This course provides students with both a theoretical and practical foundation in facilitation and design for social change. Students will learn human-centered and equity-centered design principles, as well as, different modes of facilitation. This is Part Two of a two-tiered cohort program: the Leading for Equity and Action-Based Design (LEAD) Scholars Program, a new leadership program for students sponsored through the partnership of the Office for Equity and Inclusion (OEI) and the Wurtele Center for Leadership (WCL). S/U only. Prerequisite: IDP 134. Enrollment limited to 20.

Natural and social history of the Ada & Archibald MacLeish Field Station (265 acres; 11 miles away) will be explored and experienced. Taking place primarily outside, this course will emphasize the dynamic interconnections of our environment from the small scale interactions between plants and pollinators to the large scale disturbance of human agricultural activity. Through observation and activities of discovery, students will tell the natural and social history of the Station through writing, poetry, art, or dance.

This introduction to design thinking skills emphasizes hands-on, collaborative designdriven by user input. Students will critique their own and each others’ designs, and review existing technology designs to evaluate how well design principles are guided by the practices of the intended user. The class will focus on using qualitative research observations to inspire new approaches to design. Students will iteratively design a multimedia approach to framing problems, to communicating ideas, and to exploring the ethical, political, and social implications of design in the world. S/U only.

The French word renaissance means "rebirth"; when capitalized, it defines both a chronological period (ca. 1300-1600) in European history and an impactful engagement with the legacy of Greco-Roman antiquity. The descriptor was devised, importantly, at the time, not retrospectively. This course describes events, activities and innovations widely understood as a defining and indispensable foundation of the modern world’s global turn.

This is an advanced research seminar in which students work closely with archival materials from the Sophia Smith Collection and other archives to explore histories of resistance, collective action and grassroots organizing among domestic workers in the United States, from the mid-18th century to the present. Domestic work has historically been done by women of color and been among the lowest paid, most vulnerable and exploited forms of labor.

This seminar provides students with an introduction to the problem of "revolution" in twentieth-century world history. In doing so, the course will comparatively examine a number of revolutionary contexts, including the Soviet Union, Algeria, Iran, and black radical politics in Africa and its diaspora. Throughout the course, we will thus question the complex interplay between the theorizing of revolution and the lived, historical experiences on the ground.

How is historical memory made—and lost? Students in this Calderwood seminar will reflect upon and intervene in this process as they consider how the major wars of the mid-twentieth century have been remembered or forgotten in the public sphere. Our focus is on wars in Asia, most notably the Asia-
Pacific theater of World War II followed by the supposedly “forgotten” war in Korea. Yet public
knowledge about these wars is extremely limited in the United States. At the same time, war memories,

Survey of the major economic, political and social changes of this period, primarily through the lens of race, class and gender, to understand the role of ordinary people in shaping defining events, including industrial capitalism, colonialism, imperialism, mass immigration and migration, urbanization, the rise of mass culture, nationalism, war, feminism, labor radicalism, civil rights and other liberatory movements for social justice. Enrollment limited to 40.

Joseph Stalin created a particular type of society in the aftermath of the Russian Revolution. Stalinism became a phenomenon that influenced the development of the former Soviet Union and the Communist movement worldwide. This course covers the period on the eve of and during the Russian Revolution, Stalinist transformation of the USSR in the 1930s, WWII and the onset of the Cold War. We consider several questions about Stalinism: Was it a result of Communist ideology or a deviation? Did it enjoy any social support?

Offered as MES 237 and HST 237. The history of the modern Middle East is a story of border-crossing as well as border-making. From 19th century immigrants from the Ottoman Empire to the Americas, to today's migrant laborers in Lebanon, Iraq, and the Gulf, the region has been forged by those who move within and beyond national borders. How have forces of gender, class, and ethnicity shaped these journeys? This course examines the gendered processes of movement and migration--voluntary and involuntary--that have shaped the modern Middle East from the 19th century to the present.