We know the world faces several profound problems that may well threaten the long-term sustainability of life as we know it: environmental degradation and resource limits, deepening global inequality, global corporate capitalism, and ineffective national and international political institutions. To respond wisely, we must understand the complex interlocking systems we loosely name contemporary globalization. Only then will we be able to imagine appropriate responses and solutions.

This First Year seminar examines the political and cultural power of the New York Times in the American past and present. Students will analyze the Timestoday through careful, daily readings. They will also study its evolution as an institution, as well as its coverage of critical historical events. By focusing on the Times as the most influential 'agenda setter' in American journalism, we will address larger issues of objectivity, bias, and influence in the mass medial. We will also consider the complex relationship between journalism and history.

This course examines topics within the physical, mental, psychological and social dimensions of wellness. Current research and trends in health and wellness are emphasized and students will be encouraged to apply this knowledge in practical ways for healthful living. While this course is not activity based, a few classes will involve physical activity to promote wellness.

Food is essential for Italian family and society, and the food industry is an important part of the Italian economy. Starting with Carlo Petrini's Italian Slow Food revolution, we will explore and analyze the strong relationship between food, culture and business in modern Italian society. We will read and discuss literary and historical texts, films, and cookbooks. The course includes a field trip to an organic local 'Italian' farm and a cooking night. Taught in English.

For several decades now, journalists, artists, and scholars have attempted to articulate the ways the Internet and digital culture has transformed how we live and think. Examining novels, movies, blogs, and other digital media, we will consider how the digital age shapes our understandings of gender and sexuality and how notions of femininity might help us define 'being digital.' As we develop reading and writing skills, we will also experiment in groups with new digital tools such as distant reading, advanced searching, and media remixing.

This course is an introduction to theories and practices of collaborative learning for students in the Computer Science Megas and Gigas Educate (MaGE) peer mentoring program. We will draw on existing research, practice sessions, and class discussion to craft our philosophies of peer mentoring and to develop effective practical strategies.

This course is an introduction to theories and practices of collaborative learning for students preparing to work as mentors in the Speaking, Arguing, and Writing Program (SAW). We will draw on existing research, practice sessions, class discussion, and our own writing and speaking to craft our philosophies of peer mentoring and to develop effective practical strategies.

Connecting community-based learning to social justice advocacy requires experience with asset-based community analysis, and skills for project planning, implementation, and assessment. Students will develop logic models for social change and participate in exercises and reflections that enhance their capacity to support organizational community partnership development. This course is designed to facilitate learning and impact for CBL Program student staff pursuing concurrent fellowships and mentorships. Students in C.A.U.S.E.

This course is intended for students who are new to American academic writing or identify as non-native speakers of English. Students should also be enrolled in a writing-intensive course. Through discussion and analysis of their own writing and peer work, students evaluate the effectiveness of their written communication and writing process. A variety of strategies for strengthening written communication are applied to current writing projects.

This course is intended for students who are new to American academic writing or identify as non-native speakers of English. Students should also be enrolled in a writing-intensive course. Through discussion and analysis of their own writing and peer work, students evaluate the effectiveness of their written communication and writing process. A variety of strategies for strengthening written communication are applied to current writing projects.