jump_all | jump_back | jump_next | jump_random | fig_id | title | instructor | credits | extra | reserved | class1_subjectcourse | class1_title | class1_meeting | class1_ethnic | class1_gened | class1_breadth | class1_level | class1_honors | class1_credit | class1_classnumber | class2_subjectcourse | class2_title | class2_meeting | class2_ethnic | class2_gened | class2_breadth | class2_level | class2_honors | class2_credit | class2_classnumber | class3_subjectcourse | class3_title | class3_meeting | class3_ethnic | class3_gened | class3_breadth | class3_level | class3_honors | class3_credit | class3_classnumber | class4_subjectcourse | class4_title | class4_meeting | class4_ethnic | class4_gened | class4_breadth | class4_level | class4_honors | class4_credit | class4_classnumber | fig |
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all | previous | next | random | 1 | Altruism and Selfishness | Elliott Sober | 9 | for students in the College of Letters & Science Honors Program | Philosophy 104 | Altruism and Selfishness | LEC 1: TR 1:00–2:15 | Humanities or Social Science | Elementary | Honors Only | 3 | 73450 | Sociology 170 | Population Problems | LEC 1: TR 11:00–11:50 + DIS 312: W 12:05–12:55 | Ethnic Studies | Social Science | Elementary | 3 | 60735 | Anthropology 105 | Principles of Biological Anthropology | LEC 7: MW 1:20–2:10 + DIS 307: W 11:00–11:50 | Biological Science | Elementary | Honors Optional | 3 | 58105 | 2020fall01 | |||||||||||||||||
all | previous | next | random | 2 | Art and Artists: Foundations of Contemporary Practice Option 1 | Doug Rosenberg | 9 or 10 | Art 508 is optional for an additional credit (10 total) | for students advised by the School of Education | Art Department 108 | Foundations of Contemporary Art | LEC 1: no official day/time + DIS 301: T 8:50–9:40 | Humanities | Elementary | 3 | 51972 | Art Department 102 | Two-Dimensional Design | LAB 4: TR 11:00–1:30 | 3 | 71948 | Art Department 212 | Drawing Methods and Concepts | LAB 1: MW 1:45–4:15 | 3 | 51979 | Art Department 508 | Colloquium in Art / Visiting Artist Series | LEC 1: W 5:00–6:15 | 1 | 52128 | 2020fall02 | ||||||||||||||||||
all | previous | next | random | 3 | Art and Artists: Foundations of Contemporary Practice Option 2 | Doug Rosenberg | 9 or 10 | Art 508 is optional for an additional credit (10 total) | for students advised by the School of Education | Art Department 108 | Foundations of Contemporary Art | LEC 1: no official day/time + DIS 307: R 8:50–9:40 | Humanities | Elementary | 3 | 52088 | Art Department 102 | Two-Dimensional Design | LAB 2: MW 1:45–4:15 | 3 | 65448 | Art Department 212 | Drawing Methods and Concepts | LAB 3: TR 11:00–1:30 | 3 | 51981 | Art Department 508 | Colloquium in Art / Visiting Artist Series | LEC 1: W 5:00–6:15 | 1 | 52128 | 2020fall03 | ||||||||||||||||||
all | previous | next | random | 4 | Art and Ornament in Archaeology | Jonathan Mark Kenoyer | 9 | Anthropology 120 | Art and Archaeology | SEM 1: F 1:20–3:50 | Elementary | Honors Optional | 3 | 74208 | Geography 139 | Global Environmental Issues | LEC 1: no official day/time + DIS 307: no official day/time | Social Science | Elementary | 3 | 60569 | Art History 104 | The Art of Diversity: Race and Representation in the Art and Visual Culture of the United States | LEC 1: no official day/time + DIS 302: M 12:05–12:55 | Ethnic Studies | Humanities | Elementary | 3 | 75425 | 2020fall04 | ||||||||||||||||||||
all | previous | next | random | 5 | Autism in Society: Past, Present, and Future | Zhe (Gigi )An | 9 | Includes 25 hours of community-based learning outside the classroom. | Rehabilitation Psychology and Special Education 200 | Issues in Special Education | LEC 1: W 5:40–6:55 | 3 | 52556 | Rehabilitation Psychology and Special Education 300 | Individuals with Disabilities | LEC 1: no official day/time + FLD 301 | 3 | 52003 | Psychology 202 | Introduction to Psychology | LEC 2: TR 2:30–3:45 | Social Science | Elementary | 3 | 55211 | 2020fall05 | ||||||||||||||||||||||||
all | previous | next | random | 6 | Biology of Vision | Bikash Pattnaik | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Interdisciplinary Courses (L&S) 101 | Biology of Vision | SEM 1: MWF 9:55–10:45 | Biological Science | Elementary | 3 | 65560 | Psychology 202 | Introduction to Psychology | LEC 2: TR 2:30–3:45 | Social Science | Elementary | 3 | 55211 | Chemistry 103 | General Chemistry I | LEC 2: MWF 1:20–2:10 + DIS 325: MW 3:30–4:20 + LAB 625: T 11:00–2:00 | Physical Science | Elementary | 4 | 54667 | 2020fall06 | ||||||||||||||||||||
all | previous | next | random | 7 | Protest Literature | Sarah Wood | 9 | English 174 | Protest Literature | LEC 1: MW 2:30-3:45 | Literature | Elementary | 3 | 71174 | Afro-American Studies 231 | Introduction to Afro-American History | LEC 1: TR 9:55–10:45 + DIS 303: F 11:00–11:50 | Ethnic Studies | Social Science | Elementary | 3 | 70660 | Art History 104 | The Art of Diversity: Race and Representation in the Art and Visual Culture of the United States | LEC 1: no official day/time + DIS 311: R 11:00–11:50 | Ethnic Studies | Humanities | Elementary | 3 | 75447 | 2020fall07 | |||||||||||||||||||
all | previous | next | random | 8 | Classical Myth and Modern American Culture | Ron Harris | 10 | English 155 | Classical Myth and Modern Literature | LEC 1: MWF 1:20–2:10 | Literature | Elementary | 3 | 60360 | Integrated Liberal Studies 203 | Western Culture: Literature and the Arts I | LEC 1: MW 11:00–11:50 + DIS 306: F 11:00–11:50 | Literature | Elementary | 3 | 55015 | Latin 103 | Elementary Latin | LEC 3: MTWR 3:15–4:05 | Elementary | 4 | 74762 | 2020fall08 | ||||||||||||||||||||||
all | previous | next | random | 9 | We Are What We Eat: Food and Identity | Erika Anna | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Nutritional Sciences 377 | Cultural Aspects of Food and Nutrition | LEC 1: TR 9:30–10:45 | Ethnic Studies | Social Science | Elementary | 3 | 76040 | Nutritional Sciences 132 | Nutrition Today | LEC 4: MWF 9:55–10:45 + DIS 301: M 11:00-11:50 | Biological Science | Elementary | 3 | 77148 | Chemistry 103 | General Chemistry I | LEC 2: MWF 1:20–2:10 + DIS 339: TR 1:20–2:10 + LAB 639: W 5:40–8:40 | Physical Science | Elementary | 4 | 66955 | 2020fall09 | |||||||||||||||||||
all | previous | next | random | 10 | Diversity in Special Education | Carlyn Mueller | 10 | Includes 25 hours of community-based learning outside the classroom. | Rehabilitation Psychology and Special Education 200 | Issues in Special Education | LEC 2: T 2:25–5:25 | 3 | 69202 | Rehabilitation Psychology and Special Education 300 | Individuals with Disabilities | LEC 2: no official day/time + FLD 302 | 3 | 52004 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 319: R 2:25–3:15 | Ethnic Studies | Social Science | Elementary | 4 | 76141 | 2020fall10 | |||||||||||||||||||||||
all | previous | next | random | 11 | East Asian Food Cultures: Past and Present | Charles Kim | 9 | History Department 200 | East Asian Food Cultures | LEC 8: T 3:30–5:25 | Humanities or Social Science | Intermediate | 3 | 76157 | Asian Languages and Cultures 100 | Revolutionary Asia | LEC 1: MW 2:30–3:45 | Humanities | Elementary | 3 | 70230 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 30: TR 11:00–11:50 + DIS 330: W 5:40–6:30 | Ethnic Studies | Social Science | Elementary | 3 | 65002 | 2020fall11 | ||||||||||||||||||||
all | previous | next | random | 12 | Arts of Persuasion: Philosophy, Politics, and Poetry in South Asia | Jamal Jones | 10 | Asian Languages and Cultures 300 | Arts of Persuasion: Philosophy, Politics, and Poetry and South Asia | LEC 6: TR 4:00–5:15 | Humanities | Intermediate | 3 | 76729 | Asian Languages and Cultures 100 | Revolutionary Asia | LEC 1: MW 2:30–3:45 | Humanities | Elementary | 3 | 70230 | Political Science 140 | Introduction to International Relations | LEC 1: MW 4:00-5:15 + DIS 307: M 9:55-10:45 | Social Science | Elementary | 4 | 55401 | 2020fall12 | |||||||||||||||||||||
all | previous | next | random | 14 | Exploring Biology (Option 2) | Cara Theisen | 8 | Students must have received placement into Mathematics 112. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 302: M 2:25–4:20 | Biological Science | Elementary | 2 | 59993 | History of Science 132 | Bees, Trees, Germs, and Genes: A History of Biology | LEC 1: MW 1:20–2:10 + DIS 311: F 1:20–2:10 | Humanities or Social Science | Elementary | Honors Optional | 3 | 73655 | Mathematics 112 | Algebra | LEC 11: TRF 9:55–10:45 | Quantitative Reasoning Part A | Elementary | 3 | 71933 | 2020fall14 | |||||||||||||||||||
all | previous | next | random | 15 | Exploring Biology (Option 3) | Cara Theisen | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 303: M 2:25–4:20 | Biological Science | Elementary | 2 | 64676 | Anthropology 105 | Principles of Biological Anthropology | LEC 11: no official day/time + DIS 301: W 2:25–3:15 | Biological Science | Elementary | Honors Optional | 3 | 54501 | Chemistry 103 | General Chemistry I | LEC 1: MWF 11:00–11:50 + DIS 309: TR 11:00–11:50 + LAB 609: T 2:25–5:25 | Physical Science | Elementary | 4 | 54655 | 2020fall15 | |||||||||||||||||||
all | previous | next | random | 16 | Exploring Biology (Option 4) | Cara Theisen | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 304: M 2:25–4:20 | Biological Science | Elementary | 2 | 59994 | Interdisciplinary Courses (SOHE) 201 | Belonging, Purpose, and the Ecology of Human Happiness: EcoYou | LEC 1: no official day/time + DIS 307: F 1:20–2:10 | Social Science | Elementary | 3 | 69327 | Chemistry 103 | General Chemistry I | LEC 6: TR 2:30–3:45 + DIS 444: TR 9:55–10:45 + LAB 744: W 5:40–8:40 | Physical Science | Elementary | 4 | 58923 | 2020fall16 | ||||||||||||||||||||
all | previous | next | random | 17 | Exploring Biology (Option 5) | Cara Theisen | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 301: M 2:25–4:20 | Biological Science | Elementary | 2 | 59992 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: no official day/time + DIS 311: no official day/time | Natural Science | Elementary | 3 | 67086 | Chemistry 103 | General Chemistry I | LEC 5: MWF 8:50–9:40 + DIS 386: TR 9:55–10:45 + LAB 686: T 2:25–5:25 | Physical Science | Elementary | 4 | 54694 | 2020fall17 | ||||||||||||||||||||
all | previous | next | random | 18 | The Fabric of American Politics: Textiles as Political Expression | Marina Moskowitz | 11 | Design Studies 501 | The Fabric of American Politics | LEC 4: TR 1:00–2:15 | 3 | 75952 | History Department 102 | American History: Civil War Era to the Present | LEC 1: MWF 9:55–10:45 + DIS 306: W 12:05–12:55 | Social Science | Elementary | 4 | 68638 | Political Science 104 | Introduction to American Politics and Government | LEC 1: TR 9:30–10:45 + DIS 320: M 12:05–12:55 | Social Science | Elementary | Honors Optional | 4 | 72165 | 2020fall18 | ||||||||||||||||||||||
all | previous | next | random | 20 | Game Design | Krista-Lee Malone | 10 | Curriculum and Instruction 357 | Game Design I | SEM 1: TR 1:30–4:15 | Intermediate | 3 | 69244 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 303: M 12:05–12:55 | Ethnic Studies | Social Science | Elementary | 4 | 65431 | Communication Arts 200 | Introduction to Digital Communication | LEC 1: no official day/time + LAB 303: no official day/time | Humanities or Social Science | Elementary | 3 | 60714 | 2020fall20 | |||||||||||||||||||||
all | previous | next | random | 21 | Gandhi, King, Mandela: Nonviolence in the World | Mou Banerjee | 10 | History Department 200 | Gandhi, King, Mandela: Nonviolence in the World | LEC 6: T 1:20–3:15 | Humanities or Social Science | Intermediate | 3 | 75801 | Political Science 140 | Introduction to International Relations | LEC 1: MW 4:00–5:15 + DIS 303: R 5:40–6:30 | Social Science | Elementary | 4 | 55400 | Civil Society and Community Studies 125 | Community and Social Change | LEC 1: no official day/time | Social Science | Elementary | 3 | 69127 | 2020fall21 | |||||||||||||||||||||
all | previous | next | random | 22 | Global Biodiversity and the Sixth Mass Extinction | Daniel Young | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Entomology 375 | Biodiversity and the Sixth Extinction | LEC 1: R 9:00–10:45 | 2 | 64505 | Environmental Studies 201 | Insects and Human Culture | LEC 1: no official day/time | Biological Science | Elementary | Honors Optional | 3 | 54221 | Chemistry 103 | General Chemistry I | LEC 2: MWF 1:20–2:10 + DIS 333: TR 11:00–11:50 + LAB 633: T 2:25–5:25 | Physical Science | Elementary | 4 | 56054 | 2020fall22 | |||||||||||||||||||||
all | previous | next | random | 23 | Global Food Security: The Real Hunger Games | Jeri Barak | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Plant Pathology 311 | Global Food Security | LEC 1: M 12:05–2:10 + DIS 301: W 1:20–2:10 | Biological Science | Intermediate | 3 | 51388 | Botany 123 | Plants, Parasites, and People | LEC 1: M 11:00–11:50 + LAB 308: F 11:00–12:15 | Biological Science | Elementary | Honors Optional | 3 | 60048 | Chemistry 103 | General Chemistry I | LEC 4: TR 1:00–2:15 + DIS 376: WF 9:55–10:45 + LAB 676: W 5:40–8:40 | Physical Science | Elementary | 4 | 56465 | 2020fall23 | |||||||||||||||||||
all | previous | next | random | 24 | Global Poverty: Cross-Cultural Perspectives | Matthew Turner | 9 | Interdisciplinary Courses (L&S) 106 | Global Poverty: Cross-Cultural Perspectives | SEM 1: MW 2:30–3:45 | Social Science | Elementary | 3 | 66209 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 34: no official day/time + DIS 334: F 6:45–7:35 | Ethnic Studies | Social Science | Elementary | 3 | 60850 | Nutritional Sciences 203 | Introduction to Global Health | LEC 1: no official day/time | Social Science | Elementary | 3 | 51273 | 2020fall24 | ||||||||||||||||||||
all | previous | next | random | 25 | Global Reproductive Politics | Emily Callaci | 9 | History Department 200 | Reproductive Politics | LEC 1: M 1:20–3:15 | Humanities or Social Science | Intermediate | 3 | 71458 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: no official day/time + DIS 307: no official day/time | Natural Science | Elementary | 3 | 67082 | Sociology 170 | Population Problems | LEC 1: TR 11:00–11:50 + DIS 313: W 1:20–2:10 | Ethnic Studies | Social Science | Elementary | 3 | 60736 | 2020fall25 | ||||||||||||||||||||
all | previous | next | random | 26 | Globalism, World Regions, and Globalizing Education | Margaret Hawkins | 10 | Curriculum and Instruction 292 | Globalizing Education | SEM 1: MW 2:30–3:45 | Elementary | 3 | 73138 | International Studies 101 | Introduction to International Studies | LEC 1: no official day/time + DIS 303: R 2:25–3:15 | Social Science | Elementary | 4 | 59014 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 28: TR 9:55–10:45 + DIS 328: T 5:40–6:30 | Ethnic Studies | Social Science | Elementary | 3 | 58800 | 2020fall26 | |||||||||||||||||||||
all | previous | next | random | 27 | Healthcare and Engineering | Tracy Puccinelli | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | for “direct admit” students in the College of Engineering | Interdisciplinary Courses (Engineering) 170 | Design Practicum | LEC 2: R 11:00–11:50 + LAB 305: W 7:45–10:45 | 3 | 70698 | Chemistry 103 | General Chemistry I | LEC 3: MWF 3:30-4:20 + DIS 349: WF 12:05-12:55 + LAB 649: T 11:00–2:00 | Physical Science | Elementary | 4 | 54685 | Religious Studies 102 | Exploring Religion in Sickness and Health | LEC 1: no official day/time + DIS 306: F 11:00–11:50 | Humanities or Social Science | Elementary | 3 | 67644 | 2020fall27 | |||||||||||||||||||||
all | previous | next | random | 29 | Hispanic Literatures through the Perspective of Gender | Ksenija Bilbija | 9 | Choose a Spanish class. Spanish 226: Students must have received placement into Spanish 226 or completion of Spanish 204 or equivalent. Spanish 311: Placement into Spanish 311 or completion of Spanish 226 or equivalent. |
Spanish 224 | Introduction to Hispanic Literatures | LEC 2: MW 2:30–3:45 | Literature | Intermediate | Honors Optional | 3 | 59022 | Gender and Women’s Studies 102 | Gender, Women, and Society in Global Perspective | LEC 1: no official day/time + DIS 313: no official day/time | Social Science | Elementary | 3 | 72594 | Spanish 226 | Intermediate Language Practice with Emphasis on Writing | LEC 19: TR 11:00–12:15 | Advanced | 3 | 65078 | Spanish 311 | Advanced Language Practice | LEC 7: TR 9:30–10:45 | Advanced | Honors Optional | 3 | 64592 | 2020fall29 | |||||||||||||
all | previous | next | random | 30 | The History of Yoga | Gudrun Buhnemann | 10 | Asian Languages and Cultures 300 | Yoga: Ancient Philosophy, Modern Practice | LEC 2: TR 11:00–12:15 | Humanities | Intermediate | Honors Optional | 3 | 71505 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 19: no official day/time + DIS 319: F 5:40–6:30 | Ethnic Studies | Social Science | Elementary | 3 | 57873 | Philosophy 101 | Introduction to Philosophy | LEC 2: MWF 11:00–11:50 + DIS 324: T 8:50-9:40 | Humanities or Social Science | Elementary | 4 | 64671 | 2020fall30 | |||||||||||||||||||
all | previous | next | random | 31 | Social Media Texts | Ainehi Edoro | 11 | English 178 | Digital Media, Literature, and Culture | LEC 2: TR 11:00–12:15 | Literature | Elementary | Honors Optional | 3 | 71229 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 306: T 9:55–10:45 | Ethnic Studies | Social Science | Elementary | 4 | 76128 | Communication Arts 155 | Introduction to Digital Media Production | LEC 1: TR 1:00–2:15 + LAB 306: MW 12:00–1:25 | Elementary | 4 | 59962 | 2020fall31 | ||||||||||||||||||||
all | previous | next | random | 32 | How To Live? Art and Politics in the Everyday | Michael Peterson | 10 | Art Department 448 | How to Live? Art and Politics | LAB 2: TR 1:45–4:15 | 4 | 65315 | Interdisciplinary Courses (SOHE) 201 | Belonging, Purpose, and the Ecology of Human Happiness: EcoYou | LEC 1: no official day/time + DIS 303: F 12:05–12:55 | Social Science | Elementary | 3 | 64659 | Geography 139 | Global Environmental Issues | LEC 1: no official day/time + DIS 301: M 3:30–4:20 | Social Science | Elementary | 3 | 59665 | 2020fall32 | |||||||||||||||||||||||
all | previous | next | random | 33 | How We Get Free: Introduction to Black Women Writers | Brittney Edmonds | 10 | Afro-American Studies 222 | Introduction to Black Women Writers | LEC 1: TR 11:00–12:15 | Ethnic Studies | Literature | Elementary | 3 | 75137 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 314: W 8:50–9:40 | Ethnic Studies | Social Science | Elementary | 4 | 76136 | Civil Society and Community Studies 125 | Community and Social Change | LEC 1: no official day/time | Social Science | Elementary | 3 | 69127 | 2020fall33 | |||||||||||||||||||
all | previous | next | random | 34 | Human Memory, Big Data and The Digital Age | Mark Vareschi | 10 | Students must have satisfied the Quantitative Reasoning A requirement for Computer Sciences 200. | English 178 | Digital Media, Literature, and Culture | LEC 1: TR 9:30–10:45 | Literature | Elementary | Honors Optional | 3 | 69928 | Philosophy 101 | Introduction to Philosophy | LEC 1: MWF 9:55–10:45 + DIS 304: T 1:20–2:10 | Humanities or Social Science | Elementary | 4 | 64550 | Computer Sciences 200 | Programming I | LEC 4: no official day/time + LAB 346: T 2:30–3:45 | Quantitative Reasoning Part B | Natural Science | Elementary | 3 | 77928 | 2020fall34 | ||||||||||||||||||
all | previous | next | random | 35 | Internet and Society | Rebekah Willett | 10 | Students must have satisfied the Communication A requirement for Library and Information Studies 201. | Library and Information Studies 301 | Information Literacies in Online Spaces | LEC 1: TR 9:30–10:45 | Social Science | Elementary | 3 | 71805 | Communication Arts 346 | Critical Internet Studies | LEC 1: no official day/time + DIS 304: T 11:00–11:50 | Humanities | Intermediate | 3 | 59718 | Library and Information Studies 201 | The Information Society | LEC 1: no official day/time + DIS 306: F 11:00–11:50 | Communication Part B | Humanities or Social Science | Elementary | 4 | 58345 | 2020fall35 | |||||||||||||||||||
all | previous | next | random | 36 | Jerusalem: Holy City of Conflict and Desire | Rachel Brenner | 10 | Jewish Studies 231 | Jerusalem: Conflict & Desire | LEC 2: MWF 8:50–9:40 | Humanities | Elementary | 3 | 64680 | English 100 | Introduction to College Composition | LEC 51: TR 2:30–3:45 | Communication Part A | Elementary | 3 | 60440 | Political Science 140 | Introduction to International Relations | LEC 1: MW 4:00–5:15 + DIS 310: W 2:25–3:15 | Social Science | Elementary | 4 | 59932 | 2020fall36 | |||||||||||||||||||||
all | previous | next | random | 37 | Latinas/Latinos/Latinxs and the Law | Marla Ramírez | 10 | History Department 200 | Latinxs and the Law | LEC 7: T 3:30–5:25 | Humanities or Social Science | Intermediate | 3 | 75808 | Chicana/o and Latina/o Studies 201 | Introduction to Chicana/o & Latina/o Studies | LEC 3: MWF 12:05–12:55 | Ethnic Studies | Social Science | Elementary | 3 | 70128 | Legal Studies 131 | Criminal Justice in America | LEC 1: MW 2:30–3:45 + DIS 311: W 9:55-10:45 | Social Science | Elementary | 4 | 71419 | 2020fall37 | ||||||||||||||||||||
all | previous | next | random | 38 | Law and Disorder in Russia | Kathryn Hendley | 11 | Interdisciplinary Courses (L&S) 106 | Law and Disorder in Russia | SEM 2: MW 8:00–9:15 | Social Science | Elementary | 3 | 71967 | Political Science 120 | Politics around the World | LEC 1: no official day/time + DIS 305: R 6:45–7:35 | Social Science | Elementary | 4 | 65576 | Slavic (Slavic Languages) 101 | First Semester Russian | LEC 1: MTWRF 9:55–10:45 | Elementary | 4 | 55240 | 2020fall38 | ||||||||||||||||||||||
all | previous | next | random | 39 | Listening to Land: Indigenous Education, Language, and Foodways | Dan Cornelius, Claire Luby | 10 | Educational Policy Studies 150 | Land Education | LEC 7: TR 11:00–12:15 | Social Science | Elementary | 3 | 75403 | Environmental Studies 126 | Principles of Environmental Science | LEC 1: no official day/time + LAB 301: T 3:30–6:30 | Physical Science | Elementary | 4 | 72564 | American Indian Studies 301 | First Semester Ojibwe | LEC 1: MW 2:30–3:45 | Ethnic Studies | Humanities | Elementary | 3 | 75402 | 2020fall39 | ||||||||||||||||||||
all | previous | next | random | 40 | Living Digitally: A Cultural History of the Internet | Joseph Bowling | 9 | Students must have satisfied the Quantitative Reasoning A requirement for Computer Sciences 200. | English 178 | Digital Media, Literature, and Culture | LEC 3: TR 11:00–12:15 | Literature | Elementary | Honors Optional | 3 | 74512 | Computer Sciences 200 | Programming I | LEC 3: MWF 9:55–10:45 + LAB 334: T 2:30–3:45 | Quantitative Reasoning Part B | Natural Science | Elementary | 3 | 68849 | Art History 104 | The Art of Diversity: Race and Representation in the Art and Visual Culture of the United States | LEC 1: no official day/time + DIS 315: F 11:00–11:50 | Ethnic Studies | Humanities | Elementary | 3 | 75451 | 2020fall40 | |||||||||||||||||
all | previous | next | random | 41 | Make it Count: Measuring Physical Activity Behavior | Morgan Shields | 9 | Students must have received placement into Mathematics 112. | Kinesiology 112 | Make It Count: Measuring Physical Activity Behavior | LEC 1: MW 2:30–3:45 | 3 | 69507 | Mathematics 112 | Algebra | LEC 24: MWF 11:00–11:50 | Quantitative Reasoning Part A | Elementary | 3 | 71947 | English 100 | Introduction to College Composition | LEC 22: MWF 12:05–12:55 | Communication Part A | Elementary | 3 | 60415 | 2020fall41 | ||||||||||||||||||||||
all | previous | next | random | 43 | Natural Hazards of Weather | Gregory Tripoli | 8 | Atmospheric and Oceanic Sciences 141 | Natural Hazards of Weather | LEC 1: WF 1:20–2:10 + F 12:00–12:50 (weekly weather watch) | Physical Science | Elementary | 2 | 69300 | Environmental Studies 112 | Environmental Studies: The Social Perspective | LEC 1: MW 11:00–11:50 + DIS 301: M 1:20–2:10 | Social Science | Elementary | 3 | 67123 | Geoscience 140 | Natural Hazards and Disasters | LEC 1: no official day/time | Physical Science | Elementary | 3 | 67613 | 2020fall43 | |||||||||||||||||||||
all | previous | next | random | 44 | Nursing: Child Development (Option 1) | 8 | Includes 25 hours of community-based learning outside the classroom. | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: no official day/time + DIS 301: M 4:00–4:50 | Social Science | Elementary | 2 | 63779 | Rehabilitation Psychology and Special Education 300 | Individuals with Disabilities | LEC 2: no official day/time + FLD 302 | 3 | 52004 | Educational Psychology 320 | Human Development in Infancy and Childhood | LEC 2: TR 9:30–10:45 | Social Science | Intermediate | 3 | 64591 | 2020fall44 | ||||||||||||||||||||||
all | previous | next | random | 45 | Nursing: Diversity and Women's Studies (Option 2) | 9 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: no official day/time + DIS 305: M 5:00–5:50 | Social Science | Elementary | 2 | 63783 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 310: T 2:25–3:15 | Ethnic Studies | Social Science | Elementary | 4 | 76132 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: no official day/time + DIS 320: no official day/time | Natural Science | Elementary | 3 | 74877 | 2020fall45 | ||||||||||||||||||||
all | previous | next | random | 46 | Nursing: Equality in Healthcare (Option 3) | 9 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: no official day/time + DIS 303: M 4:00–4:50 | Social Science | Elementary | 2 | 63781 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 311: T 3:30–4:20 | Ethnic Studies | Social Science | Elementary | 4 | 76133 | Religious Studies 102 | Exploring Religion in Sickness and Health | LEC 1: no official day/time + DIS 312: R 3:30–4:20 | Humanities or Social Science | Elementary | 3 | 74909 | 2020fall46 | ||||||||||||||||||||
all | previous | next | random | 47 | Nursing: Global Health (Option 4) | 8 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: no official day/time + DIS 306: M 5:00–5:50 | Social Science | Elementary | 2 | 63784 | Nutritional Sciences 203 | Introduction to Global Health | LEC 1: TR 2:30–3:45 | Social Science | Elementary | 3 | 51273 | Sociology 170 | Population Problems | LEC 1: TR 11:00–11:50 + DIS 303: M 3:30–4:20 | Ethnic Studies | Social Science | Elementary | 3 | 60726 | 2020fall47 | ||||||||||||||||||||
all | previous | next | random | 48 | Nursing: Inclusive Communication (Option 5) | 9 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: no official day/time + DIS 302: M 4:00–4:50 | Social Science | Elementary | 2 | 63780 | English 100 | Introduction to College Composition | LEC 44: TR 9:30–10:45 | Communication Part A | Elementary | 3 | 60433 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 320: R 3:30–4:20 | Ethnic Studies | Social Science | Elementary | 4 | 76142 | 2020fall48 | ||||||||||||||||||||
all | previous | next | random | 49 | Observation and Discovery: How Astronomy Shapes our Worldview | James Lattis | 9 | Students must have satisfied the Quantitative Reasoning A requirement for Astronomy 103. | Interdisciplinary Courses (L&S) 107 | How Astronomy Shapes our Worldview | SEM 1: TR 2:30–3:45 | Social Science or Natural Science | Elementary | 3 | 71968 | Astronomy 103 | The Evolving Universe: Stars, Galaxies, and Cosmology | LEC 1: no official day/time + DIS 306: no official day/time | Quantitative Reasoning Part B | Physical Science | Elementary | Honors Optional | 3 | 55701 | History of Science 201 | The Origins of Scientific Thought | LEC 1: no official day/time + DIS 303: W 2:25–3:15 | Humanities | Elementary | Honors Optional | 3 | 68745 | 2020fall49 | |||||||||||||||||
all | previous | next | random | 50 | Perspectives on Medicine and Healing | Jim McKeown | 10 or 11 | Choose Chemistry 103 or 109. Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103, or satisfied the Quantitative Reasoning A requirement for Chemistry 109. |
for students in the College of Letters & Science Honors Program | Classics 373 | Ancient Medicine | LEC 1: TR 9:30–10:45 | Humanities | Intermediate | Honors Only | 3 | 59250 | Religious Studies 102 | Exploring Religion in Sickness and Health | LEC 1: no official day/time + DIS 311: R 2:25–3:15 | Humanities or Social Science | Elementary | 3 | 74908 | Chemistry 103 | General Chemistry I | LEC 5: MWF 8:50-9:40 + DIS 396: TR 4:35-5:25 + LAB 696: F 11:00–2:00 | Physical Science | Elementary | 4 | 57614 | Chemistry 109 | Advanced Chemistry | LEC 2: MWF 2:25–3:15 + DIS 545: R 11:00–11:50 + LAB 845: T 2:25–5:25 | Quantitative Reasoning Part B | Physical Science | Elementary | 5 | 56439 | 2020fall50 | ||||||||||
all | previous | next | random | 51 | Pharmacy and You (Option 1) | Denise Walbrandt Pigarelli, Michael Pitterle, Amy Zwaska | 8 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. Please meet in 1116 Rennebohm Hall on the first day of the “Exploring Pharmacy I” (Pharmacy 125) class. |
Pharmacy 125 | Exploring Pharmacy I | SEM 1: F 8:35–10:30 | 2 | 67635 | Chemistry 103 | General Chemistry I | LEC 2: MWF 1:20–2:10 + DIS 335: TR 11:00–11:50 + LAB 635: R 2:25–5:25 | Physical Science | Elementary | 4 | 56055 | Pharmacy Practice 305 | Consumer Self-Care and Over-the-Counter Drugs | LEC 1: T 2:40–4:30 | 2 | 64020 | 2020fall51 | ||||||||||||||||||||||||
all | previous | next | random | 52 | Pharmacy and You (Option 2) | Denise Walbrandt Pigarelli, Michael Pitterle, Amy Zwaska | 8 or 9 | Choose Chemistry 103 or 109. Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103, or satisfied the Quantitative Reasoning A requirement for Chemistry 109. Please meet in 1116 Rennebohm Hall on the first day of the “Exploring Pharmacy I” (Pharmacy 125) class. |
Pharmacy 125 | Exploring Pharmacy I | SEM 2: F 8:35–10:30 | 2 | 67636 | Chemistry 103 | General Chemistry I | LEC 4: TR 1:00–2:15 + DIS 374: WF 11:00–11:50 + LAB 674: M 5:40–8:40 | Physical Science | Elementary | 4 | 56463 | Chemistry 109 | Advanced Chemistry | LEC 2: MWF 2:25–3:15 + DIS 548: R 12:05–12:55 + LAB 848: R 2:25–5:25 | Quantitative Reasoning Part B | Physical Science | Elementary | 5 | 54726 | Pharmacy Practice 305 | Consumer Self-Care and Over-the-Counter Drugs | LEC 1: T 2:40–4:30 | 2 | 64020 | 2020fall52 | ||||||||||||||||
all | previous | next | random | 53 | The Physiology of Human Performance | Gary Diffee | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Kinesiology 115 | Physiology of Human Performance | LEC 1: TR 9:30–10:45 | Elementary | 3 | 52646 | Chemistry 103 | General Chemistry I | LEC 3: MWF 3:30–4:20 + DIS 352: WF 9:55–10:45 + LAB 652: R 11:00–2:00 | Physical Science | Elementary | 4 | 54688 | Kinesiology 119 | Introduction to Kinesiology | LEC 2: TR 2:25–3:15 | 2 | 77523 | 2020fall53 | |||||||||||||||||||||||
all | previous | next | random | 54 | Plants and Human Well-being | Irwin Goldman | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. | Horticulture 350 | Plants and Human Wellbeing | LEC 1: no official day/time | Elementary | 2 | 64919 | Horticulture 375 | DISCUSSION SECTION of Plants and Human Wellbeing | LEC 1: no official day/time | Elementary | 1 | 65698 | Chemistry 103 | General Chemistry I | LEC 1: MWF 11:00–11:50 + DIS 310: TR 12:05–12:55 + LAB 610: T 2:25–5:25 | Physical Science | Elementary | 4 | 54656 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 29: no official day/time + DIS 329: M 6:45 pm–7:35 pm | Ethnic Studies | Social Science | Elementary | 3 | 65001 | 2020fall54 | ||||||||||||||
all | previous | next | random | 55 | The Queer 20th Century | Finn Enke | 10 | History Department 275 | The Queer 20th Century | LEC 1: W 11:00–12:55 | Humanities or Social Science | Intermediate | Honors Optional | 3 | 74421 | Gender and Women’s Studies 200 | Introduction to Lesbian, Gay, Bisexual, Transgender and Queer+ Studies | LEC 1: TR 2:30–3:45 + DIS 302: M 11:00–11:50 | Ethnic Studies | Humanities or Social Science | Elementary | 4 | 67331 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 16: no official day/time + DIS 316: R 5:40–6:30 | Ethnic Studies | Social Science | Elementary | 3 | 58993 | 2020fall55 | ||||||||||||||||||
all | previous | next | random | 56 | Race, Ethnicity, and Inequality in American Education | Linn Posey-Maddox | 10 | Educational Policy Studies 200 | Race, Ethnicity, and Inequality in American Education | LEC 1: TR 2:30–3:45 | Ethnic Studies | Intermediate | 3 | 68791 | English 100 | Introduction to College Composition | LEC 23: MWF 12:05–12:55 | Communication Part A | Elementary | 3 | 60416 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 308: T 12:05–12:55 | Ethnic Studies | Social Science | Elementary | 4 | 76130 | 2020fall56 | ||||||||||||||||||||
all | previous | next | random | 57 | Rainforests and Coral Reefs | Catherine Woodward | 10 or 11 | Students must have satisfied the equivalent of Mathematics 112 requirement for Chemistry 103. Choose a Spanish class. Spanish 203: Students must have received placement into Spanish 203. Spanish 204: Placement into Spanish 204. Spanish 226: Placement into Spanish 226 or completion of Spanish 204 or equivalent. Spanish 311: Placement into Spanish 311 or completion of Spanish 226 or equivalent. |
Botany 265 | Rainforests and Coral Reefs | LEC 1: TR 9:30–10:45 | Biological Science | Elementary | 3 | 65689 | Chemistry 103 | General Chemistry I | LEC 6: TR 2:30–3:45 + DIS 451: MW 11:00–11:50 + LAB 751: W 2:25–5:25 | Physical Science | Elementary | 4 | 59248 | Spanish 203, 204, 226, or 311 | Third Semester Spanish, Fourth Semester Spanish, Intermediate Language Practice, or Advanced Language Practice |
MTWR 1:20–2:10 or MWF 1:20-2:10 | Intermediate or Advanced | 3 or 4 | 55268, 57130, 58229, 55487 | 2020fall57 | |||||||||||||||||||||
all | previous | next | random | 58 | Religion and the Media | Susan B. Ridgely | 10 | Students must have satisfied the Communication A requirement for Journalism and Mass Communication 201. | Religious Studies 200 | Religion and the Media | LEC 1: TR 11:00–12:15 | Humanities | Elementary | 3 | 71461 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 20: no official day/time + DIS 320: M 5:40–6:30 | Ethnic Studies | Social Science | Elementary | 3 | 59824 | Journalism and Mass Communication 201 | Introduction to Mass Communication | LEC 1: MWF 9:55–10:45 + DIS 309: T 2:30–3:45 | Communication Part B | Social Science | Elementary | Honors Optional | 4 | 55461 | 2020fall58 | |||||||||||||||||
all | previous | next | random | 59 | Security, Information, and Terror | Russ Castronovo | 10 | English 175 | Literature and the Other Disciplines | LEC 1: TR 9:30–10:45 | Literature | Elementary | 3 | 74528 | Science and Technology Studies 201 | Where Science Meets Society | LEC 1: TR 11:00–12:15 | Humanities or Social Science | Intermediate | 3 | 72163 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: no official day/time + DIS 318: R 1:20–2:10 | Ethnic Studies | Social Science | Elementary | 4 | 76140 | 2020fall59 | ||||||||||||||||||||
all | previous | next | random | 60 | Shakespeare and Film | Karen Britland | 10 | English 176 | Topics in Literature and Film | LEC 2: TR 2:30–3:45 | Literature | Elementary | 3 | 71003 | Folklore Program 100 | Introduction to Folklore | LEC 1: no official day/time + DIS 301: F 9:55–10:45 | Ethnic Studies | Humanities | Elementary | 3 | 66746 | History Department 119 | Europe and the World, 1400-1815 | LEC 1: TR 11:00–12:15 + DIS 304: F 1:20–2:10 | Humanities or Social Science | Elementary | 4 | 70692 | 2020fall60 | ||||||||||||||||||||
all | previous | next | random | 61 | Sustainability and Engineering | Katie Kalscheur | 11 | Students must have received placement into Mathematics 171. | for “direct admit” students in the College of Engineering | Interdisciplinary Courses (Engineering) 170 | Design Practicum | LEC 2: R 11:00–11:50 + LAB 301: T 7:45–10:45 | 3 | 70694 | Mathematics 171 | Calculus with Algebra and Trigonometry | LEC 1: MWF 9:55-10:45 + DIS 309: TR 2:25-3:15 | Quantitative Reasoning Part A | Elementary | 5 | 60013 | Environmental Studies 112 | Environmental Studies: The Social Perspective | LEC 1: MW 11:00–11:50 + DIS 304: M 4:35–5:25 | Social Science | Elementary | 3 | 67126 | 2020fall61 | |||||||||||||||||||||
all | previous | next | random | 62 | Preserving Nature | Adrian Treves | 9 | Environmental Studies 413 | Preserving Nature | LEC 1: T 2:00–4:20 | Biological Sciences or Social Science | Intermediate | 3 | 77012 | Environmental Studies 260 | Introductory Ecology | LEC 1: no official day/time + DIS 308: R 1:20–2:10 | Biological Science | Elementary | 3 | 64909 | Geography 139 | Global Environmental Issues | LEC 1: no official day/time + DIS 302: M 4:35–5:25 | Social Science | Elementary | 3 | 59666 | 2020fall62 | |||||||||||||||||||||
all | previous | next | random | 63 | World of the Vikings | Scott Mellor | 10 | Students must have satisfied the Communication A requirement for German, Nordic, and Slavic 200. | Literature in Translation 235 | The World of Sagas | LEC 1: TR 2:30–3:45 | Literature | Elementary | 3 | 69137 | German Nordic and Slavic 200 | Folklore of Central, Eastern and Northern Europe | LEC 1: no official day/time + DIS 302: F 11:00–11:50 | Communication Part B | Humanities | Elementary | 3 | 72114 | Scandinavian Studies 101, 111, or 121 | First Semester Norwegian First Semester Swedish First Semester Danish |
LEC 2: MTWRF 1:20–2:10 LEC 1: MTWRF 12:05–12:55 LEC 1: MTWRF 9:55–10:45 |
Elementary | 4 | 56059, 58047, 55538 | 2020fall63 | ||||||||||||||||||||
all | previous | next | random | 65 | Art and Artists: Foundations of Contemporary Practice Option 3 | Doug Rosenberg | 9 or 10 | Art 508 is optional for an additional credit (10 total) | for students advised by the School of Education | Art Department 108 | Foundations of Contemporary Art | LEC 1: no official day/time + DIS 303: T 12:05–12:55 | Humanities | Elementary | 3 | 51974 | Art Department 102 | Two-Dimensional Design | LAB 7: TR 1:45–4:15 | 3 | 77823 | Art Department 212 | Drawing Methods and Concepts | LAB 5: MW 11:00–1:30 | 3 | 77824 | Art Department 508 | Colloquium in Art / Visiting Artist Series | LEC 1: W 5:00–6:15 | 1 | 52128 | 2020fall65 | ||||||||||||||||||
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entirely remote instruction | Is the human mind wired so that we care ultimately only about our own pleasure and pain, and consider the welfare of others only in so far as it affects our own welfare? Is natural selection always a process in which selfish traits increase in frequency in a population and altruistic traits decline? The main seminar in this FIG, Philosophy 104: “Altruism and Selfishness” will grapple with questions of altruism and selfishness as they are explored in evolutionary biology, psychology, and philosophy. The scientific questions are fascinating in their own right, and they also raise a host of interesting philosophical considerations. The other classes in this FIG will add to our investigation of these topics. Sociology 170: “Population Problems” — This class explores social, economic, and political problems affected by birth and death rates, population size and distribution, voluntary and forced migration. Topics include: world ecology, limits to growth, economic development, international conflict, environmental quality, metropolitan expansion, segregation by age, race, and wealth. Policies affecting reproduction, nuptiality, morbidity, mortality, and migrationare covered. Anthropology 105: “Principles of Biological Anthropology” — Examines the genetic basis of morphological, physiological and behavioral variations within and between human populations, and their origins and evolution. |
2020fall01 | ||
This FIG offers the beginning art student three of the six foundation classes which are required for the Bachelor of Science in Art, Bachelor of Fine Arts, and Bachelor of Science in Art Education degree programs. (Note: The other three classes will be offered in a Spring FIG.) The Art Department has been offering this FIG for the many years. Art majors are very enthusiastic about this program. They enjoy the sense of community and have reaped the benefits of beginning their undergraduate careers as a team, helping each other develop their technical drawing and design skills, while simultaneously being introduced to contemporary and historical practices in art. Art 108: “Foundations of Contemporary Art” provides the historical context for the richly diverse state of contemporary art practice, and is the springboard for new art students to launch their own unique, artistic visions. In Art 102: “Two-Dimensional Design” and Art 212: “Drawing Methods and Concepts,” you will be led through a series of projects that develop and hone their visual vocabulary through exercises in composition, line, value, texture, and color manipulations. They will be asked to challenge themselves to consistently build upon existing skills and ideas, and to strive for excellence in the successful combination of idea and form in all their work. Two other versions of this FIG, Option 2 and Option 3, include the same classes on different days and times. You are strongly encouraged to sign up for Art 508: “Colloquium in Art.” This one-credit class will introduce you to nationally and internationally recognized art professionals. Students enrolling in an Art FIG will be asked to provide their own laptops outfitted with Adobe Creative Cloud. Recommended systems are:
or
Memory upgrades and a three-year Apple Computer warranty strongly suggested. |
2020fall02 | |||
This FIG offers the beginning art student three of the six foundation classes which are required for the Bachelor of Science in Art, Bachelor of Fine Arts, and Bachelor of Science in Art Education degree programs. (Note: The other three classes will be offered in a Spring FIG.) The Art Department has been offering this FIG for the many years. Art majors are very enthusiastic about this program. They enjoy the sense of community and have reaped the benefits of beginning their undergraduate careers as a team, helping each other develop their technical drawing and design skills, while simultaneously being introduced to contemporary and historical practices in art. Art 108: “Foundations of Contemporary Art” provides the historical context for the richly diverse state of contemporary art practice, and is the springboard for new art students to launch their own unique, artistic visions. In Art 102: “Two-Dimensional Design” and Art 212: “Drawing Methods and Concepts,” you will be led through a series of projects that develop and hone their visual vocabulary through exercises in composition, line, value, texture, and color manipulations. They will be asked to challenge themselves to consistently build upon existing skills and ideas, and to strive for excellence in the successful combination of idea and form in all their work. Two other versions of this FIG, Option 1 and Option 3, include the same classes on different days and times. You are strongly encouraged to sign up for Art 508: “Colloquium in Art.” This one-credit class will introduce you to nationally and internationally recognized art professionals. Students enrolling in an Art FIG will be asked to provide their own laptops outfitted with Adobe Creative Cloud. Recommended systems are:
or
Memory upgrades and a three-year Apple Computer warranty strongly suggested. |
2020fall03 | |||
In this FIG, you will explore three different academic disciplines that examine the roles of humans in the wider world. In Anthropology 120: “Art and Archaeology,” we will focus on the ways archaeologists study the past through analyses of ancient technologies associated with the creation of decorative art and ornaments through time. We will look at the role of the environment and the role of gender in the development of different technologies and distinctive art forms and ornament styles. We will follow the development of artistic expression in flaked stone tools and ritual objects, in pottery, sculpture, beads and seals, textiles, basketry and graphic art. We will use different perspectives including anthropological, art historical, scientific and ideological angles. You will have hands-on experiences with ancient artifacts and modern replicas. You will learn about these technologies through actual replication of specific types of objects, supplemented by readings, discussions, lectures, films, and library research. By the end of the course, you will have a basic understanding of major phases in human cultural and technological development and how archaeology helps us understand our rich and diverse world. We will also draw on insights from the linked classes to deepen our understanding of the relationship between humans and the environment. Geography 139: “Global Environmental Issues” — This class explores the global and local nature of environmental problems facing humanity, including climate change, food and energy scarcity, deforestation, biodiversity loss, environmental justice, and population growth. Through group and individual work, you will learn to analyze and address environmental problems on many scales. A key theme will be that what appear to be monolithic global environmental problems are actually many smaller, context-specific and place-dependent problems that, when addressed with interdisciplinary and geographic perspectives, can be understood and addressed at the scale of our lived lives. Art History 104: “The Art of Diversity: Race and Representation in the Art and Visual Culture of the United States” — This course explores the history of art and visual culture in the United States from the period of colonization until the present from the perspective of how that imagery produced ideas of race and operated to define, exclude, and include various groups over time. |
2020fall04 | |||
What does it mean to be social? What advantages do social and communication skills afford individuals in society? People with autism find social communication challenging. What barriers do people with autism face at work, at school, and in everyday life? How can schools, workplaces, and communities become more inclusive of individuals with autism? Autism affects everyone in some way. Perhaps you have met a person with autism at school or work, have a person with autism in your family, or you have an autism diagnosis yourself. The central class for this FIG, Rehabilitation Psychology & Special Education 200: “Issues in Special Education,” will provide an overview of the intersections among autism and areas such as education, the media, medicine, law, family life, and neuroscience. You will learn how autism affects school experiences, friendships, and social life. The purpose will be to (a) capture your interest in studying a field related to autism; (b) broaden your perspectives about the experiences of individuals with autism; and (c) empower you to create a more inclusive and welcoming society for individuals with autism. Rehabilitation Psychology & Special Education 300: “Individuals with Disabilities” — This course is designed to expand the knowledge base of future educators, clinicians, and society members to better understand and serve the diverse needs and interests of individuals with disabilities. RPSE 300 introduces the concept of disability as well as the field of special education. The history, etiology, and characteristics of specific categories of disability are examined, as are educational and other federally mandated programs designed to address the needs of both children and adults with disabilities. Topics germane to the study of disability and the field of special education are explored. Psychology 202: “Introduction to Psychology” — This class examines behavior, including its development, motivation, frustrations, emotion, intelligence, learning, forgetting, personality, language, thinking, and social behavior. |
2020fall05 | |||
This FIG introduces you to one of our most-used sensory systems by examining both how the human eye is put together and how it works. The main class of this FIG, Interdisciplinary Letters & Science 101: “Biology of Vision,” will make use of the vision science laboratory. In this class, you will see how multi-disciplinary the study of vision is as they explore how psychology, physics, biology, and clinical practice are brought together:
Psychology 202: “Introduction to Psychology” — Visual sensitivity like scene perception, human color vision, complex visual information of object recognition, contrast, depth, motion are all aspects of psychophysics. Blindness is an important aspect of neuropsychology. This class will help demonstrate how physiological events of visual perception are an important aspect of the psychological bases of human behavior. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. |
2020fall06 | |||
entirely remote instruction | The main seminar in this FIG, English 174: “Protest Literature,” will consider protest literature in the United States from the 20th to the 21st centuries. We will read mostly from brand new anthologies published within the last three years so that we can hear what authors are saying in response to our particular historical moment. Through our readings and discussions we will seek to understand how writers respond(ed) to the social and political issues of their time. We will read mostly poetry and short stories while we explore the goals and literary strategies of the authors. We will read selections from anthologies such as Who Will Speak for America?, Go Home!; New Poets of Native Nations; Misrepresented People: Poetic Responses to Trump’s America; Women of Resistance; and Resistance, Rebellion, Life: 50 Poems for Now. The other classes in the FIG will add important historical context and disciplinary insights that will deepen our understanding of these issues. Afro-American Studies 231: “Introduction to Afro-American History” — Survey from the African beginnings to the present day. Focus on slave trade and slavery; major black figures of the past; social, economic, and political trends within the black community. Art History 104: “The Art of Diversity: Race and Representation in the Art and Visual Culture of the United States” — The history of art and visual culture in the United States from the period of colonization until the present from the perspective of how that imagery produced ideas of race and operated to define, exclude, and include various groups over time. Three basic aims: introduce students to the art history of the United States from c. 1600 to the present; provide skills in visual analysis and critical thinking; and encourage the understanding of ethnic and cultural minorities in the United States with an emphasis on the visual arts related to marginalization or minority status in the twentieth and twenty-first century. |
2020fall07 | ||
At its core, history is a collection of ancient stories with themes that often appear over and over again. It’s no wonder, then, that ancient myths find their way into modern lives every day. So, a central question explored by this FIG is: How do myths find their ways into our lives—into our poetry, our literature, our popular culture? To answer this question, we will dive into studies of classical literature as well as contemporary artistic and literary adaptations to examine the continuing presence of myth in society today. We will investigate puzzles: How do the lost fragments of an ancient Greek poem travel from archeologists, to translators, to us, speaking across time of love and desire? And these questions lead to other explorations:
The main seminar in this FIG, English 155: “Classical Myth and Modern Literature,” explores ways that modern American culture interprets, adopts, and adapts classical myth in order to address contemporary social, aesthetic, and political concerns. Each class in the FIG deals primarily with the classical worlds of Greece and Rome, but by tracing these adaptations and the transmission of stories from one culture, time, and place to another, you will also study other ancient civilizations from the Middle East, Africa, and Native America. The historical, archaeological, and literary approaches to the legacy of the classical world will take you out of the classroom, to the museum, the library, the laboratory, and the green spaces across campus—each with its own story to tell. Integrated Liberal Studies 203: “Western Culture: Literature and the Arts I” — This class examines Western art and literature from the earliest human civilizations of Mesopotamia and Egypt to the late medieval period, with substantial emphasis on classical antiquity and a view toward revealing how art and literature of western culture shape today’s modern culture. You will gain foundational knowledge of the Western intellectual tradition, and this includes acquiring critical skills for viewing art and reading literature. Emphasis is placed on developing critical thinking and discussion skills. Latin 103: “Elementary Latin” — The “dead” language, Latin, will never become more alive as it will when you are able to see all of its influence in the texts we study and also in other classes you pursue throughout your college career. Learning Latin is an opportunity and skill of a lifetime. This may be the only time you will be able to learn mythology while studying the language. Carpe diem! Travel through time and discover why our world is shaped the way it is today as you listen to what stories from other times and places have to tell us about who we are today—and do some storytelling of your own! |
2020fall08 | |||
The purpose of the FIG is to gain awareness, knowledge, and sensitivity to the strong connection between nutrition, food, and identity, in order to effectively deliver culturally appropriate nutrition care both within specific communities and within the health care delivery system more broadly. We will learn how the shift toward cultural humility can create a foundation for respectful and inclusive patient and community encounters. We will critically examine nutrition and its relationship to humans and their biological, social, and physical environment. We will identify and evaluate our own worldviews and personal biases with the goal of understanding how these can perpetuate stereotypes within nutrition and health care delivery. Finally, we will examine current events, food programs, and policies contributing to nutrition-related chronic disease, and community-led programs and initiatives aimed at improving health outcomes. The other courses in this FIG will contribute to our understanding of these issues and will lay a strong foundation for people interested in further studies in health, food, nutrition, and/or agriculture. Please Note: Nutritional Science 377 will be online for the Tuesday session and the Thursday sesssion will be in person. Nutritional Sciences 132: “Nutrition Today” — Nutrition and its relationship to humans and their biological, social, and physical environment; current issues and concerns that affect the nutritional status of various population groups. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. |
2020fall09 | |||
This FIG will provide experiences, knowledge, and skills to be an advocate and leader for educational equity and excellence in the field of special education. This FIG will examine the connections between dis/ability, race/ethnicity, and culture, in education and society in the United States and supports and services that promote meaningful inclusion in community and educational settings. Rehabilitation Psychology & Special Education 300: “Individuals with Disabilities” — This class is designed to introduce you to the history, etiology, and characteristics of specific categories of disability. It incorporates hands on learning as you develop your own service-learning projects directly related to working with persons with disabilities. Sociology 134: “Sociology of Race and Ethnicity in the United States” — This class examines social structures that shape and are shaped by race, ethnicity, racism, and racial/ethnic inequalities. You will learn to understand race and ethnicity as social constructs, and learn how race and ethnicity exist within social structures and institutions. |
2020fall10 | |||
This FIG is an exploration of some of the diverse foods and foodways of East Asia region. In the main seminar, History 200: East Asian Food Cultures, we will use food as a lens for understanding the modern cultures and societies of Korea, China, Japan, and other Asian countries. We will delve into questions such as: How have East Asian foods changed in concert with key processes of global history from the 19th century to today? What meanings do people attach to foods, and what do these meanings reveal? How can food be a source of social unity—or of social division? To answer these and other questions, we will explore a range of topics as they connect to the eating, making, and the representation of foods, including:
Students will be encouraged to actively engage with these questions through discussions, readings, films, and a range of web-based sources. If conditions permit, activities will include visits to a local Asian restaurant and an Asian grocery, and preparing and sampling dishes in the Food Application Laboratory in Babcock Hall. The other courses in the FIG will add to our experience by deepening our understanding of East Asia and the role culture plays in shaping social organization and meaning more broadly. Asian Languages and Cultures 100: “Revolutionary Asia” — Offers a comparative and interdisciplinary introduction to multiple cultures of Asia. Possible topics include but are not limited to: travelogues; the languages of Asia; food cultures of Asia. Anthropology 104: “Cultural Anthropology and Human Diversity” — Introduction to cultural anthropology for non-majors; comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. Includes 25% coverage of U.S. ethnic and racial minorities. |
2020fall11 | |||
How can words change the world? How does art relate to culture and politics? How do poetry, drama, and other arts transform our wider ways of living with others and being in the world? The main seminar in this FIG will explore the ways that literature and other arts have contributed to religious, political, and ethical life in South Asia from ancient times tothe present day. In the class we’ll look at sources (translated or originally in English) ranging from the poetry of Buddhist nuns to royal inscriptions, plays by philosophers, the songs of saints, and the writings of modern revolutionaries and reactionaries. We’ll consider not just the ethical and political perspectives presented in these creations but also the ways that various genres of art are thought to bring those perspectives to life. The other classes in the FIG will add to our exploration of these topics. Asian Languages and Cultures 100: “Revolutionary Asia” — Offers a comparative and interdisciplinary introduction to multiple cultures of Asia. Political Science 140: “Introduction to International Relations” — Covers the major issues in international relations since the end of World War II including: the causes of war; civil wars and ethnic conflict; economic development; international trade; exchange rates and international monetary relations; international capital flows and financial crises; foreign direct investment; globalization and the environment; the UN, the IMF, World Bank, WTO, and other international organizations; and international law and human rights. The focus is on states’ relations with each other and the factors determining the nature and outcomes of these international interactions. The class seeks to develop analytical tools for thinking about important questions in world politics regardless of the countries or issues involved, to examine international affairs in a systematic way. |
2020fall12 | |||
entirely remote instruction | Thinking about majoring in a bioscience field? Explore exciting bioscience topics and opportunities at UW–Madison in this FIG. In Integrated Science 100: “Exploring Biology” you will:
In Fall 2020, the course will be organized around four primary topics that relate to biology in Wisconsin, with each topic led by a different instructor. We will explore science affecting residents in Wisconsin, look at Wisconsin biological systems as examples of concepts, and learn about how research being done on campus is contributing to discoveries in biology. This class will be taught fully online, with students engaging through learning activities and discussions. Students will get to know classmates, instructors, and peer mentors during synchronous (everyone online at the same time) class sessions that will meet once a week. This format will give students the opportunity to learn at their own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online courses. Quotes from Integrated Science 100 students:
History of Science 132: “Bees, Trees, Germs, and Genes: A History of Biology” — How did today’s biology emerge out of the diverse traditions of agriculture and natural history (bees and trees, biomedicine and molecular biology, germs and genes) that stretch back into the eighteenth century? In this class, we examine classic texts and “game-changes” in the history of biology, putting them into broader scientific and social contexts to see how these different ways of knowing intertwined, competed, and yielded novel approaches to the study of life that still shape today's life sciences. Mathematics 112: “Algebra” — Polynomial equations, remainder and factor theorems, functions, graphs of functions, simultaneous linear equations, logarithm and exponential functions, sequences and series, mathematical induction, binomial theorem. |
2020fall14 | ||
entirely remote instruction | Thinking about majoring in a bioscience field? Explore exciting bioscience topics and opportunities at UW–Madison in this FIG. In Integrated Science 100: “Exploring Biology” you will:
In Fall 2020, the course will be organized around four primary topics that relate to biology in Wisconsin, with each topic led by a different instructor. We will explore science affecting residents in Wisconsin, look at Wisconsin biological systems as examples of concepts, and learn about how research being done on campus is contributing to discoveries in biology. This class will be taught fully online, with students engaging through learning activities and discussions. Students will get to know classmates, instructors, and peer mentors during synchronous (everyone online at the same time) class sessions that will meet once a week. This format will give students the opportunity to learn at their own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online courses. Quotes from Integrated Science 100 students:
Anthropology 105: “Principles of Biological Anthropology” — Genetic basis of morphological, physiological and behavioral variations within and between human populations, and their origins and evolution. Chemistry 103: “General Chemistry I” — Stoichiometry and the mole concept, the behavior of gases, liquids and solids, thermochemistry, electronic structure of atoms and chemical bonding, descriptive chemistry of selected elements and compounds, intermolecular forces. |
2020fall15 | ||
Thinking about majoring in a bioscience field? Explore exciting bioscience topics and opportunities at UW–Madison in this FIG. In Integrated Science 100: “Exploring Biology” you will:
In Fall 2020, the course will be organized around four primary topics that relate to biology in Wisconsin, with each topic led by a different instructor. We will explore science affecting residents in Wisconsin, look at Wisconsin biological systems as examples of concepts, and learn about how research being done on campus is contributing to discoveries in biology. This class will be taught fully online, with students engaging through learning activities and discussions. Students will get to know classmates, instructors, and peer mentors during synchronous (everyone online at the same time) class sessions that will meet once a week. This format will give students the opportunity to learn at their own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online courses. Quotes from Integrated Science 100 students:
Interdisciplinary Courses (SoHE) 201: “Belonging, Purpose, and the Ecology of Human Happiness: EcoYou” — This class explores the art and science of purposeful living by integrating academic knowledge with issues real and relevant to students’ lives including: identity and belonging; happiness, purpose and meaning; self-awareness and self-presentation; romantic, peer and family relationships; material culture, consumer behavior and financial well-being; and connections to community, culture, and society. From the microbes that inhabit our guts to political revolutions sparked by a tweet, human lives are embedded in an ecology of complex, interdependent systems. Using the lens of human ecology, you will address “big questions” like: How am I connected to others and to larger systems? What brings happiness and works for the “greater good” in human lives? An overarching goal of the class is to help you understand yourself as embedded in the web of ever-evolving interconnected networks, an “EcoYou.” Human ecology is a systems approach to studying and understanding relationships between humans and their everyday environments; it is a civic and socially conscious orientation that is committed to understanding and improving the quality of human lives. Human ecology is inherently interdisciplinary drawing on research, theories and methods from diverse fields such as sociology, psychology, anthropology, economics, public health, biology, and art and design. Chemistry 103: “General Chemistry I” — Stoichiometry and the mole concept, the behavior of gases, liquids and solids, thermochemistry, electronic structure of atoms and chemical bonding, descriptive chemistry of selected elements and compounds, intermolecular forces. |
2020fall16 | |||
entirely remote instruction | Thinking about majoring in a bioscience field? Explore exciting bioscience topics and opportunities at UW–Madison in this FIG. In Integrated Science 100: “Exploring Biology” you will:
This unique class is taught by a team of dynamic instructors with diverse backgrounds in the biological sciences to introduce you to a wide range of topics. Peer leaders—upperclassmen at UW–Madison—will also share the student perspective of navigating classes, co-curricular opportunities and the Wisconsin Experience. You will get connected to bioscience events, opportunities, and people at UW–Madison. This class will be taught fully online, with students engaging through learning activities and discussions. Students will get to know classmates, instructors, and peer mentors during synchronous (everyone online at the same time) class sessions that will meet once a week. This format will give students the opportunity to learn at their own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online courses. Quotes from Integrated Science 100 students:
Gender and Women’s Studies 103: “Women and Their Bodies in Health and Disease” — Information on physiological processes and phenomena relating to health (for example, menstruation, pregnancy) and ill health (for example, cancer, maternal mortality, depression). Attention to how bodies are located in social contexts that influence health and illness. Explorations of how multiple kinds of social inequalities shape health and health disparities. Information on roles that female-assigned and women-identified people play as health-care consumers, activists, and practitioners. Chemistry 103: “General Chemistry I” — Stoichiometry and the mole concept, the behavior of gases, liquids and solids, thermochemistry, electronic structure of atoms and chemical bonding, descriptive chemistry of selected elements and compounds, intermolecular forces. |
2020fall17 | ||
This FIG will examine American political history through the lens of material culture, especially textiles. Although there are many forms of political memorabilia and expression to discover in American history, textiles have often played a powerful role in our politics, and continue to do so today. Many American schoolchildren “pledge allegiance” to the American flag—a textile—every day. And individuals might express their political identity through textiles such as red caps with “Make America Great Again” on them or hand-knitted pink hats. We will begin with the premise that two key elements of political activity are participation and representation. Throughout history, we have recognized certain artifacts as “political” and that “making” can be a political act. Since the American Revolution, textiles have had political resonance, both in their production (e.g., Americans choosing to use “homespun” rather than fabric imported from Britain) and in their graphic representations. The artifacts themselves can represent (either literally or symbolically) particular political identities, whether national, regional, party affiliation, or social groupings such as gender, race, and ethnicity. For example, the earliest ephemera for presidential campaigns were usually handkerchiefs or bandannas. Because this FIG will take place during the election season of 2020, we will have a unique opportunity to ponder the political artifacts, textiles or otherwise, that will come to represent this historical moment for future generations. As we consider how Americans use material culture to express their political beliefs, we will explore how we ourselves can make objects, including textiles, that express our own political identities. The other classes in this FIG will add to our understanding of American history and politics. History 102: “American History: Civil War Era to the Present” — Explores American political, economic and social development from the Civil War to the present Political Science 104: “Introduction to American Politics and Government” — Serves as an introduction to basic institutions and processes of American government. Topics include: the role of constitutional structures, parties, interest groups and elections in the system; policy formation and policy content. |
2020fall18 | |||
In this main FIG seminar, Curriculum & Instruction 357: “Game Design I,” you will develop fundamental skills in designing interactive systems through the design, construction, and analysis of playable game prototypes. Collaboratively and individually, you will create a variety of projects including: board games, card games, social and performative games, and interactive fiction/nonfiction. This class is aimed at students who are interested in games as an art form and does not require any prior coding or game design experience. The other classes in this FIG will inform our understanding of design, communication, and representation. Sociology 134: “Sociology of Race and Ethnicity in the United States” — The nature of intergroup relations; emphasis on various forms of racism, discrimination, and white privilege; historical background and characteristics of American Indians, African Americans, Hispanic Americans, Asian Americans and other racial and ethnic minorities; a consideration of economic, housing, political, legal, educational, familial, and health challenges faced by minority groups in U.S. society. Communication Arts 200: “Introduction to Digital Communication” — An introduction to digital communication and how it shapes our everyday lives. You will develop digital communication skills, explore digital media tools and trends, and examine expressions of power online. |
2020fall20 | |||
The main seminar in this FIG will provide a historical introduction to the idea and practice of nonviolence as a viable method of political resistance and protest. We will study the evolution of the politics of non-violence in the 20th century globally. Our global focus will allow us to consider the evolution of different strategies of nonviolent political protests as they emerged to confront regimes in the regions of South Asia, South Africa, and the United States. We will study the inspired political leadership of transformative figures such as Mahatma Gandhi, Martin Luther King, and Nelson Mandela. Our aim will be to recognize key features of nonviolent action or civil resistance and to then meditate on whether nonviolence is still a viable mode of public protest in the 21st century. A central question we will ask is whether this approach is simply a weapon of the weak or if it still holds within itself the transformative power of morally destabilizing authoritarian current or future regimes. The other classes in the FIG will add to our understanding of these issues. Political Science 140: “Introduction to International Relations” — Covers the major issues in international relations since the end of World War II including: the causes of war; civil wars and ethnic conflict; economic development; international trade; exchange rates and international monetary relations; international capital flows and financial crises; foreign direct investment; globalization and the environment; the UN, the IMF, World Bank, WTO, and other international organizations; and international law and human rights. The focus is on states’ relations with each other and the factors determining the nature and outcomes of these international interactions. The class seeks to develop analytical tools for thinking about important questions in world politics regardless of the countries or issues involved, to examine international affairs in a systematic way. Civil Society and Community Studies 125: “Community and Social Change” — This class examines contemporary issues with an emphasis on the role that individuals and communities playin achieving positive social change. Through active learning, students will develop the mindsets and communication skills necessary to work in diverse community contexts. Specific themes may shift based on current events, but often include education reform, racial justice, health equity, alternative economies, food systems, and sustainability. |
2020fall21 | |||
You will first explore global biodiversity: what it is and why it is both important and in peril. We will then focus on the role of taxonomy in biodiversity. Finally, we will turn our attention to insects—by far the most diverse group of multi-cellular organisms on Earth, accounting for more than 58% of all known global biological diversity and some 70% of all animal diversity. Yet most insects go unnoticed by the average human and the few that receive our attention usually do so by negative attributes of their biology or association with us. This is a shame, since many fundamental advances in medical and biological sciences from molecular biology to genetics, from biodiversity to behavior, and from phylogenetic systematics to global climate change have been based on entomological research. Insects are central to agricultural production both as competitors and essential pollinators, and they play a significant role in human health as well as insights into forensic sciences. With background information developed in the linked classes, the main seminar in this FIG, Entomology 375: “Biodiversity and the Sixth Mass Extinction,” will begin to frame a more realistic picture of insect diversity. You will explore what the immense richness of species means not only to the human species but to the very health of the planet. We will enjoy field trips, a “virtual museum” experience, and other hands-on and experiential learning opportunities to bring the FIG concepts and your class together for an eye-opening journey. Environmental Studies 201: “Insects and Human Culture” — Importance of insects in the human environment, emphasizing beneficial insects, disease carriers, and agricultural pests that interfere with our food supply. Environmental problems due to insect control agents will also be discussed. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. |
2020fall22 | |||
In this biological science FIG, you will explore the intersection of domestic public policy, global public health, socioeconomics, national security, and a sustainable environment. The main class of this FIG, Plant Pathology 311: “Global Food Security,” will utilize problem-based learning to examine the delicate balance that maintains global food security. You will examine the interactions between domestic public policy and global food production. Food availability depends on sustainable agricultural production with a minimization of losses from disease, contamination, and storage, but also availability of markets. The focus of the FIG will be on the complicated interactions between seemingly independent variables. You will come to a better understanding of the interconnections that shape food availability, and will develop problem-solving and critical thinking skills required for finding answers to biology-related questions:
“Global Food Security” is taught with integrated alternative approaches such as situated learning activities, case studies, student-led group discussion and debate, and embedded writing assignments. This class will also integrate content from the classes linked to this FIG. Botany 123: “Plants, Parasites, and People” — An exploration of molecular, organismal, and environmental biology using examples related to plants and plant-associated microbes. Topics may include food production, evolution, biotechnology, climate change, plant disease control and other subjects, with attention to the science and to impacts on human health, prosperity, and the environment. This class is highly interactive with a fun weekly lab. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. |
2020fall23 | |||
Multiple perspectives on these issues will be presented in readings and discussed in class. While the class will seek to understand global processes and international differences, case material will come primarily from developing countries of the Global South. Within the Global South, one the poorest and most food insecure regions of the world—the Sahelian Region of West Africa (including the countries of Senegal, Mali, Burkina Faso, Niger, and Chad)—will be a particular focus. The struggles of this region’s people have strongly influenced international understandings of the relationships among food insecurity, the environment, and human health. Despite this regional emphasis, participants will have opportunity to study in more detail the relationships of poverty, nutrition, and environment in geographical areas of most interest to them in group and individual work. We also will use content from the other courses in this FIG to inform our analysis of these issues. Anthropology 104: “Cultural Anthropology and Human Diversity” — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. Nutritional Sciences 203: “Introduction to Global Health” — This course is a broad survey of contemporary issues and controversies in global health. It examines both the factors responsible for causing global health problems and the steps needed to move toward possible solutions. The course also includes presentations by a series of speakers from highly varied professions, each of whom discusses how their work contributes to reducing the global burden of disease. A substantial portion of the course focuses on agriculture and nutrition, two disciplines with critical roles in global health that are often omitted from more traditional public and global health courses. |
2020fall24 | |||
What is reproductive politics? Why is “reproduction” political to begin with? What is the difference between reproductive rights and reproductive justice, and why is this distinction important? How do reproductive technologies, like IUDs and birth control pills, become tools of personal freedom in some contexts and tools of coercion in other contexts? In this FIG, we will explore reproductive politics from a global perspective. Drawing on case studies from around the world, we will explore how fertility, reproduction, and child-bearing have held different and changing meanings across cultures and times, and the various contexts in which reproduction has been subject to political struggle. We will explore how the history of reproductive technologies—from birth control pills to breast pumps to midwifery to IVF and egg-freezing technologies—has been shaped by global historical processes, including the dynamics of gender, class, race, and geopolitics. While cultivating a truly global understanding of the history of reproduction, this FIG will also give students a chance to place their own lives, and our own society, within this global history, developing both “empathy” and “cultural competency,” in line with the core objectives of the Wisconsin Experience. The other two classes in this FIG will bring a public health perspective to our exploration while also helping you understand reproductive politics within a global frame that includes consideration of demographic trends, global inequality,and environmental change. Gender & Women’s Studies 103: “Gender, Women, Bodies, and Health” — Examines both physiological and social processes relating to gender and health across the lifespan among cisgender, transgender, and nonbinary individuals. Examples of topics include hormonal processes, reproductive anatomy and physiology, sexuality, sexual pleasure, chronic illness, depression, and sexual violence. A primary objective is for you to connect information about your bodies and personal health to larger social and political contexts. In particular, the course considers how health and health disparities are shaped by multiple kind of social inequalities, particularly inequalities based on gender. Sociology 170: “Population Problems” — Social, economic, and political problems affected by birth and death rates, population size and distribution, voluntary and forced migration. World ecology, limits to growth, economic development, international conflict, environmental quality, metropolitan expansion, segregation by age, race, and wealth. Policies affecting reproduction, nuptiality, morbidity, mortality, migration. |
2020fall25 | |||
This FIG is about globalization, world regions, and education. You will study globalization from educational, international studies, and anthropological perspectives. The primary goal is to connect international studies (with a focus on global economic, political, cultural, and social patterns); anthropological understandings of mobility, cultures, and communities; and an understanding of the role of education in society. You will develop:
In the main FIG seminar, Curriculum & Instruction 292: “Globalizing Education,” you will consider the impact of globalization on schooling; the relationship of schooling to increasingly global societies; and how policy, curriculum, and instruction can be responsive to globalization. International Studies 101: “Introduction to International Studies” — This course familiarizes students with the field of international studies, and provides an interdisciplinary examination of the cultural, political, economic, and social patterns that have defined the modern world. Anthropology 104: “Cultural Anthropology and Human Diversity” — This introduction to cultural anthropology for non-majors looks at societies around the world and within the United States to understand how societies are organized, including economics, politics, language, religion, ecology, gender, and kinship. |
2020fall26 | |||
entirely remote instruction | This FIG is for first-year students in the College of Engineering. The main class in the FIG, Interdisciplinary Courses (Engineering) 170: “Design Practicum,” will introduce you to design via the invention, fabrication and testing of a device that solves a problem proposed by a real world client. Lectures will address information retrieval techniques, specification writing, methods for enhancing creativity, analysis techniques, scheduling, selection methodologies, cost estimating, sustainability in design, shop safety, engineering ethics, opportunities for engineering students (i.e., study abroad, internships, co-ops), major exploration, fabrication equipment and techniques, and oral and written communication. In this FIG section, we will apply engineering and design toward solving healthcare-related problems while also incorporating insights from the linked Religious Studies class. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. Religious Studies 102: “Exploring Religion in Sickness and Health” — An introduction to the study of religion through the lens of health and health through the lens of religion employing approaches from the humanities and social sciences in conversation with health-related disciplines. It asks questions such as: How do religious peoples understand and live in sickness and health? How do people connect physical well-being to spiritual well-being? Medicine to meaning-making? How does looking at religion in sickness and health provide insight into its roles in a variety of cultures and contexts, globally and locally? How do health and religion connect particularly in situations of social marginalization and immigration? How does religion impact understandings of health and sickness beyond the borders of specific religious communities? |
2020fall27 | ||
The main class in this FIG, Spanish 224: “Introduction to Hispanic Literatures,” will focus on the treatment and representation of gender in Hispanic literary texts. While speaking Spanish, we will examine the way that male and female roles, as well as machismo and marianismo, have been portrayed in a variety of literary genres, such as poetry (from epic to modern feminist poems), short stories, novels, plays, and in cinema. Iconic figures such as the seducer Don Juan, an imaginary Don Quijote’s ideal female Dulcinea, as well as sexually provocative and ambiguous characters from Pedro Almodovar’s films will be discussed. We will study, compare, and contrast both Spanish and Latin American literary traditions populated by mermaids, amazons, and other “magical” females such as One Hundred Years of Solitude’s Remedios, the beauty who ascended heavenward clutching two bed sheets. Gender & Women’s Studies 102: “Gender, Women, and Society in Global Perspective” — You will have the opportunity to think critically about the power relations that affect the lives of diverse women in the United States — diverse in race, class, ability, sexuality, and other markers of power — and will be asked to contemplate the positions of diverse women from around the world. The class focuses on gender and race as key social attributes which shape people’s lives around the world. Based on your language placement score, you will also enroll in Spanish 226: “Intermediate Language Practice with Emphasis on Writing and Grammar” or Spanish 311: “Advanced Language Practice.” |
2020fall29 | |||
The word yoga is now commonly associated with postures and physical exercise. Originally it referred to diverse ascetic and meditative practices aiming at release from the cycle of rebirth. The main class in this FIG, Languages & Cultures of Asia 300: “Yoga: Ancient Philosophy and Modern Practice,” traces the history and development of yoga practices in the Hindu traditions of India from early to modern times. We will also examine the adaptation of these practices in the West and survey styles of practice from Hot Yoga to Aerial Yoga. The class will include workshops on academic writing, co-taught with instructors from the UW Writing Center, and hands-on instructional sessions in Memorial Library focusing on the effective use of library resources, including academic databases, and research strategies. Thus the class will provide skills that will be useful for future coursework at UW–Madison. Anthropology 104: “Cultural Anthropology and Human Diversity” — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. Philosophy 101: “Introduction to Philosophy” — Compare various philosophical positions such as the nature of reality, the foundations of knowledge, and the justification of values. |
2020fall30 | |||
Social media can seem like a dump of pointless babble, but it is not. There is logic to how we write both formally and informally on social media. Emojis, typos, misspellings, hashtags, abbreviations, all-caps, and memes are part of a complex language system with quite a few rules and lots of interesting patterns. In this course, we take a deep dive into the literary and linguistic universe of social media to uncover the order behind the chaos of social media writing.We ask why social media users are hooked on emojis, gifs, and memes. Is instapoetry really poetry? How is Twitter changing the way we tell stories? Why are some twitter threads more epic than others? Why is #love the most used hashtag on Instagram? What do Internet trolls, twitter rants, and call-out culture teach us about the link between emotion and social media writing? Focusing on Facebook, Twitter, and Instagram, the course examines the rules governing language and literary form. Sociology 134: “Sociology of Race and Ethnicity in the United States” — The nature of inter-group relations; emphasis on various forms of racism, discrimination, and white privilege; historical background and characteristics of American Indians, African Americans, Hispanic Americans, Asian Americans and other racial and ethnic minorities; a consideration of economic, housing, political, legal, educational, familial, and health challenges faced by minority groups in U.S. society. Communication Arts 155: “Introduction to Digital Media Production” — Teaches students the skills they need to produce, engage with, and understand new and emerging technologies within the context of communication and creative expression. Students will become more critical consumers and producers of digital media. |
2020fall31 | |||
How does daily life inform creativity? How can creative practice sustain and transform how we live? How is our individual well-being tied to the beauty and happiness of others? How do we “have a life” ethically in a pandemic? What are the politics of fun? And can learning how to survive as a college student also help us face the global challenges of surviving and thriving together? This FIG uses “art/life” questions to open a broader political and ethical inquiry into “how to live?” Because aesthetics (like ethics) are a daily challenge and opportunity for all people, students from all backgrounds and interests are welcome; arts experience is not required, but life experience is. This class will draw on the two linked classes and on readings on art/life, ethics, creativity, and other topics to explore the daily activities of living and the value in considering ethics and aesthetics as social rather than individual challenges. Students will study “college life” as they live it, learn about the theories and practices of young activists, investigate the current pandemic as a social and political phenomenon, and follow U.S. elections from both personal and global perspectives. We will use writing, blogging, casual sketching, photography, and other creative practices to explore mindful choices in our daily lives (around living spaces, food, consumption, socializing, and civic participation). Each student will develop and pursue art/life practices, and together we will experiment with place-making, cooking, researching, culture-making, and social connection. This class uses the art “studio” model, meaning that it meets for an extended session and that much of the required work happens during that time. Most classes will be face-to-face, but often divided into smaller groups. We will meet in an art studio, a kitchen classroom, on the street, in a nature preserve, as well as other places where we make art and life. Interdisciplinary Courses (SoHE) 201: “Belonging, Purpose, and the Ecology of Human Happiness: EcoYou” — This class explores the art and science of purposeful living by integrating academic knowledge with issues real and relevant to students’ lives including: identity and belonging; happiness, purpose and meaning; self-awareness and self-presentation; romantic, peer and family relationships; material culture, consumer behavior and financial well-being; and connections to community, culture, and society. From the microbes that inhabit our guts to political revolutions sparked by a tweet, human lives are embedded in an ecology of complex, interdependent systems. Using the lens of human ecology, you will address “big questions” like: How am I connected to others and to larger systems? What brings happiness and works for the “greater good” in human lives? An overarching goal of the class is to help you understand yourself as embedded in the web of ever-evolving interconnected networks, an “EcoYou.” Human ecology is a systems approach to studying and understanding relationships between humans and their everyday environments; it is a civic and socially conscious orientation that is committed to understanding and improving the quality of human lives. Human ecology is inherently interdisciplinary drawing on research, theories and methods from diverse fields such as sociology, psychology, anthropology, economics, public health, biology, and art and design. Geography 139: “Global Environmental Issues” — Provides an exploration of the global and local nature of environmental problems facing us, including issues of climate change, food, energy, economic globalization, deforestation and land use change, biodiversity loss, resource scarcity and access, environmental justice, and population. Through group and individual work, this class considers how we should analyze and act on environmental problems as we confront the apparently daunting scale of such issues. The theme of this class is that what appear to be single global environmental problems are actually composed of many smaller context-specific and place-dependent problems or conflicts. Through an interdisciplinary and geographic perspective, these can be understood and addressed at the scale of our lived lives. photo credit: Clark Peterson |
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The main course in this First-Year Interest Group will provide an introduction to the cultural and literary history of African American women from the period of enslavement to the present. Students will critically engage with the experiences and intellectual cultures of black women writers, artists, scholars, and activists in order to explore how they address and represent interlocking constructions of race, gender, socioeconomic status, sexuality and citizenship. We will read slave narratives, novels, poems, plays, manifestos, essays, and engage with a wide variety of cultural materials including film, visual art, music videos, and social media. This FIG will appeal to students interested in social justice, in community-based arts programs, in history, in literature, and in questions that derive from disciplines like political science, sociology, and economics. Our aim is to create a welcoming space where students will learn about the historical and ongoing contributions of African Americans to the United States while developing an understanding of critical race theory grounded across multiple traditions of disciplinary thought. At the heart of this endeavor is the belief that black lives and black expressive cultures provide us with critical instruments for approaching traditional histories and narratives of power. The other courses in this FIG will add to our engagement with literary cultures by deepening our understanding of the shifting sociological and historical contexts that anchor black social life at any given moment and will additionally offer strategies for thinking about how to practically apply and engage with our community to further antiracism. Sociology 134: “Sociology of Race and Ethnicity in the United States” — The nature of inter-group relations; emphasis on various forms of racism, discrimination, and white privilege; historical background and characteristics of American Indians, African Americans, Hispanic Americans, Asian Americans and other racial and ethnic minorities; a consideration of economic, housing, political, legal, educational, familial, and health challenges faced by minority groups in U.S. society. Civil Society and Community Studies 125: “Community and Social Change” — This course examines contemporary issues with an emphasis on the role that individuals and communities playin achieving positive social change. Through active learning, students will develop the mindsets and communication skills necessary to work in diverse community contexts. Specific themes may shift based on current events, but often include education reform, racial justice, health equity, alternative economies, food systems, and sustainability. |
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“Human Memory, Big Data, and The Digital Age” is a FIG about memory. We will consider the relative frailty of human memory in comparison to the unforgetting nature of digital storage. Humans forget; computers do not. The main seminar in this FIG will begin by considering the relationship between memory and human identity. In many ways, we are who we are because we remember who we are day to day. However, human memory is fragile. We forget things; we misremember events. By contrast, any and all online activity leaves a trace that can be collected to form a version of the user. This version is not identical to the human user and yet is often a frighteningly accurate image of the user whose behaviors may be tracked and predicted. Importantly, this digital version of the user is produced by a form of memory (or more precisely a storage of information) that does not forget. You may not remember “liking” that photo on Facebook at 3 am, but Facebook does. The course will draw its reading and viewing list from a variety of literary and non-literary sources. Our central text will be Frankenstein (1818) and current debates around NSA surveillance, social media literacy, online persona, and online privacy. Our primary project will be to develop a digital portfolio of work in collaboration with DesignLab. The other two courses in this FIG will help develop a greater understanding of the place of memory in human experience and a critical perspective on our place in 21st-century digital culture. This FIG is well suited for students interested in a certificate in Digital Studies and majors in English, Computer Sciences, Communication Arts, Journalism, Legal Studies, and Philosophy. Philosophy 101: “Introduction to Philosophy” — The purpose of this class is to give you a better sense of what philosophy is, how it relates to other disciplines, and what it is good for. We will proceed by considering possible answers to a number of key philosophical questions such as: Do we have free will? What is knowledge and what sorts of things can we know? What is the fundamental nature of reality? Does God exist? Is truth relative or objective? Is life absurd and meaningless? What, if anything, determines that an action (for instance, intentionally killing an innocent person) is morally wrong? As will soon become clear, much of philosophy consists in formulating and evaluating arguments. Computer Sciences 200: “Programming I” — This class will provide you with an introduction to programming from a data-science perspective. No previous programming experience is required. |
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The main seminar in this FIG, Library and Information Studies 301: “Information Literacies in Online Spaces,” explores the information and digital literacies needed by today’s online consumers and producers. Issues to be covered include access (digital divides, power relations in online communities, regulation), analysis (assessing credibility, evaluating risks, analyzing representation), and production (editing Wikipedia and creating a video game). This class engages you in key debates and research related to digital literacies, connects with concepts covered in the other FIG courses, and develops information literacies. The three classes that comprise this FIG will prepare you with reading, writing, and analytical skills that will be useful across the humanities and social sciences. Many students from past “Internet and Society” FIGs have chosen majors in journalism, communication arts, economics, and computer sciences. All three courses on this FIG count toward the UW’s Digital Studies Certificate. For this achievement, students complete 16 credits that include one core course, four topical courses, and a one-credit capstone experience. Library Information Studies 201 is a core course; Communication Arts 346 and Library Information Studies 301 are topical courses. Communication Arts 346: “Critical Internet Studies” — Traces the Internet’s history, reception, audience, industries, rhetorics, fictional and filmic narratives, and its potential as a purveyor and transmitter of culture and values. Library and Information Studies 201: “The Information Society” — Examines important social, legal, and historical contexts of information and information technologies, and explores significant social, legal, and moral questions that surround those technologies. |
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Jerusalem has been an object of desire and longing for the three monotheistic religions: Judaism, Christianity, and Islam. It is the site of the Jewish Temples, of Jesus’s Tomb, the Dome of the Rock, and the Al-Aqsa Mosque. For thousands of years, the holiness and the beauty of Jerusalem have inspired artists and visionaries, while the desire to possess the city and the holy places has caused hostilities, conflicts, and wars—which are by no means over. Starting with Abraham, the forefather of the three religions, the main seminar in this FIG, Jewish Studies 231: “Jerusalem: Conflict and Desire,” will examine the religious factors and the political interests demonstrated in the Holy Scriptures of the three religions, in historical events such as the Crusades, as well as in the poetry and the myths that have shaped the unique ethos of Jerusalem. We will study the historical, sociological, and psychological reasons for the emergence of the modern Zionist movement in Europe that resulted in the return to the Land and in the establishment of the Jewish State–historical processes that reconfigured the position of Jerusalem in the consciousness of the world. Our investigation of the ways in which the European-based empires shaped the political-ethnic-national realities of the Middle East will provide the necessary information to understand the current conflicts over Jerusalem and the Land of Israel/Palestine and to the comprehension of the current situation in the Middle East at large. The study of the ethical, theological, and national components of the historical narrative of Jerusalem and the Land of Israel will illuminate the roots of the violence and enmity that preclude peace in this crucial part of the world. We will:
English 100: “Introduction to College Composition” — This class treats writing as both an act of inquiry and communication, and it offers opportunities to identify, develop, and express concepts; engage in conversations with the ideas of others; and critique and construct arguments through original research. Political Science 140: “Introduction to International Relations” — This class explores past and present patterns of political, social, and technological change in terms of their contemporary and future implications for international relations. |
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The main seminar in this FIG, History 200: “Latinxs and the Law,” will explore court rulings and laws in the United States that have impacted Latinas/Latinos/Latinxs. We will examine both the positive and negative effects of such laws and court precedents on these communities. Many of our readings and discussions will focus on the intersection of class, race, ethnicity, gender, sexual identity, and/or legal status and will help us to better understand U.S. laws in relation to Latinxs communities. We will examine the period from 1848 to the present to provide a comprehensive understanding of the U.S. legal system as related to Latinx history. Some of the themes we will cover include: immigration; Mexican repatriations; undocumented youth and education; DACA and DAPA; hate speech; employment discrimination; Latina feminisms; domestic and sexual abuse; forced sterilizations; and sex, gender, and sexual identities. The main questions we will examine are: What role has the legal system play in the experiences of Latinxs communities in the United Statess? How have Latinxs used the law to create social change and civil rights? The other classes in the FIG will deepen our understanding of these topics. Chicana/o and Latina/o Studies 201: “Introduction to Chicana/o & Latina/o Studies” — Day-to-day functioning of the elements of the criminal justice system in the U.S. Nature of crime in the United States, ideas about causes and solutions. Emphasis on the sociology of the components of criminal justice system—organization and roles of police, lawyers, court and correctional personnel. Legal Studies 131: “Criminal Justice in America” — Introduction to the interdisciplinary study of Chicanas/os in the United States. Students will become acquainted with recent scholarly literature, paradigms, theories, and debates within Chicana/o studies pertaining to the historical, economic, cultural, and sociopolitical dimensions of the Chicana/o experience in the United States. |
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Russia is often labeled as lawless. Is it? That is the central question for this course. Russia has undergone multiple transitions since the mid-19th century—swerving back and forth from authoritarian rule to democracy many times. It is often assumed that law is unimportant under authoritarianism—that the will of dictators is all that matters. We will learn that law continued to matter under all of Russia’s authoritarian leaders, including Tsar Nicholas, Stalin, and Putin, but that the ability of citizens to use law to protect themselves varied. We will also explore the extent to which the role of law changed as efforts were made to bring democracy to Russia. Although these efforts were short-lived, they left a legacy in the law and in legal institutions. The main seminar will begin with a discussion of basic concepts, such as law, justice, rule of law, and judicial independence. Armed with these conceptual tools, we will study a series of themes that persist in the legal systems of the region from the mid-19th century through the present day. Among the topics we will explore:
The question of how law fits into the larger political landscape also will be explored in the first linked class, Political Science 120: “Politics around the World.” The second linked class will be Slavic 101: “First-Semester Russian,” which will provide you with an introduction to speaking, listening, reading, and writing Russian. Both linked classes will enhance our analysis of the main FIG topic while also preparing you more broadly for further studies in languages, area studies, political science and/or other law-related coursework. Political Science 120: “Politics around the World” — Offers a comparison of politics and government in selected countries from around the world. Slavic 101: “First-Semester Russian” — Focuses on speaking, listening, reading and writing Russian, with an introduction to Russian culture. No previous knowledge of Russian expected. |
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What if our best teacher is all around us, even under our feet? For Indigenous peoples, whose worldviews, languages, and lifeways emerge from, and sustain, reciprocal relations to place, land is always teaching. In the main FIG seminar, Educational Policy Studies 150: “Land Education,” we will reflect on “land as first teacher” by considering Indigenous approaches to learning, Indigenous languages in relation to land, and the current environmental health of land. We will seek to live the principles of Indigenous learning through Indigenous foodways and experiential, place-based learning activities, including:
Together, as we develop our personal relationship to Teejop (Four Lakes, or the Madison region), we will explore our generational responsibilities to the place we call home. What is land teaching us? And how do we learn to listen? Environmental Studies 126: “Principles of Environmental Science” — This class relates principles of environmental science to our daily activities, with an eye to sustainability, conservation, and systems thinking. It introduces science as a process of inquiry and discovery rather than just a pre-established set of facts. For example, in this course, we position ourselves with our feet on the UW–Madison campus and ask questions about the energy we use to heat and cool our buildings, the food we eat, the air we breathe, the electricity we use to power lights and appliances, the goods we purchase, and the waste we create. The class will give you the tools to see the world around you in new ways, to notice things you may have missed, and to encourage you to seek paths that both care for yourself and for all with whom you share this planet. Through lab investigations and field trips we’ll make the invisible visible. Using the campus as a microcosm, you will encounter global environmental problems and solutions at the scale of our campus, which can then translate to the wider world. American Indian Studies 301: “First Semester Ojibwe” — This class is an introduction to Ojibwe (Anishinaabemowin), one of the most prominent Indigenous languages of North America. Ojibwe has a rich oral tradition that has grown out of Ojibwe people’s long relationship with the Great Lakes region where it has been spoken for thousands of years. The course is designed to equip you with a modest speaking ability, and to help you gain an understanding of the grammatical and cultural features of the language. You will participate in hands-on exploration of Ojibwe life-way activities as we study oral and written narratives. No previous knowledgeof Ojibwe is expected. |
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In this FIG, we will study the rise and widespread adoption of the internet and ask how it provoked writers, filmmakers, and artists to imagine new ways of living that a digitally connected world could make possible. We will examine three phases in the history of the internet, beginning with its emergence in the 1980s, its popularization in the 1990s, and the dystopian fears and utopian desires this new technology activated. We will then turn to the new social and collaborative uses of the internet—the so-called Web 2.0—in the 2000s and the transformation of the passive user into active content creator. We will conclude the class by reflecting on the total integration of the internet into our daily lives. Over the semester, we will examine this cultural history by studying literature and film about the internet as well as by asking how the internet changed the production and consumption of literature and film, made new artistic forms possible, and transformed how we imagine ourselves, culturally, politically, and aesthetically. We will also be attuned to questions of identity and community. For example, how does the internet preserve or transform gendered and racial habits of thought? How does the internet reproduce or challenge the neoliberal, technocapitalist world that has made it essential to our lives? As we grapple with these concerns and questions, we will also incorporate insights from the linked classes in this FIG. Computer Sciences 200: “Programming I” —Learn the process of incrementally developing small (200-500 lines) programs along with the fundamental Computer Science topics. These topics include: problem abstraction and decomposition, the edit-compile-run cycle, using variables of primitive and more complex data types, conditional and loop-based flow control, basic testing and debugging techniques, how to define and call functions (methods), and IO processing techniques. Also teaches and reinforces good programming practices including the use of a consistent style, and meaningful documentation. Art History 104: “The Art of Diversity: Race and Representation in the Art and Visual Culture of the United States” —This class explores the history of art and visual culture in the United States from the period of colonization until the present, from the perspective of how that imagery produced ideas of race and operated to define, exclude, and include various groups over time. |
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Are you interested in kinesiology? The central theme of this FIG is the definition and measurement of physical activity behavior. This is an important issue in the field of kinesiology because of the challenges involved with exercise prescription. Additionally, accurate and consistent measurements of physical activity behavior are needed to examine potential dose-response relationships between physical activity and health outcomes. The main FIG seminar, Kinesiology 112, will provide an opportunity for you to use numbers, equations, and kinesiology-related definitions to address the exercise measurement challenge. Throughout the semester, we will examine the definition of and recommendations for physical activity provided by the American College of Sports Medicine to various populations. As a result of this FIG, you will be able to:
Math 112: “Algebra” — This class introduces polynomial equations, remainder and factor theorems, functions, graphs of functions, simultaneous linear equations, logarithm and exponential functions, sequences and series, mathematical induction, binomial theorem. English 100: “Introduction to College Composition” — Focuses on development of rhetorical reading, listening, and writing abilities; provides practice in written and spoken communication (emphasis on writing); develops information literacy; provides a foundation for a variety of college course work and post-college careers. |
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Natural hazards affect societal infrastructure, the economy, and people’s lives. The prediction of extreme events and the need to increase societal resilience to these events has become a national priority in the aftermath of such events as Hurricanes Katrina, Matthew, Sandy, Rita and Harvey; the April 2011 Tornado Super outbreak; volcanic eruptions such as Mount St. Helens in 1980, as well as seasonal events such as wildfires. There is a clear societal need to better understand and mitigate the risks posed to the United States by these hazards. The main seminar in this FIG, Atmospheric and Oceanic Sciences 141: “Natural Hazards of Weather,” will discuss issues involving current global weather hazards: including prediction, and disaster resilience, resistance, and risk reduction. We will learn that weather forecasters must be able to convey the forecast and the probabilistic nature of the prediction in an effective manner. This requires that the public must not only understand the forecast but in many cases must be made to respond. From this class, you will learn key issues affecting hazardous weather occurrence in a changing climate, hazardous weather prediction, the science behind the dissemination of warnings, and societal response to weather hazards. In addition, you will learn the breadth of subject areas that you should master to pursue careers in the wide range of opportunities these problems present. Environmental Studies 112: “Environmental Studies: The Social Perspective” — This class examines the importance of social factors in the generation and resolution of complex environmental problems with an interdisciplinary perspective. Comparison of specific communities in the more and less developed areas of the world. Geoscience 140: “Natural Hazards and Disasters” — An exploration of the science behind natural disasters including earthquakes, tsunamis, volcanic eruptions, landslides, tornadoes, hurricanes, and floods. Why, where, and when do these events occur, and why are some predictable but others are not? The class will also address hazard assessment, forecasting, and mitigation to lessen their impact on society. |
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entirely remote instruction | This FIG will take an interdisciplinary approach to examining current issues in health care and the delivery of care in various settings to diverse populations. Nursing 105: “Health Care Systems: An Interdisciplinary Approach” will focus on factors affecting health and the value placed on health, the delivery of health care in different settings, and the roles of various professionals in the healthcare system. Rehabilitation Psychology & Special Education 300: “Individuals with Disabilities” — This class is designed to introduce you to the history, etiology, and characteristics of specific categories of disability. It incorporates hands-on learning as you develop your own service-learning projects directly related to working with persons with disabilities. Educational Psychology 320: “Human Development in Infancy and Childhood” — Normative processes and individual differences in physical, mental, social and emotional development and behavior from infancy through late childhood. This FIG is designed for students considering an application to the Nursing Program in the School of Nursing; courses in this FIG have been carefully selected to fulfill requirements for the Nursing Program. Acceptance into the School of Nursing is dependent on a number of factors including completion of specific courses and meeting minimum grade-point average requirements. If you are interested in this academic path, please meet with an advisor from the School of Nursing to get full information. |
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entirely remote instruction | This FIG will take an interdisciplinary approach to examining current issues in health care and the delivery of care in various settings to diverse populations. Nursing 105: “Health Care Systems: An Interdisciplinary Approach” will focus on factors affecting health and the value placed on health, the delivery of health care in different settings, and the roles of various professionals in the healthcare system. Sociology 134: “Sociology of Race and Ethnicity in the United States” — This class examines social structures that shape and are shaped by race, ethnicity, racism, and racial/ethnic inequalities. You will learn to understand race and ethnicity as social constructs, and learn how race and ethnicity exist within social structures and institutions. Gender and Women’s Studies 103: “Gender, Women, Bodies, and Health” — Information on physiological processes and phenomena relating to health (for example, menstruation, pregnancy) and ill health (for example, cancer, maternal mortality, depression). Attention to how bodies are located in social contexts that influence health and illness. Explorations of how multiple kinds of social inequalities shape health and health disparities. Information on roles that female-assigned and women-identified people play as health-care consumers, activists, and practitioners. This FIG is designed for students considering an application to the Nursing Program in the School of Nursing; courses in this FIG have been carefully selected to fulfill requirements for the Nursing Program. Acceptance into the School of Nursing is dependent on a number of factors including completion of specific courses and meeting minimum grade-point average requirements. If you are interested in this academic path, please meet with an advisor from the School of Nursing to get full information. |
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entirely remote instruction | This FIG will take an interdisciplinary approach to examining current issues in health care and the delivery of care in various settings to diverse populations. Nursing 105: “Health Care Systems: An Interdisciplinary Approach” will focus on factors affecting health and the value placed on health, the delivery of health care in different settings, and the roles of various professionals in the healthcare system. Sociology 134: “Sociology of Race and Ethnicity in the United States” — This class examines social structures that shape and are shaped by race, ethnicity, racism, and racial/ethnic inequalities. You will learn to understand race and ethnicity as social constructs, and learn how race and ethnicity exist within social structures and institutions. Religious Studies 102: “Exploring Religion in Sickness and Health” — This is an excellent companion course for students interested in the health sciences. Questions covered in this course include: What is religion? Sickness? Health? How can we understand their relationships? How do religious peoples understand and live in sickness and health? How does physical well-being connect to spiritual well-being? How does medicine connect to meaning-making? How does looking at religion in sickness and health provide insight into its roles in different cultures and contexts? From Southeast Asia to the Caribbean, Africa, and the Mediterranean, we’ll approach these questions using perspectives from anthropology, history, sociology, legal studies, and the medical sciences, among others. And we’ll come home to Wisconsin and the United States to examine these questions as well. This FIG is designed for students considering an application to the Nursing Program in the School of Nursing; courses in this FIG have been carefully selected to fulfill requirements for the Nursing Program. Acceptance into the School of Nursing is dependent on a number of factors including completion of specific courses and meeting minimum grade-point average requirements. If you are interested in this academic path, please meet with an advisor from the School of Nursing to get full information. |
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This FIG will take an interdisciplinary approach to examining current issues in health care and the delivery of care in various settings to diverse populations. Nursing 105: “Health Care Systems: An Interdisciplinary Approach” will focus on factors affecting health and the value placed on health, the delivery of health care in different settings, and the roles of various professionals in the healthcare system. Nutritional Sciences 203: “Introduction to Global Health” — Introduces you to global health concepts through multidisciplinary speakers dedicated to improving health through their unique training. It targets students with an interest in public health and those who wish to learn how their field impacts their global issues. Sociology 170: “Population Problems” — Social, economic, and political problems affected by birth and death rates, population size and distribution, voluntary and forced migration. World ecology, limits to growth, economic development, international conflict, environmental quality, metropolitan expansion, segregation by age, race, and wealth. Policies affecting reproduction, nuptiality, morbidity, mortality, migration. This FIG is designed for students considering an application to the Nursing Program in the School of Nursing; courses in this FIG have been carefully selected to fulfill requirements for the Nursing Program. Acceptance into the School of Nursing is dependent on a number of factors including completion of specific courses and meeting minimum grade-point average requirements. If you are interested in this academic path, please meet with an advisor from the School of Nursing to get full information. |
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This FIG will take an interdisciplinary approach to examining current issues in health care and the delivery of care in various settings to diverse populations. Nursing 105: “Health Care Systems: An Interdisciplinary Approach” will focus on factors affecting health and the value placed on health, the delivery of health care in different settings, and the roles of various professionals in the healthcare system. English 100: “Introduction to College Composition” — This class treats writing as both an act of inquiry and communication, and it offers opportunities to identify, develop, and express concepts; engage in conversations with the ideas of others; and critique and construct arguments through original research. Sociology 134: “Sociology of Race and Ethnicity in the United States” — The nature of inter-group relations; emphasis on various forms of racism, discrimination, and white privilege; historical background and characteristics of American Indians, African Americans, Hispanic Americans, Asian Americans and other racial and ethnic minorities; a consideration of economic, housing, political, legal, educational, familial, and health challenges faced by minority groups in U.S. society. This FIG is designed for students considering an application to the Nursing Program in the School of Nursing; courses in this FIG have been carefully selected to fulfill requirements for the Nursing Program. Acceptance into the School of Nursing is dependent on a number of factors including completion of specific courses and meeting minimum grade-point average requirements. If you are interested in this academic path, please meet with an advisor from the School of Nursing to get full information. |
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This FIG connects the science of modern astronomy with the history of scientific thought. We will use practical, interactive, astronomical experiences to explore how and why our modern understanding of the universe as a whole, and our place within it—our “world view”—takes its modern form. Where will you find the moon tomorrow? How do you measure the size of the Earth with a cell phone? What does a stellar spectrum really look like in the telescope? The skies of both night and day will be important parts of our classroom, and each student will emerge from the experience with an enhanced awareness and feel for the celestial world. The planetarium and observatories on campus will be parts of our FIG. In addition to the regular class time, you will be required to participate in some out-of-class activities, both day and night, scheduled as weather permits. You will achieve a deep understanding and appreciation of the modern science that shapes our world today by exploring the evolution of historical worldviews, and the experiences, observations, and theories on which they are founded. In the main FIG seminar, Interdisciplinary Courses (L&S) 107: “How Astronomy Shapes our Worldview,” you will also use hands-on, interactive astronomical observations, laboratory demonstrations, and guided activities to complement and contextualize what you are learning in the two linked classes. Together, these classes will help us understand the role observation and scientific discovery play in shaping the way we see ourselves and our place in the cosmos. Astronomy 103: “The Evolving Universe: Stars, Galaxies, and Cosmology” — This class is designed to open a window for you to the cosmos, provoke your imagination, and address some fundamental and tantalizing questions: When did the Universe begin? Do black holes really exist? What makes stars shine? Do stars ever die? What is at the edge of the universe? Is there an edge? Why are the most distant objects in the universe so different from objects nearby? How do we know they are different? How do we know they are far away? An important fact is that astronomers have definitive answers to only some of these questions. However, the observable universe is a time machine—our only one—and in this class we will travel from the solar system to the event horizon, which is the edge of the observable universe. In so doing, we will venture back to the beginning of time. We will also try to understand our place in the universe, and how it is that we came to be made of star-matter, and why our galactic home is called the Milky Way. History of Science 201: “The Origins of Scientific Thought” — Emergence of scientific method and scientific modes of thought out of ancient philosophical and religious traditions; the impact of ancient science on medieval Christendom; the origins and development of the Copernican-Newtonian world view. |
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Can you imagine a world in which doctors knew nothing about blood circulation or microbes, in which magic and medicine were often combined, in which surgery was performed without anesthetics? Such was life in ancient Greece and Rome. And yet, many of the medical discoveries and practices of the Greeks and Romans were of fundamental importance in the development of Western medicine, and laid the foundation for some of the most basic tenets of modern medicine. The purpose of this class is to give an account of the various aspects of the healing profession in antiquity, focusing in particular on the ways in which it differed from or anticipated medical practices nowadays. The main seminar in this FIG, Classics 373: “Ancient Medicine,” will explore these issues while the other courses will deepen your understanding of the overall topic. Religious Studies 102: “Exploring Religion in Sickness and Health” — This is an excellent companion course for students interested in the health sciences. Questions covered in this course include: What is religion? Sickness? Health? How can we understand their relationships? How do religious peoples understand and live in sickness and health? How does physical well-being connect to spiritual well-being? How does medicine connect to meaning-making? How does looking at religion in sickness and health provide insight into its roles in different cultures and contexts? From Southeast Asia to the Caribbean, Africa, and the Mediterranean, we’ll approach these questions using perspectives from anthropology, history, sociology, legal studies, and the medical sciences, among others. And we’ll come home to Wisconsin and the United States to examine these questions as well. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. Chemistry 109: “Advanced General Chemistry” — A modern introduction to chemical principles that draws on current research themes. For students with good chemistry and mathematics background preparation who desire a one-semester coverage of general chemistry. Recommended for students intending majors in chemistry or allied fields. |
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Are you considering a possible career in pharmacy? Would you like to learn more about contemporary pharmacy practice and postgraduate opportunities? In Pharmacy 125: “Exploring Pharmacy I” we will consider:
Class time will include regular discussion and integration of the linked classes’ content as well as use of case studies, guest instructors, readings, videos, and reflective assignments. First-year pharmacy students will serve as FIG mentors in the class. The class will be reflective and interactive in nature to develop communication, critical/analytical thinking, and problem-solving skills. Students will work on assignments and projects both individually and in small groups and will present information to the larger class to enhance teamwork and communication skills. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. Pharmacy Practice 305: “Consumer Self-Care and Over-the-Counter Drugs” — Provides you with information regarding self-care of common, minor health conditions. Emphasis on illness prevention, health condition symptoms, guidelines for over-the-counter product use, adverse effects and alcohol/drug interactions of over-the-counter products, and when to request professional care. |
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Are you considering a possible career in pharmacy? Would you like to learn more about contemporary pharmacy practice and postgraduate opportunities? In Pharmacy 125: “Exploring Pharmacy I” we will consider:
Class time will include regular discussion and integration of the linked classes’ content as well as use of case studies, guest instructors, readings, videos, and reflective assignments. First-year pharmacy students will serve as FIG mentors in the class. The class will be reflective and interactive in nature to develop communication, critical/analytical thinking, and problem-solving skills. Students will work on assignments and projects both individually and in small groups and will present information to the larger class to enhance teamwork and communication skills. Choose a chemistry class: Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. or Chemistry 109: “Advanced General Chemistry” — A modern introduction to chemical principles that draws on current research themes. For students with good chemistry and mathematics background preparation who desire a one-semester coverage of general chemistry. Recommended for students intending majors in chemistry or allied fields. Lecture, lab, and discussion. Pharmacy Practice 305: “Consumer Self-Care and Over-the-Counter Drugs” — Provides you with information regarding self-care of common, minor health conditions. Emphasis on illness prevention, health condition symptoms, guidelines for over-the-counter product use, adverse effects and alcohol/drug interactions of over-the-counter products, and when to request professional care. |
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For many years, physiologists have used exercise as a way of studying the limits of human performance. An athlete running as fast as a human is capable of running, or lifting as heavy a weight as she can lift is an excellent way of observing the limits of performance. By studying physiological processes when they are being pushed to their limits, we can learn a lot about these processes—the regulation of the processes, the constraints that they operate under, and how processes may adapt to improve performance. In Kinesiology 115: “The Physiology of Human Performance,” we will be exploring the factors that influence human performance in the context of exercise or performing other physical work. We will examine a number of case studies where the goal will be to determine what the physiological factors are that are limiting performance. We will consider cases of athletic performance, other work conditions, age and developmental issues, as well as injury or other pathological conditions, among many other cases. We will also spend some class time in an Exercise Physiology laboratory where we will collect some data on subjects while they are exercising. We will then use these data to determine some of the underlying physiological processes that are at work during different types of exercise. The other two class in this FIG are well matched with this small seminar class and provide many opportunities to integrate material across different subject areas. Chemistry 103: “General Chemistry I” — Provides an understanding the basic chemical reactions that underlie many physiological processes and allows us to connect these two areas. How are our muscles’ ability to perform work ultimately limited by the underlying chemical reactions in the muscle? Kinesiology 119: “Introduction to Kinesiology” — Allows us to place the physiology that we are exploring into the larger context of the field of kinesiology. How do people use the physiological responses to exercise to help understand the role of exercise and movement in health and disease? Given the course subject matter that we will explore, as well as the paired courses, this FIG is an excellent learning opportunity for students who:
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The main seminar in this FIG, Horticulture 350: “Plants and Human Well-being” (and its discussion section Horticulture 375), focuses on various aspects of well-being associated with plants, plant materials, landscapes, and plant products, including aesthetics, food, medicine, fiber, art, psychoactive substances, and stimulants. This class includes lectures, discussions, hands-on demonstrations, and short field trips and will allow students to build a sense of community while also helping integrate content from the other classes in the FIG. This topic will likely appeal to students interested in horticulture, biology and food systems, medicine and public health, human cultural diversity, and geography. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. Anthropology 104: “Cultural Anthropology and Human Diversity” — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. |
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How did people in the 20th-century United States organize themselves into discernable gender-and sexuality-based communities with an interest in challenging the status quo? The main seminar in this FIG explores the dynamics that generated and elaborated diverse forms of queer community, art, scholarship, and social justice work. As we examine this history, we will better understand the contexts and perspectives of people in the past: how they told stories, worked, worshipped, taught, played, and made meaning in their lives. We will explore queer lives in both rural and urban locations, with a special emphasis on queer diversity across race, age, dis/ability, religion, and class. We will also examine relationships among movements sometimes considered distinct, such as civil rights, feminist, queer and transgender movements. We will begin with questions such as: What comprises queer history? What makes some things “queer”? What does it mean to be queer? Thinking as historians, we will seek to understand the perspectives of those who sought to live in and change the world in the 20th century. Our sources will include historical monographs, memoir, essays, film, music and visual art. In addition, students will have the opportunity to find and work with archived primary documents and explore questions of their own on topics they identify. The other classes in the FIG will add to our analysis. Gender and Women’s Studies 200: “Introduction to Lesbian, Gay, Bisexual, Transgender and Queer+ Studies” — A multidisciplinary introduction to lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) studies, including theories of identity formation, different societal interaction with LGBTQ+ communities, LGBTQ+ cultures in history, and contemporary legal and political issues. Course materials explore the intersections between LGBTQ+ identities and other socially marginalized identities, including (but not limited to) those based on race, ethnicity, religion and disability. Anthropology 104: “Cultural Anthropology and Human Diversity” — Introduction to cultural anthropology for non-majors; comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. Includes 25% coverage of U.S. ethnic and racial minorities. |
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This FIG explores the complex relationship between race, ethnicity, and inequality in American public education. The core seminar, Educational Policy Studies 200: “Race, Ethnicity, and Inequality in American Education,” examines schools as sites where racial/ethnic inequality is produced, reproduced, and resisted through institutional structures and the everyday practices of teachers, students, parents, and community members. Although race and ethnicity will be the primary focus of the course, you will have opportunities to explore the ways race and ethnicity intersect with other identities (e.g., gender, social class, sexual orientation, etc.). A central focus will be on issues of policy and practice in K–12 education in the United States. As part of this course, you will have the opportunity to:
You will take other classes that complement our analysis and provide us with an opportunity to integrate learning across multiple domains. English 100: “Introduction to College Composition” — This class focuses on the development of rhetorical reading, listening, research, and writing abilities that will be crucial to success in this FIG. The class will also provide practice in written and spoken communication and information literacy that will be a foundation for university course work and post-college careers. Sociology 134: “Sociology of Race and Ethnicity in the United States” — This class provides a sociological approach to race and ethnicity in which we consider race and ethnicity as social constructs that permeate social life, are entrenched in social structures and institutions, and shift over time and space. We will examine the particular historical and contemporary ways in which race and ethnicity are made meaningful in the United States. |
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Tropical rainforests and coral reefs inspire awe in all of us, with their serene beauty and astounding biodiversity. They also happen to be two of the most important ecosystems on Earth, housing most of the world’s species and providing valuable ecosystem services. In Botany 265: “Rainforests and Coral Reefs,” you’ll explore these incredible natural communities and learn why they are important to human welfare. You’ll learn about their vulnerability to climate change and other human impacts, and examine what can be done to protect them. This course takes a “deep dive” into the foundations of both marine biology and terrestrial ecology. One of the most exciting parts of this course is that you will develop your own field research project and have a chance to carry it out during an optional 10-day, winter-break field trip to Belize in Central America! There, we will hike in lush rainforests and snorkel on the second-largest coral reef in the world. This class is taught in a blended format, and will give you resumé-building experience with instructional technology and multimedia, as well as real scientific research. The linked chemistry class in this FIG will help you understand the physical, chemical, and biological processes that make rainforests and coral reefs function. Spanish language will help you during our trip to Central America. Chemistry 103: “General Chemistry I” — Introduction to stoichiometry and the mole concept; the behavior of gases, liquids, and solids; thermochemistry; electronic structure of atoms and chemical bonding; descriptive chemistry of selected elements and compounds; and intermolecular forces. Choose one of the following: Spanish 203: “Third Semester Spanish” (55268) — Intermediate level language review, Hispanic readings, culture, and patterns of conversation. Spanish 204: “Fourth Semester Spanish” (57130) — Second-semester intermediate level language review, extensive readings in literature, intensive written and oral activities. Spanish 226: “Intermediate Language Practice with Emphasis on Writing and Grammar” (58229) — Intensive practice in reading, writing, and grammar. May be taken concurrently with Spanish 223 or 224. Spanish 311: “Advanced Language Practice” (55487) — Advanced language practice, including intensive writing and work in pertinent areas of grammar and stylistics. |
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This FIG will examine the power of the media in all its manifestations in shaping public opinion about religion, religious groups, and a range of issues frequently presented through a religious lens. We will identify the major themes in media depictions of religious groups and evaluate their consequences. Through this process, students will learn criteria for evaluating news stories about religion and gauging their influence. As a class, we will practice creating news stories of our own about religion in Madison. Overall, this FIG will enable students to think critically about media representation and to practice written and to practice the skills they learn through “real-world“ engagement with our community. The other classes in this FIG will compliment and deepen students’ understanding of the relationship between religion, culture, and mass communication. Anthropology 104: “Cultural Anthropology and Human Diversity” — This class is an introduction to cultural anthropology. It provides a comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. Journalism and Mass Communication 201: “Introduction to Mass Communication” — Mediated communication shapes every aspect of our lives, from interpersonal relationships to political economy. It influences how we choose our leaders, how we learn about ideas and decide what to purchase, and how we perceive other members of society. This class is about exploring conceptual tools for understanding how and why our society’s mediated communications work the way they do. It is an introduction to the work of the School of Journalism and Mass Communication (SJMC, sometimes called the J-School), a diverse department with scholars in media effects, political communication, history, neuroscience, sociology, and more. We will touch these subjects during the class, often with the help of guest lectures by SJMC faculty. |
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We tend to think that having more information about security threats can dispel the danger they pose. But what if it is information—in its glut and abundance—that terrifies us? Looking at poetry (Walt Whitman), graphic novels (Kyle Baker’s Nat Turner), and films (e.g., Three Days of the Condor), we will explore the connections between terror and knowledge while pondering questions about surveillance, privacy, human rights, and aesthetics. Above all, you will strengthen your writing as you grapple with these issues. You will write analytic essays and reflect critically on your own encounters with surveillance and security. Who, after all, isn't being watched? How do people participate in their own surveillance? Writing is a manifestation of curiosity and the communicative skills it builds build intellectual confidence. The other classes in this FIG will strengthen our consideration of these issues by introducing students to recent technological developments and to a deeper understanding of contemporary social inequities. Science and Technology Studies 201: “Where Science Meets Society” — An overview of science and technology studies. Explores science and technology as central institutions in modern societies. Teaches approaches to analyzing social dimensions of recent advances in areas such as genetics, environment, Internet, surveillance, and nanotechnology. Sociology 134: “Sociology of Race and Ethnicity in the United States” — The nature of inter-group relations; emphasis on various forms of racism, discrimination, and white privilege; historical background and characteristics of American Indians, African Americans, Hispanic Americans, Asian Americans and other racial and ethnic minorities; a consideration of economic, housing, political, legal, educational, familial, and health challenges faced by minority groups in U.S. society. |
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We will be very interested in two things: how to do justice to the past by looking at Shakespeare’s plays in the context of their own time; and—through watching contemporary movie versions of Shakespeare’s plays—how to think about older texts and the ways they might be relevant to our understandings of our own situations today. We will consider notions of trans-historicism and a-historicism, discussing, for example, whether a concept such as “love” is a universal constant or whether its meanings have shifted across time. We will consider notions of forced marriage; sexuality and gender relations; familial and political hierarchy; and, more broadly (particularly by looking at movie adaptations of Shakespeare’s plays in their historical moment) the relationship between culture and political commentary and political change. Folklore 100: “Introduction to Folklore” — This class surveys folklore in the United States and around the world, with a comparative emphasis on ways in which individuals and groups use beliefs, songs, stories, sayings, dances, festivals, and artifacts to address issues of identity, authenticity, and authority, in complex societies. History 119: “Europe and the World, 1400–1815” — This class is an introduction to the cultural, intellectual, social, political, and economic changes in Europe between 1400 and 1815. We shall explore changes in the understanding of the human person—both body and mind—and of the universe; the repercussions of a global economy for different groups in Europe, the Americas, Africa, and Asia; the articulation of new forms of political power and economic organization; and the emergence of the modern sense of self. |
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Engineers are in a unique position to make a difference in combating some of the world’s most pressing environmental issues. Students in this FIG will delve into the opportunities and complexities in sustainability and engineering through the design of a team product. The main seminar in this FIG, Interdisciplinary Courses (Engineering) 170: “Design Practicum,” will provide an introduction to design via the invention, fabrication, and testing of a device that solves a problem proposed by a real-world client. Lectures address information retrieval techniques, specification writing, methods for enhancing creativity, analysis techniques, scheduling, selection methodologies, cost estimating, sustainability in design, shop safety, fabrication equipment and techniques, and oral and written communication. The other classes in the FIG will deepen our understanding of these issues. Mathematics 171: “Calculus with Algebra and Trigonometry I” — Topics in algebra, trigonometry, and precalculus are integrated with elementary differential calculus. Environmental Studies 112: “Environmental Studies: The Social Perspective” — Emphasizes the importance of social factors in the generation and resolution of complex environmental problems with an interdisciplinary perspective. It includes a comparison of specific communities in the more and less developed areas of the world. |
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In the main seminar in this FIG, Environmental Studies 413: “Preserving Nature,” you will develop an understanding of both the theoretical basis and the skills required for effective scientific, ethical, and legitimate preservation of nature (e.g., biodiversity, atmosphere, water). We will use global case studies to learn how to intervene against threats to nature, and we will explore the role of ethics, law, and research in preserving nature. We also will learn how to communicate effectively about these issues. The other classes in this FIG will deepen our understanding of these topics by providing a global perspective into the fundamental ecology underlying human interactions with natural ecosystems. Environmental Studies 260: “Introductory Ecology” — Introduction to human ecology across millions of years until the present. This class will extend your understanding of the fundamental ecology underlying human interactions within natural ecosystems. This class also provides the foundation for evolution, behavioral ecology, and ecosystem ecology with which to interpret advanced topics in these and future courses. Geography 139: “Global Environmental Issues” — This class explores the global and local nature of environmental problems facing humanity, including climate change, food and energy scarcity, deforestation, biodiversity loss, environmental justice, and population growth. Through group and individual work, you will learn to analyze and address environmental problems on many scales. A key theme will be that what appear to be monolithic global environmental problems are actually many smaller, context-specific and place-dependent problems that when addressed with interdisciplinary and geographic perspectives can be understood and addressed at the scale of our lived lives. |
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In the main seminar in this FIG, Literature in Translation 235: “The World of Sagas,” we will learn about the Norse people as they expanded through Europe and beyond. We will study their science and technology, environment, mythology, gender, economics, politics and more. This class approaches the Vikings along historical lines and uses both texts from medieval sources and archeological materials. We will explore:
We will discover that as we learn about the medieval Scandinavians, we gain a greater understanding of ourselves and the human condition. This FIG will appeal to students who are interested in learning about the present through the past and those with a specific interest in the Nordic countries (and perhaps topics like black metal music, Skyrim, or media shows like Thor and Vikings). The other classes in this FIG will enhance our examination of these topics. Enrollment in an optional first-semester Norwegian or Swedish class will enhance your understanding of the cultures of the region and is highly recommended. German Nordic and Slavic 200: “Folklore of Central, Eastern and Northern Europe” — Whether it be rousing bedtime tales of unlikely heroes and magic helpers, jaunty tunes played on the fiddle, age-old recipes for preserving foods or curing ailments, mysterious rituals for maintaining luck, celebrating a wedding, or saying goodbye to a loved one, pieces of folklore are ancient and enduring elements of daily life throughout the world. In the diverse cultures of Central, Eastern, and Northern Europe, folklore holds particular significance not only as enduring parts of culture, but also as emblems of national identity, political idealism, and historical change. This introductory course surveys a range of past and present genres of folklore from the various cultures that make up the areas of expertise of the Department of German, Nordic, and Slavic. We will look at examples of primary materials as well as the theories that have developed to explain them, and we will look at the complex and sometimes surprising ways in which “Old World” traditions have become transplanted and adapted in North America. Students will learn techniques of fieldwork and analysis and examine a range of different traditions from throughout the wide array of cultures found in Central, Eastern, and Northern Europe, both among longstanding communities and among populations that have migrated to the region in more recent eras. Choose one: Scandinavian Studies 101: “First Semester Norwegian” (56059) Scandinavian Studies 111: “First Semester Swedish” (58047) Scandinavian Studies 121: “First Semester Danish” (55538) |
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This FIG offers the beginning art student three of the six foundation classes which are required for the Bachelor of Science in Art, Bachelor of Fine Arts, and Bachelor of Science in Art Education degree programs. (Note: The other three classes will be offered in a Spring FIG.) The Art Department has been offering this FIG for the many years. Art majors are very enthusiastic about this program. They enjoy the sense of community and have reaped the benefits of beginning their undergraduate careers as a team, helping each other develop their technical drawing and design skills, while simultaneously being introduced to contemporary and historical practices in art. Art 108: “Foundations of Contemporary Art” provides the historical context for the richly diverse state of contemporary art practice, and is the springboard for new art students to launch their own unique, artistic visions. In Art 102: “Two-Dimensional Design” and Art 212: “Drawing Methods and Concepts,” you will be led through a series of projects that develop and hone their visual vocabulary through exercises in composition, line, value, texture, and color manipulations. They will be asked to challenge themselves to consistently build upon existing skills and ideas, and to strive for excellence in the successful combination of idea and form in all their work. Two other versions of this FIG, Option 1 and Option 2, include the same classes on different days and times. You are strongly encouraged to sign up for Art 508: “Colloquium in Art.” This one-credit class will introduce you to nationally and internationally recognized art professionals. Students enrolling in an Art FIG will be asked to provide their own laptops outfitted with Adobe Creative Cloud. Recommended systems are:
or
Memory upgrades and a three-year Apple Computer warranty strongly suggested. |
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