The course offers an overview of Italian literary culture during the years of the fascist regime with particular emphasis on low-brow, best-selling genres. Examples of colonial, didactic, sentimental, `erotic?, and propaganda literature will presented as tools of political propaganda and social indoctrination, alongside examples of fascist cinema, architecture, and visual arts. Against the backdrop of the historical situation in Italy and in Europe during the Ventennio, the close analysis `between the lines?

This course considers the use of creative works in advancing public health. Inspired by the concepts of arts-focused public health, arts-based research (ABR), and narrative medicine/medical humanities, we will encounter a range of creative arts being used in health contexts. We will examine scholarly research about how qualitative ABR can create and support effective public health efforts, and community-based experience with arts-focused approaches. We will study arts-based research (ABR) as it is used across the social sciences.

This is a stand-alone independent study designed by the student and faculty sponsor that involves frequent interaction between instructor and student.Qualitative and quantitative enrichment must be evident on the proposed contract before consent is given to undertake the study. Further information is available at CHC PATHS (honors.umass.edu/chc-paths/). Submission should be done during pre-registration and completed by the end of the add-drop period.

Starting from debates over digital media and publicity/public participation in the city, this class examines the ways media technologies shape, and are shaped by, the built environment. Drawing on historical and ethnographic case studies, it will focus on the city as media, symbols as well as embodiments of particular ideas and values, and the impact that media technologies have had on how people experience urban life.

In this course, we will introduce Public Interest Technology, innovation, and relevant regulatory frameworks to provide a foundation to explore the thoughtful design of technology that can serve society while remaining safe for all users and stakeholders. The course begins with examining the core values of public interest technology, such as fairness, transparency, accountability, and inclusivity. We will then review foundational concepts around innovation and strategies, along with an overview of technology governance.

Students enrolled in this course attend weekly pedagogy sessions led by the instructors and facilitate a weekly PLTL session for a pre-assigned group of 8 to 10 students from CHEM 261 or CHEM 262. This course trains students to become effective leaders for Peer-Led Team Learning (PLTL) groups in the large enrollment organic chemistry courses. The weekly pedagogy sessions will equip students with collaborative learning strategies, group facilitation techniques, leadership skills, and communication skills.

Students enrolled in this course attend weekly pedagogy sessions led by the instructors and facilitate a weekly PLTL session for a pre-assigned group of 8 to 10 students from CHEM 261 or CHEM 262. This course trains students to become effective leaders for Peer-Led Team Learning (PLTL) groups in the large enrollment organic chemistry courses. The weekly pedagogy sessions will equip students with collaborative learning strategies, group facilitation techniques, leadership skills, and communication skills.

Students enrolled in this course attend weekly pedagogy sessions led by the instructors and facilitate a weekly PLTL session for a pre-assigned group of 8 to 10 students from CHEM 261 or CHEM 262. This course trains students to become effective leaders for Peer-Led Team Learning (PLTL) groups in the large enrollment organic chemistry courses. The weekly pedagogy sessions will equip students with collaborative learning strategies, group facilitation techniques, leadership skills, and communication skills.

Students enrolled in this course attend weekly pedagogy sessions led by the instructors and facilitate a weekly PLTL session for a pre-assigned group of 8 to 10 students from CHEM 261 or CHEM 262. This course trains students to become effective leaders for Peer-Led Team Learning (PLTL) groups in the large enrollment organic chemistry courses. The weekly pedagogy sessions will equip students with collaborative learning strategies, group facilitation techniques, leadership skills, and communication skills.

Students enrolled in this course attend weekly pedagogy sessions led by the instructors and facilitate a weekly PLTL session for a pre-assigned group of 8 to 10 students from CHEM 261 or CHEM 262. This course trains students to become effective leaders for Peer-Led Team Learning (PLTL) groups in the large enrollment organic chemistry courses. The weekly pedagogy sessions will equip students with collaborative learning strategies, group facilitation techniques, leadership skills, and communication skills.