2018-2019 Academic Catalog 
    
    Mar 28, 2024  
2018-2019 Academic Catalog [ARCHIVED CATALOG]

Courses


 
  
  • IDCE 30306 - GIS for International Development in Practice


    This course introduces the use of geospatial technologies in development and humanitarian response. The course will cover how geographic information systems (GIS) are used for data creation, mapping, and analysis in the context of international development and humanitarian response. In addition, the course will explore the multiple ways in which NGOs and international organizations leverage GIS. Topics covered will include, among others, data creation, crowd sourced mapping, mobile technologies, and support of GIS in resource constrained settings.

    Prerequisites: P=IDCE 310

  
  • IDCE 30309 - Research Practicum: Health, Communities, and the Environment


    This course is a substitute for the individual Masters Final Project course IDCE30213 when the student is working as part of a larger project team. The course is designed to coordinate, guide and implement team project research efforts that are new or ongoing in the Health and Environment IDCE Signature domain. Each student has a specific task and role in the larger team effort, and her/his efforts make a significant contribution to the success of the larger project.  The course supports - and is supported by - the ongoing Holliston Health (H2). Project H2 is a multi-dimensional project that draws from environmental science and policy, epidemiology, GIS, hydrology, water engineering, political and social networks, and health anthropology.  Students can take the course for 0.5 or 1.0 course credit (as they could with IDCE30213).  Students not only learn how to develop their own research focus/questions in the context of the larger research goals, they learn mixed methods for data gathering and processing, as well as valuable team-project collaborative learning that is highly sought-after professionally.

    Anticipated Terms Offered: annually

  
  • IDCE 30310 - Transitional Justice: Theoretical Debates, Institutional Frameworks, and Development Impacts


    Never forget” and “never again” are promises-to remember the horrors of the past and to prevent their reoccurrence in the future. Present circumstances shape the possibilities of what can be done to realize both goals in the wake of mass atrocities. This course examines: 1) how these circumstances affect understandings of what “transitional justice” means to different actors; 2) the myriad forms it takes in different contexts (e.g. criminal proceedings, truth and reconciliation commissions, reparations, and memory projects); and 3) the impacts these initiatives have upon post-conflict reconstruction and development.

     

    The course is divided into two sections. The first section is philosophical and historical in orientation. The focus is upon the ethical issues, political events, and the legal mechanisms out of which the concept of “transitional justice” emerged and has since become institutionalized. The second section consists of topic-focused case studies on development-related issues - ranging from displacement and corruption to sexual violence and climate change - in different countries such as Yugoslavia, Argentina, Cambodia, Guatemala, Rwanda, among others. The details shed light on both the implementation of transitional justice proceedings in concrete settings, creating the basis for informed comparative discussions.

     

    Anticipated Terms Offered: Bi-Annually

  
  • IDCE 30322 - Adolescent Girls and International Development


    The adolescent girl has risen to the top of the international development and gender-equality agendas. One argument for this rise is that investing in girls can solve poverty, but only if they attend school and are protected from traditional social norms such as early marriage that threaten their educational trajectory. This course problematizes the promise of girls’ education, explores the multiple representations of girls, their problems and needs, and their rise to the forefront of the development agenda. Students will analyze how initiatives to educate and empower adolescent girls rely upon particular notions of a racialized, Third World Girl, intersecting with long-standing, global development processes and structures.

    Anticipated Terms Offered: Bi-Annually

  
  • IDCE 30325 - Controversial and Emerging Environmental Issues at the Science-Policy Interface


    This graduate course examines cutting-edge and controversial environmental challenges situated at the nexus of environmental science and environmental policy. Through a series of in-depth case studies, each week we tackle a specific controversial or emerging environmental issue from two perspectives: (1) scientific evidence framing understanding of the issue and (2) policy implications and desirable countermeasures to tackle the issue. By combing both social science and natural science perspectives, we will tackle a broad array of emerging topics at the forefront of scientific understanding and policy action. Topics will include marine plastic waste, urban waste treatment options, nuclear energy and waste, carbon capture and storage, nitrogen use, pesticides (neonicitinoids and glyphosphates), GMOs, methane emissions in agriculture, gas fracking, and natural resource (fish stocks and water) management, and deforestation. We will examine each of these issues from a range of geographical scales and locations. Some cases will be centered on the USA (e.g gas fracking) whilst others will be focused globally (marine plastic waste and fishing stocks). Other cases will involve a multi-national comparison of policy responses (e.g. GMOs, pesticides etc.). Our study of scientific evidence shaping understanding of the nature and dangers of the environmental challenge will highlight scientific uncertainties. It will also contrast differing scientific conclusions regarding the same environmental phenomena. Our study of policy will scrutinize both existing policies in place to manage the specific problem, and new or additional policy actions required for further addressing the problem. This graduate course is of especially high relevance to Environmental Science and Policy students, or other graduates interested in gaining scientific and policy literacy in an array of cutting edge environmental challenges. ES&P major undergraduate enrolments will be considered after consultation with the instructor.

    Anticipated Terms Offered: Varies

  
  • IDCE 30326 - Beyond Victims and Villains? Politics of Gender-Based Violence in the “Global South”


    Reductionist analyses of Gender-Based Violence (GBV) in the “Global South”, that often depict women as victims and men as villains, are embedded in the imagery and discourses of International media, politics, and the realm of International development. While GBV continues to be a predicament worldwide, this problematic representation of this region has served to reinforce cultural, religious, political, and moral stereotypes of the “Other.” How do we understand and critique GBV in the “Global South”? How can we acknowledge the seriousness of GBV without contributing to the stigmatization of particular communities and their representation as exceptional? How can GBV be understood and analyzed in a way that does not (re)produce the Orientalist and xenophobic stereotypes of victims and villains? This course aims to look at the politics of GBV as a highly complex and variable phenomenon, which intersects with a web of political, structural, and legal systems of oppression and power relations operating locally, regionally, and globally (Merry, 2011). The course will examine these structures of power that continue to shape and complicate the experiences of women and men in the “South” with violence. Reductionist analyses of Gender-Based Violence (GBV) in the “Global South”, that often depict women as victims and men as villains, are embedded in the imagery and discourses of International media, politics, and the realm of International development. While GBV continues to be a predicament worldwide, this problematic representation of this region has served to reinforce cultural, religious, political, and moral stereotypes of the “Other.” How do we understand and critique GBV in the “Global South”? How can we acknowledge the seriousness of GBV without contributing to the stigmatization of particular communities and their representation as exceptional? How can GBV be understood and analyzed in a way that does not (re)produce the Orientalist and xenophobic stereotypes of victims and villains? This course aims to look at the politics of GBV as a highly complex and variable phenomenon, which intersects with a web of political, structural, and legal systems of oppression and power relations operating locally, regionally, and globally (Merry, 2011). The course will examine these structures of power that continue to shape and complicate the experiences of women and men in the “South” with violence.

    Anticipated Terms Offered: Bi-Annually

  
  • IDCE 30327 - Ideologies of Race in Development


    This course explores the inherent silences in development discourse regarding “race”. We will explore how the colonial projects of civilizing the “primitives” was primarily a racial project that continues into modern day development. We synthesize historical, political, and anthropological approaches to examine how the beliefs in “racial” hierarchies dominated the ideologies of social evolution, eugenics, the missionary project, colonialism, slavery, and current international development. We will also explore how this racial discourse was appropriated by global resistance movements. This is a graduate seminar course. Students will be expected to lead a seminar discussion and write a 20-25 page research paper.

    Anticipated Terms Offered: varied

  
  • IDCE 30330 - Approaches to Community Health


    What makes a community healthy? Why do some community members thrive, while others consistently experience health disparities?  The social determinants of health - the conditions in which people are born, live, work, play and age have significant impact on individual and population health.  Similarly, the factors that influence community health and wellness are complex and inter-related such as health literacy, availability of services, culture, and social and behavioral norms, these issues require multi-disciplinary coordinated approaches across sectors.  In this course, you will learn:

    How to assess a community’s health and how to identify needs using evidence-based methodologies

    How to identify and select evidence-based approaches to solve problems

    How to empower and mobilize community members to engage in community health improvement efforts

    Paying particular attention to vulnerable populations, we will examine challenges and barriers communities face, as well as current movements that promote social justice and health equity across a variety of current and emerging threats to community health.

    Anticipated Terms Offered: Annual

  
  • IDCE 30334 - Special Topics


    This course addresses current or timely topics, that are in a pilot phase or that are known to be one time offerings.  Special Topics are unique for each instroctor and vary from semester to semester. May be repeatable for credit.

    SPRING 2019 TOPIC: THE STRUCTURE AND DYNAMICS OF INTERNATIONAL ENVIRONMENTAL CRISES

    This course proposes to look at a series of well-known environmental crises through key and original publications in order to explore their structure and dynamics, and apply critical thinking to the present debate on climate change.  A historical view will enable students to evaluate how crises evolved and were resolved (or not). The selected crises include population growth, chemicals/pesticides, biodiversity loss, and deforestation/desertification.  Other crises, such as water, erosion and disease will be the topic of group research and presentations. A political economy/ecology framework will be used to guide integrated thinking about the technical, economic and socio-governance aspects of the crises.  In the first two sessions the class will decide on key elements and a matrix to be the focus of analysis of each crisis. Key questions include the accuracy and use of “scientific data”, the importance of key publications and advocacy, how the crisis impacts decision-making and equity, the effectiveness of proposed interventions, distribution of costs and benefits, and others.  The linkages between crises will be explored and “lessons learned” for the climate change crisis developed.

    Objectives: At the end of the course students will:

    Have an understanding of the structure, function and dynamics of environmental crises

    Be able to engage and contribute to the climate change debate and other environmental issues as better informed citizens

    Be capable of clearly presenting ideas on environmental issues (both written and verbal) and work in a group

    Possess a framework and tools to think critically and systematically about environmental issues and crises especially climate change

    Built a broad based perspective on environmental crises and how they are interlinked

    Be familiar with key seminal works on crises and their pros and cons

    Possess a historical understanding of climate change

    Anticipated Terms Offered: every semester

  
  • IDCE 30338 - RUMORS, CONSPIRACIES, MISINFORMATION, AND HEALTH


    This course will look into different dimensions of risk in health, including the role of rumors, which can be a consequence or catalyst of unsafe health behaviors, conspiracies, and misinformation.

    Why do rumors and conspiracies attract so many believers? What are the implications of these statements and beliefs on health? How do we, as community health practitioners, inform the population on these important health matters, despite their unwillingness to believe the counter evidence?

    In some situations, rumors can have a positive role, lending information on outbreaks, or conveying appropriate caution. But in others, they can have catastrophic effects on individual and community health.

    The course will start by taking a look at historical obstacles to public-health initiatives such as early rejection of the smallpox vaccination campaigns. The course will examine of a number of case studies where health projects or initiatives did not go “as planned”; often situations where risks were not adequately considered and prepared for in the planning. Students will investigate what went wrong and what measures could have been taken to better anticipate or prevent the unexpected outcome.

    Anticipated Terms Offered: Every other year

  
  • IDCE 30360 - Spatial Analysis for Health


    This graduate-level course provides an introduction to Geographic Information Science and its application in public health research and practice. Each week incorporates a lecture and a computer lab that focuses on a health-care issue. Topics covered may include mapping disease rates, analyzing health outcomes, access to health care and health resources, environmental justice, exposure assessment, and social determinant of health. Students will learn how to visualize and analyze health-related and demographic data, and how to geocode tabular data. They will have the opportunity to develop their GIS skills using commercial and open source GIS software and to conduct their own independent research on a topic of their interest.

    Anticipated Terms Offered: Annually

  
  • IDCE 30365 - Global Issues in Education


    An upper-level undergraduate (juniors and seniors) and graduate seminar. The course will use the logic and principles of international and comparative education to explore the phenomena of education and international development as they pertain to a range of intersecting and cross-cutting themes. We will examine education historically and currently through issues such as globalization, aid and development, gender, youth, HIV/AIDS, and displaced and migrant communities.

  
  • IDCE 30391 - Introduction to Public Policy: Context and Analysis


    Nonprofit and public affairs professionals are faced with finding viable solutions to increasingly complex public problems-from raising revenue to fix congested roadways to reducing poverty. To do so they often rely on policy analysts to investigate problems, formulate solutions, forecast outcomes, and choose between competing policy proposals. This course introduces students to the major institutions and processes involved in the development and implementation of public policy in the United States. We will examine why some problems reach the public agenda, why some solutions are adopted and others rejected, and why some policies appear to succeed while others appear to fail. The course will also explore a number of contemporary issues in American public policy that can impact the work of nonprofit and public affairs professionals such as education, health, social welfare, immigration, and the environment.

    Anticipated Terms Offered: Annually (Module)

  
  • IDCE 30393 - Seminar in Social Applications of GIS


    Seminar in Social Applications of GIS Geographic Information Systems (GIS) is a powerful tool for data visualization and analysis. This graduate-level seminar investigates how GIS is used to understand and respond to an array of social, economic, and environmental issues. Specific topics will include: community mapping, local government decision making, geo-demographics, sustainable development, urban and regional planning, disaster preparedness and emergency management, health, poverty and environmental justice, and hunger vulnerability. Students will read and critically evaluate current literature on these topics and facilitate class discussions. Some applications will be illustrated through case studies with hands-on GIS exercises.

    Prerequisites: GEOG 190 /GEOG 390 /IDCE 310 - Intro to Geographic Information Systems 

  
  • IDCE 30396 - Politics and Policy: Responses to Sustainability, Climate Change, and Energy


    This course critically examines various political and policy measures implemented across the globe in response to various sustainability, energy and climate change challenges. Through multiple case studies we will approach the broad theme of environmental politics, governance and policy from three dimensions: global, national and city-level. Global level political and policy frameworks will focus on the United Nations Framework Convention on Climate Change and the Kyoto Protocol. National level responses will focus on policy solutions and climate governance in the context of the European Union (Emissions Trading Scheme and various GHG emission and renewable energy targets) and the USA (taken as an example of a nation without an effective national climate policy). After examining the socio-cultural factors, strengths, impacts and limitations of international and national level political responses to climate change and sustainability we will then analyze the experiences of several frontrunner cities around the globe implementing innovative policy responses to climate change in the building sector. These cases will include several large cities from Asia (Hong Kong, Singapore, Tokyo), USA (Chicago, San Francisco, Seattle, Houston and New York) and Australia (Sydney and Melbourne). We will also examine innovative policy initiatives by other small communities around the USA to hasten societal transitions towards sustainability.

    Anticipated Terms Offered: annually

  
  • IDCE 30397 - People on the Move Research Studio


    Refugee Integration in Worcester

     

    People on the move, including refugees, migrants, and undocumented movers, can be hard to incorporate in standard social science methodologies and difficult to include in participatory research. The first third of this full-semester participatory research studio familiarizes students with innovative techniques for producing knowledge of mobile people’s lives, livelihoods, and concerns in a collaborative way, and promotes understanding of local, state, and national policies for refugee support, integration, or management. During the middle of the semester, students will participate in an action research project with refugee participants, agency staff, and other researchers (project may change from year to year). Analysis of data, write-up, and community sharing take place in the final part of the semester. This year, we will be exploring Refugee Integration in Worcester-Best Practices with community partners and practitioners.

    ID or IDCE research methods course - can be taken concurrently

    Prerequisites:
     

    Anticipated Terms Offered: annually

  
  • IDCE 30398 - Innovation and Societal Transformations Toward Sustainability


    This course examines the various forms of scientific, social, technical and political innovation required to drive societal transformations towards sustainability. In particular, we will focus upon the way by which science (and universities in particular) contribute to societal innovation through cross-sector networks with various stakeholders from government, industry and civil society. We begin by examining the evolution of the modern research university and the global emergence of the entrepreneurial university and technology transfer to industry. After identifying trends and problems with traditional forms of technology transfer and university-industry collaboration, we will consider the need for alternative forms of university-stakeholder collaborations for tackling complex sustainability problems. From here our course will explore through case studies various emerging innovation attempts around the world to trigger societal transformations towards sustainability. Various analytical lenses used include “living laboratories”, “climate experiments”, “environmental governance” and “sustainability transitions”, in addition to emerging concepts of “co-design”, “co-production” and “co-creation” for sustainability. The examination of real-life partnerships (particularly in the New England region) for spurring innovation towards sustainability will form a key component of this course. Students will also gain firsthand knowledge via field trips to Boston (University of Boston) and the City of Cambridge (MIT and Harvard) and live SKYPE interviews with key actors in various locations across the USA and Canada.

    Anticipated Terms Offered: annually

  
  • IDCE 30399 - MDGs and the Post 2015 Development Agenda


    This course explores the politics and practice of global development “policy” by critically examining the Millennium Development Goals (MDGs) and the post-2015 Sustainable Development Goals (SDGs), including their systems of design, targets, participation, commitments, responsibilities, implementation, accountability, and funding. The course draws on the analytical framework of global public policy and governance that examines the complexity and tensions of pursuing international development cooperation in the context of national sovereignty. We will also explore the contradictions inherent in efforts to “improve lives” around the world. The course consists of three inter-related sections. For the first few weeks we will examine concepts of global development policy and planning by exploring the various frameworks that underpin post-war development governance. This approach will help us understand how various stakeholders - states and institutions - construct the global development apparatus. In part II of the course we will explore the history, politics and core principles of the Millennium Development Goals and the new Sustainable Development Goals, as well as their aspirations, achievements and failures. The final section will look at the multiple consequences (intended and unintended) of the post-2015 development agenda.

    Anticipated Terms Offered: annually

  
  • IDCE 30701 - Beyond the Population Bomb: Rethinking population and the environment in an era of climate change


    Population, or “overpopulation,” has long been blamed as a primary reason for environmental problems, including climate change. In this class, we will examine the gendered and racialized ways that environmental thinkers have framed population in relation to resource scarcity, food insecurity, conflict and violence, environmental degradation and climate change. Starting from the 1948 bestsellers Our Plundered Planet and Road to Survival to the 2014 coffee table book, Overdevelopment, Overpopulation, Overshoot, we will analyze environmental discourses that call for population reduction to address environmental issues. We will explore how these discourses influence environmental activism, impact sexual and reproductive health policy, and fuel anti-immigrant rhetoric, while obscuring the complex contributors to environmental problems. In the class, we will look to reproductive, environmental and climate justice movements to find frameworks that propose action on environmental issues while fighting for social justice.

    Anticipated Terms Offered: Fall

  
  • IDND 011 - Making a Difference


    This course will offer a scholarly perspective on “making a difference,” defined as the many varieties of social change ranging from philanthropy to political activism. Students will analyze how others have made a difference in a range of times and places, and will learn skills to make a difference at three levels: in their lives, on the Clark campus, and in the city of Worcester. This is a multi-disciplinary course in which readings will be derived from the fields of sociology, psychology, community development, urban studies, education, social policy, and political science. Themes of personal growth, leadership, collaboration, and activism will be explored. In addition to writing assignments, students will be expected to participate actively in class discussions and experiential exercises, as well as complete a structured service placement in a neighborhood agency. The concluding assignment will be a proposal for community-based social change activity.

    Prerequisites: VE placement required

    Course Designation/Attribute: VE

    Anticipated Terms Offered: unknown

  
  • IDND 018 - Expository Writing


    Centered on student writing, this course teaches the writing process, emphasizing revision. Students write informal exercises and essays. This course is required of some students.

    Anticipated Terms Offered: Offered every semester

  
  • IDND 019 - Fiction on the Fringe: Crimes, Addictions, and Psychoses


    This course examines representative works of 20th century fiction (both literary fiction and film) that deal with the social or psychological outcast(s). While studying these works of fiction, students will primarily focus on each author’s/filmmaker’s construction of narrative point of view and characterization, both of which help create the marginalized figures who dominate the novels/films. These marginalized characters allow the authors/filmmakers to question and critique traditional, mainstream society’s morals, values, laws, and codes of behavior. Students will also investigate the novels’/films’ subjective versus objective realities and the differentiation between marginal versus mainstream ethos.

    Prerequisites: VE placement or IDND 018  

    Course Designation/Attribute: VE

    Anticipated Terms Offered: varied

  
  • IDND 021 - Queer Horror


    From Frankenstein to Freddy Krueger, the horror monster has thrilled and terrified horror fans for decades. What the general audience might not recognize is how the monster embodies society’s anxieties, particularly those involving sexuality and gender. In this class, we will analyze a selection of horror novels and films, paying attention to how the monsters are “coded” as queer, exploring how the monsters are representations of popular culture’s changing views on queerness, and considering how and why the queer monster has evolved over the decades. We will also consider how a queer audience might have responded to these monsters.

    Prerequisites: VE placement required

    Course Designation/Attribute: VE

    Anticipated Terms Offered: -

  
  • IDND 022 - Writing: Horror, Serial Killers & the Grotesque


    Fall 2018 Topic: Writing: Horror, Serial Killers & the Grotesque

    This course aims to understand the location of evil within text and visual media of the past and present: the evil of “the other” and the outsider, versus the evil within ourselves. We will research and discuss infamous names like Ted Bundy, Ed Kemper, Aileen Wuornos and Ed Gein as serial killers of American history. We will study the disturbing annals of Grimm’s fairy tales written far before Walt Disney got his hands on them. Students are encouraged to be creative, insightful and open-minded, especially in narrative voice and analysis within formal and informal assignments assigned throughout the semester.

    *Disclaimer: Some of the texts, television and films viewed as part of this class may be disturbing. They may contain forms of violence, harsh language, and horror in its many shapes and sizes in order to understand and analyze human monstrosity both in ancient and current history. If you are at all uncomfortable with the previously stated themes, this course may not be the right fit for you.

    Prerequisites:  

    Verbal Expression placement or previous completion of IDND 18

    Course Designation/Attribute: VE

    Anticipated Terms Offered: Fall

  
  • IDND 025 - Community Leadership: Building Student Engagement


    Transitioning to a new academic community comes with great expectations, an opportunity to define your sense of self, and the chance to grapple with new ideas and to experiment with different approaches to learning. This course will explore a broad definition of leadership to prepare students for an engaged and purposeful role as members of the Clark community. Through dialogue and readings from multiple disciplines/genres, students will increase their knowledge about community values, relationships, and responsibilities. Students will be challenged to answer four questions as they transition into the Clark community: who am I; who am I as a new student at Clark; what does it take to be successful inside and outside of the classroom; and what is my role and purpose in this community? Course readings, research, and writing assignments will focus on ethical wisdom, intentional decision making, and personal values.

     

    Course Designation/Attribute: VP

    Anticipated Terms Offered: unknown

  
  • IDND 030 - LEEP Fellows Symposium


    This course is designed to prepare and support students completing LEEP Projects.  The goal of this course is to provide a forum through which students learn how to communicate their experiences completing problem-based projects in various ways to different audiences.  The course will emphasize communication skills, project development, proposal writing, professional development, and reflection.  By the end of the course, students will be able to integrate their summer experience with both their academic coursework and professional goals, and communicate this in a number of ways to different audiences.
    This course is required of all students completing LEEP Projects.

    Anticipated Terms Offered: every summer

  
  • IDND 050 - Unpacking the Journey: Post-Study Abroad Reflections


    A half-credit course, taught Pass/Fail, available to any student who has completed any Clark-approved Study Abroad program. A medieval Berber traveler and scholar once said “Traveling - it leaves you speechless, then turns you into a storyteller.” In this course, you’ll tell your story, and engage with the stories of your peers and with seminal works of others who have returned changed.

    How might you explore and articulate your transformations? How do you integrate the experience of living and learning away from home with the rest of your Clark life? The goal is to gain an awareness of how study abroad has shaped your personal and academic growth, and to gain a greater understanding of how to inincorporate this journey into your life journey.  

    Prerequisites: Students must have completed any Clark Study Abroad program.

    Anticipated Terms Offered: Fall or Spring

  
  • IDND 052 - Writing: Sense of Place


    The literature of place and nature is vast. Here is a sampling of some favorite writers who have a special connection to, and reverence for, the earth. To narrow our focus, think of this class as a trek into hidden corners, and sprawling vistas of North America. Class investigations of nature and place will center on responses in our Reading/Writing Journals and group discussion of readings.  Each member of the class will have a turn teaching/leading group discussion alone or with a partner.  Nonfiction is the primary literary genre you will study.  Portions of this course will be run as a writing workshop to help you through all the steps in the writing process:  planning, drafting, revising and editing. We will also learn to be active readers-active reading ensures deeper connections between readings and clear thinking which translates to thoughtful, moving writing. 

    Prerequisites: IDND 18 or Verbal Expression placement

    Course Designation/Attribute: VE

    Anticipated Terms Offered: Fall 2018

  
  • IDND 066 - Global Society


    The globalization of cultural, economic and political life is a defining theme of modern existence. Globalization presents the possibility of a common humanity. It also offers the reality of peoples in intimate contact, yet utterly divided. The great international institutions of the 20th century-the United Nations, the IMF, World Bank, and the World Trade Organization-try to reconcile these differences. Yet they also re-assert Western dominance. This course provides a wide-ranging, historical and theoretical  introduction to these themes of global society. Fulfills the Global Perspective.

    Course Designation/Attribute: GP

    Anticipated Terms Offered: Offered every year

  
  • IDND 087 - Challenge Convention, Change our World


    The motto of Clark University is “Challenge Convention, Change our World.” But how does societal change happen? What theories and paradigms exist to help us understand when change occurs or fails to occur? This course will use a series of case studies to introduce students to the analysis of societal change. Among the cases we will study are Clark’s role in its Worcester neighborhood, social entrepreneurship in health care, contemporary social movements as a force for change, and efforts to improve educational opportunity in schools. Whatever your intended major, this course provides a foundation for your success at Clark. Students will have the opportunity to develop their own case studies, and will be presented with different ways of building capacity to lead and effect change. We will encourage social learning through dialogue and classroom discussions, lectures, multimedia presentations and guest speakers, capacity-building activities, and written assignments.

    Prerequisites: VE Placement

    Course Designation/Attribute: VE

    Anticipated Terms Offered: unknown

  
  • IDND 101 - American Sign Language I


    This course is an introduction to American Sign Language (ASL), a visual/gestural language used by deaf people in the United States and Canada. Students learn visual readiness skills to recognize and express spatial relationships and to use appropriate non-manual signals, such as facial expressions and body movements. Course topics include communicative functions, vocabulary, grammar and cultural aspects of the deaf community. The course also covers functional communication to help students understand the needs and history of the deaf as well as their community. Students learn the differences between American Sign Language and oral communication for the deaf.

    Anticipated Terms Offered: Offered every year in the fall

  
  • IDND 102 - American Sign Language II


    A continuation of American Sign Language (IDND 101), including grammar, basic vocabulary, manual alphabets/numbers, and visual gestural communication. ASL written code will also be covered.

    Prerequisites: IDND 101

    Course Designation/Attribute: LP

    Anticipated Terms Offered: Every Spring

  
  • IDND 110 - Becoming a Problem Solver


    This course -­‐ in combination with the Social Innovator’s Toolbox and the daily work at an internship -­‐ will help you develop four Power Tools and two essential Daily Practices that will improve your ability to solve problems big and small. The Tools and Practices presented in this course will start you down the path to becoming a great problem solver, which will in turn make you a more valuable employee now and in the future, and help you to become a contributor to solving the many tough challenges facing humanity.  Work for this course includes five orientation boot camp days, the Friday reflection and workshop days, and the final showcase.

    Course Designation/Attribute: POP

    Anticipated Terms Offered: fall, annually

  
  • IDND 112 - The Social Innovator’s Toolbox


    This course will expose students to the concepts and practices associated with social innovation and social entrepreneurship - i.e., the development and growth of new, sustainable, and scalable approaches to the major social economic, and environmental challenges facing society.  Students will learn a variety of tools and methods used for the development, implementation, management, and assessment of social solutions that they will be able to use over the course of their careers. 

     

    This course provides the theoretical foundation and academic counterpart to the Social Innovation Fellowship and Social Innovation Fellowship Workshops.  The course will emphasize the systemic, interdisciplinary, and often cross-sector nature of both the problems and their solutions.

     

    As a course rooted in the social sciences, students will learn some basic concepts of social science methodology and data collection techniques and analysis.  This will be important to support their ability to read, understand, and interpret some of the research and data driven materials we plan to use in the course.  In addition, there will be an emphasis put on using a systems approach to understanding the complexity of the social issues we will cover.  While students’ internships will provide one context for their understanding of social issues, the course will aim to provide the broader cultural, community, and societal contexts relevant to how issues arose and what solutions are the most likely to succeed.

     

    Student learning will be assessed through a set of writing assignments and a group project with writing and presentation components.  As a seminar course, students will experience the course as highly participatory and interactive, experiential and dynamic.  Students will actively engage with instructors and each other on the complex social issues facing our society using a variety of sources including texts and articles, cases, video, and guest speakers. 

     

     

    Prerequisites: VE PLACEMENT OR IDND 018

    Course Designation/Attribute: VE, POP

    Anticipated Terms Offered: fall

  
  • IDND 120 - Exploring Liberal Education and the World of Work


    Exploring Liberal Education and the World of Work is a course designed to encourage students to explore connections between their Clark education and their future.  The goal of this course is to provide a forum through which students learn how to articulate the benefits of a liberal education, broadly and personally.  In this course, students will explore, discover, and evaluate their own interests, values, strengths, and skills while examining possible connections to academic programs and employment opportunities.  By the end of this course, students should be able to link their Clark education to their personal and professional goals, and communicate this succinctly to multiple audiences.

    Course Designation/Attribute: no PLS, but this is an FYI

    Anticipated Terms Offered: spring

  
  • IDND 140 - Race, Health, and Social Justice in United States History


    IDND 140: Race, Health, and Social Justice in United States History

     

    Students will examine the inextricable connectedness of race and racism to medicine, science and health care throughout United States history. Race and health will be studied as historical phenomena that rely on the constructions, productions and experiences of each other.  Despite examining race writ large, we will focus on the African American experience within the medical and health services delivery system of the United States. Students will explore how public health, medical, and scientific authorities have conceptualized, portrayed and treated African Americans as both individual “patients” and as a “racial” group, writ large. We will also explore how political and cultural authorities have used health and medical sciences to enact racist ideas and policies. Furthermore, students will assess the ways in which individual African Americans and predominantly African-American organizations have earned for themselves quality and equitable health care services, thus constituting an important American social movement. African-American doctors, nurses, scientists and political activists play important roles in many of the histories that students will read and discuss. This course progresses chronologically and thematically. It is designed to be topical, not comprehensive.

     

    Course Designation/Attribute: Historical Perspective (HP)

    Anticipated Terms Offered: Fall 2017

  
  • IDND 189 - Peer Tutoring


    This course is designed to provide exposure to the learning theory behind and practice of academic tutoring. Through readings, workshops, video trainings, and practical tutoring sessions, students will gain an academic understanding of the tutoring process and develop their own skills in tutoring.

    The grading option is mandatory Pass/Fail. Credit is 0.5 unit. SOPH, JR or SR Standing and Permission of instructor.

    Anticipated Terms Offered: varies

  
  • IDND 190 - Peer Tutor Mentoring


    This course is designed to provide the opportunity to mentor novice tutors through exposure to the learning theory behind and practice of academic tutoring. Through readings, workshops, video trainings, and practical tutoring sessions, students will assist peers with gaining academic understanding of the tutoring process and to develop further their own skills in tutoring.

    The grading option is mandatory Pass/Fail. Credit is 0.5 unit. Minimum GPA of 3.30; SOPH, JR & SR standing and permission of instructor.

    Prerequisites: IDND 189

    Anticipated Terms Offered: varies

  
  • IDND 200 - Advanced Topics in Gender, Race, and Area Studies


    SPRING 2108 Topic: LGTBQ Social Movements Across the Global Line

    Global LGTBQ communities have successfully utilized various cultural, political, and legal strategies to enact social change: marriage equality, transgender visibility, job protection, and parental rights, to name a few. However, the pace of civil rights has not progressed evenly. LGBTQ people are not only denied their basic legal rights in many nations, government sanctioned violence toward LGBTQ people is increasing on a global level. Students will grapple with these historical, political and cultural tensions in a number of ways. First, students will examine the history of international LGBTQ social change that began with the Second World War. Next, students will explore the causes and ramifications of current discriminatory policies and actions against LGBTQ people in various geographical localities. Thirdly, students will engage in an action-research project in which they utilize the history to confront the current issues. The Center for Gender, Race and Area Studies (CGRAS) is offering LGBTQ Social Movements as its first course that connects CGRAS’s seven different interdisciplinary programs: Africana, Holocaust and Genocide, Latin American and Latino, Peace, Comparative Race and Ethnic, Asian, and Women’s and Gender Studies. Not only will the disciplinary standards of these programs frame the course, students will complete their final projects through the academic lenses of these various programs.  May be repeatable for credit.

    Course Designation/Attribute: VP, DI

    Anticipated Terms Offered: Periodically

  
  • IDND 215 - Collaborative Learning: Facing the Uncertain Human Future


    Collaboratives are an opportunity for students, faculty, and community partners to engage in genuine inquiry and a collective search for insight as they pursue a deeper understanding of the current and future challenges posed by a changing climate.  Collaboratives rely on horizontal learning and shared responsibility for the scope of questioning, an iterative learning process, and engaged praxis. Participants will begin their collaborative experience in an initial session of the Council on the Uncertain Human Future. From that common ground, members of a Collaborative will spend a semester moving through the following three questions:

    1. What is the issue, question, dilemma that we most want to grapple with? 
    2. What do we need to know now?
    3. What do we choose to do, given what we know?

    For the duration of the collaborative experience, collaborative members will participate in a cycle in which they move from reflection and discernment to observation, application, action, and a return to reflection.  Collaboratives are intended to be dynamic, emergent, and iterative, therefore the direction of inquiry, the process of discernment, and the arena of action or intervention will be determined by collaborative members.  The collaborative experience is designed to build a learning community in which students, faculty, and community members practice establishing horizontal relationships of teaching and learning in which they grapple with an issue or problem of collective concern.

    Course Designation/Attribute: NA

    Anticipated Terms Offered: 1 or 2 annually

  
  • IDND 297 - Honors


    Readings and research for students in the honors program. May be repeatable for credit.

    Anticipated Terms Offered: Every Semester

  
  • IDND 299 - Directed Study


    Undergraduates, typically juniors and seniors, construct an independent study course on a topic (in an area not covered in regular courses) approved and directed by a faculty member.  Offered for variable credit.

    Anticipated Terms Offered: Every Summer

  
  • IDND 1130 - Writing to Heal


    An exploration of writing as a tool in maintaining health and well being. We will look at the medical and psychological research that supports the belief that writing boosts in the immune system, reduces emotional distress, and lessens physical pain for some people. Through hands-on practice and group sharing we will become familiar with the ways in which the literary arts are tools for personal growth.

  
  • IDND 1300 - Game Over: Narrative in Video Games


    We will take a comprehensive and analytical approach to a common leisurely activity. This course will examine a variety of videogame genres, from side-scrollers and first-person-shooters (FPS) to roleplaying games (RPGs). Each offers a unique player experience, as well as varying degrees of interactivity within the story. Close examination of recorded gameplay footage and critical texts by an array of social, cultural and gaming scholars will inform our investigation of videogames as a continually evolving art form.

    Anticipated Terms Offered: varied

  
  • IDND 1630 - Another Way of Seeing: The World View of the Bible


    We will see how a particular way of looking at God, the world and the nature of humanity emerges by tracing the historical development of the people of Israel through to the early followers of Jesus. This way of seeing will provoke thought, challenge our own presuppositions and engage us in lively conversation about the bible and its meaning. This course assumes no prior knowledge of the Bible, but will require students to interact with the biblical material by reading significant portions of it from each of its different genres. The readings, discussions and presentations will challenge students to let the Bible speak for itself and draw their own conclusions accordingly. Students will also explore areas of personal interest and share their discoveries with the class.

  
  • IDND 1670 - Children’s Literature


    No doubt everyone has a children’s book they remember loving or having a particular impact. When books appeal to a child’s interests in natural, interesting ways, they develop a realtionship with literature that will last a lifetime. Students will learn how to recognize best literature for children, compile a children’s literature book summary, participate in discussions of the genre, and create an original example of literature for children.

  
  • IDND 2000 - Special Topics: Interdisciplinary


    This course addresses current or timely topics, that are in a pilot phase or that are known to be one time offerings.  Special Topics vary from semester to semester.

    May be repeatable for credit.

    SUMMER 2017 TOPIC: YOUTH CULTURE IN CUBA - This course will address topics related to youth culture in modern Cuba, including opportunities for youth to express themselves creatively, socially, and politically. Readings for this course will range from scholarly articles, newspaper articles and blogs, to documentaries on Cuba’s economy, political structure, history, and culture.  This course includes travel to Havana, Cuba from June 18-June 27, 2017. In Cuba, students will participate in lectures, site visits, and service learning opportunities regarding youth culture. There is a fee of $2,680 associated with this course. To register for this course, students must have successfully submitted an application and been approved as a program participant in February 2017.

    Anticipated Terms Offered: varied

  
  • IDND 2180 - Malefica: Origin of Witchcraft


    Examines the mythological inheritance of European civilization that eventuated in the Witch craze of the Middle Ages through the Reformation as well as the development of pagan Wicca from the 18th century to the present day. Topics covered include goddess mythology, the Witch craze, Salem, Wicca and ecofeminism. Readings will include poetry, fiction, and drama as well as historical documents and various myths.

    Prerequisites: A compositon course or VE fulfilled.

  
  • INTL 1140 - Health, Culture and Illness


    Examines the importance of social and cultural factors in the field of medicine. It focuses on: provider self-awareness of health, illness, familiar folk remedies, traditional health beliefs and practices. Also investigated are the relationships between health care professionals, health institutions, patients, the organization and utilization of health services; the comparative examination of health systems from the cross-cultural perspective and the exception of healthcare illness as a social and cultural phenomena.

  
  • INTL 1150 - Exploring Hispanic Culture


    The Hispanic culture is rich and vibrant and we will come to a greater appreciation and understanding of it through an examination of its literature, poetry and films. The films we will view will be both popular and famous in Latin America and Spain and our readings will be from writers, contemporary and historic, that are well known not only in their own country but around the world (Isabel Allende, Vargas llosa, Gracia Lorca, Cervantes. etc.). Through our assignments there will be an opportunity for us to participate in a more in depth study of various aspects of Hispanic culture and traditions. By the end of the semester you will have acquired a greater understanding, interpretation and response to the Hispanic culture.



  
  • INTL 1240 - Our World, Our Future: THe Philosophy and Politics of Sustainabliltiy


    We live in a world that is slowly coming to terms with its own limitations. Whether in scientific journals, or in the daily news, the future looks pretty bleak.  We constantly hear about the environmental crisis, the climate crisis, the ecological apocalypse and the energy crisis. While we are plagued by crises, questions about our common future have once again gained immense political currency and popular traction. In such a time, it becomes important to ask ourselves questions about sustainability so that we can act in ways that remediate our current crises, and offer alternatives to prevent them in the future. In this course, we start to do so by first exploring the concept of sustainability as it is understood in various philosophical traditions. We then explore the politics of sustainability in the context of various environmental issues to understand why sustainability is such a pressing issue by looking at the consequences of various unsustainable practices and actions. These issues range from global climate change, mining, pollution and waste, to energy and food systems. In the final part of the course, students will develop their own toolkit for sustainable living, connecting their individual lives with larger systemic conditions.

    Anticipated Terms Offered: varies

  
  • INTL 1560 - History ofRussia to 1861


    A study of Russia from the Kievan period to the emancipation of 1861 with special attention to such topics as the Byzantine influence, Westernization, technological development, art and literature, and the Russian revolutionary tradition. Emphasis is on societal and cultural evolution, as well as essential political problems.

  
  • INTL 1570 - Twentieth Century Russia: 1861 to Present


    This interdisciplinary survey course focuses on the major political, intellectual, ideological, social and cultural forces that shaped Soviet Russia during the pre- and post-revolutionary movement and the politics of the autocracy to the Brezhnev regime in the 1970s. Themes include the Russian autocracy, the ideology of Marxism-Leninism, the origins of the Cold War, the rise of Khrushchev, Brezhnev and Gorbachev, de-Stalinization and Soviet foreign policy. Students also examine a series of more contemporary topics of the Commonwealth in transition.

    Anticipated Terms Offered: varies

  
  • INTL 1580 - Art of America’s First Peoples


    An overview of the visual traditions of the Native Peoples of North America focusing on major cultural divisions, characteristic art forms and lifestyles: Woodlands, Plains, Southwest, Northwest Coast, California and Inuit. The course covers ancient traditions, the historic period and contemporary trends.

  
  • INTL 1590 - Africa-Art of a Continent


    African images and ideas from the distant past to the post-modern present will challenge your imagination as we examine ‘how we look at’ and ‘how we see’ African art. Our use of a thematic approach alows for an exploration of ideas that cut across many cultural zones, while case studies provide a more complex view of artworks, aesthetics and their communicative and symbolic functions within specific societies-today and in the past. We will use films, selected readings and lecture to approach (selectively) the rich and duverse artistic heritage of the vast continent of Africa.

  
  • INTL 1640 - Chinese Film Studies


    This class aims to familiarize students with not only the overall history of Chinese cinema but also recent significant filmmakers and their works in Mainland China, Hong Kong, and Taiwan. The class will begin with a brief and general survey of Chinese films since the 1920s to the present. As the semester continues our main focus will include films directed by the fifth generation and other important filmmakers in Mainland China as well as award-winning filmmakers in Hong Kong and Taiwan.



  
  • INTL 1650 - International and Environmental Politics


    The Earth is Warming! The Climate is changing! We have too much snow! We have too little sun!

    If you live in the northern hemisphere, you’ve either heard all of these things, or said them yourself! Sometime during this last decade, while the world’s leaders were figuring out how to increase wealth and improve standards of living, the world itself has come upon an impending global environmental crisis. Suddenly, it would seem, the environment has become a momentous site of contention and conflict.  To understand this increasing occurrence of environmental conflicts in its local and global context, and further explore ways to manage and mitigate such conflicts, in this class, we will take a keen look at environmental politics. We start by asking, ‘what is the environment’ and ground ourselves theoretically by using the concept of ‘environmental justice’. We then explore various case studies from around the world, aiming to understand a) the socio-ecological origin of the conflict, b) the claims, grievances and demands of those engaged in conflict, and finally, c) the role of environmental governance in managing, mitigating and resolving such conflicts. The case studies will be drawn from different parts of the world, within four broad themes, representing different ways of understanding the environment.  

    Anticipated Terms Offered: varies

  
  • INTl 1680 - Eastern Thought/Western Literature


  
  • INTL 2010 - Change Comes to the Village


    This course will examine the disruptive impact of sudden changedriven by many factors including war, resource extraction and population pressureon traditional societies. Some societies have found ways of adapting aspects of the modern world to ways of life that have remained essentially unchanged for thousands of years, while others have all but collapsed. Students will look at specific examples of how change has affected traditional cultures in Afghanistan, Nepal and Alaska.

  
  • INTL 2030 - World War I: The Great War in Society, Literature, and Culture: 1914-1919


    Described as the axis on which the 20th century has revolved, World War I stands out in history as the cataclysmic backdrop to the beginnings of the modern age. We will consider the origins of the war in the industrial and imperial expansionism of the previous half-century and the determinism of diplomatic alliances that locked countries into a conflict perceived as unavoidable.
     

    Anticipated Terms Offered: varies

  
  • INTL 2060 - Secrets of the Sisterhoods: Inside the Red Tent


    Throughout history, have women been observers in a man’s world, or simply participants and leaders in different ways? How do women of varying time periods and cultures view the world and their roles in it? These questions and more will be explored via modern and historical fiction novels, essays, films, discussion and oral history documentation, focusing on “global sisterhood.”

  
  • INTL 2090 - Twentieth Century Europe: Versailles to European Union


    In 1900 Europe was made up of the most dominant industrial and politically powerful states in the world. No other region could compare with Europe in military power and political influence. Only the United States compared with Europe in terms of wealth and productivity. We will investigate the cataclysmic events in Europe from the conclusion of World War I to the rise of a united Europe and the European union formed at Maastricht in 1993.

    Anticipated Terms Offered: varies

  
  • INTL 2110 - Warfare and Society in Modern Europe


    Modern European history cannot be understood without also studying the history of war. Nor can military developments in Europe be viewed in isolation, without considering the broader social, political, cultural, economic, and technological context within which Europeans fought their wars. This course explores the military history of Europe and those portions of the world in which European military institutions and practices dominated from the French Revolution through the present. We will situate the European imagination and practice of war within the larger fabric of European “state-making” and society and relate military strategy and operations to the pursuit of global power and empire. Examining European practices of machine warfare, military exterminism, and genocidal war, we will pay special attention to languages, conceptions, and experiences of war and the use of military force across the civil-military divide. This is not a course devoted to tactics and military operations. Although we will not ignore the development of strategies within which to apply organized, socially sanctioned armed violence, our goal is to to integrate the study of warfare in Europe with social, political, economic, and gender history in order to better understand the all-encompassing activity that war has become.

    Anticipated Terms Offered: varies

  
  • INTL 2210 - Rise, Fall and Rebirth: Germany in the 20th Century


    Germany has stood at the center of world events throughout the twentieth century; its crises have profoundly impacted Europe and the United States for over the past hundred years. Germans helping plunge Europe into Worl War I, were responsible for the Second World War, and perpetrated the Holocaust. Beginning with the transformation of 19th century Germany into an industrial world power with a thriving, liberal middle-class, we will examine Germans’ role in World War One, the Weimar Republic, and during National Socialism and the Holocaust. We will pay particular attention to the “catastrophe” that was German history from 1914-1945, asking whether Germany developed along a special path (Sonderweg), what made possible the rise of Hitler, yet remaining open to the possibilities of the Weimar Republic. We will then explore the division of communist East and capitalist West Germany and the fall of the Iron Curtain, and ask how Germans successfully transitioned from autocracy to democracy after 1945. After 1945, West Germany, a NATO memeber, developed into one of the strongest economies in the world, while East Germany, part of the Warsaw Pact, became one of the most repressive regimes in Europe. Today, Germany’s stability is at the heart of a new post-Cold War Europe and the driving force behind the European Union.

    Anticipated Terms Offered: varied

  
  • INTL 2300 - Intercultural Communications


    Utilizes theory and practical applications to provide participants with the knowledge and skills necessary to communicate effectively among culturally diverse persons. Areas of study include: conflict management, culture shock, training, ethics, intercultural sensitivity, diversity in the workplace

  
  • JAPN 101 - Elementary Japanese I


    Introduces the Japanese language, emphasizing speaking, listening, reading and writing skills.

    LP upon completion of 102

    Anticipated Terms Offered: Offered every year

    Placement Guidelines
    Please visit the Department of Foreign Languages and Literatures for the language placement guidelines.

  
  • JAPN 102 - Elementary Japanese II


    Second half of elementary Japanese. Continues the focus on developing basic language skills in reading, writing, speaking, and listening.

    Course Designation/Attribute: LP

    Anticipated Terms Offered: seond half of the semester

  
  • JAPN 103 - Intermediate Japanese


     

    A continuation of first-year Japanese, emphasizes mastery of more complex grammatical forms, increased oral proficiency, and cultural competence.
    Primary emphasis is on building critical vocabulary and understanding Japanese behavior patterns.

    Prerequisites: JAPN 102 or permission.

    Course Designation/Attribute: LP

    Anticipated Terms Offered: Offered every year

    Placement Guidelines
    Please visit the Department of Foreign Languages and Literatures for the language placement guidelines.

  
  • JAPN 104 - Intermediate Japanese II


     Consolidates basic language skills for students who have completed JAPN 103 or its equivalent. Further extends vocabulary and key language structures, such as honorific and humble expressions, to provide a solid foundation for language proficiency. Emphasizes development of language skills in cultural context.

    Prerequisites: JAPN 103 or Placement

    Course Designation/Attribute: LP

    Anticipated Terms Offered: varied

  
  • JAPN 110 - Japanese Pop Culture: Narratives of National Identity


     

    We will examine popular culture in Japan - literature, film, anime, music, visual art - from the 80’s to the present, for ways it both shapes and reflects issues of cultural and national identity. Engaging with theories of popular culture and globalization, we will explore the production, consumption, and export of popular culture narratives about Japan. Topics for consideration include: Japanese “uniqueness”; gender role (de-)construction; historical consciousness and collective memory; cross-cultural fandom; kawaii and the contradictions of technology. Fulfills the Verbal Expression requirement. You must be placed at the Verbal Expression level to be admitted into this seminar.

     

    Prerequisites:  

    VE Placement required

    Course Designation/Attribute: VE, DI

    Anticipated Terms Offered: bi-annually

  
  • JAPN 190 - Japanese Women Writers


    Explores Japanese poetry and prose in translation, from the literary tradition of 10th- through 11th-century Japan, through the reawakening of women writers in the early modern period to contemporary writers popular both in Japan and abroad. Emphasis is on the cultural context of author and audience and the changing role of women in Japanese society.

    Prerequisites: IDND 018 or VE Placement

    Course Designation/Attribute: VE

    Anticipated Terms Offered: Offered every other year.

  
  • JAPN 275 - The Japanese Warrior Tradition


    Course Description:

     

    This seminar will explore the construction of the Japanese samurai in literature and film. How have the ideals of the warrior tradition become such a powerful component of Japanese self-understanding as well as a key global signifier of Japanese cultural identity? How have representations of the samurai ethos from 1300 to the present informed gender norms, social expectations, and national identity? Students will investigate the historical and contemporary image of the samurai in a wide range of cultural production: literary texts, philosophical writings, art, film, and anime.

     

    Anticipated Terms Offered: Bi-annually

  
  • JAPN 280 - Memory and National Identity in Post-War Japanese Fiction and Film


    This seminar will explore Japanese literature and film from 1945 to the present as a response to dramatic and total defeat in World War Two. What is the legacy of WW2 for Japanese cultural production? How has the memory of the war shaped the themes of novels, manga, film and other forms of artistic expression? How has post-war literature both reflected and transformed issues of national identity? What do these works reveal about modern, and post-modern, Japanese constructions of the self? From atomic desert to economic powerhouse, we will consider the cultural context of post-war trauma and subjugation, of war guilt and its denial, of affluence and anomie: the long shadow cast by World War Two.

    Anticipated Terms Offered: bi-annually

  
  • JAPN 299 - Directed Study


    Undergraduates, typically juniors and seniors, construct an independent study course on a topic approved and directed by a faculty member. Offered for variable credit. May be repeatable for credit.

    Anticipated Terms Offered: Every Semester

  
  • JS 117 - Reading the Narratives of the Hebrew Bible


    The first half of the Hebrew Bible-the books of Genesis through Kings-is a central text of Western culture. But how are these texts to be read? As history, myth, religious program, foundation of Judaism, foundation of Christianity? Using the tools of comparative ancient Near eastern languages and cultures, the history of religion, literary analysis, and folklore, we will explore the Bible’s many faces, and try to show how the answer to the question is close to “all of the above.” We will also view the texts through the window of later interpretation among Jews and Christians, and see how many generations came to view themselves and their own story through the ones presented in the Bible. Fulfills the Historical Perspective requirement.

    Course Designation/Attribute: HP

    Anticipated Terms Offered: Offered every year

  
  • JS 125 - Changing Images of King David


    The biblical David is one of those figures like King Arthur, Faust, and Don Juan, whose persona has fascinated people through the ages. In turn, he has been transformed by their portrayals of him. In this course, we will first do a close reading of the gripping book of Samuel and other biblical texts, using historical and literary tools to gauge David’s complex personality as presented in the Bible. Then, utilizing post-biblical legend (Jewish, Christian, and Muslim), medieval and Renaissance art, and more recent literature and film, we will see how later generations came to shape him in their own image, embodying the problems of political power, the depths of inner religious life, and the universal hopes for a transformed world.

    Course Designation/Attribute: VP

    Anticipated Terms Offered: -

  
  • JS 127 - Israeli Culture in Literature Since the 1970s


    Israeli society has undergone substantial changes during the last four decades. This course will observe these changes from a literary perspective. We will read Israeli prose fiction from the classic works of the1970s to the works of young writers now reshaping the literary landscape, in order to understand some of the primary images by which Israelis see and reflect themselves in Hebrew literature. Among the writers we will examine are Amos Oz, A.B. Yehoshua, Orly Castel-Bloom and Etgar Keret.

    Course Designation/Attribute: GP

    Anticipated Terms Offered: Visiting Course; no plans for the future.

  
  • JS 130 - Suffering and Evil in Jewish Tradition


    A central problem in Western religious thought is theodicy: how to explain the existence of suffering and evil in a world ruled by a supposedly benevolent God. Examines a variety of Jewish sources on the problem, which propose a wide variety of answers. Central are the biblical book of Job and its interpretations through the centuries; at the other end of history, responses to the Holocaust are considered.

    Course Designation/Attribute: VP

    Anticipated Terms Offered: Offered every other year

  
  • JS 174 - The Jewish Experience


    Surveys history of the Jewish community and the development of Judaism from the era of Alexander the Great (c. 325 B.C.E.) to the present. Examines the major political, religious, social and economic trends of each period as they affected the Jewish community and the development of Judaism. Emphasizes elements of change and continuity, as well as interaction of the Jewish community with the larger culture and community. Fulfills the Historical Perspective.

    Course Designation/Attribute: HP

    Anticipated Terms Offered: Offered every year

  
  • JS 299 - Directed Study


    Undergraduates, typically juniors and seniors, construct an independent study course on a topic approved and directed by a faculty member. Offered for variable credit. May be repeatable for credit.

    Anticipated Terms Offered: Every Semester

  
  • LALS 298 - Internship


    An Academic internship is a practical work experience with an academic component that enables a student to gain knowledge and skills within an organization, industry, or functional area that reflects the student’s academic and professional interests. 

    Anticipated Terms Offered: Fall/Spring

  
  • LALS 299 - Directed Study


    Undergraduates, typically juniors and seniors, construct an independent study course on a topic approved and directed by a faculty member. Offered for variable credit. May be repeatable for credit.

    Anticipated Terms Offered: Every Semester

  
  • LAS 038 - Trial Advocacy


    This course teaches the fundamentals of the trial of a case in a court of law. The students are expected to prepare and deliver oral presentations, simulated openings, closings and witness examinations during the semester. The culmination of the course is a series of trials in which the students are the attorneys and witnesses. This course is a prerequisite for participating on Clark’s Intercollegiate Mock Trial Team.

  
  • LAS 039 - Advanced Trial Advocacy I


    This course involves the participation of two teams of Clark University students in the American Mock Trial Association tournaments. The tournaments require each team to prepare and try four cases against other colleges and universities using students as attorneys and witnesses.

    Prerequisites: LAS 038  is a prerequisite to this class.

    Anticipated Terms Offered: yearly

  
  • LAS 040 - Advanced Trial Advocacy II


    A continuation of LAS 039. This course involves the participation of two teams of Clark University students in the American Mock Trial Association tournaments. The tournaments require each team to prepare and try four cases against other colleges and universities using students as attorneys and witnesses.

    Prerequisites: LAS 039 is a prerequisite for this course.

  
  • LAS 041 - Advanced Trial Advocacy III


    A continuation of LAS 040. This course involves the participation of two teams of Clark University students in the American Mock Trial Association tournaments. The tournaments require each team to prepare and try four cases against other colleges and universities using students as attorneys and witnesses.

    Prerequisites: LAS 040

    Anticipated Terms Offered: Offered Every Spring

  
  • LAS 042 - Advanced Trial Advocacy IV


    A continuation of LAS 041. This course involves the participation of two teams of Clark University students in the American Mock Trial Association tournaments. The tournaments require each team to prepare and try four cases against other colleges and universities using students as attorneys and witnesses.

    Prerequisites: LAS 041

    Anticipated Terms Offered: Offered Every Spring

  
  • LAS 294 - Peer Learning Assistant


    Peer Learning Assistants (PLAs) are undergraduate students who are selected by a faculty member to facilitate teaching and learning activities. These activities may include: providing feedback on drafts of writing assignments, leading small group discussions, working with individual students who are having difficulty, and facilitating group project work (in or out of class & online).
    Registration is by instructor permission only
     

     

    Anticipated Terms Offered: Fall

  
  • LAS 298 - Internship


    An Academic internship is a practical work experience with an academic component that enables a student to gain knowledge and skills within an organization, industry, or functional area that reflects the student’s academic and professional interests.

    Anticipated Terms Offered: Fall/Spring

  
  • LAS 299 - Directed Study


    Undergraduates, typically juniors and seniors, construct an independent study course on a topic approved and directed by a faculty member. Offered for variable credit. May be repeatable for credit.

    Anticipated Terms Offered: Every Semester

  
  • LAT 101 - Introductory Latin I


    A beginner’s course in the Latin language including, in the first semester, an introduction to the grammar and syntax of Latin with appropriate attention to Latin’s role as parent to the Romance languages and source of much of the vocabulary of modern English. The second semester is primarily devoted to reading selections from suitable Latin texts such as the lyric poetry of Catullus or Hoarace, the historical works of Julius Caesar or Livy, the Vulgate Bible or selected medieval texts.

    LP upon completion of 102

    Anticipated Terms Offered: Offered every year

    Placement Guidelines
    Please visit the Department of Foreign Languages and Literatures for the language placement guidelines.

  
  • LAT 102 - Elementary Latin II


    Second half of elementary Latin. Continues the focus on developing basic language skills in reading, writing, speaking, and listening. 

    Course Designation/Attribute: LP

    Anticipated Terms Offered: n/a

  
  • LAT 103 - Intermediate Latin


    Vergil’s “Aeneid” reviews the basics of Latin grammar through the close reading of selected passages from Vergil’s “Aeneid.” Investigation of relevant archeological and artistic material will supplement the Latin text in building a comprehensive picture of the artistic and political culture of Augustan Rome.

    Course Designation/Attribute: LP

    Anticipated Terms Offered: Offered every other year

    Placement Guidelines
    Please visit the Department of Languages and Literatures and Culture for the language placement guidelines.

  
  • LAT 299 - Supervised Reading in Philosophical Latin


    A close reading of selected philosophical texts in Latin.

    Anticipated Terms Offered: Offered every semester

    Placement Guidelines
    Please visit the Department of Foreign Languages and Literatures for the language placement guidelines.

  
  • MATH 101 - Concepts in Elementary Mathematics I


    This is a two-semester sequence designed for students interested in teaching elementary and middle school levels. The importance of mathematics education at the elementary school level cannot be emphasized enough. This is where the stage is set for a child’s future success or failure in mathematics and the sciences. Proper mathematics instruction unifies different aspects of education such as listening and reading comprehension, oral and written expression, logical and critical thinking, problem solving skills, focusing on a task and developing work ethics and discipline. In teaching mathematics, an elementary school teacher faces great challenges. First, the developmental level of the students imposes natural restrictions on what can be taught and when. Second, mathematics can be understood only when a certain logical sequence is followed, when the knowledge is gradually built up, and constantly used and reinforced until it becomes “second nature”. Third, a child has to be given the proper tools to succeed, in order to keep the level of frustration to a minimum. Although this course touches on all these different aspects of teaching mathematics, the emphasis is on understanding the main ideas of elementary mathematics, the logic behind the algorithms, the development of mathematical intuition, the proper sequencing of the topics, and the understanding of how mathematical concepts fit together, what they are based on and where they lead.

    Anticipated Terms Offered: Offered every year

  
  • MATH 102 - Concepts of Elementary Mathematics II


    This is the second part of the two-semester sequence described in   

     

    Anticipated Terms Offered: Offered every year

  
  • MATH 105 - History of Mathematics


    Explores major themes-calculation, number, geometry, algebra, infinity-and their historical development in civilizations ranging from the antiquity of Babylonia and Egypt through classical Greece, the Middle and Far East and then modern Europe. Analyzes the tension between applications of mathematics and the tendency toward formalism. Emphasizes presentations and discussions. Fulfills the Historical Perspective.

    Course Designation/Attribute: HP

    Anticipated Terms Offered: Offered periodically

  
  • MATH 110 - Diving into Research : The Mathematics Behind Gene Regulation


    This course will introduce the idea of mathematically modeling gene regulation in a developing organism.  Students will learn how mathematicians work with biologist to design simple experiments and derive equations to model gene expression.  We will also explore some of the computational approaches currently being implemented in modern biology, including bioinformatics, data processing, and parameter estimation.  This one-year course will be an interactive experience for students interested in learning more about the interface of mathematics, computer science, and molecular biology.


    Note: This yearlong course is 0.5 unit per ssemester.  Math 110 does not satisfy any requirement of the Math major.

    May be repeated once for credit.

    Course Designation/Attribute: FA

    Anticipated Terms Offered: Offered every year

  
  • MATH 111 - Diving into Mathematics Research: The Mathematics Behind Gene Regulation


    This course will introduce the idea of mathematically modeling gene regulation in a developing organism.  Students will learn how mathematicians work with biologists to design simple experiments and derive equations to model gene expression.  We will also explore some of the computational approaches currently being implemented in modern biology, including bioinformatics, data processing, and parameter estimation.  This one-year course will be an interactive experience for students interested in learning more about the interface of mathematics, computer science, and molecular biology.


    Note: This yearlong course is 0.5 unit per semester. Math 111 does not satisfy any requirement of the Math major.

     

     

     


     

    Course Designation/Attribute: FA

    Anticipated Terms Offered: Offered every year

  
  • MATH 114 - Discrete Mathematics


    Covers mathematical structures that naturally arise in computer science. Includes elementary logic and set theory, equivalence relations, functions, counting arguments, asymptotic complexity, inductively defined sets, recursion, graphs and trees, Boolean algebra and combinatorial circuits, finite state automata, and diagonalization and countability arguments. Emphasizes proofs and problem solving.

    Prerequisites: One semester of calculus (MATH 120  or MATH 124 ) or CSCI 120 .

    Course Designation/Attribute: FA

    Anticipated Terms Offered: Offered every year

 

Page: 1 <- Back 108 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 -> 21