(Offered as HIST 229 [TC/^P/C], ARHA 229, RELI 229 and SWAG 229) When, in 431, the Council of Ephesus declared the Virgin Mary to be Theotokos or God-Bearer, she had already been venerated in Egypt since the third century as a re-instantiation of Isis. The syncretism of her cult explains her ubiquitous popularity in medieval Byzantium and the Latin West, but also in early Islamic Syria and colonial Latin America. Her frequent depiction on moveable wooden panels (icons) and mosaics accompanied her early rise to liturgical prominence.

(Offered as HIST 229 [TC/^P/C], ARHA 229, RELI 229 and SWAG 229) When, in 431, the Council of Ephesus declared the Virgin Mary to be Theotokos or God-Bearer, she had already been venerated in Egypt since the third century as a re-instantiation of Isis. The syncretism of her cult explains her ubiquitous popularity in medieval Byzantium and the Latin West, but also in early Islamic Syria and colonial Latin America. Her frequent depiction on moveable wooden panels (icons) and mosaics accompanied her early rise to liturgical prominence.

(Offered as HIST 229 [TC/^P/C], ARHA 229, RELI 229 and SWAG 229) When, in 431, the Council of Ephesus declared the Virgin Mary to be Theotokos or God-Bearer, she had already been venerated in Egypt since the third century as a re-instantiation of Isis. The syncretism of her cult explains her ubiquitous popularity in medieval Byzantium and the Latin West, but also in early Islamic Syria and colonial Latin America. Her frequent depiction on moveable wooden panels (icons) and mosaics accompanied her early rise to liturgical prominence.

(Offered as BIO 250, CHEM 250) This is an interactive course that combines academic inquiry and community engagement to investigate identity, inequality and representation within Science Technology Engineering and Mathematics (STEM) fields--at Amherst and beyond. We begin the course by grounding our understanding of the STEM experience at Amherst in national and global contexts. We will survey the interdisciplinary literature on the ways in which identity - race, gender, class, ability, sexuality- and geographic context shape STEM persistence and belonging.

(Offered as BIO 250, CHEM 250) This is an interactive course that combines academic inquiry and community engagement to investigate identity, inequality and representation within Science Technology Engineering and Mathematics (STEM) fields--at Amherst and beyond. We begin the course by grounding our understanding of the STEM experience at Amherst in national and global contexts. We will survey the interdisciplinary literature on the ways in which identity - race, gender, class, ability, sexuality- and geographic context shape STEM persistence and belonging.

From diamonds and bananas to coca and coal, natural wealth as commodities have shaped the way we think of global connections from early colonial encounters to the present. They are signs of the legacies of colonial exploitation as well as the seemingly infinite reach of global capital.

SPAN102 is the second of the four-semester sequence in the Spanish Language Program.  It is designed for students who a) have successfully completed SPAN 101 or b) who have placed into the course via the Spanish Department placement exam.

SPAN102 is the second of the four-semester sequence in the Spanish Language Program.  It is designed for students who a) have successfully completed SPAN 101 or b) who have placed into the course via the Spanish Department placement exam.

This course delves into the theoretical and historical coexistence of states and empires, focusing on how sovereignty and related concepts have been conceived in different contexts. Ideas about the sovereign state have been highly influential when depicting and analyzing modern political order and authority. Other modern polities have however coexisted with the sovereign state. The most prominent of these polities is empire. Sovereign states and empires have frequently been portrayed as entities guided by contending principles of rule and authority.

SPAN 201 is the third of a four-semester sequence in the Spanish Language Program designed for students who a) have successfully completed SPAN102, b) who have placed into the course via the Spanish Department placement exam, or c) who have scored 4 on the AP Spanish Language exam or 3 in the AP Spanish Literature Exam.  The course develops students’ ability to narrate across various time frames, follow the main plot of narratives (including longer texts and feature-length films), and exchange basic descriptions, comparisons, and interpretations about au