The BOLTWOOD Project is a course that supports a student-run civic engagement and leadership program designed to provide enrichment, recreation, and socialization for adults and children of diverse intellectual or physical ability. Under the guidance and supervision of student leaders, students enrolled in this course participate in small groups that organize weekly enrichment activities at multiple sites throughout the region.

Honors Thesis expectations are high. The intended end-product is a traditional research manuscript with accompanying artifact(s), all theses: - are 6 credits or more of sustained research on a single topic, typically conducted over two semesters. - begin with creative inquiry and systematic research. - include documentation of substantive scholarly endeavor. - culminate in an oral defense or other form of public presentation.

In this course, students will explore approaches to teaching about disability and ableism, from early childhood through adulthood. Students will research best practices to raise awareness and understanding of disability as diversity in school, home, higher education and community settings. Students will have the opportunity to facilitate activities, workshops and trainings in campus and community settings.

Advanced, intensive work on specific topics in syntax. Topic varies. Prerequisite: LINGUIST 604.

This course is intended to introduce students to the basics of flying and operating unmanned aerial vehicle (UAV) multirotor aircraft safely and reliably. This course assumes no prior knowledge of UAV?s or prior flying experience. This course is primarily focused on guiding students as they develop practical flying skills, but will also cover basic information on multirotor function, diagnostics, and maintenance. Preflight procedures are a key part of flying safely and will be covered. Most class time will be dedicated to providing flying practice for students.

In this course, upper-level students in the College of Engineering build their knowledge base of how to be an effective mentor as well as what to look for in a mentoring relationship for themselves. Interactions with peers can be extremely complex and formative for both the mentee and mentor. Training will include a review of the literature, workshops, and discussion. As part of the class, students will lay the foundation for the freshman-mentoring program for the subsequent fall.

This course explores time literacy, a re-imagining of time management that seeks to interweave one?s one needs and ways of thinking together with academic progress over the semester. The course involves identifying an appropriate way to record and structure information about assignments and exams, developing routines that work for you as an individual, and evaluating progress along the way.

Weekly seminar requiring students to read an NLP paper and discuss and review it from a variety of perspectives. Some weeks will feature invited speakers instead of paper reviews.

This course examines the ways that history is communicated outside the classroom through museums, historic sites, monuments, civic celebrations, archives, historic preservation, and community oral history projects. It is a hands-on course, with field trips and group service projects as well as reading and discussion, which makes it a good way to explore your career interests after graduation.

ENGLWRIT 112 (College Writing) is a first-year college-level writing course designed to help students expand their ability to write essays for academic, civic, and personal purposes and to develop their rhetorical awareness to write effectively in new social contexts. Based on the assumption that writing is a social activity, this course requires active engagement in the writing process, including pre-writing, peer review, revision, and editing. Students write five essays. This is the only course at UMass Amherst which satisfies the General Education College Writing (CW) requirement.