This course examines Italy’s varied geography, history, and artistic tradition to further appreciate Italy’s rich, delicious, yet simple cuisine. This course travels from the caffè to the pizzeria, to the trattoria, to the pasticceria, to the enoteca to probe the cultural impact Italian cuisine has on promoting a holistic philosophy for eating, drinking, and speaking best reflected by the now renowned Italian Slow Food Movement. Taught in English. S/U only. Enrollment limited to 100.

One-semester course designed for students with a background in other foreign languages. It covers the material of the yearlong ITL 110Y in one semester. Students should enroll in ITL 220 the following semester. Does not fulfill the foreign language requirement for Latin honors. Cannot be taken S/U. Seniors may be granted an exception. Concurrent registration in ITL 135 strongly recommended. Enrollment limited to 20.

One-year course that covers the basics of Italian language and culture and allows students to enroll in ITL 220 in the following year. Students entering in the spring need department permission and must take a placement exam. In the second semester, students may change sections only with instructor permission. Yearlong courses cannot be divided at midyear with credit for the first semester. Cannot be taken S/U. Concurrent registration in ITL 135 strongly recommended. Enrollment limited to 20.

One-year course that covers the basics of Italian language and culture and allows students to enroll in ITL 220 in the following year. Students entering in the spring need department permission and must take a placement exam. In the second semester, students may change sections only with instructor permission. Yearlong courses cannot be divided at midyear with credit for the first semester. Cannot be taken S/U. Concurrent registration in ITL 135 strongly recommended. Enrollment limited to 20.

"Freedom" has long been a defining ideal of U.S. life, passionately desired and intensely contested. This course investigates freedom in its cultural and social aspects. How did the ideals of freedom become so intimately associated with "America," and specifically with the United States of America? How have various dispossessed peoples--slaves, immigrants, women, racial and ethnic minorities, colonized populations--looked to the ideals and practices of U.S. freedom to sustain their hopes and inform their actions?

This course is for students who have completed IDP 132 or another Smith experience that allowed for reflection on curricular and experiential work, values and goals. Students begin to look outward. After reviewing and assessing important learning experiences, students conduct qualitative interviews to gain a multidimensional understanding of their discipline in the world. Students simultaneously create a "personal syllabus," a reflection on maintaining and pursuing curiosity.

This integrative course explores the conservation and restoration of forest ecosystems. Topics include past land use history and its effect on current forest composition, evaluating forest ecological properties including keystone resources and species, theory and practical application of ecosystem restoration, and the design and management of protected areas. The legal and regulatory framework of resource conservation, conservation incentives and enforcement, and working with local constituencies is also considered.

This integrative course explores the conservation and restoration of forest ecosystems. Topics include past land use history and its effect on current forest composition, evaluating forest ecological properties including keystone resources and species, theory and practical application of ecosystem restoration, and the design and management of protected areas. The legal and regulatory framework of resource conservation, conservation incentives and enforcement, and working with local constituencies is also considered.

This six-week course teaches students to extend and refine their academic capacities to become autonomous learners. Course content includes research on motivation, learning styles, memory and retrieval, as well as application of goal setting, time management and study skills. Students who take this course are better prepared to handle coursework, commit to a major and take responsibility for their own learning. Priority is given to students referred by their dean or adviser. S/U only. Enrollment limited to 15.

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.