who need to strengthen their precalculus skills.
COURSE information
DIVISION: Lower
READING LIST:
James Stewart, Calculus, Concepts and
Context
Ron Larsen, Precalculus
Homework and Quizzes (30%); Attendance
and Participation (10%); Two Midterms and a
Final Exam (60%).
SPACES RESERVED FOR FRESHMEN: All
106
MATH 14
Math 14: Calculus with
Elementary Functions II
DEPARTMENTAL
UPPER
DIVISION
on campus
lower
division
Hans M de Moor | [email protected]
This course is a continuation of Math 13: Calculus
with Elementary Functions I. We will resume the
study of differential calculus (derivatives) and its
applications as we add trigonometric functions to
our body of knowledge. We will begin the study of
integral calculus (integration, anti-differentiation) and
its applications. We will write out proofs of appropriate mathematical statements.
COURSE information
DIVISION: Lower
PREREQUISITES:
Grade of B- or better in MATH 13: Calculus
with Elementary Functions I
READING LIST:
James Stewart, Calculus, Concepts and
Context
Brooks/Larson, Precalculus: a Concise
Course
Homework (15%); Quizzes (15%); Weekly
Exams (45%); Final Exam (30%); Gateway
Quiz (P/NP).
COURSE FEE: $5
(Cost includes photocopying.)
SPACES RESERVED FOR FRESHMEN: All.
107
DEPARTMENTAL
upper division
108
UPPER DIVISION
DEPARTMENTAL
on campus
lower
upper
division
EDUC 119
EDUC 119 - Field Experience
in Early Childhood Education:
Child in the Family and Community
Patricia Chambers | [email protected]
This class offers an opportunity to work with young
children (third grade and below) in a school or other
early childhood setting as an aide, coach, tutor, or
teaching assistant. In addition to considerations you,
as future teachers or parents and policy makers, will
be facing, the course provides an introduction to the
teaching and childcare professions and also satisfies
the State of California Multiple Subject Credential
requirement for fieldwork before entering credential
programs as well as the Child, Family, and Community requirement for the Child Development Permit
required for working in early childhood settings.
Observations of four additional early childhood
settings (other than the student’s field placement)
and bi-weekly on-campus seminars are required.
Seminar discussions focus on your field experiences
and future roles as parents, policy makers, and
educators. How various programs such as Montessori, Play Based, Reggio Emilia, Waldorf, etc.,
address children’s needs and parental responsibilities in making childcare choices is considered. A
final paper will synthesize reflections on your field
experiences, observations, readings, and class
discussions. STUDENTS MUST ARRANGE THEIR OWN
PLACEMENT IN AN APPROPRIATE EARLY CHILDHOOD SETTING; 15 HOURS PER WEEK (1/2 DAY)
IS REQUIRED. The instructor will help you find a
suitable placement within the greater Bay Area to
provide for mandatory attendance at seminars.
Placements must receive prior approval from the
instructor.
COURSE information
DIVISION: Upper
PREREQUISITES:
There are no prerequisites. Permission of
the instructor is required. In order to pre-enroll in GaelXpress, please contact the
instructor (925-631-4036; pchamber@
stmarys-ca.edu) during the first week of
October to make an appointment. After the
meeting, the instructor will send your name
to the registrar allowing you to pre-enroll.
Without the interview, GaelXpress will tell
you enrollment has failed. This does not
mean the class is full, but that you have not
received approval yet. At the interview
meeting you will be given placement information/forms and instructor approval.
Daily participation in field placement,
supervisor evaluation, seminar attendance
and participation, written observations,
reading summaries, journal summary, and
final paper.
COURSE FEE: $10
(Cost includes class reader. Students must
provide their own transportation to field
placement and observations and fingerprinting expenses as required by placement.)
COURSE SCHEDULE: TuTh, 2:45 - 5:20 PM
(Plus field work in school every day)
READING LIST:
Class Reader and the choice of one book
from a list provided and/or approved by the
professor.
109
UPPER DIVISION
DEPARTMENTAL
on campus
lower
upper
division
EDUC 121-01
Education Field Experience
at Cambridge School
Nancy Dulberg and Kathy O’Brien | [email protected] This course is open to sophomore and transfer
students enrolled in the Teachers for Tomorrow
Program, who have taken L&CS 121. It is a unique
opportunity to participate in the daily life of a local
elementary school (K-5) as classroom tutors and
aides, working closely with a credentialed classroom
teacher, in a linguistically diverse placement. Students will be expected to spend a minimum of 20
hours/week at Cambridge School in Concord, a Title I
school with a majority population of Hispanic children. Each participant will have a field supervisor
who will be asked to write an evaluation letter at the
end of the placement attesting to the number of
hours and the quality of each student’s participation.
Students are required to attend seminars two afternoons per week, at Cambridge School. Students will
be responsible for writing and submitting weekly
journals in response to the assigned readings and
field placement experiences. During the field experience, students will develop projects that focus on an
area of their personal interest, and will present
these projects during a culmination event on the
evening of the last Thursday of the term. As an
upper division course with an in-depth focus on
classroom teaching, this course entails a high level
of cognitive and affective functioning along with
maturity and responsibility. Taken as a cohort class, it
is a transformative experience for students in the
Teachers for Tomorrow Program. Students are
REQUIRED to attend an Orientation Meeting at 7:00
p.m. on Tuesday, Oct 15.(Location TBA).
COURSE information
DIVISION: Upper
PREREQUISITES: L&CS 121 and sophomore
standing in Teachers for Tomorrow program
READING LIST: Course reading packet and one book of
choice
40% for participation in your classroom placement, 16% for active participation in seminar,
24% for three weekly written assignments
(5-6 pages, each), 12% final project presentation and write-up, and 8% for written final
exam.
COURSE FEE: $5.00
(Cost includes Course reading packet,
duplicating costs.)
COURSE SCHEDULE: Seminars on campus
TuTh, 1:00 - 3:00 PM (Cambridge School
hours daily 8:00 AM - 2:30 PM)
110
LANGUAGE
lower division
111
FRENCH 001
Accelerated
Elementary French
LANGUAGE
LOWER
DIVISION
on campus
lower
division
Jane Dilworth | [email protected]
This course is for students with no prior knowledge
of French. The class is designed to establish your
confidence and comfort in speaking French in everyday situations, so that the next time you visit France
(or any of the other 28 French-speaking countries,
such as Belgium, Senegal, Ivory Coast, Luxembourg,
Canada or Haiti), you will be able to order your own
coffee and the local version of a croissant, and have
simple conversations with French speakers. We will
learn about a variety of useful topics in a very active
way by engaging in classroom conversational activities, watching videos, listening to music, and playing
games. You will also develop elementary reading and
writing skills. January Term offers you a unique
opportunity to immerse yourself in another culture,
and begin to understand it from the inside by speaking its language!
COURSE information
DIVISION: Lower
READING LIST:
Manley, Smith, McMinn, and Prevost,
HORIZONS (5th edition) textbook
iLrn Printed Access Card
Active participation (15%); homework (20%);
short writing assignments (20%); quizzes
(20%); oral presentation (5%); and final exam
(20%).
COURSE FEE: $10
(Cost includes activities and photocopying.)
112
GERMAN 001
Accelerated
Elementary German
LANGUAGE
LOWER
DIVISION
on campus
lower
division
Caralinda Lee | [email protected]
Learning a new language can transform you! Learn
German this January and encounter the language
and culture of inspiring thinkers and poets, artists
and composers as well as some of the world’s most
important scientists, philosophers and inventors. German is a close relative of English and a language
much easier to learn than you think. It is also the
language of Europe’s (and one of the world’s) predominant economic and political forces –
Germany, a global leader in science, technology and
the environment and no less the home of
Rammstein, Gummi-Bears, Adidas, fairy tales and
Christmas trees.
Learning German will open new doors and future
opportunities you may not have yet imagined for
yourself, whether in the area of internships and
employment, studying abroad, graduate study or
travel. Moreover, learning German in January is
immensely fun and engaging – just ask any former
Jan Term German student! In an inspiring and
uplifting learning environment you will develop your
abilities to communicate, comprehend, read, and
write basic German using authentic materials and
the latest popular media from Germany, Austria, and
Switzerland. By the end of Jan Term you will be
amazed at how much you’ve learned in such a short
period of time and you will know enough to function
comfortably at an elementary level in a German-speaking environment. The course is designed
for students with little or no prior knowledge of
German. Successful completion of this course will
enable you to enroll in German 2.
COURSE information
DIVISION: Lower
READING LIST:
Robert DiDonato, Monica Clyde, Jacqueline
Vansant, Deutsch Na Klar (6th edition)
(reader)
Workbook and Laboratory Manuals to
accompany Deutsch Na Klar (corresponding
readers)
Chapter Tests (40%); Homework and other
assignments (15%); Active classroom
participation and evidence of preparation
(10%); Final Exam, including a 5-minute oral
project (35%).
COURSE FEE: $10
(Cost includes photocopies, food, and prizes.)
COURSE SCHEDULE: MTThF, 12-3 PM
113
ITALIAN 001
Accelerated
Elementary Italian
LANGUAGE
LOWER
DIVISION
on campus
lower
division
Irene Pasqualini | [email protected]
Who has never dreamt of taking a trip to Italy?
Eating good food, visiting artistic and historical
cities, shopping in some of the most important
capitals of fashion, and enjoying the vibrant nightlife
of quaint little towns by the warm Mediterranean
sea ... Take action and get ready for all of these
experiences by learning Italian this Jan Term in a
playful and engaging environment. If you are a
beginner with no previous exposure to Italian, this
course is for you. You will be able to understand
Italian and communicate at an elementary level, in
the present tense and in the past tense. You will
learn enough vocabulary to survive in real-life situations: introducing yourself and meeting new friends,
ordering food in a café or in a restaurant, getting
around like a local and telling about you and your life.
This Jan Term is most importantly dedicated to
discovering the many faces – or the metamorphoses- of Italians. Some of the questions that will be
raised are about the differences among Italians and
Italians. Is there one Italian culture or rather tens of
regional Italian identities? What are the culinary
traditions traveling from North to South? Can Italians
from different areas always understand each other
easily? How traditional or how international is Italy?
Do Italian people from different cities like each
other? Our answers will come from different contemporary medias - like movies, TV and newspapers,
but also from literature. This Jan term, stop thinking
of Italians from an American perspective and get a
closer look - you will be taught to think like a real
Italian!
COURSE information
DIVISION: Lower
READING LIST:
Graziana Lazzarino, Andrea Dini, and Maria
Cristina Peccianti, Prego! An Invitation to
Italian - (8th ed.)
Class participation (15%); Chapter tests
(25%); Homework (research) (25%); Homework (assignments) (20%); Final exam (15%).
COURSE FEE: $10
(Cost includes photocopies, prizes for games,
food tasting.)
114
JAPANESE 001
Accelerated
Elementary Japanese
LANGUAGE
LOWER
DIVISION
on campus
lower
division
Naoko Uehara | [email protected]
Explore the world. Experience the romance and
adventure of the most foreign of foreign languages. Get inspired by learning a language many Americans
do not recognize, yet is vitally important for both the
global economy and our pop culture: JAPANESE.
For fans of Anime, manga, games or martial arts,
have you dreamed of a new perspective on the
things you love? Go deeper. See strange squiggles
become an alphabet. Feel the distinct Japanese
eloquence, where sophisticated communication is
purposefully vague, and where the word “no” exists
but is rarely used.
Each year we live in a more international society, the
change can make us more beautiful. International
and cross-cultural experiences are strong catalysts
for change, metamorphoses in global perspective
and understanding of self. See yourself and what
you took for granted in a new way. Connect with
the East, because whatever your major, Japan has
something amazing for you.
Elementary Japanese I provides the basic skills to
communicate in Japanese. You will be able to read
and write two Japanese alphabets (Hiragana and
Katakana), as well as count numbers, introduce
yourself, make phone calls, shop, ask and answer
directions and locations and order food and drinks. Class activities inspire a love of language and culture, include watching animation films, snack tasting, singing in Japanese, taking a field trip to a
Japanese restaurant where we will order in Japanese, acting and filming your own skit and sharing
awards with prizes at the end. Communicative ability
is the focus of the course. Imagine your sense of
achievement, reading strange symbols and making
basic conversation in just one short month. Successful completion of this course will allow for enrollment in Japanese 2 in the spring term. You will be
amazed to realize and feel inspired knowing that you
can survive in Japan!
COURSE information
DIVISION: Lower
READING LIST:
Y.M. Shimazu, Handy Katakana Workbook
(Bonjinsha)
Tsukuba Language Group, Situational
Functional Japanese: Notes, Vol. I (Bonjinsha)
Tsukuba Language Group, Situational
Functional Japanese: Drills, Vol. I (Bonjinsha)
Chapter exams (80%); small quizzes (5%);
homework (10%); class participation –
Attendance is required, absences lower the
final grade (5%). COURSE FEE: $15
(Cost includes tasting samples, prizes for
games, and video rental.)
115
MANDARIN 001
Accelerated
Elementary in
LANGUAGE
LOWER
DIVISION
on campus
lower
division
Vivian H. Zhang | [email protected]
The course is specifically designed to introduce
elementary Mandarin and aspects of Chinese culture to students with no prior knowledge of the
language, and who have not yet had the opportunity
to study a non-European language. The focus will be
on speaking and understanding everyday, real life
situations through role-playing, games and musical
activities that help create for students an experience
of immersion into the Chinese culture.
The course will begin with an introduction to cultural
and historical information and the essential elements of tonal language and writing. Students will
also practice the pronunciation skills necessary for
standard conversational Chinese. In addition, they
will learn the basics of Chinese character writing,
useful everyday expressions, conversational grammar, and the fundamental computer skills necessary
for writing Pin Yin with MS Word.
COURSE information
DIVISION: Lower
READING LIST:
LIU Xun, New Practical Chinese Reader
(Textbook)
LIU Xun, New Practical Chinese Reader
(Workbook)
Publisher: BEIJING LANGUAGE AND
CULTURE UP BASIS FOR FINAL GRADE:
Homework (15%); class participation (15%);
quizzes (10%); midterm (30%); final exam
(30%).
COURSE SCHEDULE: MTuThF, 2:45-5:45pm
116
TRAVEL
upper division
117
*JAN 170
Poverty and Promise in
the Brazilian Amazon
TRAVEL DIVISION
LOWER
on campus
upper
division
Shawny Anderson and Jessee Wheeler | [email protected]
Though the area along the Amazon River is one of the
most beautiful regions in the Americas, it is also among
the poorest. Our group will affiliate with a local social
service agency in Santarém, Brazil, called “Aguas.” Aguas
helps to teach young children about the value and vulnerability of the Amazon River and rain forest, while also
providing educational, recreational, health, and nutrition
programs. Our time in the Amazon will involve great
personal challenges, as we will endure extreme heat and
humidity, intense manual labor, frustrating language
barriers, and minor physical ailments throughout our stay
there. We will be largely removed from the technological
landscape that surrounds us in the U.S., though we will
be participating in multimedia work as we produce
course projects along with our service work. While in
Brazil we will work almost every day on community
development projects, language instruction, recreational
programs for youth, ecological work, artistic endeavors,
and some building and construction. The course itself will
involve production of multimedia presentations about the
people we encounter and about our own learning experiences as we travel and work. We will present some of
these projects to the campus and surrounding commu-
nity in the spring semester (2/11). Our group will study
the socioeconomics of the region as well as principles of
servant leadership during a series of REQUIRED overnight retreats in the fall semester (October 12-13,
November 9-10, and December 12-13).
TO LEARN MORE ABOUT SIMILAR PRIOR TRAVEL
COURSES, PLEASE SEE THE CLASS BLOGS:
From Haiti (January 2013): http://smchaiti.blogspot.com
From Tanzania (January 2012): http://smckilimanjaro.blogspot.com
From Dominica (January 2011): http://smcdominica.blogspot.com
From Brazil (January 2010): http://smcamazon2010.blogspot.com/
From Brazil (January 2009): http://povertyandpromise.blogspot.com/
COURSE information
DIVISION: Upper
PREREQUISITES:
Upper division course in Communication,
Politics, Economics, Sociology, Anthropology,
Ethnic Studies, Women’s and Gender Studies
or History, or permission of the instructor
INFORMATIONAL MEETINGS:
Attendance at one of these pre-registration
informational meetings is mandatory for
enrollment:
9/10, 4-5pm
9/11, 4-5pm
READING LIST:
Paulo Freire, Pedagogy of the Oppressed
William Easterley, The White Man’s Burden
Banerjee & Duflo, Poor Economics
Selected readings in documentary studies,
Amazon culture and history
Students must:
l
participate in a series of overnight
on-campus retreats to prepare for the trip
in which we will complete our academic
seminar preparatory work, training in
manual labor, review of first aid basics,
team-building exercises, and community
maintenance practices;
l
participate in all pre-course retreats;
participate in all group activities on-site;
l
perform manual labor as required by our
hosts;
l
produce multimedia documentary work;
l
contribute to the maintenance of the
on-site community;
l
keep a reflective journal on a daily basis;
l
finish all group work with their assigned
teams.
TRAVEL DATES:
January 7-28
DATES ON CAMPUS:
January 6, January 29-February 1
Each of these factors will be subject to
evaluation based on quality of contribution in
each area.
COURSE FEE: $3800
(Cost includes airfare, transportation, lodging,
excursions (including a chartered boat trip up
the Amazon) and most food on the trip.)
118
*JAN 171
The Impact and Ethics of
Climate Change in Nicaragua
TRAVEL DIVISION
LOWER
on campus
upper
division
Michael Barram & Aaron Sachs | [email protected]
We are told that poor countries—often in sub-tropical
regions—are disproportionately affected by climate
change. In this course, we will explore that assertion—
and the kinds of ethical responses and debates about
justice that climate change inspires—as we travel
through the historically fascinating, spectacularly beautiful, and deeply impoverished country of Nicaragua. Not
only will we get to know many Nicaraguans as we learn
about the country’s history and culture, we will use the
study of several classical and contemporary theories of
ethics and justice as a lens through which to examine the
impact of climate change in the second-poorest country
in the hemisphere. We will then explore the ways that
Nicaraguans—as individuals, communities, businesses,
non-profit organizations, and even governmentally—are
responding to climate change, attending to and assessing
the ways that various approaches to justice and ethics
are employed in those responses. In the process, we will
learn about the impacts of climate change on areas such
as agricultural production of Nicaraguan cash crops such
as cacao and coffee, tourism, ecology, fishing and the
coral reefs, food, housing, and indigenous peoples. We
will visit a variety of communities and representative
sites for exploring the impacts, responses, and ethics of
climate change in Nicaragua, and we will engage in a
service-learning project during our time in Nicaragua to
help us understand more concretely how we can collaborate on the creation of climate justice.
In order to gain a more thorough understanding of these
issues, we will spend several days living with rural farmers and their families, and we’ll learn about organic
farming on the bird-friendly Gaia Estate. Our adventure
will even include a visit to a famous volcano and time on
a gorgeous beach relaxing and reflecting on our experiences. This course will undoubtedly change the way you
see the world! If you are looking for the “road less
traveled,” and for a course that will change your life, this
is it!
COURSE information
DIVISION: Upper
PREREQUISITES:
Permission of the instructors is required for
registration (in lieu of a specific department
and course number). Students enrolling
should, as a general rule, have had at least
one class (or, potentially, a significant co- or
extra-curricular experience) related to one or
more aspects of social in/justice, broadly
understood (e.g., history, sociology, anthropology, politics, environmental science, or
economics—or some other social-science or
humanities coursework engaging questions
of social justice—again, broadly understood).
The expectation is that students will, in
general, have college-level study or experience related to issues of social justice (from
diverse curricular backgrounds). English 4/
Writing 1 and the first Collegiate Seminar
course (“Greek Thought” or “Critical Strategies and Great Questions”) are expected as
well. INFORMATIONAL MEETINGS:
enrollment:
9/4, 5:30-7pm
9/5, 5:30-7pm
9/10, 5:30-7pm
9/11, 5:30-7pm
COURSE FEE: $3,665
(Cost includes Cost is all-inclusive: R/T airfare
from San Francisco, all in-country travel, all
room and board, honoraria for speakers, all
group activities, service-learning supplies,
and logistical support.)
TRAVEL DATES:
January 4 – January 31
READING LIST:
Michael J. Sandel, Justice: What’s the Right
Thing to Do?
Kenneth E. Morris, Unfinished Revolution:
Daniel Ortega and Nicaragua’s Struggle for
Liberation
Packet of readings on climate change, as
selected by the professors
Book review/quiz due in Fall (25%); Book quiz
due prior to departure (15%); Class Participation, including two meetings in the fall (20%);
Two integrative projects/essays (20%); Final
Group Project/Presentation (20%)
119
*JAN 172
Cultural Photography in
Myanmar and Singapore
TRAVEL DIVISION
LOWER
on campus
upper
division
Carla Bossard | [email protected]
This course will be a combination of the study of history
and culture of Myanmar and Singapore and cultural photography. Cultural photography requires a combination
of good technique, art, and heart. To create great photos that communicate attributes of a culture one must
develop: a deep and growing familiarity with the culture; technical expertise with one’s equipment; an awareness of precepts of good photography; an aesthetic
sense that facilitates the photographer discerning and
capturing his/her intention, be it beauty or other reality;
and an ability to capture the emotions of a moment in a
picture that will last forever. Cultural photography will be applied by students in this
course to the ancient, diverse culture of Myanmar where
the beauty of the landscapes, and architecture, pulsing
color of dances and village markets is legendary. The
kindness, warmth and welcoming hospitality of the Burmese people will enhance our encounters with its culture. Food too is part of culture, and the Burmese food
we will enjoy is a delicious blend of the flavors of Middle-eastern, Indian, and Chinese cuisines. The opportunity to pictorially record this land of tradition as it begins
first steps on the path to modernity is irresistible, so we
will invest 15 days in Myanmar, learning about, experiencing, and photographing attributes of Myanmar’s culture. A counterpoint to Myanmar’s ancient, Buddhist culture
is Singapore, a modern, vibrant nation that has melded
the diverse cultures of its populace: part Malay, part
Indian, and part Chinese into a new dynamic Singaporean
culture. Architecture, art, and food are still important in
modern Singaporean culture. However, while pagodas,
teak palaces, graceful rivers, bucolic villages, and verdant
forests spread horizontally across Myanmar’s landscapes,
in Singapore landscapes feature vertical architecture in
fantastic, vibrant combinations of glass and steel. Its art
and food display a fusion of influences resulting in synergistic delights to one’s eyes and taste. We will invest
the second part of this course in examining and photographing contemporary Singaporean culture with its wellplanned residential new towns, architectural megaliths in
the financial district, and treasured old neighborhoods all
set in a park like matrix of tropical foliage. The best of our cultural photography we will share with the
SMC community on the internet during the course and in
an on-campus presentation when we return, enriched by
our experiences and new cultural understanding.
COURSE information
DIVISION: Upper
PREREQUISITES:
Any college level course in anthropology,
sociology, history, religion, art, collegiate
seminar 001 or permission of instructor.
Instructor permission needed to enroll.
enrollment:
9/10, 5:15pm
9/11, 6pm
Midterm and final exam (25% each); 12 best
photographs (36%); 6 word images (descriptive writings each 2 pages long) (14%).
COURSE FEE: $3800
(Cost includes everything except some food
and visas and departure tax if any.)
TRAVEL DATES: January 8 to January 29
DATES ON CAMPUS: January 6 and 7
There will be two MANDATORY post-registration meetings in the Fall of 2013 (TBA).
READING LIST:
Thomas Ang, Fundamentals of Photography
Bruce Barnbaum, The Art of Photography
Aung San Kyi, Freedom from Fear
Amitav Ghosh, The Glass Palace
Tharoor, Lim, Misra, A Monsoon Feast: Short
Stories of Singaporean Culture
120
TRAVEL DIVISION
LOWER
on campus
upper
division
JAN 173
An Intimate Exploration of
Belize, Costa Rica, and Western Guatemala
Margaret Field & Douglas Long | [email protected]
In this course, we will take an in-depth and often
hands-on excursion into three nearby yet radically different regions of Central America. The isthmus of Central
America has among the highest diversity of organisms
per area, yet its environmental and cultural identities are
equally complex. The itinerary is built around three subjects: natural history, conservation, and culture; and how
each has shaped and evolved with the land. Our explorations will take us to Belize, the El Peten region of Guatemala, and Costa Rica. Travelling north-to-south, we will
focus on the gradient of ancient and modern cultures as
they relate to the changing ecosystems. In eastern Belize
and western Guatemala, we’ll tour the Yaxha, Tikal, and
the archeological ruins of the “Mayan Empire”. Staying on
the world-renowned barrier reef of Belize, students will
participate in biological field studies focused on marine
wildlife. From mainland Belize, we’ll see a day in the life
of modern Creole, Garifuna, and Mayan villages; and
learn about community-based conservation initiatives.
Our Costa Rica route provides an equally rich opportunity
to study one of the earth’s great centers of geography
and biodiversity. Students will traverse the country’s
spectacular volcanic spine to observe geothermal activity
in action; walk aerial bridges among troops of bellowing
howler monkeys, and boat along the crocodile-lined
canals of Tortuguero as we take an in-depth look at the
country’s environmental initiatives, its endangered and
endemic wildlife, and its unique cultural identity.
COURSE information
DIVISION: Upper
PREREQUISITES: Students should have
completed at least one majors’ course in
biology or AP Biology with a score of 4 or
better. Alternatively prerequisite coursework
could be completed through environmental
science, environmental studies with biology
50, geology, and other coursework by
consent of the instructor.
enrollment:
9/9, 7pm, BROH 114
9/10, 6pm, BROH 114
9/16, 7pm, BROH 114
READING LIST:
Adrian Hepworth, Costa Rica: A Journey
through Nature
Iain Stewart, Guatemala, Belize & Yucatan
(Insight Guides)
Victoria Schlesinger, Animals and Plants of
the Ancient Maya: A Guide
Readings from current journals
Pre-trip Quiz on Preparatory Material (5%),
Term Paper due before leaving on an
assigned topic (25%); three quizzes (15%) on
material from reading, lecture, and tours;
daily journal (20%); final exam (20%); quality
of participation (15%)
COURSE FEE: $4550
(Cost includes International and domestic
airfare, transportation within countries by bus
and boat, lodging, daily breakfast and
additional meals as outlined in the itinerary,
entrance and conservation fees in all parks,
specialty guides where needed, admission to
all mandatory activities.)
TRAVEL DATES: Jan 1- Jan 26
121
TRAVEL DIVISION
LOWER
on campus
upper
division
*JAN 174
Community Engagement in
Sri Lanka: An Exploration of Tamil Women’s Voices
Cynthia Ganote | [email protected]
In Sri Lanka, a Civil War raged for thirty years, and it
ended as recently as 2009. In this course, students will
travel to Mannar, Sri Lanka to study the political, social,
and economic context surrounding Sri Lanka’s protracted
Civil War and the ethnic and religious conflicts that fueled
it. In order to more deeply understand what life during
years of civil war was like, we will conduct interviews
with Tamil women in the Northern region of Sri Lanka to
study their use of social capital for survival. The concept
of social capital refers to the resources to which we all
have access by virtue of our immersion in social networks. Many women in the North had small children
and/or elderly family members to try and protect while
fleeing extreme danger (frequent bombings, shootings,
etc.) in their homes, schools, and churches. Many
women are still looking for family members who have
either been “disappeared” or killed, whose bodies have
not yet been found, while they are still raising children. In
the course, we will study the ways in which Tamil women
have used their social capital to survive the war, and
ways in which they are leveraging it to rebuild their local
communities. (Please note: In this study, we will certainly not exclude the voices of men who have such
experiences, but will take special care to prioritize the
voices of women, as they have often been unheard in
public ways because of the limited opportunities for
women in the public arena in Sri Lanka.)
We will stay in guest housing of the Christian Brothers in
Mannar and its surrounding areas. For two summers in a
row, Prof. Ganote has taught English to children in the De
La Salle Brothers’ schools in Sri Lanka, and this preliminary research will help us hit the ground running on this
research project. COURSE information
DIVISION: Upper
(40%).
INFORMATIONAL MEETINGS: Attendance
at one of these pre-registration informational
meetings is mandatory for enrollment:
9/5/13, 3-4pm 9/5/13, 4-5pm
9/6/13, 2:30-3:30pm
9/10/13, 6-7pm
COURSE FEE: $3400
(Cost includes all airfare, ground transportation, room and board, miscellaneous
expenses.)
TRAVEL DATES: January 9-31
DATES ON CAMPUS: January 6-9
READING LIST:
John Clifford Holt (ed.), The Sri Lanka Reader:
History, Culture, Politics
Gordon Weiss, The Cage: The Fight For Sri
Lanka and the Last Days of the Tamil Tigers
Manuka Wijesinghe, Monsoons & Potholes
Laksiri Jayasuriya, Taking Social Development
Seriously: The Experience of Sri Lanka
Quality of active participation (20%); Quality
of interview transcripts (20%); Ongoing
writing assignments (including reflective
journals) (20%); Quality of final project work
122
TRAVEL DIVISION
LOWER
on campus
upper
division
JAN 175
Ireland, the
“Terrible Beauty”
Rosemary Graham and Tom McElligott | [email protected]
In this course, the country of Ireland will be our classroom, its texts our texts, its people our teachers.
We start in the West, amidst green fields, boggy soil, and
rocky crags, where rural people preserve the Irish language, music, and culture of the past. Kerry’s lakes, and
small towns and villages will bring us into the heart of
Irish country life. Local families will welcome us with a
traditional Irish ceili on Saturday night. We’ll stay for mass
and a home-cooked meal the next day. In Cork we’ll visit
Skibbereen, where the Famine hit hard, as well as
Michael Collins’ birthplace, a writers’ center on the Beara
Peninsula, and Cork City.
In the Gaeltachts, the Irish-speaking areas of Galway and
the Aran Islands, we’ll witness—in a way no textbook
can convey—the determined effort of the Irish people to
keep alive their ancestral roots. We’ll follow Saint Patrick’s footsteps up the craggy path of Croagh Patrick. In
County Sligo, we’ll visit the six-thousand-year-old passage
tombs of Carrowmore. In Donegal, we’ll climb Slieve
League, where shepherds raise the sheep whose wool
becomes Donegal tweed.
In Derry and Belfast, we’ll meet people seeking to heal
the complicated Protestant-Catholic divide through art
and dialogue. Along the Antrim Coast we’ll visit the
sixty-one-million-year-old Giant’s Causeway, and Dunluce
Castle, a 13th-century fortress. In the Boyne Valley, we’ll
enter Newgrange passage tomb, the oldest architectural
structure in the world, and visit the site of the decisive
Battle of the Boyne.
In Dublin, a 21st-century city dating to the Viking invasions of the 9th century, we’ll learn about the Easter
1916 Rising, retracing the footsteps of its leaders. At
Kilmainham Gaol and Glasnevin Cemetery we’ll ponder
their terrible fate. We’ll meet a priest dedicated to helping
the city’s outcasts. A day trip to Glendalough, a 6th
century monastery in the Wicklow mountains, will reveal
how Irish monks “saved civilization.”
Ireland the living classroom has much to teach us. Eager
students will not be disappointed.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 4 and ENG 5. INFORMATIONAL MEETINGS:
enrollment:
9/5, 7pm
9/11, 5pm
9/12, 9pm Mandatory Fall Preparation Meetings:
10/30, 1-2:30pm 11/20, 1-2:30pm
12/4, 9-10pm
READING LIST:
Fergal Keane, “The Story of Ireland” (video)
Neil Hegarty, The Story of Ireland: A History
of the irish People
Tim Perry and Ian O’Leary, DK Eyewitness
Travel Guide: Ireland
Susan Cahill, ed., For Love of Ireland: A
Literary Companion for Readers
and Travelers.
A class reader, including: William Butler Yeats,
“Easter 1916,” and other poems; William
Trevor, “Of the Cloth” and “The Piano Tuners
Wives”; Colm Toibin, “The Pearl Fishers” and
“The Empty Family”; stories by James
Joyce, Frank O’Connor, Ann Enright, Roddy
Doyle, Claire Keegan, Fiona O’Rourke;
excerpts from Sinead McCoole, No Ordinary
Women: Irish Female Activists in the
Revolutionary Years 1900-1923. pastry, porridge, fruit), and group lunches and
dinners for approximately half our total days.)
TRAVEL DATES: 1/5 - 2/1
3 or 4 (900-1200 word) papers (50%); 2 blog
entries (suggested length 500-700 words)
(25%); Quality of participation and conduct
during trip (25%)
COURSE FEE: $4300
(Cost includes air and ground transportation;
all entrance fees to museums and archeological sites; all hotel accommodations including
full Irish breakfast (eggs, meat, cheese,
123
JAN 176
Ethiopia: History, Culture,
and Community Engagement
TRAVEL DIVISION
LOWER
on campus
upper
division
Rebecca Jabbour | [email protected]
Ethiopia’s remarkable history, vibrant cultures, and natural
beauty are sources of pride to its people and assets to its
growing tourism industry. Ethiopia also faces tremendous challenges due to poverty and unequal access to
healthcare. Our course will explore historical, cultural,
and religious aspects of modern Ethiopian identity as
well as major events and themes that shape Ethiopian
life today. We will also work with several nonprofit
organizations to learn how Ethiopians are addressing the
urgent needs of underprivileged groups in their communities and to consider how people from wealthy countries
can best support humanitarian efforts in Ethiopia.
We will start with several days of cultural acclimation
in Addis Ababa. This is also where we will work with
our community partners, organizations serving disadvantaged children and women. In particular, we will
partner with Hamlin Fistula Ethiopia, which provides free
life-changing surgeries to women with obstetric fistula
and trains midwives to prevent this devastating childbirth
injury.
We will take two four-day trips to other parts of Ethiopia
to visit historical and natural attractions. Our first des-
tination will be the ancient city of Axum, whose king
adopted Christianity in the 4th century. The original Ark
of the Covenant is said to be housed here, guarded by a
priest who permits nobody else to see it. Next we will
see the stunning rock-hewn churches of Lalibela, dating
to the 12th century. Later, we will travel to Bale Mountains National Park to view endemic wildlife, including
monkeys and Ethiopian wolves, and dramatic montane
scenery.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5 or consent of instructor
enrollment:
Thurs 9/5, 5:30-6:30pm
Fri 9/6, 2:45-3:45pm
Thurs 9/12, 5:30-6:30pm
Fri 9/13, 4:00-5:00pm
Thurs 9/19, 1:30-2:30pm
Fri 9/20, by appointment only.
Frank Lechner and John Boli, The Globalization Reader (selections)
and other short selections.
Quality of participation (25%); four written
reflections (25%); two quizzes (25%); two
essays (25%)
COURSE FEE: $4385
(Cost includes international airfare and all
transportation, hotels, meals, bottled water,
entrance fees, tour guides, and mandatory
travel insurance.)
TRAVEL DATES: January 2 – January 28
Two post-registration meetings will be
arranged.
READING LIST:
Catherine Hamlin, The Hospital by the River:
A Story of Hope
Philip Briggs, Ethiopia: The Bradt Travel Guide
Paul Farmer, To Repair the World: Paul Farmer
Speaks to the Next Generation (short
selections)
124
TRAVEL DIVISION
LOWER
on campus
upper
division
JAN 177
Ancient Athletics:
Turkey and Greece
Deane Anderson Lamont | [email protected]
Sport occupies an undeniably serious place in modern
world culture. A select few sport events have even
assumed the mantle of global festival with the most
exalted being the Olympic Games. The question of why
sport and especially the quadrennial Olympiad celebration resonate so deeply with so many people will be at
the core of this January Term travel course. To begin our
travel course we will go in search of the earliest records
of and venues for Greek sport. At Troy we will read from
the Iliad while gazing at the place where Homer portrayed his athletes competing in Patroklos’ funeral
games. From Troy we travel to the Greek mainland to
explore the archaeological sites of Olympia and mountainous Delphi, two of the most important sportive,
cultural and religious centers in all of ancient Greece. We
will walk and run where the great athletes of antiquity did
the same and read Pindar’s records of their arete. We
conclude our journey in Athens: the site of significant and
lucrative athletic contests in antiquity, the finishing line of
the mythic Marathon run, and home to the first modern
Olympic Games in 1896 and host again in 2004. By the
time we leave for home, we will have closely studied and
walked amid the athletic “texts” the Greeks have left for
us – their art, stadia, statues, sport equipment, writings,
temples, and gymnasia – and come to appreciate the
place of physical competition in this most important of
ancient cultures. During this travel course we seek to
bring to life events that occurred as many as 3000 years
ago and by the time we depart we will have a response
to Homer’s question: “What greater glory attends a man,
while he’s alive, than what he wins with his racing feet
and striving hands?” and understand why we modern
humans are so drawn to sport and especially the Olympic
Games. COURSE information
DIVISION: Upper
PREREQUISITES:
Signature of the instructor; Proof of a current
passport with required visa stamps
Performance on quizzes (10) and examinations (2) and the quality of a term paper (1);
daily preparation and participation while on
site; submission of a daily travel diary. INFORMATIONAL MEETINGS:
enrollment: 9/4, 3-4:30PM 9/11, 3-4:30PM
Additional mandatory fall meetings in
October and November, times/locations TBA
READING LIST:
Donald G. Kyle, Sport and Spectacle in the
Ancient World
Stephen G. Miller, Arete: Greek Sports from
Ancient Sources
Directed readings in Homer’s Iliad and
Odyssey
COURSE FEE: $4000
(Cost includes airfare to and from Europe and
from Istanbul to Athens, bus transportation
for the duration of our stay, hotels (double
occupancy), all breakfasts, and admission to
all archaeological sites and scheduled places
of interest.)
TRAVEL DATES: January 11-23, 2014
DATES ON CAMPUS: January 6-9, 27-30
125
*JAN 178
Rwanda: “Twahindutse
beza” - We changed for good
TRAVEL DIVISION
LOWER
on campus
upper
division
James Losi & Ryan M. Lamberton | [email protected]
In 1994, the Rwandan Genocide resulted in the deaths of
nearly one million people—nearly 10% of the population.
Today, Rwanda is considered a rising society in sub-Saharan Africa, with an impressive 9.9% GDP, and growing
public resources and support networks. In this course,
students will learn a global and holistic approach to
development that addresses five areas: arts and culture,
education, environment, governance, and health and
human services. We will do this through pre-January
studies and a three-week immersion in the life and
culture of Rwanda. In Rwanda, we will examine how it is
positively changing in the five areas of development. We
will experience “Twahindutse beza,” a Kinyarwanda
phrase meaning ‘We changed for good.’
We will learn, plan, and serve with organizations and
government ministries that are working to achieve the
development goals as set forth by the people of Rwanda.
With elected officials, we will explore how government
and civic participation are evolving. Service with Lasallian
schools and learning from CARE initiatives will provide
examples of international non-governmental organization
work in development. Conversations with artists will
enable us to see the role of the arts and culture in rural
and urban areas of the country. Through a national park
excursion, we will experience Rwandan eco-tourism. Join
this class if you want a clear understanding of what it
means to create positive change individually and collectively. FOR MORE INFO ABOUT SMC RWANDA COURSES VISIT:
http://www.smcrwanda.blogspot.com
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 5, Attendance at one pre-registration
meeting: Signature of instructor, Completion
of at least one upper division course in
communication, politics, economics, business, sociology, or anthropology recommended. Previous community service and/or
leadership experience recommended. Speak
with instructors if you do not have the
recommended experience. INFORMATIONAL MEETINGS:
enrollment (location TBD): 9/9 12:45pm-1:45pm or 4:00pm-5:00pm
9/10 12:45pm-1:45pm or 4:00pm-5:00pm
9/11 4:00pm-5:00pm
5 Mandatory Post-registration meetings:
Sundays: 10/20, 10/27, 11/3, 11/10, & 11/17
(4:30pm-6:30pm, location TBD) READING LIST:
Patricia Crisafulli and Andrea Redmond, Rwanda, Inc.: How a Devastated
Nation Became an Economic Model for the
Developing World
Andrew Sumner and Michael A. Tribe, International Development Studies: Theories and
Methods in Research and Practice
Course Reader
trip; these will have differing costs depending
on each student’s medical insurance. .)
TRAVEL DATES: 1/9/2014 – 1/31/2014 DATES ON CAMPUS: 1/6, 1/7, 1/8
Three Pre-Trip Papers (3-4 pages each) (30%);
Quality Preparation & Participation (15%);
Group Presentation (15%); In-Rwanda
Reaction Papers (15%); Final Integrative
Paper (8-10 pages) (25%)
COURSE FEE: $4,980.
(Cost includes airfare, airport taxes, emergency health insurance, lodging, in-country
transportation, breakfasts and dinners,
entrance fees, local guides, safari, and
reader. Students will also be required to have
certain vaccinations and medications for the
126
TRAVEL DIVISION
LOWER
on campus
upper
division
JAN 179
Martinique: Can One Be
Wretched in “Paradise”?
(Travel Course with a Literature Emphasis)
Claude-Rhéal Malary | [email protected]
This course to Martinique and Dominica permits the
exploration of a tension between Martinique’s paradisiacal appearance and the not so readily discernible, yet
‘real,’ ‘wretchedness’ (a term dear to Frantz Fanon) of
much of its citizenry. Students will appreciate for themselves, through daily cultural activities and as much
immersion as is permitted by the conditions, the Edenic
aspects of Martinique that have been mediated and
constructed for tourist and first-world consumption over
the centuries, all the while reading texts that belie Martinique’s representation as a paradise by presenting the
‘wretched’ nature of the majority of Martinique’s inhabitants over the centuries. One of the purposes of the
course is to shed some light into the geographical considerations and historical events (colonization, slavery,
Haiti’s war of independence) that might account for the
current political and social status of Martinique. Concepts such as ‘Décolonisation,’ ‘Postcolonial,’ ‘Négritude,’
and ‘Créolité’ will be defined and contrasted in the light
of the works of Frantz Fanon and Patrick Chamoiseau. Furthermore, thanks to the books at hand, the problem-
atic nature of the proverbial ‘consumer’ relationship to
the Caribbean will be highlighted, even as we visit
beaches and partake of the most representative, and
delightful, cultural activities that Martinique and Dominica
have to offer. A typical day may include a two-hour
seminar-style discussion of assigned texts; an outing
(such as hiking to a volcano or a ‘boiling lake,’ a visit to a
bird sanctuary or a museum); and the preparation of a
meal (different ‘bungalows’ will take turns shopping and
preparing dinner). COURSE information
DIVISION: Upper
PREREQUISITES:
French 11 or Spanish 11 or English 19 or Seminar 1 (Greek Thought).
enrollment:
9/3, 4-5 pm
9/10, 4-5 pm
theoretical/sociological texts) (25%); final
paper (theoretical and literary texts) (25%).
COURSE FEE: $ 4,500
(Cost includes round-trip airfare; inter-island
catamaran fares; intra-island transportation;
cultural events museums; lodging; and
home-cooked meals.)
TRAVEL DATES: January 6th or 7th to
February 1st or 2nd, 2014
Post-registration mandatory meetings: 10/1,
4-5 pm; 11/5, 4-5 p.m.
READING LIST:
Frantz Fanon, The Wretched of the Earth
Mimi Sheller, Consuming the Caribbean Andrea Stuart, Sugar in the Blood
Joseph Zobel, Black-Shack Alley
Patrick Chamoiseau, Texaco
Quality of class participation (30%); participation in cultural events (20%); first paper (on
127
JAN 180
Sundance Film Festival:
Park City, Utah
TRAVEL DIVISION
LOWER
on campus
upper
division
Virginia Saenz McCarthy | [email protected]
The Utah/United States Film Festival was inaugurated in
1978 to lure filmmakers and tourists to Utah with retrospectives and celebrity panels. Sundance Institute took
over in 1985 and transformed the festival into a showcase for emerging artists. The box office success of sex,
lies, and videotape in 1989 established the festival as the
premiere independent film marketplace, and in 1991,
renamed the Sundance Film Festival, it became a magnet
for studio execs, distributors, and agents who charged
into Park City to wine, dine, and sign new talent. This
ongoing metamorphosis has distinguished Sundance as
one of the top film festivals in the world. In 2013, 119
features selected from 4,044 submissions from 32
countries screened with over 45,000 people in attendance. Film purists argue that the Sundance marketplace
has created “indie lite”: mainstream in drag. Others
believe that Sundance has nourished a greater appetite
for films that challenge the status quo. All agree that
Sundance is the film lover’s ultimate rush. In this course,
we will study the history of Sundance and its impact
upon the evolution of independent film. What are the
essential marks of an independent film? To what extent
do indies form an alternative that is truly different? To
what extent do indies challenge the status quo? Students
will also examine the mythic dimensions of film. From
January 16-26, students will attend the Sundance Film
Festival. All students interested in learning more about
independent film are welcome in this course. Students
interested in screenwriting, directing, producing and/or
other filmmaking careers are especially encouraged to
participate.
COURSE information
DIVISION: Upper
PREREQUISITES:
ENG 4 and ENG 5
Attendance at one of the following pre-registration informational meetings is mandatory
for enrollment:
9/11, 4pm
9/11, 6:30pm
9/12, 4pm
9/12, 6:30pm
9/18, 4pm
9/18, 6:30pm
Class blog posts, 12 pre-festival film reviews,
Objective Tests based on readings and
research, myth and film paper, 15 final
festival film reviews
COURSE FEE: $1,800
(Cost includes lodging, round-trip airfare,
airport shuttle service in Utah, guest speakers, handouts, DVD rentals, group meals, film
tickets funds.)
TRAVEL DATES: January 16 - January 26
DATES ON CAMPUS: January 6 - 15;
January 27 - 30
Mandatory Meetings: October 9th (7-9 pm)
December 4-5 (one on one with instructor by
appointment).
READING LIST:
Lory Smith, Party in A Box
Joseph Campbell, Power of Myth
Dell deChant, The Sacred Santa
Peter Biskind, Down and Dirty Pictures
Various articles
128
TRAVEL DIVISION
LOWER
on campus
upper
division
*JAN 181-01
Lasallian Service
Internship I (LSI I)
Brother Michael F. Murphy, FSC PhD | [email protected]
The Lasallian Service Internship course - LSI - has been a
tradition at Saint Mary’s College since 1985. Formerly
called “Christian Service Internship,” its goal is to provide
opportunities for students to engage in the Lasallian
tradition of direct service to the poor.
Each student enrolled in the LSI course spends the entire
Jan Term volunteering with an organization that works
with the underserved. Students choose where they
would like to volunteer from a variety of types of service
sites. During January 2013, students served at 11 different local, domestic, and international schools, youth
programs, homeless shelters, daycare centers, social
service agencies, and community centers. This year, we
have expanded the program to include over 25 local,
domestic, and international service sites for students to
choose from.
LSI epitomizes the concept that is this year’s theme
Metamorphoses. Year after year students have returned
from their month of service-learning affirming that the
experience has truly been one of change: change in their
preconceptions about poverty and the poor, change in
their academic and firsthand knowledge of the Catholic
Church’s lived response to that poverty, and change in the
purpose and direction of their own lives. It is for this
reason that we say, “The course lasts a month… the
experience lasts a lifetime.”
COURSE information
DIVISION: Upper
PREREQUISITES:
Preliminary interview; Completion of application form; Two faculty recommendations;
$100 materials fee
9/10, 9/11, 9/12: 7pm
All meetings will be held in the Mission and
Ministry Center Lounge.
Mandatory Fall seminars: 11/5, 11/12, 11/19, 12/3
READING LIST:
Selections from:
Kevin McKenna, A Concise Guide to Catholic
Social Teaching
Robert Ellsberg (ed.), Modern Spiritual
Masters: Writings on Contemplation &
Compassion
Ronald Rolheiser, The Holy Longing: The
Search for a Christian Spirituality
Articles:
Philip Kennedy, “Four Stages of Spiritual
Growth in Helping the Poor,” “Fighting the
Stereotype Stigma,” “Liberation Theology”
tory travel insurance (where applicable).)
Number of hours of direct service to the
disadvantaged during January Term and
written evaluation of student’s performance
by their respective ministry site supervisors
(40%); attendance and quality of participation
in all five preliminary and concluding seminars (20%); daily journaling (10%); final
reflection paper (25%) using the “ABC”
components (affective / behavioral / cognitive) of deep reflection; exit interview with
instructor of record to process student’s
experience and evaluate the student’s
performance on all of the above (5%).
DATES ON CAMPUS: See “informational
meetings”.
TRAVEL DATES:
Saturday, January 4 - Saturday, February 1,
2014
COURSE FEE: $200 + travel expenses to and
from LSI sites
(Cost includes course materials, journal,
texts, food for seminar dinners, and manda-
129
TRAVEL DIVISION
LOWER
on campus
upper
division
*JAN 181-02
Lasallian Service
Internship II (LSI II)
Brother Michael F. Murphy, FSC PhD | [email protected]
The Lasallian Service Internship course - LSI - has been a
tradition at Saint Mary’s College since 1985. Formerly
called “Christian Service Internship,” its goal is to provide
opportunities for students to engage in the Lasallian
tradition of direct service to the poor.
Each student enrolled in the LSI course spends the entire
Jan Term volunteering with an organization that works
with the underserved. Students choose where they
would like to volunteer from a variety of types of service
sites. During January 2013, students served at 11 different local, domestic, and international schools, youth
programs, homeless shelters, daycare centers, social
service agencies, and community centers. This year, we
have expanded the program to include over 25 local,
domestic, and international service sites for students to
choose from.
The goal of the Lasallian Service Internship II is to
engage reflectively in a follow-up experience of direct
service to the disadvantaged. LSI II is designed for
students who have previously taken a Christian Service
Internship (CSI) Jan Term course, and is meant to be a
deepening of the engagement and reflection undertaken
by such students in their previous CSI experiences. It is
designed to help students critically examine the underpinnings of structural poverty and injustice, and the
Church’s response to those issues.
LSI epitomizes the concept that is this year’s theme
Metamorphoses. Year after year students have returned
from their month of service-learning affirming that the
experience has truly been one of change: change in their
preconceptions about poverty and the poor, change in
their academic and firsthand knowledge of the Catholic
Church’s lived response to that poverty, and change in the
purpose and direction of their own lives. It is for this
reason that we say, “The course lasts a month… the
experience lasts a lifetime.”
COURSE information
DIVISION: Upper
PREREQUISITES: Preliminary interview;
Completion of application form; Two faculty
recommendations; $200 materials fee;
Participation in a previous Christian Service
Internship
for enrollment:
9/10, 7pm
9/11, 7pm
9/12, 7pm
All meetings will be held in the Mission and
Ministry Center Lounge.
Mandatory Fall seminars: 11/5, 11/12, 11/19,
12/3
READING LIST:
Selections from:
Benedict XVI. Encyclical Letter, Caritas in
Veritate: On Integral Human Development in
Charity and Truth
Paul Farmer, Pathologies of Power: Health,
Human Rights, and the New War on the Poor
Daniel G. Groody, Globalization, Spirituality,
and Justice: Navigating the Path to Peace
Leo XIII. Encyclical Letter, Rerum Novarum:
On Capital and Labor
The New American Bible
Henri J. M. Nouwen, Reaching Out: The
Three Movements of the Spiritual Life
Rebecca Todd Peters and Elizabeth L.
Hinson-Hasty, (eds.) To Do Justice: A Guide
for Progressive Christians
Number of hours of direct service to the
disadvantaged during January Term and
written evaluation of student’s performance
by their respective ministry site supervisors
(40%); attendance and quality of participation
in all five preliminary and concluding seminars (20%); daily journaling (10%); final
reflection paper (25%) using the “ABC”
components (affective / behavioral / cognitive) of deep reflection; exit interview with
instructor of record to process student’s
experience and evaluate the student’s
performance on all of the above (5%).
COURSE FEE: $200 + travel expenses to and
from CSI sites
(Cost includes class materials, journal, texts,
food for seminar dinners, and mandatory
travel insurance (where applicable).)
TRAVEL DATES: Saturday, January 4 - Saturday, February 1, 2014
DATES ON CAMPUS: see “Informational
meetings”.
130
TRAVEL DIVISION
LOWER
on campus
upper
division
JAN 182
ArchaeoAstronomy of the
American Southwest
Ron Olowin and Edward Boyda | [email protected]
In the classroom and in the field, this course will explore
the cosmographic expression of the Chaco culture of the
American Southwest. At Chaco Canyon, in what is now
northern New Mexico, the ancestral Pueblo people built a
monumental urban and ceremonial center in the years
AD 950 to 1150. Then in the fifty years following, the settlements were largely sealed and abandoned. The
reasons for the evacuation are still obscure. Today significant ruins remain of the Chaco town complexes, multistory buildings of hundreds of rooms that are aligned to
pivotal passages of the sun and moon. On a butte at the
mouth of the canyon, the solstice sun and moon filter
through jumbled rock slabs to illuminate a spiral petroglyph and mark the passing of time. Other sites exhibit
stone circles, planetaria drawn into the roofs of caves,
petroglyphs, and shadowgraphs.
Archaeoastronomy is both a study of the visible cosmos
and an effort to understand different ways of conceiving
the human relationship to it. We will begin with a historical overview of Pueblo culture and proceed to astronomical observation and visits to the important sites. At the
cliff dwellings of Tsankawi we will calculate solar-lunar alignments with methods likely used by the Chaco
people and with modern instruments.
Our base for the field trip will be the Ghost Ranch
retreat center near Abiquiu, New Mexico. We will
explore from there the canyons, deserts, and mountains
of northern New Mexico. We will also look to contemporary artists’ efforts to come to terms with life in this
harsh and beautiful land.
IMAGES AND MORE DETAILS ARE AVAILABLE
ON OUR WEBSITE: http://www.archaeoastro.wordpress.com
COURSE information
DIVISION: Upper
PREREQUISITES: Signature of instructor.
enrollment: 9/5, 3pm
9/5, 6pm
9/13, 3pm
3 weekly quizzes (30%); Journal (30%); Final
paper (40%).
COURSE FEE: $1,925a
(Cost includes Travel (air and ground),
accommodation, and daily meals in New
Mexico.)
TRAVEL DATES: 1/11-1/25
DATES ON CAMPUS: 1/6-1/10, 1/27-1/31
READING LIST:
Selections from:
A. F. Aveni, ed., World ArchaeoAstronomy
Evan Hadingham, Early Man and the Cosmos
J. M. Malville and C. Putnam, Prehistoric
Astronomy in the Southwest
R. A. Williamson, Living the Sky: The Cosmos
of the American Indian
J. G. Monroe and R. A. Williamson, They
Dance in the Sky: Native American Star
Myths
131
JAN 183
Encountering Christian Art:
Italy & France
TRAVEL DIVISION
LOWER
on campus
upper
division
Tom Poundstone | [email protected]
What shape should a church have, and how should it be
decorated? What symbols or scenes from the Bible
would you feature, and how would you portray Jesus? What do your answers to these questions say about your
understanding of Jesus and theology? Attempting to
answer these questions will take us deep into the study
of Christian art.
In this course we will study buildings, paintings, and
sculptures in Italy and France that artists over the centuries have created to embody their understanding of the
Christian faith. We’ll situate the works in various eras of
art and architecture, ask what they reveal about how
the artists understood the gospel, and consider the
influence of these works on our understanding of the
Christian faith.
We will go from studying the earliest Christian art in the
catacombs to the radically new way of seeing ushered in
by the impressionists and post-impressionists. Our
primary texts will include some of the most famous
churches and museums in the world: the Duomo and the
Uffizi in Florence; St. Peter’s and the Vatican Museums in
Rome; Notre Dame and the Louvre in Paris. Additional
areas of study will be Gothic architecture in France
(Chartres, Bourges, Paris), the Italian Renaissance (Ghiberti and Brunelleschi) and High Renaissance (Michelangelo and Raphael), and the flowering of the Baroque in
Rome (Caravaggio, Bernini, Borromini), besides days
spent studying art in places like Ravenna, Siena, and
Orvieto.
Plus, in light of Cardinal Bergoglio’s decision to take the
name of Pope Francis, we will spend four nights in Assisi
getting to know his namesake, Francis of Assisi.
Don’t mistake this course as merely a guided tour. A
thorough knowledge of the sites and texts will be
required on papers and examinations. In addition, each
student will design her or his own review of the masterpieces of the Christian faith.
COURSE information
DIVISION: Upper
PREREQUISITES:
a) Grade of B or higher in TRS 97;
b) Attendance at pre-registration meeting;
c) Signature of instructor.
enrollment:
9/11, 7pm
9/12, 7pm
9/18, 7pm
One assigned paper and a few small projects
before we depart (15%); Regular preparation,
quality of active daily participation, and
special presentations (20%); Special project
(25%); Final exam (40%).
COURSE FEE: $4,500
(Cost includes airfare, transportation,
entrance fees, hotels, breakfasts, and some
group dinners, and insurance.)
TRAVEL DATES:
1/5 - 1/31
READING LIST:
Andre Vauchez, Francis of Assisi: The Life and
Afterlife of a Medieval Saint;
Philip Ball, Universe of Stone: Chartres
Cathedral and the Invention of the Gothic;
Raymond Brown, A Crucified Christ in Holy
Week;
John Drury, Painting the Word;
Robert Scott, The Gothic Enterprise
132
TRAVEL DIVISION
LOWER
on campus
upper
division
JAN 184
Mexico: Tradition
and Modernity
Alvaro Ramirez | [email protected]
In this course, students will analyze the ways in
which Mexicans continue to maintain their national
and folk cultures in the face of modernity as they
travel to visit famous archeological sites such as
Teotihuacan, the colonial cities of Puebla and Taxco
as well as the postmodern metropolis of Mexico
City, where they will visit the Museums of Anthropology, National History, and Frida Kahlo. The base
city is Cuernavaca where students will attend
classes at Universidad Internacional Monday through
Friday from 10:00 am to 2:00 pm. During the first
two hours of each day, Prof. Ramírez will lead seminar-style discussions in English. We will discuss the
works of authors who have defined various notions
of Mexican identity in the late twentieth century,
which have influenced profoundly how Mexicans
see themselves in terms of culture and nationality,
especially in relation to Americans and Europeans.
Topics covered include race, class, and identity in
the colonial and postcolonial era; modern Mexican
identity in the post-NAFTA era, the impact of migra-
tion and modernity on indigenous societies as well
as the effects of the recent war on drugs on Mexico.
From 12:00 p.m. to 2:00 p.m. all students will attend
language courses according to their level. Once a
week students volunteer at a nearby school, where
they will work with indigenous children. With the
exception of two afternoon trips, excursions will
take place on weekends. All students will be housed
in pairs with Mexican families who provide room and
board. Four meetings scheduled prior to leaving on
the trip are considered part of the course.
COURSE information
DIVISION: Upper
PREREQUISITES:
Students who enroll in this course must be in
good academic standing at the time of
enrollment. Not open to freshmen.
enrollment: 9/4, 4:30pm
9/11, 4:30pm
9/18, 4:30pm
Mandatory post-registration meetings:
October 09, 4:30-6:00pm
October 30, 4:30-6:00 pm
November 20, 4:30-6:00 pm
December 04, 4:30-6:00 pm
READING LIST:
Roger Bartra, The Cage of Melancholy:
Identity and Metamorphosis in the Mexican
Character
Jorge Castañeda, Mañana Forever: Mexico
and the Mexicans
Nestor García Canclini, Citizens and Consumers: Globalization and Multicultural Conflicts
Guillermo Bonfil Batalla, Mexico Profundo:
Reclaiming a Civilization
Active Class Participation (10%); Quizzes
(5%); Daily Journal (20%); Midterm Exam
(20%); Final Exam (20%); Ten Page Term
Paper (25%).
COURSE FEE: $2150
(Cost includes Airfare, tuition fees, room and
board with Mexican family, excursions
(transportation, hotel room, and museum
tickets).)
TRAVEL DATES:
January 3 - January 31
DATES ON CAMPUS:
October 09, 4:30-6:00 pm
October 30, 4:30-6:00 pm
November 20, 4:30-6:00 pm
December 04, 4:30-6:00 pm
133
*JAN 185
Spain: A Study in Cultural
Metamorphoses through
History, Art and Architecture
TRAVEL DIVISION
LOWER
on campus
upper
division
Frances M. Sweeney and Sara (Sally) Stampp | [email protected]
Metamorphoses in action! Few countries have
undergone change as comprehensive as Spain.
Through an intensive orientation pre-travel course
and January travel to nine cities, we study the history, art, and architecture of this beautiful and dramatic country. We will explore the question, “How
have Spain’s metamorphoses influenced Spanish
identity?” We study how each cultural group has left
its mark on Spain and how traditions have evolved
and exist today. Using what we experience, from
medieval castles to Granada’s Alhambra to Barcelona’s modernist architecture, and from paintings of El
Greco to Picasso to Dali, we also explore psychological concepts of cultural identity development and
change. If Spain exemplifies metamorphoses, from
what to what? And what is Spain today?
The course requires a pre-travel orientation course
to set a foundation for theme-related questions, and
to cover travel protocols and preparation. This orien-
tation comprises 20% of the course. In January,
students complete a travel-specific focused journal,
a thematic essay, and a final independent research
paper on a topic of their choice. Each of these is
begun prior to departure. For example, students may
choose a particular architectural style, or historical
figure, or painter or city. Students will synthesize
their findings, and serve as the “expert” when we
visit that site, presenting the information to the
group. In this way, students are not passive tourists,
but active researchers into the course questions,
and equally responsible for creating a vibrant and
engaged class.
COURSE information
DIVISION: Upper
PREREQUISITES:
None required. Per the spirit of January Term,
we prefer that the course be open to a broad
audience. We do expect students to have the
interest and ability to complete all the
expectations of the course.
for enrollment:
9/4, 3pm
9/9, 3pm
9/10, 3pm
Additionally, we have meetings every
Wednesday night, 6 - 8:30 p.m. This is a
required component of the course; 20% of
the grade is before we travel. Thus students
should not sign up for this course if they
cannot make the orientation.
READING LIST:
John Crow, Spain: The Root and the Flower
Michelin Guide, Spain
Packet of Readings (Ericksson psychological
theory on identity; articles on Spanish
identity past and present; materials on
Spanish history, art, and architecture;
contemporary articles on the state of Spain)
TRAVEL DATES:
January 4 through January 25 BASIS FOR FINAL GRADE:
Orientation course (quizzes, presentations,
participation) (20%); Focused journal entries
for each of the cities (20%); Research paper
(8-10 pages) (20%); Theme essay (8-10
pages) (20%); Quality of participation (travel
conduct, travel on-site class discussions,
group leadership) (20%).
COURSE FEE: $4200
(Cost includes all travel, lodging, breakfast
each day, admission to daily museums,
architectural sites, and events, and at least
one class group dinner.)
134
JAN 186
The Web of Life on the Island
of the Gods: Ecology, Magic,
Religion & the Arts in Bali
TRAVEL DIVISION
LOWER
on campus
upper
division
Kenneth Worthy | [email protected]
This course will study the nexus of nature and culture in Bali, where the two realms overlap, mirror,
and infuse each other in intriguing ways to sustain
people and their environments alike. Looking beyond
false images of paradise, we’ll survey the interconnections emerging from Bali’s holistic metaphysics,
manifest for instance in effigies of the goddess
Dewi Sri that punctuate the island’s famous rice
terraces; in religious beliefs about spirits animating
the landscape; in a sacred cave; in shadow puppet
performances that bring daily experiences into
conversation with ancient myths; and in complex
irrigation works managed ingeniously by subaks,
organizations overseen by priests. Magic mediates
between people and nature in Bali, but we’ll learn
how the island’s rapid yet inflected modernization is
(incompletely) replacing the mysterious with modern
science and economics. We’ll attend throughout to
the challenges and opportunities created by tourism.
Talks by local experts in religion, ecology, food, the
arts, and shamanism will augment lectures and
readings. Performances, rituals, ceremonies, discussions with farmers, hikes through riparian corridors
and agroecosystems, and a visit to Bali’s national
park will ground our understandings. We’ll settle in
four locations: a rural educational retreat facility;
Ubud, an artistic center; Pemuteran, a coastal village; and the mountain village of Munduk, known for
its performing arts and cocoa, coffee, and clove
plantations. As a service learning component, the
class will contribute two days of work to the East
Bali Poverty Project. Participants must be willing and
able to tolerate hot tropical weather and occasionally
uncomfortable conditions.
COURSE information
DIVISION: Upper
PREREQUISITES:
Signature of instructor AND EITHER (a)
experience studying a foreign language or
culture OR (b) significant prior international
travel experience INFORMATIONAL MEETINGS:
enrollment: Thu, 9/5, 5:15–7pm
Sat, 9/7, 1:15–3pm
Wed, 9/10, 5:15–7pm
Post-enrollment meetings (all mandatory): Thu, 10/3, 6–7:30pm
Sat, 10/12, 1–5pm
Thu, 11/7, 6–7:30pm
Sat, 12/7, 1–5pm
READING LIST:
A Course Reader
David Abram: “The Ecology of Magic”
Miguel Covarrubias: Island of Bali
Fred B. Eiseman, Jr.: Bali: Sekala & Niskala,
volumes 1 & 2
Tony Whitten, Roehayat Soeriaatmadja,
Suraya Afiff: The Ecology of Java and Bali
[selections]
Adrian Vickers: Bali: A Paradise Created
[selections]
J. Stephen Lansing and William C. Clark:
Priests and Programmers: Technologies of
Power in the Engineered Landscape of Bali
[selections]
I Wayan Dibia, Rucina Ballinger, Barbara
Anello: Balinese Dance, Drama & Music: A
Guide to the Performing Arts of Bali [selections]
COURSE FEE: $3,800
(Cost includes SFO-Bali round-trip airfare;
lodging; nearly all meals; mandatory travel
insurance; workshop & guest speaker
honoraria and fees; performance entrance
tickets; temple wear; a donation to a poverty
NGO; ground transportation in Bali; retreat
facilities.)
TRAVEL DATES: 1/6–1/29
DATES ON CAMPUS:
See mandatory Fall meeting dates. BASIS FOR FINAL GRADE:
Midterm exam (20%); Frequency and quality
of attention and participation in all class activities (30%); Journal and/or blog entries (30%);
Final exam (20%)
135
QUARTER
CREDIT
lower division
136
JAN 001-01
Beginning Guitar
(3 SECTIONS)
QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
Mori Achen | [email protected]
Beginning guitar introduces students to guitar performance through playing single note melodies,
melodies with added accompaniment, chords and
chord progressions, and ensemble playing. Musical
styles include classical, folk, rock and blues. Student
must provide own guitar and have it available by the
first class session.
COURSE information
DIVISION: Lower
PREREQUISITES:
Student must provide own guitar.
READING LIST:
Weekly music provided by instructor.
Attendance: 65%; Out of class practice: 10%; Individual
improvement: 25%.
COURSE FEE: $5
(Cost includes music copies.)
COURSE SCHEDULE: Monday 7-10 pm; 2nd section
Tuesday 7-10 pm; 3rd section Thursday 7-10 pm
JAN 002-01
Meditation
for Beginners
(TWO SECTIONS)
Br. Camillus Chavez, FSC | [email protected]
The Silva theory of meditation and its practice will
be explored to understand how the principles of
meditation induction, deepening, visualization,
positive affirmation, and performance review can
produce self improvement. Performance enhancement exercises will be offered which students will
be able to apply to their interest such as the following: studies, sports, relationships, work, prayer and
wellness development through stress and anxiety
reduction.
COURSE information
DIVISION: Lower
READING LIST:
José Silva and Philip Mielle, The Silva Mind Control
Method.
Attendance (40%); quizzes (30%); final paper (30%). This is
a Pass / Fail course.
COURSE SCHEDULE: Tuesday and Thursday, two different
sections -- morning at 9:15 AM, and afternoon at 1:00 PM.
137
JAN 003
Peer Educator Training:
Students Ending
Sexual Violence at SMC
Gillian Cutshaw | [email protected]
Engaged peer educators are a powerful resource for
campus sexual assault prevention. They are aware of
campus culture, have credibility with other students, and
know the best ways to reach their peers and inspire
change. In this class, students will be trained extensively on
topics related to sexual assault outreach and prevention
and will learn how to facilitate interactive presentations
to peers in classrooms and residence halls. Through
training from the Coordinator of Sexual Assault Awareness, Outreach, and Education as well as campus and
community partners, students will have the opportunity
to be leaders who push the dialogue of gender based
violence into mainstream campus life. At the completion
of the class, students will have the opportunity to
become part of a peer education program through the
Women’s Resource Center as members of an outreach
team that is dedicated to ending gender based violence
here at SMC.
QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
COURSE information
DIVISION: Lower
READING LIST:
Jaclyn Friedman and Jessica Valenti, Yes Means Yes!
Visions of Female Sexual Power and a World Without Rape
Other readings will be provided to students
Attendance (10%); Completion of reading assignments
(20%); Quality of participation (35%); Final Presentation
(35%). COURSE FEE: $10
(Cost includes photocopies of readings .)
COURSE SCHEDULE: Tuesday and Thursday, 10am-12pm
JAN 004
Going Solo: Audition
Monologue Preparation
Reid Davis | [email protected]
Students learn how to select and perform a professional audition monologue. Focus on professionalism, audition techniques, creating strong and bold
choices. May also be applied for a range of audition
and performance experiences. COURSE information
DIVISION: Lower
READING LIST:
Declan Donellan, The Actor and The Target
Quality of class participation (80%); final project (20%).
COURSE SCHEDULE: TBD
138
*JAN 005
The Art of Running
Martin Kinsey | [email protected]
The Art of Running fits the Jan Term theme of
METAMORPHOSES. The goal of the class will be to
teach the art of distance running by learning proper
running technique; engaging in strength training to
adjust to this technique; improving one’s endurance
and pace; and “transforming” into a fit state both
mentally and physically by the end of this course.
Students will be required to run, strength train,
stretch, mentally prepare, and engage in on campus
time trials as well as a possible off campus 5k/10k at
the end of the course. As the university’s Track and
Cross Country head coach, students will learn about
my area of expertise. Per NCAA rules, no current
SMC Cross Country or Track athletes may enroll in
this course.
QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
COURSE information
DIVISION: Lower
READING LIST:
John L. Parker Jr., Once a Runner
Attendance (50%); Participation (25%); Skill application
(applying what we learn to training) (25%).
COURSE SCHEDULE: Tuesday/Thursday, 10am-12p
JAN 006
Experiential
Cross-Cultural
Learning
John Knight | [email protected]
Thinking about studying abroad? Want to make the
most of your experience in another culture? Like
games and learning about yourself? Then this course
is for you. We will explore learning and coping strategies to help you get the most out of cross-cultural
experiences. These are general skills applicable to
any culture. We will get a fuller understanding of our
own culture so we can better understand others.
COURSE information
DIVISION: Lower
READING LIST:
Provided by the instructor including:
“Whose Fault? Why Values Matter”
“Communication Across Cultures: What are They Trying to
Say”
“Tales from the Peace Corps: Learning from Cultural
Encounters”
BASIS FOR FINAL GRADE: Active participation (50%);
journal of responses to reading and activities (50%).
COURSE FEE: $5 (Cost includes cultural culinary treats.)
COURSE SCHEDULE: W 10:00-12:00 (1/8;1/15/1/29);
W 5:30pm-7:30pm (1/22)
139
JAN 007
The Metamorphoses
of Jazz Band Literature
QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
John Maltester | [email protected]
The course will investigate the development (metamorphoses) of big band jazz literature from the
1930’s through present day. The class will form a jazz
band to sight read literature from all eras with discussion about compositional and stylistic changes
spanning these eras. Additional study of sight reading skills, coupled with basic music theory for performance, will be related to the music performed.
COURSE information
DIVISION: Lower
PREREQUISITES:
Students should have basic instrumental skills on standard
jazz band instruments but string and added woodwind
players will be accepted. No audition is required.
READING LIST:
Course will incorporate sight reading over sixty arrangements for jazz band by a variety of composers and
arrangers.
Active classroom participation (40%); music theory oral
exam (10%); improvement of music sight reading skills as
determined by a music performance exam (50%). COURSE SCHEDULE: Wednesday, 5:45 - 8:30 pm
SPACES RESERVED FOR FRESHMEN: All. JAN 008
Jazz by the Bay 2014
Victoria (Torbie) Phillips | [email protected]
Celebrate the best in Bay Area jazz—discover the
wealth of talented musicians and live jazz venues
that San Francisco and the East Bay have to offer!
Come with us to explore the groove of live jazz at a
variety of venues, including the following: Rasselas
Jazz Club, Savanna Jazz and Supper Club, Yoshi’s
Jazz Club, The Jazz School, Dogpatch Jazz Jam, the
7 Mile House jazz jam, and others.
This is a quarter-credit activity course in which students are given the opportunity to listen to live jazz
at several venues around the Bay Area. Each student
is required to attend at least three of the events
planned and is encouraged to attend more as the
budget allows.
COURSE information
DIVISION: Lower
READING LIST: none
The grade will be based on attendance at three events and
on a one-page, single-spaced, typed journal reflection of
each event.
COURSE FEE: $100
(Cost includes cover fees at clubs and some food /
beverage.)
COURSE SCHEDULE: Jazz events will be scheduled for
evenings and weekends, according to student availability
140
JAN 009
Writing Workshop:
Grammar for
Academic Writing
Dr. Victoria (Torbie) Phillips | [email protected]
This course offers students small-group and individual instruction in strategies to improve their writing,
not only for work in their concurrent Jan Term
course, but also for their writing demands in the
upcoming semester. Instructional modules will be
given in the following topics: establishing and supporting a thesis, playing with sentence types and
structure for variety and interest, and recognizing
common pitfalls in sentence boundaries and wordchoice confusion.
QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
COURSE information
DIVISION: Lower
PREREQUISITES:
This course is open to all SMC students but is particularly
recommended for students who have taken ENG 3 or 4 in
the fall.
READING LIST:
Learning Express Builders: Writing Skills in 20 Minutes a
Day
In-class questions and participation (30%); completion of
writing assignments (30%); final exam (40%).
COURSE FEE: $20
(Cost includes reader and food for last day.)
COURSE SCHEDULE: Weds., 9:30-11:30 AM
JAN 010-01
Beginning Fencing
(TWO SECTIONS)
Carl Thelen | [email protected]
Prepare yourself for the world of D’Artagnan, Zorro,
and Captain Blood! In addition to the basics of
modern Olympic fencing, this course will discuss
fencing in movies, history, and contemporary society.
COURSE information
DIVISION: Lower
Class participation, 1 online discussion assignment, online
final test.
COURSE FEE: $35
(Cost includes renting fencing equipment.)
COURSE SCHEDULE: TuTh 9:45-11:45am AND TuTh
3-5pm
https://en.wikipedia.org/wiki/Foil_(fencing)
141
JAN 011
Peer Leaders
Addressing College
Health Issues
Irene Umipig | [email protected]
This course is designed to challenge and expand
students’ beliefs and perceptions about health and
wellness through exercises in introspection and
open discourse. The course will also provide students with current information on a variety of health
and wellness related topics including general wellness, alcohol and substance abuse, nutrition, eating
disorders, and mental health. Students will be
challenged to grow as leaders and educators in
health promotion. Students will hone important
basic listening, leadership, public speaking, and
program planning skills.
QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
COURSE information
DIVISION: Lower
READING LIST:
Written by Luoluo Hong, Edited by Jason Robertson, Julie
Catanzarite, and Lindsay Walker, Peer Health Education:
Concepts and Content. San Diego, CA: University
Readers, 2011. ISBN: 978-1-60927-888-5
Additional readings as assigned.
Attendance and participation (25%); Homework / Journal
assignments- 10 half page journal entries (10%); Participation in campus programming/activities- attend 2 events
during jan term and relate to college health (20%);
Midterm exam (10%); Final exam (10%); Final presentation- develop a program for college students that pertains
to a college health topic/issue (25%).
COURSE SCHEDULE: TuTh, 2:00 – 4:00 PM
PERFA 071
Yoga
Rosana Barragan | [email protected],
[email protected]
This course offers a combination of two types of
Hatha Yoga: Integral and Ashtanga Vinyasa. Both
types were created by yoga masters from India to
bring yoga to the West in the 20th Century. Integral
is a gentle practice while Ashtanga is a more vigorous practice. They both focus on the strengthening,
stretching, cleansing, and centering of the body
while creating vitality, clarity, and a calmed state of
mind. The combination of the two will create a
dynamic and peaceful environment for this class.
COURSE information
DIVISION: Lower
READING LIST:
N/A
Attendance (80%); Participation (20%).
COURSE SCHEDULE: Monday and Wednesday 10 am -12noon
142
*PERFA 072
African Dance
Paul “Pope” Ackah | [email protected]
This course will offer instruction in West African
dance technique, style, and choreography. Students
will develop strength, flexibility, and coordination. Prior dance training is not necessary. Beginners are
welcome! QUARTER
LOWER
DIVISION
CREDIT
on campus
lower
division
COURSE information
DIVISION: Lower
READING LIST:
Quality of work in class (50%); attendance (50%).
COURSE SCHEDULE: T Th 10-12
PERFA 076
Beginning Ballet
Elizebeth Randall | [email protected],
[email protected]
Beginning Ballet is designed to introduce the basic
elements of the style to the non-dancer. This course
starts with a barre warm-up, followed by traveling
and turning combinations, and ends with jumping
and leaping. The class will be inviting and invigorating. COURSE information
DIVISION: Lower
READING LIST:
Ballet vocabulary reference list
Attendance (25%); improvement (25%); vocabulary quiz
(25%); final (25%).
COURSE SCHEDULE: T Th 10-12
143
QUARTER
CREDIT
upper division
144
*JAN 190
Inspiring
Transformation
Through the
Four Temperaments
Elaina Rose Lovejoy | [email protected]
If you have been wondering why you have difficulty
getting along with certain people, then this course
can help you solve that mystery. One of the ways
you can increase your understanding of why some
relationships don’t work is by delving more deeply
into your personal strengths and limitations when
communicating with yourself and others. Inspiring
Transformation Through the Four Temperaments offers you the opportunity for insight and
renewal while exploring your academic, emotional,
physical, social, spiritual, and career development
issues. During four Wednesday afternoon sessions,
you will enhance your awareness of why your ability
to interact with others is successful or not. Through
entertaining and thought-provoking lectures, discussions, and group exercises, you will learn about the
four temperaments (choleric, sanguine, phlegmatic
and melancholic) as well as inspiring ways to work
more synergistically with family members, friends,
classmates, faculty, staff, and significant others. You
will become better able to use your knowledge of
the four temperaments to lift the veil clouding your
future activities, relationships, and accomplishments, thereby transforming what has not been
working for you into an expanded world of communication possibilities.
QUARTER
LOWER
DIVISION
CREDIT
on campus
upper
division
COURSE information
DIVISION: Upper
PREREQUISITES:
At least one course in Education, Psychology, Sociology, OR consent
of instructor.
READING LIST:
Roy Wilkinson, The Temperaments in Education.
Additional materials provided by the instructor.
Active classroom participation (30%); assigned readings (30%); one,
5-page final paper (40%).
COURSE SCHEDULE: Four Wednesdays: 1/8, 1/15, 1/29 (from
1:00-5:00) and 1/22 (from 2:45-6:45).
145
*JAN 191
The San Francisco
Barbary Coast: A Gate
to the Gold Rush
QUARTER
LOWER
DIVISION
CREDIT
on campus
upper
division
Maria Grazia De Angelis Nelson |
[email protected]
COURSE information
In the mid- to late-1800s, people from all over the
world were crossing borders to arrive in San Francisco. The Barbary Coast, in the northwest corner of
the city, was alive with people from all over the
world. The streets were full of gambling and prostitution, as well as arts and music.
In this class, we will learn about the rich history of
San Francisco during this time and walk the trail of
the Barbary Coast, discovering some of the most
interesting sites in the city.
This class will meet once, the third Saturday of the
term, January 21st.
We will meet in class at 9:30 a.m. for a lecture and
to view a short documentary. Then we will take the
BART into the city (lecture continues on the BART)
and walk along the Barbary Coast trail, about 4
hours, rain or shine (please wear comfortable
shoes). We will stop for lunch in one of the characteristic restaurants along the trail.
After our trip to the city, we will return to SMC for
discussion and reflections.
DIVISION: Upper
READING LIST:
Course reader provided by instructor
Active participation during field trips (50%); Test (40%);
Reflections (10%).
COURSE FEE: $60
(Cost includes ride in a cable car, meal in a local restaurant,
and exhibits.)
COURSE SCHEDULE: This class will meet only once, the
third Saturday of the term (January 21st) from 9:30 a.m.
until 7:00 p.m. Part of the class will be on campus, and
part will be in San Francisco.
146
How to fold an Origami Crane
2. Turn the paper over to the
white side.
Fold the paper in half, crease
well and open, and then fold
again in the other direction
1. Start with a square
piece of paper, coloured
side up.
Fold in half and open.
Then fold in half the other
way.
4. Fold top triangular
flaps into the centre
and unfold
5. Fold top of model
downwards, crease well
and unfold
8. Fold top flaps into
the centre.
9. Repeat on other
side.
3. Using the creases you have
made, Bring the top 3 corners of
the model down to the bottom
corner.
Flatten model
6. Open the uppermost flap of the model, bringing it
upwards and pressing the sides of the model
inwards at the same time.
Flatten down, creasing well.
10. Fold both ‘legs’ of
model up, crease very
well, then unfold.
Finished Crane
12. Inside Reverse Fold
one side to make a
head, then fold down
the wings
11. Inside Reverse Fold
the “legs” along the
creases you just made.
7. Turn model over and
repeat Steps 4-6 on the
other side.

course - Saint Mary`s College of California

Transcription

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