Introduces students to immigration and asylum law, in the United States. Students will work with, instructor on several asylum cases for which, instructor serves as expert witness for country, conditions. Countries we cover include Mexico,, Guatemala, Honduras, El Salvador, and Venezuela., Asylum claims cover a variety of topics, including, political persecution, drug cartel and gang, violence, sexual violence, and gender and sexual, orientation-based discrimination. Guest speakers, will include immigration lawyers, immigration, advocates, and immigration law professors., Students will apply liberal-arts research and, writing skills to draft declarations for asylum, petitioners, and they will work in teams on, several cases during the semester, participating, in intake interviews with clients to hearings, before an immigration judge.
- Teacher: Elliott Young
"Asian American" is a catchall term that refers to, a variety of people whose ethnic and cultural, origins span a third of the globe. In this class,, we will examine some of the distinct populations, that make up this group, including those who trace, their origins to China, Japan, Continental India,, Korea, Vietnam, Cambodia, Laos, Thailand, Hawaii,, and several other Pacific Islands. (Students may, focus their independent research project on, another group of their choice.) We will use, memoirs, literature, government documents,, history, film, and material culture to answer, these questions: Why did they immigrate to the, U.S.? What were their experiences after they, arrived? How were their experiences shaped by, global and internal politics, as well as their, cultural repertoires? What do their experiences, reveal about American history and contemporary, politics and views? Why have such diverse, populations been grouped under one label and, viewed as a single "race"?
- Teacher: Susan Glosser
Introduction to the practice and research methods, of history. Reading and critical analysis of, primary sources and scholarship organized around, themes or problems in history. Focus varies, depending on areas of the instructor's teaching, and/or research. Assignments are organized around, a substantial final project and/or several, smaller projects. May be taken twice with change, of topic.
- Teacher: Susan Glosser
Laboratory course to demonstrate the principles of, physical chemistry and to develop research, aptitude in chemistry. Investigation of, thermochemistry, phase equilibria, kinetics,, spectroscopy, and solid-state studies using, techniques such as calorimetry; UV-visible, IR,, NMR, and mass spectroscopies; and diffraction., Attendance at departmental seminars required., Lecture, laboratory, oral presentations.
- Teacher: Barbara Balko
Fundamental concepts of classical physical, chemistry. Thermodynamics first, second, and third, laws; phase equilibria; chemical equilibria;, kinetics theory and practice; reaction rates.
- Teacher: Barbara Balko
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
- Teacher: Colleen Hanson
We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections will supplement lecture and reading topics with demonstrations and experience with neuropsychological, cognitive neuroscience, and psychophysiological research techniques. Both the lecture and laboratory portions of this course strongly stress experimental design, data analysis, and scientific reasoning. However, we also get to play with brains. Brains are pretty rad.
- Teacher: Todd Watson
The goal of this course is to introduce students to a diverse field that is generally called “neuroscience”, but has been known by many different names since its modern birth in the late 1800s. We will survey some of the physiological processes that are related to the control of behavior in human and nonhuman species, as well as other biological mechanisms that are relevant to issues in psychology. Specific topics include basic functional neuroanatomy, the structure and function of neurons and neuronal transmission, and the relationship between brain systems and complex behaviors, cognition, and emotions. We will also discuss neurological, neuropsychological, and psychiatric disorders. In addition to serving as a general survey of the biological aspects of psychology, this course will help prepare students for more advanced neuroscience courses (Psy 350, Psy 355, Psy 380, Psy 410).
Students who have received credit for PSY/BIO 252, should not enroll in this course. Not open to students with previous credit in PSY 350 or PSY, 355.
Students who have received credit for PSY/BIO 252, should not enroll in this course. Not open to students with previous credit in PSY 350 or PSY, 355.
- Teacher: Todd Watson
Advanced research and independent work under, guidance of faculty supervisor(s) on a topic, previously explored in East Asian studies., Production of a carefully researched and reasoned, thesis; distribution to convener, faculty, supervisor(s), and other class members for, assessment. Oral presentation of thesis; written, and verbal comments from convener, faculty, supervisor(s), and other students. Substantive, employment of Chinese or Japanese language in, research - including interviews, audiovisual, materials, printed material - strongly, recommended. When possible, preliminary research, conducted on an overseas studies program.
- Teacher: Susan Glosser