In this course, students will employ mechanical principles to describe and quantify human motion in static and dynamic situations. Students will be introduced to the biomechanical and neural elements that dictate movement and develop skills to analyze functional human movement activities in exercise and daily-living contexts. This course would be of interest to students with an interest in athletics, physical or occupational therapy, orthopedics and biomechanics.

The physical and psychological components of stress, identification of personal stress response patterns and techniques for daily stress management.

This course introduces students to the principles of coaching that are applicable to all sports. Content includes the following areas of sport science: pedagogy, leadership, psychology, physiology, recruiting, group dynamics, growth and development and areas of health and wellness related to the well-being of athletes. Enrollment limited to 20.

The goal of this course is to teach emergency medical care that enables the student to (a) recognize symptoms of illness and injuries; (b) implement proper procedures; (c) administer appropriate care; (d) achieve and maintain proficiency in all caregiving skills; (e) be responsible and behave in a professional manner; and (f) become certified in Community First Aid/AED and CPR for the Professional Rescuer.

The goal of this course is to teach emergency medical care that enables the student to (a) recognize symptoms of illness and injuries; (b) implement proper procedures; (c) administer appropriate care; (d) achieve and maintain proficiency in all caregiving skills; (e) be responsible and behave in a professional manner; and (f) become certified in Community First Aid/AED and CPR for the Professional Rescuer.

This course examines cases of famine from across the globe. Although famine has long been conceived as arising from “natural” disasters like drought and pest infestations, recent work has suggested that human action may be more at play. In this course, we examine historical cases of famine to evaluate its causes and responses to it across different parts of the world. How did different societies conceive of and respond to ecological forces, and how did ecological forces change different societies?

This course will explore global environmental justice issues, debates, and policies in the context of an urbanizing world marked by race, gender, nationality, ethnicity, caste, class, and other lines of difference. We will draw from scholarship in urban studies, anthropology, sociology, geography, and other related fields to develop an appreciation of global environmental injustices and efforts to redress these injustices, whether through formal planning and policies, social movements, community organizing, or everyday environmentalism.

This course will examine the connections between natural resource management and environmental justice in the US and the Global South. We will study the benefits and limits of traditional top-down approaches to the management of forests, land, fisheries, biodiversity, underground resources, water, food, and genomes in different parts of the world. By discussing case studies of environmental justice issues from tar sands mining in Alberta to the impact of biofuels and GMOs on local populations in Mexico, students will question and rethink the management of natural resources.

Natural, wild, domestic – where are the boundaries? Should we care more about “charismatic megafauna” than bugs? How are race, gender, and class implicated in animal agriculture? This course interrogates the relationship between nonhuman animals, humans, and our shared environment. The first half introduces ways of thinking about and studying animals and society. The second half is thematic, exploring ways of conceptualizing and relating to nonhuman animals, including pets, pests, wildlife, and agricultural commodities/food.

This course is designed to develop a student’s abilities as an environmental problem solver through practice. The problems come in two forms: a campus or local problem related to environmental sustainability or resilience, and the problem of what to do with one’s life. To address each, students engage in a semester-long group project that addresses a real-world environmental issue or question (projects vary from year to year) and a more individualized examination of the student’s own values, career aspirations and skills.