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

Music often serves as one of the primary ways that we create and maintain identities. Our social groups--peers, colleagues, acquaintances--are often determined by shared affinities for specific musical styles, artists, and the world views they come to represent. Yet music is also frequently used to catalyze various forms of social and political activism, challenge our relationship to society and structures of power, and initiate change. This seminar explores the nature of popular music and its relationship to culture, politics, and identity.

When were you last outraged at the state of politics? When did you feel an inexplicable love for political symbols, either objects or personalities? Do they ever make you cringe? Or perhaps you glean much pleasure from the often-farcical nature of modern political life? Do you cry, laugh, get scared, or feel overwhelmed by political spectacles that make up our 24/7 existence? If so, you, like most of us, experience politics at a corporeal level.

In this studio course, we will explore different skills and approaches towards creating solo performance. We will examine examples of historical and contemporary solo performances in theater, dance, video, music, radio plays, street, stand up and in political/social arenas to inform and ask what makes these effective (or not). We will use what we learn from these examples to inspire our own solo material.

(Offered as ASLC 220 and ARCH 220) Tokyo is the political, cultural, and economic center of Japan, the largest urban conglomeration on the planet, holding 35 million people, fully one-fifth of Japan’s population. Since its founding 400 years ago, when a small fishing village became Edo, the castle headquarters of the Tokugawa shoguns, the city has been reinvented multiple times—as the birthplace of Japan’s early modern urban bourgeois culture, imperial capital to a nation-state, center of modern consumer culture, postwar democratic exemplar, and postmodern metropolis.

(Offered as ASLC 220 and ARCH 220) Tokyo is the political, cultural, and economic center of Japan, the largest urban conglomeration on the planet, holding 35 million people, fully one-fifth of Japan’s population. Since its founding 400 years ago, when a small fishing village became Edo, the castle headquarters of the Tokugawa shoguns, the city has been reinvented multiple times—as the birthplace of Japan’s early modern urban bourgeois culture, imperial capital to a nation-state, center of modern consumer culture, postwar democratic exemplar, and postmodern metropolis.

Economics is often defined as “the study of the allocation of scarce resources.” But for what reason are we making this allocation? Most often, the goal is thought of as the attainment of well-­being, for individuals, groups or societies and even ecosystems as a whole. Economics is essentially the study of the attainment of well­‐being. Scarcity is the essential word – without it, a study of allocation would be irrelevant, and, of course, scarcity doesn’t just exist: it is created out of the interaction between limited resources/production and our wanting.

(Offered as PSYC 331 and EDST 331) This course will explore conceptualizations of childhood and adolescence in the United States today. Using both academic articles and media resources, the course will address topics such as early education and school readiness; play and extracurricular involvement; college access and attendance; mental health, self-esteem, and social media; and youth activism.

(Offered as PSYC 331 and EDST 331) This course will explore conceptualizations of childhood and adolescence in the United States today. Using both academic articles and media resources, the course will address topics such as early education and school readiness; play and extracurricular involvement; college access and attendance; mental health, self-esteem, and social media; and youth activism.

(Offered as COLQ 461 and SPAN 461) In this particular research tutorial we will ask how specific film practices help normalize racist vs. anti-racist structures of feeling. We will begin with a few key historical and theoretical texts on the long-term construction of racist and anti-racist structures of feeling in Latin America and in U.S. Latinx cultures, to then explore how these are reproduced or contested in a handful of films where racism and anti-racism are at the center of the filmic text, narratively and/or audiovisually.