This course will introduce students to the current best practices regarding developing, transforming, managing and sharing geospatial data. This course focuses on exposing students to state-of-the-art approaches in retrieving/querying, aggregating and processing geospatial data from multiple heterogeneous sources/systems and technologies, such as relational databases (RDBMS), spatially-enabled RDBMS, XML-based spatial data, KML, Web-services/APIs, JSON/GeoJSON, CAD, BIM/IFC, and file-based databases (SQLite and GeoPackage).

This course will give students a deep exposure to cloud computing enabling technologies, its main building blocks, the design strategies behind scalable and fault tolerant cloud architectures, and an in-depth understanding through homeworks projects and exams. We learn about data center networks and their topologies, cloud transport layer, file systems, handling big data, enabling consistent data store, virtualization, and the softwarization trends in cloud computing.

This course provides a survey of the geography of US and Canada, starting with core integrative themes and methods of analysis, and then moving into a region-by-region overview. Special emphasis will be on historical development, environmental change and sustainability, and the diversity of peoples and cultures and their relationships with landscapes and each other. Short of literally traveling the continent, the class aims to immerse you in the images, sounds, data, and experiences of places, regions, and people's lives, so they come to life.

This course is a 2-credit support seminar that was created for student teachers of French who are simultaneously completing their full-time student teaching practicum (FrenchEd 500U) in a public middle or high school in Massachusetts. The purpose of this seminar is to provide a supportive place where initial licensure candidates reflect upon and articulate their developing identity as teachers, and explore and reflect upon the complexities of teaching within their particular classrooms and communities, as well as within the broader social context of education.

This survey of slavery's history in the Atlantic World between the late 15th and late 19th centuries examines the world created by the transatlantic slave trade, a world in which coerced Black labor was at the center of European colonization projects and the rise of Western capitalism. This course employs a comparative and transnational framework; throughout the semester, students will encounter slave societies throughout the Atlantic World, ranging from West Africa to the Caribbean to North America.

This course provides students with both a theoretical and practical foundation in facilitation and design for social change. Students learn human-centered and equity-centered design principles, as well as different modes of facilitation. This is Part Two of a two-tiered cohort program: the Leading for Equity and Action-Based Design (LEAD) Scholars Program, a new leadership program for students sponsored through the partnership of the Office for Equity and Inclusion (OEI) and the Wurtele Center for Leadership (WCL). S/U only. Prerequisite: IDP 134. Enrollment limited to 20.