SPAN101 is the first of a four-semester sequence in the Spanish Language Program. It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.
SPAN101 is the first of a four-semester sequence in the Spanish Language Program. It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.
SPAN101 is the first of a four-semester sequence in the Spanish Language Program. It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.
SPAN101 is the first of a four-semester sequence in the Spanish Language Program. It is designed for students a) with no prior knowledge of Spanish, b) who have studied Spanish for one year or less in high school, and c) who have scored 1 or 2 on the AP Spanish Language exam.
Fall semester. The Department.
How to handle overenrollment: null
Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: emphasis on written work, readings, independent research.
Independent reading course. A full course.
Fall and spring semesters. The Department.
How to handle overenrollment: null
Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: emphasis on written work, readings, independent research.
Independent reading course. A full course.
Fall and spring semesters. The Department.
How to handle overenrollment: null
Students who enroll in this course will likely encounter and be expected to engage in the following intellectual skills, modes of learning, and assessment: emphasis on written work, readings, independent research.
Debates about immigration often implicate “culture.” Do immigrants share our cultural worldviews and moral orientations? What will happen to the culture of “mainstream” society—the symbols, myths and traditions that anchor our sense of peoplehood—when immigrants move in, changing the distribution of ideas, values, and beliefs in our neighborhoods and cities?
The early twenty-first century has been marked by the convergence of populism, ethno-nationalism, and authoritarianism in all corners of the world. Exclusionary movements have emerged to challenge cultural and intellectual currents in world society that were, at one point, viewed as inevitable agents of progress that would usher in a world liberated from the divisive and demagogic forces that produced immense human suffering and countless theaters of war in the twentieth century.
(Offered as SOCI 226 and ENST 226) Creating a more sustainable relationship between human society and the rest of nature requires changing the way we relate to one another as humans. This course will explain why, while answering a number of associated questions and introducing the exciting and engaged field of environmental sociology.
