Lewis & Clark Moodle

In this course we will explore education systems, around the globe and the influences of, globalization on education practices. Students, will consider the interdependence of social,, political, economic, and cultural phenomena, within and across local and global social systems, including education systems.

When participating in a track and field relay
race, it is important that each of the sprinters
speedily covers their portion of the race. Equally
important is the fluidity of transferring
responsibility from one runner to the next, the
critical passing of the baton, or "pasar la
batuta". It is in this moment when all of the
effort given by one runner helps jump start their
teammate in a seamless fashion, or when the work
is abruptly halted because the hand off is faulty.
This critical transfer can define the outcome of
the race. The analogy of "pasar la batuta" well
articulates the responsibility educational leaders
in P-12 and higher education settings have for
fashioning a seamless transition for students to
navigate. As it stands, the movement between
primary and secondary education into postsecondary
education is disjointed. This course will explore
why the transition across the educational pipeline
is choppy, what factors need to be considered in
order to facilitate a smoother move, and the
opportunities for leaders to foster that change.

When participating in a track and field relay, race, it is important that each of the sprinters, speedily covers their portion of the race. Equally, important is the fluidity of transferring, responsibility from one runner to the next, the, critical passing of the baton, or "pasar la, batuta". It is in this moment when all of the, effort given by one runner helps jump start their, teammate in a seamless fashion, or when the work, is abruptly halted because the hand off is faulty., This critical transfer can define the outcome of, the race. The analogy of "pasar la batuta" well, articulates the responsibility educational leaders, in P-12 and higher education settings have for, fashioning a seamless transition for students to, navigate. As it stands, the movement between, primary and secondary education into postsecondary, education is disjointed. This course will explore, why the transition across the educational pipeline, is choppy, what factors need to be considered in, order to facilitate a smoother move, and the, opportunities for leaders to foster that change.

Introduction to current trends in efforts to, address the environmental, social, and economic, challenges of the 21st century. How for-profit and, nonprofit entities, and innovative hybrids of the, two, have begun to address modern problems and, needs by supplying goods and services in new ways;, the role of government in promoting sustainability, through both traditional regulation and more, innovative approaches; how market-dependent, mechanisms such as product labels, private and, public certification schemes, and investment and, divestment strategies affect consumer behavior and, public policy. A number of guest speakers will, participate in classes over the course of the, semester.

Investigation of a subfield of environmental, studies. Topic varies by year and can include, spatial analysis, environmental policy, natural, resource management, and more. Each topic, necessarily encompasses the socio-economic,, cultural, and biophysical building blocks of the, environmental studies field.

An advanced, integrative keystone seminar, involving primary research for all senior, environmental studies majors, and taken twice for, a total of four credits. Research capstones, (theses or alternative outcomes) are based on, each student's concentration within the major and, include both oral and written components., Students start planning their capstones during, their first enrollment in the course, and, complete them in their second enrollment., Students should have completed all other, environmental studies core courses prior to, taking this course.

An advanced, integrative keystone seminar, involving primary research for all senior, environmental studies majors, and taken twice for, a total of four credits. Research capstones, (theses or alternative outcomes) are based on, each student's concentration within the major and, include both oral and written components., Students start planning their capstones during, their first enrollment in the course, and, complete them in their second enrollment., Students should have completed all other, environmental studies core courses prior to, taking this course.

An advanced, integrative keystone seminar, involving primary research for all senior, environmental studies majors, and taken twice for, a total of four credits. Research capstones, (theses or alternative outcomes) are based on each, student's concentration within the major and, include both oral and written components. Students, start planning their capstones during their first, enrollment in the course, and complete them in, their second enrollment. Students should have, completed all other environmental studies core, courses prior to taking this course.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. The, course will provide a review of language, acquisition theory and an overview of approaches, to Sheltered Instruction and English Language, Development. Candidates will learn how to identify, and use appropriate second language assessment, tools, create language objectives and content, objective, scaffold content for ELLs, integrate, technology, and design lessons that target various, levels of language proficiency. There is emphasis, on the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Participants critically examine, curriculum models in relation to student, experience.

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. It, builds on content from ESOL 501A. The course will, provide a review of language acquisition theory, and an overview of approaches to Sheltered, Instruction and English Language Development., Candidates will learn how to identify and use, appropriate second language assessment tools,, create language objectives and content objective,, scaffold content for ELLs, integrate technology,, and design lessons that target various levels of, language proficiency. There is emphasis on the, relationship between first- and second-language, literacy, oral language proficiency, and, culturally responsive reading comprehension., Participants critically examine curriculum models, in relation to student experience.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on-site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course.  Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.

 

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

Interdisciplinary exploration of gender and
sexuality in connection with race, class, and
ethnicity in the United States. Investigation of
social and cultural ideas about difference and
equality in the past and present. Materials
include literature, film, memoir, poetry, feminist
philosophy, political tracts, and queer theory, as
well as classic and recent scholarly work in
history, sociology, economics, communication,
psychology, and other fields. Topics may include
mass media and consumer culture, work, law and
social policy, family, political activism and
social movements, sexuality and the body, public
health, medical research, violence, and theories
of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Kim Cameron-Domínguez
Fall 2021 - Gender Studies
231 Genders and Sexualities in a Global Perspective
Course Description: This is a feminist anthropological approach to the study of gender and sexuality. We will read some text that take a cross-disciplinary approach within the social sciences; however, this is not a general survey course. Our approach to reading emphasizes comprehension, analysis and critique, in that order. The course pace is slow - moderate.
The course has three aims/trajectories. First, it provides a historiography of studying social difference within anthropology. Anthropologists acknowledge the changing nature of culture, society, and nation. Some material will be dated. Some is not. We are looking at how theory, debates and analyses around gender and sexuality have developed/is changing over time in the discipline and within different socio-cultural settings. The second aim picks up from there. In addition to textbooks, we will read ethnographic research article and ethnographic texts that provide historical and contemporaneous descriptions of gender identity and sexual expressions in different socio-cultural settings. Third, material from popular sources will give us respite from the academic voice.

Early histories of China and Japan from earliest, origins to the 13th century. Prehistory; early, cultural foundations; development of social,, political, and economic institutions; art and, literature. Readings from Asian texts in, translation. The two cultures, covered as, independent entities, compared to each other and, to European patterns of development.

Social, intellectual, political, and economic
elements of European history, 800 to 1648. Role of
Christianity in the formation of a dominant
culture; feudalism and the development of
conflicts between secular and religious life.
Contacts with the non-European world, the
Crusades, minority groups, popular and elite
cultural expressions. Intellectual and cultural
life of the High Middle Ages, secular challenges
of the Renaissance, divisions of European culture
owing to the rise of national monarchies and
religious reformations.

This course provides an introduction to the study of early North American history, with emphasis on the history of the United States through the Civil War era. We will explore the economic, social, cultural, and political changes in North America from the pre-European contact period through American independence, the early national period, the Civil War, and Reconstruction. Our primary goal is to conduct a thoroughly comparative study as we examine the sequence of events that partly transformed Indigenous America into the United States, Mexico, and Canada. We will also explore the roles and experiences of multiple peoples–Indigenous, African, and European–who shaped those events and remade the continent into a world of complex cultural exchanges, interdependent sovereigns, new republics, and plural American identities.

Drawing on a mix of primary sources and secondary literature, we will discover new ways of understanding the logics of conquest, the growth of new societies, and the various forms of resistance and adaptation people adopted to oppose colonialism and imperialism and assert their own visions of the settlement and resettlement of the continent. Throughout the course, we will focus on the central themes of capitalism, labor, social identity, and law and how these historical forces carry on into the present.

The history of the U.S. in the 20th century., Central themes are freedom, the state, empire,, social movements, and public memory. Topics may, include the rise of imperialism; the demise of, Reconstruction and the rise of Jim Crow; the, development of industrial capitalism;, Progressivism; the World Wars; consumer culture;, the Great Migration; the Depression and New Deal;, the Cold War; the rights revolutions of the 1950s,, '60s, and '70s; Vietnam; and the rise of the, Right.

In the 21st century, Latin America has seesawed between right-wing and left-wing governments. From Hugo Chávez’s 21st century socialism in Venezuela to Evo Morales' nationalization of oil and gas in Bolivia, from the resurrection of Nicaragua’s Daniel Ortega to Narcos in Mexico, from protests in Cuba to the Oaxaca rebellion in Mexico, from the ouster of leftist President Mario Castillo in Peru to the neo-fascist Bolsonarista attack on Lula’s government in Brazil, the continent appears more on the edge of social crisis than ever before. Recently, the left has been ascendant in Latin America with populists and socialists elected in Chile, Mexico, Honduras, Peru and Brazil. In the twentieth century, development models including populist industrialization, socialist nationalism, and neo-liberal modernization have all failed quite dramatically. In the past three decades, the super-rich have grown richer, while the super-poor have grown poorer and become a bigger percentage of the population. Meanwhile, rich and middle-class women seek plastic surgery and appetite suppressants to become frighteningly thin to conform to first world standards of beauty while their poor counterparts grow fatter on unhealthy food. Millions of Latin Americans have been forced from their homes to cities, to neighboring countries, to Europe and to the US. Throughout the semester we will seek a historical understanding of how Latin America has arrived at the edge of the abyss.
The history of modern Latin America, from independence at the beginning of the nineteenth century until the present, is one that continues to have a profound political, social and economic impact on the United States. This course will provide a context for the dizzying array of episodic news reports about the vast America that lies south of the Rio Grande. It is a survey in that we will focus on broad themes, but we will also be exploring, as much as possible, the particular experiences of individual countries and social classes. Themes that we will be investigating include nation-building, industrialization, modernization, development, indigenous rights, racism, revolution, “neo-colonial” or “dependent” relations with advanced industrialized countries, military rule, social movements and narco-trafficking.
We will begin and end the course with a discussion of more recent trends in Latin America, including the rise of neoliberalism and the concurrent re-emergence of social rebellion and populism from below.

Examines Eastern European history from the 18th
through 20th centuries: the "nationalities
question" that emerged from within the Habsburg
and Russian empires; multinational zones; wars;
successor states of the interwar period; the
Balkans and the Yugoslav dissolution of the 1990s;
consideration of East Europeans' membership in the
EU. Students will learn to do primary and
secondary source research and will conduct an
original research project over the course of the
semester.

The history of women and gender in the United
States from the colonial period to the present,
with a focus on the 19th and 20th centuries as
influenced by class, race, and region. Topics
include the transformation of a household economy
to an industrial economy; the influence of slavery
and emancipation on the experience of women, bound
and free; women's movement into low-paid "women's
work" and their designation as the primary
consumers in a consumer society; women's
involvement in social reform; changing notions of
women's (and men's) sexuality; the conflicted
history of women's suffrage; the relationship
between ideologies of gender and imperialism;
suburbanization and the "feminine mystique"; and
the rights revolutions of the 20th century.

Political, social, economic, and aesthetic forces
that have helped shape ordinary built
environments: farms, fast-food restaurants, theme
parks, sports stadiums, highways, prisons, public
housing. Patterns of economic growth and decline,
technological innovation, segregation,
gentrification, capital migration and
globalization, historic preservation, and changing
ideologies about nature and the city.

A survey of African American history from, emancipation to the present: the process of, emancipation, Reconstruction, the rise of Jim, Crow, the Harlem Renaissance, the Great Depression, and the transformation of the rural South, the, civil rights movement, Black power and white, backlash, the rise of the prison-industrial, complex, and the development of hip-hop culture., An examination of art, film, and theatre will, supplement written primary and secondary sources.

The rise of the carceral state in the United, States, including crime in different historical, eras and the ways Americans have sought to deter,, punish, and rehabilitate. Sub-topics include the, changing role of the police; changing definitions, of what constitutes a crime; the evolution of the, prison system; the rise of convict labor; the, political economy of the recent prison boom; the, emergence of the victims' rights and prisoners', rights movements; the privatization of prisons;, differences in treatment based on race, gender,, and age. Course will take place in a nearby, correctional facility.

This course explores the cultural, political, and economic roles food has played in different times and places. Among the issues we will investigate are how political and economic power are expressed through production, availability, and consumption; the expression of religious, ethnic, class, gender, and regional identities through food; nostalgia for the food ways of the past; food science and corporate food production. The main goal of the course is to equip you with the empirical knowledge, research skills, and analytical chops you will need to think and write deeply about food, whatever your interests. To this end, we will examine a handful of issues in different times and places. You will put these skills into practice in a research paper on a topic of your choice. Over the semester, I will expect you to improve your writing and speaking skills.

Readings in advanced Latin. Emphasis on reading, Latin texts of the classical period. May be, repeated once with a change of topic. (See, registrar's office for assistance with registering, for a second iteration.)

Readings in advanced Latin. Emphasis on reading, Latin texts of the classical period. May be, repeated once with a change of topic. (See, registrar's office for assistance with registering, for a second iteration.)

Energy Resources: Law & Policy - Professor Lisa, Benjamin, , Course Number: LAW-236, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: Energy is fundamental to the, operation of modern economies and to everyday, life. It is a highly evolving and fast-changing, area of law and policy, and therefore an exciting, topic in modern legal studies. This course covers, energy resource law and policy in the United, States governing the production, transportation,, consumption, and disposal of a broad variety of, energy resources., , From this course students will be able to: 1., Identify critical issues concerning the extraction, and consumption of the world's primary sources of, energy: coal, oil, biofuels, natural gas,, hydropower, nuclear, wind, solar, and geothermal, energy; 2. Assess the basic tension between free, market trading of energy and government, regulation; 3. Analyze federalism issues and the, division of U.S. regulatory authority governing, energy production and use among federal, state,, and local government authorities; 4. Apply the, energy trilemma of security, equity, and, sustainability to a variety of energy sources and, their use., , The first half of this course will focus on a, broad range of energy sources, their extraction,, production, transportation, consumption, and, disposal. The second half of this course will, focus on hot topics in energy law and policy that, highlight the complexity of energy transactions, involved in the clean energy transition, such as, smart grid technology, development and siting of, clean energy, and the role of nuclear energy., While the course provides a basic introduction to, the electricity grid and looks at smart grid, technology, it focuses on a broad range of energy, resources. The course does not focus on the, electricity grid or electricity rate-making, as, these issues are covered in other courses such as, LAW-336 Energy Law: Electricity Regulation., , Prerequisite: none, , Evaluation Method: Assignments; final exam, , Capstone: no, , WIE: no

Energy Resources: Law & Policy - Professor Lisa, Benjamin, , Course Number: LAW-236, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: Energy is fundamental to the, operation of modern economies and to everyday, life. It is a highly evolving and fast-changing, area of law and policy, and therefore an exciting, topic in modern legal studies. This course covers, energy resource law and policy in the United, States governing the production, transportation,, consumption, and disposal of a broad variety of, energy resources., , From this course students will be able to: 1., Identify critical issues concerning the extraction, and consumption of the world's primary sources of, energy: coal, oil, biofuels, natural gas,, hydropower, nuclear, wind, solar, and geothermal, energy; 2. Assess the basic tension between free, market trading of energy and government, regulation; 3. Analyze federalism issues and the, division of U.S. regulatory authority governing, energy production and use among federal, state,, and local government authorities; 4. Apply the, energy trilemma of security, equity, and, sustainability to a variety of energy sources and, their use., , The first half of this course will focus on a, broad range of energy sources, their extraction,, production, transportation, consumption, and, disposal. The second half of this course will, focus on hot topics in energy law and policy that, highlight the complexity of energy transactions, involved in the clean energy transition, such as, smart grid technology, development and siting of, clean energy, and the role of nuclear energy., While the course provides a basic introduction to, the electricity grid and looks at smart grid, technology, it focuses on a broad range of energy, resources. The course does not focus on the, electricity grid or electricity rate-making, as, these issues are covered in other courses such as, LAW-336 Energy Law: Electricity Regulation., , Prerequisite: none, , Evaluation Method: Assignments; final exam, , Capstone: no, , WIE: no