IIn this seminar, students will learn about evidence-based studying strategies that enhance learning and retention of knowledge. We will talk about the formation and retrieval of memories, the importance of self-assessment and metacognition, and mindfulness as a tool to deal with stress and anxiety. In addition, we?re also devoting some class time to discuss college life, time management, schoolwork and life balance, and other topics to help you navigate your first year in college successfully.

Your DNA offers a chance to explore, discover and reconciliate with the past. Pieces of your DNA have come together for this moment from different ancestral places over time. With increasing accuracy your DNA offers mechanistic insight into your peculiar characteristics suggesting lifestyles and medical treatments. Your DNA is also being used today in ways that you may not wish. How do you want your DNA used? This course will examine the social life of DNA and the need for a new bioethics.

Visual Learning is a unique first-year seminar designed to introduce students to college life and campus resources through the lens of drawing. Through this course, students will learn to utilize drawing as a study tool to enhance comprehension, retention, and critical thinking skills. This seminar aims to foster creativity, critical thinking, and community engagement in a supportive and interactive environment. No previous drawing skills are required.

This curriculum development workshop identifies principles that will guide language educators in creating world and second language curricula using sociocultural theories, action research, critical discourse pragmatics, and multimodalities.

Advanced seminar on research design. Students refine their research methodologies and develop an academic and co-curricular plan with the goal of securing placement in a graduate program. Emphasis on the development of public speaking skills, peer-to-peer pedagogies across disciplines, peer mentoring. Limited to recipients of Mellon Mays Undergraduate Fellowships in their senior year. Normally, students enroll concurrently in a special studies course (minimum 4 credits) or departmental honors thesis on their research topic. S/U only. Enrollment limited to 12. Instructor permission required.

Seminar on research design and conduct. The development of research projects including question definition, choice of methodology, selection of sources and evidence evaluation. Participants present their research design and preliminary findings, study pedagogy and research methodologies across disciplines, develop professional skills to prepare for graduate study and participate in weekly peer progress reports. Limited to recipients of Mellon Mays Undergraduate Fellowships in their junior year. Course cannot be repeated for credit. S/U only. Enrollment limited to 12.

With the onslaught of American, French, Haitian, and South American revolts and revolutions, the Atlantic world, much of Europe, and its colonial/industrial empire were thrown into a period of refiguring the concept of the raced, national, and gendered subject. This course considers what new forms of gender, sex, sexuality, and being were created, practiced, or thought, however momentarily, in this tumultuous age. Specific attention is given to conceptions of nonbinary being (of all varieties). Authors may include E. Darwin, Equiano, Wollstonecraft, Lister, M. Shelley, Byron, Jacobs.

With the onslaught of American, French, Haitian, and South American revolts and revolutions, the Atlantic world, much of Europe, and its colonial/industrial empire were thrown into a period of refiguring the concept of the raced, national, and gendered subject. This course considers what new forms of gender, sex, sexuality, and being were created, practiced, or thought, however momentarily, in this tumultuous age. Specific attention is given to conceptions of nonbinary being (of all varieties). Authors may include E. Darwin, Equiano, Wollstonecraft, Lister, M. Shelley, Byron, Jacobs.

In this class, students will acquire hands-on and/or applied experience in diverse aspects of the research process in any field of Chemistry under the direction and supervision of a faculty advisor. Typically, these projects are related to the research program of the advisor. Student experiences often include: familiarizing themselves with a research topic, generating interesting questions, designing experiments, acquiring technical and instrumentation skills, collecting and analyzing data, writing and/or presenting their results.