Same as GEO 150. A geographic information system (GIS) enables data and maps to be overlain, queried and visualized in order to solve problems in many diverse fields. This course provides an introduction to the fundamental elements of GIS and applies the analysis of spatial data to issues in geoscience, environmental science and public policy. Students gain expertise in ArcGIS — the industry standard GIS software — and online mapping platforms, and carry out semester-long projects in partnership with local conservation organizations and/or campus offices. Enrollment limited to 20.

This course is designed to develop a student’s abilities as an environmental problemsolver through practice. The problems come in two forms: a campus or local problem related to environmental sustainability or resilience, and the problem of what to do with one’s life. To address each, students engage in a semester-long group project that addresses a real-world environmental issue or question (projects vary from year to year) and a more individualized examination of the student’s own values, career aspirations and skills.

In this laboratory complement to 201, students use a variety of methods to gather and analyze different types of environmental data (quantitative, qualitative, spatial). Enrollment limited to 18.

While focusing on topical environmental issues, students learn how to gather, analyze and present data using methods from the natural and social sciences. Data are drawn from multiple sources, including laboratory experiments, fieldwork, databases, archival sources, surveys and interviews. Emphasis is on quantitative analysis. Environmental topics vary in scale from the local to the global. Note: 202 must be taken concurrently. Prerequisite: 101. Enrollment limited to 18.

This course will explore the monstrosity of motherhood - the fear, disgust, alienation, and confusion of
both being a mother and having one. We will discuss literary and cinematic representations of mothers
as absent, distant, cruel, ambivalent, irresponsible, and deviant, and consider the ways we have been

What it would be like to hear the squirrel’s heartbeat, to open one’s mind fully to the sensations and impressions of the world around us? The image belongs to George Eliot, who in Middlemarch suggested we couldn’t bear it; we would die of a sensory overload, the “roar on the other side of silence.” The novelists of the generations that followed tried to live in that roar: to explore the stream of consciousness, to capture the way we make sense of experience and order out of our memory’s chaos. Readings in George Eliot, Henry James, Virginia Woolf and others.

Westudy key texts in the diverse tradition of 20th- and 21st-century South Asian literature in English, from the early poet Sarojini Naidu to internationally acclaimed contemporary global and diasporic writers from India, Pakistan, Sri Lanka, Nepal. Topics include: the postcolonial fashioning of identities; Independence and Partition; women’s interventions in nationalist discourses; the crafting of new English idioms; choices of genre and form; the challenges of historiography, trauma, memory; diaspora and the (re)making of “home;” life post-9/11 Islamophobia.

In this seminar, we trace the evolution of the legend of the greenwood outlaw with his merry men and (later) his intrepid ladylove, through medieval popular tale, ballad, drama, lyric, novel, and film—from first mention in the late Middle Ages to recent works and current events. Everyone knows the social bandit who robs from the rich and gives to the poor, hated by the authorities and loved by the people, but few have read the early formative texts that first inspired this unceasingly popular legend. We also explore and add to the rich legacy of Robin Hood criticism.

A Midsummer Night’s Dream, As You Like It, I Henry IV, Measure for Measure, King Lear, Macbeth,The Tempest, and Shakespeare's sonnets. Enrollment in each section limited to 25. Not open to first-year students.

Whether in fantasy or more mainstream narratives, storylines evolve in a carefully constructed world space. Imaginary settings—whether they be Narnia or New York— involve the creation of spatially coherent locations, a backstory and a world that is peopled.In this course, students examine fictional worlds and learn to build those worlds themselves.This class is not limited to but is recommended for students interested in fantasy, science fiction or speculative fiction: In this course, we explore the constructed worlds made by some wonderful writers and build fictional worlds of our own.