META MORPHOSES January Term 2014 January January Term at Saint Mary’s College of California offers a Term curriculum of rigorous, intensive, unique courses outside students’ usual realms of inquiry using analytical, focused, immersive, and experiential methods of pedagogy and critique with the aim of broadening the academic, social, cultural and spiritual life of the College, in accordance with a Lasallian ethic of social justice, civic responsibility and personal transformation. INTRODUCTORY content

Acknowledgements II

Calendar III

Theme Essay: On “METAMORPHOSES” IV

Jan Term Goals: Creativity, Breadth, Diversity, Intensity VI

Types of Courses VI

General Education, Core Curriculum, and Major Requirements VI

Attendance Policies and Class Schedules VII

On-Campus Courses: Registration Guidelines VIII

Travel Courses: Registration Guidelines and Requirements VIII

Travel Course Scholarships XI

Independent Studies: Guidelines and Deadlines X

Further General Info About Jan Term Courses XI

Study Abroad in Summer, Fall, and/or Spring Terms XII

January Term 2014 Travel Scholarship Application Form XIV

January Term 2014 Travel: September 2013 Pre-Registration Informational Meetings XV

Table of Contents XVII

I WITH thanks

Many thanks to the 2012-2013 January Term Committee: Steve Bachofer, Carla Bossard, Robert Bulman, Susan Fallis, Paul Giurlanda, Rosemary Graham, Asbjorn Moseidjord, Julia Odom, Tom Poundstone, and Denise Witzig. The Jan Term Committee wishes to extend special thanks to Adriana Botello, Gerritt Brands, Richard Carp, Jeanne DeMatteo, Nicole Faraclas, Geni Federas, Carol Firestone, Linda Granko, Jen Herrington, Maria Judnick, Rob Limon, Craig Phillips, Jo Shroyer, Stan Strocher, Bill Sullivan, and everyone in the Business Office and Registrar’s Office. The information in this catalog is subject to change. Contact the January Term Office with any questions: [email protected] / x8514 / x4771 And come visit us in our new offices in the Power Plant building. JANUARY TERM PROGRAM SAINT MARY’S COLLEGE OF CALIFORNIA PO BOX 4597 MORAGA CA 94575 925.641.8514 Catalog interior design by Nicole Faraclas Cover design by Stan Strocher

II DATES AND DEADLINES for jan term 2014

2013 2014 Tuesday, September 3 – Thursday, Monday, January 6 September 19 Jan Term begins (travel courses may vary) Travel course pre-registration informational Tuesday, January 7 meetings (see page XV) Deadline to add/drop Monday, September 16 Monday, January 20 Applications for travel scholarships due in MLK Jr. Holiday: this week, all courses meet Financial Aid Office by 4:30pm TWThF at their regularly scheduled meeting Saturday, September 21 times/locations Award notifications to all scholarship appli- Friday, January 31 cants Last day of Jan Term Monday, September 23 (travel courses may vary) Deadline for 50% deposit payment of travel course fees (to Business Office) Thursday, September 26 – Friday, September 27 Online registration for all travel courses Monday, September 30 Independent Study Proposal workshop, 3-4pm, location TBD Monday, October 7 – Thursday, October 10 Online registration for all on-campus courses Friday, October 11 Independent Study proposal online submis- sion deadline (to Registrar’s Office) Friday, November 8 Deadline for payment in full of travel course fees Tuesday, November 26 Deadline for seniors to petition a lower division course for upper division credit

III METAMORPHOSIS theme for january term 2014

Every year, the Jan Term theme offers a skillfully initiate and handle change.” broad sense of the intellectual community at With an eye to our 2014 curriculum, another SMC by allowing students to see the ways wrote: in which various academic disciplines and methodologies can work together to create a “In pointing our attention to processes of greater understanding of common problems change, it resonates broadly with many and interests. disciplines and subjects. It captures the spirit of Jan Term itself: an opportunity for For 2014, our community selected “META- intense transformative experiences.” MORPHOSES” as our Jan Term theme. Many of our courses are organized around From a faculty member who was quite this theme (marked by an asterisk in the inspired by this theme, we received the fol- table of contents), and the theme will pro- lowing: vide a focus for our Jan Term Speaker Series “Transformation is THE puzzle of our time: and other special events. (Please note that from what to what? How? Why? When theme-relatedness is not a formal require- change comes, how can we best know ment of either students or instructors.) when to do what? Should we lead or fol- Take a moment to reflect on some of the low? Submit or resist? Affirm? Deny? Ana- most interesting notes submitted to us on lyze? Beautify?... All of the above???” this theme by students, faculty, and staff... A staff member wrote: METAMORPHOSES: It’s about transforma- “In metamorphoses, there are harmonies tion and becoming, about processes and between continuity and change.” Here’s a products, about aspirations and ends. few words from the Western canon, old and new, that illustrate this idea: The word “metamorphosis”, meaning “transformation, transforming”, derives ety- “The only constant is change” – Heraclitus mologically from Greek: (meta-), “change” “In order for something to change, some- + (morphe), “form”. thing must remain the same” – Aristotle In choosing the plural form of “metamor- “What does not change / is the will to phosis” for our Jan Term 2014 theme, our change” – Charles Olson community voiced its passion for many kinds of learning in a modern world whose Many students also submitted thoughts that rates of change are, in many ways, clearly reflect specifically on their own experiences accelerating, and whose forms of change as young adults in higher education – for are themselves changing. example: One pragmatically minded student sent us “As students, we are all undergoing signifi- this reflection: cant transformation in all aspects of our lives -- provided we allow it. We can change, “Understanding and embracing change is grow, and develop, and Jan Term is a great a key ability. This theme can encompass a opportunity to do that.” broad set of approaches to learning how to

IV METAMORPHOSIS theme for january term 2014

One student took the occasion to reflect on change in the whole cycle of life: “I like the link this theme has to life, vitality, and transition as a beautiful thing meant to be embraced (even if difficult).” …and another sent us this moving state- ment, with which we’ll sign off for now: “I find change in one body more interesting than differences between bodies.” Thanks to all who submitted their reflections, and may 2014 metamorphose your world!

V INTRODUCTORY content

JAN TERM GOALS: CREATIVITY, be a laboratory for experimentation in both BREADTH, DIVERSITY, INTENSITY subject matter and technique. It offers all of Jan Term courses are an intense and us a chance to try new ideas and explore demanding academic experience. In one topics in greater detail than is possible within month, your Jan Term course will meet at the constraints of a regular semester. least as often as a full-credit regular semes- TYPES OF COURSES ter course, and many Jan Term travel courses will meet more than three times the hours of Jan Term offers special opportunities for any regular semester course. As there aren’t academic exploration and enrichment. Four three other courses vying for your attention options make these opportunities possible: in January, your Jan Term instructor will 1. Full-credit on-campus courses, both lower expect more from you. The pace of instruc- division (JAN 020 – JAN 066) and upper tion accelerates. Courses usually require division (JAN 100 – JAN 155). broader reading, more reflection and careful 2. Travel courses (JAN 170 – JAN 186), spe- writing, more thorough preparation for cially grouped together toward the end of course meetings and, often, time commit- this catalog. (International travel courses ments on top of regularly scheduled meet- are not open to freshmen/women.) ings. At least two hours of preparation for every hour of class time is required to stay 3. A small selection of quarter-credit on top of Jan Term. You will need to bring courses, up to two of which are free for significant personal initiative to your course full-time students each semester. in order to succeed. 4. Independent Study courses proposed by Jan Term courses are non-departmental for juniors and seniors with a cumulative GPA several reasons. For one, this frees students of at least 3.0. See specific proposal from feeling as if they should be fulfilling requirements as outlined in this catalog. area/departmental requirements at the same time. We encourage you to be bold in your GENERAL EDUCATION, choice of a course. Dare to explore. Surprise CORE CURRICULUM, yourself. Make yourself uncomfortable and AND MAJOR REQUIREMENTS make it work for you. Search this catalog for All undergraduates are required to take one courses beyond your major field.Take this Jan Term course for each year of residency. unique opportunity to broaden your educa- Thus, students who arrive as freshmen/ tional experience! women are required to complete four Jan Jan Term courses are also non-departmental Term courses. for the benefit of our faculty. Most SMC Note that students do not have to take 2 faculty members have expertise and pas- lower division and 2 upper division Jan Term sions that thrive outside the constraints of courses. As long as you will have 17 upper academic disciplines and standard curricula. division credits upon graduation, you are free For both students and faculty, Jan Term can to take whatever course you want during Jan Term. VI INTRODUCTORY content

Certain courses in this catalog have been from their course unless they have notified approved for Core Curriculum Engaging the their instructor in advance. World credit (for freshmen/women and soph- Class attendance is crucial during January omores) and/or fulfill the Diversity require- Term. Because of the intensity of January ment (for juniors and seniors). Term – with each class analogous to a week For more information on approved courses visit: www.stmarys-ca.edu/core-curriculum in a regular semester – class absences are www.stmarys-ca.edu/requirements/ counted at triple the normal rate. In accor- diversityrequirement dance with the general attendance policy of Students who have a special need to petition Saint Mary’s College, excessive class absen- a Jan Term course for credit towards their ces can subject a student to academic penal- major may do so if the chairperson of the ties, including failure of the course. Absences major department and the Registrar’s Office exceeding one excused absence will have approve their petition. Both students and significant detrimental impacts to a student’s departments are strongly discouraged from final grade. Unexcused absences are not exercising this option. We are determined to acceptable except in cases of emergency. keep this one area of academic life at SMC free from the utilitarian constraints of fulfill- Students are expected to do at least two ing requirements other than the Jan Term hours of out-of-class work for every hour of requirement itself. class, a total of approximately five hours of work for every regularly scheduled day of Courses bearing departmental course IDs class. Plan accordingly. Formal class instruc- (i.e. EDUC 121, MATH 13, GERMAN 001, tion begins immediately on the first day of etc.), in addition to fulfilling one Jan Term classes, Monday, January 6th, 2014. requirement, may be used to satisfy the area requirement that a course in that department Students should check class schedules care- would normally satisfy. No special petition is fully. Most classes meet four days a week, required. Contact the instructor for more on a Monday, Tuesday, Thursday and Friday information on departmental requirements. schedule OR a Monday, Tuesday, Wednesday, and Thursday schedule for classes beginning Unless expressly identified otherwise, Jan at 2:45 PM. In the week of the Martin Term courses may not be used to fulfill the Luther King Jr. Holiday every year, all Theology and Religious Studies or Area regularly scheduled on-campus classes Requirements (for pre-2012 students), nor will meet on a Tuesday through Friday Pathways to Knowledge goals (for 2012 first- schedule at their regularly scheduled year students). times and locations. ATTENDANCE POLICIES Note that classes may have midterm or final AND COURSE SCHEDULES exams scheduled on a weekday on which the class does not normally meet. Registration guarantees students a place only in the first class meeting of January Note that classes may require off-campus Term. Students who fail to attend the first field trips or attendance at events on campus class meeting will be permanently dropped outside of regularly scheduled class time. If VII INTRODUCTORY content you have questions about the time commit- If you wish to register for a course that ments involved in a given course, contact the requires instructor’s signature, you must instructor. bring a signed “Instructor Permission Form” Also note that the January Term Committee to the Registrar’s Office prior to your registra- regards the viewing of feature length films tion day to ensure your eligibility. (as well as listening to musical performances A limited number of Jan Term course spaces and viewing TV or theatre productions, etc.) are reserved for freshmen/women; see as analogous to the reading of books – i.e., course descriptions for exact numbers. Any as work to be done in preparation for class of these spaces remaining open after fresh- rather than as part of class time. Hence, men/women registration day (Friday, 10/10) many classes will schedule communal film will then be opened up to all students. viewing sessions outside of normal class A note on wait lists: If you are able to regis- time. Other classes might accommodate this ter for a Jan Term course, you may have your by beginning at 8:00 AM or extending class name placed on a wait list in one other time by more than an hour. course. If you are unable to register for any ON-CAMPUS COURSES: course, you may have your name placed on REGISTRATION GUIDELINES the wait lists for up to two courses. If you are wait-listed for a course, the Registrar’s Jan Term on-campus course registration will Office will assume that the wait-listed course be online via GaelXpress. is your preferred course; therefore, if a space Students are not required to meet with their opens up in the wait-listed course, you will faculty advisor in order to register. be dropped from your original course, added to the wait-listed course, and notified of the The registration period for on-campus Jan change. Term courses is Monday, October 7 – Thursday, October 10, in order of academic The last day to drop a Jan Term on-campus class level: course is Tuesday, January 7. Any changes made to your Jan Term schedule after Janu- l Monday 10/7: Seniors (27+ credits com- ary 7 will impose a late course adjustment pleted) fee to your student account. l Tuesday 10/8: Juniors (18 - 26.99 credits completed) TRAVEL COURSES: REGISTRATION GUIDELINES AND REQUIREMENTS l Wednesday 10/9: Sophomores (9 - 17.99 credits completed) Jan Term Travel course registration will be online via GaelXpress. l Thursday 10/10: Freshmen/women (less than 9 credits completed) The registration period is 9/26-27: On your appointed day, registration will be Seniors: Thursday 9/26, 6-8am open according to first letter of last name. Juniors: Thursday, 9/26, 4-5pm Check with the Registrar’s Office (regoff@ Sophomores: Friday, 9/27, 6-8am stmarys-ca.edu / x4214) for an exact schedule. Freshmen/women: Friday, 9/27: 4-5pm VIII INTRODUCTORY content

In order to enroll in a Travel course, the under these circumstances will be consid- following steps are mandatory: ered after all expenses related to the course 1. Attend one of your course’s pre-registra- have been paid. tion informational meetings (see page Students must have a zero balance in their XV); student account, or have enough pending 2. Submit to your instructor an Instructor financial aid for Fall to cover any current bal- Permission Form at one of their informa- ance, in order to deposit for Jan Term Travel tional meetings; courses. 3. Submit a signed Instructor Permission If you intend to use financial aid to help fund Form for the course(s) in which you your Jan Term Travel course fee, go to Finan- are interested to the Registrar’s Office cial Aid Office immediately to apply for addi- by 9/24; tional Fall funds. Travel course fees must be paid in full by November 8 (this date is prior 4. Pay a deposit of 50% of the course fee to Spring financial aid disbursement). (either via GaelXpress or in person) no later than 4:00 PM on Monday, 9/23 Jan Term Travel courses are designed for AND immediately inform the Business currently enrolled students as a graduation Office that this payment is for a partic- requirement, and are not allowed for stu- ular Jan Term Travel course. dents on a “not for credit” basis. 5. AN IMPORTANT NOTE: If you wish to be Pass/Fail is not an option for Travel courses. able to register for another Travel course Freshmen/women are eligible to enroll in in case your first choice is full,you must domestic US Travel courses only. pay the 50% deposit on the most Students must be in good disciplinary stand- expensive course that you are inter- ing in order to participate in a Travel course; ested in, in addition to gathering Instruc- screening will take place the week following tor Permissions for those courses. registration. Ineligible students will be Jan Term Travel deposits are non-refundable refunded. once a student is enrolled in a Jan Term Travel If you do not have a passport, begin the course, and students are responsible for the passport process IMMEDIATELY following full cost of the course once they are enrolled. successful enrollment. If you do have a pass- In other words: once enrolled, a student is port, it must be valid through April 2014. If obliged to pay the full course fee and may you are a non-US citizen, you may need an not drop the course without losing the full additional travel visa. course fee. Most Travel courses hold mandatory post- However, if a student withdraws from a registration Fall meetings; make sure you c Travel course due to an emergency, the stu- an attend these meetings before enrolling. dent may petition for a partial refund. Peti- tions must be done in writing and submitted Your completed travel packet is due to your to the Business Office. Refund petitions instructor by November 8th.

IX INTRODUCTORY content

All course fees must be paid in full by normally scheduled courses, or to learn by November 8th, no exceptions. practical experience in addition to methods PLEASE SEE PG XV FOR COMPLETE LIST- more commonly used in college courses. ING OF JAN TERM 2014 TRAVEL COURSE Such courses are generated by students out PRE-REGISTRATION INFORMATIONAL of their own interest in a particular intellec- MEETINGS. tual question or area of study, and they allow students to work independently to pursue TRAVEL COURSE SCHOLARSHIPS knowledge in the chosen area. Scholarship assistance is available for qualify- Qualified students work under the guidance ing students who would otherwise be unable of a faculty sponsor who advises the student to afford a Jan Term Travel course. in the preparation of the proposal, monitors the student’s progress, and awards the grade In the last three years over 100 scholarships and credit. Students are expected to have have been granted, each covering 75% of regular contact with their faculty sponsor, course fees. though the focus on the student’s indepen- All registration processes remain the same dent work and research means that they will for scholarship recipients: meet less frequently than regularly sched- l Scholarship recipients must pay a uled courses. Independent study courses are deposit of 50% of the remaining 25% of NOT intended to allow students to take regu- the course fee by 4pm on 9/23 in order larly scheduled classes at a different time or to register. location, and they are NOT tutorial courses in which one faculty member teaches a course l Scholarship recipients must register to a student or a group of students. It is the via GaelXpress on their appointed day. student’s responsibility to find an appropriate If you plan to apply for the travel scholarship, faculty sponsor. consult the application form on the following Academic credit is granted for demonstrated page, and make sure you have a FAFSA form academic learning. Since Independent Study on file with the Financial Aid Office. courses earn college credit equal to normal Late applications will not be accepted. January Term courses, they must have a Freshmen/women are ineligible to apply for clear academic focus and educational goal, Travel scholarships. and they must require the same quality and quantity of work as a regularly scheduled PLEASE SEE OUR 2014 TRAVEL college course. A specific reading list which SCHOLARSHIP APPLICATION FORM indicates academic preparation and prepara- LOCATED ON PG XIV. tory work sufficient to make the successful INDEPENDENT STUDY: completion of the project likely, as well as a GUIDELINES AND DEADLINES clear means by which the faculty sponsor can evaluate the quality of the student’s Independent Study courses in January Term work, are required parts of a successful pro- are intended to allow students to pursue a posal. The proposal is the result of close course of learning that is not available in X INTRODUCTORY content consultation with the faculty sponsor. FURTHER GENERAL INFO ABOUT Proposals for Independent Study courses are JAN TERM COURSES restricted to juniors and seniors at the time Petitions for Upper Division Credit of registration (NOTE: “At the time of regis- Freshmen/women and sophomores who tration” means October 10th, not the end of have the indicated prerequisites may enroll in the semester) with a cumulative GPA of 3.0 upper division courses. Very few lower divi- or better. In no case are freshmen/women, sion courses allow for upper division credit sophomores, students on disciplinary proba- by petition for advanced level work. (More tion, or students whose cumulative GPA is work of a lower division nature does not less than 3.0 eligible for Independent Study satisfy this criterion.) These petitions are in January. considered only from seniors truly needing An Independent Study workshop for any upper division credit in order to meet their interested students will be held on Monday, graduation schedule and for whom appropri- September 30th at 3 PM, location TBA. ate upper division courses are not available. In addition, samples of successful indepen- The deadline for filing this petition with the dent study petitions are available from the Registrar’s Office is Tuesday, November 26th. January Term Office; call x4771 or write to Pass/Fail Grading Guidelines [email protected] for more info. The Pass/Fail grading option is available to The deadline for online submission of students enrolled in most January Term Independent Study proposals is October classes, but it requires the filing of a petition 11th. No late proposals will be reviewed. form that can be obtained at the Registrar’s Applicants must submit their proposals Office. This petition must be filed in the Reg- online and attach a full syllabus with course istrar’s Office by January 25th, 2014. Some description and notes on any work in prog- courses, especially travel courses, do not ress. Any proposals submitted online without allow Pass/Fail grading. Please consult the this supporting documentation will be dis- instructor. qualified. Costs Click here to access the Registrar’s Indepen- Travel course fees are billed in addition to dent Study Petition. tuition. Full-time undergraduate students at The January Term Committee will review Saint Mary’s are required to take a January proposals, and students will be notified Term course and therefore their annual tui- within two weeks of the deadline whether tion covers the tuition cost of their January their proposal has been accepted, rejected, Term course, not the travel course fee. or returned for revision. Other students are charged their normal tuition rate in addition to the travel course It is highly recommended that you register fees (for example, part-time students pay in a regular January Term course in case their normal tuition fee of $4,790 per class in your independent study proposal is not addition to the travel course fee.) Students approved. who are not full-time undergraduates may XI INTRODUCTORY content only enroll on a space-available basis. tional Program Consortium. Alternatively, Every full-time student at Saint Mary’s Col- students have the option to participate inde- lege is entitled up to 9.0 one-credit courses pendently on Non-SMC affiliated programs. per year, as well as non-billable .25 credit Saint Mary’s College Sponsored Programs courses such as labs and activity courses, for l Australia: Perth payment of their full tuition (Fall + Jan Term + Spring). Any additional course over the 9 l China: Shanghai allowed (with a credit value of greater than l England: London and Oxford .25) will be billed at the additional course fee. l France: Aix-en-Provence Non-Saint Mary’s students will be billed tui- l France: Aix-en-Provence tion and travel course fees unless a different arrangement is stipulated in a formal l Germany: Berlin exchange agreement between Saint Mary’s l Mexico: Cuernavaca and the visiting student’s college. Regardless of such arrangements, visiting students pay a l South Africa: Cape Town $30 registration fee, any applicable course l Spain: Sevilla fee and if they are going to live on campus, Lasallian International Programs they pay room and board costs which vary Consortium according to meal plan. l Argentina: Cordoba For resident Saint Mary’s students whose January Term course requires them to be off l Australia: Melbourne campus during January, there is a credit l Ireland: Dublin and Galway against board costs for the length of time the l England: Ormskirk student is traveling. This credit is figured at the rate of $75 per week, not to exceed four l France: Paris weeks. l Italy: Rome These fees are subject to change prior to l Spain: Alicante January 2014. Contact the Saint Mary’s College Business Office for exact figures. Saint Mary’s Exchange Programs l Japan: Akita and Tokyo STUDY ABROAD IN SUMMER, FALL, and/or SPRING TERMS l Spain: Barcelona In addition to traveling abroad during January SMC sponsored programs and Lasallian Term, Saint Mary’s College offers summer, International Programs Consortium semester and academic year study abroad l Courses transfer back one-to-one. programs through the Center for Interna- l Students pay SMC tuition and housing tional Programs. Students can participate in costs. SMC-sponsored programs, SMC exchange programs, or through the Lasallian Interna-

XII INTRODUCTORY content

l Students can use all their federal and state financial aid as well as any institu- tional scholarships. SMC Exchange Programs l Courses transfer back one-to-one l Students pay SMC tuition and pay housing costs to the host institution or country. l Students can use all their federal and state financial aid as well as any institu- tional scholarships. Students are encouraged to attend a Study Abroad Information Session, which are regu- larly scheduled throughout the semester, to learn more about eligibility requirements, application process and various study abroad opportunities. Application deadlines: l Summer/Fall start programs: March 1st l Spring start programs: October 1st Center for International Programs Brother Jerome West, 1st floor Office Hours: M-F, 9am-noon and 1-4:30pm Phone: 925-631-4245 E-mail: [email protected] Website: www.stmarys-ca.edu/studyabroad *If you plan to study abroad AND travel during January Term, please make sure travel dates do not conflict. For more information visit: www.stmarys-ca.edu/studyabroad

XIII January Term Scholarship Application for 2014 Freshmen are not eligible to apply for these scholarships

Deadline: Monday, September 16, 2013, 4:30 p.m. to the Financial Aid Office Plan ahead…there will be no exceptions.

In awarding all scholarships the January Term Selection Committee considers: • Must be eligible for financial aid (FAFSA submitted) • Greatest financial need, including total outstanding indebtedness • Academic achievement, including a minimum 3.0 GPA • Classification: Priority to seniors and juniors first • Little or no previous experience abroad (Jan Term or Semester/year) • Rationale for choosing the program

Please Print or Type:

Name: ______

E-mail: ______

Telephone Number: ______Cell: ______

Major(s): ______Minor(s):______

Jan Term Course Title/Number______

Cost of Course: ______Professor: ______

Have you been on a previous Jan Term Course outside the U.S.? [ ] YES [ ] NO If yes, which course? ______When? ______

Have you studied abroad? [ ] YES [ ] NO If yes, where? ______When? ______

To Apply: • Attach a copy of your latest academic evaluation. • A one-page typed statement of academic purpose in registering for a particular January Term Travel Course (not travel courses in general). • Your name, school address, local telephone number and e-mail address should appear on each page of your application. • Submit your stapled application package to the Financial Aid Office on the first floor of Brother Jerome West. • You may submit only one application.

Your signature serves as a request to the Financial Aid Office and the Registrar’s Office for the necessary information to complete this application and authorization for use of the data by the January Term Selection Committee.

______Applicant’s Signature Date XIV JAN TERM 2014 TRAVEL: SEPTEMBER 2013 PRE-REGISTRATION INFORMATIONAL MEETINGS

COURSE ID COURSE TITLE INSTRUCTOR(S) DATE TIME LOCATION

JAN 170 Poverty and Promise in the Brazilian Amazon Shawny Anderson & Jesse Wheeler 9/10 4-5pm Dante 218

JAN 170 Poverty and Promise in the Brazilian Amazon Shawny Anderson & Jesse Wheeler 9/11 4-5pm Dante 218

JAN 171 The Impacts and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs 9/4 5:45-7pm Dante 220

JAN 171 The Impacts and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs 9/5 5:45-7pm Dante 220

JAN 171 The Impacts and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs 9/11 5:45-7pm Dante 220

JAN 171 The Impacts and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs 9/12 5:45-7pm Dante 220

JAN 172 Cultural Photography in Myanmar and Singapore Carla Bossard 9/10 5:15-6:15pm Brousseau 113

JAN 172 Cultural Photography in Myanmar and Singapore Carla Bossard 9/11 6-7pm Brousseau 113

JAN 173 An Intimate Exploration of Belize, Costa Rica, and Guatemala Margaret Field & Douglas Long 9/9 7-8pm Brousseau 114

JAN 173 An Intimate Exploration of Belize, Costa Rica, and Guatemala Margaret Field & Douglas Long 9/10 6-7pm Brousseau 114

JAN 173 An Intimate Exploration of Belize, Costa Rica, and Guatemala Margaret Field & Douglas Long 9/16 7-8pm Brousseau 114

JAN 174 Community Engagement in Sri Lanka: Tamil Women's Voices Cynthia Ganote 9/5 3-4pm Dante 217

JAN 174 Community Engagement in Sri Lanka: Tamil Women's Voices Cynthia Ganote 9/5 4-5pm Dante 121

JAN 174 Community Engagement in Sri Lanka: Tamil Women's Voices Cynthia Ganote 9/6 2:30-3:30pm Dante 121

JAN 174 Community Engagement in Sri Lanka: Tamil Women's Voices Cynthia Ganote 9/10 6-7pm Dante 121

JAN 175 Ireland, the "Terrible Beauty" Rosemary Graham & Fr. Tom McElligott 9/5 7-8pm Dante 213

JAN 175 Ireland, the "Terrible Beauty" Rosemary Graham & Fr. Tom McElligott 9/11 5-6pm Dante 213

JAN 175 Ireland, the "Terrible Beauty" Rosemary Graham & Fr. Tom McElligott 9/12 9-10pm Dante 213

JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/5 5:30-6:30pm Brousseau 114

JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/6 2:45-3:45pm Brousseau 114

JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/12 5:30-6:30pm Brousseau 114

JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/13 4-5pm Brousseau 114

JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/19 1:30-2:30pm Brousseau 114

JAN 177 Ancient Athletics: Greece and Turkey Deane Lamont 9/4 3-4:30pm Galileo 110

JAN 177 Ancient Athletics: Greece and Turkey Deane Lamont 9/9 2-3pm St. Joseph Hall

JAN 177 Ancient Athletics: Greece and Turkey Deane Lamont 9/11 3-4:30pm Galileo 110

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/9 12:45-1:45pm Hagerty Lounge

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/9 4-5pm Hagerty Lounge

QUESTIONS?: Jan Term Power Plant Offices / x4771 / x8514 / Janterm @stmarys-ca.edu JAN TERM 2014 TRAVEL: SEPTEMBER 2013 PRE-REGISTRATION INFORMATIONAL MEETINGS

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/10 12:45-1:45pm Galileo 201

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/10 4-5pm Hagerty Lounge

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/11 4-5pm Hagerty Lounge

JAN 179 Martinique: Can One Be "Wretched in Paradise"? Claude Rheal-Malary 9/3 4-5pm Dante 204

JAN 179 Martinique: Can One Be "Wretched in Paradise"? Claude Rheal-Malary 9/10 4-5pm Dante 204

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/11 4-5pm Dante 217

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/11 6:30-7:30pm Dante 114

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/12 4-5pm Dante 218

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/12 6:30-7:30pm Dante 218

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/18 4-5pm Dante 218

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/18 6:30-7:30pm Dante 218

JAN 181 Lasallian Service Internship Br. Michael Murphy 9/10 7-8pm Dante 204

JAN 181 Lasallian Service Internship Br. Michael Murphy 9/11 7-8pm Dante 204

JAN 181 Lasallian Service Internship Br. Michael Murphy 9/12 7-8pm Dante 204

JAN 182 ArchaeoAstronomy in the American Southwest Ron Olowin & Ed Boyda 9/5 3-4pm Dante 121

JAN 182 ArchaeoAstronomy in the American Southwest Ron Olowin & Ed Boyda 9/5 6-7pm Dante 121

JAN 182 ArchaeoAstronomy in the American Southwest Ron Olowin & Ed Boyda 9/13 3-4pm Dante 121

JAN 183 Encountering Christian Art in Italy and France Tom Poundstone 9/11 7-8pm Dante 217

JAN 183 Encountering Christian Art in Italy and France Tom Poundstone 9/12 7-8pm Dante 217

JAN 183 Encountering Christian Art in Italy and France Tom Poundstone 9/18 7-8pm Dante 217

JAN 184 Mexico: Tradition and Modernity Alvaro Ramirez 9/4 4:30-5:30pm Galileo 112

JAN 184 Mexico: Tradition and Modernity Alvaro Ramirez 9/11 4:30-5:30pm Galileo 112

JAN 184 Mexico: Tradition and Modernity Alvaro Ramirez 9/18 4:30-5:30pm Galileo 112

JAN 185 Spain: A Study in Cultural Metamorphoses Frances Sweeney & Sally Stampp 9/4 3-4pm Galileo 201

JAN 185 Spain: A Study in Cultural Metamorphoses Frances Sweeney & Sally Stampp 9/9 3-4pm Galileo 201

JAN 185 Spain: A Study in Cultural Metamorphoses Frances Sweeney & Sally Stampp 9/10 3-4pm Galileo 201

JAN 186 Bali: The Web of Life on the Island of the Gods Kenneth Worthy 9/5 5:15-7pm Galileo 201

JAN 186 Bali: The Web of Life on the Island of the Gods Kenneth Worthy 9/7 1:15-3pm Dante 204

JAN 186 Bali: The Web of Life on the Island of the Gods Kenneth Worthy 9/10 5:15-7pm Galileo 201

QUESTIONS?: Jan Term Power Plant Offices / x4771 / x8514 / Janterm @stmarys-ca.edu TABLE OF CONTENTS (Asterisks denote theme-related courses)

LOWER DIVISION JAN 034: If You Ain’t Got That Swing Patrick Doyle & Jane Corey...... p. 16 *JAN 020: Experimental/Avant-Garde Cinema Dominic Angerame...... p. 2 *JAN 035: Lasallian Education in Today’s Schools Sharon Gegg...... p. 17 JAN 021: Precious Watersheds for Life and Wildlife JAN 036: Art in the Bay Area Steven Bachofer...... p. 3 Wesley Gibson...... p. 18 JAN 022: Basic Spanish for Health Care *JAN 037: Cyborgs & CyberRevolutions: On David Bird...... p. 4 Warfare, Culture, and Activism Cathy B. Glenn...... p. 19 *JAN 023: The Metamorphosis of Theobroma Cacao: The Cacao Bean’s Journey from Drink to JAN 038: Excavating Ourselves: The Archaeology Candy to the Beauty Industry of Now Filomena Borges...... p. 5 Albert D. Gonzalez...... p. 20 JAN 024: A History of Harry Potter: What Bathilda *JAN 039: Les Miserables: The Metamorphosis Bagshot Never Got to Tell You Lain Hart...... p. 21 Michelle Brusseau...... p. 6 *JAN 040: The Development of the Women’s JAN 025: Intro to Screenwriting: Writing for Film Spirituality Movement Warren Robert Buchanan...... p. 7 Miri Hunter Haruach...... p. 22 *JAN 026: Planning for Sustainable Communities JAN 041: Sim(ulated) City: Las Vegas and the Jana Carp...... p. 8 Anthropology of Tourism Dana Herrera...... p. 23 *JAN 027: The Science of Cooking Jay Chugh...... p. 9 JAN 042: Cultures of War Gwyn Kirk...... p. 24 *JAN 028: Health at Every Size Rebecca Concepcion...... p. 10 JAN 043: From The Odyssey to O Brother, Where Art Thou?: Adaption and Playwriting Now JAN 029: Creating Theatre for Young Adults Krista Knight...... p. 25 Michael Cook & Jeffra Cook...... p. 11 JAN 044: Survival of the Friendliest: Dogs’ Evolu- *JAN 030: Freshmen in Fiction (or, The UNDER- tion, Behavior, and Interactions with People graduate) Patrizia Longo...... p. 26 Thomas Cooney...... p. 12 JAN 045: Modern Financial Markets: A Multime- JAN 031: Logic and the LSAT dia Exploration Steven Cortright...... p. 13 Asbjorn Moseidjord...... p. 27 *JAN 032: Metamorphoses: Making Dances that JAN 046: Creative Presence: Cultivating Creativity Transform in the Age of Information Cathy Davalos...... p. 14 Kirthi Nath...... p. 28 JAN 033: Barbarians!!! JAN 047: Strategy, Power and Conflict: Costanza Gislon Dopfel...... p. 15 The Simple Math of Decision Making Weiwei Pan...... p. 29

XVII TABLE OF CONTENTS (Asterisks denote theme-related courses)

JAN 048: Race, Culture and Power in Children’s *JAN 061: History of Rock and Roll II: Summer of Stories Love and Beyond Mitali Perkins...... p. 30 Renee Witon...... p. 43 *JAN 049: After the Holocaust: What Happened JAN 062: The Poetics of Listening to Nazi War Criminals and Jewish Survivors? Laura Woltag...... p. 44 Joan Peterson...... p. 31 JAN 063: Dance for Camera *JAN 050: Curiosity and Conversion Jia Wu & Cari Ann Shim Sham...... p. 45 Gabe Pihas...... p. 32 JAN 064: Changing Oakland JAN 051: Lust, Greed, Murder: Seven Great Russell Yee...... p. 46 Operas Martin Rokeach...... p. 33 *JAN 065: Reading and Writing the Poetry of Metamorphosis JAN 052: Food to the People Matthew Zapruder...... p. 47 Kristen A. Sbrogna...... p. 34 *JAN 053: City of Dreams, City of Ghosts: UPPER DIVISION St. Petersburg, Russia in Literature, History, JAN 100: Just and Unjust Wars Art and Film Ron Ahnen...... p. 49 Dana Sherry...... p. 35 JAN 101: Key Pieces: Assembling the 20th JAN 054: Riffs, Ripoffs, and Reinventions: The Art Century through Literature, Film, and Art of the Copy Chad Arnold...... p. 50 Mary Paynter Sherwin...... p. 36 JAN 102: Reading Joyce’s Ulysses *JAN 055: Turning Animals into Icons: The Histori- Ed Biglin...... p. 51 cal Significance of Animal Symbolism in Cultures Around the Globe *JAN 103: Artists Look at Territory, Violence E. Elena Songster...... p. 37 and Law Pamela Blotner...... p. 52 JAN 056: Justice for All Ralph Spinelli...... p. 38 *JAN 104: The Human App: Transforming Commu- nication in a Post-Human World *JAN 057: Self-Transformation through Yogic Abbe Blum...... p. 53 Practices Saroja Subrahmanyan...... p. 39 JAN 105: In Search of California: A Multi-Disci- plinary Journey JAN 058: Selling Paradise: Hawaii and the Robert Bulman...... p. 54 Anthropology of Tourism Cynthia Van Gilder...... p. 40 JAN 106: When Worldviews Collide: Science and Religion on the Question of God *JAN 059: Lying 101 John Cassidy...... p. 55 Rob Weiner...... p. 41 *JAN 107: Finding our Voices, Hearing Others’: *JAN 060: The Metamorphoses of U2: Musically, Discovering Common Ground Across Differences Spiritually, and Politically Barry Chersky & Corliss Watkins...... p. 56 Marshall Welch...... p. 42

XVIII TABLE OF CONTENTS (Asterisks denote theme-related courses)

*JAN 108: Global Entrepreneurship *JAN 122: Cultivating Brain Power by Searching Tom Cleveland...... p. 57 Inside Yourself Jo Ann Heydenfeldt...... p. 71 JAN 109: Writing About Film Chris Correale...... p. 58 *JAN 123: The History of Women in Catholic Ministry *JAN 110: The Marriage Plot: Emma Woodhouse Br. Charles Hilken...... p. 72 to Bella Swan Tiffany Denman...... p. 59 *JAN 124: Ecopoetry in January Brenda Hillman...... p. 73 JAN 111: Science, Religion, and Naturalism: Where the Conflict Really Lies JAN 125: Cross-Cultural Communication Patrick Downey...... p. 60 John Knight...... p. 74 JAN 112: Eat Your Words: Adventures in Food JAN 126: A Month in Yoknapatawpha Country: Writing for the Epicurious William Faulkner, Race, and the American Novel Jennie Durant...... p. 61 Kathryn Koo...... p. 75 *JAN 113: Jazz Choir JAN 127: Six O’Clock Films Julie Ford...... p. 62 Amanda Lashaw...... p. 76 JAN 114: Writing Your Story in Poetry and Per- *JAN 128: The Art of Change: A Poetry Incubator sonal Essay Genine Lentine...... p. 77 Jeanne Foster...... p. 63 *JAN 129: Community Engagement through *JAN 115: The St. Mary’s Monastery Experience Education and Technology: Virtual Immersion in Phillip Fucella...... p. 64 Sri Lanka CANCELLED Raina Leon...... p. 78 *JAN 116: Story, Performance, and Conversation: The STORY BRIDGE Method of Arts-Based Com- JAN 130: Hunger Dames: Women in Science munity Development Fiction and Fantasy Richard Owen Geer...... p. 65 Hilda Ma...... p. 79 JAN 117: Dreams: Science and Spirituality *JAN 131: From Totem to Animals-R-Us Paul Giurlanda...... p. 66 Christine Mathieu...... p. 80 JAN 118: What is Libertarianism? JAN 132: California Dreaming: Northern Califor- Robert Gorsch...... p. 67 nia’s Literary Landscapes Molly Metherd...... p. 81 JAN 119: Introduction to Buddhism Kevin Griffin...... p. 68 *JAN 133: Psychoanalysis: Exploring the Uncon- scious in Everyday Life JAN 120: Capitalism at a Crossroads: Can Society Elise Miller...... p. 82 and Modern Corporations Co-exist? Michael Hadani...... p. 69 JAN 134: Children and Sport Steve Miller...... p. 83 *JAN 121: Death and Dying: The Final Metamor- phosis *JAN 135: Argentine Tango Globalized: Emily Hause & Grete Stenersen...... p. 70 An In-depth Investigation of its History and Metamorphosis Hiroko Nakano...... p. 84 XIX TABLE OF CONTENTS (Asterisks denote theme-related courses)

JAN 136: Lions, Tigers, and Cats, Oh My! JAN 150: Exploring Fairy Tales Felicidad Oberholzer...... p. 85 Steve Tillis...... p. 99 JAN 137: Green Religion *JAN 151: Math in the City: California Prison Marie Pagliarini...... p. 86 Realignment Ellen Veomett & Chris Jones...... p. 100 JAN 138: Miners for Truth and Delusion: Mystics East and West *JAN 152: Art in the Garden, the Garden in Art Norris Palmer...... p. 87 Mary B. White...... p. 101 JAN 139: Wine: From A to Zin *JAN 153: Sexuality and Sport Alexander J. Pandell...... p. 88 Claire Williams...... p. 102 *JAN 140: Writers Look at Territory, Violence and *JAN 154: Mad Men/Mad Women: Law The Sixties and Sexual Revolution Laurie P. Phillips...... p. 89 Denise Witzig...... p. 103 JAN 141: Around the World in 28 Days JAN 155: Philosophy and the Ginny Prior...... p. 90 Scientific Revolution Joseph Zepeda...... p. 104 *JAN 142: The Inklings: Tolkien, Lewis, and Williams Colin Chan Redemer...... p. 91 DEPARTMENTAL LOWER DIVISION MATH 13: Calculus with Elementary Functions I Jan 143: Extreme Musicianship Jim Sauerberg...... p. 106 Lino Rivera...... p. 92 MATH 14: Calculus with Elementary Functions II JAN 144: Religion, Media, and Culture in the Era Hans de Moor...... p. 107 of Pope Francis Michael A. Russo...... p. 93 DEPARTMENTAL UPPER DIVISION JAN 145: Mastering the Art and Science of Con- versation EDUC 119: Field Experience in Early Childhood Scott Rutz...... p. 94 Education: Child in the Family and Community Patricia Chambers...... p. 109 *JAN 146: Disconnect, Power Off, and Unplug: The Lost Art of Solitude EDUC 121-01: Education Field Experience at Linda Saulsby & James Wood...... p. 95 Cambridge School Nancy Dulberg and Kathy O’Brien...... p. 110 JAN 147: Learning About the World: India Paola Sensi Isolani...... p. 96 LANGUAGE LOWER DIVISION *JAN 148: Life After College: Anticipating a Meta- FRENCH 001: Accelerated Elementary French morphosis Jane Dilworth...... p. 112 Stephen Sloane...... p. 97 GERMAN 001: Accelerated Elementary German JAN 149: Battle of the Beverage Titans: Caralinda Lee...... p. 113 Coffee vs. Tea Anthony Talo...... p. 98 ITALIAN 001: Accelerated Elementary Italian Irene Pasqualini...... p. 114

XX TABLE OF CONTENTS (Asterisks denote theme-related courses)

JAPANESE 001: Accelerated Elementary *JAN 181-01: Lasallian Service Internship I Japanese Br. Michael Murphy...... p. 129 Naoko Uehara...... p. 115 *JAN 181-02: Lasallian Service Internship II MANDARIN 001: Accelerated Elementary Br. Michael Murphy...... p. 130 Mandarin Vivian Zhang...... p. 116 JAN 182: ArchaeAstronomy of the American Southwest TRAVEL UPPER DIVISION Ron Olowin & Ed Boyda...... p. 131 JAN 183: Encountering Christian Art in Italy and *JAN 170: Poverty and Promise in the Brazilian France Amazon Tom Poundstone...... p. 132 Shawny Anderson & Jesse Wheeler...... p. 118 JAN 184: Mexico: Tradition and Modernity *JAN 171: The Impact and Ethics of Climate Alvaro Ramirez...... p. 133 Change in Nicaragua Michael Barram & Aaron Sachs...... p. 119 *JAN 185: Spain: A Study in Cultural Metamor- phoses through History, Art, and Architecture *JAN 172: Cultural Photography in Myanmar and Frances Sweeney & Sally Stampp...... p. 134 Singapore Carla Bossard...... p. 120 JAN 186: Bali, Indonesia: The Web of Life on the Island of the Gods: Ecology, Magi, Religion and JAN 173: An Intimate Exploration of Belize, Costa the Arts in Bali Rica, and Western Guatemala Kenneth Worthy...... p. 135 Margaret Field & Douglas Long...... p. 121 *JAN 174: Community Engagement in Sri Lanka: QUARTER CREDIT An Exploration of Tamil Women’s Voices LOWER DIVISION Cynthia Ganote...... p. 122 JAN 001-01/02/03: Beginning Guitar (3 sections) JAN 175: Ireland, the “Terrible Beauty” Mori Achen...... p. 137 Rosemary Graham & Fr. Tom McElligott...... p. 123 JAN 002-01/02: Meditation for Beginners JAN 176: Ethiopia: History, Culture, and Commu- (2 sections) nity Engagement Br. Camillus Chavez...... p. 137 Rebecca Jabbour...... p. 124 JAN 003: Peer Educator Training: Students Ending JAN 177: Ancient Athletics: Turkey & Greece Sexual Violence at SMC Deane Lamont...... p. 125 Gillian Cutshaw...... p. 138 *JAN 178: Rwanda: “Twahindutse beza” (“We JAN 004: Going Solo: Audition Monologue Changed For Good”) Preparation Jim Losi & Ryan Lamberton...... p. 126 Reid Davis...... p. 138 JAN 179: Martinique: Can One be Wretched in *JAN 005: The Art of Running “Paradise”? Martin Kinsey...... p. 139 Claude-Rheal Malary...... p. 127 JAN 006: Experiential Cross-Cultural Learning JAN 180: Sundance Film Festival, Park City Utah John Knight...... p. 139 Virginia McCarthy...... p. 128

XXI TABLE OF CONTENTS (Asterisks denote theme-related courses)

JAN 007: The Metamorphoses of Jazz Band Literature John Maltester...... p. 140 JAN 008: Jazz by the Bay Victoria Phillips...... p. 140 JAN 009: Writing Workshop: Grammar for Academic Writing Victoria Phillips...... p. 141 JAN 10-01/02: Beginning Fencing (2 sections) Carl Thelen...... p. 141 JAN 011: Peer Leaders Addressing College Health Issues Irene Umipig...... p. 142 PERFA 071: Yoga Rosana Barragan...... p. 142 *PERFA 072: African Dance Paul “Pope” Ackah...... p. 143 PERFA 076: Beginning Ballet Elizabeth Randall...... p. 143 QUARTER CREDIT UPPER DIVISION *JAN 190: Inspiring Transformation through the Four Temperaments Elaina Rose Lovejoy...... p. 145 *JAN 191: The San Francisco Barbary Coast: A Gate to the Gold rush Maria Grazia de Angelis Nelson...... p. 146

XXII LOWER DIVISION on campus courses

1 LOWER DIVISION *JAN 020 on campus Visionary Cinema - Experimental/Avant Garde Cinema Dominic Angerame | [email protected] Film as an art form has been profoundly impacted by the highly influential work of Stan Brakhage, Ken- the modernist and post-modernist art movements of neth Anger, Chick Strand, and many others. The the twentieth century. Avant-garde filmmakers have course concludes with a look at the state of experi- explored the outer limits of the medium, making mental film today. This course will expose you to a films that are sometimes beautiful, sometimes wide range of innovative and provocative films and disturbing, and often both. will deepen your understanding of the importance of This course traces the development of various avant- film in the history of twentieth century art. NOTE: garde film movements from 1900 to the present. In Films will be screened outside of regularly sched- the classroom, we will screen some of the earliest uled course meetings. examples of film experimentation (by such pioneers as the French magician George Melies, and Russian Futurist Dziga Vertov). The course will then explore the still-astonishing work of Dadaist and Surrealist artist/filmmakers such as Man Ray, Luis Bunuel, Salvador Dali, Germaine Dulac, Marcel Duchamp, and many more. We will view and discuss: the work of early American Experimental Filmmakers Watson and Webber; post-war California filmmakers such as Maya Deren and Bruce Conner; the beatnik films of Chris MacClaine and others; the film cooperatives and communities that emerged in the 1960s; and

COURSE information

DIVISION: Lower READING LIST: Stan Brakhage, Film Biographies P. Adams Sitney, Visionary Film Other readings to be announced BASIS FOR FINAL GRADE: Quality of participation in class meetings and field trips (20%); Short Weekly Papers (2-3 pages) (30%); Final Paper (6-8 pages) (50% COURSE FEE: $50 (Cost includes Pacific Film Archive tickets, photocopying.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 10

2 LOWER DIVISION JAN 021 on campus Precious Watersheds for Life and Wildlife Steven Bachofer | [email protected] Water is essential for life. Civilization is dependent have three parts: 1) creating some educational on having sufficient quantities of high-quality water. media materials for use in other courses or a com- Waterfalls and rushing rivers impart sensations of munity/civic organization and documenting this task; enjoyment and fulfill our spirits. Water is used in 2) planning, assembling, and testing a stream simu- formal spiritual ceremonies and, thus, is also a lation or demonstration project; and 3) performing cultural necessity. Yet, water can be evaluated as a educational outreach work. A team presentation on critical commodity for economic sustainability. In a specific issue will occur in the last week to gener- California, the water wars led to a stronger national ate some web / media materials on course topics. environmental movement with the landmark case to Finally, the course will have one midterm and a final. preserve Mono Lake. This course will focus on what our individual and societal responsibilities are with respect to maintain- ing watersheds and giving wildlife a refuge. The readings will set up a foundation for discussion and classroom activities. The curriculum will be orga- nized so students can gain some level of expertise and then utilize their skills to inform others. The weekly planned field trip will require an addi- tional afternoon time commitment and will be set on Thursday afternoons (including the first week of Jan term). The explicit service learning will

COURSE information

DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM National Research Council, Wetlands: SPACES RESERVED FOR FRESHMEN: 7 Characteristics and Boundaries, National Academies Press, 1995. J. Cousteau and S. Schiefelbein, The Human, the Orchid, and the Octopus, Bloomsbury, 2007. R. Glennon, Unquenchable: America’s Water Crisis and What to do about it, Island Press, 2009 BASIS FOR FINAL GRADE: Quality of class participation (15%); Midterm (15%); Field Trip Analyses (10%); Educational Media Materials / Team (10%); Educational Outreach (15%); Stream Simulation / Team Project (20%); Final exam (15%). COURSE FEE: $60 (Cost includes driving to field sites and assembling a stream simulation demonstra- tion.)

3 LOWER DIVISION JAN 022 on campus Basic Spanish for Health Care David Bird | [email protected] This course is designed to teach students the spe- cialized Spanish vocabulary and cultural literacy they will need if they plan to work in the healthcare profession. We will practice, practice, practice speaking and listening to real Spanish, using our textbook and the online support materials to their fullest potential. This course is NOT intended for students who have never studied or spoken Spanish before; you don’t need to be fluent, but you should have some prior experience with the language. This course is also not intended for foreign language credit at SMC or anywhere else; the instructor will not support peti- tions for it to count as such.

COURSE information

DIVISION: Lower READING LIST: Ana C. Jarvis and Raquel Lebredo, Basic Spanish for Medical Personnel Ilrn e-materials, either bundled with the textbook or purchased separately BASIS FOR FINAL GRADE: Participation (20%); Group projects (20%); Weekly writing assignments (20%); Online homework (20%); Mid-term oral exam (10%); End of term oral exam (10%). COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 12

4 LOWER DIVISION JAN 023 on campus The Metamorphosis of Theobroma Cacao: The Cacao Bean’s Journey from Drink to Candy to the Beauty Industry Filomena M. Borges | [email protected] Are you a chocoholic? How much do you know ingredients & the well-known commercial brands. about this “food of the gods”? Do you know that… A sneak peak of projects: peanut butter cups; pecan chocolate originated in the Americas and was intro- caramel turtles; peppermint bark; “Mounds;” cay- duced to Europe by the Spanish? …it was used as enne hearts; chai hearts; chocolate dipped pretzels, currency? …it only met its tasty companion, milk, in fruit, and baked goodies. Using cacao butter & other the latter part of the 19th century? Do you know that kitchen ingredients, we will make healthy and safe Cacao is also an ingredient in the cosmetic & per- personal care products such as: moisturizer, lip balm, sonal care industry? deodorant, & more! At the end of the course, you This course will explore the history of chocolate, its will have satisfied your chocolate curiosity and relationship to religion, its role in society, econom- cravings and have a healthy box of chocolates and ics, & medicine, and explore cacao’s role in the $35 personal care products ready for Valentine’s Day! billion cosmetic industry which advertises a healthy look, but fails to explain that these products can toxify the human body and harm health. There will be in-class chocolate tastings of cacao nibs, dark, milk & white chocolates, & exotic confec- tions while focusing on local, organic, non-GMO, and fair trade products whenever possible and actively avoiding high fructose corn syrup, harmful

COURSE information

DIVISION: Lower COURSE FEE: $250 READING LIST: (Cost includes chocolate confections for Michael D. Coe and Sophie D. Coe, The True tastings; chocolate and culinary supplies; History of Chocolate (2nd Edition) fees at local confectioners, aromatherapy / Peter Greweling, Chocolates and Confections cosmetic supplies and containers.) at Home with the Culinary Institute of COURSE SCHEDULE: America MTuWTh, 2:45 - 5:20 PM Mira and Jayson Calton. Rich Food Poor SPACES RESERVED FOR FRESHMEN: 5 Food: The Ultimate Grocery Purchasing System (GPS). Stacy Malkan, Not Just a Pretty Face: The Ugly Side of the Beauty Industry Siobhan O’Connor and Alexandra Spunt. No More Dirty Looks: The Truth about Your Beauty Products--and the Ultimate Guide to Safe and Clean Cosmetics BASIS FOR FINAL GRADE: Quality of participation (25%); daily written responses &/or reading quizzes (25%); tasting & experimentation diary (25%), fun final exam & final research paper (25%).

5 LOWER DIVISION JAN 024 on campus A History of Harry Potter: What Bathilda Bagshot Never Got To Tell You Michele Brusseau | [email protected] “A History of Harry Potter: What Bathilda Bagshot Never Got to Tell You” is a class designed with Potterheads in mind. We will closely examine J.K. Rowling’s influences and read selections from Greek Mythology, Christianity, Medieval and Elizabethan Times, and 20th century / modern day. In the final week, we will read Harry Potter and the Deathly Hallows as a class. Students will be responsible for Christmas Break reading of an assigned Potter book, daily reading responses, a group oral report, a group project, a research paper, and a final O.W.L. examination. Potter inside jokes and lingo are strongly encouraged and will allow you to earn extra points to win the House Cup. Sorting will take place on Day One. Slytherin members are welcome. (S.P.E.W. members may receive priority placement.)

COURSE information

DIVISION: Lower Hallows; The Tale of the Three Brothers PREREQUISITES: T.H White, The Sword in the Stone ENG 5 or SEM 020 or SEM 001. Students C.S Lewis, The Lion, The Witch and the must have previously read all seven Harry Wardrobe Potter books and have ABOVE AVERAGE HP Excerpts from J.R.R Tolkien, various short knowledge. (For instance, if you don’t stories, British Folklore, Greek mythology, know who Bathilda Bagshot is or how to find Bible selections, and various essays written the Room of Requirement, this probably is about Harry Potter. not the class for you.) PLEASE NOTE THAT BASIS FOR FINAL GRADE: THE FINAL PROJECT WILL REQUIRE Daily reading responses (20%); active CRITICAL ANALYSIS AND RESEARCH-PA- classroom participation (20%); oral group PER WRITING SKILLS. IN ADDITION, DUE presentation (15 - 20 minutes) (10%); book TO THE RIGOROUS READING LIST AND expert group project (10%); final paper (6 - 8 THE QUANTITY OF MATERIAL, WIZARDS pages) (20%); final exam (20%). AND WITCHES WILL BE REQUIRED TO COURSE FEE: $25 HAVE STRONG READING AND ANALYTI- (Cost includes course reader and class CAL SKILLS. supplies.) READING LIST: COURSE SCHEDULE: William Shakespeare, Macbeth MTuThF, 12:00 - 2:35 PM Geoffrey Chaucer, The Canterbury Tales (The SPACES RESERVED FOR FRESHMEN: 5 Pardoner’s Tale) JK Rowling, Harry Potter and the Deathly

6 LOWER DIVISION JAN 025 on campus Intro to Screenwriting: Writing for Film Warren Buchanan | [email protected] “Intro to Screenwriting” is an introduction to the craft of writing for the film medium. Over the course of the term, students will not only learn proper screenwriting format, but also how to craft memora- ble dialogue, interesting characters, and concise, entertaining action. The final goal of the course will be a complete short film screenplay, or Act 1 of a feature-length film, along with the knowledge and drive to continue writing. As a goal of the class, students will gain a better grasp of filmic language. What arebeats ? What is the difference between a tagline and a synopsis? What is an inciting incident? along with other key terms related to the screenwriting process. Stu- dents will draft character bios, beat and act outlines, and craft short scenes that put emphasis on plot, character, action and dialogue. We will examine famous screenplays and how they translate to the screen, as well as hear from some of the greatest writers of all time on their processes and successes.

COURSE information

DIVISION: Lower READING LIST: Mark Evan Schwartz, How To Write a Screen- play (Second Edition) Denny Martin Flinn, How Not to Write a Screenplay: 101 Common Mistakes BASIS FOR FINAL GRADE: Active Classroom Participation (10%); Beat Outline and Tagline (5%); Character Bio(s) (5%); Act Outline (10%); 5 Page Screenplay (15%); 10-15 Page Screenplay (25%); final 20-30 Page Screenplay (30%). COURSE FEE: $15 (Cost includes photocopy costs for the course reader.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: all

7 LOWER DIVISION *JAN 026 on campus Planning for Sustainable Communities Jana Carp | [email protected] What would a sustainable community look like? Does everyone have to have a chicken coop in their backyards? What about cars? Is anybody doing anything about climate change? If I wanted to fix a park in my neighborhood, how would I go about it? Why is the bus system so inconvenient, and what needs to happen to make it better? If you’re interested in planning the built environment -- the arrangement and use of buildings, roads, and open spaces -- and you want to find out about how to make it all more sustainable, this is your class. But keep this quotation from Foucault in mind: “People know what they are doing. People know why they are doing what they are doing. But what people don’t know is what what they do does.” He’s writing about us. And we are trying to figure out how to make things better. Come and see what’s happening in the sustainable community planning world.

COURSE information

DIVISION: Lower READING LIST: Mark Roseland, Toward Sustainable Commu- nities: Resources for Citizens and Their Governments (2005) Richard J. Jackson, Designing Healthy Communities (2011) BASIS FOR FINAL GRADE: Attendance, class participation (15%); informal writing assignments (15%); two graded project/papers (1. a systematic built environment observation and 2. a sustainable community action proposal. Be prepared to exercise your reading comprehension, critical thinking, shared inquiry, and writing capabil- ity.) (70%). COURSE FEE: $25 (Cost includes drawing materials (in-class use), field trip transportation, and honoraria for guest speakers.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5 8 LOWER DIVISION *JAN 027 on campus The Science of Cooking Jay Chugh | [email protected]

Cooking represents one of the earliest forms of the science of cooking are welcome. A basic under- scientific inquiry. Through curious observation, standing of cooking practices is recommended. followed by careful and repeated experimentation, our recipes have evolved over hundreds of years. But what is the science behind cooking? What molecular changes drive culinary successes (or failures)? In this course, we will reflect on past culinary tradi- tions and critically evaluate the ethical, legal, biologi- cal, and political ramifications of current agricultural transformations. We will then learn about the sci- ence of cooking and apply it while we design and create our own meals through inquiry-driven, hands-on experimentation. We will capitalize on our interdisciplinary understanding of culinary science to shape a new vision of cooking and eating, thereby strengthening our present and future roles as nurtur- ing family members, responsible community mem- bers, thoughtful consumers, and productive citizens. All students who harbor a genuine enthusiasm for

COURSE information

DIVISION: Lower READING LIST: Michael Pollan, Omnivore’s Dilemma Harold McGee, On Food and Cooking -- the Science and Lore of the Kitchen Peter Barham, The Science of Cooking Howard Hillman, The New Kitchen Science Robert Wolke, What Einstein Told His Cook BASIS FOR FINAL GRADE: Quality of active daily participation (20%); lab notebook and recipe journal (40%); research paper (10 pages) (20%); final exam (20%). COURSE FEE: $100 (Cost includes rental of kitchen facilities along with some equipment and supplies.) COURSE SCHEDULE: MTuWTh, 3:45- 6:20pm SPACES RESERVED FOR FRESHMEN: 4

9 LOWER DIVISION *JAN 028 on campus Health at Every Size Rebecca Concepcion | [email protected]

The prevalence of overweight and obese people to describe the current rate of obesity. Does this continues to increase in US citizens of all ages. terminology accurately portray the relationship While professionals from multiple disciplines between weight and health or does it promote endeavor to decipher what factors influences health discrimination of fat people? This course will review behaviors in this population, new and useful per- these issues from a multi-disciplinary exploration of spectives have evolved to promote overall health obesity in America. Various perspectives will be and well-being. A complicating factor in this mission explored including the evidence-based Health at is that people who are overweight or obese are Every Size (HAES®) movement, which addresses a severely stigmatized, due in part to the perception self-acceptance, health enhancement, the joy of that weight is controllable and, thus, people who are movement, and the pleasure of eating well at any overweight are responsible for any discrimination size, the biomedical model of obesity, as well as the they experience. How does this discrimination way social influences impact health for people who impact people who are overweight, in terms of are overweight. mood, emotions, dietary practices, physical activity, and other self-care behaviors? With discrimination originating from multiple spheres of life, including employers, family members, and health care profes- sionals, just to name a few, is it possible to feel positive about oneself and strive for acceptance and health? Additionally, popular media and health care profes- sionals broadly utilize the term “obesity epidemic”

COURSE information

DIVISION: Lower SPACES RESERVED FOR FRESHMEN: 10 READING LIST: Linda Bacon, Health at Every Size: The Surprising Truth about Your Weight Esther Rothblum, Sondra Solovay, and Marilyn Wann (Editors), The Fat Studies Reader Abigail Saguy, What’s Wrong with Fat? Related articles available on Moodle class site. BASIS FOR FINAL GRADE: Weekly writings and quality class participa- tion (35%); Article reviews (5%); Presenta- tion (15%); Media analysis paper and presentation (25%); Field experience and write-up (20% COURSE FEE: $25 (Cost includes guest speaker and potential field trip opportunities.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM

10 LOWER DIVISION JAN 029 on campus Creating Theatre for Young Adults Michael Cook and Jeffra Cook | [email protected]

Students enrolled in this course will work on a Princess and the Pea. project designed to bring theatre, magic, and dance TO ENROLL IN THE CLASS, YOU MUST MEET to children of the East Bay Area. Over the past 20 WITH THE INSTRUCTOR, THE FIRST WEEK IN years, more than 53,000 students have seen our Jan OCTOBER, BEFORE REGISTRATION. Actors will Term productions. Students enrolled in the class as interview and audition for parts. Technicians will actors will have the opportunity to experience life in interview. Dates and times for auditions and inter- the theatre by acting, dancing and singing. Those views will be posted on the theater box office win- who are interested in the technical aspects of the- dow, the last week of September. You must sign up ater will learn how to construct scenery, paint, work and interview to be in the class. on lights, sound, costumes and publicity. Everyone will study the period and history the show takes place in as well as the architecture and clothing of the era. A guest choreographer and guest costumer will assist. The final week of Jan Term will be devoted to 10 Performances of our show for young students from local schools. By reaching school- aged children through these performances, we hope to engage them in a journey of exploring the per- forming arts throughout their lives. Plays under consideration are always based on classic fairy tales such as The Ugly Duckling, Puss in Boots and The

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DIVISION: Lower and performances (30%). PREREQUISITES: COURSE FEE: $50 Permission of the Instructor. Before enrolling (Cost includes production costs, including in the class, you must interview with the material to build sets, props, costumes, instructor Michael Cook. Auditions and publicity and special effects needed for the interviews will be held in early October. You show.) must interview to discuss whether you want COURSE SCHEDULE: to perform (act, sing, dance) or be a member MTuWTh, 2:45 - 5:20 PM of the technical crew (lights, sound, set SPACES RESERVED FOR FRESHMEN: 5 construction, costumes, props or publicity). Actors, please be ready to audition with a two minute audition piece. READING LIST: Michael Cook, Doing It Right the First Time Lawrence Stern, Stage Management BASIS FOR FINAL GRADE: Quizzes based on reading assignments and lectures (20%); Completion of all homework assignments (20%); Attendance and partici- pation in all classes, labs and rehearsals (30%); Participation at all technical rehearsals

11 LOWER DIVISION *JAN 030 on campus Freshmen in Fiction (or The UNDERgraduate) Thomas Cooney | [email protected] On your first trip home after the fall semester started, you discovered that your parents had turned your bedroom into a home gym, your high school friend asked your last name when you called his house, you’d never loved a home appliance as much as you loved your folks’ refrigerator, and you slept more hours than there are in a day not because you were tired but because the sheets were so clean and soft and fragrant that you felt like your folks were welcoming British royalty, not their offspring. Congratulations, you’re a freshman. In this course we will look at how the American freshman (and sophomore and junior and senior) has become such a formidable protagonist in the fictions of the mod- ern era. We will look at the emotional, intellectual, and physical obstacles students in college face in the present and the past. In addition to reading stories, students will also learn how to create char- acters and narratives so that they can produce a short story of their own at the end of the term.

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DIVISION: Lower READING LIST: Chad Harbach, The Art of Fielding Class reader of short stories. Authors may include: Flannery O’Connor, Tobias Wolff, Ron Carlson, Mona Simpson, Michael Chabon, Robert Cohen, Andre Dubus, and Justin Cronin. BASIS FOR FINAL GRADE: Participation and attendance (25%); Daily responses (25%); final paper (theoretical or creative) (25%); final exam (25%). COURSE FEE: $20 (Cost includes course reader.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 15

12 LOWER DIVISION JAN 031 on campus Logic and the LSAT Steven Cortright | [email protected] This is a course in natural deduction, induction, and informal fallacies . . . with a “twist.” The twist: we will apply the techniques that arise from our studies in logic to materials typified in the Law School Admissions Test (LSAT). Hence, this is NOT a course in “test preparation”: test-taking strategies will form no part of the curriculum. The curriculum will be devoted to grounding, explicating, and apply- ing principles of logic: categorical reasoning, propo- sitional and predicate calculus, and some account of linguistic (informal) fallacies. The latter phase of study, applications to LSAT questions, may be of particular interest to students who anticipate prepar- ing and sitting for the LSAT, but the the course will be of use to any student who is interested in gaining reflective, critical control over the reading and evalu- ation of natural--i.e., ordinary language--arguments in any discipline.

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DIVISION: Lower READING LIST: Peter T. Geach, Reason and Argument Richard Jeffrey and John P. Burgess, Formal Logic: Its Scope and Limits (4th ed.) LSDAS Test-Prep publications (past actual LSAT examinations) BASIS FOR FINAL GRADE: Daily written exercises (20%); Class participa- tion (including demonstrations at the board) (35%); Weekly written examinations (3) (30%); In-class, final “LSAT-style,” compre- hensive examination (15%). COURSE FEE: $10 (Cost includes photocopies.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 5

13 LOWER DIVISION *JAN 032 on campus Metamorphoses: Making Dances that Transform Cathy Davalos | [email protected] This course is designed to introduce the art of chore- create a solo built on the Jan Term theme of Meta- ography and dance training to the beginning dance morphoses. This solo will be performed on the last student. The focus of the class will be on one’s day of class. personal relationship to dance through dance tech- niques and choreographic development. We will explore different catalysts for movement and develop tools to make dances. We will also focus our dancing on the Bartenieff Fundamentals to encourage more efficient movement and a stronger, more connected body. Choreographic choices will be enhanced with Laban Movement Analysis (an action-oriented vocabulary of movement). This language will enable us to dissect and understand our own choreographic process. We will explore our own movement styles and then expand our move- ment potential using Laban’s concepts. Each day will begin with technique class followed by a chore- ography workshop. Short daily assignments will assist in the development of a dance from the beginning to the end. Weekly guest artists, a dance concert (or two), off-campus events, and Jan Term events will provide further inspiration. Students will

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DIVISION: Lower PREREQUISITES: This is a rigorous course and students will need the instructor’s signature to register. READING LIST: Peggy Hackney, Making Connections: Total Body Integration Through Bartenieff Funda- mentals BASIS FOR FINAL GRADE: Quality of participation and creative growth in technique class and choreography workshops (20%); daily projects and assignments (20%); attendance at dance concerts, lectures, and Jan Term events (20%); reading and writing assignments (20%); final choreography project and paper (20%). COURSE FEE: $75 (Cost includes guest artists, dance concerts, other field trips, and, when possible, trans- portation.) COURSE SCHEDULE: TuWThF, 1-5 PM SPACES RESERVED FOR FRESHMEN: all 14 LOWER DIVISION JAN 033 on campus Barbarians!!! Costanza Gislon Dopfel | [email protected]

This course will question the notion of the ‘other’ hands-on events. There will be visits from Iron Age through the historical definition of barbarian and Celts, the Tenth Roman Legion and a group of barbarism. We will look at preconceived notions of Vikings. what a barbarian is from Greek, Roman and Chris- The course is structured to take place three days a tian viewpoints; then we will switch our perspective week instead of four, with a double session on and adopt the points of view of Persian, Germanic Fridays from noon to 5:00 p.m. All students will and Arab cultures. We will explore the world of the participate in re-enactment activities during the last Celts, the Goths and the Vikings, and the way of life three Fridays. These activities include weapon of the Huns, the Longobards and the Mongols. The handling, javelin throwing, crafts and more. Stu- course will explore the lives of young men and dents will be served a full meal on Fridays, consist- women on either side of the ‘barbarian’ divide and ing of food typical of the period and cooked accord- the challenges they had to face in order to survive ing to ancient recipes. throughout the migration period and the early Mid- The course will be graded on the basis of participa- dle Ages. We will also discover the cultural inheri- tion and four tests that will evaluate the degree to tance of these ‘barbaric’ tribes and the lasting effect which students have read the texts, paid attention to they had on medieval and early modern culture. class lectures and reflected on the material pre- The course will include several class activities and sented during the re-enactments. Since the histori- one or two days a week will be dedicated to cal material covered in this course is quite extensive,

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DIVISION: Lower READING LIST: Thomas Cahill, How the Irish Saved Civilization James Campbell, The Anglo-Saxons Malcolm Todd, Everyday Life of the Barbarians Simon Keynes, Alfred the Great Gregory of Tours, History of the Franks The Nibelungenlied Morris Bishop, The Middle Ages (All material will be on ERes or handouts, no cost of reading material for the students.) BASIS FOR FINAL GRADE: participation (20%); presentation (10%); midterm (20%); final (40%); weekly tests (10%) COURSE FEE: $120 (Cost includes fees for visits and food, the Medieval ball and banquet, and miscella- neous expenses.) COURSE SCHEDULE: TuTh, 12:00-2:30 PM and F, 12:00-5:00 PM SPACES RESERVED FOR FRESHMEN: all

15 LOWER DIVISION JAN 034 on campus If You Ain’t Got That Swing Patrick Doyle and Jane Corey | [email protected] This course is an interactive journey through the specific dance moves? Who are Ray Charles, history and culture of the swing dance craze in the Frankie Manning, Shorty George, Sylvia Sykes, Louis United States during the first half of the twentieth Armstrong, and Maxie Dorf, and who were the Big century. You will dance and learn about the Charles- Bands? ton of “the roaring twenties.” Then you will study You’ll learn the dance basics of the era, body move- East Coast Swing and the jazz era; from its African ment, centering, balance, weight transfers, frame, roots, through black churches in the United States, and connection with partner. This is a great course jazz music flowed into the streets of Harlem and on for couples, but no partner is necessary. However, to social clubs throughout the country. The course each student must be willing to lead and to follow. will conclude with the pre-Rock-n-Roll (and more Ultimately, you might even decide to dance competi- intricate) Lindy Hop. Bonus: depending on your tively. dance achievement, you might learn Frankie Man- This course is physically demanding. ning’s Shim-Sham. Combining history and culture, this course will examine questions such as - Why were they danc- ing? How did it start? How did it affect black / white relations? Who was the real “King of Swing”? What part did swing play in the Civil Rights Movement? What did Malcolm X write about Lindy Hop? How did the public react to this dance? Who initiated

COURSE information

DIVISION: Lower READING LIST: Tamara Stevens, Swing Dancing (Greenwood Press) Articles provided by professors Ken Burns Documentary, Jazz BASIS FOR FINAL GRADE: Well-researched oral presentation on a figure from the swing era (25%); written assign- ments (25%); participation in class discus- sions (25%); dancing achievement and public deportment (25%). COURSE FEE: $60 (Cost includes classes with professional swing dance instructor, guest speakers, xeroxing, and final dance gathering.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 4

16 LOWER DIVISION *JAN 035 on campus Lasallian Education in Today’s Schools Sharon Gegg | [email protected] WANTED: SMC STUDENTS WHO WANT TO MAKE Interested students are required to attend a manda- A CONTRIBUTION TO UNDERSERVED, DISADVAN- tory orientation and information session on Wednes- TAGED, K – 12 SCHOOLS WITH LARGE MULTICUL- day, October 2, 2013 in Dante 113 from 1-2pm. If TURAL POPULATIONS. this time does not work for you, please notify the This is your opportunity to see education through instructor, Sharon Gegg, at [email protected] before the eyes of a teacher and make a contribution, October 2, 2013. The class will be limited to 24 pairing your talents with the needs of a teacher at an students. underserved, public school. The course is designed A commitment to teaching as a profession is not a to develop a life-long appreciation for the work of requirement for this course. This is an exploratory teachers, in the spirit of John Baptist De La Salle, course and does not fulfill specific credential require- the patron saint of teachers. ments, although the course does provide a valuable During Jan Term, students will spend at least 15 introduction to the teaching profession for future hours per week at an Elementary or Secondary credential candidates. school located in Concord. They will also attend on –campus seminars two afternoons per week. A JAN 2012 student wrote “this course is a once in a lifetime experience” while another wrote “every part of this course lent me a deeper respect and appreciation for teachers.” Students who take this course will inevitably become advocates for educa- tion.

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DIVISION: Lower PREREQUISITES: Instructor signature required for enrollment READING LIST: Moulthrop, Calgari, and Eggers, Teachers Have It Easy, the Big Sacrifices and Small Sal- aries of America’s Teachers Selected readings from and about Saint John Baptist De La Salle BASIS FOR FINAL GRADE: Field placement (40%); Special Project and presentation (15%); Written Reflections that tie Readings to Field Experience (15%); Quality of Preparation and Participation (15%); Portfolio Presentation to Instructor (15%). COURSE FEE: $10 (Cost includes materials and duplicating costs.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 10

17 LOWER DIVISION JAN 036 on campus Art in the Bay Area Wesley Gibson | [email protected]

“Art in the Bay Area” is a class which introduces political installations characteristic of the Yerba students to the rich and diverse art scene in the Bay Buena Center for the Arts. Through their papers and Area. It is also a philosophy of art class using journals students will have begun to form their own Michael Kimmelman’s The Accidental Masterpiece ideas about the meaning and purpose of art in terms as a central text. Kimmelman’s book asks: What is of their own lives. They will have learned to move art? What is the purpose of art? How are we beyond the surface responses of “I like,” “I don’t enriched by learning to incorporate it into our lives? like,” “I don’t understand,” to an understanding of art We will spend most of our time at museums and as an act of communication in which they are full galleries, with several visits from local artists. Each participants. day there will be a class discussion about that day’s activities and the reading. There will be three short papers in which students will asked to reflect on an art work or experience or something from that week’s reading that excited or moved or even angered them. Students will be asked to keep a detailed daily journal which discusses that day’s experience, citing and describing specific works of art and their responses to them, and also respond- ing to the reading. By the end of the course, stu- dents will have been introduced to a variety of art forms from Renaissance paintings at the Legion of Honor to the more contemporary, experimental

COURSE information

DIVISION: Lower READING LIST: Michael Kimmelman, The Accidental Master- piece Handouts excerpting artists and writers like Andy Warhol, John Ruskin, Meyer Shapiro, etc. BASIS FOR FINAL GRADE: Class participation (coming to class on time having done the reading and participating in discussions) (30%); three 2-3 page papers (30%); a detailed journal which discusses their experience of the art they’ve seen as well as the reading (40%). COURSE FEE: $55 (Cost includes admission to museums, small stipends for visiting artists.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 8

18 LOWER DIVISION *JAN 037 on campus Cyborgs & CyberRevolutions: On Warfare, Culture, and Activism Cathy B Glenn | [email protected] Donna Haraway declares, “The cyborg is a con- change will structure the course: (1) human-technol- densed image of both imagination and material ogy fusions; (2) technological war, terrorism, and reality, the two joined centers structuring any possi- espionage; (3) social technologies that blur public bility of historical transformation.” and private; and, (4) hacking, doxxing, and cyberpun- Although primarily a metaphorical device in Har- king as activism. We’ll test our imaginations along- away’s work, the cyborg is now also an actual repre- side our actualities to challenge how we think about sentation of the massive metamorphosis technology and interface with these areas of ongoing transfor- is generating in nearly every sphere of human exis- mation. By grappling with ethical, legal, and social tence. Stanford has developed living biological aspects of these metamorphoses, we can begin to computers inside the human body, and 3-D print understand how it is possible to take responsibility technology can reproduce human organs. The impli- for the social relations of science and technology cations of a major cyberconflict have been com- without adopting an anti-science metaphysics or pared to nuclear war, and NATO has proposed an demonizing technology. We’ll also contend with how exception to the Geneva Convention to target civil- these changes constitute our identities and trans- ians who engage in cyberattacks during wartime. gress natural-synthetic boundaries. Cyberbullies, cyberstalkers, and cybercelebrities litter the virtual cultural landscape. And, groups like Anonymous, CyberBunker, and Spamhaus have changed the face of activism in the twenty-first century. Engaging literature, film, art, popular culture, and critical theory, a focus on four sectors of radical

COURSE information

DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuWTh, 2:45 - 5:20 PM Donna Haraway, “A Cyborg Manifesto” SPACES RESERVED FOR FRESHMEN: 10 Paolo Bacigalupi, The Windup Girl Blade Runner film The Economist, “War in the Fifth Domain” and “Cyberwar” CNBC, Cyberwarfare documentary Al Jazeera World, Fighting in the Fifth Dimension documentary Judith S. Donathe, (MIT Media Lab), “Identity and Deception in the Virtual Community” Mark Dery, Escape Velocity: Cyberculture at the End of the Century Other print and electronic resources, as needed BASIS FOR FINAL GRADE: Seminar participation and leadership (30%); 3 weekly essays (40%); final paper (30%). COURSE FEE: $40 (Cost includes guest speakers, course readers, and end-of-term social.)

19 LOWER DIVISION JAN 038 on campus Excavating Ourselves: The Archaeology of Now Albert D. Gonzalez |[email protected] Archaeologists have made an industry of studying the trajectory of the emerging subfield, evaluating ancient garbage, but has this helped us to under- the quality of its contributions by providing exposure stand what our trash says about us? They are keen to a broad range of related case studies. to remark as to the organization of prehistoric households, but can archaeologists say anything regarding the cultural significance of the organization of their own living rooms? They exert much effort in combating the myth of pyramid-building aliens, but can they comment as to the cultural significance of the material remains of human exploration of outer space? Despite the discipline’s reputation for evalu- ating only material pertaining to the deep (not to mention, earthly) human past, archaeologists are beginning to ask questions regarding the material order of today’s world. This course explores a body of work produced by scholars at the forefront of that effort. It begins with an introduction to the disci- pline of archaeology, describing the field’s traditional goals and methods. It then works its way into discussion of the conditions that led to the develop- ment of an archaeology that makes the modern world its object. The course asks students to assess

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DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuWTh, 2:45 - 5:20 PM M. Russell, Digging Holes in Popular Culture: SPACES RESERVED FOR FRESHMEN: 10 Archaeology and Popular Culture M. Bonnes and M. V. Giuliana, “Cross-Cul- tural Rules for the Optimization of the Living Room” S.L. Dawdy, “Clockpunk Anthropology and the Ruins of Modernity” C. Evans and C. Humphrey, “After-Lives of the Mongolian Yurt: The Archaeology of a Chinese Tourist Camp” A. Mayne and T. Murray, “The Archaeology of Urban Landscapes: Explorations in Slumland” P.R. Mullins, “Domesticating Barbie: An Archaeology of Domestic Ideology and Barbie Material Culture” W. Rathje, “The Archaeology of Space Garbage” BASIS FOR FINAL GRADE: Class participation (20%); Reading quizzes (25%); Group presentation (25%); Group Paper (30%).

20 LOWER DIVISION *JAN 039 on campus Les Miserables: The Metamorphoses Lain Hart | [email protected] Widely considered one of the greatest novels of all social and moral turmoil encapsulated in the novel, time, Victor Hugo’s Les Miserables has been read in we will also discuss the “metamorphoses” of the dozens of languages and adapted numerous times. Les Miserables “experience” itself. What are we to As a through-sung musical, Les Miserables has make of the story’s many permutations? What are played in over three hundred cities, and recently we to make of the enduring appeal that the novel (or inspired an Academy Award-winning film adaptation. the musical or the film) seems to have among audi- In this class, we will view selected scenes from ences of every imaginable background? What can all these adaptations and read excerpts drawn from key this teach us about constancy and change? sections of the novel. To better understand the characters and events described in Les Miserables, we will discuss contemporary music, poetry, poli- tics, religion and warfare. Among the questions we will ask are: How did the French Revolution generate the demands the students sought to satisfy in the uprising of 1832? What does this story say about social justice and the rights of the poor? What does it say about the rights of women? What about crime and punishment? Wealth and poverty? Spirituality and disillusionment? Violence and Catholicism? Even as we conduct an in-depth examination of the

COURSE information

DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuThF, 9:15 - 11:50 AM Victor Hugo, Les Miserables SPACES RESERVED FOR FRESHMEN: all Upton Sinclair, The Cry for Justice: An Anthology of the Literature of Social Protest Mason and Rizzo, The French Revolution: A Document Collection Mark Almond, “The Springtime of the Peoples” Victor Brombert, “Les Miserables: Salvation from Below” Lois Bee Hyslop, “Baudelaire on Les Misera- bles” Alexander Welsh, “Opening and Closing Les Miserables” BASIS FOR FINAL GRADE: Daily response papers (10%); two (3-page) analysis papers (10% each); in-class oral presentation (10%); annotated bibliography (15%); active classroom participation (20%); final (15-page) research essay (25%).

21 LOWER DIVISION *JAN 040 on campus The Development of the Women’s Spirituality Movement Miri Hunter Haruach | [email protected] Set against the backdrop of the feminist and wom- The class will attend performances and gallery anist movements, the Women’s Spirituality move- exhibits. These will be assigned and are required. ment began its development. Whereas feminism sought, in part, to liberate women from their bodies, Women’s Spirituality sought to re-vision the female body and to empower women by validating such concepts as intuition, women’s ways of knowing, the body as sacred and the body as a vessel for spiritual and practical knowledge. In this class, we will study and explore the use of the roots of the women’s spirituality movement. We will investigate how it grew out of feminism and womanism and the various re-visionist movements of organized religions. We will also investigate the use of the arts (music, dance, theatre, visual arts) in the women’s spirituality movement and how this praxis has led to the concept of embodied knowing. We will be using texts, both written and visual, performances and self-study in order to develop an understanding of this important philosophical/reli- gious/spiritual movement.

COURSE information

DIVISION: Lower READING LIST: Carol Christ, Rebirth of the Goddess Amina Wadud, Qu’ran and Woman Finger et al, The Wisdom of Daughters Anita Diamant, The Red Tent BASIS FOR FINAL GRADE: Active Classroom participation (30%); Spiritual autobiography, written (25%); Spiritual autobiography, oral presentation (25%); Critique of two performances/art exhibits (10% each, 20% total). COURSE FEE: $25 (Cost includes off campus performance field trip.) INFORMATIONAL MEETINGS: TBD COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 13

22 LOWER DIVISION JAN 041 on campus Sim(ulated) City: Las Vegas and the Anthropology of Tourism Dana R. Herrera | [email protected] Locals. Travelers. Souvenirs. Romance Tourism. travelers. We will also examine structures of power Eco-Tourism. Authenticity. This course addresses the and wealth as they influence who wins and who issues surrounding tourism as a culturally negotiated loses in the city of “Lost Wages.” industry (particularly in developing countries). We Students should be prepared to work independently will examine the social theory underlying the study and in groups to research, prepare, and present of tourism while discussing 1) tourism as a “force in multi-disciplinary material to the class in a profes- sociocultural change” (in the words of social scien- sional manner. Our final week will be spent in a tist Malcolm Crick), 2) the motivations and roles of symposium-like setting presenting our month-long tourists in the international and local arena, and 3) research projects. (Course texts and activities sub- the effect of tourism on the development of ject to change with notice.) so-called “Third World” cultures and economies. We will read and extensively discuss case studies examining the relationship between globalization and tourism in places such as Southeast Asia. What is the local perspective on tourist activities? How do local populations participate in the development of the tourist trade? In the second half of the course, Las Vegas will serve as the United States case study. With almost 40 million visitors every year Las Vegas is one of the tourist capitals of the country. We will examine how Las Vegas resorts simulate significant cultural landmarks and their appeal to

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DIVISION: Lower PREREQUISITES: ENG 4 READING LIST: Erve Chambers, Native Tours: The Anthropol- ogy of Travel and Tourism Rex Rowley, Everyday Las Vegas: Local Life in a Tourist Town course reader BASIS FOR FINAL GRADE: Active classroom participation and homework (20%); exam 1 (20%); exam 2 (20%); final project (20%); final presentation (20%). COURSE FEE: $25 (Cost includes guest speakers and class luncheon.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 13

23 LOWER DIVISION JAN 042 on campus Cultures of War Gwyn Kirk | [email protected]

Tank tops, bomber jackets, navy pea coats, flack Saturday Jan. 17. Students will also watch fea- jackets … military clothing has long been adopted ture-length films outside of class. into civilian wardrobes. Camouflage is cool. It comes in blue, pink, in baby onesies, lingerie, backpacks, and cell-phone covers. High fashion houses and local stores all feature clothes with “military styling.” This interdisciplinary course draws from anthropol- ogy, cultural studies, gender studies, history, and media studies to examine how war sneaks into civilian life: into our language, our closets, and our assumptions. We will explore examples from popu- lar culture as well as Bay Area history. Traditionally, war and militarism have been defined as male. What does that mean for women serving in the military and those impacted by wars? To study these topics we will use a multimedia approach with video clips, presentations of visual material, internet resources, speakers, class discus- sions, short lectures, and extensive readings from multiple disciplines. We will visit the World War II Home Front National Historic Park in Richmond on

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DIVISION: Lower BASIS FOR FINAL GRADE: Class participation (15%); three reflection READING LIST: papers (3-4 pages each) (20% each); Final Helen Benedict, “The Lonely Soldier” research-based paper (7-8 pages) and brief (excerpt) class presentation (25%) Gray Brechin, “ The Scott Brothers: Arms and the ‘Overland Monthly’ “ COURSE FEE: $25 Cynthia Enloe, “Sneak Attack: The militariza- (Cost includes guest speakers, field trip, and tion of US culture” photocopies of readings .) Susan Galleymore, “Long Time Passing: COURSE SCHEDULE: Mothers speak about war” MTuThF, 12:00 - 2:35 PM Sherna Gluck, “Rosie the Riveter Revisisted” SPACES RESERVED FOR FRESHMEN: 15 (excerpts) Malalai Joya, “A Bird with One Wing” Martin Luther King, Jr., speech about the Vietnam War, Riverside Church Lila Abu Lughod, “Do Afghan Women Really Need Saving?” Riverbend, excerpts from “Bahgdad Burning”

24 LOWER DIVISION JAN 043 on campus From The Odyssey to O Brother, Where Art Thou?: Adaptation and Playwriting Now Krista Knight | [email protected]

In this interactive playwriting class, we will read, shop each other’s scripts, reading scenes in small write, watch, create and act! We will examine how groups and bringing the scenes to life in skits, contemporary playwrights and filmmakers have improvisations, and media melts. This will be the re-imagined, re-envisioned, and re-invented classic most active writing course you have ever taken! texts; discuss the appeal of classics in modern life; By the end of the class, all students will have com- see theatrical adaptations in the Bay Area; sharpen pleted a play (at least 20-40 pages), eligible for our skills in dramatic writing; and shift into creating submission to the UNDO IT Script Contest, which our own pieces. offers a considerable cash prize and a production or We will pay attention to the reinvention of character, reading by The Quixotic Players at SMC. Every action and idea – finding what is created and is student will leave the class with at least 20 pages of transformed in translation from source material to a script, as well as an outline for the entire project. adaptation. Be ready to riff on the great works to create stories Together, we will examine several plays for their relevant to today, and uniquely your own. structure, pace, dialogue and voice. You will then choose a classic play or narrative text and begin work on your own original adaptation. Writing exer- cises are designed to spark creativity and invention, to find a dramatic structure for stories, and to deepen character and plot. In class, we will work-

COURSE information

DIVISION: Lower READING LIST: Sarah Ruhl, Eurydice Aristotle, Poetics Elinor Fuchs, Visit to a Small Planet Jose Rivera, 36 Assumptions about Playwrit- ing Sam Shepard, Killer’s Head Sam Hunter, The Whale Dan LeFranc, Origin Story O Brother, Where Art Thou? (Film) BASIS FOR FINAL GRADE: Attendance and citizenship (20%); in-class writing (10%); in-class discussion of reading (10%); at-home exercises (20%); writing of final project (40%) COURSE FEE: $30 (Cost includes two tickets to plays in the region.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5

25 LOWER DIVISION JAN 044 on campus Survival of the Friendliest: Dogs’ Evolution, Behavior, and Interactions with People Patrizia Longo | [email protected]

One of the most fascinating things about the human natural history and behavior based on most recent / dog relationship is our constantly-evolving notions scientific and scholarly evidence. of how dogs think, understand, learn and interact with us. Researchers have learned more about how dogs think and reason in the last ten years than in the past century. Many animals have some level of social intelligence, allowing them to coexist and cooperate with other members of their species. For example, wolves – the likely ancestors of dogs – live in packs that hunt together and have a complex hierarchy. But dogs have evolved to add an extraor- dinarily rich social intelligence as they have adapted to life with us. All the things we love about dogs – the joy they seem to take in our presence, the many ways they integrate themselves into our lives – spring from those social skills. In this course we will seek to expose the “real” dog beneath the popular stereotypes and provide a comprehensive account of the domestic dog’s

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DIVISION: Lower READING LIST: Brian Hare and Vanessa Woods, The Genius of Dogs: How Dogs are Smarter Than You Think Patricia McConnell, For the Love of a Dog Course Reader BASIS FOR FINAL GRADE: Active class participation (20%); two in-class tests (40%, 20% each); final 10-page paper and class presentation (40%). COURSE FEE: $10 (Cost includes course reader.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

26 LOWER DIVISION JAN 045 on campus Modern Financial Markets: A Multimedia Exploration Asbjorn Moseidjord | [email protected] This course aims to provide a basic understanding of use of multiple avenues to develop the major how modern financial markets have evolved, how themes: video clips, real time access to financial they work, as well as their strengths and weak- markets and related internet resources, speakers, nesses. Although these markets are supposed to seminar style discussions, and regular lectures. The guide society towards increased prosperity, they students will also be asked to develop a multimedia sometimes exhibit strange and destructive behav- presentation of some financial market topic using iors that have terrible consequences for many peo- Microsoft PowerPoint as the platform. Project ple. Specific topics covered in the class are: the instruction will be provided as part of the class. emergence of money and financial markets; the nature of securities (stocks, bonds, and derivatives); security price determination; government regulation; speculative behaviors; bubbles; manipulation and scams; winning strategies; and more. An important part of the class is to stay in touch with current events. We will usually start each class period with a discussion of recent events that illus- trate the nature of the security markets. Further- more, we’ll focus on how these events create opportunities that may be pursued in the financial markets. The multimedia approach taken in this course entails

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DIVISION: Lower READING LIST: Burton Malkiel, A Random Walk Down Wall Street Niall Ferguson, The Ascent of Money Various internet resources, particularly yahoo. finance.com. BASIS FOR FINAL GRADE: Class participation and attendance (20%); Multimedia presentation (20%); Weekly Quizzes (40%); and Final (20%). COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: All.

27 LOWER DIVISION JAN 046 on campus Creative Presence: Cultivating Creativity in the Age of Information Kirthi Nath | [email protected] Today’s age of information can be a double-edged this course you will be able to identify and analyze sword. While we have information and inspiration at storytelling techniques in writing, photography and our fingertips, this constant stream of stimulation multimedia, and apply these techniques in your own can turn into disruptive pressure that divides our creative works. You will also be able to describe and attention, heightens anxiety and distances us from utilize various mind-body tools that support creative our creative process. How can we stay connected to practice. Note: This is NOT an introductory technical creativity and cultivate creative presence amidst this instruction class; you should have a writing practice vortex of stimulation? When we cultivate creative and basic digital photography skills already. We’ll presence, how does this impact out art and our take 2 REQUIRED class field trips. They may occur lives? on weekdays and weeknights, may be in San Fran- We’ll explore the cultivation of creative presence in cisco, all will be BART / bus accessible. today’s age of information by studying the creative process of other artists, diving into acts of creation ourselves and anchoring our artistic journeys with tools intended to deepen our creative presence and artistic intuition. This will be a hands-on creative production class focusing on storytelling in the forms of writing (sudden fiction, non-fiction, inter- views), digital photography and multimedia blogs. Our ‘creative presence’ tools will draw from prac- tices such as meditation, visualization, movement, morning pages and loving awareness. By the end of

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DIVISION: Lower PREREQUISITES: ENG 5 READING LIST: Robert Shapard and James Thomas, eds., Sudden Fiction International Natalie Goldberg, Writing Down the Bones Online Blogs, Websites and Videos BASIS FOR FINAL GRADE: Weekly Assignments (6-8 total) (50%); Final Project (Portfolio + Presentation) (20%); Active Class Participation (15%); Constructive Critique Feedback (10%); Attendance (5%). COURSE FEE: $50 (Cost includes photocopies, field trips, speaker fees, office supplies, and website needs (if projects deems so.)) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 8

28 LOWER DIVISION JAN 047 on campus Strategy, Power and Conflict: The Simple Math of Decision Making Weiwei Pan | Email: [email protected] Why would anyone bid $3.25 in an auction where the prize is a single dollar bill? Are the standings in American Idol fairly determined? Why are there so often two Starbucks situated within a couple blocks of each other? Furthermore, what do these ques- tions (and their answers) have to do with interna- tional conflict, democracy, distributions of power and our own interactions with the world? In this course, through playing simple mathematical games we will explore ideas of power, fairness and rationality. Our goal will be to model strategic decision making of individual persons and group dynamics.

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DIVISION: Lower READING LIST: Alan D. Taylor, Mathematics and Politics Course Reader BASIS FOR FINAL GRADE: Daily Homework (25%); Weekly Quiz (10%); Participation (25%); Final Paper (20%); Final 15 min Presentation (20%). COURSE FEE: $20 (Cost includes photocopies for the course reader.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

29 LOWER DIVISION JAN 048 on campus Race, Culture, and Power in Children’s Stories Mitali Perkins | Email: [email protected] Why are children’s stories so powerful? Who has the right to tell stories about marginalized communities? This course will explore the question of authenticity in storytelling and unmask explicit and implicit mes- sages about race, power, and culture communicated through books for young readers. A secondary course goal is to help students improve their analyti- cal writing and persuasive speaking.

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DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM Course reader prepared by instructor, which SPACES RESERVED FOR FRESHMEN: 8 includes articles by Andrea Davis Pinckey, Marc Aronson, Philip Nel, Debbie Reese, Bruno Bettelheim, and others. Two young adult or middle grade novels chosen by the students and approved by the instructor. BASIS FOR FINAL GRADE: Quality of in-class and online participation (15%); one 3-page paper: draft (12.5%) + final (12.5%) + in-class debate (5%) (30%); one multiple choice midterm exam (10%); one picture book written and illustrated by the student exploring an issue of race, culture, or power (20%); final 3-page paper comparing two young adult or middle grade novels (25%). COURSE FEE: $10 (Cost includes course reader, snacks during class, end-of-term party, and gifts for Skype visitors.)

30 LOWER DIVISION *JAN 049 on campus After the Holocaust: What Happened to Nazi War Criminals and Jewish Survivors? Joan Peterson | [email protected]

“The Holocaust was the most evil crime ever com- had experienced to a life of “normality”? Who knew mitted.” what, when? – Stephen Ambrose This course will address these questions by studying When World War II ended, tens of thousands of the years after the war – from 1945 into the 1950’s Nazi war criminals went into hiding or escaped to – and attempt to better understand the tragedies foreign countries. Who helped them, what hap- that continued to unfold –that even now, continue to pened to them, and who continued to look for unfold. them? Who was caught and who was pun- “The past is never dead, it is not even past.” ished? What were the Nuremberg trials and what – William Faulkner happened in the many trials that followed? For most Jewish survivors of the Holocaust, there was no place to go. Families were lost; homes destroyed. Many languished in “Displaced Persons” camps for years. What do we learn from liberators and journalists immediately after the war? What countries and organizations accepted and assisted survivors, and why did occurrences of anti-Semitism persist? What were reparations? How did people make the difficult transition from the horrors they

COURSE information

DIVISION: Lower READING LIST: Michael Berenbaum, The World Must Know Mark Wyman, D.Ps: Europe’s Displaced Persons, 1945-1951 Donald M. McKale, Nazis After Hitler: How Perpetators of the Holocaust Cheated Justice and Truth BASIS FOR FINAL GRADE: Quality of participation (20%); written responses and reading quizzes (20%); final paper (40%); presentation (20%). COURSE FEE: $25 (Cost includes travel to the Holocaust Center of Northern California.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 10

31 LOWER DIVISION *JAN 050 on campus Curiosity and Conversion Gabe Pihas | [email protected]

In this course, we will look at the role of curiosity in well as selections from Cervantes’ Don Quixote Part literature. We will see how it can lead to transforma- I, selections from Ariosto’s Orlando Furioso (which tions of our perspective. Curiosity is everywhere in was Cervantes’ model for Don Quixote), and Shake- today’s culture, and is usually just empty noise. speare’s Othello. In addition we will read philosophi- Since the Enlightenment many have rightly worried cal authors who are important for grounding reflec- that unlimited curious exploration would lead to tion on the curiosity issues for the literary authors self-forgetting, to mere distraction, and to other we read. vices. But such exploration is also essential to learn, and can lead to moments in which we see some- thing which makes our initial curiosity seem second- ary. In those moments of wonder a new kind of questioning can arise that radically reshapes us and our world. Can curiosity for all its faults be inte- grated into a deeper desire to know? We will look at a number of literary presentations of curiosity in which curiosity is either contrasted to or connected with conversion, either a philosophical, religious, or sentimental one. We will read Apuleius’ Metamorphoses, the curiosi- ty-novel par excellance, a novel which many Renais- sance authors recovered in early attempts at realistic fiction. We will also read about Dante’s Ulysses, as

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DIVISION: Lower READING LIST: Plato, Phaedrus. Plutarch, “On Curiosity” Apuleius, Metamorphoses. Augustine, Confessions. (selections) Aquinas, Summa Theologica. (selection) Dante, Divine Comedy. (selection). Ariosto, Orlando Furioso (selections). Cervantes, Don Quixote, Part I. Shakespeare, Othello. BASIS FOR FINAL GRADE: Discussion (50%); two five page essays (25% each). COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

32 LOWER DIVISION JAN 051 on campus Lust, Greed, Murder: Seven Great Operas Martin Rokeach | [email protected] This course will introduce students to seven of the world’s most favorite operas: Mozart’s The Abduc- tion from the Seraglio, Verdi’s Rigoletto, Bizet’s Carmen, Puccini’s La Boheme, Wagner’s Parsifal, Donizetti’s The Elixer of Love and Strauss’s Salome. Watching these operas on DVD, students will learn why they are among the most beloved works in the repertoire. They will gain insight into the world of opera, its musical styles, composers, singers and stories, and learn how each opera mirrors the values of the culture it springs from. Although there are no Bay Area opera performances during January Term, the class will attend a New York Metropolitan Opera simulcast at the Century Theatre, and a guest singer will visit the class to talk and perform. NOTE: Operas will be viewed in afternoons, outside of regularly schedule course meetings.

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DIVISION: Lower READING LIST: Renee Fleming, The Inner Voice: The Making of a Singer BASIS FOR FINAL GRADE: Four to six short written assignments (10%); reading log (15%); two exams (15%); paper on an opera-related subject (30%); final exam (25%); quality participation (5%). COURSE FEE: $10 (Cost includes guest performer stipend and pizza for evening opera viewings.) COURSE SCHEDULE: MTuThF, 9:15 - 11:45 AM (operas will be viewed in the afternoon) SPACES RESERVED FOR FRESHMEN: 8

33 LOWER DIVISION JAN 052 on campus Food to the People Kristen A. Sbrogna | [email protected]

Food to the People explores the intersection of food vice-learning project designed to augment their justice and health, investigating local, small-scale academic inquiry and deepen their understanding of food production as a response to our current food the connections between privilege, food, and health. system. Focusing on identity, privilege, and access, we will compare the current trends in urban farming and suburban backyard food cultivation as we explore food sovereignty, hunger, and environmental and human health on both personal and global levels. We will respond to questions such as: Why are many urban residents forced to buy groceries at liquor stores? Why are food-related health illnesses like obesity and diabetes growing disproportionately in low-income communities and communities of color? How do factors such as location, property ownership, ethnicity, economic status, and gender influence the opportunities that exist for people to grow their own food in the city? Through partnership with the Urban Farmers (a local non-profit) and field trips, students will engage in a month-long ser-

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DIVISION: Lower BASIS FOR FINAL GRADE: READING LIST: Quality of daily preparation / participation Novella Carpenter, Farm City including service-learning project (25%); Alison Hope Alkon and Julian Agyeman, Preparedness of daily reading for discussion, Cultivating Food Justice: Race, Class, and critical reading reflections, and two presenta- Sustainability tions (25%); three short weekly essays Excerpted in Course Reader (partial list): (20%); Midterm (10%); Final project (20%). Vandana Shiva, Stolen Harvest COURSE FEE: $50 Helena Norberg Hodge, Todd Merrifield and (Cost includes field trips, payment for guest Steven Gorelick, Bringing the Food Economy speakers, and transport to service-learning Home sites.) Carlo Petrini, Slow Food Nation COURSE SCHEDULE: Mark Winne, Closing the Food Gap: Resetting MTuThF, 9:15 - 11:45 AM the Table in the Land of Plenty SPACES RESERVED FOR FRESHMEN: 15 Michael Pollan, In Defense of Food: An Eater’s Manifesto Luc J. A. Mougeot, Agropolis: The Social, Political and Environmental Dimensions of Urban Agriculture Alice Hovorka, Henk De Zeeuw and Mary Njenga, Women Feeding Cities: Mainstream- ing Gender in Urban Agriculture and Food Security

34 LOWER DIVISION *JAN 053 on campus City of Dreams, City of Ghosts: St. Petersburg, Russia, in Literature, History, Art, and Film Dana Sherry | [email protected]

St. Petersburg, Russia, is a city of ghosts. It is This course looks at St. Petersburg as it appears in haunted by the shades of tens of thousands of literature, history, art, and film. It presents classic workers who died in its construction, by those pieces of Russian literature set in the city, including swept away in the annual floods, by tsars and works by Akhmatova, Dostoevsky, Gogol, and Push- statesmen and those who rebelled against them, by kin. The history of the city serves as a microcosm of the revolutionaries who overthrew the Romanovs in the history of Russia, from Peter the Great through 1917 and created the first Communist state, by Catherine the Great and their ill-fated heirs. It contin- those lost in the purges of the 1930s, by those who ues through the Russian Revolution and the city’s perished during the 872 days the Nazis laid siege to fate as communist Leningrad. Ultimately, Peters- Leningrad, by victims of economic chaos and crime burg’s ghosts and dreams alike speak to the power after the fall of the Soviet Union. of modernity in Russia and beyond. It is also a city of dreams. It rose from the marshes of the Baltic Sea in 1703, born of Peter the Great’s quest for a window to the West that would make Russia a major European power. Contemporaries called it the Venice of the North for its canals, gar- dens, and Italian architecture. Russian literature and modern art were born on its streets as visionaries of all persuasions dreamed of remaking Russia.

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DIVISION: Lower COURSE FEE: $10 READING LIST: (Cost includes photocopies.) Aleksandr Pushkin, “The Bronze Horseman” COURSE SCHEDULE: Nikolai Gogol, “The Nose,” “The Overcoat,” MTuThF, 9:15 - 11:50 AM “Nevsky Prospect” SPACES RESERVED FOR FRESHMEN: 6 Fyodor Dostoevsky, Crime and Punishment Robert K. Massie, Peter the Great (excerpts) Catherine the Great, Memoirs Leon Trotsky, The Russian Revolu- tion (excerpts) Cynthia Simmons and Nina Perlina, Writing the Siege of Leningrad: Women’s Diaries, Memoirs, and Documentary Prose Sergei Eisenstein, dir. October Nikika Mikhailkov, dir. Oblomov Aleksandr Sukorov, dir. Russian Ark BASIS FOR FINAL GRADE: In-class participation (25%); participation in Jan Term events (5%); two short quizzes (10%); weekly reflections (15%); 7-10 minute presentation (20%); and final project (25%).

35 LOWER DIVISION JAN 054 on campus Riffs, Ripoffs, and Reinventions: The Art of the Copy Mary Paynter Sherwin | [email protected] “Nothing of me is original. I am the combined effort looking, we’ll have spirited debates about the impli- of everyone I’ve ever known.” cations and ethics of these copies in order to under- – Chuck Palahniuk, Invisible Monsters stand the differences between homage, plagiarism, People have been copying other people for centu- copyright infringement, creative license, and stone- ries, and the copies themselves are a form of study, cold stealing. self-expression, and political statements. We’re Each student will also produce a book erasure for getting a lot of mixed messages about it, though. In the final project, drawing on the theories and prac- art school, it’s part of the curriculum; in hip-hop, it’s tices discussed in the class to create a personal how people sell albums. It will get you fired, or it will piece. No artistic ability is required. make you millions of dollars. Who knows what to think? What are we really saying if we are using other people’s words? This class will study instances of copying throughout history: in religion, music, fine art, fashion, and literature. We will read and discuss a wide variety of texts on the subject, including essays by Walter Benjamin, Jacques Derrida, Kenneth Goldsmith, and Jonathan Lethem. We’ll look at a wide range of reuse throughout history, including cento, sampling, fashion knockoffs, found poetry, jazz standards, collage, and pictures of pictures. And while we’re

COURSE information

DIVISION: Lower PREREQUISITES: ENG 4 READING LIST: Course reader, which will include Walter Benjamin’s “The Work of Art in the Age of Mechanical Reproduction”, Jonathan Let- hem’s “The Anxiety of Influence”, as well as excerpts from Kenneth Goldsmith’s Uncre- ative Writing and Srikanth Reddy›s Voy- ager, among others. BASIS FOR FINAL GRADE: Final project (including supporting paper) (40%); active class participation (30%); response papers (2 per week) (30%). COURSE FEE: $50 (Cost includes course reader and art supplies for in-class work.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 5

36 LOWER DIVISION *JAN 055 on campus Turning Animals into Icons: The Historical Significance of Animal Symbolism in Cultures around the Globe E. Elena Songster | [email protected]

This course is an examination of the ways humans context of each case-study and analyze them collec- have sought meaning from (other) animals by trans- tively to gain a broader understanding of cultural and forming them into icons, mythologizing them, and historical continuities and variations in human soci- using them as scientific subjects to seek insights ety. Our final lesson in metamorphoses will likely be into the broad range of the human condition. Each that as much as we transform animals to our pur- case study that we examine will also be an investi- poses, non-human animals also have shaped our gation of the metamorphoses that occur with societies, economies, and landscapes. In addition trans-species interaction; either the human projects to mini writing assignments and quizzes, you will human qualities onto the animal or becomes ani- have a midterm on concepts and content, write a mal-like in an effort to try to see the world from the short conceptual paper, and do a final paper on an perspective of the animal. This course will largely animal case study of your choice. focus on examples from the non-western world through a wide variety of texts and media including academic studies from scientific and social science disciplines, literature, folklore, film clips, poetry, art, propaganda, and live interactions with animals. We will take some fieldtrips to view animals in captivity and go on hikes to try to observe them in “nature”. We will pay close attention to the historical

COURSE information

DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM May include the following: SPACES RESERVED FOR FRESHMEN: 8 Jiang Rong, Wolf Totem George B. Schaller, The Serengeti Lion: A Study of Predator-Prey Relations Michael Lewis, “Indian Science for Indian Tigers?: Conservation Biology and the Question of Cultural Values,” Journal of the History of Biology, 38, no. 2 (2005): 185-207. E. Elena Songster, chapters from Panda Nation: Nature Science and Nationalism in the People’s Republic of China Gary Urton, Animal Myths and Metaphors in South America BASIS FOR FINAL GRADE: Engaged participation (20%); short writing assignments (5%); quizzes (5%); short paper (15%); midterm exam (25%); final paper on animal case study (30%). COURSE FEE: $35 (Cost includes field trip admission fees and field expert visit.) 37 LOWER DIVISION JAN 056 on campus Justice for All Ralph Spinelli | [email protected]

In this course, we will examine the history of pris- ons and how we arrived at our present state of crime prevention and crime detection. We will exam- ine these issues with readings, lectures and guest speakers. Students will be required to submit papers outlining suggested improvements through criminal justice reform. Students will leave this class better informed on this subject of social relevance than they are now.

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DIVISION: Lower READING LIST: Joan Petersilia, When Prisoners Come Home Jeremy Travis and Christy Visher, Prisoner Reentry and Crime in America Norval Morris and David J. Rothman, The Oxford History of the Prison BASIS FOR FINAL GRADE: Class participation (25%); papers on assigned readings (30%); final paper (2500 words) (45%). COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 14

38 LOWER DIVISION *JAN 057 on campus Self-Transformation through Yogic Practices Saroja Subrahmanyan | [email protected] “Be the change you want to see in the world,” is steps are not practiced linearly but together and one of Mahatma Gandhi’s famous quotes. How consistently. The purpose of this course is to pro- does one make this change or transformation? vide participants with an overview of the discipline Mahatma Gandhi was inspired by ancient yogic as well as the tools to practice it. These tools teachings, especially those stressed in the Bhagvad include beginner level physical yoga postures, deep Gita. His life inspired countless others to transform relaxation, breathing techniques, meditation, study themselves or the society around them. These of select verses from the Bhagvad Gita and other ancient yogic teachings and practices can enable us yogic texts, reflection on specific ethical principles to make changes and transform at multiple levels: and journaling. Students will also have the opportu- physical, emotional, intellectual, spiritual. Yogic nity to study how Mahatma Gandhi and other indi- teachings advocate an eight-step path in order to viduals were able to transform themselves through reach the ultimate goal of self-realization so that we yogic practices and examine the relevance and can lead healthy, peaceful and joyful lives. The first applicability of these practices in their own transfor- two steps cover the moral and ethical foundations mation. that form the fundamentals of a yogic life- style. Mahatma Gandhi, particularly stressed two of these foundational principles; satya and ahimsa. However, the third step, asana, is the more popular aspect of yoga in the U.S. Other steps on this path include special breathing techniques, concentration techniques and meditation. These

COURSE information

DIVISION: Lower READING LIST: Mahatma Gandhi, The Bhagavad Gita According to Gandhi Eknath Easwaran, Gandhi the Man: The Story of His Transformation Stephen Cope, The Great work of your life: A guide for the journey to your true calling Sri Swami Satchidananda, Integral Yoga Hatha; Integral Yoga Pranayama; Integral Yoga Meditation Dhamma Brothers (documentary film) BASIS FOR FINAL GRADE: Quality of participation (20%); Journal (25%); quiz (25%); and final essay (30%). COURSE FEE: $100 (Cost includes booklets, art supplies, and guest workshops by well-known Bay Area yogis.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 7

39 LOWER DIVISION JAN 058 on campus Selling Paradise: Hawai’i and the Anthropology of Tourism Cynthia Van Gilder | [email protected] The tourism industry markets Hawai’i as a natural most from the tourist industry? and cultural paradise. Billed as a playground of fun, **Students should be prepared to work inde- sun, and enriching cultural diversity that loves to pendently and in groups to research, prepare, and host guests, Hawai’i is often enthusiastically present multi-disciplinary material to the class in a referred to as “The most exotic vacation spot you professional manner. Our final week will be spent in can visit without ever leaving the U.S.!” In this class a symposium-like setting presenting our month-long we examine the culture and politics of Hawaiian research projects. (Course texts and activities tourism, including the hidden and not-so-hidden subject to change with notice.) costs to the archipelago’s people and environment. Using the lens of the anthropology of tourism, we will look at how the islands are marketed, how tourism affects local politics and development, and the history of the demographics of tourists, includ- ing niche markets such as gay travel, eco-travel, and cultural travel. We will devote equal time to under- standing what it is like to “be” a popular tourist destination: Who works in the tourist industry in Hawai’i? What effects does tourism have on local communities? Who owns/controls and benefits

COURSE information

DIVISION: Lower PREREQUISITES: ENG 4 READING LIST: Erve Chambers, Native Tours: The Anthropol- ogy of Travel and Tourism Mansel Blackford, Fragile Paradise: The Impact of Tourism on Maui, 1959-2000 Course Reader BASIS FOR FINAL GRADE: Active classroom participation and homework (20%); Exam 1 (20%); Exam 2 (20%); Final Project (20%); Final Presentation (20%). COURSE FEE: $25 (Cost includes guest speakers and class luncheon.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 13

40 LOWER DIVISION *JAN 059 on campus Lying 101 Rob Weiner | [email protected]

If you were told someone had never told a lie, would you believe it? That’s hard to imagine. Lying is one of the most common yet least analyzed aspects of human communication. This course looks at defini- tions of lying, the psychology of lying, ethical evalua- tions of it, past and present attempts to detect it, and some of the countless manifestations of lying in business, science, politics, the media, education, and everyday life. Lying can be very funny – most comedy involves some kind of deception – but it can also be quite painful, as we all know. This course requires some degree of self-reflection, but it is, of course, not a therapy session. It is an exploration of the world of lying, and we will read texts, watch films, hear guest lecturers, and carry out in-class exercises on the subject.

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DIVISION: Lower READING LIST: Sisela Bok, Lying Michael Lewis and Carolyn Saarni, eds., Lying and Deception in Everyday Life R. W., Lying Course Reader BASIS FOR FINAL GRADE: Active, conscientious class participation, including group exercises (30%); two 3-page reports on lying in either the news, films, novels, or an on-campus Jan Term event (30%); one 3-page report on lies in your life (15%); your choice of either a 10-15 minute oral presentation or a 10-page written analysis of lying in one specific domain (with teacher’s approval of topic) (25%). COURSE FEE: $20 (Cost includes course reader.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 8

41 LOWER DIVISION JAN 060 on campus The Metamorphosis of U2: Musically, Spiritually, and Politically Marshall Welch | [email protected] Want to learn ways to change the world while listen- campus community will be held during the last two ing to tunes? Then this is the course for you! This weeks of Jan Term as a service-learning project. This class is designed to “rock your world” using the is a major a “hands-on” activity that will require time music of U2 as a catalyst for engaged spirituality. and attention both in and out of class time. The Bono and the boys have been making music and a band’s history and biographies of the individual band difference for over 30 years! The band, their music, members will also be examined. The class also their concerts, and their political campaigns have includes a pre and post-test of important terms and “morphed” in a number of ways over three decades concepts as well as a five-page final paper. Daily using their faith and spirituality to address critical discussions are based on nightly reading assign- social issues around the world. This course will ments. Students will also teach the class about a utilize songs, lyrics, video clips of concert footage, U2 song. readings and scripture to gain insight into the spiri- tual and political mission of the Irish rock group, U2. The course is built upon the theological foundation of Walter Bruggeman’s concept of “orientation, dis-orientation, and re-orientation” of the Psalms that reflects the band’s 30-year history and discogra- phy. The class will collectively organize conscious- ness-raising events / activities from the ONE Cam- pus Campaign for African relief. An event for the

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DIVISION: Lower READING LIST: Greg Garrett, We Get To Carry Each Other: The Gospel According to U2. Louisville, KY: Westminster John Knox Press. (2009). Robert Vagacs, Religious Nuts, Political Fanatics: U2 in a Theological Perspective. Eugene, OR: Cascade Books. (2005). There will also be on-line articles/readings, YOU TUBE video clips, and websites. BASIS FOR FINAL GRADE: Final Exam (13%); Written paper (15%); Service-learning project (15%); Attendance / participation (15%); Reflection (20%); Song research / presentation (12%); Quizzes (10%). COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

42 LOWER DIVISION *JAN 061 on campus History of Rock and Roll II: Summer of Love and Beyond Renee Witon | [email protected] Come explore the musical, cultural, social, political, technological and stylistically diverse phenomenon that is rock and roll. A continuation of the History of Rock and Roll I, we will explore and examine the myriad of rock styles that continued to form between the mid 1960s until today. These include the San Francisco sound, the rise of the singer-song- writer, progressive rock, heavy metal, punk, new wave, development of alternative styles like grunge, riot grrrl, hip hop and rap, as well as the continuation of mainstream rock. The history of rock and roll is linked with social and political movements. We will investigate rock and roll’s connection to social and political influences, how corporatism has influenced its development, and how certain technological elements contributed to its dispersion and sound. Class time will feature a combination of lecture, recording, and video experiences. You will be responsible for a variety of reading, writing and listening requirements on which you will be tested and graded. This course requires a final paper on a pre-approved topic.

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DIVISION: Lower READING LIST: Kevin J.H. Dettmar, THINK Rock David P. Szatmary, Rockin’ In Time: A Social History of Rock and Roll BASIS FOR FINAL GRADE: Weekly written and aural quizzes (40%); Final written and aural examination (20%); Final paper (30%), Classroom participation (10%). COURSE FEE: $15 (Cost includes video rental, audio files, photocopies, and guest speaker.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 12

43 LOWER DIVISION JAN 062 on campus The Poetics of Listening Laura Woltag | [email protected]

This class will explore the relationship between Throughout the duration of the term, we will ask sound and sense in poems. We will enact close ourselves: How does listening inform our sense of readings of the metrical and rhythmic qualities of place? How are we affected by our sonic environ- poems, their sound patterns, syntactic textures and ments? What does it mean to be listening and pitch contours in the service of considering how composing during a time of great change (or meta- poems are ecosystems of sound. Through engaging morphosis) in ‘the sonic’? At a time of increased in close readings of a range poets who work(ed) urbanization, mechanization, species loss and cli- intensively with sound, such as G.M. Hopkins and mate change, can the soundscapes of our lived Jackson Mac Low, we will build a vocabulary for environments, including the poems we dwell in, translating our sonic experiences, investigating what “speak” to us about the nature of change? Yoko Tawada refers to as “the crevice between sound and language.” This study of the intimate, inner-working of sound in poetry will inform our creative forays into poem-writing. In addition, our writing will be guided by the study and practice of a variety of approaches to the art and science of listening. We will consider the sound- scapes in which we live and the sonic quality of our everyday lives, using the practice of “witnessing sound” to shape our poetry. We will take listen- ing excursions to engage in site-specific exercises.

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DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM Alfred Corn, The Poem’s Heartbeat SPACES RESERVED FOR FRESHMEN: 10 Marjorie Perloff and Craig Dworkin, The Sound of Poetry/The Poetry of Sound Susan Stewart, Poetry and the Fate of the Senses R. Murray Schafer, The Soundscape Barry Blesser, Spaces Speak, Are You Listening?: Experiencing Aural Architecture Pauline Oliveros, Deep Listening: A Compos- er’s Sound Practice Jean-Luc Nancy, Listening Gerard Manley Hopkins, Gerard Manley Hopkins: The Major Works BASIS FOR FINAL GRADE: Active classroom engagement (30%); daily writing assignments (30%); 10-minute oral presentation (20%); final folder, including revisions of writing assignments (20%). COURSE FEE: $15 (Cost includes office supplies and field trip excursions.) 44 LOWER DIVISION JAN 063 on campus Dance for Camera Jia Wu & Cari Ann Shim Sham | [email protected]

This is an introductory course to the field of Dance For Camera that focuses on an overview of the history and current state of the field, with exposure to supporting film, photography and editing theories (Berger, Eisenstein, Murch, Katz, Lynch, Pearlman). Additionally, this course focuses on the acquisition and application of basic video production skills for the creation of movement based video projects. Students will be given rudimentary tools to film, frame, set up shots, storyboard, design shot lists and set up lists, log & capture, edit, and export footage in order to create their own Dance For Camera video projects that will be uploaded to a class Vimeo page. At the end of the quarter, stu- dents will have a deeper understanding of Dance For Camera in conceptualization, practice, theory, history and its current state.

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DIVISION: Lower READING LIST: John Berger, Ways of seeing. London: Penguin, 1977. Steven D. Katz, Film Directing Shot by Shot: Visualizing form concept to screen. Michael Weise Productions, in conjunction with Focal Press, 1991. Katrina McPherson, Making Video Dance, Routledge, an imprint of Taylor and Francis Ltd. 2006. Karen Pearlman, Cutting Rhythms: Shaping the Film Edit. Focal Press, 2009. BASIS FOR FINAL GRADE: 5 exercises (50%); 2 projects and presenta- tion (40%); handwriting log book / journal (10%). COURSE FEE: $100 (Cost includes guest speaker(s) and copyright of art works.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 5 45 LOWER DIVISION JAN 064 on campus Changing Oakland Russell Yee | [email protected]

From Native American homeland, to Spanish/Mexi- Kaiser Center, Redwood Regional Park, the Crucible, can Rancho, to American boom town, to industrial and Mountain View Cemetery. and civic showcase, to migrant and immigrant desti- nation, to city of protest, to city in search of revival and respect – Oakland has changed dramatically several times in just two centuries. Today the city stands once again at the crossroads of demo- graphic, political, economic, and cultural change. This class will explore the story of Oakland: its natural setting; social and racial history; political and civic development; commercial and industrial achievements; architectural heritage; and athletic, educational, arts, and religious aspirations. Getting behind headlines and common (mis)perceptions, students will discover an Oakland where changes past and present offer very much to admire and inspire. Up to two classes each week will be field trips to Oakland (all during scheduled class hours), including City Hall, the Oakland Museum of California, the Port of Oakland, the Cathedral of Christ the Light,

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DIVISION: Lower COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM Beth Bagwell, Oakland, the Story of a City, SPACES RESERVED FOR FRESHMEN: 10 2nd. ed., (2012) Ishmael Reed, Blues City (2003) plus one other book, preferably one of the following, or another by approval (consult the Wikipedia article, “Bibliography of Oakland, California”): Malcom Margolin, The Ohlone Way (1978) David Weber, Oakland: Hub of the West (1981) Novella Carpenter, Farm City (2009) and also a few assigned articles BASIS FOR FINAL GRADE: Reading journal (15%); eight short papers (40%); final paper or project (30%); final exam (15%). COURSE FEE: $30 (Cost includes entrance fees and tours, guest speakers, snacks, and materials.)

46 LOWER DIVISION *JAN 065 on campus Reading and Writing the Poetry of Metamorphosis Matthew Zapruder | [email protected] Metamorphosis – a change from one form to another – is something poets think a lot about. Metaphor is one of the main engines of poetry, and comes about when we transform something familiar into something unexpected and new. Also, we write poetry to change and be changed. In this class, we will write poems, and ask ourselves, which forms are the right ones? How do our poems change and grow when we put them into different forms? Just as art students sit in museums and sketch the work of masters, and music students learn to perform the work of the great composers, young poets can learn to get inside the work of the great makers of poetry, in order to develop techniques of transformation. In this intensive course we will imitate, adapt, trans- late, argue with, and grow to understand the work of great poets of the recent and distant past. By means of daily writing assignments based on the structure of the poems we are reading closely, we will compose many new poems and talk about them together. This course is open to beginning and expe- rienced poets alike.

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DIVISION: Lower READING LIST: Instructor will provide texts from: Sappho, Ovid, Li Po, Dante, John Keats, Emily Dickinson, Walt Whitman, William Carlos Williams, Cesar Vallejo, Pablo Neruda, Fernando Pessoa, Federico Garcia Lorca, Elizabeth Bishop, Anne Sexton, Sylvia Plath, Adrienne Rich, Amiri Baraka, Barbara Guest, John Ashbery, James Tate BASIS FOR FINAL GRADE: Completion of daily writing assignments (50%); participation in class discussions (25%); completion of a final portfolio of original writing of at least 20 pages (25%). COURSE FEE: $10 (Cost includes course reader.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5

47 UPPER DIVISION on campus courses

48 UPPER DIVISION JAN 100 on campus Just and Unjust Wars Ron Ahnen | [email protected]

Beyond analyzing why nations or groups of people about the threat or use of force in today’s world. continue to engage in violent conflict with each other, we can also judge these actions morally. This course begins by providing a brief overview of just war theory as offered by Michael Walzer. We then build on that framework by examining how several different moral paradigms approach the question of war and peace from religious (Catholic, Jewish, and Muslim) and secular (pacifist, natural law, realist, utilitarian, feminist, liberal, etc) perspectives. We employ these paradigms to examine key instances where the use of force was employed or threatened on humanitarian grounds including: Somalia, Rwanda, Iraq, Afghanistan, Bosnia, Kosovo, Sudan (Darfur), East Timor, and Syria. Finally, we examine specifically how 9/11 and the “War on Terror” has altered our traditional understandings of the war ethics, especially with respect to the question of torture. Our goal is to develop a deeper understand- ing of just war theories and to practice applying them to past and present day situations so that students can arrive at their own moral judgments

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DIVISION: Upper READING LIST: Michael Walzer, Just and Unjust Wars Terry Nardin, The Ethnics of War and Peace Thomas Weiss, Humanitarian Intervention Michael Ignatieff, The Lesser Evil: Political Ethics in an Age of Terror BASIS FOR FINAL GRADE: Attendance and Participation (30%); Online discussion questions (10%); Two short reaction papers (30%); Research Essay and Presentation (30%). COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM

49 UPPER DIVISION JAN 101 on campus Key Pieces: Assembling the 20th Century through Literature, Film, and Art Chad Arnold | [email protected] The 20th Century has been remarkable. In this that needs to be practiced, not only for the moral course we will seek to understand the central move- evolution of humanity, but for its health and diver- ments, trends, and concerns that have come to sity. Art has restorative powers beyond the page define 20th century art, with specific attention to or gesso ground, and the study of art is one of the specific works in the fields of fiction, film, painting, most satisfying ways to connect with other people and poetry. This course will focus on the growth of and the world around you. This challenging course the collective human spirit as the central beneficiary will explore connections between seemingly dispa- of such unprecedented aesthetic inquiry. We will rate modes of aesthetic inquiry in an effort to also look at the way art has responded to the politi- unpack the vitality of the whole. cal and military atrocities of the 20th century; the way it has aimed to aid and waken moral courage in its readers and viewers. A great poem or painting will always change your life and to that end, this course seeks to rediscover the relationship we innately have with art. This course also seeks to develop your analytical skills and attentiveness for reading deeply and seeing past the pigments glow and tint. We will explore the vital relationship between how much you know and how much you like. The ability to recognize and be moved by art is a skill

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DIVISION: Upper PREREQUISITES: ENG 5 and Seminar 1. READING LIST: Italo Calvino, Invisible Cities Virginia Woolf, Mrs. Dalloway Tim O’Brien, The Things They Carried T. S. Eliot, The Waste Land, Prufrock,and Other Poems Richard Weston, Key Buildings of the 20th Century: Plans, Sections and Elevations Course reader. BASIS FOR FINAL GRADE: In-class writing (20%); First paper (20%); Final paper (30%); Quality of class participa- tion (30%). COURSE FEE: $15 (Cost includes photocopies and guest speaker(s).) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

50 UPPER DIVISION JAN 102 on campus Reading Joyce’s Ulysses Ed Biglin | [email protected]

At its heart, James Joyce’s Ulysses tells a very experimental kind of novel that is often seen as the simple story -- one day in the life of an ordinary, beginning of modern literature, or certainly of mod- middle-aged Dublin man who loves his wife, fears ernist novels. Arguably, it is hard to understand the that she may be unfaithful to him, misses his son literature since Joyce without referring to this novel. who died, and by the end of the day forms a pater- We will read only this novel, slowly, mostly one nal relationship with a troubled young man trying to chapter at a time, to explore Joyce’s ways of writing find his way in life after his school days end. Yet, and making the incredibly rich cultural connections reading Ulysses in college changed my life, though I that inform the stories of Leopold Bloom, Molly was not middle aged, not married, had no son and Bloom and Stephen Dedalus on June 16, 1904. And had never been to Dublin. we will try to understand the appeal that brings I remember thinking, “Gee, if that guy’s inner life is people from all over the world to Dublin, every June that weird, maybe my own is more ‘normal’ than I 16, to walk in Leopold’s footsteps. thought...” Joyce’s novel is designed to capture the inner life more deeply than any novel had ever attempted. And it connects that inner life of a pro- foundly ordinary man to the heroism of Odysseus and the great ideas of Western culture. For me, Joyce answered the question of why we read those “great books” of the past. To make those connections, Joyce devised a radical,

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DIVISION: Upper PREREQUISITES: Eng 5, SEM 20 / 120, or equivalent READING LIST: James Joyce, Ulysses Short supplementary readings supplied by Instructor BASIS FOR FINAL GRADE: Active classroom participation (40%); Short reflective essays and reports (30%); Final Essay (30%). COURSE FEE: $7.50 (Cost includes duplicated materials and film rental.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM

51 UPPER DIVISION *JAN 103 on campus Artists Look at Territory, Violence and Law Pamela Blotner | [email protected] This cross-disciplinary course explores artistic repre- occupation to eviction and displacement) both innate sentations of the meaning of territory during periods and as seen and protected by the law. Part Two will of war, genocide, and ethnic cleansing. Students explore artists’ responses to war, crimes against will examine art that addresses forced displacement humanity, and displacement. from ancestral and titled lands, including the reset- NOTE: THIS COURSE WILL BE UNIQUELY PAIRED tlement of Native Americans on reservations, cap- WITH JAN 140: “WRITERS LOOK AT TERRITORY, ture and enslavement of Africans, and ethnic cleans- VIOLENCE, AND LAW”, ITS COMPANION COURSE ing of national groups in the former Yugoslavia. We TAUGHT BY LAURIE PHILLIPS. ONE DAY PER WEEK, will grapple with a range of questions, such as: Can YOU WILL HAVE THE OPPORTUNITY TO ATTEND THE visual art be an effective tool in exposing abuses and COMPANION COURSE, WHERE YOU WILL LEARN ABOUT SIMILAR TOPICS FROM THE PERSPECTIVE OF promoting human rights? How have artists balanced WRITERS, LAWYERS, AND LITERATURE. social conscience with the need to preserve their artistic integrity and individual vision? The course will consist of two parts: Territory, Vio- lence, and the Law. Class sessions will feature PowerPoint lectures, videos, readings, visiting art- ists, class discussions, and field trips. Students will have the opportunity to reflect on topics by creating their own studio art projects. Part One will examine the “meaning of place”: land (ancestral identity, habitation, and ownership) and land rights (from

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DIVISION: Upper PREREQUISITES: ENG 5 OR World History 1 OR World History 2 READING LIST: Joe Sacco, Safe Area Gorazde Louise Erdrich, The Round House Additional readings: TBA BASIS FOR FINAL GRADE: Attendance in class and at all lectures (10%); Participation in class discussion, including critiques of student work (20%); Completion of three exercises and creative projects (35%); Completion of final creative project and supporting research paper (35%). COURSE FEE: $25 (Cost includes art materials, course speaker fees, and museum / exhibition tickets.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

52 UPPER DIVISION *JAN 104 on campus The Human App: Transforming Communication in a Post-human World Abbe Blum | [email protected] Are you looking at this course description on your critical writing, and Facebook and group projects, laptop, digital reader, or Smartphone? Where are you you will explore your goals as a meaning-maker when you glance at these words—on BART with whose communication changes and is changed by your headphones, having a power drink at a café the world. Subject matter includes your own habits checking email, or on the lawn, Skyping a friend— of attention, both single focus and multi-directed, as rather than simply sitting in the library focusing on a revealed in tasks such as emailing, texting, writing printed page? Big changes continue to arrive in essays, and conversation. This course looks at the information and communication; even toddlers cognitive styles of hyper attention (multitasking) and manipulate devices before they talk in full sen- deep attention, and features practical ways to tences. How are these shifts transforming your develop concentration, whether reading a novel or reading, learning, and connecting to others and working out a complex math problem, tackling an yourself? How easy or hard is it to concentrate your analytical essay or a job interview. attention and write sustained, cogent papers? Course readings (listed below) ask you to consider “What does it mean to be fully human in a post-hu- man era?” According to N. Hayles, the post-human means “no essential differences or absolute demar- cations between bodily existence and computer simulation, cybernetic mechanism and biological organism, robot teleology and human goals….” Debating this view while engaged in journal and

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Active classroom participation (25%); At least one course in: ENG, TRS, PHI, assigned readings (25%); final group project PSYCH, SOC or ANTH, OR consent of (10%); weekly writing, 2 short papers and instructor. one final paper (40%). COURSE FEE: $10 READING LIST: (Cost includes photocopying additional Leo Tolstoy, The Death of Ivan Ilych materials.) Philip K. Dick, Do Androids Dream of Electric Sheep COURSE SCHEDULE: Ovid, Metamorphosis: “Pygmalion” and MTuThF, 12:00 - 2:35 PM “Galatea” (narrative myths) SPACES RESERVED FOR FRESHMEN: 5 Octavia Butler, “Speech Sounds” (short story) Emily Short, “Galatea” (interactive story) Essays by Margaret Atwood, Donna Haraway, John Berger, N. Hayles, Daniel Siegel and others Bladerunner (1982 film) Stranger than Fiction (2006 film) Ruby Sparks (2012 film)

53 UPPER DIVISION JAN 105 on campus In Search of California: A multi-disciplinary journey Robert Bulman | [email protected] California is more than a State. It is a cultural sym- spectives. This is a hands-on class. We will go on bol heavy with meaning for all Americans. On the several field trips – a couple day trips to Bay Area one hand, the “California Dream” might be said to locations and one overnight field trip to Sacramento. be a shinier, more idealized version of the “American All the while, students will work on two major proj- Dream.” While the American Dream may be defined ects – a research paper that explores the cultural as hard work, a middle-class income, home owner- meaning of California and a creative project that best ship, family, and a sense of community, the Califor- represents the student’s interpretation of Califor- nia Dream transcends such ordinary pursuits. In nia. Students must be available to take several field part of the American mindset, California represents trips outside of the normally scheduled class time. the possible, the different, the exciting, the adven- turous, the bold, the innovative, the relaxed, and the fun. It is the American Dream on vacation. On the other hand, California is also a nightmare in the American imagination. It holds a contradictory place in our collective conscience. It is the place of illegal immigration, crime, natural disasters, over-crowding, smog, high taxes, radical environ- mentalists, the off-beat, morally corrupt Hollywood elites, and a broken-down government. This class will explore the multiple meanings of California in American culture from a variety of disciplinary per-

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DIVISION: Upper PREREQUISITES: ENG 5 and SEM 21 READING LIST: Kevin Starr, California: A History Peter Fish, Two Centuries of Great Writing from the Golden State Thurston Clarke, California Fault: Searching for the Spirit of a State along the San Andreas Marc Reisner, A Dangerous Place Peter Schrag, California: America’s High Stakes Experiment BASIS FOR FINAL GRADE: Quality of Participation and Reading Journal (20%); Midterm Paper (30%); Research Paper (30%); Creative Project/Class Presenta- tion (20%). COURSE FEE: $200 (Cost includes museum entry fees, transpor- tation to and from Sacramento, lodging in Sacramento, and light snacks.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM 54 UPPER DIVISION JAN 106 on campus When Worldviews Collide: Science and Religion on the Question of God John Cassidy | [email protected] Both religion and science seek to provide answers will be an important part of our activities. to the “existential questions,” i.e. diverse questions of universal appeal that remain extraordinarily rele- vant to our personal lives and our contemporary social and moral crises: Does God exist? How did the universe originate? Why do we suffer? What is the remedy for suffering? Is there meaning and purpose to our existence? What is love? We will consider the different viewpoints on these questions of a number of authorities on science and religion, such as Bertrand Russell, Albert Einstein, Isaac Asimov, Stephen Jay Gould, Carl Sagan, and Richard Dawkins. In particular, we will examine the contrasting worldviews of Sigmund Freud and C.S. Lewis, both of whom rejected the faith of their childhood and became atheists. Lewis eventually abandoned atheism and embraced Christianity. Freud did not. Our question: Why? We will read texts and articles by prominent figures in science and religion and view films on our topic. Class discussions and regular writing assignments

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Participation in class discussions (35%); Completion of at least one college-level daily quizzes and / or written homework on course in religious studies (e.g., Introduction assigned readings (35%); a term paper to World Religions), AND one collegiate explicating and evaluating competing seminar, AND one course in the physical, viewpoints on a fundamental issue of biological, or social sciences. science vs. religion (30%). READING LIST: COURSE SCHEDULE: Inter alia: MTuThF, 9:15 - 11:50 AM A. Nicholi, Jr., The Question of God C. Hitchens, God Is Not Good Pope John Paul II, Fides et Ratio M. Unamuno, The Atheist’s Prayer C.S. Lewis, Mere Christianity Robert Frost, Design A. Einstein, Religion and Science Isaac Newton, General Scholeum Charles Darwin, The Descent of Man Teilhard de Chardin, Life and the Planets S. Freud, The Question of a Weltanshauung

55 UPPER DIVISION *JAN 107 on campus Finding Our Voices, Hearing Others: Discovering Common Ground Across Differences Barry Chersky and Corliss A Watkins | [email protected]

This course is designed to prepare students to observe, develop, and practice effective facilitation create components for and facilitate workshops skills (including communication, conflict exploration among your peers on “difficult dialogue” topics – and resolution, and bridge-building); identify actions such as racism, sexism, classism, religious oppres- that contribute to the creation of a socially just and sion, micro-aggressions, etc. Students who com- inclusive community. The topics of this course plete this course will be equipped with practical, include: social identity group development; prejudice experiential hands-on training, and with skills to and stereotyping and their effects on groups; exam- challenge prejudice and discrimination. We will ining bias; difference and dominance and the nature focus on the creation and facilitation of dialogue of social oppression; culture, cultural cues and workshops with an eye towards appreciating and judgments; and basic group facilitation skills as valuing difference. The skills learned in this course applied in multicultural settings. The class will view will also enable us to create dialogues about a films; use exercises, simulations, and role-plays; variety of issues in the contexts of our lives - both practice facilitation; and reflect on readings, interac- personal and professional, and to live and work tions, and assignments during class discussions and successfully and civilly in a diverse world. In this in weekly journals. Workshops will be developed course students will: develop an increased under- and delivered by students for SMC students and will standing of yourself as an individual and a member be facilitated during the 2013-14 school year. of a social group; explore commonalities and differ- ences across social identity group boundaries;

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Critical reading and experiential journal Previous courses on Intergroup Dialogue, (30%); evaluation of skills in practice facilita- Interactive Theater, (Intro to ES, Community tion (20%); intergroup facilitation project Building course) OR courses on relevant (20%); class participation, including daily topics - e.g., race relations; whiteness, etc. discussion questions as a contribution to the (to be approved by Instructor) OR participa- learning process for all (20%); Evidence of tion in student leadership course, student appropriate preparation (10%). leaders – i.e. SLIDErs / ID Leaders, HP Peer COURSE FEE: $35 Mentors, RA’s, SMC Ambassadors, WOW (Cost includes two-day retreat and workshop Leaders,Tutors, DOC members, Diversity materials.) Club Executive Team members, etc. (Com- COURSE SCHEDULE: mitment to co-facilitate a minimum of one MTuThF, 12:00 - 2:35 PM workshop during the 2013-14 school year.) SPACES RESERVED FOR FRESHMEN: 5. READING LIST: Seniors MUST receive “instructor’s permis- M. Adams, W.J. Blumenfeld et al., Readings sion.” for Diversity and Social Justice Allan Johnson, Privilege, Power and Differ- ence, 2nd Edition NTL Reading Book for Human Relations Training Selected articles

56 UPPER DIVISION *JAN 108 on campus Global Entrepreneurship Tom Cleveland | [email protected]

Metamorphosis means a change in form which is a Genentech where students will learn how global characteristic of innovative ideas advanced by chang- entrepreneurship was enhanced by the merger with ing the form to enter the global stage. Inspiration is Roche. Another field trip will be to have an interna- a term aptly applied to the innovation phase of tional lunch and hear from the owner who has entrepreneurship. The US and most businesses, worked for famous and successful global famous both developed and developing, see entrepreneur- chefs such as Wolfgang Puck and Thomas Keller. An ship as the major economic and cultural growth optional field trip to Silicon Valley will be scheduled potential in their countries. based on company availability. Students will take field trips, hear outstanding Groups in the class will present six current Harvard speakers, and see videos of global entrepreneurship Business Review articles on entrepreneurship. activities in China, India, the European Union, Asia, This is a fast paced course of great current interest. and the US to learn how these countries are encour- aging and supporting global entrepreneurial activi- ties. One particular innovative class experience will be a field trip and presentation by the operations manager of a global tea company that is a certified green and sustainable product. A video of their growing and harvesting the tea leaves in China, Laos, and Viet Nam will be discussed. Another field trip will be to visit global entrepreneurial company

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COURSE SCHEDULE: DIVISION: Upper MTuThF, 12:00 - 2:35 PM READING LIST: James F. Foley, The Global Entrepreneur: Taking Your Business International, Second Edition, Dearborn Financial Publishing, 2010. LECTURE READINGS: Jerry W. Moorman and James W. Halloran, Successful Business Planning for Entrepre- neurs, Thomson Southwestern, 2010. Tapan Munroe, Innovation: Key to America’s Prosperity and Job Growth, 2012. Start Your Own Business, Staff of Entrepre- neur Media Inc. 2010. BASIS FOR FINAL GRADE: Quality of participation (20%); Written Examinations (final examination term paper of 10 pages) (50%); 20 minute presentations (30%). COURSE FEE: $95 (Cost includes field trip transportation, meals if included in field trips, photocopying, and quality speakers.) 57 UPPER DIVISION JAN 109 on campus Writing About Film Chris Correale | [email protected]

During this short intensive term, you’ll learn to NOTE: Film screenings will be held outside of regu- effectively observe and criticize several important larly scheduled course meetings. films and, in the process, learn some of the princi- ples and practices of good writing. This is not so much an introductory film class as it is a writing class – writing will be our main focus, but at the same time we’ll discuss and study what makes a good film. Surprisingly, many of the elements that make a good movie also contribute to good writing, i.e., mood, plot, pacing, style, and attention to audi- ence (just to name a few). We will explore those similarities and discover connections between the complex aesthetic powers of modern-day film and the dynamic that lies behind well-crafted writing. This course also features guest speakers from different facets of the film industry – individuals who are passionate about their work and generously offer invaluable insight and perspective. Some of the movies we’ll watch: The Shining (1980), Requiem for A Dream (2000), Amelie (2001), On the Waterfront (1954), In America (2001), and Beasts of the South- ern Wild (2012). In addition, two field trips are planned.

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DIVISION: Upper PREREQUISITES: ENG 5 READING LIST: Boggs and Petrie, The Art of Watching Films Corrigan and White, The Short Guide to Writing about Film Raymond Carver, “Shortcuts” Compiled New York Times articles BASIS FOR FINAL GRADE: Weekly Quizzes (15%); Final Exam (15%); Online Moodle Forum Participation (10%); Active Class / Workshop Participation (group activities, discussion, etc.) (20%); Research Report (8-page) (25%); Jan Term Web Page Group Project (15%). COURSE FEE: $90 (Cost includes field trip transportation, meals and tickets, and portion of speaker fees.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 5

58 UPPER DIVISION *JAN 110 on campus The Marriage Plot: Emma Woodhouse to Bella Swan Tiffany Denman | [email protected] In this class we will explore the metamorphosis of the marriage plot over the course of nearly two-hundred years. From the Victorian novels of Jane Austen and the Brontë sisters to the contem- porary Chick Lit of Emily Giffin and Stephanie Meyer, we will examine the social, cultural, and literary significance of the Romance Genre and the nev- er-ending story of a female protagonist’s path to grand nuptial payoff. Through the critical reading of novels, excerpts, and films, as well as critical essay reading, we will follow the progress (or perhaps the lack of progress) of the marriage plot. Students will complete daily discus- sion board responses and complete a midterm presentation and a final research paper. The class will be seminar based and will allow students an opportunity for both written and oral discussion.

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DIVISION: Upper PREREQUISITES: ENG 5 and SEM 022 READING LIST: Jane Austen, Emma Emily Brontë, Wuthering Heights Edith Warton, The Age of Innocence Nicholas Sparks, The Notebook Emily Giffin, Something Borrowed Helen Fielding, Bridget Jones’s Diary Stephenie Meyer, Twilight BASIS FOR FINAL GRADE: Final Research Paper (8-10 pages) (25%); Class Participation and Engagement (20%); Daily Reading Responses (25%); Discussion Facilitation (10%); Midterm Presentation (20%). COURSE FEE: $10 (Cost includes copying fees and speaker’s fee.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 5 59 UPPER DIVISION JAN 111 on campus Science, Religion, and Naturalism: Where the Conflict Really Lies Patrick Downey | [email protected] Using the philosopher Alvin Plantinga’s description of “naturalism” as our guide, this course will explore the reputed conflicts between science and religion, and bring out the less discussed conflict between naturalism and science. As a complement to this discussion, we will also read the physicist Stephen Barr’s account of the complementarity of faith and modern physics. Topics that will converge and overlap in our discussion will include: creation, evolution, Genesis, chance, design, laws, God, atheism, natural selection, materialism, relativity and quantum theory. Expertise in any of these subject areas is obviously not required, but a familiarity and interest in them should prove helpful.

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DIVISION: Upper PREREQUISITES: Any one of the following: PHIL 10, 11, or 130; BIO 002; INTEG 072; PHYSI 002; CHEM 002 READING LIST: Stephen M. Barr, Modern Physics and Ancient Faith. Notre Dame, IN: University of Notre Dame Press, 2003. Alvin Plantinga, Where the Conflict Really Lies: Science, Religion, & Naturalism. New York: Oxford University Press, 2011. BASIS FOR FINAL GRADE: Two one hour exams on each of the texts (50%); a final paper (3-5 pages) (25%); verbal and mental participation (25%). COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

60 UPPER DIVISION JAN 112 on campus Eat Your Words: Adventures in Food Writing for the Epicurious Jennie Durant | [email protected] “Tell me what you eat,” Jean-Anthelme Brillat-Sa- which will serve as a springboard for assignments. varin wrote, “and I will tell you what you are.” This course is perfect for students wanting to In recent years, food writing has seen an explosion explore a new form of writing and who are inter- of writers, whose contributions range from recipes ested in getting their food writing out in the world. to blog posts to food essays. Each writer brings their But it is also great for someone curious about the own flavor to the page: some celebrate the sheer world of food and those who live to eat, instead of pleasure of eating, while others explore the moral eat to live. If you are interested in making the leap issues behind the food we consume and question from consumer to connoisseur, come join the feast! how these choices shape us as individuals and as a culture. In this course, we will explore the history of food writing, read and discuss food writing as a form of literature and art, explore the politics of food, and go on two field trips in the Bay Area to whet our appe- tites and inspire our writing. But, most importantly, this is a writing course, a chance to master this mouth-watering yet challenging craft. Half our class time will focus on drafting, writing, and critiquing food essays and reflections. You will keep a blog during the course to document your adventures,

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DIVISION: Upper PREREQUISITES: ENG 4 READING LIST: Jenni Ferrari-Adler, ed., Alone in the Kitchen with an Eggplant Amanda Hesser, ed., American Food Writing; Eat, Memory, Great Writers at the Table Dianne Jacob, Will Write for Food Course Reader with Excerpts from: Julia Child’s My Life in France; M.F.K Fisher’s The Art of Eating; Anthony Bourdain’s Kitchen Confidential;Ruth Reichl’s Tender at the Bone; and Jonathan Safran Foer’s Eating Animals. BASIS FOR FINAL GRADE: Class Participation (30%); Online blog (30%); Assigned writing (20%); Final portfolio (20%). COURSE FEE: $250 (Cost includes three field trips, two guest speakers, transportation costs, and in-class food.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM 61 UPPER DIVISION *JAN 113 on campus Jazz Choir Julie Ford | [email protected]

Have you admired the tight harmonies and rhythmic work. The choir will present a public performance of drive of vocal ensembles on TV shows like The their work at the end of Jan Term. Sing-Off or Glee? Do you have some experience singing, a hankering to make music with others? Are you willing to work hard preparing for a public perfor- mance? If so, read on. Jazz Choir is a mixed vocal ensemble (Soprano, Alto, Tenor, and Bass) for singers with choral experience who wish to explore part-singing, improvisation, microphone technique, and performance practices of the Jazz idiom. Each class will begin with a vocal warm-up, followed by ensemble work. As we learn the various choral arrangements drawn from several significant areas of Jazz style including Blues, Swing, Bossa Nova, Cool, and Funk, emphasis will be placed on the study of related historical contexts. We will explore the origins and uniqueness of each style. The Jan Term theme of Metamorphoses will provide further inspiration as we focus on stylistic change and growth in complexity within each jazz form. Daily reading and listening assignments will provide dialogue for seminar style discussions of the

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DIVISION: Upper and final performance, sheet music, and PREREQUISITES: music rights.) Chamber Singers (PERFA 19-6) or signature COURSE SCHEDULE: of instructor (after vocal assessment). MTuThF, 12:00 - 2:35 PM READING LIST: Stephen Nachmanovitch, Free Play: The Power of Improvisation in Life and in the Arts A compilation of primary sources; read and listen to iconic singers such as Ella Fitzgerald, Billie Holiday, Frank Sinatra, and many others discussing their respective approaches to phrasing, intonation, conveying text and other topics. BASIS FOR FINAL GRADE: Quizzes (15%); Creative Project (15%); Final Ensemble Performance (25%); Solo Perfor- mance Evaluation (20%); Reading log (10%); Work ethic/quality participation (15%). COURSE FEE: $50 (Cost includes three guest musicians (piano, bass, drums) to assist in the dress rehearsal

62 UPPER DIVISION JAN 114 on campus Writing Your Story in Poetry and Personal Essay Jeanne Foster | [email protected] The emphasis in this workshop is on writing your story, primarily in poetry, but also in personal essay. The focus will be on the students’ own creative work. The two keynotes of the course are “Captur- ing a Spirit,” taken from a quotation by Ted Hughes (Poetry Is) and the “Treasure-House of Memories” from Rainer Maria Rilke (Letters to A Young Poet). The experiment of the course is to see how the personal essay can be a seed-bed from which poetry grows. There will be three primary in-class activities: (1) Writing exercises in prose and poetry designed to access the “treasure-house of memo- ries”; to practice saying “what you really mean”; and to facilitate the possibility of “capturing a spirit, a creature,” which is the poem; (2) Roundtable critique of students’ work in an honest and respect- ful atmosphere with a focus on enabling each stu- dent to fulfill his or her unique potential for creative writing; (3) Group discussion and analysis of texts by established writers, both creative works and writ- ings on the creative process.

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DIVISION: Upper PREREQUISITES: SEM 122 or instructor’s consent READING LIST: James McClatchy, ed., The Vintage Book of Contemporary Poetry Phllis Stowell and Jeanne Foster, eds., Appetite: Food as Metaphor Ted Hughes, Poetry Is Dan Wakefield, The Story of Your Life BASIS FOR FINAL GRADE: Participation in group exercises and discus- sion (25%), development of skill in peer critique and draft revision (25%), written work, including brief reflection essay and final portfolio (50%). COURSE FEE: $20 (Cost includes course reader and guest speaker.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

63 UPPER DIVISION *JAN 115 on campus The St. Mary’s Monastery Experience Phillip Fucella | [email protected] This interdisciplinary course explores through texts, artworks, discussions, and lived experiences the contemporary and historical worlds of intentionally secluded spiritual communities. Monasteries, abbeys, missions, and convents were once at the center of social, cultural, political, and economic life throughout the world. By looking at and even experi- encing monastic life, students will gain an important understanding of how modernity developed out of and away from these once central institutions. In addition to these social-historical insights, students will learn about the contemporary effects of purpo- sive seclusion on persons usually immersed in an interconnected, digitalized, and globalized world. In addition to the usual Jan Term seminar, the course will involve two short overnight visits to Christian and Buddhist monasteries as well as an overnight hermitage in the woods. Students of all religious and philosophical dispositions are encouraged to partici- pate and experiment with the potential metamor- phoses the monastic experience has offered throughout the millennia.

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DIVISION: Upper and other practices of purposive mindfulness PREREQUISITES: on individual emotional and cognitive states. Students who have completed the St Mary’s Literature: Boccaccio, “The Decameron;” seminars on early Western thought (particu- Donoso; “The Obscene Bird of Night;” Eco larly Greek, Roman, Christian, and Medieval “The Name of the Rose;” and other excerpts, Thought) will be well-prepared for this short stories, and plays that depict monastic course. Also, students who are not majors in life. social sciences, religious studies, or philoso- BASIS FOR FINAL GRADE: phy should have completed the social Active seminar participation (20%); three sciences breadth requirement. in-class essay-style exams (10% each); active READING LIST: participation in experiential learning exercises Social science: Weber, selections on sociol- (10% each); final essay (20%). ogy of world religions; Hillery: The Monas- COURSE FEE: $300 tery: A study in freedom, love, and commu- (Cost includes two one night visits to The nity; various peer-reviewed articles on New Camoldoli Hermitage in Big Sur contemporary and historical social aspects of (Benedictine Order) and to Abhayagiri in monasteries, inlcuding but not limited to Redwood Valley (Thai Forest Tradition of Ajahn economic organization, gender and sexuality, Chah).) colonization and conquest. COURSE SCHEDULE: Psychology: various peer-reviewed articles on MTuWTh, 2:45 - 5:20 PM laboratory experiments demonstrating the effects of reflection, seclusion, meditations,

64 UPPER DIVISION *JAN 116 on campus Story, Performance, and Conversation: The STORY BRIDGE METHOD of Arts-Based Community Development Richard Owen Geer | [email protected]

This experiential cross-disciplinary course explores will become a theater producing unit, so there are individual and group change as a phenomenon at the important responsibilities between students in confluence of story, the performing body, ritual, support of the work of the class. community, and conversation. Using the Story NOTE: The Story Bridge Method, facilitated by the Bridge Method, students will serve as they learn, instructor and led by Saint Mary’s Students, is cur- co-creating a project with a local elementary school rently engaged in a campus-wide storygathering, struggling to move from diversity to inclusion within performance and conversation process which will its ethnically and socially siloed groups. Students culminate in performances in the spring of 2014.) will experience story gathering, scripting, perfor- mance, relationship building, and appreciative con- versation in the service of community-driven change. Classroom work will be augmented by in-person or Skype guest appearances by several authors on the reading list. This course will have spe- cial relevance to those interested in team building, organizational development, and social practice art. Course will involve 16 additional hours (not counting travel) on evenings or Saturdays at Thousand Oaks Elementary School in Berkeley. In this course, we

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DIVISION: Upper Misc. Journal articles, book chapters and essays listed in syllabus. PREREQUISITES: BASIS FOR FINAL GRADE: Two seminar classes OR consent Quality of participation (30%); Written and of the instructor. oral critiques of student work (20%); Short READING LIST: reflective papers on process topics (25%); Richard Owen Geer and Jules Corriere, et Final paper (25%). al, Story Bridge: From Alienation to Commu- COURSE FEE: $75 nity Action (Cost includes guest speakers, field trips, and Readings in: photocopying of course readings.) David G. Blumenkrantz, Fulfilling the Promise COURSE SCHEDULE: of Children’s Services MTuThF, 12:00 - 2:35 PM Juanita Brown and David Isaacs, The World Café Jules Corriere, Collected Plays Richard Owen Geer, “Out of Control in Colquitt Georgia: Swamp Gravy Makes Stone Soup”; “Fail Again, Fail Better” Anne Jellicoe, Community Plays Eric E. Vogt, Juanita Brown, and David Isaacs, The Art of Powerful Questions Henry R. Moody, “The 22 Immutable Laws of Fundraising”

65 UPPER DIVISION JAN 117 on campus Dreams: Science and Spirituality Paul Giurlanda [email protected] Everybody dreams, but most of us forget our though it must be underlined that no one is ever dreams as soon as we wake. Nevertheless, science required to share any particular dream. The model increasingly tells us that dreams matter greatly to of dream work provided by Dr. Meredith Sabini, our mental health, while artists, writers, musicians Director of the Northern California Dream Institute, and our spiritual traditions tell us that dreams can will be taught and used as a non-intrusive method of link us to creativity and deep sources of wisdom. In dream sharing. this course we’ll take a dual approach: we’ll study You are the judge of whether you wish to share a dreams from a scientific point of view, but we’ll also dream, and you are the judge of what the dream explore our own dreams as sources of knowledge means. about our own lives and the life of our society. In some ways, this is the ultimate “travel” course! Andrea Rock’s The Mind at Night will be our guide into contemporary research on dreams, and you will be expected to write several academic papers based on that book and others. An essential part of the course is your willingness to record your daily dreams in a journal and to partici- pate in small group sharing and interpretation. Stu- dents in a previous course have found this experi- ence to be the most “fun” part of their experience,

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DIVISION: Upper PREREQUISITES: TRS 097, and ENG 5, and SEM 21 READING LIST: Patricia Garfield,Creative Dreaming Stephen LaBerge, Exploring the World of Lucid Dreaming Andrea Rock, The Mind at Night Robert Waggoner, Lucid Dreaming BASIS FOR FINAL GRADE: Participation (25%); Essays (50%); Quizzes on Readings (25%). COURSE FEE: $5 (Cost includes stipend for Dr. Meredith Sabini of the NorCal Dream Institute.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 5

66 UPPER DIVISION JAN 118 on campus What Is Libertarianism? Robert Gorsch | [email protected]

“I heartily accept the motto, — ‘That government is ican Founding Fathers, John Stuart Mill, and Herbert best which governs least.’” Spencer. We will explore the works of the most – Henry David Thoreau widely influential mid-20th century proto-libertarians, American libertarianism as a concept and a move- Friedrich Hayek, Henry Hazlitt, Ayn Rand, and Milton ment emerged in the 1960s, drawing on the “classi- Friedman – along with the famous novel by Robert cal liberal” tradition of the 19th century and the Heinlein, The Moon Is a Harsh Mistress, generally mid-20th century American tradition of opposition to regarded as one of the greatest fictional expressions Roosevelt’s New Deal and its successor, Johnson’s of a libertarian world-view, deeply influenced by Great Society. Libertarians wanted to make a case Friedman, Rand, and other figures in the libertarian for liberty, for individual rights, free markets, and movement of the 1950s and 60s. Finally, we will limited government, without simply embracing the ponder the role of libertarianism in contemporary cause of the Republican Party or the emergent politics. Many have seen libertarianism in gen- “conservative movement.” Libertarians regarded eral, and Ayn Rand’s classic novel Atlas Shrugged themselves as insurgents, as radicals, fighting for in particular, as the perfect lens through which to personal and economic freedom against the political see, understand, and critique this era of “the Great and ideological status quo. They insisted that, Recession.” despite their advocacy of free-market capitalism, they were not “conservatives.” Indeed, their elders called themselves “liberals” in the 19th-century sense. In this course we will investigate the roots of liber- tarian ideas, in the writings of John Locke, the Amer-

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DIVISION: Upper PREREQUISITES: ENG 5 and SEM 001. READING LIST: John Stuart Mill, On Liberty Herbert Spencer, The Man Versus the State Friedrich Hayek, The Road to Serfdom Henry Hazlitt, Economics in One Lesson Ayn Rand, For the New Intellectual; The Virtue of Selfishness Milton Friedman, Capitalism and Freedom Robert A. Heinlein, The Moon Is a Harsh Mistress BASIS FOR FINAL GRADE: Participation in class discussion (20%); Group presentation (20%); Reading journal (30%); Final paper (30%). COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

67 UPPER DIVISION JAN 119 on campus Introduction to Buddhism Kevin Griffin | [email protected]

In this course, we will explore Buddhism through the practice of mindfulness meditation; through the study of Buddhist teachings; and through the exam- ination of various contemporary expressions of Buddhism and mindfulness. Our main orientation will be Theravadan Buddhism and Vipassana medita- tion. We’ll have two field trips to local Buddhist centers. Students will practice meditation every day, and maintain a meditation journal. Require- ments include: daily quizzes on readings, class presentation, final journal and final exam. NOTE: Fields trips take place outside normal class hours. Students must be available for evening trips.

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DIVISION: Upper PREREQUISITES: ENG 5 READING LIST: Diana Winston, Wide Awake: A Buddhist Guide for Teens Joseph Goldstein, The Experience of Insight BASIS FOR FINAL GRADE: Daily journal (25%); Daily quiz (25%); Mindfulness presentation (10%); Participation (10%); Final essay (15%); Final exam (15%). COURSE FEE: $30 (Cost includes dinner and tickets to events.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM

68 UPPER DIVISION JAN 120 on campus Capitalism at a crossroads: Can society and modern corporations co-exist? Michael Hadani | [email protected] Global warming, resource depletion, pollution, growing economic injustice and poverty – today we face significant challenges that question the survival of our species. Many of these ailments are a result of a singular “achievement” – the rise of the modern corporation and its ever-increasing economic power and political power. This course explores how modern capitalism and its biggest champion – the modern corporation – needs to change in order for us to survive in a socially just and environmentally sustainable manner. The course will focus on critically exploring the role corporations play in society, the rise of the so called “triple bottom line,” social activism, and how some companies are reassessing the way they do busi- ness today. We will use case studies, simulations, videos, and in class exercises to flesh out the challenges and the conflicts that exist between modern corporations and society as well as focusing on emerging best practices in the areas of corporate sustainability.

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DIVISION: Upper READING LIST: Stuart L. Hart, Capitalism at a Crossroads. 3rd edition, 2010. Rachel Carson, Silent Spring. 1962/2002 Robert Reich, Aftershock. 2011. In addition, we will use open source cases from the Aspen Institute, the Rocky Moun- tain Institute, and MIT along with two MIT open source simulations. We will also critically view and analyze several documentaries, including The Corporation, Sicko, Enron: The Smartest guys in the room, Margin Call, and others sourced from TED. BASIS FOR FINAL GRADE: Exams (30% midterm and 30% final); active classroom participation (20%); group presentations (10 page paper and 15 minute oral classroom presentation) (20%). COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

69 UPPER DIVISION *JAN 121 on campus Death and Dying: The Final Metamorphosis Emily Hause and Grete Stenersen | [email protected], [email protected] The course will address the topic of “Death and Dying: The Final Metamorphosis” from several perspectives. We will learn more about the physical and practical matters surrounding the death process; we will explore the stages of grief; and we will investigate the ways in which various cultures and religious traditions make sense of death itself. Through readings, class discussions, reflection papers, oral presentations, and our own responses to this topic, “Death and Dying: The Final Metamor- phosis” will be shared. Class activities will include opportunities to go to a mortuary, to price the cost of a funeral, to hear guest speakers talk about hos- pice care and choices, to explore how other cultures honor the dying process and to find out how some religious traditions explain death.

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DIVISION: Upper PREREQUISITES: PSYCH 1 or PSYCH 2 or PSYCH 10 or permission of instructors READING LIST: Elisabeth Kubler-Ross, On Death and Dying Sherwin Nuland, How We Die C. S. Lewis, A Grief Observed Articles on ERES BASIS FOR FINAL GRADE: Quality of participation, based on weekly evaluation (30%); three 2-3 page reflection papers (40%); 10 minute oral presentation (10%); 6-8 page final paper (20%). COURSE FEE: $30 (Cost includes photocopying and acknowl- edgements for guest speakers.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

70 UPPER DIVISION *JAN 122 on campus Cultivating Brain Power by Searching Inside Yourself Jo Ann Heydenfeldt | [email protected] In this course you will learn to live a happier and through a meditation practice in its various forms more adaptive life and develop the optimism and including walking, eating, listening, and gentle hatha resilience necessary to thrive. Grounded in brain yoga. science, this rigorous educational program will Careful attention will be given to the cultivation of introduce students to practical, research-based non-judgmental, non-striving, moment to moment neuroscience that details how the brain and nervous daily practice to create an optimal learning environ- system functions. Students will learn how to experi- ment for ongoing growth and development. The ence greater creativity, productivity and happiness focus of attention is directed toward the develop- through attention training, self knowledge, self ment of student’s first hand understanding of the mastery, and useful mental habits. They will learn body, mind, and body-mind interactions. why one can get stuck in maladaptive, defensive habits of thought and how to transform their experi- ence by learning how to calm the mind on demand, improve concentration, and perceive the mind with clarity. Mindfulness practice, adapted here from Mindfulness Based Stress Reduction (MBSR) can lead to greater self awareness and a means of coping more effectively with the challenges and demands of student life. Students will be guided

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Weekly tests (four total) on didactic lectures ENG 5 and readings (50%); Two 3-5 page reflective papers on personal experience (25%); READING LIST: Participation in class discussions and Tan, Chade-Meng, Search Inside Yourself. activities (25%). New York: HarperCollins, 2012. Excerpts from: Why Neuroscience Matters: COURSE SCHEDULE: Dan Siegel, “Interpersonal neurobiology: MTuThF, 8:30 - 11:30 AM Expand your use of self by increasing your own neural integration.” Rick Hanson, “Overcoming the brain’s negativity bias.” Norman Doidge, “The brain that changes itself neuroplasticity.” Steven Porges, “Emotion, attachment and self-regulation.” Selected readings from the Center for Mindfulness in Medicine, Health Care and Society: Santorelli, Saki. “Mindfulness and mastery in the workplace.” Kabat-Zinn, Jon. Mindfulness meditation: Health benefits of an ancient Buddhist practice. 71 UPPER DIVISION *JAN 123 on campus The History of Women in Catholic Ministry Brother Charles Hilken | [email protected] This course seeks to explore two questions: What is the history of women in ministry in the Catholic Church? What have been the modern arguments pro and con for the ordination of women to the sacramental ministry of the Catholic Church and how do these arguments stand up to the evidence of the past? The study is an historical one. Pursuit of the answers to our questions should lead the student to a better understanding of ordained minis- try in the Catholic Church, recent official church statements on the ordination of women, as well as the past and present possibilities for women in ministry.

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DIVISION: Upper Constitution on the Church in the Modern PREREQUISITES: World, 7 December 1965. ENG 4 BASIS FOR FINAL GRADE: READING LIST: Active classroom participation (discussion Sara Butler , “Quaestio disputata: ‘in persona and written reading checks) (20%); weekly Christi.’ A Response to Dennis M. Ferrara,” research, reporting, and writing (40%); Theological Studies 56 (March 1995) 61-91. six-page essay (20%); final exam (20%). Dennis M. Ferrara, “The Ordination of COURSE SCHEDULE: Women: Tradition and Meaning,” Theological MTuThF, 9:15 - 11:50 AM Studies 55 (1994) 706-719. SPACES RESERVED FOR FRESHMEN: John Paul II, Blessed, Ordinatio sacerdotalis: 5 (with AP credit in some social science or On Reserving Priestly Ordination to Men liberal art or an interview with the professor) Alone, apostolic letter, 22 May 1994. Gary Macy, The Hidden History of Women’s Ordination: Female Clergy in the Medieval West. Roger E. Reynolds, The Ordinals of Christ from Their Origins to the Twelfth Century. Sacred Congregation for the Doctrine of the Faith, Inter Insigniores: Declaration on the Question of Admission of Women to the Ministerial Priesthood, 15 October, 1976. Edward Schillebeeckx, Ministry. Vatican Council II, Gaudium et spes: Pastoral 72 UPPER DIVISION *JAN 124 on campus Ecopoetry in January Brenda Hillman | [email protected]

When the rains start and stop in Northern California eco-poetry. We will take walks and will be especially in January, mushrooms appear, the hills turn green, tuned to our own Saint Mary’s January environment. and in Saint Mary’s redwood grove, the shy newts begin their migrations. It is a great time to be on campus, reading beautiful and inventive poetry that challenges our notions of what constitutes the “nature poem.” In this course, we will read and write ecological poetry, enter notes in our journals, and encounter some of the flora and fauna in our surroundings. This course will help you to write from a perspective of your own environmental concerns and to study the work of poets who have addressed ecological issues in local and international biore- gions. We’ll consider questions of poetic form, Romantic ideas of nature and spirit, native American pantheism, current theories of eco-feminism and other perspectives. We’ll read some essays on eco-criticism and we will use work from two ground- breaking anthologies of environmental poetry, The Arcadia Project and The Ecopoetry Anthology. Daily work will include discussions of assigned texts, annotations, and oral presentations of drafts of your

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DIVISION: Upper PREREQUISITES: ENG 19 or SEM 1 READING LIST: Joshua Corey and C.C. Waldrep, eds., The Arcadia Project Ann Fisher-Wirth and Laura-Gray Street, eds.,The Ecopoetry Anthology The Pacific Coast Tree-finder BASIS FOR FINAL GRADE: Daily participation (30%); daily writing (40%); final project (30%). COURSE FEE: $5 (Cost includes copying fees.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 2

73 UPPER DIVISION JAN 125 on campus Cross-Cultural Communication John Knight | [email protected] “So of all islanders – of all ancestries – let us so live During January, we will seek to become inter-cultur- in this trying time that when it is all over we island- ally literate. Participating in simulation exercises, ers can look one another in the eye with the knowl- analyzing films, and discussing theory as well as edge that we have behaved honorably and fairly. Let practice, we will explore Zen master Shoseki’s us remember what is so easy to forget in the mad teaching that “truth only reveals itself when one intensity of wartime: that prejudice and hatred are gives up all preconceived ideas.” The final project will never right and never to be accepted by a just soci- be an oral and written family history exploring values ety.” through generations. –Snow Falling on Cedars With the ever-evolving composition of our diverse society, how will some of our most essential values - freedom, democracy, fairness - be interpreted and passed on? How can we reach a common good in our bottom-line, problem-confronting, individualistic society? What assumptions do we as Americans hold that make cooperative interactions with others so difficult? Perhaps our history, both personal and national, has not prepared us for the patience and long-range, time-consuming planning necessary to help us forge a successful diverse society. Knowl- edge of ourselves and the cultures which comprise the tapestry of America is essential to this task.

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DIVISION: Upper PREREQUISITES: ENG 5 READING LIST: Cristina Garcia, Dreaming in Cuban David Guterson, Snow Falling on Cedars Roya Hakakian, Journey from the Land of No Edward T. Hall, The Dance of Life T.T. Williams, The Open Space of Democracy (provided by instructor) Additional selections provided by the instructor. BASIS FOR FINAL GRADE: Daily assignments and classwork – quality of participation (30%); daily journal (20%); quizzes (10%); Final Project (40%). COURSE FEE: $35 (Cost includes photocopying, films, cultural dinner, and field trip.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM SPACES RESERVED FOR FRESHMEN: 5

74 UPPER DIVISION JAN 126 on campus A Month in Yoknapatawpha County: Faulkner, Race, and the American Novel Kathryn Koo | [email protected] “. . . I discovered that my own little postage stamp of will expand our understanding of Faulkner’s project native soil was worth writing about and that I would as a writer and as a southerner. Contending with the never live long enough to exhaust it. . . . It opened problem of representing racial identity, Faulkner up a gold mine of other peoples, so I created a dared to experiment with the formal limits of the cosmos of my own.” novel. As a result, he captured the experience of –William Faulkner race like no other writer of his generation. In Yokna- The great 20th-century modernist writer William patawpha County, no one escapes the past. Join us Faulkner (1897-1962) set many of his most memora- as we explore what Faulkner’s own private “cos- ble novels within a single fictionalized county that he mos” can tell us about the meaning of race in Amer- called Yoknapatawpha. Modeled after his “little ica. postage stamp of native soil,” Faulkner’s Yoknapa- tawpha County is home to blacks and whites whose lives are irrevocably intertwined and shaped by the legacy of American slavery. This course will offer students the opportunity to immerse themselves in Faulkner’s mythic world and read three of his most important works on race and racial trauma: Light in August (1932), Absalom, Absalom! (1936), and Intruder in the Dust (1948). Biographies, interviews, documentaries, and lectures by the author himself

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DIVISION: Upper PREREQUISITES: ENG 5 READING LIST: William Faulkner, Light in August; Absalom, Absalom!; Intruder in the Dust Course reader BASIS FOR FINAL GRADE: Attendance and participation (20%); presen- tation (10%); six short (1-2 page) position papers (30%); final 10-page paper (40%). COURSE FEE: $5 (Cost includes course reader.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5

75 UPPER DIVISION JAN 127 on campus Six O’Clock Films Amanda Lashaw | [email protected]

“As a rough rule, cinema can be sundered into two writing of master film critics. As we evaluate a halves: six o’clock films and nine o’clock films. Most diverse set of six o’clock films, we will consider not movies are nine o’clock affairs. . .You get home from only the social and philosophical ideas advanced, but work, grab something to eat, head to the theatre, also why these films linger in our heads, warrant and enjoy the show. And so to bed. . . A six o’clock multiple viewings, develop cult followings, or cap- movie requires more organization: pre-booked tick- ture the human experience. We will be working with ets, a restaurant table, the right friends. You’re going movies that are intended for mature audiences; if to need them, because if all runs according to plan they provoke, offend, titillate, or depress, it will be you will spend the second half of the evening toss- our charge to discuss why and to what end. The ing the movie--the impact and the substance of course builds on the tradition and process of Colle- it--back and forth.” giate Seminar and offers ample writing practice. –Anthony Lane Because film reviews are relatively short, allow for In this course, we will examine films that are worthy creativity, and require both opinion and evidence, of Lane’s “six o’clock” designation. Class sessions writing them is great training. The workshop setting will be one-part film discussion seminar and one- is meant for both struggling and advanced writers. part writing workshop. Each week, the group will Students should expect to make drafts public and to view two films (in screenings, outside of class meet- work collaboratively with peers. ings) and develop written reviews through a process NOTE: FILM SCREENINGS WILL TAKE PLACE of conversation, drafting, presenting work in-prog- OUTSIDE OF REGULARLY SCHEDULED COURSE ress, and editing final drafts. Students will learn MEETINGS. Films will be screened twice each basic approaches to film criticism and study the week and are currently scheduled for 12:30-2:30.

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DIVISION: Upper PREREQUISITES: ENG 5 or SEM 2 or 21 READING LIST: Films: The Bicycle Thief, Citizen Kane, Guilty by Suspicion, Matewan, Do the Right Thing, Rabbit-Proof Fence, Blue, The Apostle, Amores Perros, Disgrace Books: Bernard Dick, Anatomy of Film, 6th Ed. Philip Lopate, American Movie Critics from the Silents Until Now, 6th Ed. BASIS FOR FINAL GRADE: Quality of participation in discussion (30%); writing exercises (20%); written film reviews (50%). COURSE FEE: $45 (Cost includes course reader and film / dinner outing.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM

76 UPPER DIVISION JAN 128 on campus The Art of Change: A Poetry Incubator Genine Lentine | [email protected] Poems are metamorphic creatures. Poet, poem, and the poem undergoes as it comes into being. reader: all change and are changed in the process or We will conduct a class project in the SMC Student encounter. garden that mirrors our inquiry into poems. Students January Term offers a singular opportunity of con- are also encouraged to explore how their involve- centrated engagement in a collaborative and kindred ment in other disciplines, crafts, sports, etc. can community of writers and readers. In this course, inform their poems. students will write poems and support each other’s A weekly open work salon will be available outside work in an immersive, exploratory environment that of class time to give a dedicated but informal con- is part salon, part studio, and part laboratory. text for working in tandem, and responding to each Class meetings will include writing, reading, experi- other’s work. ential activities, and conversation, in different propor- tions. Students will engage in ongoing writing exercises that will allow them to develop a series of poems or one longer poem. In regular individual conferences with instructor, workshops, small group discussions, students will become more attuned to possibilities in their own work and they will develop sensitivity and acuity in responding to poems they read. We will dedicate special attention to how we can be open to changes

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DIVISION: Upper COURSE FEE: $25 PREREQUISITES: (Cost includes course reader, class visits, and garden supplies.) ENG 5 COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM Jane Hirshfield,Nine Gates Course Reader includes: Gabrielle Calvocor- essi, Elizabeth Bishop, Anne Carson, Emily Dickinson, Matthew Dickman, Michael Dickman, Nick Flynn, Seamus Heaney, Gerard Manley Hopkins, Marie Howe, John Keats, Stanley Kunitz, Dorothea Lasky, Agnes Martin, Rainer Marie Rilke, Rebecca Solnit, and others. BASIS FOR FINAL GRADE: Engaged presence in class (attendance, active participation in discussions, exercises, campus events) (30%); Final Portfolio (30%); Written responses to readings (10%); Journal (15%); Responses to student work (written and oral) (15%).

77 UPPER DIVISION *JAN 129 on campus Community Engagement through Education and Technology: Virtual Immersion in Sri Lank a Raina Leon | [email protected] Sri Lanka, a tropical nation with a history that extends to the dawn of time, calls out for your exploration. In this class, you have the opportunity to delve into Sri Lanka’s culture and issues by draw- ing upon narratives of Tamil women about the civil war in the creation of multimedia-enriched lessons suitable for secondary students. This class will work here on campus in collaboration with a SMC class in Sri Lanka, allowing students to collaborate with those in the field in the creation and teaching of lessons.

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DIVISION: Upper BASIS FOR FINAL GRADE: READING LIST: Active classroom participation (20%); two John Clifford Holt, ed., The Sri Lanka Reader: (4-page) papers (one reflection on the History, Culture, Politics readings and one reflection on interacting Frances Harrison, Still Counting the Dead: with students and Tamil women in Sri Lanka Survivors of Sri Lanka’s Hidden War via Skype) (20%, 10% each); digital media Selections from: piece to be used in connection with lessons Gordon Weiss, The Cage: The Fight for Sri (20%); short unit and teaching of 3-5 lessons Lanka and the Last Days of the Tamil Tigers using at least one story from a Tamil woman Niromi de Soyza, Tamil Tigress: My Story as a collected in the field (40%). Child Soldier in Sri Lanka’s Bloody Civil War COURSE FEE: $40 Pradeep Jeganathan, At the Water’s Edge (Cost includes guest speakers (local Sri Grant Wiggens and Jay McTighe, Under- Lankan women) and photocopying.) standing by Design, (Expanded 2nd Edition) COURSE SCHEDULE: Dharini Abeysekera and Nayomi Munaweera MTuThF, 9:15 - 11:50 AM (Island of a Thousand Mirrors) SPACES RESERVED FOR FRESHMEN: 2 Leah Lakshmi and Piepzna-Sama- rasinha (Love Cake; Consensual Genocide) Seni Seneviratne (Wild Cinnamon and Winter Skin; The Heart of It) Pireeni Sundaralingam (Indivisible: An Anthology of Contemporary South Asian American Poetry)

78 UPPER DIVISION JAN 130 on campus Hunger Dames: Women in Science Fiction and Fantasy Hilda Ma | [email protected] The past few years have seen significant growth in the novels of today’s science fiction and fantasy. the demand for science fiction and fantasy novels In addition, we will examine whether this wave of featuring young women as heroes. With the recent heroes carves a new space for reimagining and popularity of Suzanne Collins’ Hunger Games and reconstructing literary tropes and conventions. Or, the box office success of its cinematic adaptation, do they merely rehash familiar literary archetypes? there must be something special that it offers We will read a series of novels, scholarly essays, and today’s readers and viewers. Unlike the damsels of view some clips from related films and television folklore past, these women wield weapons, throw shows in order to investigate why and how these punches, and engage in bloody combat. They lead young women speak to us so powerfully. revolutions against totalitarian regimes set in dys- topic futures and function as key players in worlds rife with vampires and shape-shifters. What then, do these novels reveal about their readers? What has been lacking in literature and for what are we so hungry? While set in the future or in an alternate universe, what contemporary social issues do these stories address and critique? Armed with bows and arrows or magical powers, what patriarchal con- structs are these women really battling? This course will take a feminist approach to reading

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DIVISION: Upper PREREQUISITES: ENG 5, SEM 1 or SEM 20 READING LIST: Suzanne Collins, The Hunger Games Veronica Roth, Divergent Charlaine Harris, Dead Until Dark Robin McKinley, Sunshine Philip Pullman, The Golden Compass Course Reader (theoretical and critical essays) BASIS FOR FINAL GRADE: Engagement (25%); Reflections (25%); Group Presentation (20%); Final Paper (30%). COURSE FEE: $30 (Cost includes course reader, DVD rental, and guest speakers.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5

79 UPPER DIVISION *JAN 131 on campus From Totem to Animals R Us Christine Mathieu | [email protected]

We, humans, have always shared the world with animal rights; we will look at the power of animal other animals, but we have not always been at the spirit, at notions of the sacred and polluting powers top of the food chain, nor have animals always been of animals from antiquity to our times; at farming excluded from the kingdoms of the gods. So how ethics; at animal intelligence from the perspective of did Homo Sapiens Sapiens come to dominate the religion, science and philosophy; the emotional environment to the extent of exterminating and bonds between humans and animals; and the sym- endangering entire species? How do we, and how bolic use of animals in religion, literature and visual did our ancestors, conceive of our place in the arts. animal world? Why do we eat some animals and keep others as pets? Why do we dress animals as people to tell stories about humans? Why do we call people by animal names when they behave like… humans? In this class, we will explore how our physical, symbolic and emotional lives are con- nected to the animal world, and why our relation- ships with animals, how we treat and mistreat them, matter. Through a variety of texts in anthropology, ethology, philosophy, film, art and literature, “From Totem to Animals R Us,” will explore important aspects of our relationships with animals across historical and cultural contexts. We begin with the Garden of Eden and end with the proposals for a UN declaration of

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DIVISION: Upper 300 word literary or scientific piece) (15%); PREREQUISITES: one two-page book review (15%); one SEM 2. Humanities, Social Sciences, Law 12-page research project (40%); one class and Biological Science students are encour- examination / essay (30%). aged to enroll. Students from other disci- COURSE FEE: $125 plines may be admitted into the course with (Cost includes zoo admission, three meals / the permission of the Instructor. round-trip visits to SF, and a course reader.) READING LIST: COURSE SCHEDULE: Course readings include works by: Joseph MTuThF, 12:00 - 2:35 PM Campbell, Mary Douglas, Clifford Geertz, Marvin Harris, Claude Levi-Strauss (anthro- pology); Tim Friend, Jane Goodall, Temple Grandin, Jeremy Rifkin (ethology, animal science); Jr. Herzog, Peter Singer (philosophy and animal ethics); Kenneth Clark (art and art history); Aesop and La Fontaine, Richard Adams, Yann Martel, A. A. Milne, George Orwell (literature). BASIS FOR FINAL GRADE: Attendance and active participation in class discussions (including the contribution of a

80 UPPER DIVISION JAN 132 on campus California Dreaming: Northern California’s Literary Landscapes Molly Metherd | [email protected] Come spend this January reading the literature of this diverse place: Northern California. In this course we will be reading novels, short stories, and poems from the California Coast, the Central Valley, the Sierra Nevadas, and right here in the San Francisco Bay Area. We will interrogate how the physical and cultural geographies of this place have shaped literary production. In the process, we will explore the often conflicting myths of California as a virgin landscape, an immigrant’s dream, a dystopian wil- derness, or a fractured reality. This class will take two day trips to San Francisco in the second and fourth week of January. We will also venture to the Central Coast and the Central Valley in an overnight field trip in the third week of class. We will spend the night at the historic Pigeon Point Lighthouse, and this will serve as our home base for explorations in the region.

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DIVISION: Upper PREREQUISITES: ENG 5 and SEM 1 READING LIST: Robinson Jeffers, Collected Poems Maxine Hong Kingston, The Woman Warrior Oscar Zeta Acosta, Autobiography of a Brown Buffalo Gerald Haslam, Many Californias: Literature from the Golden State Ann Charters, The Portable Beat Reader BASIS FOR FINAL GRADE: Two papers (50%); Twice weekly short blog posts (20%); Active participation (20%); 10 minute presentation and discussion leader- ship (10%). COURSE FEE: $100 (Cost includes one night’s stay in the Pidgeon Point Lighthouse, three meals, and museum entrance fees.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5 81 UPPER DIVISION *JAN 133 on campus Psychoanalysis: Exploring the Unconscious in Everyday Life Elise Miller | [email protected] We will read and discuss some of the classic texts of psychoanalytic theory and practice, beginning with Freud, and including contributions by his follow- ers, detractors, and revisionists. Think of this class as a history of an idea, one that has shaped how we think about our selves, our identities, our relation- ships, and our world. Guest speakers will share the many ways that psychoanalysis has shaped their research and work. What does this class require? Curiosity, open-mindedness, and a wish to under- stand the unconscious. Previous knowledge of psychology is not necessary, but you need to be will- ing to read difficult texts and have an interest in learning how to test and apply theories to real-life circumstances, including those from your own life. You will have the opportunity to select an area of applied psychoanalysis that is meaningful to you (e.g., literature, film and other arts, politics, war, poverty, racism, and more) to explore in a research project.

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DIVISION: Upper PREREQUISITES: ENG 5, SEM 1, PSYCH 1 or SOC 1 READING LIST: Peter Gay, The Freud Reader BASIS FOR FINAL GRADE: Daily writing / Dream Journal / Quizzes (25%); Research Project in Applied Psycho- analysis (25%); 5 pg. essay (25%); Class participation (25%). COURSE FEE: $50 (Cost includes guest speakers and photocop- ies.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM SPACES RESERVED FOR FRESHMEN: 5

82 UPPER DIVISION JAN 134 on campus Children and Sport Steve Miller | [email protected]

Youth sports are more popular today than ever ing continued gender and racial bias; the value of before. Approximately 20 million children in the U.S. informal play as an alternative to structured, par- participate in organized sports every year and yet the ent-controlled youth sport; the focus on elite, spe- dropout rates are staggering. Why is this the case? cialized sport-training programs; as well as the Are children not having positive youth sport experi- increased interest in “alternative” sports. The course ences? If not, what can be done to enhance their will involve open discussions of these complex experiences? Youth sport has been heralded as a issues as well as critical analysis of the course positive means to integrate children into the moral readings. Student course projects will focus on an fabric of society by teaching important norms and in-depth investigation of one self-chosen issue values, but is there enough evidence to support this related to youth sport and recommendations for claim? Does sport really build character, or are we improving the quality of youth sport. spending valuable resources on activities that are stifling the overall development of our youth? This course will provide an in-depth exploration of these questions by critically analyzing the increased role of sport as a socialization tool in our society. Specifi- cally, the course will focus on the following issues related to sport: the origins and recent trends in organized youth sport; the psychological, social, physical, and moral development of children; par- ents’ responsibilities and challenges in neoliberal societies; matters related to access to sport includ-

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DIVISION: Upper COURSE FEE: $15 PREREQUISITES: (Cost includes course reader and one guest An introductory course in sociology, psychol- speaker.) ogy, or kinesiology AND ENG 5. Students COURSE SCHEDULE: who do not meet the prerequisites may seek MTuThF, 9:15 - 11:50 AM permission of the instructor. READING LIST: John Engh, Why Johnny Hates Sports Tom Farrey, Game On: The All-American Race to Make Champions of Our Children Mark Hyman, Until it Hurts: America’s Obsession with Youth Sports and How it Harms Our Kids A course reader with approximately 15 articles to accompany these texts. BASIS FOR FINAL GRADE: Midterm exam (20%); quality of participation (20%); blackboard discussions (20%); 15-20 page paper (20%); daily quizzes (20%).

83 UPPER DIVISION *JAN 135 on campus Argentine Tango Globalized: An in-depth investigation of its history and metamor- phosis Hiroko Nakano (SMC) and Homer and Cristina Ladas (Founders of The Organic Tango School) | [email protected] (Hiroko Nakano)

In this course, students will learn Argentine Tango (Hiroko Nakano). For their projects, students will dancing and the evolution of this dance by concur- conduct literature research and hands-on research in rently taking a dance lab with a class lecture. In the the SF Bay Area tango community by interacting dance lab, students will learn basic movements and with Tango dancers, teachers, DJs, or ‹milonga› applied contemporary movements. In the class (dance party) organizers. Students will reflect upon lecture, students will learn the dance’s history, as the issues of how the tango has historically well as the political, economical, and cultural history impacted other cultures in the world, of how it of Argentina. Students will participate in field trips to changed its concepts and forms, and how the cur- socially dance. Students will also conduct an rent tango is formulated in different areas of the in-depth investigation of one of three areas related world. At the end of the term, students will orga- to Argentine Tango through a supervised project in nize their own ‘milonga’ as a fund-raising event to order to deepen their understanding of the history demonstrate historical and contemporary Argentine of Argentine Tango, its evolution, and its globaliza- Tango culture, and to demonstrate understanding of tion. Topics include: 1. Dance style and Music current social, economical, or educational needs in (Homer Ladas); 2. Ethnography and Business (Cris- Argentina or in the SF Bay Area. tina Ladas); 3. Language and Culture (e.g., the issue of gender roles; psychological impacts on daily life)

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DIVISION: Upper ing Tango” (PDF) involvement in creating, planning, and PREREQUISITES: Simon Collier, A. Cooper, M. S. Azzi, and R. executing the milonga, including understand- For all students: SEM 1 AND 2 (or 20 and 21); Martin, !Tango! ing the purpose of the fund raising / organiza- AND At least one of the following courses Michael Lavocah, Tango Stories: Musical tion of charity logistics, and the active -HIST 10 or JAN 47 (2013) Secrets participation in the milonga as a dancer and --For Project 1 Dance style and Music: At Astor Piazzola, Memoirs host (to public)) (20%); Field Trips to at least least one of the following courses - KINES Project Ethnography and Business : Carolyn five milongas and a short reflection for each 10, PERFA 20 / 120, PERFA 22 / 122, PERFA Merritt, Tango Nuevo excursion (20%); Weekly Homework (20%). 10, PERFA 11, OR PERFA 14 Gabriela Nouzelilles and Graciela Montaldo, COURSE FEE: $150 --For Project 2 Ethnography and Business: At The Argentina Reader: History, Culture, (Cost includes fees for Ladas’ dance instruc- least one of the following courses - ANTH 1, Politics tions / project supervision and Final Charity BUSAD 10, ES1, POL 1, OR POL 3 Project Dance style and Music: Tango DJ milonga expenses.) Magazine N 1 - Paris, October 2012 --For Project 3 Language and Culture: At least COURSE SCHEDULE: MTuThF, 10:30 AM Project Language and Culture: La Milonga, one of the following courses - SPAN 3, SPAN - 12:00 PM (Dance Lab); 1:00 - 2:05 PM January 2011, “Tango Therapy” (PDF) 103, SOC 2, PSYCH 1, PSYCH 2, or WGS 1. (Lecture) Or instructors’ permission. Robert Farris Thompson, Tango: The Art History Of Love READING LIST: Tangocoalition.com, Dance Flow in Tango BASIS FOR FINAL GRADE: (provided in a Card form) Group Project (Active involvement, participa- La Tangauta, vol 182, 2009, “Mariano ‘Chicho’ tion, and content for the investigation / Frumboli interview” (PDF) Presentation) (30%); 3-5 page short essay Gustavo Benzecry Saba, “Codigos in Embrac- (10%); Final Charity Milonga (complete

84 UPPER DIVISION JAN 136 on campus Lions, Tigers, and Cats, Oh My! Felicidad Oberholzer | [email protected] Do you have a passion for all things feline? This big cats, and examine their behaviors and needs. We course will explore the wonderful world of cats and will learn from and enjoy the history of the cat in art, the serious problems that beset them. Of the thir- literature, mythology, film, music, and even the ty-nine species of cats that exist today, only the comics. domestic cat is in no danger of extinction. As for domestic cats, the number one pet in the United States, millions are euthanized each year and others are subjected to abuse and cruelty every day. Ani- mals are part of God’s creation that have been entrusted into our care, thus, to ignore their suffer- ing or to fail to act responsibility toward them is an injustice. We will participate actively in conservation efforts, involving the large cats, and WORK with local programs that provide some solutions to the problems of domestic cats. This course will study the natural history of the domesticated cat from Egyptian times to the present, their anatomy and physiology, their psychology, their behavior, the different breeds of cats, including the genetics of breeding, their interactions with humans, and the proper care and protection of our feline friends. We will visit the zoo, learn about the different species of

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DIVISION: Upper begins: [email protected] or 925- PREREQUISITES: 254-8804 SEM 1, and SEM 21 or SEM 110 COURSE FEE: $50 READING LIST: (Cost includes guests speakers, visit to the Gwen Cooper, Homer’s Odyssey zoo, and some travel expenses to volunteer J. Anne Helgren, Communicating with Your sites.) Cat COURSE SCHEDULE: Pam Johnson-Bennett, Psycho Kitty MTuThF, 12:00 - 2:35 PM C. S. Lewis, The Magician’s Nephew Don Marquis, Archy and Mehitabel Yann Martel, Life of Pi Mel Sunquist and Fiona Sunquist. Wild Cats of the World Richards, ASPCA Complete Guide to Cats BASIS FOR FINAL GRADE: Participation and preparation (quizzes) (30%); Tests (30%); Written and Oral Reports (5%); Service work (35%). You will be required to do 16 hours of service working with Fix Our Ferals and SNIP or fostering kittens. Please contact the instructor if you wish to begin service hours before the course

85 UPPER DIVISION JAN 137 on campus Green Religion Marie Pagliarini | [email protected]

A growing body of literature suggests that the relationship between the environmental crisis and environmental crisis is a spiritual crisis. According to spirituality. We will start with an examination of the this perspective, global climate change, toxic waste, contemporary environmental crisis and its ideologi- and the loss of biodiversity and wilderness are the cal and religious roots, and look closely at the social consequence not only of economic, political, and justice implications of environmental destruction. social factors, but of humanity’s fundamental orien- We will explore indigenous perspectives on the tation to the world and conception of what is natural world, recent and emerging green spirituali- “sacred.” To prevent environmental catastrophe, it is ties, such as spiritual deep ecology and pagan envi- argued, a “conversion” or radical “reimagination” of ronmentalism, and the “greening” of religious humanity’s relationship to the natural world is traditions, including Christianity and Buddhism. required. At the same time, the world’s religions have been “greening” as religious leaders and ordinary religious practitioners have reassessed their traditions to address environmental concerns. Chris- tian theologians, for example, argue that we need new ways to conceptualize God in light of the crisis. According to a growing body of literature, then, a scientific or technological solution to the problem of environmental destruction will not suffice; only a far-reaching spiritual transformation will be able to alter the deeply rooted beliefs and practices that have led to the problem. This course explores the

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DIVISION: Upper PREREQUISITES: TRS 097 or approval of the instructor. READING LIST: Roger Gottlieb, This Sacred Earth: Religion, Nature, Environment Additional articles online. BASIS FOR FINAL GRADE: Demonstration of Reading Preparation/Active and Informed Participation in Class Discus- sions (40%); Writing Assignments (20%); Final Exam (40%). COURSE FEE: $35 (Cost includes field trips and guest speakers.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 5

86 UPPER DIVISION JAN 138 on campus Miners for Truth & Delusion: Mystics East & West Norris W. Palmer | [email protected] This course offers a look at religion through two primary lenses -- the mystical and the mundane. Mystical dimensions of religion offer avenues of existence above or apart from the material world by means of either a direct experience of or a union with the divine reality (a.k.a. “God”). Mundane aspects of religion are those facets of religion that orient practitioners to existence in the everyday world. Through site visits, course readings, class conversation, film, and guest speakers, students will examine how mystical dimensions are balanced with their mundane counterparts in both eastern and western religious traditions. While this course does not require or assume that one subscribe to any particular religious perspective, it does assume a willingness to take these traditions seriously both as foundations for some religious believers and as sources of an increasingly pluralistic society.

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DIVISION: Upper PREREQUISITES: TRS 97 “The Bible & Its Interpretation” or another college-level course in theology and / or religious studies. READING LIST: Huston Smith, Forgotten Truth: The Primordial Tradition (New York: Harper Torch Books, 1976). Course Reader BASIS FOR FINAL GRADE: Quality of active class participation (15%); one exam (20%); two reflection papers (40%); final paper/project (25%). COURSE FEE: $60 (Cost includes temple visits, guest lecturers, photocopying, and class meal.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

87 UPPER DIVISION JAN 139 on campus Wine: From A to Zin Dr. Alexander J. Pandell | [email protected]

The science of winemaking includes the following topics: wine classification and history; fermentation; wine grapes; winemaking operations for table, sparkling, dessert and appetizer wines; distillation and brandy; California, French and wines of other major producers; and sensory evaluation of wine with an emphasis on the balance between acidity, tannins and concentration. Students are required to have taken a college-level science class and have knowledge of atoms, molecules and compounds. Other chemical principles are developed in the course. An all-day fieldtrip to visit Napa Valley winer- ies is scheduled near the end of the term for stu- dents to observe firsthand the methods and equip- ment used to make wine in one of the premier wine-growing regions of the world.

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DIVISION: Upper PREREQUISITES: You must be at least 21 years old by January 1, 2014 and have completed a college-level science course that included a discussion of atoms, molecules and compounds to enroll in this course. In order to assess student qualifications, instructor approval is required. READING LIST: Reading materials provided by and authored by the instructor. BASIS FOR FINAL GRADE: Two exams (64%); a writing assignment (13%); successful participation in wine evaluation activities and fieldtrip (7%); final exam (16%). COURSE FEE: $100 (Cost includes transportation to/from Napa Valley wineries; wine tasting samples; and miscellaneous printed material.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM

88 UPPER DIVISION *JAN 140 on campus Writers Look at Territory, Violence and Law Laurie P. Phillips | [email protected] We will explore both Law and Literature while read- JAN 103: “Artists Look at Territory, Violence and ing two novels and one play along with several Law”, its companion course taught by Pamela landmark court cases. We will see how writers are Blotner. One day per week, you will have the motivated by their own searing personal experi- opportunity to attend the companion course, ences to address the “Metamorphoses” of human where you will learn about similar topics from rights in recent U.S. history. It will be enjoyable to the perspective of artists and visual art. see how these writers create compelling narratives, rich symbolism, and memorable characters. We will examine the specific topics of violence and property crimes, as they relate to Native Americans, Afri- can-Americans, and Japanese-Americans. We will compare fiction to actual legal events and ask important questions. What is the legacy of violence against “outsiders?” Is there justification for civil disobedience? Which violations of human rights occur during wartime? What is the nature of the troubled coexistence between Native American tribal rights and Federal laws? The class sessions will include lecture, lively discussion, debate, and in-class critical writing. NOTE: This course will be uniquely paired with

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DIVISION: Upper PREREQUISITES: ENG 5 READING LIST: Julie Otsuka, When the Emperor was Divine August Wilson, The Piano Lesson Louise Erdrich, The Round House Selected court cases, laws and poems BASIS FOR FINAL GRADE: Class attendance, participation, in-class writing and discussion (30%); Weekly 2-pg. paper and oral presentation (40%); Final 5-6 page critical analysis paper (30%). COURSE FEE: $15 (Cost includes reading copies.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

89 UPPER DIVISION JAN 141 on campus Around the World in 28 Days Ginny Prior | [email protected]

The Bay Area is a traveler’s dream. In less time than it takes to pack for a trip, you can be sipping wine outside an Italian villa; trekking in the highlands with llamas or exploring the neighborhoods and water- ways of one of the most romantic cities on earth – San Francisco. This course will teach students the art of travel journalism for broadcast and print. Travel writers see the beauty in every landscape. They know how to navigate big cities and tiny villages, how to find the best cuisine and how to uncover stories that have rarely been told. In this class, we will explore and write about four distinct Bay Area regions: San Francisco, Napa / Sonoma, the coast and our own East Bay Regional Parks. We will learn writing and broadcast skills from veteran travel journalists and maintain our own travel websites for class. This Jan Term, consider saving your money and exploring one of the most amazing landscapes in the world – the San Francisco Bay Area.

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DIVISION: Upper READING LIST: Don George: Lonely Planet Travel Writing (How to) BASIS FOR FINAL GRADE: Four 600 word travel articles (40%); one radio vignette (20%); weekly quizzes (20%); photography (10%); Web design (10%). COURSE FEE: $300 (Cost includes all travel via motor coach, meals on travel days, Duck Boat passes, llama trek, reading material, guest speaker fees and a feature awards lunch at the end of the term.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 3

90 UPPER DIVISION JAN 142 on campus The Inklings: Tolkien, Lewis, and Williams Colin Chan Redemer | [email protected] Talk of the University as a ‘learning community’ is the beer? Seriously, it could have been the beer. ubiquitous but so rarely does one see the sponta- This class will be a deliberate attempt to follow in neous creation of communitas on campus or other- their footsteps by reading what they read, gathering wise. Yet, in the area of Oxford around 1940 in the as they gathered, and writing some Myths of our back room of a pub just such a community formed. own. We will discover what shaped them and, as a They called themselves “The Inklings” and they met class, shape ourselves. on Thursday nights to drink, read, talk, and some- times go for long walks. Two stalwart members of the group were J.R.R. Tolkein and C.S. Lewis. Long after the Inklings stopped gathering, their books still shape contemporary culture having sold (between them) well over 400 million copies. The Inklings may have been the most successful writers’ workshop of all time. As a class, we will explore the personal metamor- phosis that each member experienced which made them ideal editors for one another. Was it their shared love of Nordic Myths? Their habit of going on extended walking tours? Their format of reading original unfinished Myths out-loud? Or was it just

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DIVISION: Upper COURSE FEE: $111 PREREQUISITES: (Cost includes four “walking tour” field trips, ENG 5 travel funds, and food for class gatherings.) READING LIST: COURSE SCHEDULE: Full Text: MTuThF, 12:00 - 2:35 PM J.R.R. Tolkein, The Simarillion C.S. Lewis, Till We Have Faces Charles Williams, War in Heaven Selections from: J.R.R. Tolkein, “The Monsters and the Critics” Charles Williams, The Image of the City C.S. Lewis, On Stories: And Other Essays On Literature Charles Taylor, A Secular Age Kevin Crossley-Holland, The Norse Myths BASIS FOR FINAL GRADE: Active Participation (20%); Creation of an Original Myth (10 pages) (15%); Reading of Original Myth (15%); Journals (10%); Oral Exam (20%); Final Paper (6-8 pages) (20%).

91 UPPER DIVISION JAN 143 on campus Extreme Musicianship Lino Rivera | [email protected]

Our quest to better ourselves as musicians requires more than passion and practice. We must also work to advance those skills that support our music mak- ing, largely our note-reading facility and our ears – for pitch, rhythm, and chords. This course addresses these latter skills, known as musicianship. In sum, upon completion of this curriculum, each student will be a much stronger musician. Like most skills-acquisition courses (such as lan- guage courses), the class materials will be pre- sented in small, easily digestible bits. No individual morsel will be very difficult, but the material abso- lutely cannot be crammed. It is imperative that each student work hard every day to master each small skill or piece of information as it is presented.

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DIVISION: Upper PREREQUISITES: Music Fundamentals or Basic Music Theory, or equivalent; OR, experience playing in an orchestra, band, or singing in choirs. OR, time spent with private music instruction. READING LIST: BASIS FOR FINAL GRADE: Quizzes (almost daily, sometimes two on a given day) (70%); Midterm Exam (15%); Final Exam (15%). COURSE FEE: $10 (Cost includes photocopied quizzes and exams.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

92 UPPER DIVISION JAN 144 on campus Religion, Media & Culture; In the Era of Pope Francis Michael A. Russo | [email protected] Pope Francis has defined a new style of papal lead- crisis in the Roman Catholic Church; and films that ership in line with the fast speed and global reach of both advance and challenge dialogue between today’s media culture. filmmakers and religious organizations. This course closely examines how religious organi- zations employ the media to amplify and effectively promote their message; and how newspapers, radio / television, and film production media report about or explore religious themes, and harness the new “social media” of Facebook, Twitter, and YouTube. While this course will examine the traditions and religious practice of Roman Catholics, our perspec- tive will be inclusive of the Abrahamic faiths of Judaism and Islam. We will examine how religious leaders such as Pope John Paul II, Pope Benedict XVI, evangelist Billy Graham, and the Dalai Lama have used radio / television and global travel to establish their world-wide ministries. Attention will be given to case studies that help define the intersections of religion, media and cul- ture today. The case studies include: Pope Francis’s 2013 Trip to World Youth Day in Brazil; the sex abuse

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DIVISION: Upper Feature Films: PREREQUISITES: Into Great Silence, A film by Philip Groning, Students should have completed TRS 97, 2005. AND COMM 2. Also, at the discretion of the Kundun, A film by Martin Scorsese, 1997. instructor – consideration for students with Of Gods & Men, A film by Xavier Beauvois, HIST 2 and / or ANTH 117. 2010. The Way, A film by Emilio Estevez, 2010. READING LIST: Diane Connolly and Debra L. Mason, Report- BASIS FOR FINAL GRADE: ing on Religion: A Primer on Journalism’s Active participation in class discussion Best Beat (Westerville, OH: Religion News- groups (10%); students will write/produce for writers Association, 2006). our class web site a documentary essay, pod- Joseph P. Chinnici, When Values Collide: The cast or slide presentation on a specific topic Catholic Church, Sexual Abuse, and the related to religion, media and culture (40%); Challenge of Leadership (New York: Orbis students will write brief book reports from Books, 2010). the readings on book list (30%); final Eliza Griswold, The Tenth Parallel: Dispatches examination (20%). from the Fault Line between Christianity and COURSE FEE: $25 Islam (New York: Farrar, Straus & Giroux, (Cost includes film screenings with refresh- 2010). ments, “thank you gifts” for guest panelists.) Stewart Hoover, Religion in the Media COURSE SCHEDULE: Age (New York & London: Routledge, 2006) MTuThF, 9:15 - 11:50 AM Marshall McLuhan, Medium & the Light: SPACES RESERVED FOR FRESHMEN: 5 Reflection on Religion (Toronto, CA: Stod- dart, 1999) 93 UPPER DIVISION JAN 145 on campus Mastering the Art and Science of Conversation Scott E. Rutz | [email protected] To achieve success in the world, whether in school, learn to overcome fear of uncomfortable conversa- business, or personal relationships, mastering the tions, talk comfortably with almost anyone, establish art and science of conversation is critical. Research rapport, build trust, verbally create safety, develop reveals that today’s successful people command the appreciation for the power of questions as a tool of ability to manage ourselves, manage people and dialogue, and learn the concepts of persuasion. tasks, communicate effectively, and navigate change Sound like a lot? It is, but there’s no need to worry; – all of which require the practice of conversation. we will start this experience at whatever skill-level We all know that some of these skills are learned we each possess individually and move toward the through life lessons, but have you ever really con- mastery of successful, sincere, authentic conversa- centrated on developing an advanced level of skill in tion together; often thinking, sometimes crying, interpersonal, one-on-one communication? This just mostly laughing, but always practicing. may be your opportunity… How can this course help? By teaching you to apply the same communication skills that criminal investi- gators and hostage negotiators rely on to generate successful, authentic dialogue in a variety of chal- lenging circumstances: dealing with informants, interviewing suspects, and consoling crime victims. Through relaxed classroom discussion and a variety of fun on-campus and off-campus exercises, you will

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Daily assignments / written journal reflections ENG 4 and ENG 5 (25%); Quality of participation (30%); Exercises (15%); Mid-Term Paper 3-5 pages READING LIST: (15%); Final-Paper 5-7 pages (15%). Robin Dreeke, It’s Not All About Me: The Top Ten Techniques for Building Quick Rapport COURSE FEE: $15 with Anyone (Cost includes video tapes, wall charts, and Joe Navarro and Marvin Karlins, What Every office supplies.) BODY is Saying: An Ex-FBI Agent’s Guide to COURSE SCHEDULE: Speed-Reading People MTuWTh, 5:00 - 7:35 PM Mark Goulston, M.D. and Keith Ferrazzi, Just Listen: Discover the Secret to Getting Through to Absolutely Anyone Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler, Crucial Conversa- tions Eric E. Vogt, Juanita Brown, and David Isaacs, The Art of Powerful Questions: Catalyzing Insight, Innovation, and Action (available online)

94 UPPER DIVISION *JAN 146 on campus Disconnect, Power Off, and Unplug: The Lost Art of Solitude Linda Saulsby & James M. Wood | [email protected] Solitude is a lost art in these times of ultra-connect- unplug, disconnect, and disengage, and in facilitated edness. Most of us find it difficult to disengage or solitude, contemplate a variety of themes that enrich disconnect. We have cell phones, computers, tab- our lives through stories, essays, poetry, “quiet” lets, e-mail, social media pages, etc. – we can’t service, music, cooking, meditation, two local-area function unless we’re plugged in. Modern commu- excursions focused on contemplation and engage- nication wizardry has its place, but we can end up ment with the beauty of the world, all culminating in being servants to it. While the energy of the global a three-day capstone experience at a Northern community is stunning, there is a need for the sake California retreat center – involving deep reflection of the soul and person to step back from time to and meaningful sharing that we anticipate will be time. As the world spins faster and faster, we need transformative. ways to cope with the resulting pressures. One of the best ways to regain perspective – and liberation – is by seeking, and enjoying, solitude. Solitude is the state of being alone without being lonely. It is a positive and constructive state of engagement with oneself. Solitude is a time that can be used for reflection, spirituality, growth, or enjoyment of an activity. Solitude is something we choose, a counterpoint to intimacy, what allows us to appreciate the worth of sharing. In this Jan Term course, for periods of time we will

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DIVISION: Upper COURSE SCHEDULE: PREREQUISITES: MTuThF, 12:00 - 2:35 PM SEM 20, 21, 122, AND 123 OR, equivalent course in substitution of SEM 123 READING LIST: Lionel Fisher, Celebrating Time Alone: Stories of Splendid Solitude Doris Grumbach, Fifty Days of Solitude Thomas Merton, Thoughts in Solitude Anthony Storr, Solitude - A Return to the Self Course Reader (essays, poetry, works of art, photographs) BASIS FOR FINAL GRADE: Active, thoughtful participation and engage- ment in all on- and off-campus class discus- sions, activities, excursions, and three-day retreat (30%); Daily journal assignments (15%); Mid-term reflection paper (20%); Final sharing circle (15%); Final essay (20%). COURSE FEE: $495 (Cost includes two local-area excursions, three-day retreat (Napa, CA), photocopies, a fine pen and journal, along with miscella- neous expenses.) 95 UPPER DIVISION JAN 147 on campus Learning about the world: India Paola Sensi Isolani | [email protected] Spend a month learning about the most fascinating ing marriage and sexuality, gender and family, popu- country on earth! India is a land of contrasts. With lar culture, youth and aging, caste hierarchies, com- 5,000 years of recorded history it is the world’s munal relations and emigration. largest democracy whose economy now ranks 4th Because there is a significant Indian presence in the in the world. India is also a country where more than Bay Area, both in readings and through field trips 40% of the population lives below the poverty line, this class attempts to familiarize students not only many in urban slums next to high tech industrial with India but also with various aspects of the Indian parks, or in villages where farmers, the victims of community and culture in the Bay Area. Field trips to globalized industrial agriculture, are committing various sites are planned once a week, a schedule to suicide in increasing numbers. India is a country be agreed upon at the first class meeting. with a Hindu majority but with the second largest Muslim population in the world, where Buddhism, Jainism, Sikhism, Judaism, Zoroastianism and Chris- tianity have coexisted for millennia. Although its constitution is committed to a secular society, reli- gion still plays a strong role in communal relations, often leading to conflict and violence. Supplementing class readings and discussions with films and field trips we will begin with some back- ground on India’s more ancient history and its recent colonial past, then cover various dimensions of contemporary life and culture in modern India includ-

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DIVISION: Upper PREREQUISITES: Lower division Anthropology course or lower division related subjects or permission of instructor. READING LIST: Michael Wood, India Aravind Adiga, The White Tiger Katherine Boo, Behind the Beautiful Forevers Excerpts from Mines, Diane and Sarah Lam: Everyday Life in South India and various articles BASIS FOR FINAL GRADE: Attendance and participation in discussion (30%); two exams (50%); and research project (20%). COURSE FEE: $100 (Cost includes field trips, meals, and tickets to theatre and museums.) COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM

96 UPPER DIVISION *JAN 148 on campus Life After College: Anticipating a Metamorphosis Stephen Sloane | [email protected] This course will use Organization Behavior concepts ries of Organization Behavior concerning the prob- and theory to consider the prospect of a person’s lems of: conflicting purpose, role conflict, isolation, passage from college student to the arena of the hierarchy, specialization, professionalism, and uncer- working world. First, students will examine the tainty. Coping strategies ranging from conformity to situation described in Kafka’s classic story Metamor- exit will be appraised. phosis and discuss the promises and the perils of The course is designed especially for, but is not life after graduation. Discussion questions will limited to, seniors and juniors who are in the pro- include: “Will my life be like that of the large help- cess of thinking about life after graduation. less insect that Gregor Samsa becomes, or not?” “What are the pitfalls of the organizational life expe- rienced after college?” “How can I survive and even be happy as part of an organization that does not have my happiness as an important goal?” Case studies, i.e. stories, that describe the problems faced by people in a modern work force will then be examined and analyzed. Students will present, in the form of class discussion and short essays, their analysis with respect to coming to grips with the problems described in the case stories. Student analysis will be informed by an examination of theo-

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DIVISION: Upper PREREQUISITES: ENG 5 READING LIST: Aristotle, Nicomachean Ethics (selections) Kafka, Metamorphosis Wouk, The Caine Mutiny Steven Ott, Classic Readings in Organiza- tional Behavior (selections) Sloane, Organizations in the Movies BASIS FOR FINAL GRADE: Participation (active classroom discussion of daily readings and outside of class viewings) (30%); one group presentation (20%); two short (four page) essays (20%); term (seven page) paper (30%). COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

97 UPPER DIVISION JAN 149 on campus Battle of the Beverage Titans: Coffee vs. Tea Dr. Anthony Arnold Talo | [email protected] For many Americans, the day does not truly begin until they have consumed a cup of their favorite morning beverage, be it coffee or tea. In this course we will explore the histories of Camellia sinensis and Coffea arabica, the two plants used to create these popular drinks, tracing them from their origins in Africa and Asia, to their critical role in the planta- tion economies of the 16th-20th centuries, and finally to the globalization powerhouses these prod- ucts are today. Additionally, students will gain an understanding of the physiology and biochemistry of coffee and tea, and how each affects the human body. Together we will sample many coffees and teas, and learn how to distinguish traits of the most common varieties.

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DIVISION: Upper PREREQUISITES: ENG 5, and one of the following: ANTH 1 or SOC 2 or BIOL 50 READING LIST: Mark Pendergrast, Uncommon Grounds: The History of Coffee and How It Transformed Our World Roy Moxham, A Brief History of Tea. The Extraordinary Story of the World’s Favourite Drink BASIS FOR FINAL GRADE: Class participation and homework (20%); two class tests (30%); final paper (20%); cumula- tive final exam (30%). COURSE FEE: $50 (Cost includes photocopies of reader / handouts, coffee and tea samples / supplies, honoraria for guest speakers.) COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM

98 UPPER DIVISION JAN 150 on campus Exploring Fairy Tales Steve Tillis | [email protected]

Everyone is familiar with fairy tales, but few have taken the time to look at look at them closely. Inves- tigation reveals these tales to be imaginative cre- ations of surprising richness and cultural signifi- cance. In this course we will explore fairy tales through scholarly approaches practiced by folklorists. Among other approaches, we will consider fairy tales as materials for performance; as entities with specific histories that can be traced across history and geography; as complex structural constructs; as manifestations of fundamental psychological fears, needs, and desires; as cultural artifacts that convey specific understandings of class and gender; and as works of oral literature. The exploration will be con- ducted through readings of tales and folklore schol- arship; daily writing assignments in which students will compare and contrast tales and reflect upon the scholarly texts associated with them; and in-class analysis and discussion of tales and scholarly approaches.

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: One original fairy tale, 4-6 pages (10%); One Two semesters of Collegiate Seminar OR analytic paper, 5-7 pages (25%); Daily reading English 5 logs, (25%); Group presentation (10%); Quality of class participation (30%). READING LIST: Ernst Jones, “Psychoanalysis and Folklore” COURSE FEE: $35 Marie Luise Franz, Interpretation of Fairytales (Cost includes photocopies for course (excerpt) reader.) Axel Olrik, “Epic Laws of Folk Narrative” COURSE SCHEDULE: Marina Warner, From Beauty to the Beast MTuThF, 12:00 - 2:35 PM (excerpts) Maria Tatar, Off With Their Heads! Fairy Tales and the Culture of Childhood Max Luthi, The European Folktale (excerpt) Jack Zipes, Breaking the Magic Spell (excerpt) Bengt Holbek, Interpretation of Fairy Tales (excerpt) 60 or so fairy tales, including versions of “Cinderella,” “Sleeping Beauty,” “Bluebeard,” “The Maiden Without Arms,” “The Six Swans,” and so on.

99 UPPER DIVISION *JAN 151 on campus Math In the City: California Prison Realignment Dr. Ellen Veomett and Dr. Chris Jones | [email protected]; [email protected] In 2011, the Supreme Court issued a ruling in the like: How is realignment affecting the quality of life case of Brown v. Plata, in which they declared that in the prisons? How is realignment affecting recidi- the overcrowded prisons in California were so bad vism rates? What kinds of prisoners are now more that they violated the 8th amendment’s prohibition likely to be in jails instead of prisons? of cruel and unusual punishment. As a result of this Please note that this course will require significant ruling, California has adopted a process dubbed mathematical skills and the ability to learn and use “realignment” through which the prisons must computer programs for statistical analysis. We will reduce their population by 30,000 prisoners over the be working with real data, which will be exciting, next two years. This process began on October 1, challenging, and ultimately rewarding. 2011. The bulk of this prison population reduction has occurred by transferring prisoners from state prisons to county jails. Needless to say, this has had a dramatic effect on both the prison system and the county jails. We are now at a point in time when enough data has been collected that we can begin to analyze the effect of realignment on the prison system and prisoners. In this course, we will be using the techniques of statistics to analyze real data on prison realignment. We will use statistical analysis to answer questions

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DIVISION: Upper PREREQUISITES: Math 28 or 38 or equivalent. READING LIST: University of Nebraska-Lincoln Math in the City Course Materials, “Statistical Back- ground.” (materials will be provided) BASIS FOR FINAL GRADE: Homework (20%); project participation (student journals, communication with team and instructors) (30%); project (memos, intermediate drafts, final report) (35%); performance during oral presentation (understanding of the work, communication skills, quality of the slides) (15%). COURSE FEE: $15 (Cost includes the course’s “text” which will be printed and loosely bound for the stu- dents.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM

100 UPPER DIVISION *JAN 152 on campus Art in the Garden, the Garden in Art Mary B. White | [email protected] The Garden, rich in symbolism and metaphor, with a Part 2: Projects in St. Mary’s Legacy Garden varied, dramatic palette, has proved to be a stage for embarks on hands-on projects in St. Mary’s Garden, landscape metamorphoses and a fertile source of located on the hill near the dorms. Collaborating artistic inspiration and transformation. Bridging Art with St. Mary’s Master Gardener, Julie Welch, the and Environmental Science, this cross-disciplinary projects will include a “cob” garden feature, mosaic class will explore the historical role of artists in tabletop, interpretive garden signage / visuals, garden environments, offer an opportunity for stu- “keyhole” permaculture plant bed, and other ideas dents to contribute to the aesthetics and diversity of that enhance the multifunctional philosophy of the the St. Mary’s sustainable Legacy Garden, introduce garden. participants to permaculture design concepts/princi- The course is an opportunity to work inside and pals and local plants and creatures. outside, with soil, seeds, and creative process, and This course will be in two parts: to contribute to the growing heritage of St. Mary’s Part 1: The Public Garden examines the concept of community garden. Schedule of outside gardening / the “Garden”: “working” garden vs. “ornamental” art making and inside research / art making may garden, the garden seasons, artists’ gardens, gar- vary, depending on the weather. Be prepared to dens as artist subject matter and basic principles/ carpool on two field trips. practices of sustainable gardening. After research through field trips, readings, writing, painting, pho- tography, clay work, speakers and student presenta- tions, the garden principles will be put into practice.

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DIVISION: Upper COURSE FEE: $35 PREREQUISITES: (Cost includes field trips and travel, guest ART 1 OR ENG 19 or one of the following: speaker honorarium, and art supplies.) Environmental & Earth Science 40, 50, 75 COURSE SCHEDULE: READING LIST: MTuThF, 12:00 - 2:35 PM Toby Hemenway and John Todd, Gaia’s SPACES RESERVED FOR FRESHMEN: 5 Garden: A Guide to Home-Scale Permacul- ture, Chelsea Green Publishing Co, 2009, ISBN-13 9781603580298 OR: Debra N. Mancoff, The Garden in Art, Merrell Publishers, 2011, ISBN-13: 978-185894522 Additional Readings: TBA Selected readings, posted on Moodle and web based. BASIS FOR FINAL GRADE: Class attendance & participation (30%); 3 weekly garden projects, daily journal (or blog on Moodle) (25%); 2 field trip reflection papers (10%); Jan Term speaker critique (10%); final garden project & text /visual documentation (post on the SMC garden/ sustainability web page) (25%).

101 UPPER DIVISION *JAN 153 on campus Sexuality and Sport Claire Williams | [email protected]

In recent history, attitudes towards people who are participants and the ways in which social identities gay, lesbian, bisexual, and transgender have intersect with notions of sexuality will be integral to changed dramatically for the better. Yet, there has understanding the complexities of this topic. There- only been one active (as opposed to retired), openly fore, this course will pay particular attention to the gay male athlete in any of the major men’s profes- ways that sexualities are shaped by sporting roles sional sports in the U.S., and while some female (e.g., athlete, coach, and fan) and social identities athletes have come out as lesbian during their such as gender, race, ethnicity, class, sexuality, age, careers, this number, too, is surprisingly low. and ability status. Despite Charles Barkley’s sentiment that he would “rather have a gay guy [on his team] who can play than a straight guy who can’t play,” homophobia and heterosexism in sport persists. This course utilizes an interdisciplinary lens to exam- ine the ways that ideas about sexuality shape and are shaped by the institution and culture of sport. By employing a critical sports perspective, this course will highlight the ways in which sexualities are reproduced, resisted, and transformed via sport and will also analyze the sexual politics embedded in U.S. sport culture. Acknowledging the diversity found among sport

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DIVISION: Upper PREREQUISITES: ENG 5, and one of the following: WGS 1, PSY 1, or SOC 2. Note: Students who do not meet the prerequisites may seek permission of the instructor. READING LIST: Eric Anderson, In the Game Pat Griffin,Strong Women, Deep Closets Course Reader containing various readings BASIS FOR FINAL GRADE: Quality of participation and leadership (10%); attendance at two Jan Term themed events (10%); four reflection papers (25%); ten reading quizzes (25%); final project and presentation (30%). COURSE FEE: $15 (Cost includes course reader and guest speakers.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM

102 UPPER DIVISION *JAN 154 on campus Mad Men / Mad Women: The Sixties and Sexual Revolution Denise Witzig | [email protected] The acclaimed television show Mad Men offers a tion of gender roles, and its dramatic and far-reach- glimpse of a seductively retro world, accessorized ing effects on the relationships between women by lounge culture glimpses into Madison Avenue and men. Looking through the retro lens of Mad circa1960, when ad execs were always white and Men, we’ll focus on how popular culture in the male, and the secretarial pool was the best place to ‘60s– novels, films and advertising - depicted those find a husband. This was before the ‘60s became shifts as contests between the consumer models of The Sixties, when gender, race and sex came into the Playboy bachelor and the Sexy Single Girl, when, political and cultural debate, but a revolution was in fact, the real revolution was taking place on a vast nevertheless underway, as white college-educated stage of class, racial and sexual politics, which women began to join the professional workforce, would influence our thinking about gender to this and the burgeoning Civil Rights movement forced a day. focus on race that ultimately also led to new conver- sations between Black women and men about gender roles, sex and work. These dramatic cultural shifts were facilitated by the introduction of the Pill, approved by the FDA in 1960 to aid in “family plan- ning”; by 1965, it was the most popular form of birth control in the country, for married and single women alike. This course will take a look at the early “moments” of the sexual revolution, its transforma-

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DIVISION: Upper COURSE FEE: $30 PREREQUISITES: (Cost includes course reader, films, class ENG 4 and 5 speakers and a possible field trip.) READING LIST: COURSE SCHEDULE: Ann Bannon, Odd Girl Out MTuThF, 12:00 - 2:35 PM Helen Gurley Brown, Sex and the Single Girl Ann Charters, The Portable Sixties Reader Jeffrey Escoffier, ed., Sexual Revolution Rona Jaffe, The Best of Everything Sloan Wilson, The Man in the Gray Flannel Suit Richard Yates, Revolutionary Road Selected readings BASIS FOR FINAL GRADE: Weekly reading analyses and responses (20%); media journal (25%); multimedia final project with class presentation (20%); comparative analysis (15%); quality of active class participation (20%).

103 UPPER DIVISION JAN 155 on campus Philosophy and the Scientific Revolution Joseph Zepeda | [email protected] This course examines the period known as the Scientific Revolution, with an eye towards the trans- formation of the philosophy of nature. We will read texts from great philosophers and scientists of the 17th century, and try to understand and evaluate their arguments on their own terms, as well as to understand them in their historical context. A central goal will be to investigate whether and to what extent the philosophical transformations of the period were necessitated by breakthroughs in empirical investigation of nature: i.e., to what extent the philosophical motivations of the Scientific Revo- lution actually played a role in its success. Each class session will be split into lecture and discussion sections: participation based on careful preparation of the readings is essential. Two structured in-class debates will be carried out by the students. The class requires both in-class essay writing and a final paper.

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DIVISION: Upper COURSE FEE: $10 PREREQUISITES: (Cost includes photocopies of course One of the following: BIO 2, BIO 10, HIST 2, readings.) HIST 5, INTEG 72, PHYS 3, PHYS 11, PHYS COURSE SCHEDULE: 40, PHYS 90, PHIL 5, PHIL 10, PHIL 11, SEM MTuThF, 12:00 - 2:35 PM 103, or SEM 122. READING LIST: Bacon, New Organon (selections), New Atlantis Harvey, On the Motion of the Heart and Blood in Animals Descartes, Discourse on Method and other selections Boyle, The Mechanical Hypothesis Newton, Principia (selections) Steven Shapin, The Scientific Revolution BASIS FOR FINAL GRADE: Active classroom participation (20%); two in-class debates, (10% each; 20%); short quizzes on readings (20%); in-class essay exam at mid-term (20%); final argumentative essay (20%).

104 DEPARTMENTAL lower division

105 UPPERDEPARTMENTAL DIVISION MATH 13 onlower campus division Math 13: Calculus with Elementary Functions I Jim Sauerberg | [email protected] A survey of polynomial, logarithmic and exponential functions, combined with differential calculus of functions of one variable, and mathematical reason- ing. The Math 13-14 calculus sequence is intended for students who need to strengthen their pre- calculus skills.

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DIVISION: Lower READING LIST: James Stewart, Calculus, Concepts and Context Ron Larsen, Precalculus BASIS FOR FINAL GRADE: Homework and Quizzes (30%); Attendance and Participation (10%); Two Midterms and a Final Exam (60%). COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: All

106 UPPERDEPARTMENTAL DIVISION MATH 14 onlower campus division Math 14: Calculus with Elementary Functions II Hans M de Moor | [email protected] This course is a continuation of Math 13: Calculus with Elementary Functions I. We will resume the study of differential calculus (derivatives) and its applications as we add trigonometric functions to our body of knowledge. We will begin the study of integral calculus (integration, anti-differentiation) and its applications. We will write out proofs of appropri- ate mathematical statements.

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DIVISION: Lower PREREQUISITES: Grade of B- or better in MATH 13: Calculus with Elementary Functions I READING LIST: James Stewart, Calculus, Concepts and Context Brooks/Larson, Precalculus: a Concise Course BASIS FOR FINAL GRADE: Homework (15%); Quizzes (15%); Weekly Exams (45%); Final Exam (30%); Gateway Quiz (P/NP). COURSE FEE: $5 (Cost includes photocopying.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: All.

107 DEPARTMENTAL upper division

108 UPPERDEPARTMENTAL DIVISION EDUC 119 onlowerupper campus divisiondivision EDUC 119 - Field Experience in Early Childhood Education: Child in the Family and Community Patricia Chambers | [email protected]

This class offers an opportunity to work with young address children’s needs and parental responsibili- children (third grade and below) in a school or other ties in making childcare choices is considered. A early childhood setting as an aide, coach, tutor, or final paper will synthesize reflections on your field teaching assistant. In addition to considerations you, experiences, observations, readings, and class as future teachers or parents and policy makers, will discussions. be facing, the course provides an introduction to the STUDENTS MUST ARRANGE THEIR OWN teaching and childcare professions and also satisfies PLACEMENT IN AN APPROPRIATE EARLY CHILD- the State of California Multiple Subject Credential HOOD SETTING; 15 HOURS PER WEEK (1/2 DAY) requirement for fieldwork before entering credential IS REQUIRED. The instructor will help you find a programs as well as the Child, Family, and Commu- suitable placement within the greater Bay Area to nity requirement for the Child Development Permit provide for mandatory attendance at seminars. required for working in early childhood settings. Placements must receive prior approval from the Observations of four additional early childhood instructor. settings (other than the student’s field placement) and bi-weekly on-campus seminars are required. Seminar discussions focus on your field experiences and future roles as parents, policy makers, and educators. How various programs such as Montes- sori, Play Based, Reggio Emilia, Waldorf, etc.,

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Daily participation in field placement, There are no prerequisites. Permission of supervisor evaluation, seminar attendance the instructor is required. In order to pre-en- and participation, written observations, roll in GaelXpress, please contact the reading summaries, journal summary, and instructor (925-631-4036; pchamber@ final paper. stmarys-ca.edu) during the first week of COURSE FEE: $10 October to make an appointment. After the (Cost includes class reader. Students must meeting, the instructor will send your name provide their own transportation to field to the registrar allowing you to pre-enroll. placement and observations and fingerprint- Without the interview, GaelXpress will tell ing expenses as required by placement.) you enrollment has failed. This does not COURSE SCHEDULE: TuTh, 2:45 - 5:20 PM mean the class is full, but that you have not (Plus field work in school every day) received approval yet. At the interview SPACES RESERVED FOR FRESHMEN: 5 meeting you will be given placement informa- tion/forms and instructor approval. READING LIST: Class Reader and the choice of one book from a list provided and/or approved by the professor.

109 UPPERDEPARTMENTAL DIVISION EDUC 121-01 onlowerupper campus divisiondivision Education Field Experience at Cambridge School Nancy Dulberg and Kathy O’Brien | [email protected] This course is open to sophomore and transfer these projects during a culmination event on the students enrolled in the Teachers for Tomorrow evening of the last Thursday of the term. As an Program, who have taken L&CS 121. It is a unique upper division course with an in-depth focus on opportunity to participate in the daily life of a local classroom teaching, this course entails a high level elementary school (K-5) as classroom tutors and of cognitive and affective functioning along with aides, working closely with a credentialed classroom maturity and responsibility. Taken as a cohort class, it teacher, in a linguistically diverse placement. Stu- is a transformative experience for students in the dents will be expected to spend a minimum of 20 Teachers for Tomorrow Program. Students are hours/week at Cambridge School in Concord, a Title I REQUIRED to attend an Orientation Meeting at 7:00 school with a majority population of Hispanic chil- p.m. on Tuesday, Oct 15.(Location TBA). dren. Each participant will have a field supervisor who will be asked to write an evaluation letter at the end of the placement attesting to the number of hours and the quality of each student’s participation. Students are required to attend seminars two after- noons per week, at Cambridge School. Students will be responsible for writing and submitting weekly journals in response to the assigned readings and field placement experiences. During the field experi- ence, students will develop projects that focus on an area of their personal interest, and will present

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DIVISION: Upper PREREQUISITES: L&CS 121 and sophomore standing in Teachers for Tomorrow program READING LIST: Course reading packet and one book of choice BASIS FOR FINAL GRADE: 40% for participation in your classroom place- ment, 16% for active participation in seminar, 24% for three weekly written assignments (5-6 pages, each), 12% final project presenta- tion and write-up, and 8% for written final exam. COURSE FEE: $5.00 (Cost includes Course reading packet, duplicating costs.) COURSE SCHEDULE: Seminars on campus TuTh, 1:00 - 3:00 PM (Cambridge School hours daily 8:00 AM - 2:30 PM)

110 LANGUAGE lower division

111 LOWERLANGUAGE DIVISION FRENCH 001 onlower campus division Accelerated Elementary French Jane Dilworth | [email protected] This course is for students with no prior knowledge of French. The class is designed to establish your confidence and comfort in speaking French in every- day situations, so that the next time you visit France (or any of the other 28 French-speaking countries, such as Belgium, Senegal, Ivory Coast, Luxembourg, Canada or Haiti), you will be able to order your own coffee and the local version of a croissant, and have simple conversations with French speakers. We will learn about a variety of useful topics in a very active way by engaging in classroom conversational activi- ties, watching videos, listening to music, and playing games. You will also develop elementary reading and writing skills. January Term offers you a unique opportunity to immerse yourself in another culture, and begin to understand it from the inside by speak- ing its language!

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DIVISION: Lower READING LIST: Manley, Smith, McMinn, and Prevost, HORIZONS (5th edition) textbook iLrn Printed Access Card BASIS FOR FINAL GRADE: Active participation (15%); homework (20%); short writing assignments (20%); quizzes (20%); oral presentation (5%); and final exam (20%). COURSE FEE: $10 (Cost includes activities and photocopying.) COURSE SCHEDULE: MTuThF, 8:45 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

112 LOWERLANGUAGE DIVISION GERMAN 001 onlower campus division Accelerated Elementary German Caralinda Lee | [email protected] Learning a new language can transform you! Learn uplifting learning environment you will develop your German this January and encounter the language abilities to communicate, comprehend, read, and and culture of inspiring thinkers and poets, artists write basic German using authentic materials and and composers as well as some of the world’s most the latest popular media from Germany, Austria, and important scientists, philosophers and inventors. Switzerland. By the end of Jan Term you will be German is a close relative of English and a language amazed at how much you’ve learned in such a short much easier to learn than you think. It is also the period of time and you will know enough to function language of Europe’s (and one of the world’s) pre- comfortably at an elementary level in a Ger- dominant economic and political forces – man-speaking environment. The course is designed Germany, a global leader in science, technology and for students with little or no prior knowledge of the environment and no less the home of German. Successful completion of this course will Rammstein, Gummi-Bears, Adidas, fairy tales and enable you to enroll in German 2. Christmas trees. Learning German will open new doors and future opportunities you may not have yet imagined for yourself, whether in the area of internships and employment, studying abroad, graduate study or travel. Moreover, learning German in January is immensely fun and engaging – just ask any former Jan Term German student! In an inspiring and

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DIVISION: Lower READING LIST: Robert DiDonato, Monica Clyde, Jacqueline Vansant, Deutsch Na Klar (6th edition) (reader) Workbook and Laboratory Manuals to accompany Deutsch Na Klar (corresponding readers) BASIS FOR FINAL GRADE: Chapter Tests (40%); Homework and other assignments (15%); Active classroom participation and evidence of preparation (10%); Final Exam, including a 5-minute oral project (35%). COURSE FEE: $10 (Cost includes photocopies, food, and prizes.) COURSE SCHEDULE: MTThF, 12-3 PM SPACES RESERVED FOR FRESHMEN: 10

113 LOWERLANGUAGE DIVISION ITALIAN 001 onlower campus division Accelerated Elementary Italian Irene Pasqualini | [email protected] Who has never dreamt of taking a trip to Italy? regional Italian identities? What are the culinary Eating good food, visiting artistic and historical traditions traveling from North to South? Can Italians cities, shopping in some of the most important from different areas always understand each other capitals of fashion, and enjoying the vibrant nightlife easily? How traditional or how international is Italy? of quaint little towns by the warm Mediterranean Do Italian people from different cities like each sea ... Take action and get ready for all of these other? Our answers will come from different con- experiences by learning Italian this Jan Term in a temporary medias - like movies, TV and newspapers, playful and engaging environment. If you are a but also from literature. This Jan term, stop thinking beginner with no previous exposure to Italian, this of Italians from an American perspective and get a course is for you. You will be able to understand closer look - you will be taught to think like a real Italian and communicate at an elementary level, in Italian! the present tense and in the past tense. You will learn enough vocabulary to survive in real-life situa- tions: introducing yourself and meeting new friends, ordering food in a café or in a restaurant, getting around like a local and telling about you and your life. This Jan Term is most importantly dedicated to discovering the many faces – or the metamorpho- ses- of Italians. Some of the questions that will be raised are about the differences among Italians and Italians. Is there one Italian culture or rather tens of

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DIVISION: Lower READING LIST: Graziana Lazzarino, Andrea Dini, and Maria Cristina Peccianti, Prego! An Invitation to Italian - (8th ed.) BASIS FOR FINAL GRADE: Class participation (15%); Chapter tests (25%); Homework (research) (25%); Home- work (assignments) (20%); Final exam (15%). COURSE FEE: $10 (Cost includes photocopies, prizes for games, food tasting.) COURSE SCHEDULE: MTuThF, 8:45 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

114 LOWERLANGUAGE DIVISION JAPANESE 001 onlower campus division Accelerated Elementary Japanese Naoko Uehara | [email protected] Explore the world. Experience the romance and communicate in Japanese. You will be able to read adventure of the most foreign of foreign languages. and write two Japanese alphabets (Hiragana and Get inspired by learning a language many Americans Katakana), as well as count numbers, introduce do not recognize, yet is vitally important for both the yourself, make phone calls, shop, ask and answer global economy and our pop culture: JAPANESE. directions and locations and order food and drinks. For fans of Anime, manga, games or martial arts, Class activities inspire a love of language and cul- have you dreamed of a new perspective on the ture, include watching animation films, snack tast- things you love? Go deeper. See strange squiggles ing, singing in Japanese, taking a field trip to a become an alphabet. Feel the distinct Japanese Japanese restaurant where we will order in Japa- eloquence, where sophisticated communication is nese, acting and filming your own skit and sharing purposefully vague, and where the word “no” exists awards with prizes at the end. Communicative ability but is rarely used. is the focus of the course. Imagine your sense of Each year we live in a more international society, the achievement, reading strange symbols and making change can make us more beautiful. International basic conversation in just one short month. Success- and cross-cultural experiences are strong catalysts ful completion of this course will allow for enroll- for change, metamorphoses in global perspective ment in Japanese 2 in the spring term. You will be and understanding of self. See yourself and what amazed to realize and feel inspired knowing that you you took for granted in a new way. Connect with can survive in Japan! the East, because whatever your major, Japan has something amazing for you. Elementary Japanese I provides the basic skills to

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DIVISION: Lower READING LIST: Y.M. Shimazu, Handy Katakana Workbook (Bonjinsha) Tsukuba Language Group, Situational Functional Japanese: Notes, Vol. I (Bonjinsha) Tsukuba Language Group, Situational Functional Japanese: Drills, Vol. I (Bonjinsha) BASIS FOR FINAL GRADE: Chapter exams (80%); small quizzes (5%); homework (10%); class participation – Attendance is required, absences lower the final grade (5%). COURSE FEE: $15 (Cost includes tasting samples, prizes for games, and video rental.) COURSE SCHEDULE: MTuThF, 8:45 - 11:50 AM

SPACES RESERVED FOR FRESHMEN: 10

115 LOWERLANGUAGE DIVISION MANDARIN 001 onlower campus division Accelerated Elementary in Vivian H. Zhang | [email protected] The course is specifically designed to introduce elementary Mandarin and aspects of Chinese cul- ture to students with no prior knowledge of the language, and who have not yet had the opportunity to study a non-European language. The focus will be on speaking and understanding everyday, real life situations through role-playing, games and musical activities that help create for students an experience of immersion into the Chinese culture. The course will begin with an introduction to cultural and historical information and the essential ele- ments of tonal language and writing. Students will also practice the pronunciation skills necessary for standard conversational Chinese. In addition, they will learn the basics of Chinese character writing, useful everyday expressions, conversational gram- mar, and the fundamental computer skills necessary for writing Pin Yin with MS Word.

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DIVISION: Lower READING LIST: LIU Xun, New Practical Chinese Reader (Textbook) LIU Xun, New Practical Chinese Reader (Workbook) Publisher: BEIJING LANGUAGE AND CULTURE UP BASIS FOR FINAL GRADE: Homework (15%); class participation (15%); quizzes (10%); midterm (30%); final exam (30%). COURSE SCHEDULE: MTuThF, 2:45-5:45pm SPACES RESERVED FOR FRESHMEN: 10

116 TRAVEL upper division

117 LOWERTRAVEL DIVISION *JAN 170 onupper campus division Poverty and Promise in the Brazilian Amazon Shawny Anderson and Jessee Wheeler | [email protected] Though the area along the Amazon River is one of the nity in the spring semester (2/11). Our group will study most beautiful regions in the Americas, it is also among the socioeconomics of the region as well as principles of the poorest. Our group will affiliate with a local social servant leadership during a series of REQUIRED over- service agency in Santarém, Brazil, called “Aguas.” Aguas night retreats in the fall semester (October 12-13, helps to teach young children about the value and vulner- November 9-10, and December 12-13). ability of the Amazon River and rain forest, while also providing educational, recreational, health, and nutrition TO LEARN MORE ABOUT SIMILAR PRIOR TRAVEL programs. Our time in the Amazon will involve great COURSES, PLEASE SEE THE CLASS BLOGS: personal challenges, as we will endure extreme heat and From Haiti (January 2013): http://smchaiti.blogspot.com humidity, intense manual labor, frustrating language From Tanzania (January 2012): http://smckilimanjaro.blogspot.com barriers, and minor physical ailments throughout our stay From Dominica (January 2011): http://smcdominica.blogspot.com there. We will be largely removed from the technological From Brazil (January 2010): http://smcamazon2010.blogspot.com/ landscape that surrounds us in the U.S., though we will From Brazil (January 2009): http://povertyandpromise.blogspot.com/ be participating in multimedia work as we produce course projects along with our service work. While in Brazil we will work almost every day on community development projects, language instruction, recreational programs for youth, ecological work, artistic endeavors, and some building and construction. The course itself will involve production of multimedia presentations about the people we encounter and about our own learning experi- ences as we travel and work. We will present some of these projects to the campus and surrounding commu-

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DIVISION: Upper in which we will complete our academic TRAVEL DATES: PREREQUISITES: seminar preparatory work, training in January 7-28 Upper division course in Communication, manual labor, review of first aid basics, DATES ON CAMPUS: Politics, Economics, Sociology, Anthropology, team-building exercises, and community January 6, January 29-February 1 Ethnic Studies, Women’s and Gender Studies maintenance practices; or History, or permission of the instructor l participate in all pre-course retreats; participate in all group activities on-site; INFORMATIONAL MEETINGS: l perform manual labor as required by our Attendance at one of these pre-registration hosts; informational meetings is mandatory for l produce multimedia documentary work; enrollment: l contribute to the maintenance of the 9/10, 4-5pm on-site community; 9/11, 4-5pm l keep a reflective journal on a daily basis; READING LIST: l finish all group work with their assigned Paulo Freire, Pedagogy of the Oppressed teams. William Easterley, The White Man’s Burden Each of these factors will be subject to Banerjee & Duflo, Poor Economics evaluation based on quality of contribution in Selected readings in documentary studies, each area. Amazon culture and history COURSE FEE: $3800 BASIS FOR FINAL GRADE: (Cost includes airfare, transportation, lodging, Students must: excursions (including a chartered boat trip up l participate in a series of overnight the Amazon) and most food on the trip.) on-campus retreats to prepare for the trip

118 LOWERTRAVEL DIVISION *JAN 171 onupper campus division The Impact and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs | [email protected] We are told that poor countries—often in sub-tropical will visit a variety of communities and representative regions—are disproportionately affected by climate sites for exploring the impacts, responses, and ethics of change. In this course, we will explore that assertion— climate change in Nicaragua, and we will engage in a and the kinds of ethical responses and debates about service-learning project during our time in Nicaragua to justice that climate change inspires—as we travel help us understand more concretely how we can collabo- through the historically fascinating, spectacularly beauti- rate on the creation of climate justice. ful, and deeply impoverished country of Nicaragua. Not In order to gain a more thorough understanding of these only will we get to know many Nicaraguans as we learn issues, we will spend several days living with rural farm- about the country’s history and culture, we will use the ers and their families, and we’ll learn about organic study of several classical and contemporary theories of farming on the bird-friendly Gaia Estate. Our adventure ethics and justice as a lens through which to examine the will even include a visit to a famous volcano and time on impact of climate change in the second-poorest country a gorgeous beach relaxing and reflecting on our experi- in the hemisphere. We will then explore the ways that ences. This course will undoubtedly change the way you Nicaraguans—as individuals, communities, businesses, see the world! If you are looking for the “road less non-profit organizations, and even governmentally—are traveled,” and for a course that will change your life, this responding to climate change, attending to and assessing is it! the ways that various approaches to justice and ethics are employed in those responses. In the process, we will learn about the impacts of climate change on areas such as agricultural production of Nicaraguan cash crops such as cacao and coffee, tourism, ecology, fishing and the coral reefs, food, housing, and indigenous peoples. We

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DIVISION: Upper INFORMATIONAL MEETINGS: COURSE FEE: $3,665 PREREQUISITES: Attendance at one of these pre-registration (Cost includes Cost is all-inclusive: R/T airfare Permission of the instructors is required for informational meetings is mandatory for from San Francisco, all in-country travel, all registration (in lieu of a specific department enrollment: room and board, honoraria for speakers, all and course number). Students enrolling 9/4, 5:30-7pm group activities, service-learning supplies, should, as a general rule, have had at least 9/5, 5:30-7pm and logistical support.) one class (or, potentially, a significant co- or 9/10, 5:30-7pm TRAVEL DATES: extra-curricular experience) related to one or 9/11, 5:30-7pm January 4 – January 31 more aspects of social in/justice, broadly READING LIST: understood (e.g., history, sociology, anthro- Michael J. Sandel, Justice: What’s the Right pology, politics, environmental science, or Thing to Do? economics—or some other social-science or Kenneth E. Morris, Unfinished Revolution: humanities coursework engaging questions Daniel Ortega and Nicaragua’s Struggle for of social justice—again, broadly understood). Liberation The expectation is that students will, in Packet of readings on climate change, as general, have college-level study or experi- selected by the professors ence related to issues of social justice (from BASIS FOR FINAL GRADE: diverse curricular backgrounds). English 4/ Book review/quiz due in Fall (25%); Book quiz Writing 1 and the first Collegiate Seminar due prior to departure (15%); Class Participa- course (“Greek Thought” or “Critical Strate- tion, including two meetings in the fall (20%); gies and Great Questions”) are expected as Two integrative projects/essays (20%); Final well. Group Project/Presentation (20%)

119 LOWERTRAVEL DIVISION *JAN 172 onupper campus division Cultural Photography in Myanmar and Singapore Carla Bossard | [email protected] This course will be a combination of the study of history will invest 15 days in Myanmar, learning about, experienc- and culture of Myanmar and Singapore and cultural pho- ing, and photographing attributes of Myanmar’s culture. tography. Cultural photography requires a combination A counterpoint to Myanmar’s ancient, Buddhist culture of good technique, art, and heart. To create great pho- is Singapore, a modern, vibrant nation that has melded tos that communicate attributes of a culture one must the diverse cultures of its populace: part Malay, part develop: a deep and growing familiarity with the cul- Indian, and part Chinese into a new dynamic Singaporean ture; technical expertise with one’s equipment; an aware- culture. Architecture, art, and food are still important in ness of precepts of good photography; an aesthetic modern Singaporean culture. However, while pagodas, sense that facilitates the photographer discerning and teak palaces, graceful rivers, bucolic villages, and verdant capturing his/her intention, be it beauty or other reality; forests spread horizontally across Myanmar’s landscapes, and an ability to capture the emotions of a moment in a in Singapore landscapes feature vertical architecture in picture that will last forever. fantastic, vibrant combinations of glass and steel. Its art Cultural photography will be applied by students in this and food display a fusion of influences resulting in syn- course to the ancient, diverse culture of Myanmar where ergistic delights to one’s eyes and taste. We will invest the beauty of the landscapes, and architecture, pulsing the second part of this course in examining and photo- color of dances and village markets is legendary. The graphing contemporary Singaporean culture with its well- kindness, warmth and welcoming hospitality of the Bur- planned residential new towns, architectural megaliths in mese people will enhance our encounters with its cul- the financial district, and treasured old neighborhoods all ture. Food too is part of culture, and the Burmese food set in a park like matrix of tropical foliage. we will enjoy is a delicious blend of the flavors of Mid- The best of our cultural photography we will share with the dle-eastern, Indian, and Chinese cuisines. The opportu- SMC community on the internet during the course and in nity to pictorially record this land of tradition as it begins an on-campus presentation when we return, enriched by first steps on the path to modernity is irresistible, so we our experiences and new cultural understanding.

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Midterm and final exam (25% each); 12 best Any college level course in anthropology, photographs (36%); 6 word images (descrip- sociology, history, religion, art, collegiate tive writings each 2 pages long) (14%). seminar 001 or permission of instructor. COURSE FEE: $3800 Instructor permission needed to enroll. (Cost includes everything except some food INFORMATIONAL MEETINGS: and visas and departure tax if any.) Attendance at one of these pre-registration TRAVEL DATES: January 8 to January 29 informational meetings is mandatory for DATES ON CAMPUS: January 6 and 7 enrollment: 9/10, 5:15pm 9/11, 6pm There will be two MANDATORY post-registra- tion meetings in the Fall of 2013 (TBA). READING LIST: Thomas Ang, Fundamentals of Photography Bruce Barnbaum, The Art of Photography Aung San Kyi, Freedom from Fear Amitav Ghosh, The Glass Palace Tharoor, Lim, Misra, A Monsoon Feast: Short Stories of Singaporean Culture

120 LOWERTRAVEL DIVISION JAN 173 onupper campus division An Intimate Exploration of Belize, Costa Rica, and Western Guatemala Margaret Field & Douglas Long | [email protected] In this course, we will take an in-depth and often in action; walk aerial bridges among troops of bellowing hands-on excursion into three nearby yet radically differ- howler monkeys, and boat along the crocodile-lined ent regions of Central America. The isthmus of Central canals of Tortuguero as we take an in-depth look at the America has among the highest diversity of organisms country’s environmental initiatives, its endangered and per area, yet its environmental and cultural identities are endemic wildlife, and its unique cultural identity. equally complex. The itinerary is built around three sub- jects: natural history, conservation, and culture; and how each has shaped and evolved with the land. Our explora- tions will take us to Belize, the El Peten region of Guate- mala, and Costa Rica. Travelling north-to-south, we will focus on the gradient of ancient and modern cultures as they relate to the changing ecosystems. In eastern Belize and western Guatemala, we’ll tour the Yaxha, Tikal, and the archeological ruins of the “Mayan Empire”. Staying on the world-renowned barrier reef of Belize, students will participate in biological field studies focused on marine wildlife. From mainland Belize, we’ll see a day in the life of modern Creole, Garifuna, and Mayan villages; and learn about community-based conservation initiatives. Our Costa Rica route provides an equally rich opportunity to study one of the earth’s great centers of geography and biodiversity. Students will traverse the country’s spectacular volcanic spine to observe geothermal activity

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DIVISION: Upper Victoria Schlesinger, Animals and Plants of PREREQUISITES: Students should have the Ancient Maya: A Guide completed at least one majors’ course in Readings from current journals biology or AP Biology with a score of 4 or BASIS FOR FINAL GRADE: better. Alternatively prerequisite coursework Pre-trip Quiz on Preparatory Material (5%), could be completed through environmental Term Paper due before leaving on an science, environmental studies with biology assigned topic (25%); three quizzes (15%) on 50, geology, and other coursework by material from reading, lecture, and tours; consent of the instructor. daily journal (20%); final exam (20%); quality INFORMATIONAL MEETINGS: of participation (15%) Attendance at one of these pre-registration COURSE FEE: $4550 informational meetings is mandatory for (Cost includes International and domestic enrollment: airfare, transportation within countries by bus 9/9, 7pm, BROH 114 and boat, lodging, daily breakfast and 9/10, 6pm, BROH 114 additional meals as outlined in the itinerary, 9/16, 7pm, BROH 114 entrance and conservation fees in all parks, READING LIST: specialty guides where needed, admission to Adrian Hepworth, Costa Rica: A Journey all mandatory activities.) through Nature TRAVEL DATES: Jan 1- Jan 26 Iain Stewart, Guatemala, Belize & Yucatan (Insight Guides)

121 LOWERTRAVEL DIVISION *JAN 174 onupper campus division Community Engagement in Sri Lanka: An Exploration of Tamil Women’s Voices Cynthia Ganote | [email protected] In Sri Lanka, a Civil War raged for thirty years, and it experiences, but will take special care to prioritize the ended as recently as 2009. In this course, students will voices of women, as they have often been unheard in travel to Mannar, Sri Lanka to study the political, social, public ways because of the limited opportunities for and economic context surrounding Sri Lanka’s protracted women in the public arena in Sri Lanka.) Civil War and the ethnic and religious conflicts that fueled We will stay in guest housing of the Christian Brothers in it. In order to more deeply understand what life during Mannar and its surrounding areas. For two summers in a years of civil war was like, we will conduct interviews row, Prof. Ganote has taught English to children in the De with Tamil women in the Northern region of Sri Lanka to La Salle Brothers’ schools in Sri Lanka, and this prelimi- study their use of social capital for survival. The concept nary research will help us hit the ground running on this of social capital refers to the resources to which we all research project. have access by virtue of our immersion in social net- works. Many women in the North had small children and/or elderly family members to try and protect while fleeing extreme danger (frequent bombings, shootings, etc.) in their homes, schools, and churches. Many women are still looking for family members who have either been “disappeared” or killed, whose bodies have not yet been found, while they are still raising children. In the course, we will study the ways in which Tamil women have used their social capital to survive the war, and ways in which they are leveraging it to rebuild their local communities. (Please note: In this study, we will cer- tainly not exclude the voices of men who have such

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DIVISION: Upper (40%). INFORMATIONAL MEETINGS: Attendance COURSE FEE: $3400 at one of these pre-registration informational (Cost includes all airfare, ground transporta- meetings is mandatory for enrollment: tion, room and board, miscellaneous 9/5/13, 3-4pm expenses.) 9/5/13, 4-5pm TRAVEL DATES: January 9-31 9/6/13, 2:30-3:30pm DATES ON CAMPUS: January 6-9 9/10/13, 6-7pm READING LIST: John Clifford Holt (ed.), The Sri Lanka Reader: History, Culture, Politics Gordon Weiss, The Cage: The Fight For Sri Lanka and the Last Days of the Tamil Tigers Manuka Wijesinghe, Monsoons & Potholes Laksiri Jayasuriya, Taking Social Development Seriously: The Experience of Sri Lanka BASIS FOR FINAL GRADE: Quality of active participation (20%); Quality of interview transcripts (20%); Ongoing writing assignments (including reflective journals) (20%); Quality of final project work

122 LOWERTRAVEL DIVISION JAN 175 onupper campus division Ireland, the “Terrible Beauty” Rosemary Graham and Tom McElligott | [email protected] In this course, the country of Ireland will be our class- the complicated Protestant-Catholic divide through art room, its texts our texts, its people our teachers. and dialogue. Along the Antrim Coast we’ll visit the We start in the West, amidst green fields, boggy soil, and sixty-one-million-year-old Giant’s Causeway, and Dunluce rocky crags, where rural people preserve the Irish lan- Castle, a 13th-century fortress. In the Boyne Valley, we’ll guage, music, and culture of the past. Kerry’s lakes, and enter Newgrange passage tomb, the oldest architectural small towns and villages will bring us into the heart of structure in the world, and visit the site of the decisive Irish country life. Local families will welcome us with a Battle of the Boyne. traditional Irish ceili on Saturday night. We’ll stay for mass In Dublin, a 21st-century city dating to the Viking inva- and a home-cooked meal the next day. In Cork we’ll visit sions of the 9th century, we’ll learn about the Easter Skibbereen, where the Famine hit hard, as well as 1916 Rising, retracing the footsteps of its leaders. At Michael Collins’ birthplace, a writers’ center on the Beara Kilmainham Gaol and Glasnevin Cemetery we’ll ponder Peninsula, and Cork City. their terrible fate. We’ll meet a priest dedicated to helping In the Gaeltachts, the Irish-speaking areas of Galway and the city’s outcasts. A day trip to Glendalough, a 6th the Aran Islands, we’ll witness—in a way no textbook century monastery in the Wicklow mountains, will reveal can convey—the determined effort of the Irish people to how Irish monks “saved civilization.” keep alive their ancestral roots. We’ll follow Saint Pat- Ireland the living classroom has much to teach us. Eager rick’s footsteps up the craggy path of Croagh Patrick. In students will not be disappointed. County Sligo, we’ll visit the six-thousand-year-old passage tombs of Carrowmore. In Donegal, we’ll climb Slieve League, where shepherds raise the sheep whose wool becomes Donegal tweed. In Derry and Belfast, we’ll meet people seeking to heal

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DIVISION: Upper Literary Companion for Readers pastry, porridge, fruit), and group lunches and PREREQUISITES: and Travelers. dinners for approximately half our total days.) ENG 4 and ENG 5. A class reader, including: William Butler Yeats, TRAVEL DATES: 1/5 - 2/1 “Easter 1916,” and other poems; William INFORMATIONAL MEETINGS: Trevor, “Of the Cloth” and “The Piano Tuners Attendance at one of these pre-registration Wives”; Colm Toibin, “The Pearl Fishers” and informational meetings is mandatory for “The Empty Family”; stories by James enrollment: Joyce, Frank O’Connor, Ann Enright, Roddy 9/5, 7pm Doyle, Claire Keegan, Fiona O’Rourke; 9/11, 5pm excerpts from Sinead McCoole, No Ordinary 9/12, 9pm Women: Irish Female Activists in the Mandatory Fall Preparation Meetings: Revolutionary Years 1900-1923. 10/30, 1-2:30pm BASIS FOR FINAL GRADE: 11/20, 1-2:30pm 3 or 4 (900-1200 word) papers (50%); 2 blog 12/4, 9-10pm entries (suggested length 500-700 words) READING LIST: (25%); Quality of participation and conduct Fergal Keane, “The Story of Ireland” (video) during trip (25%) Neil Hegarty, The Story of Ireland: A History COURSE FEE: $4300 of the irish People (Cost includes air and ground transportation; Tim Perry and Ian O’Leary, DK Eyewitness all entrance fees to museums and archeologi- Travel Guide: Ireland cal sites; all hotel accommodations including Susan Cahill, ed., For Love of Ireland: A full Irish breakfast (eggs, meat, cheese,

123 LOWERTRAVEL DIVISION JAN 176 onupper campus division Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour | [email protected] Ethiopia’s remarkable history, vibrant cultures, and natural tination will be the ancient city of Axum, whose king beauty are sources of pride to its people and assets to its adopted Christianity in the 4th century. The original Ark growing tourism industry. Ethiopia also faces tremen- of the Covenant is said to be housed here, guarded by a dous challenges due to poverty and unequal access to priest who permits nobody else to see it. Next we will healthcare. Our course will explore historical, cultural, see the stunning rock-hewn churches of Lalibela, dating and religious aspects of modern Ethiopian identity as to the 12th century. Later, we will travel to Bale Moun- well as major events and themes that shape Ethiopian tains National Park to view endemic wildlife, including life today. We will also work with several nonprofit monkeys and Ethiopian wolves, and dramatic montane organizations to learn how Ethiopians are addressing the scenery. urgent needs of underprivileged groups in their commu- nities and to consider how people from wealthy countries can best support humanitarian efforts in Ethiopia. We will start with several days of cultural acclimation in Addis Ababa. This is also where we will work with our community partners, organizations serving disad- vantaged children and women. In particular, we will partner with Hamlin Fistula Ethiopia, which provides free life-changing surgeries to women with obstetric fistula and trains midwives to prevent this devastating childbirth injury. We will take two four-day trips to other parts of Ethiopia to visit historical and natural attractions. Our first des-

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DIVISION: Upper Frank Lechner and John Boli, The Globaliza- PREREQUISITES: tion Reader (selections) ENG 5 or consent of instructor and other short selections. INFORMATIONAL MEETINGS: BASIS FOR FINAL GRADE: Attendance at one of these pre-registration Quality of participation (25%); four written informational meetings is mandatory for reflections (25%); two quizzes (25%); two enrollment: essays (25%) Thurs 9/5, 5:30-6:30pm COURSE FEE: $4385 Fri 9/6, 2:45-3:45pm (Cost includes international airfare and all Thurs 9/12, 5:30-6:30pm transportation, hotels, meals, bottled water, Fri 9/13, 4:00-5:00pm entrance fees, tour guides, and mandatory Thurs 9/19, 1:30-2:30pm travel insurance.) Fri 9/20, by appointment only. TRAVEL DATES: January 2 – January 28 Two post-registration meetings will be arranged. READING LIST: Catherine Hamlin, The Hospital by the River: A Story of Hope Philip Briggs, Ethiopia: The Bradt Travel Guide Paul Farmer, To Repair the World: Paul Farmer Speaks to the Next Generation (short selections)

124 LOWERTRAVEL DIVISION JAN 177 onupper campus division Ancient Athletics: Turkey and Greece Deane Anderson Lamont | [email protected] Sport occupies an undeniably serious place in modern us – their art, stadia, statues, sport equipment, writings, world culture. A select few sport events have even temples, and gymnasia – and come to appreciate the assumed the mantle of global festival with the most place of physical competition in this most important of exalted being the Olympic Games. The question of why ancient cultures. During this travel course we seek to sport and especially the quadrennial Olympiad celebra- bring to life events that occurred as many as 3000 years tion resonate so deeply with so many people will be at ago and by the time we depart we will have a response the core of this January Term travel course. To begin our to Homer’s question: “What greater glory attends a man, travel course we will go in search of the earliest records while he’s alive, than what he wins with his racing feet of and venues for Greek sport. At Troy we will read from and striving hands?” and understand why we modern the Iliad while gazing at the place where Homer por- humans are so drawn to sport and especially the Olympic trayed his athletes competing in Patroklos’ funeral Games. games. From Troy we travel to the Greek mainland to explore the archaeological sites of Olympia and moun- tainous Delphi, two of the most important sportive, cultural and religious centers in all of ancient Greece. We will walk and run where the great athletes of antiquity did the same and read Pindar’s records of their arete. We conclude our journey in Athens: the site of significant and lucrative athletic contests in antiquity, the finishing line of the mythic Marathon run, and home to the first modern Olympic Games in 1896 and host again in 2004. By the time we leave for home, we will have closely studied and walked amid the athletic “texts” the Greeks have left for

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Performance on quizzes (10) and examina- Signature of the instructor; Proof of a current tions (2) and the quality of a term paper (1); passport with required visa stamps daily preparation and participation while on INFORMATIONAL MEETINGS: site; submission of a daily travel diary. Attendance at one of these pre-registration COURSE FEE: $4000 informational meetings is mandatory for (Cost includes airfare to and from Europe and enrollment: from Istanbul to Athens, bus transportation 9/4, 3-4:30PM for the duration of our stay, hotels (double 9/11, 3-4:30PM occupancy), all breakfasts, and admission to Additional mandatory fall meetings in all archaeological sites and scheduled places October and November, times/locations TBA of interest.) TRAVEL DATES: January 11-23, 2014 READING LIST: Donald G. Kyle, Sport and Spectacle in the DATES ON CAMPUS: January 6-9, 27-30 Ancient World Stephen G. Miller, Arete: Greek Sports from Ancient Sources Directed readings in Homer’s Iliad and Odyssey

125 LOWERTRAVEL DIVISION *JAN 178 onupper campus division Rwanda: “Twahindutse beza” - We changed for good James Losi & Ryan M. Lamberton | [email protected] In 1994, the Rwandan Genocide resulted in the deaths of and urban areas of the country. Through a national park nearly one million people—nearly 10% of the population. excursion, we will experience Rwandan eco-tourism. Join Today, Rwanda is considered a rising society in sub-Saha- this class if you want a clear understanding of what it ran Africa, with an impressive 9.9% GDP, and growing means to create positive change individually and collec- public resources and support networks. In this course, tively. students will learn a global and holistic approach to development that addresses five areas: arts and culture, FOR MORE INFO ABOUT SMC RWANDA COURSES VISIT: education, environment, governance, and health and http://www.smcrwanda.blogspot.com human services. We will do this through pre-January studies and a three-week immersion in the life and culture of Rwanda. In Rwanda, we will examine how it is positively changing in the five areas of development. We will experience “Twahindutse beza,” a Kinyarwanda phrase meaning ‘We changed for good.’ We will learn, plan, and serve with organizations and government ministries that are working to achieve the development goals as set forth by the people of Rwanda. With elected officials, we will explore how government and civic participation are evolving. Service with Lasallian schools and learning from CARE initiatives will provide examples of international non-governmental organization work in development. Conversations with artists will enable us to see the role of the arts and culture in rural

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DIVISION: Upper READING LIST: trip; these will have differing costs depending PREREQUISITES: Patricia Crisafulli and Andrea Red- on each student’s medical insurance. .) ENG 5, Attendance at one pre-registration mond, Rwanda, Inc.: How a Devastated TRAVEL DATES: 1/9/2014 – 1/31/2014 Nation Became an Economic Model for the meeting: Signature of instructor, Completion DATES ON CAMPUS: 1/6, 1/7, 1/8 of at least one upper division course in Developing World communication, politics, economics, busi- Andrew Sumner and Michael A. Tribe, Inter- ness, sociology, or anthropology recom- national Development Studies: Theories and mended. Previous community service and/or Methods in Research and Practice leadership experience recommended. Speak Course Reader with instructors if you do not have the BASIS FOR FINAL GRADE: recommended experience. Three Pre-Trip Papers (3-4 pages each) (30%); INFORMATIONAL MEETINGS: Quality Preparation & Participation (15%); Attendance at one of these pre-registration Group Presentation (15%); In-Rwanda informational meetings is mandatory for Reaction Papers (15%); Final Integrative enrollment (location TBD): Paper (8-10 pages) (25%) 9/9 12:45pm-1:45pm or 4:00pm-5:00pm COURSE FEE: $4,980. 9/10 12:45pm-1:45pm or 4:00pm-5:00pm (Cost includes airfare, airport taxes, emer- 9/11 4:00pm-5:00pm gency health insurance, lodging, in-country 5 Mandatory Post-registration meetings: transportation, breakfasts and dinners, Sundays: 10/20, 10/27, 11/3, 11/10, & 11/17 entrance fees, local guides, safari, and (4:30pm-6:30pm, location TBD) reader. Students will also be required to have certain vaccinations and medications for the

126 LOWERTRAVEL DIVISION JAN 179 onupper campus division Martinique: Can One Be Wretched in “Paradise”? (Travel Course with a Literature Emphasis) Claude-Rhéal Malary | [email protected]

This course to Martinique and Dominica permits the atic nature of the proverbial ‘consumer’ relationship to exploration of a tension between Martinique’s paradisia- the Caribbean will be highlighted, even as we visit cal appearance and the not so readily discernible, yet beaches and partake of the most representative, and ‘real,’ ‘wretchedness’ (a term dear to Frantz Fanon) of delightful, cultural activities that Martinique and Dominica much of its citizenry. Students will appreciate for them- have to offer. A typical day may include a two-hour selves, through daily cultural activities and as much seminar-style discussion of assigned texts; an outing immersion as is permitted by the conditions, the Edenic (such as hiking to a volcano or a ‘boiling lake,’ a visit to a aspects of Martinique that have been mediated and bird sanctuary or a museum); and the preparation of a constructed for tourist and first-world consumption over meal (different ‘bungalows’ will take turns shopping and the centuries, all the while reading texts that belie Marti- preparing dinner). nique’s representation as a paradise by presenting the ‘wretched’ nature of the majority of Martinique’s inhabi- tants over the centuries. One of the purposes of the course is to shed some light into the geographical con- siderations and historical events (colonization, slavery, Haiti’s war of independence) that might account for the current political and social status of Martinique. Con- cepts such as ‘Décolonisation,’ ‘Postcolonial,’ ‘Négritude,’ and ‘Créolité’ will be defined and contrasted in the light of the works of Frantz Fanon and Patrick Chamoiseau. Furthermore, thanks to the books at hand, the problem-

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DIVISION: Upper theoretical/sociological texts) (25%); final PREREQUISITES: paper (theoretical and literary texts) (25%). French 11 or Spanish 11 or English 19 or Sem- COURSE FEE: $ 4,500 inar 1 (Greek Thought). (Cost includes round-trip airfare; inter-island INFORMATIONAL MEETINGS: catamaran fares; intra-island transportation; Attendance at one of these pre-registration cultural events museums; lodging; and informational meetings is mandatory for home-cooked meals.) enrollment: TRAVEL DATES: January 6th or 7th to 9/3, 4-5 pm February 1st or 2nd, 2014 9/10, 4-5 pm Post-registration mandatory meetings: 10/1, 4-5 pm; 11/5, 4-5 p.m. READING LIST: Frantz Fanon, The Wretched of the Earth Mimi Sheller, Consuming the Caribbean Andrea Stuart, Sugar in the Blood Joseph Zobel, Black-Shack Alley Patrick Chamoiseau, Texaco BASIS FOR FINAL GRADE: Quality of class participation (30%); participa- tion in cultural events (20%); first paper (on

127 LOWERTRAVEL DIVISION JAN 180 onupper campus division Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy | [email protected] The Utah/United States Film Festival was inaugurated in what extent do indies challenge the status quo? Students 1978 to lure filmmakers and tourists to Utah with retro- will also examine the mythic dimensions of film. From spectives and celebrity panels. Sundance Institute took January 16-26, students will attend the Sundance Film over in 1985 and transformed the festival into a show- Festival. All students interested in learning more about case for emerging artists. The box office success ofsex, independent film are welcome in this course. Students lies, and videotape in 1989 established the festival as the interested in screenwriting, directing, producing and/or premiere independent film marketplace, and in 1991, other filmmaking careers are especially encouraged to renamed the Sundance Film Festival, it became a magnet participate. for studio execs, distributors, and agents who charged into Park City to wine, dine, and sign new talent. This ongoing metamorphosis has distinguished Sundance as one of the top film festivals in the world. In 2013, 119 features selected from 4,044 submissions from 32 countries screened with over 45,000 people in atten- dance. Film purists argue that the Sundance marketplace has created “indie lite”: mainstream in drag. Others believe that Sundance has nourished a greater appetite for films that challenge the status quo. All agree that Sundance is the film lover’s ultimate rush. In this course, we will study the history of Sundance and its impact upon the evolution of independent film. What are the essential marks of an independent film? To what extent do indies form an alternative that is truly different? To

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Class blog posts, 12 pre-festival film reviews, ENG 4 and ENG 5 Objective Tests based on readings and research, myth and film paper, 15 final INFORMATIONAL MEETINGS: festival film reviews Attendance at one of the following pre-regis- tration informational meetings is mandatory COURSE FEE: $1,800 for enrollment: (Cost includes lodging, round-trip airfare, 9/11, 4pm airport shuttle service in Utah, guest speak- 9/11, 6:30pm ers, handouts, DVD rentals, group meals, film 9/12, 4pm tickets funds.) 9/12, 6:30pm TRAVEL DATES: January 16 - January 26 9/18, 4pm DATES ON CAMPUS: January 6 - 15; 9/18, 6:30pm January 27 - 30 Mandatory Meetings: October 9th (7-9 pm) December 4-5 (one on one with instructor by appointment). READING LIST: Lory Smith, Party in A Box Joseph Campbell, Power of Myth Dell deChant, The Sacred Santa Peter Biskind, Down and Dirty Pictures Various articles

128 LOWERTRAVEL DIVISION *JAN 181-01 onupper campus division Lasallian Service Internship I (LSI I) Brother Michael F. Murphy, FSC PhD | [email protected] The Lasallian Service Internship course - LSI - has been a purpose and direction of their own lives. It is for this tradition at Saint Mary’s College since 1985. Formerly reason that we say, “The course lasts a month… the called “Christian Service Internship,” its goal is to provide experience lasts a lifetime.” opportunities for students to engage in the Lasallian tradition of direct service to the poor. Each student enrolled in the LSI course spends the entire Jan Term volunteering with an organization that works with the underserved. Students choose where they would like to volunteer from a variety of types of service sites. During January 2013, students served at 11 differ- ent local, domestic, and international schools, youth programs, homeless shelters, daycare centers, social service agencies, and community centers. This year, we have expanded the program to include over 25 local, domestic, and international service sites for students to choose from. LSI epitomizes the concept that is this year’s theme Metamorphoses. Year after year students have returned from their month of service-learning affirming that the experience has truly been one of change: change in their preconceptions about poverty and the poor, change in their academic and firsthand knowledge of the Catholic Church’s lived response to that poverty, and change in the

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DIVISION: Upper Articles: tory travel insurance (where applicable).) PREREQUISITES: Philip Kennedy, “Four Stages of Spiritual TRAVEL DATES: Preliminary interview; Completion of applica- Growth in Helping the Poor,” “Fighting the Saturday, January 4 - Saturday, February 1, tion form; Two faculty recommendations; Stereotype Stigma,” “Liberation Theology” 2014 $100 materials fee BASIS FOR FINAL GRADE: DATES ON CAMPUS: See “informational INFORMATIONAL MEETINGS: Number of hours of direct service to the meetings”. 9/10, 9/11, 9/12: 7pm disadvantaged during January Term and All meetings will be held in the Mission and written evaluation of student’s performance Ministry Center Lounge. by their respective ministry site supervisors Mandatory Fall seminars: (40%); attendance and quality of participation 11/5, 11/12, 11/19, 12/3 in all five preliminary and concluding semi- nars (20%); daily journaling (10%); final READING LIST: reflection paper (25%) using the “ABC” Selections from: components (affective / behavioral / cogni- Kevin McKenna, A Concise Guide to Catholic tive) of deep reflection; exit interview with Social Teaching instructor of record to process student’s Robert Ellsberg (ed.), Modern Spiritual experience and evaluate the student’s Masters: Writings on Contemplation & performance on all of the above (5%). Compassion Ronald Rolheiser, The Holy Longing: The COURSE FEE: $200 + travel expenses to and Search for a Christian Spirituality from LSI sites (Cost includes course materials, journal, texts, food for seminar dinners, and manda-

129 LOWERTRAVEL DIVISION *JAN 181-02 onupper campus division Lasallian Service Internship II (LSI II) Brother Michael F. Murphy, FSC PhD | [email protected] The Lasallian Service Internship course - LSI - has been a by such students in their previous CSI experiences. It is tradition at Saint Mary’s College since 1985. Formerly designed to help students critically examine the under- called “Christian Service Internship,” its goal is to provide pinnings of structural poverty and injustice, and the opportunities for students to engage in the Lasallian Church’s response to those issues. tradition of direct service to the poor. LSI epitomizes the concept that is this year’s theme Each student enrolled in the LSI course spends the entire Metamorphoses. Year after year students have returned Jan Term volunteering with an organization that works from their month of service-learning affirming that the with the underserved. Students choose where they experience has truly been one of change: change in their would like to volunteer from a variety of types of service preconceptions about poverty and the poor, change in sites. During January 2013, students served at 11 differ- their academic and firsthand knowledge of the Catholic ent local, domestic, and international schools, youth Church’s lived response to that poverty, and change in the programs, homeless shelters, daycare centers, social purpose and direction of their own lives. It is for this service agencies, and community centers. This year, we reason that we say, “The course lasts a month… the have expanded the program to include over 25 local, experience lasts a lifetime.” domestic, and international service sites for students to choose from. The goal of the Lasallian Service Internship II is to engage reflectively in a follow-up experience of direct service to the disadvantaged. LSI II is designed for students who have previously taken a Christian Service Internship (CSI) Jan Term course, and is meant to be a deepening of the engagement and reflection undertaken

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DIVISION: Upper Charity and Truth components (affective / behavioral / cogni- PREREQUISITES: Preliminary interview; Paul Farmer, Pathologies of Power: Health, tive) of deep reflection; exit interview with Completion of application form; Two faculty Human Rights, and the New War on the Poor instructor of record to process student’s recommendations; $200 materials fee; Daniel G. Groody, Globalization, Spirituality, experience and evaluate the student’s Participation in a previous Christian Service and Justice: Navigating the Path to Peace performance on all of the above (5%). Internship Leo XIII. Encyclical Letter, Rerum Novarum: COURSE FEE: $200 + travel expenses to and On Capital and Labor INFORMATIONAL MEETINGS: from CSI sites The New American Bible Attendance at one of the following pre-regis- (Cost includes class materials, journal, texts, Henri J. M. Nouwen, Reaching Out: The tration informational meetings is mandatory food for seminar dinners, and mandatory Three Movements of the Spiritual Life for enrollment: travel insurance (where applicable).) Rebecca Todd Peters and Elizabeth L. 9/10, 7pm TRAVEL DATES: Saturday, January 4 - Satur- Hinson-Hasty, (eds.) To Do Justice: A Guide 9/11, 7pm day, February 1, 2014 for Progressive Christians 9/12, 7pm DATES ON CAMPUS: see “Informational BASIS FOR FINAL GRADE: All meetings will be held in the Mission and meetings”. Ministry Center Lounge. Number of hours of direct service to the disadvantaged during January Term and Mandatory Fall seminars: 11/5, 11/12, 11/19, written evaluation of student’s performance 12/3 by their respective ministry site supervisors READING LIST: (40%); attendance and quality of participation Selections from: in all five preliminary and concluding semi- Benedict XVI. Encyclical Letter, Caritas in nars (20%); daily journaling (10%); final Veritate: On Integral Human Development in reflection paper (25%) using the “ABC”

130 LOWERTRAVEL DIVISION JAN 182 onupper campus division ArchaeoAstronomy of the American Southwest Ron Olowin and Edward Boyda | [email protected] In the classroom and in the field, this course will explore people and with modern instruments. the cosmographic expression of the Chaco culture of the Our base for the field trip will be the Ghost Ranch American Southwest. At Chaco Canyon, in what is now retreat center near Abiquiu, New Mexico. We will northern New Mexico, the ancestral Pueblo people built a explore from there the canyons, deserts, and mountains monumental urban and ceremonial center in the years of northern New Mexico. We will also look to contempo- AD 950 to 1150. Then in the fifty years following, the set- rary artists’ efforts to come to terms with life in this tlements were largely sealed and abandoned. The harsh and beautiful land. reasons for the evacuation are still obscure. Today signifi- cant ruins remain of the Chaco town complexes, multi- IMAGES AND MORE DETAILS ARE AVAILABLE story buildings of hundreds of rooms that are aligned to ON OUR WEBSITE: http://www.archaeoastro.wordpress.com pivotal passages of the sun and moon. On a butte at the mouth of the canyon, the solstice sun and moon filter through jumbled rock slabs to illuminate a spiral petro- glyph and mark the passing of time. Other sites exhibit stone circles, planetaria drawn into the roofs of caves, petroglyphs, and shadowgraphs. Archaeoastronomy is both a study of the visible cosmos and an effort to understand different ways of conceiving the human relationship to it. We will begin with a histori- cal overview of Pueblo culture and proceed to astronomi- cal observation and visits to the important sites. At the cliff dwellings of Tsankawi we will calculate solar-lu- nar alignments with methods likely used by the Chaco

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: Signature of instructor. 3 weekly quizzes (30%); Journal (30%); Final paper (40%). INFORMATIONAL MEETINGS: Attendance at one of these pre-registration COURSE FEE: $1,925a informational meetings is mandatory for (Cost includes Travel (air and ground), enrollment: accommodation, and daily meals in New 9/5, 3pm Mexico.) 9/5, 6pm TRAVEL DATES: 1/11-1/25 9/13, 3pm DATES ON CAMPUS: 1/6-1/10, 1/27-1/31 READING LIST: Selections from: A. F. Aveni, ed., World ArchaeoAstronomy Evan Hadingham, Early Man and the Cosmos J. M. Malville and C. Putnam, Prehistoric Astronomy in the Southwest R. A. Williamson, Living the Sky: The Cosmos of the American Indian J. G. Monroe and R. A. Williamson, They Dance in the Sky: Native American Star Myths

131 LOWERTRAVEL DIVISION JAN 183 onupper campus division Encountering Christian Art: Italy & France Tom Poundstone | [email protected] What shape should a church have, and how should it be (Chartres, Bourges, Paris), the Italian Renaissance (Ghib- decorated? What symbols or scenes from the Bible erti and Brunelleschi) and High Renaissance (Michelan- would you feature, and how would you portray Jesus? gelo and Raphael), and the flowering of the Baroque in What do your answers to these questions say about your Rome (Caravaggio, Bernini, Borromini), besides days understanding of Jesus and theology? Attempting to spent studying art in places like Ravenna, Siena, and answer these questions will take us deep into the study Orvieto. of Christian art. Plus, in light of Cardinal Bergoglio’s decision to take the In this course we will study buildings, paintings, and name of Pope Francis, we will spend four nights in Assisi sculptures in Italy and France that artists over the centu- getting to know his namesake, Francis of Assisi. ries have created to embody their understanding of the Don’t mistake this course as merely a guided tour. A Christian faith. We’ll situate the works in various eras of thorough knowledge of the sites and texts will be art and architecture, ask what they reveal about how required on papers and examinations. In addition, each the artists understood the gospel, and consider the student will design her or his own review of the master- influence of these works on our understanding of the pieces of the Christian faith. Christian faith. We will go from studying the earliest Christian art in the catacombs to the radically new way of seeing ushered in by the impressionists and post-impressionists. Our primary texts will include some of the most famous churches and museums in the world: the Duomo and the Uffizi in Florence; St. Peter’s and the Vatican Museums in Rome; Notre Dame and the Louvre in Paris. Additional areas of study will be Gothic architecture in France

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DIVISION: Upper BASIS FOR FINAL GRADE: PREREQUISITES: One assigned paper and a few small projects a) Grade of B or higher in TRS 97; before we depart (15%); Regular preparation, b) Attendance at pre-registration meeting; quality of active daily participation, and c) Signature of instructor. special presentations (20%); Special project INFORMATIONAL MEETINGS: (25%); Final exam (40%). Attendance at one of these pre-registration COURSE FEE: $4,500 informational meetings is mandatory for (Cost includes airfare, transportation, enrollment: entrance fees, hotels, breakfasts, and some 9/11, 7pm group dinners, and insurance.) 9/12, 7pm TRAVEL DATES: 9/18, 7pm 1/5 - 1/31 READING LIST: Andre Vauchez, Francis of Assisi: The Life and Afterlife of a Medieval Saint; Philip Ball, Universe of Stone: Chartres Cathedral and the Invention of the Gothic; Raymond Brown, A Crucified Christ in Holy Week; John Drury, Painting the Word; Robert Scott, The Gothic Enterprise

132 LOWERTRAVEL DIVISION JAN 184 onupper campus division Mexico: Tradition and Modernity Alvaro Ramirez | [email protected] In this course, students will analyze the ways in tion and modernity on indigenous societies as well which Mexicans continue to maintain their national as the effects of the recent war on drugs on Mexico. and folk cultures in the face of modernity as they From 12:00 p.m. to 2:00 p.m. all students will attend travel to visit famous archeological sites such as language courses according to their level. Once a Teotihuacan, the colonial cities of Puebla and Taxco week students volunteer at a nearby school, where as well as the postmodern metropolis of Mexico they will work with indigenous children. With the City, where they will visit the Museums of Anthro- exception of two afternoon trips, excursions will pology, National History, and Frida Kahlo. The base take place on weekends. All students will be housed city is Cuernavaca where students will attend in pairs with Mexican families who provide room and classes at Universidad Internacional Monday through board. Four meetings scheduled prior to leaving on Friday from 10:00 am to 2:00 pm. During the first the trip are considered part of the course. two hours of each day, Prof. Ramírez will lead semi- nar-style discussions in English. We will discuss the works of authors who have defined various notions of Mexican identity in the late twentieth century, which have influenced profoundly how Mexicans see themselves in terms of culture and nationality, especially in relation to Americans and Europeans. Topics covered include race, class, and identity in the colonial and postcolonial era; modern Mexican identity in the post-NAFTA era, the impact of migra-

COURSE information

DIVISION: Upper Nestor García Canclini, Citizens and Consum- PREREQUISITES: ers: Globalization and Multicultural Conflicts Students who enroll in this course must be in Guillermo Bonfil Batalla,Mexico Profundo: good academic standing at the time of Reclaiming a Civilization enrollment. Not open to freshmen. BASIS FOR FINAL GRADE: INFORMATIONAL MEETINGS: Active Class Participation (10%); Quizzes Attendance at one of these pre-registration (5%); Daily Journal (20%); Midterm Exam informational meetings is mandatory for (20%); Final Exam (20%); Ten Page Term enrollment: Paper (25%). 9/4, 4:30pm COURSE FEE: $2150 9/11, 4:30pm (Cost includes Airfare, tuition fees, room and 9/18, 4:30pm board with Mexican family, excursions Mandatory post-registration meetings: (transportation, hotel room, and museum October 09, 4:30-6:00pm tickets).) October 30, 4:30-6:00 pm TRAVEL DATES: November 20, 4:30-6:00 pm January 3 - January 31 December 04, 4:30-6:00 pm DATES ON CAMPUS: READING LIST: October 09, 4:30-6:00 pm Roger Bartra, The Cage of Melancholy: October 30, 4:30-6:00 pm Identity and Metamorphosis in the Mexican November 20, 4:30-6:00 pm Character December 04, 4:30-6:00 pm Jorge Castañeda, Mañana Forever: Mexico and the Mexicans 133 LOWERTRAVEL DIVISION *JAN 185 onupper campus division Spain: A Study in Cultural Metamorphoses through History, Art and Architecture Frances M. Sweeney and Sara (Sally) Stampp | [email protected]

Metamorphoses in action! Few countries have tation comprises 20% of the course. In January, undergone change as comprehensive as Spain. students complete a travel-specific focused journal, Through an intensive orientation pre-travel course a thematic essay, and a final independent research and January travel to nine cities, we study the his- paper on a topic of their choice. Each of these is tory, art, and architecture of this beautiful and dra- begun prior to departure. For example, students may matic country. We will explore the question, “How choose a particular architectural style, or historical have Spain’s metamorphoses influenced Spanish figure, or painter or city. Students will synthesize identity?” We study how each cultural group has left their findings, and serve as the “expert” when we its mark on Spain and how traditions have evolved visit that site, presenting the information to the and exist today. Using what we experience, from group. In this way, students are not passive tourists, medieval castles to Granada’s Alhambra to Barcelo- but active researchers into the course questions, na’s modernist architecture, and from paintings of El and equally responsible for creating a vibrant and Greco to Picasso to Dali, we also explore psychologi- engaged class. cal concepts of cultural identity development and change. If Spain exemplifies metamorphoses, from what to what? And what is Spain today? The course requires a pre-travel orientation course to set a foundation for theme-related questions, and to cover travel protocols and preparation. This orien-

COURSE information

DIVISION: Upper READING LIST: TRAVEL DATES: PREREQUISITES: John Crow, Spain: The Root and the Flower January 4 through January 25 None required. Per the spirit of January Term, Michelin Guide, Spain we prefer that the course be open to a broad Packet of Readings (Ericksson psychological audience. We do expect students to have the theory on identity; articles on Spanish interest and ability to complete all the identity past and present; materials on expectations of the course. Spanish history, art, and architecture; contemporary articles on the state of Spain) INFORMATIONAL MEETINGS: Attendance at one of the following pre-regis- BASIS FOR FINAL GRADE: tration informational meetings is mandatory Orientation course (quizzes, presentations, for enrollment: participation) (20%); Focused journal entries 9/4, 3pm for each of the cities (20%); Research paper 9/9, 3pm (8-10 pages) (20%); Theme essay (8-10 9/10, 3pm pages) (20%); Quality of participation (travel conduct, travel on-site class discussions, Additionally, we have meetings every group leadership) (20%). Wednesday night, 6 - 8:30 p.m. This is a required component of the course; 20% of COURSE FEE: $4200 the grade is before we travel. Thus students (Cost includes all travel, lodging, breakfast should not sign up for this course if they each day, admission to daily museums, cannot make the orientation. architectural sites, and events, and at least one class group dinner.)

134 LOWERTRAVEL DIVISION JAN 186 onupper campus division The Web of Life on the Island of the Gods: Ecology, Magic, Religion & the Arts in Bali Kenneth Worthy | [email protected]

This course will study the nexus of nature and cul- Talks by local experts in religion, ecology, food, the ture in Bali, where the two realms overlap, mirror, arts, and shamanism will augment lectures and and infuse each other in intriguing ways to sustain readings. Performances, rituals, ceremonies, discus- people and their environments alike. Looking beyond sions with farmers, hikes through riparian corridors false images of paradise, we’ll survey the intercon- and agroecosystems, and a visit to Bali’s national nections emerging from Bali’s holistic metaphysics, park will ground our understandings. We’ll settle in manifest for instance in effigies of the goddess four locations: a rural educational retreat facility; Dewi Sri that punctuate the island’s famous rice Ubud, an artistic center; Pemuteran, a coastal vil- terraces; in religious beliefs about spirits animating lage; and the mountain village of Munduk, known for the landscape; in a sacred cave; in shadow puppet its performing arts and cocoa, coffee, and clove performances that bring daily experiences into plantations. As a service learning component, the conversation with ancient myths; and in complex class will contribute two days of work to the East irrigation works managed ingeniously by subaks, Bali Poverty Project. Participants must be willing and organizations overseen by priests. Magic mediates able to tolerate hot tropical weather and occasionally between people and nature in Bali, but we’ll learn uncomfortable conditions. how the island’s rapid yet inflected modernization is (incompletely) replacing the mysterious with modern science and economics. We’ll attend throughout to the challenges and opportunities created by tourism.

COURSE information

DIVISION: Upper Miguel Covarrubias: Island of Bali COURSE FEE: $3,800 PREREQUISITES: Fred B. Eiseman, Jr.: Bali: Sekala & Niskala, (Cost includes SFO-Bali round-trip airfare; Signature of instructor AND EITHER (a) volumes 1 & 2 lodging; nearly all meals; mandatory travel experience studying a foreign language or Tony Whitten, Roehayat Soeriaatmadja, insurance; workshop & guest speaker culture OR (b) significant prior international Suraya Afiff: The Ecology of Java and Bali honoraria and fees; performance entrance travel experience [selections] tickets; temple wear; a donation to a poverty Adrian Vickers: Bali: A Paradise Created NGO; ground transportation in Bali; retreat INFORMATIONAL MEETINGS: [selections] facilities.) Attendance at one of these pre-registration J. Stephen Lansing and William C. Clark: informational meetings is mandatory for TRAVEL DATES: 1/6–1/29 Priests and Programmers: Technologies of enrollment: DATES ON CAMPUS: Power in the Engineered Landscape of Bali Thu, 9/5, 5:15–7pm See mandatory Fall meeting dates. [selections] Sat, 9/7, 1:15–3pm I Wayan Dibia, Rucina Ballinger, Barbara Wed, 9/10, 5:15–7pm Anello: Balinese Dance, Drama & Music: A Post-enrollment meetings (all mandatory): Guide to the Performing Arts of Bali [selec- Thu, 10/3, 6–7:30pm tions] Sat, 10/12, 1–5pm BASIS FOR FINAL GRADE: Thu, 11/7, 6–7:30pm Midterm exam (20%); Frequency and quality Sat, 12/7, 1–5pm of attention and participation in all class activi- READING LIST: ties (30%); Journal and/or blog entries (30%); A Course Reader Final exam (20%) David Abram: “The Ecology of Magic”

135 QUARTER CREDIT lower division

136 LOWERQUARTER DIVISION CREDIT JAN 001-01 onlower campus division Beginning Guitar (3 SECTIONS) Mori Achen | [email protected] Beginning guitar introduces students to guitar per- formance through playing single note melodies, COURSE information melodies with added accompaniment, chords and chord progressions, and ensemble playing. Musical DIVISION: Lower styles include classical, folk, rock and blues. Student PREREQUISITES: Student must provide own guitar. must provide own guitar and have it available by the READING LIST: first class session. Weekly music provided by instructor. BASIS FOR FINAL GRADE: Attendance: 65%; Out of class practice: 10%; Individual improvement: 25%. COURSE FEE: $5 (Cost includes music copies.) COURSE SCHEDULE: Monday 7-10 pm; 2nd section Tuesday 7-10 pm; 3rd section Thursday 7-10 pm SPACES RESERVED FOR FRESHMEN: 5

JAN 002-01 Meditation for Beginners (TWO SECTIONS) Br. Camillus Chavez, FSC | [email protected] The Silva theory of meditation and its practice will COURSE information be explored to understand how the principles of DIVISION: Lower meditation induction, deepening, visualization, READING LIST: positive affirmation, and performance review can José Silva and Philip Mielle, The Silva Mind Control produce self improvement. Performance enhance- Method. ment exercises will be offered which students will BASIS FOR FINAL GRADE: be able to apply to their interest such as the follow- Attendance (40%); quizzes (30%); final paper (30%). This is a Pass / Fail course. ing: studies, sports, relationships, work, prayer and COURSE SCHEDULE: Tuesday and Thursday, two different wellness development through stress and anxiety sections -- morning at 9:15 AM, and afternoon at 1:00 PM. reduction. SPACES RESERVED FOR FRESHMEN: 8

137 LOWERQUARTER DIVISION CREDIT JAN 003 onlower campus division Peer Educator Training: Students Ending Sexual Violence at SMC Gillian Cutshaw | [email protected] Engaged peer educators are a powerful resource for COURSE information campus sexual assault prevention. They are aware of DIVISION: Lower campus culture, have credibility with other students, and READING LIST: know the best ways to reach their peers and inspire Jaclyn Friedman and Jessica Valenti, Yes Means Yes! change. Visions of Female Sexual Power and a World Without Rape In this class, students will be trained extensively on Other readings will be provided to students topics related to sexual assault outreach and prevention BASIS FOR FINAL GRADE: and will learn how to facilitate interactive presentations Attendance (10%); Completion of reading assignments to peers in classrooms and residence halls. Through (20%); Quality of participation (35%); Final Presentation training from the Coordinator of Sexual Assault Aware- (35%). ness, Outreach, and Education as well as campus and COURSE FEE: $10 community partners, students will have the opportunity (Cost includes photocopies of readings .) to be leaders who push the dialogue of gender based COURSE SCHEDULE: Tuesday and Thursday, 10am-12pm violence into mainstream campus life. At the completion SPACES RESERVED FOR FRESHMEN: 5 of the class, students will have the opportunity to become part of a peer education program through the Women’s Resource Center as members of an outreach team that is dedicated to ending gender based violence here at SMC.

JAN 004 Going Solo: Audition Monologue Preparation Reid Davis | [email protected] Students learn how to select and perform a profes- sional audition monologue. Focus on professional- COURSE information ism, audition techniques, creating strong and bold choices. May also be applied for a range of audition DIVISION: Lower and performance experiences. READING LIST: Declan Donellan, The Actor and The Target BASIS FOR FINAL GRADE: Quality of class participation (80%); final project (20%). COURSE SCHEDULE: TBD

138 LOWERQUARTER DIVISION CREDIT *JAN 005 onlower campus division The Art of Running Martin Kinsey | [email protected] The Art of Running fits the Jan Term theme of METAMORPHOSES. The goal of the class will be to teach the art of distance running by learning proper running technique; engaging in strength training to COURSE information adjust to this technique; improving one’s endurance and pace; and “transforming” into a fit state both DIVISION: Lower mentally and physically by the end of this course. READING LIST: Students will be required to run, strength train, John L. Parker Jr., Once a Runner BASIS FOR FINAL GRADE: stretch, mentally prepare, and engage in on campus Attendance (50%); Participation (25%); Skill application time trials as well as a possible off campus 5k/10k at (applying what we learn to training) (25%). the end of the course. As the university’s Track and COURSE SCHEDULE: Tuesday/Thursday, 10am-12p Cross Country head coach, students will learn about SPACES RESERVED FOR FRESHMEN: 5 my area of expertise. Per NCAA rules, no current SMC Cross Country or Track athletes may enroll in this course.

JAN 006 Experiential Cross-Cultural Learning John Knight | [email protected] Thinking about studying abroad? Want to make the COURSE information most of your experience in another culture? Like DIVISION: Lower games and learning about yourself? Then this course READING LIST: is for you. We will explore learning and coping strat- Provided by the instructor including: egies to help you get the most out of cross-cultural “Whose Fault? Why Values Matter” “Communication Across Cultures: What are They Trying to experiences. These are general skills applicable to Say” any culture. We will get a fuller understanding of our “Tales from the Peace Corps: Learning from Cultural own culture so we can better understand others. Encounters” BASIS FOR FINAL GRADE: Active participation (50%); journal of responses to reading and activities (50%). COURSE FEE: $5 (Cost includes cultural culinary treats.) COURSE SCHEDULE: W 10:00-12:00 (1/8;1/15/1/29); W 5:30pm-7:30pm (1/22) SPACES RESERVED FOR FRESHMEN: 15

139 LOWERQUARTER DIVISION CREDIT JAN 007 onlower campus division The Metamorphoses of Jazz Band Literature John Maltester | [email protected] The course will investigate the development (meta- morphoses) of big band jazz literature from the COURSE information 1930’s through present day. The class will form a jazz band to sight read literature from all eras with dis- DIVISION: Lower cussion about compositional and stylistic changes PREREQUISITES: Students should have basic instrumental skills on standard spanning these eras. Additional study of sight read- jazz band instruments but string and added woodwind ing skills, coupled with basic music theory for per- players will be accepted. No audition is required. formance, will be related to the music performed. READING LIST: Course will incorporate sight reading over sixty arrange- ments for jazz band by a variety of composers and arrangers. BASIS FOR FINAL GRADE: Active classroom participation (40%); music theory oral exam (10%); improvement of music sight reading skills as determined by a music performance exam (50%). COURSE SCHEDULE: Wednesday, 5:45 - 8:30 pm SPACES RESERVED FOR FRESHMEN: All.

JAN 008 Jazz by the Bay 2014 Victoria (Torbie) Phillips | [email protected] Celebrate the best in Bay Area jazz—discover the wealth of talented musicians and live jazz venues that San Francisco and the East Bay have to offer! Come with us to explore the groove of live jazz at a COURSE information variety of venues, including the following: Rasselas DIVISION: Lower Jazz Club, Savanna Jazz and Supper Club, Yoshi’s READING LIST: none Jazz Club, The Jazz School, Dogpatch Jazz Jam, the BASIS FOR FINAL GRADE: 7 Mile House jazz jam, and others. The grade will be based on attendance at three events and This is a quarter-credit activity course in which stu- on a one-page, single-spaced, typed journal reflection of dents are given the opportunity to listen to live jazz each event. at several venues around the Bay Area. Each student COURSE FEE: $100 (Cost includes cover fees at clubs and some food / is required to attend at least three of the events beverage.) planned and is encouraged to attend more as the COURSE SCHEDULE: Jazz events will be scheduled for budget allows. evenings and weekends, according to student availability SPACES RESERVED FOR FRESHMEN: 5

140 LOWERQUARTER DIVISION CREDIT JAN 009 onlower campus division Writing Workshop: Grammar for Academic Writing Dr. Victoria (Torbie) Phillips | [email protected] This course offers students small-group and individ- COURSE information ual instruction in strategies to improve their writing, DIVISION: Lower not only for work in their concurrent Jan Term PREREQUISITES: course, but also for their writing demands in the This course is open to all SMC students but is particularly upcoming semester. Instructional modules will be recommended for students who have taken ENG 3 or 4 in given in the following topics: establishing and sup- the fall. READING LIST: porting a thesis, playing with sentence types and Learning Express Builders: Writing Skills in 20 Minutes a structure for variety and interest, and recognizing Day common pitfalls in sentence boundaries and word- BASIS FOR FINAL GRADE: choice confusion. In-class questions and participation (30%); completion of writing assignments (30%); final exam (40%). COURSE FEE: $20 (Cost includes reader and food for last day.) COURSE SCHEDULE: Weds., 9:30-11:30 AM SPACES RESERVED FOR FRESHMEN: 5

JAN 010-01 Beginning Fencing (TWO SECTIONS) Carl Thelen | [email protected] Prepare yourself for the world of D’Artagnan, Zorro, and Captain Blood! In addition to the basics of COURSE modern Olympic fencing, this course will discuss information fencing in movies, history, and contemporary soci- DIVISION: Lower ety. BASIS FOR FINAL GRADE: Class participation, 1 online discussion assignment, online final test. COURSE FEE: $35 (Cost includes renting fencing equipment.) COURSE SCHEDULE: TuTh 9:45-11:45am AND TuTh 3-5pm

https://en.wikipedia.org/wiki/Foil_(fencing)

141 LOWERQUARTER DIVISION CREDIT JAN 011 onlower campus division Peer Leaders Addressing College Health Issues Irene Umipig | [email protected] This course is designed to challenge and expand COURSE information students’ beliefs and perceptions about health and DIVISION: Lower wellness through exercises in introspection and READING LIST: open discourse. The course will also provide stu- Written by Luoluo Hong, Edited by Jason Robertson, Julie dents with current information on a variety of health Catanzarite, and Lindsay Walker, Peer Health Education: Concepts and Content. San Diego, CA: University and wellness related topics including general well- Readers, 2011. ISBN: 978-1-60927-888-5 ness, alcohol and substance abuse, nutrition, eating Additional readings as assigned. disorders, and mental health. Students will be BASIS FOR FINAL GRADE: challenged to grow as leaders and educators in Attendance and participation (25%); Homework / Journal health promotion. Students will hone important assignments- 10 half page journal entries (10%); Participa- tion in campus programming/activities- attend 2 events basic listening, leadership, public speaking, and during jan term and relate to college health (20%); program planning skills. Midterm exam (10%); Final exam (10%); Final presenta- tion- develop a program for college students that pertains to a college health topic/issue (25%). COURSE SCHEDULE: TuTh, 2:00 – 4:00 PM SPACES RESERVED FOR FRESHMEN: 5

PERFA 071 Yoga Rosana Barragan | [email protected], [email protected] This course offers a combination of two types of Hatha Yoga: Integral and Ashtanga Vinyasa. Both types were created by yoga masters from India to COURSE information bring yoga to the West in the 20th Century. Integral is a gentle practice while Ashtanga is a more vigor- DIVISION: Lower ous practice. They both focus on the strengthening, READING LIST: stretching, cleansing, and centering of the body N/A BASIS FOR FINAL GRADE: while creating vitality, clarity, and a calmed state of Attendance (80%); Participation (20%). mind. The combination of the two will create a COURSE SCHEDULE: dynamic and peaceful environment for this class. Monday and Wednesday 10 am -12noon

142 LOWERQUARTER DIVISION CREDIT *PERFA 072 onlower campus division African Dance Paul “Pope” Ackah | [email protected] This course will offer instruction in West African dance technique, style, and choreography. Students will develop strength, flexibility, and coordination. Prior dance training is not necessary. Beginners are COURSE information welcome! DIVISION: Lower READING LIST: BASIS FOR FINAL GRADE: Quality of work in class (50%); attendance (50%). COURSE SCHEDULE: T Th 10-12 SPACES RESERVED FOR FRESHMEN: 5

PERFA 076 Beginning Ballet Elizebeth Randall | [email protected], [email protected] Beginning Ballet is designed to introduce the basic elements of the style to the non-dancer. This course starts with a barre warm-up, followed by traveling COURSE information and turning combinations, and ends with jumping and leaping. The class will be inviting and invigorat- DIVISION: Lower ing. READING LIST: Ballet vocabulary reference list BASIS FOR FINAL GRADE: Attendance (25%); improvement (25%); vocabulary quiz (25%); final (25%). COURSE SCHEDULE: T Th 10-12 SPACES RESERVED FOR FRESHMEN: 6

143 QUARTER CREDIT upper division

144 LOWERQUARTER DIVISION CREDIT *JAN 190 onupper campus division Inspiring Transformation Through the Four Temperaments COURSE information Elaina Rose Lovejoy | [email protected] DIVISION: Upper If you have been wondering why you have difficulty PREREQUISITES: getting along with certain people, then this course At least one course in Education, Psychology, Sociology, OR consent can help you solve that mystery. One of the ways of instructor. you can increase your understanding of why some READING LIST: Roy Wilkinson, The Temperaments in Education. relationships don’t work is by delving more deeply Additional materials provided by the instructor. into your personal strengths and limitations when BASIS FOR FINAL GRADE: communicating with yourself and others. Inspiring Active classroom participation (30%); assigned readings (30%); one, Transformation Through the Four Tempera- 5-page final paper (40%). ments offers you the opportunity for insight and COURSE SCHEDULE: Four Wednesdays: 1/8, 1/15, 1/29 (from renewal while exploring your academic, emotional, 1:00-5:00) and 1/22 (from 2:45-6:45). physical, social, spiritual, and career development SPACES RESERVED FOR FRESHMEN: 4 issues. During four Wednesday afternoon sessions, you will enhance your awareness of why your ability to interact with others is successful or not. Through entertaining and thought-provoking lectures, discus- sions, and group exercises, you will learn about the four temperaments (choleric, sanguine, phlegmatic and melancholic) as well as inspiring ways to work more synergistically with family members, friends, classmates, faculty, staff, and significant others. You will become better able to use your knowledge of the four temperaments to lift the veil clouding your future activities, relationships, and accomplish- ments, thereby transforming what has not been working for you into an expanded world of commu- nication possibilities.

145 LOWERQUARTER DIVISION CREDIT *JAN 191 onupper campus division The San Francisco Barbary Coast: A Gate to the Gold Rush Maria Grazia De Angelis Nelson | [email protected] COURSE information In the mid- to late-1800s, people from all over the DIVISION: Upper world were crossing borders to arrive in San Fran- READING LIST: cisco. The Barbary Coast, in the northwest corner of Course reader provided by instructor BASIS FOR FINAL GRADE: the city, was alive with people from all over the Active participation during field trips (50%); Test (40%); world. The streets were full of gambling and prosti- Reflections (10%). tution, as well as arts and music. COURSE FEE: $60 In this class, we will learn about the rich history of (Cost includes ride in a cable car, meal in a local restaurant, and exhibits.) San Francisco during this time and walk the trail of COURSE SCHEDULE: This class will meet only once, the the Barbary Coast, discovering some of the most third Saturday of the term (January 21st) from 9:30 a.m. interesting sites in the city. until 7:00 p.m. Part of the class will be on campus, and This class will meet once, the third Saturday of the part will be in San Francisco. term, January 21st. SPACES RESERVED FOR FRESHMEN: 6 We will meet in class at 9:30 a.m. for a lecture and to view a short documentary. Then we will take the BART into the city (lecture continues on the BART) and walk along the Barbary Coast trail, about 4 hours, rain or shine (please wear comfortable shoes). We will stop for lunch in one of the charac- teristic restaurants along the trail. After our trip to the city, we will return to SMC for discussion and reflections.

146 How to fold an Origami Crane

2. Turn the paper over to the 1. Start with a square white side. 3. Using the creases you have piece of paper, coloured Fold the paper in half, crease made, Bring the top 3 corners of side up. well and open, and then fold the model down to the bottom Fold in half and open. again in the other direction corner. Then fold in half the other Flatten model way.

4. Fold top triangular 5. Fold top of model aps into the centre downwards, crease well 7. Turn model over and and unfold and unfold 6. Open the uppermost ap of the model, bringing it repeat Steps 4-6 on the upwards and pressing the sides of the model other side. inwards at the same time. Flatten down, creasing well.

8. Fold top aps into 9. Repeat on other 10. Fold both ‘legs’ of 11. Inside Reverse Fold the centre. side. model up, crease very the “legs” along the well, then unfold. creases you just made.

Finished Crane

12. Inside Reverse Fold one side to make a head, then fold down the wings