This studio architecture class examines the cultural dimensions that emerge in the practice of sustainable architecture. A culturally appropriate approach is progressively becoming a central component of sustainable design, and this class will explore this approach from a number of different perspectives, with a main focus on the practice of designing with indigenous and ethnic communities as well as other cultural groups.

Why do so many novelistic heroes never grow up? The history of the European novel between mid-nineteenth and late-twentieth century is full of heroes and heroines on the verge of adulthood who end up crushed, disappointed, left behind, unrealized, and sometimes dead.

The novel occupies a privileged place on the cultural map of modernity: ever since its rise in the eighteenth century it has chronicled and examined dramatic changes in dominant social values, political institutions, and modes of economic activity. But it has also responded to new forms of violence: social revolutions, nationalist upheavals, capitalist exploitation, colonial expansion, and bureaucratic oppression.

Images dominate our cultural imaginations with such intensity some cultural theorists describe their affect in pathological terms: "the hypertrophy of visual stimulation" (Martin Jay), "a topographical amnesia" (Paul Virilio), "excremental culture" (Arthur and Mary Louise Kroker), "our narcotic modernity" (Avital Ronell). Other critics say the explosion of visual culture is so influential that it represents a paradigm shift-that is, a shift from the domination of language to the domination of images over our lives.

This class will explore, through a series of projects, the fundamental questions of game design. What are the common features of hopscotch, Skyrim, boxing, Farmville, poker, and Tic-Tac-Toe? How do you create an engrossing, challenging, vivid, or surprising environment of play? How do you determine the value of skill, chance, cooperation, and competition in play? What effect does the social, sexual, gender, political, and economic environment of the game's creation have on the game play?

In his book The Dream of the Earth, Thomas Barry argues that the next period of time must be the Ecozoic Era, a phase in which all cultural, political, and economic activity must be directed towards sustaining our planet. It is this mandate that fuels the work of those now called environmental or reclamation artists.

The images of brave youth challenging authoritarian power in the "Arab Spring" has proven inspirational -- and even contagious - around the world. In this course, we will question various forms of power in the Muslim Middle East. In particular, we will look at the power of orientalism, colonialism, tribe, kin, gender, religion, nationalism, class and globalization. Anthropology sheds light on issues of power by illuminating how it works on-the-ground -- how authority is constructed, maintained, challenged, and reproduced in various ways.

In Intermediate Drawing, students will continue to learn and refine fundamental drawing techniques and will proceed to develop independent work through ongoing exploration of more advanced techniques, contemporary drawing formats, materials, and their thematic interests. Drawing assignments will focus on self-expression and working out formal problems through both observation and abstraction. Supporting materials and sources may include found elements and photographic, digital, and mass-produced imagery. Students will also engage in research of historical and contemporary artists.

This course will address maternal, newborn and infant health in developing countries with special reference to countries in sub-Saharan Africa and South-East Asia. Attention will be given to the socio-economic factors that impact access to health care during pregnancy, childbirth and after childbirth. Through a series of case studies, students will review interventions designed to achieve the Millennium Development Goals 4 and 5 and the progress and challenges thus far.

This course is designed for students interested in general education and/or special education. The course objectives are to introduce students to terminology, legislation, types of special needs and teaching strategies relevant to addressing the needs of all learners in the general education classroom. By exploring inclusion, we will be addressing often unexamined notions of what it means to be "normal" and we will consider the rights of individuals with special needs to the least restrictive environment and access to the best possible education.