2019-2020 Academic Catalog [ARCHIVED CATALOG]
Courses
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IDCE 30292 - Participatory Development Planning
The course combines participatory theory and practice in a seven week module. The first two classes will cover the rationale for using participatory tools in development planning and action. The second two classes will introduce a wide variety of participatory data collection, analysis, and planning tools. The next two meetings will be conducted in a field setting (probably a Friday night and all day Saturday) in either Manchester or Concord, New Hampshire with Bhutanese refugees. Your role as a member of the class will be to lead exercises in the workshop, using some of these tools. The goal will be to help the refugee community advance from its present state of semi-disorganization all the way through a process culminating in a community action plan that the entire group both supports and will implement. Our final class will be a review of the action plan and an evaluation of the methodology. Grades will be based on field performance and two short (6 pages) papers. One will focus on evaluation of a particular tool and its usefulness in our exercise. The second will be your design of a community planning exercise for an urban setting. Nepali speakers are especially urged to take the course.
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IDCE 30296 - Nonprofit Management
Students who took IDCE 30298 Non-Profit Managment II are not eligible to take this course.
This class will be taught from the perspective of community spirited action associated with civil society. Missions of examined organizations will include social services; economic justice; human rights and advocacy; and housing endeavors covering both programs and projects. Topics will include a coursework related to mission selection and definition; gender-related trends; administrative and governance issues; budgeting; personnel management; public relations; and leadership approaches. These are generally generic topics relevant to both nonprofits and NGOs. The course will prove valuable for students intending to work for-or start-up-a U.S. nonprofit (NP) or an international nongovernmental organization (NGO). The course will compare issues associated with domestic NP and international NGOs. Generally, this skills course will inform the students how to start and/or operate a NP along with the basic core elements of running–or working within a NP or NGO. Also, this course would be useful to those interested in governmental services at the local or regional levels, including potential careers in housing, economic development, equity advocacy, environmental planning or other enterprising nonprofit organization.
Concentrations
Urban Regeneration: Economic and Workforce Development - Youth Development - Health Equity - and Healthy People, Healthy Planet
Anticipated Terms Offered: annually
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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
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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
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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
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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.
Concentration
Healthy People, Healthy Planet
Anticipated Terms Offered: Annual
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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 2020 TOPIC: NON-FORMAL EDUCATION AND ADULT LEARNING, AND, EDUCATION IN EMERGENCIES AND IN CRISIS AND CONFLICT SETTINGS
This course covers two complimentary topical areas at the nexus of ‘International Development’ and ‘Education’, namely, Non-formal Education and Adult Learning, and, Education in Emergencies and in Crisis and Conflict settings. For the former, facilitating learning in groups and teaching-and-learning in non-formal settings and with adults can be very different from teaching in a formal and school-based environments with children or younger learners. A different set of skills and abilities are needed to engage this broad range of learners. This first 7 weeks will develop, expand and deepen participant understanding of how to reach non-formal and adult learners effectively. It will help participants build the conceptual foundations of practice as adult educators, as well as enhance personal experiences as learners, by examining and critiquing theory in relation to experience and social realities, our own and those of others. The second 7 weeks will introduce concepts in the expanding field of education in post-conflict or emergency settings. We will examine key concerns of education in a crisis situation and explore opportunities for establishing learning environments that prevent and ameliorate social conflict leading to violence. We will address issues including: how education can be provided in areas that are in chronic states of crisis and conflict, what education systems can do to eliminate violence, what communities learn from conflict, what broad approaches to learning and community development might better facilitate healing, resilience and the rebuilding of trust, and, what quality education might be in a crisis and conflict settings.
Spring 2020 TOPIC: THE NEC COUNCIL COLLABORATIVE
(half unit)
The NEC Council Collaborative introduces students to the theory and practice of council, deepens their engagement with the literature of climate change, and prepares them to help facilitate sessions of the Council on the Uncertain Human Future.
As a collaborative, the course is shared and horizontally organized. Conducted as a council and beginning with the CUHF process, its further structure and content are generated collectively, building especially on questions and problems generated by the students in the initial sessions.
Council practice is at the core of the New Earth Conversation, a curriculum initiative at Clark designed to explore the role of universities in the context of our unfolding climate disaster.
NEC asks, What are universities called to be and to do at this moment? How can we best prepare students to face the existential challenges of these times? The Council Collaborative goes to the heart of these concerns, while modeling one distinctive way of answering them.
Before enrolling in this course, students must have participated in one or more UHF Councils and receive permission of the instructors.
Fall 2019TOPIC: CLIMATE PRAXIS: REFLECTION AND ACTION FOR THE UNTHINKABLE
This Collaborative will explore the question of how we live responsibly in the unprecedented time of climate crisis. We will explore the question of why we have collectively failed to appropriately address the threat of climate change for the past 40 years as well as looking forward to how we navigate coming disruption. After engaging in the Council on the Uncertain Human Future process, students will co-design the remainder of the course with an emphasis on holistic approaches.
Anticipated Terms Offered: every semester
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IDCE 30338 - RUMORS, CONSPIRACIES, MISINFORMATION, AND HEALTH
Why do rumors and conspiracies attract so many believers despite facts and evidence? What are the implications of rumors, conspiracies, and mis/disinformation and beliefs on health? How do we, as community health practitioners, inform the population on these important health matters, despite some people’s unwillingness to believe the counter evidence? What information about race, governing, mistrust of science communicate about society.
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 leading to outbreaks of eradicated diseases and evasion of medical care.
The course will start by looking at the various theories that guide the discussions on rumors, conspiracies, and mis/disinformation, and ways that they are shared and spread. We will then look at specific “controversial” topics that include: vaccination; the spread of HIV/AIDS and other highly infectious diseases; reproductive health; immigrant “invasions”; zombies and vampires during colonialism; “alternative” therapies; organ theft/trafficking; “clean” eating and living; and climate change.
Concentrations:
Health Equity- Healthy People, Healthy Planet- Refugees, Forced Migration, and Belonging- Climate Change Impacts and Adaptation- Gender and Identity
Anticipated Terms Offered: Every other year
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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.
Concentrations
Monitoring, Evaluation, and Effectiveness - Gender and Identity - Health Equity - Healthy People, Healthy Planet
Anticipated Terms Offered: Annually
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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)
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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
Concentration
Refugees, Forced Migration, and Belonging
Prerequisites:
Anticipated Terms Offered: annually
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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
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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
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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
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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
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IDND 020 - Writing: Life Among Beasts
This course focuses on human-animal relationships in places shared by both. Many of us have pets or encounter undomesticated creatures in our daily lives, but what are the boundaries that exist between us or define our differences? How are these determined by the spaces we share and our gendered constructions of identities and relationships? Why are certain species demonized in popular narratives? And what is with all those cat memes?
This is a writing-centered course that will emphasize two dichotomous modes in the essay genre: the personal essay and the research essay. Students will engage in formal and informal writing exercises inspired and drawn from course readings and other media. You will learn in a supportive, welcoming environment and build crucial skills-including critical thinking, writing, and debating-that will increase your confidence and success in other courses.
Prerequisites: VE placement or completion of IDND 18
Course Designation/Attribute: VE
Anticipated Terms Offered: Spring 2020
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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: -
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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
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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
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IDND 052 - Writing: Sense of Place
This is an introductory course to place studies that fulfills the verbal expression (VE) perspective. In part, the course will help you reflect on where you have been, ground you where you are, and illuminate where you want to go. We will accomplish this through readings, film studies, field expeditions, dialogues, place-based activities, mindfulness practices, and both formal and informal writings.
We will entertain guiding questions: What is a “sense of place” and why is it important? What characterizes Clark and the new city in which we find ourselves? What are the various lenses through which we can explore place? What forms a connection to place and the natural world? How does place shape identity, worldview, and imagination? How can we learn to see keenly and use our senses? How do our values and sense of self intersect with place and nature?
Prerequisites: IDND 18 or Verbal Expression placement
Course Designation/Attribute: VE
Anticipated Terms Offered: Varies
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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
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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
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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
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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
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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
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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
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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
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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
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IDND 200 - Advanced Topics in Gender, Race, and Area Studies
SPRING 2020 Topic: Sports & Physical Fitness in U.S. History
This course examines the development of physical fitness, athleticism, and competitive sports in America from the antebellum period to the present. Students begin the course with a chronological and thematic examination of the most popular sports in U.S. history. Students will also explore how physical fitness, team sports, and athleticism have reflected and informed issues of race, ethnicity, class, gender, sexuality, and international politics throughout U.S. history. Utilizing this intersectional lens, students closely examine the historiography on boxing/organized fighting, baseball, basketball, and bodybuilding/weightlifting. Throughout the second half of the course, students will complete a research project on their favorite sport or a topic of interest in physical fitness. Students will work closely with the instructor to choose a topic that reflects both their interests and themes of the course. May be repeatable for credit.
Course Designation/Attribute: VP, DI
Anticipated Terms Offered: Periodically
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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:
- What is the issue, question, dilemma that we most want to grapple with?
- What do we need to know now?
- 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
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IDND 297 - Honors
Readings and research for students in the honors program. May be repeatable for credit.
Anticipated Terms Offered: Every Semester
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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
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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.
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IDND 1220 - Horror, Homicide & 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 We will journey through the myths and realities of witchcraft and witch-hunts as well as the roles that gender and age play upon each. 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 or triggered by something within this course, please seek me out and we can figure out an alternative assignment.
Course Designation/Attribute: VE
Anticipated Terms Offered: varies
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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
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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.
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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
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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.
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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
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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.
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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
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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.
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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
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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.”
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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
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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
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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: Offered every spring
Placement Guidelines
Please visit the Department of Language, Literature and Culture for the language placement guidelines.
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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 speaking patterns.
Prerequisites: JAPN 102 or permission.
Course Designation/Attribute: LP
Anticipated Terms Offered: Offered every fall
Placement Guidelines
Please visit the Department of Language, Literature and Culture for the language placement guidelines.
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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: Offered evey spring
Placement Guidelines
Please visit the Department of Language, Literature and Culture for the language placement guidelines.
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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
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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.
Course Designation/Attribute: DI
Anticipated Terms Offered: bi-annually
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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
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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
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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: Offered every year
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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
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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
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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
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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
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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
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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.
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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
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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.
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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
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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
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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
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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
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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
Placement Guidelines
Please visit the Department of Language, Literature and Culture for the language placement guidelines.
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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 Language, Literature and Culture for the language placement guidelines.
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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.
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MATH 011 - College Math: Applied
This course is designed to develop a fundamental grounding in mathematical skills for Statistics and other related courses. At the satisfactory completion of this course, students should be able to: Perform operations with integers; determine the order of operations; perform different operations with fractions; convert fractions, decimals and percent; use exponent rules; simplify square roots; solve and graph linear equations in one variable; solve inequalities; find the slope of a line; use binomial expansion and the pascal triangle; use properties of logarithms; find the mean, mode, and median; calculate the standard deviation of a sample; solve basic probability problems; define a normal distribution; find z-scores and x scores; use z-score tables; find probabilities using z-score tables.
Anticipated Terms Offered: Every
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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
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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
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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
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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
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MATH 119 - Precalculus Mathematics
Intended for students who plan to go on to calculus. MATH 119 is to be used, when necessary, as preparation for MATH 120 or MATH 124 and does not satisfy any requirement of either the major or the minor in mathematics or computer science. Students should have a solid grasp of elementary algebra. Covers more advanced algebraic techniques (linear and nonlinear inequalities, quadratic equations, linear systems) and gives a rigorous look at elementary functions (polynomial, exponential, logarithmic, trigonometric).
Prerequisites: A suitable score on the mathematics placement test.
Anticipated Terms Offered: Offered every semester
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MATH 120 - Calculus I
Calculus is essential for majors in biology, chemistry, computer science, mathematics, physics, and environmental science and policy. Part I includes functions, limits, continuity, differentiation of algebraic and trigonometric functions, mean-value theorem and various applications. Part II includes Riemann sums and integrals, techniques and applications of integration, improper integrals, transcendental functions (logarithms, exponential functions and inverse trigonometric functions). Part III includes further topics from calculus proper (sequences, series, polar coordinates) and introduces linear algebra (vectors, matrices and linear systems). Though not all results are derived rigorously, care is taken to distinguish intuitive arguments from rigorous proofs. MATH 120, MATH 121 and 122 fulfill the formal-analysis requirement. MATH 122 is a prerequisite for MATH 131 for students who have taken MATH 120, MATH 121 .
Prerequisites: Prerequisite for Math 120: appropriate score on the mathematics placement test or passing grade in MATH 119 .
Prerequisite for Math 121: a passing grade in Math 120.
Prerequisite for Math 122: a passing grade in Math 121.
Course Designation/Attribute: FA
Anticipated Terms Offered: Offered every Fall (120, 122) and Spring (121)
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MATH 125 - Honors Calculus II
See MATH 124 .
Prerequisites: A passing grade in MATH 124.
Course Designation/Attribute: FA
Anticipated Terms Offered: Offered every Fall (124) and Spring (125).
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MATH 126 - Number Theory
Introduces number theory and trains students to understand mathematical reasoning and to write proofs. Includes the unique factorization of integers as products of primes, the Euclidean algorithm, Diophantine equations, congruences, Fermat’s theorem and Euler’s theorem (and some applications: calendar problems, magic squares, cryptology).
Prerequisites: MATH 120 or MATH 124
Anticipated Terms Offered: Offered periodically
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MATH 130 - Linear Algebra
A requirement for mathematics and physics majors; highly recommended for all computer-science majors. Topics include systems of linear equations and their solutions, matrices and matrix algebra, inverse matrices; determinants and permutations; real n-dimensional vector spaces, abstract vector spaces and their axioms, linear transformations; inner products (dot products), orthogonality, cross products, and their geometric applications; subspaces, linear independence, bases for vector spaces, dimension, matrix rank; eigenvectors, eigenvalues, matrix diagonalization. Some applications of linear algebra will be discussed, such as computer graphics, Kirchoff’s laws, linear regression (least squares), Fourier series, or differential equations.
Prerequisites: MATH 121 or MATH 125 .
Course Designation/Attribute: FA
Anticipated Terms Offered: Offered every year
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MATH 131 - Multivariate Calculus
A continuation of calculus (MATH 120 , MATH 121 , or MATH 124 , MATH 125 ). Multivariate calculus uses linear algebra to extend the important concepts of single-variable calculus to higher-dimensional settings. Topics include scalar-valued and vector-valued functions, graphs, level sets, limits and continuity; partial derivatives, gradients, tangent planes, differentiability, total derivatives, directional derivatives; paths, velocity, acceleration, arclength, curvature, vector fields, divergence, curl; extrema, Hessians; multiple integrals, change of variables, Jacobians; line integrals, Green’s theorem; surface integrals, Stokes’ theorem, and Gauss’s theorem.
Prerequisites: MATH 121 or MATH 125 or MATH 130 .
Anticipated Terms Offered: Offered every year
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MATH 172 - Introduction to Modern Analysis
Modern analysis provides a language and unifying framework for theories encountered throughout mathematics. In this course, students learn to understand, formulate and prove mathematical statements. Ideas first encountered in calculus-convergence, completeness and integration-are studied in depth. Other topics include metric spaces, normed spaces, compactness and measure theory (Lebesgue integration). Required for mathematics majors by the junior year, and earlier if possible.
Prerequisites: MATH 121 or MATH 125 .
Anticipated Terms Offered: Offered every year
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MATH 214 - Modern Analysis
Ideas introduced in MATH 172 are developed and applied to scientific models. Topics include Hilbert spaces, Lp spaces, Fourier series, Weierstrass approximation theorems and linear operators.
Prerequisites: MATH 120 and MATH 130 and MATH 172 .
Course Designation/Attribute: NA
Anticipated Terms Offered: Offered every other year
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