Movies are used to explore the development of American politics. The forces that shaped our politics early in the century (immigration, reform, religion), the rise of "big" government in the depression and World War II years (the new roles of the federal government, the enhanced presidency, internationalism, and anti-communism), and selected issues (race, gender, modern campaigns) prominent since the 1960s. The meaning of political democracy in America and how our understanding of it has adapted to changing times and conditions. (Gen.Ed. HS)

Movies are used to explore the development of American politics. The forces that shaped our politics early in the century (immigration, reform, religion), the rise of "big" government in the depression and World War II years (the new roles of the federal government, the enhanced presidency, internationalism, and anti-communism), and selected issues (race, gender, modern campaigns) prominent since the 1960s. The meaning of political democracy in America and how our understanding of it has adapted to changing times and conditions. (Gen.Ed. HS)

Movies are used to explore the development of American politics. The forces that shaped our politics early in the century (immigration, reform, religion), the rise of "big" government in the depression and World War II years (the new roles of the federal government, the enhanced presidency, internationalism, and anti-communism), and selected issues (race, gender, modern campaigns) prominent since the 1960s. The meaning of political democracy in America and how our understanding of it has adapted to changing times and conditions. (Gen.Ed. HS)

This is a writing-intensive course that fulfills the University's Junior Writing requirement. Each section focuses on a particular aspect of current issues in psychology. The topic is selected based on the expertise of the teaching staff. All sections share similar writing assignments, ranging from in-class short writing assignments to lengthy papers that include literature review. Classes emphasize discussion and extensive peer review of written work. Topics for individual sections will not be available until shortly before the start of the semester.

This is a writing-intensive course that fulfills the University's Junior Writing requirement. Each section focuses on a particular aspect of current issues in psychology. The topic is selected based on the expertise of the teaching staff. All sections share similar writing assignments, ranging from in-class short writing assignments to lengthy papers that include literature review. Classes emphasize discussion and extensive peer review of written work. Topics for individual sections will not be available until shortly before the start of the semester.

Experimental organic chemistry with emphasis on underlying physical principles. Separation and purification, synthesis, analysis, and identification of organic compounds, including spectroscopy. Microscale work predominates. Emphasis on safe laboratory practices and proper disposal of wastes. Prerequisite or co-requisite: CHEM 262 or 266.

Analysis of theories of determination of national income, aggregate employment, and the price level. Monetary and fiscal policy. Inflation, unemployment, and economic growth.

Student-faculty partnerships position students to engage with their faculty and staff partners in the "collaborative, reciprocal process through which all participants have the opportunity to contribute . . . to curricular or pedagogical conceptualization, decision making, implementation, investigation, or analysis" (Cook-Sather et al.). We explore theories of teaching and learning as well as theories and practices of pedagogical partnership, and, in both writing and conversation, we reflect on your experiences of engaging in student-faculty partnerships.

Same as LSS 389. This class is for students who have taken introductory landscape studios and are interested in exploring more sophisticated projects. It is also for architecture and urbanism majors who have a strong interest in landscape architecture or urban design. In a design studio format, the students analyze and propose interventions for the built environment on a broad scale, considering multiple factors (including ecological, economic, political, sociological and historical) in their engagement of the site. The majority of the semester is spent working on one complex project.

This is a field course about forests. Shaped by climate, elevation, and continuous disturbance, the forests of New England are diverse, ever-changing, and beautiful. In this class we take field trips to twelve forests, reading the literature on each forest type, learning to identify trees and other denizens, and evaluating forest function, uses, and management strategies from the perspective of multiple-use forestry. We will learn to read the landscape for clues about history and stand dynamics, and also take steps in the scientific method, from observation to research design.