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 | Art and Artists: Foundations of Contemporary Practice (Option 1) | John Baldacchino | 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: TR 9:55–10:45 + DIS 303: T 12:05–12:55 | Humanities | Elementary | 3 | 11465 | Art Department 102 | Two-Dimensional Design | LAB 6: TR 1:45–4:15 | 3 | 26313 | Art Department 212 | Drawing Methods and Concepts | LAB 1: MW 11:00–1:30 | 3 | 11468 | Art Department 508 | Colloquium in Art / Visiting Artist Series | LEC 1: W 5:00–6:15 | 1 | 11590 | 23fig01 | ||||||||||||||||||
all | previous | next | random | 2 | Art and Artists: Foundations of Contemporary Practice (Option 2) | John Baldacchino | 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: TR 9:55–10:45 + DIS 301: T 8:50–9:40 | Humanities | Elementary | 3 | 11463 | Art Department 102 | Two-Dimensional Design | LAB 4: TR 11:00–1:30 | 3 | 23525 | Art Department 212 | Drawing Methods and Concepts | LAB 2: MW 1:45–4:15 | 3 | 11469 | Art Department 508 | Colloquium in Art / Visiting Artist Series | LEC 1: W 5:00–6:15 | 1 | 11590 | 23fig02 | ||||||||||||||||||
all | previous | next | random | 3 | Art and Artists: Foundations of Contemporary Practice (Option 3) | John Baldacchino | 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: TR 9:55–10:45 + DIS 307: R 8:50–9:40 | Humanities | Elementary | 3 | 11559 | Art Department 102 | Two-Dimensional Design | LAB 2: MW 1:45–4:15 | 3 | 20095 | Art Department 212 | Drawing Methods and Concepts | LAB 3: TR 11:00–1:30 | 3 | 11470 | Art Department 508 | Colloquium in Art / Visiting Artist Series | LEC 1: W 5:00–6:15 | 1 | 11590 | 23fig03 | ||||||||||||||||||
all | previous | next | random | 4 | Biology of Vision | Bikash Pattnaik | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Interdisciplinary Courses (L&S) 101 | Biology of Vision | SEM 1: MWF 1:20–2:10 | Biological Science | Elementary | 3 | 20164 | Psychology 202 | Introduction to Psychology | LEC 2: TR 1:00–2:15 | Social Science | Elementary | 3 | 14035 | Chemistry 103 | General Chemistry I | LEC 5: TR 11:00–12:15 + DIS 393: WF 12:05–12:55 + LAB 693: W 5:40–8:40 | Physical Science | Elementary | 4 | 15643 | 23fig04 | ||||||||||||||||||||
all | previous | next | random | 5 | Children and Youth in a Changing World | Jess Calarco | 10 | Interdisciplinary Courses (L&S) 106 | Children and Youth in a Changing World | SEM 1: TR 9:30–10:45 | Social Science | Elementary | 3 | 36198 | Communication Arts 250 | Survey of Contemporary Media | LEC 1: R 2:25–3:15 + DIS 301: T 2:25–3:15 | Humanities | Elementary | 3 | 13690 | Sociology 120 | Marriage and Family | LEC 1: TR 4:00–5:15 + DIS 302: W 2:25–3:15 | Social Science | Elementary | 4 | 19413 | 23fig05 | |||||||||||||||||||||
all | previous | next | random | 7 | The Disability Experience | Susan Smedema | 9 | Includes 25 hours of community-based learning outside the classroom. | Rehabilitation Psychology and Special Education 210 | The Disability Experience | LEC 1: M 2:25–5:25 | Social Science | Elementary | 3 | 32771 | Rehabilitation Psychology and Special Education 300 | Individuals with Disabilities | LEC 2: W 5:00–8:00 | Elementary | 3 | 11490 | Counseling Psychology 237 | Mental Health, Self-Awareness, and Social Justice: Working in Diverse Communities | LEC 1: T 7:45–9:00 + DIS 305: R 3:00–4:15 | Ethnic Studies | Social Science | Elementary | 3 | 34895 | 23fig07 | ||||||||||||||||||||
all | previous | next | random | 8 | Autism in Society: Past, Present, and Future | Gigi An | 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 | 22247 | Rehabilitation Psychology and Special Education 300 | Individuals with Disabilities | LEC 2: W 5:00–8:00 | Elementary | 3 | 11490 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 2: MW 2:30–3:45 + DIS 342: T 1:20–2:10 | Ethnic Studies | Social Science | Elementary | 4 | 26416 | 23fig08 | ||||||||||||||||||||||
all | previous | next | random | 9 | Earth Partnership, Indigenous Arts, and Sciences: Restoration Education and Stewardship | Maria Moreno and Cheryl Bauer-Armstrong | 9 | Interdisciplinary Courses (L&S) 106 | Indigenous Arts & Sciences | SEM 2: R 2:25–5:25 | Social Science | Elementary | 3 | 36218 | Environmental Studies 112 | Social Science Perspectives | LEC 1: MW 11:00–11:50 + DIS 310: T 4:35–5:25 | Social Science | Elementary | 3 | 21252 | American Indian Studies 100 | Introduction to American Indian Studies | LEC 1: MW 1:20–2:10 + DIS 312: F 11:00–11:50 | Ethnic Studies | Social Science | Elementary | 3 | 33292 | 23fig09 | ||||||||||||||||||||
all | previous | next | random | 10 | Environmentalism | Noah Stengl | 9 | Integrated Liberal Studies 110 | Environmentalism | LEC 2: TR 2:30–3:45 | Humanities | Elementary | 3 | 34851 | Geoscience 100 | Introductory Geology: How the Earth Works | LEC 1: MW 9:55–10:45 + DIS 309: R 11:00–11:50 | Physical Science | Elementary | 3 | 23218 | Environmental Studies 112 | Social Science Perspectives | LEC 1: MW 11:00–11:50 + DIS 306: T 11:00–11:50 | Social Science | Elementary | 3 | 21092 | 23fig10 | |||||||||||||||||||||
all | previous | next | random | 11 | Exploring Biology (Option 1) | Cara Theisen | 8 | Students must have received placement into Mathematics 112. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 301: M 2:25–4:20 | Biological Science | Elementary | 2 | 26817 | English 100 | Introduction to College Composition | LEC 44: TR 9:30–10:45 | Communication Part A | Elementary | 3 | 31058 | Mathematics 112 | Algebra | LEC 2: MW 9:30–10:45 | Quantitative Reasoning Part A | Elementary | 3 | 31440 | 23fig11 | ||||||||||||||||||||
all | previous | next | random | 12 | Exploring Biology (Option 2) | Cara Theisen | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 302: M 2:25–4:20 | Biological Science | Elementary | 2 | 26818 | Anthropology 105 | Principles of Biological Anthropology | LEC 11: MW 1:20–2:10 + DIS 301: W 2:25–3:15 | Biological Science | Elementary | Honors Optional | 3 | 13381 | Chemistry 103 | General Chemistry I | LEC 6: TR 1:00–2:15 + DIS 455: WF 12:05–12:55 + LAB 755: W 5:40–8:40 | Physical Science | Elementary | 4 | 17396 | 23fig12 | |||||||||||||||||||
all | previous | next | random | 13 | Exploring Biology (Option 3) | Cara Theisen | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 303: M 2:25–4:20 | Biological Science | Elementary | 2 | 26819 | Interdisciplinary Courses (SOHE) 201 | Belonging, Purpose, and the Ecology of Human Happiness: EcoYou | LEC 1: MW 1:20–2:10 + DIS 306: F 12:05–12:55 | Social Science | Elementary | 3 | 22314 | Chemistry 103 | General Chemistry I | LEC 7: TR 2:30–3:45 + DIS 463: WF 9:55–10:45 + LAB 763: W 2:25–5:25 | Physical Science | Elementary | 4 | 26097 | 23fig13 | ||||||||||||||||||||
all | previous | next | random | 14 | Exploring Biology (Option 4) | Cara Theisen | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Integrated Science 100 | Exploring Biology | LEC 1 + DIS 304: M 2:25–4:20 | Biological Science | Elementary | 2 | 26820 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: MW 11:00–11:50 + DIS 309: R 8:50–9:40 | Natural Science | Elementary | 3 | 21064 | Chemistry 103 | General Chemistry I | LEC 1: MWF 8:50–9:40 + DIS 303: TR 9:55–10:45 + LAB 603: T 2:25–5:25 | Physical Science | Elementary | 4 | 13520 | 23fig14 | ||||||||||||||||||||
all | previous | next | random | 15 | Fakes and Forgeries from the Ancient World to Modern Times | Willliam Aylward | 10 | Classics 101 | Famous Fakes and Forgeries | LEC 1: MW 2:30–3:45 | Humanities | Elementary | 3 | 36157 | Classics 340 | Conspiracy in the Ancient and Modern Worlds | LEC 1: MW 8:15–9:30 | Literature | Intermediate | 3 | 35312 | Art History 202 | History of Western Art II: From Renaissance to Contemporary | LEC 1: MWF 9:55–10:45 + DIS 304: T 9:55-10:45</span | Humanities | Elementary | 4 | 36445 | 23fig15 | |||||||||||||||||||||
all | previous | next | random | 16 | Food Cultures of Italy | Grazia Menechella | 10 or 11 | Horticulture 372 is optional for an additional credit (11 total). | Literature in Translation 410 | Food Cultures of Italy | LEC 2: TR 11:00–12:15 | Literature | Intermediate | Honors Optional | 3 | 27256 | Horticulture 120 | Survey of Horticulture | LEC 1: MW 1:20–2:10 + LAB 304: F 1:20–3:15 | Biological Science | Elementary | 3 | 10839 | Italian 101 | First Semester Italian | LEC 2: MTWR 9:55–10:45 | Elementary | 4 | 35402 | OPTIONAL - Horticulture 372 | Seminar in Organic Agriculture | SEM 1: W 3:30–5:25 | Elementary | 1 | 36901 | 23fig16 | ||||||||||||||
all | previous | next | random | 17 | Freshwater: Past, Present, and Future | Jake Vander Zanden | 9 | Zoology 400 | Freshwater: Past, Present, and Future | LEC 2: R 1:20–2:50 + DIS 301: R 3:00–4:30 | Biological Science | Intermediate | 3 | 35246 | Geography 120 | Introduction to the Earth System | LEC 1: MW 11:00–11:50 + DIS 304: W 3:30–4:20 | Physical Science | Elementary | Honors Optional | 3 | 15613 | Zoology 101 | Animal Biology | LEC 2: MWF 12:05–12:55 | Biological Science | Elementary | Honors Optional | 3 | 14416 | 23fig17 | |||||||||||||||||||
all | previous | next | random | 18 | Game Design | Krista-Lee Malone | 10 | Curriculum and Instruction 357 | Game Design I | SEM 3: T 1:45–4:15 | Intermediate | 3 | 25418 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 2: MW 2:30–3:45 + DIS 348: R 11:00–11:50 | Ethnic Studies | Social Science | Elementary | 4 | 31496 | Communication Arts 200 | Introduction to Digital Communication | LEC 1: TR 12:05–12:55 + LAB 305: F 11:00–11:50 | Humanities or Social Science | Elementary | 3 | 18155 | 23fig18 | |||||||||||||||||||||
all | previous | next | random | 19 | Gandhi, King, Mandela: Nonviolence in the World | Mou Banerjee | 11 | History Department 200 | Gandhi, King, Mandela | LEC 9: M 8:50–10:45 | Humanities or Social Science | Intermediate | Honors Optional | 3 | 36451 | Political Science 140 | Introduction to International Relations | LEC 1: MW 2:30–3:45 + DIS 309: W 9:55–10:45 | Social Science | Elementary | Honors Optional | 4 | 14186 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: TR 2:30–3:45 + DIS 304: M 1:20–2:10 | Ethnic Studies | Social Science | Elementary | 4 | 20086 | 23fig19 | ||||||||||||||||||
all | previous | next | random | 20 | Global Biodiversity and the Sixth Mass Extinction | Daniel Young | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Entomology 375 | Biodiversity and the Sixth Extinction | LEC 1: R 9:00–10:45 | 2 | 19496 | Entomology 201 | Insects and Human Culture | LEC 1: M 12:05–12:55 | Biological Science | Elementary | Honors Optional | 3 | 10027 | Chemistry 103 | General Chemistry I | LEC 1: MWF 8:50–9:40 + DIS 304: TR 11:00–11:50 + LAB 604: T 2:25–5:25 | Physical Science | Elementary | 4 | 13521 | 23fig20 | |||||||||||||||||||||
all | previous | next | random | 22 | Global Perspectives on Bodies and Fashion | Jacqueline-Bethel Mougoué | 9 | African Cultural Studies 202 | Stylin’ and Profilin’—From Lagos to Los Angeles | LEC 1: MWF 1:20–2:10 | Humanities | Elementary | 3 | 23438 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: MW 11:00–11:50 + DIS 304: F 11:00–11:50 | Natural Science | Elementary | 3 | 21059 | Afro-American Studies 156 | Black Music and American Cultural History | LEC 1: TR 9:30–10:45 + DIS 301: R 1:20–2:10 | Ethnic Studies | Humanities | Elementary | 3 | 15797 | 23fig22 | ||||||||||||||||||||
all | previous | next | random | 24 | Healthcare and Engineering | Tracy Puccinelli | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | for students admitted directly into the College of Engineering | Interdisciplinary Courses (Engineering) 170 | Design Practicum | LEC 1: M 3:30–4:20 + LAB 301: W 7:45–10:45 | 3 | 23108 | Chemistry 103 | General Chemistry I | LEC 3: MWF 1:20–2:10 + DIS 353: TR 1:20–2:10 + LAB 653: T 5:40–8:40 | Physical Science | Elementary | 4 | 14530 | Nutritional Sciences 203 | Introduction to Global Health | LEC 1: TR 2:30–3:45 | Social Science | Elementary | 3 | 10943 | 23fig24 | |||||||||||||||||||||
all | previous | next | random | 26 | The History of Yoga | Gudrun Buhnemann | 10 | Asian Languages and Cultures 300 | Yoga: Ancient Philosophy, Modern Practice | LEC 1: TR 11:00–12:15 | Humanities | Intermediate | Honors Optional | 3 | 23390 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 39: TR 9:55–10:45 + DIS 339: R 1:20–2:10 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 21287 | 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 | 19532 | 23fig26 | ||||||||||||||||||
all | previous | next | random | 27 | How To Live? Art and Politics in the Everyday | Michael Peterson | 10 | Art Department 448 | Art and Politics | LEC 5: TR 11:00–1:30 | 4 | 36527 | Asian Languages and Cultures 120 | The Art and Science of Human Flourishing | LEC 1: MW 11:00–11:50 + DIS 315: F 12:05–12:55 | Humanities or Social Science | Elementary | 3 | 35872 | Geography 139 | Global Environmental Issues | LEC 1: MW 2:25–3:15 + DIS 312: W 12:05–12:55 | Social Science | Elementary | 3 | 33172 | 23fig27 | |||||||||||||||||||||||
all | previous | next | random | 28 | Inventing Languages | Laura Horton | 9 or 10 | Students must have satisfied the Quantitative Reasoning A requirement to enroll in Computer Sciences 200. AND WES-CS 304 is optional for an additional credit (10 total). | Interdisciplinary Courses (L&S) 102 | Inventing Languages | SEM 1: TR 2:30–3:45 | Humanities | Elementary | 3 | 36221 | Communication Arts 260 | Communication and Human Behavior | LEC 1: M 12:05–12:55+ DIS 303: M 3:30–4:20 | Humanities or Social Science | Elementary | 3 | 24604 | Computer Sciences 200 | Programming I | LEC 3: R 1:00–2:15 + DIS 336: T 4:00–5:15 | Quantitative Reasoning Part B | Natural Science | Elementary | 3 | 32074 | Computer Sciences 304 | WEC-CS Group Meeting (OPTIONAL) | LAB 1: R 11:00-12:15 | Elementary | 1 | 37431 | 23fig28 | |||||||||||||
all | previous | next | random | 29 | Killer Robots: Androids, Cyborgs, and Artificial Intelligence in Literature and Culture | Mark Vareschi | 10 or 11 | Students must have satisfied the Quantitative Reasoning A requirement to enroll in Computer Sciences 200. AND WES-CS 304 is optional for an additional credit (11 total). | English 178 | Human Memory, Big Data | LEC 1: TR 2:30–3:45 | Literature | Elementary | Honors Optional | 3 | 22645 | Philosophy 101 | Introduction to Philosophy | LEC 3: TR 1:00–2:15 + DIS 334: W 12:05–12:55 | Humanities or Social Science | Elementary | 4 | 24974 | Computer Sciences 200 | Programming I | LEC 1: W 2:30–3:45 + LAB 314: M 1:00–2:15 | Quantitative Reasoning Part B | Natural Science | Elementary | 3 | 21231 | Computer Sciences 304 | WEC-CS Group Meeting (OPTIONAL) | LAB 4: R 9:30-10:45 | Elementary | 1 | 37434 | 23fig29 | ||||||||||||
all | previous | next | random | 30 | Laboring for Revolution: An Introduction to the Life, Thought, and Legacy of Karl Marx | Joseph Bowling | 11 | English 175 | Literature and Marx | LEC 1: TR 1:00–2:15 | Literature | Elementary | Honors Optional | 3 | 24600 | History Department 120 | Europe and the Modern World: 1815 to the Present | LEC 1: MWF 9:55–10:45 + DIS 301: W 3:30–4:20 | Humanities or Social Science | Elementary | 4 | 30697 | Philosophy 101 | Introduction to Philosophy | LEC 2: 12:05–12:55 MWF+ DIS 322: R 8:50–9:40 | Humanities or Social Science | Elementary | 4 | 19535 | 23fig30 | ||||||||||||||||||||
all | previous | next | random | 31 | Life Signs: Intersections of Biology, Ecology, and Language | Monique Allewaert | 9 | English 175 | Life Signs | LEC 2: TR 2:30–3:45 | Literature | Elementary | Honors Optional | 3 | 36345 | History of Science 212 | Bodies, Diseases, and Healers: An Introduction to the History of Medicine | LEC 1: MW 8:50–9:40 + DIS 301: M 9:55–10:45 | Humanities | Elementary | 3 | 34834 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 7: TR 9:55–10:45 + DIS 307: F 9:55–10:45 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 13371 | 23fig31 | ||||||||||||||||||
all | previous | next | random | 32 | Listening to Land: Indigenous Education, Language, and Foodways | Dan Cornelius | 9 | Educational Policy Studies 197 | Listening to the Land | SEM 1: T 2:25–5:25 | Ethnic Studies | Humanities or Social Science | Elementary | 3 | 34881 | Agroecology 103 | Agroecology: An Introduction to the Ecology of Food and Agriculture | LEC 2: R 2:30–3:45 + LAB 318: R 4:35–5:25 | Biological Science | Elementary | 3 | 26298 | American Indian Studies 100 | Introduction to American Indian Studies | LEC 1: MW 1:20–2:10 + DIS 301: W 2:25–3:15 | Ethnic Studies | Social Science | Elementary | 3 | 21177 | 23fig32 | |||||||||||||||||||
all | previous | next | random | 33 | Make it Count: Measuring Physical Activity Behavior | Morgan Shields | 10 | Students must have received placement into Mathematics 112. | Kinesiology 112 | Make It Count: Measuring Physical Activity Behavior | LEC 1: TR 9:30–10:45 | 3 | 22370 | Mathematics 112 | Algebra | LEC 2: MW 9:30–10:45 | Quantitative Reasoning Part A | Elementary | 3 | 31440 | English 100 | Introduction to College Composition | LEC 19: MWF 11:00–11:50 | Communication Part A | Elementary | 3 | 17933 | Kinesiology 300 | Practicum in Kinesiology | FLD 3: T 12:05–1:45 | 1 | 26148 | 23fig33 | |||||||||||||||||
all | previous | next | random | 34 | Mapping our Changing World | Bill Limpisathian | 10 | Geography 175 | Mapping Our Changing World | LEC 1: TR 9:30–10:45 | Social Science | Elementary | 3 | 35741 | Environmental Studies 112 | Social Science Perspectives | LEC 1: MW 11:00–11:50 + DIS 303: M 3:30–4:20 | Social Science | Elementary | 3 | 21088 | International Studies 101 | Introduction to International Studies | LEC 1: TR 11:00–12:15 + DIS 302: F 11:00–11:50 | Social Science | Elementary | 4 | 16880 | 23fig34 | |||||||||||||||||||||
all | previous | next | random | 35 | National Identity in the Global World: The Italian Case | Ernesto Livorni | 11 | Literature in Translation 410 | Italian National Identity | LEC 1: MWF 11:00–11:50 | Literature | Intermediate | Honors Optional | 3 | 35479 | History Department 120 | Europe and the Modern World: 1815 to the Present | LEC 1: MWF 9:55–10:45 + DIS 306: R 11:00–11:50 | Humanities or Social Science | Elementary | 4 | 21967 | Political Science 140 | Introduction to International Relations | LEC 1: MW 2:30–3:45 + DIS 308: T 11:00–11:50 | Social Science | Elementary | Honors Optional | 4 | 14185 | 23fig35 | |||||||||||||||||||
all | previous | next | random | 36 | 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: Online + DIS 301: M 4:00–4:50 | Social Science | Elementary | 2 | 19089 | Rehabilitation Psychology and Special Education 300 | Individuals with Disabilities | LEC 2: W 5:00–8:00 | Elementary | 3 | 11490 | Educational Psychology 320 | Human Development in Infancy and Childhood | LEC 1: TR 2:30–3:45 | Social Science | Intermediate | 3 | 11581 | 23fig36 | |||||||||||||||||||||
all | previous | next | random | 37 | Nursing: Culturally Centered Care (Option 2) | 8 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: Online + DIS 303: M 4:00–4:50 | Social Science | Elementary | 2 | 19091 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 18: TR 11:00–11:50 + DIS 318: R 4:35–5:25 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 13379 | Religious Studies 102 | Exploring Religion in Sickness and Health | LEC 1: MW 11:00–11:50 + DIS 306: F 11:00–11:50 | Humanities or Social Science | Elementary | 3 | 21384 | 23fig37 | |||||||||||||||||||
all | previous | next | random | 38 | Nursing: Diversity and Women’s Studies (Option 3) | 9 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: Online + DIS 302: M 4:00–4:50 | Social Science | Elementary | 2 | 19090 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 1: TR 2:30–3:45 + DIS 306: T 9:55–10:45 | Ethnic Studies | Social Science | Elementary | 4 | 25182 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: MW 11:00–11:50 + DIS 310: R 8:50–9:40 | Natural Science | Elementary | 3 | 21065 | 23fig38 | ||||||||||||||||||||
all | previous | next | random | 39 | Nursing: Global Health (Option 4) | 8 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: Online + DIS 304: M 5:00–5:50 | Social Science | Elementary | 2 | 19092 | Nutritional Sciences 203 | Introduction to Global Health | LEC 1: TR 2:30–3:45 | Social Science | Elementary | 3 | 10943 | Sociology 170 | Population Problems | LEC 1: TR 9:55–10:45 + DIS 304: M 3:30–4:20 | Ethnic Studies | Social Science | Elementary | 3 | 35085 | 23fig39 | ||||||||||||||||||||
all | previous | next | random | 40 | Nursing: Health Equity (Option 5) | 8 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: Online + DIS 306: M 5:00–5:50 | Social Science | Elementary | 2 | 19094 | Biology 101 | Animal Biology | LEC 1: MWF 11:00–11:50 | Biological Science | Elementary | 3 | 15830 | Kinesiology 150 | Foundations of Health Behavior and Health Equity | LEC 1: MW 2:30–3:45 | Social Science | Elementary | 3 | 25625 | 23fig40 | |||||||||||||||||||||
all | previous | next | random | 41 | Nursing: Social Justice Communication (Option 6) | 8 | for students advised by the School of Nursing | Nursing 105 | Health Care Systems: Interdisciplinary Approach | LEC 1: Online + DIS 305: M 5:00–5:50 | Social Science | Elementary | 2 | 19093 | English 100 | Introduction to College Composition | LEC 10: MWF 9:55–10:45 | Communication Part A | Elementary | 3 | 17928 | Counseling Psychology 237 | Mental Health, Self-Awareness, and Social Justice: Working in Diverse Communities | LEC 1: T 7:45–9:00 + DIS 304: R 7:45–9:00 | Ethnic Studies | Social Science | Elementary | 3 | 34894 | 23fig41 | ||||||||||||||||||||
all | previous | next | random | 42 | Observation and Discovery: How Astronomy Shapes our Worldview | James Lattis | 9 | Students must have satisfied the Quantitative Reasoning A requirement to enroll in 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 | 23533 | Astronomy 103 | The Evolving Universe: Stars, Galaxies, and Cosmology | LEC 2: MW 11:00–11:50 + DIS 322: F 11:00–11:50 | Quantitative Reasoning Part B | Physical Science | Elementary | Honors Optional | 3 | 34185 | History of Science 201 | The Origins of Scientific Thought | LEC 1: TR 12:05–12:55 + DIS 308: W 3:30–4:20 | Humanities | Elementary | Honors Optional | 3 | 26354 | 23fig42 | |||||||||||||||||
all | previous | next | random | 43 | The Periodic Table of Life | Judith Burstyn | 10 or 11 | Choose Chemistry 103 or 109. Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103, or placed into Math 221 for Chemistry 109. |
Chemistry 175 | The Periodic Table of Life | LEC 1: TR 4:00–5:15 | Physical Science | Elementary | 3 | 32685 | History of Science 201 | The Origins of Scientific Thought | LEC 1: TR 12:05–12:55 + DIS 301: T 1:20–2:10 | Humanities | Elementary | Honors Optional | 3 | 22009 | Chemistry 103 | General Chemistry I | LEC 1: MWF 8:50–9:40 + DIS 314: MW 12:05–12:55 + LAB 614: M 5:40–8:40 | Physical Science | Elementary | 4 | 13531 | Chemistry 109 | Advanced General Chemistry | LEC 1: MWF 12:05–12:55 + DIS 502: W 3:30–4:20 + LAB 802: M 2:25–5:25 | Quantitative Reasoning Part B | Physical Science | Elementary | 5 | 14539 | 23fig43 | |||||||||||
all | previous | next | random | 44 | Pharmacy and You (Option 1) | Denise Walbrandt Pigarelli, Michael Pitterle, Amy Zwaska | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. Please meet in 1116 Rennebohm Hall on the first day of the “Exploring Pharmacy I” (Pharmacy 125) class. |
If you are advised outside the School of Pharmacy, please contact amy.zwaska@wisc.edu for approval to enroll. | Pharmacy 125 | Exploring Pharmacy I | SEM 1: F 8:35–10:30 | 2 | 21376 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 11: TR 9:55–10:45 + DIS 311: W 8:50–9:40 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 13375 | Chemistry 103 | General Chemistry I | LEC 3: MWF 1:20–2:10 + DIS 351: MW 2:25–3:15 + LAB 651: M 5:40–8:40 | Physical Science | Elementary | 4 | 13558 | 23fig44 | |||||||||||||||||||
all | previous | next | random | 45 | Pharmacy and You (Option 2) | Denise Walbrandt Pigarelli, Michael Pitterle, Amy Zwaska | 9 or 10 | Choose Chemistry 103 or 109. Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103, or placed into Math 221 for Chemistry 109. Please meet in 1116 Rennebohm Hall on the first day of the “Exploring Pharmacy I” (Pharmacy 125) class. |
If you are advised outside the School of Pharmacy, please contact amy.zwaska@wisc.edu for approval to enroll. | Pharmacy 125 | Exploring Pharmacy I | SEM 2: F 8:35–10:30 | 2 | 21377 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 33: TR 9:55-10:45 + DIS 333: T 3:30–4:20 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 18256 | Chemistry 103 | General Chemistry I | LEC 2: MWF 11:00–11:50 + DIS 327: MW 3:30–4:20 + LAB 627: R 11:00–2:00 | Physical Science | Elementary | 4 | 13540 | Chemistry 109 | Advanced General Chemistry | LEC 1: MWF 12:05–12:55 + DIS 501: W 2:25–3:15 + LAB 801: M 2:25–5:25 | Quantitative Reasoning Part B | Physical Science | Elementary | 5 | 14538 | 23fig45 | |||||||||||
all | previous | next | random | 46 | Philosophy and the Scientific Worldview | Farid Masrour | 9 or 10 | Students must have satisfied the Quantitative Reasoning A requirement to enroll in Computer Sciences 200 or 300. See WES-CS options for an additional credit (10 total). | Philosophy 104 | Philosophy and Natural Science | LEC 2: TR 11:00–12:15 | Humanities or Social Science | Elementary | 3 | 26580 | Library and Information Studies 202 | Informational Divides and Differences in a Multicultural Society | LEC 1: MW 2:25–3:15 + DIS 304: T 1:20–2:10 | Ethnic Studies | Humanities or Social Science | Elementary | 3 | 27176 | Computer Sciences 200 | Programming I | LEC 4: R 4:00–5:15 + LAB 346 : W 4:00–5:15 | Quantitative Reasoning Part B | Natural Science | Elementary | 3 | 32075 | Computer Sciences 300 | Programming II | LEC 2: MWF 1:20–2:10 | Quantitative Reasoning Part B | Natural Science | Intermediate | 3 | 21353 | 23fig46 | ||||||||||
all | previous | next | random | 47 | The Physiology of Human Performance | Gary Diffee | 9 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Kinesiology 115 | Physiology of Human Performance | LEC 1: TR 9:30–10:45 | Elementary | 3 | 11960 | Chemistry 103 | General Chemistry I | LEC 8: TR 4:00–5:15 + DIS 481: WF 9:55–10:45 + LAB 781: M 2:25–5:25 | Physical Science | Elementary | 4 | 26156 | Kinesiology 119 | Introduction to Kinesiology | LEC 1: TR 2:25–3:15 | 2 | 25624 | 23fig47 | |||||||||||||||||||||||
all | previous | next | random | 48 | Plants and Human Well-being | Irwin Goldman | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Horticulture 350 | Plants and Human Well-being | LEC 1: W 3:00–5:00 | Biological Science | Elementary | 2 | 19792 | Horticulture 351 | A Deeper Look at Plants and Human Well-being | LEC 1: F 9:55–10:45 | Biological Science | Elementary | 1 | 26063 | Chemistry 103 | General Chemistry I | LEC 2: MWF 11:00–11:50 + DIS 323: TR 9:55–10:45 + LAB 623: R 2:25–5:25 | Physical Science | Elementary | 4 | 13536 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 31: TR 11:00–11:50 + DIS 331: W 9:55–10:45 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 17509 | 23fig48 | |||||||||||
all | previous | next | random | 49 | The Political Psychology of Polarization in the U.S. | Amy Gangl | 10 | for students in the College of Letters & Science Honors Program | Political Science 206 | Introduction to Political Psychology | LEC 1: TR 11:00–12:15 | Social Science | Elementary | Honors Only | 3 | 35175 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 2: MW 2:30–3:45 + DIS 344: T 3:30–4:20 | Ethnic Studies | Social Science | Elementary | 4 | 26418 | Asian Languages and Cultures 120 | The Art and Science of Human Flourishing | LEC 1: MW 11:00–11:50 + DIS 314: F 11:00–11:50 | Humanities or Social Science | Elementary | 3 | 35871 | 23fig49 | ||||||||||||||||||
all | previous | next | random | 50 | Race Science and Science Fiction | Amadi Iruka Ozier | 10 | English 173 | Ethnic and Multicultural Literature | LEC 2: TR 11:00–12:15 | Ethnic Studies | Literature | Elementary | 3 | 36344 | History of Science 275 | Science, Medicine, and Race: A History | LEC 1: TR 1:00–2:15 + DIS 304: W 1:20–2:10 | Ethnic Studies | Humanities or Social Science | Elementary | 4 | 36407 | Gender and Women’s Studies 103 | Gender, Women, Bodies, and Health | LEC 1: MW 11:00–11:50 + DIS 303: F 11:00–11:50 | Natural Science | Elementary | 3 | 21058 | 23fig50 | |||||||||||||||||||
all | previous | next | random | 51 | Rainforests and Coral Reefs | Catherine Woodward | 10 or 11 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in 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 | 20254 | Chemistry 103 | General Chemistry I | LEC 7: TR 2:30–3:45 + DIS 461: WF 9:55–10:45 + LAB 761: M 2:25–5:25 | Physical Science | Elementary | 4 | 26098 | Spanish 203, 204, 226, or 311 | Third Semester Spanish, Fourth Semester Spanish, Intermediate Language Practice, or Advanced Language Practice |
MTWR 12:05–12:55 or MWF 12:05–12:55 | Intermediate or Advanced | 3 or 4 | 14077, 15468, 14234, 15955 | 23fig51 | |||||||||||||||||||||
all | previous | next | random | 52 | Roleplaying, Worldbuilding, and Storytelling with Games | Peter McDonald | 9 | Curriculum and Instruction 357 | Game Design I | SEM 1: T 11:00–1:30 | Intermediate | 3 | 22269 | Art Department 100 | Introduction to Art | LEC 5: MW 2:30–3:45 | Humanities | Elementary | 3 | 19427 | Folklore Program 100 | Introduction To Folklore | LEC 1: TR 2:25–3:15 + DIS 309: M 4:35–5:25 | Ethnic Studies | Humanities | Elementary | 3 | 27817 | 23fig52 | |||||||||||||||||||||
all | previous | next | random | 53 | Russia and America: From the 19th Century to Today | Francine Hirsch | 11 | History Department 200 | Russia and America | LEC 4: T 1:20–3:15 | Humanities or Social Science | Intermediate | Honors Optional | 3 | 30723 | Political Science 140 | Introduction to International Relations | LEC 1: MW 2:30–3:45 + DIS 315: M 1:20–2:10 | Social Science | Elementary | Honors Optional | 4 | 16178 | Slavic Languages 101 | First Semester Russian | LEC 3: MTWRF 12:05–12:55 | Elementary | 4 | 14396 | 23fig53 | ||||||||||||||||||||
all | previous | next | random | 54 | Sex, Drugs, and Literature in Latin America | Beatriz Botero | 10 | Integrated Liberal Studies 110 | Sex, Drugs, and Literature in Latin America | LEC 1: TR 9:30–10:45 | Humanities | Elementary | 3 | 34850 | Sociology 134 | Sociology of Race and Ethnicity in the United States | LEC 2: MW 2:30–3:45 + DIS 343: T 2:25–3:15 | Ethnic Studies | Social Science | Elementary | 4 | 26417 | Chicana/o and Latina/o Studies 201 | Introduction to Chicana/o and Latina/o Studies | LEC 1: MW 9:55–10:45 + DIS 303: R 2:25–3:15 | Ethnic Studies | Social Science | Elementary | 3 | 36387 | 23fig54 | |||||||||||||||||||
all | previous | next | random | 55 | Sustainability and Engineering | Katie Kalscheur | 11 | for students admitted directly into the College of Engineering | Interdisciplinary Courses (Engineering) 170 | Design Practicum | LEC 1: M 3:30–4:20 + LAB 306: R 11:00–2:00 | 3 | 23111 | Mathematics 171 | Calculus with Algebra and Trigonometry I | LEC 1: MWF 2:25–3:15– + DIS 309: TR 2:25–3:15 | Quantitative Reasoning Part A | Elementary | 5 | 17637 | Environmental Studies 112 | Social Science Perspectives | LEC 1: MW 11:00–11:50 + DIS 307: T 1:20–2:10 | Social Science | Elementary | 3 | 21091 | 23fig55 | ||||||||||||||||||||||
all | previous | next | random | 56 | U.S. LGBTQ+ History through Activism and the Arts | Finn Enke | 9 | History Department 275 | U.S. LGBTQ+ History through Activism and the Arts | LEC 1: T 1:20–3:15 | Humanities or Social Science | Intermediate | Honors Optional | 3 | 24584 | Gender and Women’s Studies 200 | Introduction to Lesbian, Gay, Bisexual, Transgender and Queer+ Studies | LEC 1: MW 12:05–12:55 + DIS 306: R 1:20–2:10 | Ethnic Studies | Humanities or Social Science | Elementary | 3 | 21196 | Communication Arts 250 | Survey of Contemporary Media | LEC 1: R 2:25–3:15 + DIS 304: T 3:30–4:20 | Humanities | Elementary | 3 | 13693 | 23fig56 | |||||||||||||||||||
all | previous | next | random | 57 | Understanding War, Genocide, and Violence | Simone Schweber | 11 | Educational Policy Studies 150 | Film and the Holocaust | LEC 3: MW 4:00–5:15 | Social Science | Elementary | 3 | 34874 | History Department 120 | Europe and the Modern World: 1815 to the Present | LEC 1: MWF 9:55–10:45 + DIS 308: R 1:20–2:10 | Humanities or Social Science | Elementary | 4 | 21969 | Communication Arts 155 | Introduction to Digital Media Production | LEC 1: T 1:00–2:15 + DIS 307: TR 9:00–10:25 | Elementary | 4 | 17612 | 23fig57 | ||||||||||||||||||||||
all | previous | next | random | 58 | Virtue in the Greco-Roman World | Leonora Neville | 10 | History Department 200 | Virtue in the Greco-Roman World | LEC 5: W 1:20–3:15 | Humanities or Social Science | Intermediate | 3 | 34086 | English 174 | Truth and Crime | LEC 1: MW 12:05-12:55 + DIS 304: R 12:05-12:55 | Literature | Elementary | 3 | 34465 | Political Science 160 | Introduction to Political Theory | LEC 1: TR 2:30–3:45 + DIS 313: M 2:25–3:15 | Humanities | Elementary | 4 | 33048 | 23fig58 | |||||||||||||||||||||
all | previous | next | random | 59 | War and Forced Displacement | Cindy I-Fen Cheng | 11 | History Department 200 | War and Forced Displacement | LEC 2: M 1:20–3:15 | Humanities or Social Science | Intermediate | 3 | 26239 | International Studies 101 | Introduction to International Studies | LEC 1: TR 11:00–12:15 + DIS 311: F 11:00–11:50 | Social Science | Elementary | 4 | 17218 | Geography 101 | Introduction to Human Geography | LEC 1: TR 9:30–10:45 + DIS 312: W 3:30-4:20 | Communication Part B | Social Science | Elementary | 4 | 18262 | 23fig59 | ||||||||||||||||||||
all | previous | next | random | 60 | We Are What We Eat: Food and Identity | Erika Anna | 10 | Students must have satisfied the equivalent of Mathematics 112 requirement to enroll in Chemistry 103. | Nutritional Sciences 377 | Cultural Aspects of Food and Nutrition | LEC 1: TR 9:30–10:45 | Ethnic Studies | Social Science | Elementary | 3 | 25140 | Nutritional Sciences 132 | Nutrition Today | LEC 2: MWF 9:55–10:45 | Biological Science | Elementary | 3 | 26069 | Chemistry 103 | General Chemistry I | LEC 3: MWF 1:20–2:10 + DIS 354: TR 2:25–3:15 + LAB 654: T 5:40–8:40 | Physical Science | Elementary | 4 | 14531 | 23fig60 | |||||||||||||||||||
all | previous | next | random | 62 | Wisdom and the Good Life: Historical Perspectives | Jennifer Ratner-Rosenhagen | 9 | History Department 200 | Wisdom and the Meaningful Life | LEC 6: MW 2:30–3:45 | Humanities or Social Science | Intermediate | Accelerated Honors | 3 | 24972 | Integrated Liberal Studies 203 | Western Culture: Literature and the Arts I | LEC 1: MW 11:00–11:50 + DIS 302: R 2:25–3:15 | Literature | Elementary | 3 | 13858 | Anthropology 104 | Cultural Anthropology and Human Diversity | LEC 32: TR 11:00–11:50 + DIS 332: T 2:25–3:15 | Ethnic Studies | Social Science | Elementary | Honors Optional | 3 | 18255 | 23fig62 | ||||||||||||||||||
all | previous | next | random | 63 | Wisdom and the Good Life: Philosophical Perspectives | Steve Nadler | 9 | for students in the College of Letters & Science Honors Program | Philosophy 104 | Wisdom and the Good Life | LEC 1: MWF 9:55–10:45 | Humanities or Social Science | Elementary | Honors Only | 3 | 24122 | Integrated Liberal Studies 203 | Western Culture: Literature and the Arts I | LEC 1: MW 11:00–11:50 + DIS 308: F 12:05–12:55 | Literature | Elementary | 3 | 16019 | Civil Society and Community Studies 125 | Community and Social Change | LEC 1: TR 9:30–10:45 | Social Science | Elementary | 3 | 22196 | 23fig63 | |||||||||||||||||||
all | previous | next | random | 64 | World of the Vikings | Scott Mellor | 6 or 10 | A Norwegian, Swedish, or Danish class is optional for an additional 4 credits (10 total) | Literature in Translation 235 | The World of Sagas | LEC 1: MW 2:30–3:45 | Literature | Elementary | Honors Optional | 3 | 22198 | Folklore Program 100 | Introduction To Folklore | LEC 1: TR 2:25–3:15 + DIS 301: W 8:50–9:40 | Ethnic Studies | Humanities | Elementary | 3 | 20901 | Scandinavian Studies 101, 111, or 121 | First Semester Norwegian First Semester Swedish First Semester Danish |
LEC 1: MTWRF 9:55-10:45 LEC 1: MTWRF 9:55–10:45 LEC 1: MTWRF 12:05–12:55 |
Elementary | 4 | 30949, 31775, 14282 | 23fig64 | |||||||||||||||||||
all | previous | next | random | 65 | Writing and Data: Making Words Count | Jordan Ellenberg | 10 or 11 | Students must have satisfied the Quantitative Reasoning A requirement to enroll in Computer Sciences 220. AND WES-CS 638 is optional for an additional credit (11 total). | Interdisciplinary Courses (L&S) 102 | Writing and Data | SEM 2: M 1:20–3:15 | Humanities | Elementary | 3 | 36222 | Life Sciences Communication 251 | Science, Media, and Society | LEC 1: TR 2:30–3:45 | Humanities or Social Science | Intermediate | Honors Optional | 3 | 24731 | Computer Sciences 220 | Data Science Programming I | LEC 1: MWF 8:50-9:40 + LAB 315: R 8:00–9:15 | Quantitative Reasoning Part B | Natural Science | Elementary | 4 | 36664 | Computer Sciences 638 | WEC-CS Group Meeting (OPTIONAL) | LEC 5: T 9:30-10:45 | Natural Science | Advanced | 1 | 37763 | 23fig65 | |||||||||||
all | previous | next | random | 66 | Yoga in Poetry and Pose | Chris Livanos | 6 or 9 | Religious Studies 102 is optional for an additional 3 credits (10 total). | Comparative Literature 203 | Yoga in Poetry and Pose | LEC 1: TR 1:00–2:15 + DIS 301: F 11:00–11:50 | Literature | Elementary | 3 | 31743 | OPTIONAL - Religious Studies 102 | Exploring Religion in Sickness and Health | LEC 1: MW 11:00–11:50 + DIS 308: F 12:05–12:55 | Humanities or Social Science | Elementary | 3 | 24699 | Nutritional Sciences 203 | Introduction to Global Health | LEC 1: TR 2:30–3:45 | Social Science | Elementary | 3 | 10943 | 23fig66 | ||||||||||||||||||||
fig |
fig | description |
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23fig01 | 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 as SPRIGs in the spring.) The Art Department has been offering this FIG for 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 (art.wisc.edu/public-programs) 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. |
23fig02 | 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 as SPRIGs in the spring.) The Art Department has been offering this FIG for 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 (art.wisc.edu/public-programs) 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. |
23fig03 | 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 as SPRIGs in the spring.) The Art Department has been offering this FIG for 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 (art.wisc.edu/public-programs) 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. |
23fig04 | This FIG introduces you to one of our most-used sensory systems by examining how the human eye is put together and how it works. The main class of this FIG, Interdisciplinary Courses (L&S) 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. |
23fig05 | What does it mean to be a kid? What is it like to be a kid? In this FIG, we will see that the answers to these questions depend on children’s social contexts: who they are and where they live their lives. We will examine how the meaning of childhood has varied over time and across cultures, and how children’s experiences vary across different social groups. In doing so, we will recognize that children are shaped by their social contexts, but that they also play an active role in making sense of and responding to their social worlds. Finally, we will explore the challenges and inequalities that children face, and discuss strategies for leveling the playing field in families, schools, and communities. The other courses in the FIG will provide valuable insight, context, and theoretical perspectives that will deepen our analysis of these issues. Communications Arts 250: Survey of Contemporary Media — Key concepts for the critical analysis of television, film, radio, and digital media. Focusing primarily on meanings, aesthetics, technology, media industries, representations, and audiences. Sociology 120: Marriage and Family — Sociology of the family. Demographic, social-psychological, economic, and historical aspects. Union formation and dissolution. Childbearing and childrearing. Social stratification and the family. Intergenerational support. Social consequences of family behaviors. |
23fig07 | This focus of the main seminar in this FIG, Rehabilitation Psychology and Special Education 210: The Disability Experience, is the modern disability experience, with an emphasis on disability justice and advocacy. In this course, we will analyze the concept of “disability” in multiple ways and in multiple contexts—looking at both medical and social models of disability, with the goal of understanding how these models affect the lives of disabled people. We will examine the foundational implications of the disability rights movement and how it relates to current disability justice and advocacy actions. Throughout, our goal will be to understand how societal attitudes affect the lives of people with disabilities and develop strategies to modify them by considering the role of power and the impact of bias, stigma, stereotypes, and prejudice in the lives of disabled people. We will take an intersectional approach to understanding the experience of disability, including the implications of living with multiple minoritized statuses (BIPOC, LGBTQIA+, etc.). As a result, you will become more confident and effective advocates for the full participation and inclusion of disabled people in everyday society. The other courses in this FIG will add to our understanding of these issues. Rehabilitation Psychology and Special Education 300: Individuals with Disabilities — This class is designed to introduce you to the history, etiology, and characteristics of different types of disability. It incorporates hands-on learning as you participate in a community-based project to learn about services and supports available to adults and youth with disabilities in the local community. Counseling Psychology 237: Mental Health, Self-Awareness, and Social Justice: Working in Diverse Communities — This course is designed to increase knowledge, awareness, and skills of students interested in working on mental health matters within diverse identity groups and communities. Conceptualize mental health and well-being across communities in terms of (a) intersectional identities (individual and groups), (b) mental health and access and utilization of services, and (c) social determinants of health in different contexts and settings. Engage in reflective exercises to understand how their social identities influence their work in different types of communities. |
23fig08 | Neurodiversity affects everyone in some way. Perhaps you have met an autistic person (identity-first language) at school or work, have a family member who is autistic, or you have an autism diagnosis yourself. The main seminar in this FIG, Rehabilitation Psychology & Special Education 200: Autism in Society: Past, Present, and Future will provide an overview of the intersections among autism and areas such as education, the media, health care, law, family life, and neuroscience. Students will explore the intersections of various identities of the autistic community and learn about their school experiences, friendships, and social life. The purpose will be to (a) capture students’ interest in studying a field related to disability and/or neurodiversity; (b) broaden students’ perspectives about the experiences of autistic individuals; and (c) empower students to create a more inclusive and welcoming society for autistic individuals and individuals with disabilities in general. The other courses in the FIG will add to our exploration of these topics. 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. 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. 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. |
23fig09 | In this main FIG seminar, Interdisciplinary Courses (L&S) 106: Indigenous Arts & Sciences, we will explore the intersection of indigenous knowledge and Western science as we experience the culture and ecology of place. We will seek to foster an appreciation for the fundamental importance of diverse cultural perspectives and knowledge systems, as we examine our relationship with the environment. Throughout this experiential course, we will incorporate respect and reciprocity for the land and our community through the process of ecological restoration and stewardship. The other courses in this FIG will deepen our understanding of these issues. Environmental Studies 112: Social Science Perspectives — This course explores different social-science approaches to interpreting the relationship between environment and society at various scales, from the local to the global. It traces the social origins of environmental concerns, their social impacts, and the different responses they engender. American Indian Studies 100: Introduction to American Indian Studies — This course focuses on the history, social organization, political experience, and artistic expression of North American Indians, using methods and materials from a number of disciplines as an introduction to the interdisciplinary field. We acknowledge the Ho-Chunk Nation on whose lands the UW campus resides. We deeply respect the knowledge embedded in the Ho-Chunk’s custodianship of Teejop (DeJope) and recognize their continuing connection to land, water, and community here at UW–Madison. |
23fig10 | In this FIG, we will examine the environment from multiple disciplinary vantages: the natural sciences, the social sciences, and the humanities. Most importantly, we will connect our academic learning to the real world by asking questions like: What is “the environment” and our role within it? You will be encouraged to explore the many diverse answers to these questions through discussion and writing. The other courses in the FIG will add to our exploration of these issues. Geoscience 100: Introductory Geology: How the Earth Works — Geologic processes; structure and history of the earth; earthquakes, volcanos, glaciers, groundwater, minerals, rocks, deserts, fossils; topographic and geologic maps; climate change on geologic and human time scales. Environmental Studies 112: Social Science Perspectives — Explores different social science approaches to interpreting the relationship between environment and society at various scales, from the local to the global. Traces the social origins of environmental concerns, their social impacts, and the different responses they engender. |
23fig11 | 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:
The course is organized around four 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 at UW–Madison is contributing to discoveries in biology. Note: “Exploring Biology” is not an introductory biology course. It is a first-year seminar—intended to be taken before the introduction biology series—that helps students to explore a variety of bioscience topics, careers, and campus opportunities. Four Exploring Biology FIGs are brought together into one combined course: you will be grouped with other students in your FIG and work closely with an instructor and peer leader throughout the semester as you engage in interactive and collaborative activities. This class will be taught in a blended format, with students engaging in-person during class and completing activities online. This format will give you the opportunity to form meaningful connections with classmates, to learn at your own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online and in-person courses. Quotes from past FIG students:
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. 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. |
23fig12 | 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:
The course is organized around four 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 at UW–Madison is contributing to discoveries in biology. Note: “Exploring Biology” is not an introductory biology course. It is a first-year seminar—intended to be taken before the introductory biology series—that helps students to explore a variety of bioscience topics, careers, and campus opportunities. Four Exploring Biology FIGs are brought together into one combined course: you will be grouped with other students in your FIG and work closely with an instructor and peer leader throughout the semester as you engage in interactive and collaborative activities. This class will be taught in a blended format, with students engaging in-person during class and completing activities online. This format will give you the opportunity to form meaningful connections with classmates, to learn at your own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online and in-person courses. Quotes from past FIG 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. |
23fig13 | 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:
The course is organized around four 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 at UW–Madison is contributing to discoveries in biology. Note: “Exploring Biology” is not an introductory biology course. It is a first-year seminar—intended to be taken before the introductory biology series—that helps students to explore a variety of bioscience topics, careers, and campus opportunities. Four Exploring Biology FIGs are brought together into one combined course: you will be grouped with other students in your FIG and work closely with an instructor and peer leader throughout the semester as you engage in interactive and collaborative activities. This class will be taught in a blended format, with students engaging in-person during class and completing activities online. This format will give you the opportunity to form meaningful connections with classmates, to learn at your own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online and in-person courses. Quotes from past FIG 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. |
23fig14 | 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:
The course is organized around four 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 at UW–Madison is contributing to discoveries in biology. Note: “Exploring Biology” is not an introductory biology course. It is a first-year seminar—intended to be taken before the introductory biology series—that helps students to explore a variety of bioscience topics, careers, and campus opportunities. Four Exploring Biology FIGs are brought together into one combined course: you will be grouped with other students in your FIG and work closely with an instructor and peer leader throughout the semester as you engage in interactive and collaborative activities. This class will be taught in a blended format, with students engaging in-person during class and completing activities online. This format will give you the opportunity to form meaningful connections with classmates, to learn at your own pace and time, to engage in a variety of types of activities, and to develop skills to be successful in online and in-person courses. Quotes from past FIG 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. |
23fig15 | What is the truth? How do we know it when we see it? Who decides what is true and what is not? How is truth related to originality, authenticity, and morality? Why is the truth so vulnerable to distortion; why are definitions of the truth evolving now and how did they evolve in the past? This FIG takes on these compelling questions of our times by exploring famous fakes and forgeries of classical antiquity, including the controversial Priam’s Treasure from Troy, the golden mask of Agamemnon in the National Museum of Athens, the Getty Kouros in the Getty Museum in California, and a known fake of an ancient Greek marble grave relief in the Chazen Museum of Art on campus (our class will examine this in person). We will explore ideas about the truth in the context of current debates about ownership of the past (e.g., the Parthenon Marbles in the British Museum) and distortions and destruction of the past (e.g., looted museums and iconoclasm in war zones in Iraq, Syria, and Ukraine, as well as threats to the preservation of prehistoric effigy mounds here in Wisconsin. Throughout our study of fakes and forgeries, you will engage in critical thinking about the value and meaning of cultural heritage, and about how to manage the preservation of these resources. The other courses in the FIG will provide valuable context and perspectives as we explore of these issues. Classics 340: Conspiracy in the Ancient and Modern Worlds — This class interrogates the phenomenon and notion of “conspiracy” within the political, social, and religious spheres of the ancient Roman world. We will explores the structure of the traditional Roman household, including the preeminence of the paterfamilias (male head of the family) and the challenges that women, children, and/or slaves pose to his notional “tyranny.” We will considers a number of prominent religions that came into conflict with Roman authorities, especially the mystery cults surrounding Bacchus as well as early Christianity. We will apply insights from the ancient world to the modern one in our consideration of conspiracies such as the Salem Witch Trials, the Red Scare of the 1950s, the Kennedy Assassination, and the Watergate Conspiracy. Art History 202: History of Western Art II: From Renaissance to Contemporary — We will examine the arts and culture of Europe and North America from the Renaissance through the present.
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23fig16 | Are you curious about Italian food? This FIG combines literary, historical, sociological, anthropological, political, and nutritional perspectives. You will explore the representation of food in Italian literature from the nineteenth century to the present, and you will discover novels with recipes, and cookbooks that read like a collection of stories. You will learn about Italian fiction, poetry, theatre, cinema, and visual arts. You will also learn about gardening, foraging, harvesting, cooking, eating in Italy and in Italian-American communities, including Madison. We will investigate the symbolic representation of food in Italian fiction, the politics and gender of food, the history and philosophy of Slow Food movement, the great migration at the end of the nineteenth century from Italy to North America, the importance of food to ethnic identity in America, and food and identity on multicultural Italy today. You will discover:
The main seminar in this FIG, Literature in Translation 410: Food Cultures of Italy, is not a traditional lecture course. It requires active participation. You will shop for Italian food, learn how to read labels, and discover what is real Italian food and what is fake Italian-sounding food. You will collaborate with other students on group projects. You will attend an international Harvest Festival and an Italian play. You will explore the local food history of the Greenbush (the Italian-American community in Madison) and the region. You will visit UW libraries for a close look at Italian manuscripts and rare books. You will also participate in hands-on food demonstrations and tastings for a real taste-of-Italy experience. The two linked courses will provide useful connections and tools. Horticulture 120: Survey of Horticulture — Learn about the history and philosophy of gardening, explore our Mediterranean garden, and make the connection between plant cultivation and their culinary uses. Italian 101: First Semester Italian — Get closer to Italian culture, including food, while learning one of the great languages of the world. Buon appetito! OPTIONAL - Horticulture 372: Seminar in Organic Agriculture — Faculty, regional professionals, local organic farmers, and students present and discuss topics relevant to history, marketing, economics, production, and social context of organic and sustainable agriculture. |
23fig17 | Zoology 400: Freshwater: Past, Present, and Future — Freshwater is our most precious resource. It is the basis for life itself, and the foundation for human societies. In the main seminar in this FIG, Zoology 400, we will explore contemporary societal issues relating to water and water resources, ranging from local to global concerns. Many themes of this course are rooted in biology, but we will also integrate insights from a range of other disciplines as we seek to gain a deeper understanding of the role of water in shaping life, landscape, and society. The other courses in the FIG will deepen our understanding of these issues. Geography 120: Introduction To The Earth System — Introduces students to how the Earth system works and what makes Earth livable. Through this course you will gain a deeper appreciation for how the atmosphere, oceans, life, and earth's surface interact to shape our local, regional and global landscapes. Many students take this course to fulfill their physical science requirement. Others use it as a gateway to majors and careers in Geography, Environmental Studies, and Environmental Science. Zoology 101: Animal Biology — General biological principles. Topics include: evolution, ecology, animal behavior, cell structure and function, genetics and molecular genetics and the physiology of a variety of organ systems emphasizing function in humans. |
23fig18 | In this main FIG seminar, Curriculum and 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 courses 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. |
23fig19 | 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 nonviolence in the twentieth century globally. Our global focus will allow us to consider the evolution of different strategies of nonviolent political protests as they emerged to confront oppressive 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 twenty-first 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 courses 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 course 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. 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. |
23fig20 | 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 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 hope to offer one weekend weekend field trip to the Kemp Natural Resources Research Station in northern Wisconsin, and one Sunday field trip to the Milwaukee Public Musuem, a visit to our UW–Madison Insect Research Collections (WIRC), and other hands-on and experiential learning opportunities to bring the FIG concepts and your class together for an eye-opening journey. Entomology 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. |
23fig22 | We engage with the world through our physical forms—our bodies. Human bodies, and how we present them, can tell us much about social, cultural, and political concerns in the past and present. This FIG will examine the meanings and functions of bodies and fashion in different spaces and times. The key question we will address in this FIG: How have changing bodily trends reflected global concerns and anxieties among men, women, youth, and marginalized individuals in the past and present? Using a range of sources, from scholarly texts, to social media, textiles, artwork, and more, we will explore the relationship between the body and varied issues such as clothing and fashion, music, sports, and sexual identities. The linked courses will add valuable perspectives to our examination of these topics. For more information about the main seminar in this FIG, click here. 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. Afro-American Studies 156: Black Music and American Cultural History — Examines the interaction between African American musical culture and its historical context, with an emphasis on the period from 1920 to the present. |
23fig24 | 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 Nutritional Sciences 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. Nutritional Sciences 203: Introduction to Global Health — This class 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 class 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 class 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. |
23fig26 | 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 course in this FIG, Asian Languages and Cultures: 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 also will examine the adaptation of these practices in modern contexts and survey styles of practice from Hot Yoga to Aerial Yoga. The other courses in this FIG will add to our understanding of these topics. 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 — An introduction to some of the major problems and methods of philosophy. We will consider topics from ethics/moral philosophy, political philosophy, metaphysics, epistemology, and the philosophy of religion. Among the questions we will discuss are: What is good and bad? What makes an action right or wrong? What is happiness? Must you be a morally good person in order to be happy? Are we obliged to obey the state and its laws? What is the nature of reality—what kinds of things are really real? What is knowledge and how do we acquire it? Are human beings free? Is the belief in God a matter of knowledge or only a matter of faith? Would immortality be desirable? And, of course, the best question of all: What is the meaning of life? |
23fig27 | How does daily life inform creativity? How can creative practice sustain and transform how we live? How can engaging with creativity tie our individual well-being to the beauty and happiness of others? 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 and creativity, and other topics to explore the daily activities of living: our actions as citizens, friends, consumers, and loved ones, and the value in considering ethics and aesthetics as social rather than individual challenges. We’ll question “college life” both as a case study and as a specific set of puzzles that students face in their first year. We’ll explore the relation of individuals to social justice. And we’ll pursue student-initiated themes such as how an aesthetics of the everyday can inform personal health, public policy, business practices, or political action. This course uses the art studio model, meaning that it meets for an extended session and that much of the required work happens during that time. We will use writing/blogging, casual sketching and photography, and other creative practices to explore mindful choices in our daily lives (around living spaces, food, consumption, socializing, and civic participation). You will develop and pursue art/life practices, and together students will experiment with place-making, cooking, researching, culture-making, and social connection. We will meet in an art studio, a kitchen classroom, on the street and in a nature preserve, as well as other places where we make art and life. Asian Languages and Cultures 120: The Art and Science of Human Flourishing — Explore perspectives related to human flourishing from the sciences and humanities; investigate themes such as transformation, resilience, compassion, diversity, gratitude, community; expand self-awareness, enhanced social connectivity, and ability to change; formulate a sense of what it means to lead a flourishing life that sustains meaningful and fulfilling engagement with studies, relationships, community, and career. 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 |
23fig28 | For almost as long as humans have been using language, there have been efforts to improve on naturally occurring languages with invented or designed alternatives. In this class, you will explore the basic design features of natural language by studying their invented or constructed counterparts. In addition to studying prior efforts to invent languages, you will work together to create your own novel system. The main seminar in this FIG will focus primarily on the following questions:
The other courses in this FIG will provide valuable insights and perspectives on these questions. Communication Arts 260: Communication and Human Behavior — Concepts and processes relevant to the study of communication and human behavior including approaches to communication inquiry, the dynamics of face-to-face interaction, and the pragmatic and artistic functions of public communication. Computer Sciences 200: Programming I — Learn the process of incrementally developing small (200 to 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. Intended for students who have no prior programming experience. Computer Sciences 304: WES-CS Group Meeting (OPTIONAL support for CS 200) — WES-CS is a set of fun, interactive study groups for students who are enrolled in introductory computer science courses. WES-CS especially welcomes and supports students from groups underrepresented in computer science and students who are new to programming. Through weekly meetings led by peers, you’ll earn one additional credit and gain greater mastery of introductory computer science course material. |
23fig29 | With the release of ChatGPT there has been a groundswell in attention paid to artificial intelligence. This course seeks to understand the discourse around artificial life and sentience from the eighteenth century to our present. We’ll consider how philosophy and literature both seek to understand and explore what it might mean to have machines that think. Readings may include Mary Shelley’s Frankenstein, Philip K. Dick’s Do Androids Dream of Electric Sheep?, James Cameron’s Terminator films, and Gerard Johnstone’s M3GAN. 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 — Learn the process of incrementally developing small (200 to 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. Intended for students who have no prior programming experience. Computer Sciences 304: WES-CS Group Meeting (OPTIONAL support for CS 200) — WES-CS is a set of fun, interactive study groups for students who are enrolled in introductory computer science courses. WES-CS especially welcomes and supports students from groups underrepresented in computer science and students who are new to programming. Through weekly meetings led by peers, you’ll earn one additional credit and gain greater mastery of introductory computer science course material. |
23fig30 | English 175: Literature and Marx — The nineteenth-century German philosopher Karl Marx is among the most referenced yet least understood thinkers. This FIG introduces you to Marx and his writings by reading selections of his most important works, by situating those works in their historical context, and by tracing the legacy of those works in the revolutions of the twentieth century. The main seminar will be organized around the key ideas Marx developed across his life: alienation, historical materialism, and capitalist production. We will read and discuss Marx with the goal of developing a nuanced understanding of his philosophy. To aid in our study, we will also incorporate works of literature and film, putting into practice Marx’s method of critique, in order to elucidate the difficulties of his thought. Throughout, we will consider the relevance of Marx to our present moment. History 120: Europe and the Modern World: 1815 to the Present — This survey of modern European history stretches across more than two centuries of political and social transformation, beginning with the aftermaths of the French Revolution and concluding with today's war in Ukraine. Three sets of questions will guide us through this vast topic: Why was Europe's modern history so violent, punctured by war, regime change, and revolution? When did Europeans begin to identify as members of distinct nations, and why did many come to believe that each nation should have its own state? Finally, how were Europeans' ideas about race, nationhood, and modernity shaped by encounters with peoples and cultures beyond Europe? To answer these questions, we will assess an array of primary sources that illuminate how diverse Europeans, both elites and ordinary people, experienced the ruptures of their modern history. Our sources include a novel, a film, political manifestos, memoirs, photographs, and more. We will also examine a number of themes that are critical for understanding the world today, including the growth of capitalism; formation of nation-states; rise of democratic politics; shifts in gender roles; and emergence of ideologies such as liberalism, conservatism, nationalism, socialism, and fascism. Philosophy 101: Introduction to Philosophy — An introduction to some of the major problems and methods of philosophy. We will consider topics from ethics/moral philosophy, political philosophy, metaphysics, epistemology, and the philosophy of religion. Among the questions we will discuss are: What is good and bad? What makes an action right or wrong? What is happiness? Must you be a morally good person in order to be happy? Are we obliged to obey the state and its laws? What is the nature of reality—what kinds of things are really real? What is knowledge and how do we acquire it? Are human beings free? Is the belief in God a matter of knowledge or only a matter of faith? Would immortality be desirable? And, of course, the best question of all: What is the meaning of life? The readings include Plato, Aristotle, Epictetus, Epicurus, Descartes, John Stuart Mill, Immanuel Kant, Jean-Paul Sartre, and a number of contemporary philosophers. |
23fig31 | For two centuries, the problems of biology and ecology have been consigned to the sciences, and those of language to the humanities. However, recent work in evolutionary biology, anthropology, ecology, and language theory, has shown the deep intersections of these problems. The main seminar in this FIG, English 175: Life Signs, will introduce you to these exciting new theories and consider how our understandings of both scientific and humanistic investigation have changed as a result of their development. The other courses in this FIG will provide valuable insight, context, and theoretical perspectives that will add to our analysis of these topics. This FIG will likely appeal to a wide range of students, including those interested in environmental studies, biological and health sciences, anthropology, and language and literary studies. History of Science 212: Bodies, Diseases, and Healers: An Introduction to the History of Medicine — A survey of different conceptions of how the body as a site of sickness has been understood from Antiquity to contemporary medicine. Includes consideration of the origins and evolution of public health, the changing social role of healers, and the emergence of the modern "standardized" body in health and illness. Anthropology 104: Cultural Anthropology and Human Diversity — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. |
23fig32 | 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: Listening to the Land, 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? The other courses in the FIG will add to our exploration of these topics. Agroecology 103: An Introduction to the Ecology of Food and Agriculture — Agroecology has blossomed across the world in recent decades as not only a science, but also a practice, and a movement. Employ the multiple disciplines and perspectives that Agroecology affords to analyze our agricultural and food systems within a broader context of dynamic social and ecological relationships. American Indian Studies 100: Introduction to American Indian Studies — Focus is the history, social organization, political experience, and artistic expression of North American Indians, using methods and materials from a number of disciplines as an introduction to the interdisciplinary field. |
23fig33 | 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: Make It Count: Measuring Physical Activity Behavior, 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:
Mathematics 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. Kinesiology 300: Practicum in Kinesiology — Supervised experience in a specialized area of physical education. |
23fig34 | The main seminar in this FIG will explore the role of maps and spatial data in popular culture, serving as an excellent introduction to cartography, GIS, and spatial data science. We will see how maps and data help us “think spatially” both cognitively and culturally, enable us to navigate and modify our environments, and support collective decision making from the local to the global. We will use an experiential learning approach and our activity-based classes that will help ground concepts in meaningful local campus contexts. Throughout the class, students will be encouraged to consider and reflect on how our beliefs and views impact the ways we capture and represent our world through maps and spatial data products. We will explore how maps serve as tools for change—enabling both positive and negative impacts. The other courses in the FIG will add valuable perspectives to our exploration of these topics. This FIG will likely be appealing to students interested in the intersections of data science and visual communication, particularly those interested in geography, anthropology, art, political science, environmental sciences, cognitive science, computer science, information science and technology, journalism and mass communication, psychology, and sociology. Environmental Studies 112: Social Science Perspectives — 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. International Studies 101: Introduction to International Studies — Introduces the field of international studies, and performs an interdisciplinary examination of the cultural, political, economic, and social patterns that have defined the modern world. |
23fig35 | What is a national identity in the context of the fluid globalized world in which we live? How are identities affected by big migratory waves within the same country and, more importantly, from one country or continent to another? The Italian case is one of the many in the so-called Western world that can help us to monitor the possible answers to these questions. Through readings and discussions, we will follow the history of Italy from the Risorgimento (the revolutionary upheaval that led to the unification of the country in 1860) through the two World Wars, and Fascism up to the present time. One of the aims of the main FIG seminar is to analyze the rhetoric used in different periods to understand issues of national identity according to the following historical phases: struggle for the unification of Italy; colonial campaigns; Fascism; and migration from and to Italy in the twentieth and early twenty-first centuries. Through this study of the Italian case, you will become more knowledgeable and aware of the historical development of a European country that was central in the nineteenth century for its struggle to unify, and crucial to the history of the Western countries for the infamous Fascist regime. By studying the Italian case especially through the concerns raised by colonialist politics and migration issues, you will be able to relate not only to what happened and is happening in one major country in Europe, with possible references to the situations in France and Germany, but also to similar issues in the United States (the Italian migration to the United States is a good example). The goal is to help you develop and strengthen their knowledge of a different culture and history as it intersects with your own. History 120: Europe and the Modern World: 1815 to the Present — This survey of modern European history stretches across more than two centuries of political and social transformation, beginning with the aftermaths of the French Revolution and concluding with today's war in Ukraine. Three sets of questions will guide us through this vast topic: Why was Europe's modern history so violent, punctured by war, regime change, and revolution? When did Europeans begin to identify as members of distinct nations, and why did many come to believe that each nation should have its own state? Finally, how were Europeans' ideas about race, nationhood, and modernity shaped by encounters with peoples and cultures beyond Europe? To answer these questions, we will assess an array of primary sources that illuminate how diverse Europeans, both elites and ordinary people, experienced the ruptures of their modern history. Our sources include a novel, a film, political manifestos, memoirs, photographs, and more. We will also examine a number of themes that are critical for understanding the world today, including the growth of capitalism; formation of nation-states; rise of democratic politics; shifts in gender roles; and emergence of ideologies such as liberalism, conservatism, nationalism, socialism, and fascism. Political Science 140: Introduction to International Relations — This class 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; international organizations like the United Nations, the International Monetary Fund, the World Bank, and the World Trade Organization; 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 course 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. |
23fig36 | 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. |
23fig37 | 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. Anthropology 104: “Cultural Anthropology and Human Diversity — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change 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. |
23fig38 | 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. |
23fig39 | 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. |
23fig40 | 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. Biology 101: Animal Biology — General biological principles. Topics include evolution, ecology, animal behavior, cell structure and function, genetics and molecular genetics, and the physiology of a variety of organ systems emphasizing function in humans. Kinesiology 150: Foundations of Health Behavior and Health Equity — Provides you with an overview of the personal, interpersonal and broader social factors that contribute to the health and well-being of individuals and populations in the United States. Examinations of contemporary approaches to health education and health behavior interventions including: foundations of health education and health behavior programs, health indicators, social and structural determinants of health and health disparities, and models of health education/health behavior that support interventions for individuals and communities. 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. |
23fig41 | 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. Counseling Psychology 237: Mental Health, Self-Awareness, and Social Justice: Working in Diverse Communities — This class is designed to increase the knowledge, awareness, and skills of students interested in working on mental health matters within diverse identity groups and communities. Conceptualize mental health and well-being across communities in terms of (a) intersectional identities (individual and groups), (b) mental health and access and utilization of services, and (c) social determinants of health in different contexts and settings. Engage in reflective exercises to understand how their social identities influence their work in different types of communities. 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. |
23fig42 | 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 “worldview”—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 you 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 worldview. |
23fig43 | This FIG focuses on the elements that make up the periodic table. We will learn how the elements are formed in evolving stars, how biologists, chemists, and astronomers search for evidence of the origins of life, the roles of different elements in living organisms, how elements are critical in industry and the economy, where they are found and mined, and how they can be put to use in treating disease. One of the main goals is to assist you in your transition to college, while exploring the relationship of chemistry to the world around you. The main seminar, Chemistry 175: The Periodic Table of Life, will support your learning in the associated Chemistry and History of Science classes. This FIG is aimed at students with interests in astronomy, geology, chemistry, and biology—or, more broadly, anyone interested in learning more about the elements out of which all matter in the universe is composed, their organization into the periodic table, and the diverse roles these elements play in all living organisms. History of Science 201: The Origins of Scientific Thought — The emergence of the 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. Choose one of the following: 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. |
23fig44 | Are you considering a possible career in pharmacy? Would you like to learn more about the wide variety of pharmacy career paths? Are you curious about how medications prevent and treat diseases and improve human health? 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. You 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. Anthropology 104: Cultural Anthropology and Human Diversity — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. 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. |
23fig45 | Are you considering a possible career in pharmacy? Would you like to learn more about the wide variety of pharmacy career paths? Are you curious about how medications prevent and treat diseases and improve human health? 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. You 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. Anthropology 104: Cultural Anthropology and Human Diversity — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. 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. Enroll Info: At least 1 year HS chemistry; placement into MATH 221 or higher or equivalent math proficiency. |
23fig46 | For many centuries, philosophers have asked questions like these: What kind of things exists? Is the mind only a material thing? Is there a moral right or wrong? Do we have free will? What is the meaning of life? Today, many of us think that scientific methods are the best tools for finding answers to important questions. Does this mean that for scientists, there are specific answers to these kinds of philosophical questions? Many scientists and scientifically minded philosophers assume that the answer is yes. For example, they presume that scientific thinking demands that we should believe that only material things exist, that we do not have free will, or that there are no moral values independent of our conventions. The goal of the main seminar in this FIG, Philosophy 104: Philosophy and Natural Science, is to examine this assumption. We will choose some of these philosophical questions, survey some of the answers that philosophers have given to them, and discuss which answers, if any, fit our “scientific worldview” best. The other courses in the FIG will provide some interesting context and perspectives on these issues. Library & Information Studies 202: Informational Divides and Differences in a Multicultural Society — Explores the impact of and barriers to access to information on the lives of low-income ethnic/racial minority communities in the United States. Provides an introduction to contemporary information society from a sociological perspective. Choose one of the following: Computer Sciences 200: Programming I — Learn the process of incrementally developing small (200 to 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. Intended for students who have no prior programming experience. Optional add-on to Computer Sciences 200: WES-CS is a set of fun, interactive study groups for students who are enrolled in introductory computer science courses. WES-CS especially welcomes and supports students from groups underrepresented in computer science and students who are new to programming. Through weekly meetings led by peers, you’ll earn one additional credit and gain greater mastery of introductory computer science course material. OR Computer Sciences 300: Programming II — Introduction to Object-Oriented Programming using classes and objects to more complex problems. Introduces array-based and linked data structures: including lists, stacks, and queues. Programming assignments require writing and developing multi-class (file) programs using interfaces, generics, and exception handling to solve challenging real world problems. Topics reviewed include reading/writing data and objects from/to files and exception handling, and command line arguments. Topics introduced: object-oriented design; class vs. object; create and define interfaces and iterators; searching and sorting; abstract data types (List, Stack, Queue, Priority Queue (Heap), Binary Search Tree); generic interfaces (parametric polymorphism); how to design and write test methods and classes; array based vs. linked node implementations; introduction to complexity analysis; recursion. Optional add-on to Computer Sciences 300: See the WES-CS course description above. |
23fig47 | 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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23fig48 | The main seminar in this FIG, Horticulture 350: Plants and Human Well-being (and its discussion section Horticulture 351), 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 courses 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. |
23fig49 | Americans are more divided than at any time since the Civil War. Congress is gridlocked, elections swing from party to party, politicians break decades-old norms, rhetoric is angry, seemingly routine issues have become politicized, and partisans seem to increasingly dislike each other. Most observers agree we are in the midst of political polarization that is unprecedented in recent decades. In this course, we will drawn on literature in political psychology to look at how we got here, what it means for politics, and what “polarization” even is in the first place. Not everything will be about academic theories. You will be encouraged to apply class concepts to current events in a civil discussion. I will push you to examine their own assumptions about political life—and I hope to learn from you and the class, as well. The other courses in the FIG will add to our exploration of these issues. 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. Asian Languages and Cultures 120: The Art and Science of Human Flourishing — Explore perspectives related to human flourishing from the sciences and humanities; investigate themes such as transformation, resilience, compassion, diversity, gratitude, community; expand self-awareness, enhanced social connectivity, and ability to change; formulate a sense of what it means to lead a flourishing life that sustains meaningful and fulfilling engagement with studies, relationships, community, and career. |
23fig50 | Race science is the “scientific” idea that humankind is divided into separate and unequal races. This “science” has been used to justify a wide range of discriminatory beliefs and practices including chattel slavery and racial segregation in the United States. This FIG examines the development of race studies and black self-concept in the United States from the nineteenth century to the present. We will explore the ideas of racist scientists and social scientists, as well as novelists and artists, as we consider a wide range of topics, including phrenology, Negro psychology, gender and sexuality, mesmerism, miscegenation, magnetism, electricity, sexual reproduction, hygiene, epidemiology, utopia and dystopia, artificial intelligence, and climate justice. This FIG will likely appeal to students who are interested in science and literature, particularly in historical scientific understandings of race and racial justice, sex and sexuality, climate justice, and the history and development of racism and racial self-concept. The other courses in the FIG will provide valuable context and theoretical perspectives for our analysis of these topics. History of Science 275: Science, Medicine, and Race: A History — Surveys the medical and scientific constructions of categories of race, placing the development of racial theories in a broad social and political context. Pays particular attention to the importance of racial science in slavery and colonialism. 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. |
23fig51 | 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 for humanity. In Botany 265: Rainforests and Coral Reefs, you’ll explore these incredible natural communities and learn why they are important to human welfare. This course takes a “deep dive” into the foundations of both marine biology and terrestrial ecology and will answer questions like:
One of the most exciting parts of this course is that you will develop your own research project and have a chance to carry it out during an optional summer-break field expedition to Belize in Central America! There, we will hike in lush rainforests and snorkel on the second-largest coral reef in the world, putting to direct use everything you learned during the fall semester. 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 Spanish class: Spanish 203: Third Semester Spanish” (14077) — Intermediate level language review, Hispanic readings, culture, and patterns of conversation. Spanish 204: Fourth Semester Spanish” (15468) — 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” (14234) — Intensive practice in reading, writing, and grammar. May be taken concurrently with Spanish 223 or 224. Spanish 311: Advanced Language Practice” (15955) — Advanced language practice, including intensive writing and work in pertinent areas of grammar and stylistics, and Honors Optional. |
23fig52 | Games have become one of the major storytelling media of our world, and they open up wondrous new ways of engaging with narrative. We can witness the effects of our decisions ripple out across the future, invent complex characters and virtually inhabit their lives, linger over the endless lore that films and novels would need to cut for space, and collaboratively build a world with others. In the main seminar for this FIG, Curriculum and Instruction 357: Game Design I, you will explore the narrative affordances of different game forms by both playing them and designing them. We look at several different ways that games intersect with stories, including tabletop roleplaying games, experimental video games, choose-your-own-adventure novels, improv, and much more. You will have the chance to build your own story worlds, map cities, do silly voices, propose quest hooks, and write prompts for your players. As you build your games, we will also be discussing some big questions surrounding the ethics, politics, and meaning of game design. These include:
The other courses in the FIG will add to our exploration of these topics. Art Department 100: Introduction to Art — Seeks answers to the fundamental question “What is art?” Through lectures, readings, discussions, and creative projects, we seek answers from multiple perspectives-historical, theoretical, critical, conceptual, formal, and experiential. Develop visual literacy, sophisticated observational skills and a formal language to assist in the interpretation of objects and experiences in the context of art. Through both theory and practice, develop an understanding of the ways artists arrive at the ideas that inform their creative processes. Includes a survey of developments in art media and looks broadly at art movements, trends and styles throughout history and in varied world cultures. Folklore Program 100: Introduction to Folklore — 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. |
23fig53 | In this current political moment it is more important than ever to attain a nuanced understanding of the history of Russian-American relations. This FIG will focus on Russian-American relations and Russia’s role in international politics and world affairs. It will provide you with the tools to investigate the long history of Russian-American engagement from both a humanities and a social science perspective. You will be introduced to the historian’s craft and to the broad field of International Relations, while studying Russian language and culture. Together, the courses in this FIG will provide you with an important introduction to Russian area studies. History 200: Russia and America in the Nineteenth and Twentieth Centuries will look at Russian and American engagement during the late nineteenth and twentieth centuries. It will focus on diplomatic relations, cultural relations, economic relations, and informal ties. Themes will include:
You will look at the history of Russian-American cooperation, competition, and rivalry. You will read memoirs, speeches, political position papers, and other (English-language and translated) primary sources. They will also look at key primary sources on the UW–Madison campus, including archival documents about American-Russian economic and cultural relations in the Wisconsin State Historical Society archive. Political Science 140: Introduction to International Relations — Explore past and present patterns of political, social and technological change in terms of their contemporary and future implications for international relations. Slavic 101: First Semester Russian — Speaking, listening, reading, and writing Russian, with an introduction to Russian culture. No previous knowledge of Russian expected. |
23fig54 | In this main FIG seminar, Integrated Liberal Studies 371: Sex, Drugs, and Literature in Latin America, we will consider contemporary social problems in Latin America through the perspective of literature and cinema. In the first part of the course, we will explore the problem of gendered violence and human trafficking. In the second, we will study issues related to drug trafficking in Latin America and ponder on the so-called "narco-culture" of this region. Throughout the course, we will see emerging and vibrant cultural movements--some building on ethnic identity—that are reflected in a range of media and featuring new narrators who are providing a sense of hope in the region. The course begins with classic Latin American authors such as Gabriel García Márquez and ends with contemporary women writers. Our overall goal is to gain an appreciation of the cultural context necessary for us to understand a range of important contemporary social issues in the region. Sociology 134: Sociology of Race and Ethnicity in the United States — This course explores thenature of inter-group relationswith an 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 US society.
Chicana/o and Latina/o Studies 201: Introduction to Chicana/o and Latina/o Studies — Introduction to the interdisciplinary study of Chicanas/os in the United States. You 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. |
23fig55 | Engineers are in a unique position to make a difference in combating some of the world’s most pressing environmental issues. You 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 courses in the FIG will deepen our understanding of these issues. Math 171: Calculus with Algebra and Trigonometry I — Topics in algebra, trigonometry and pre-calculus are integrated with elementary differential calculus. Part of a two-semester sequence with MATH 217; these two courses together are equivalent to MATH 114 and 221. Environmental Studies 112: Social Science Perspectives — 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. |
23fig56 | The FIG will focus on the history of LGBTQ+ movement-building in the United States through analysis of queer arts—especially visual culture, music, theater—produced by LGBTQ+ people across the twentieth century to the present. As a history course, we will seek to understand and appreciate the contexts and perspectives of people in the past, paying special attention to how people built LGBTQ+ movements through queer arts. Assignments and discussions will help you:
This FIG will appeal to students who are interested in LGBTQ+ history; students interested in issues of representation and self-representation and how that has changed across time; students interested in queer arts and analysis; students seeking an intellectual landing place that affirms marginalized identities. The other courses in this FIG will provide valuable perspectives and context for understanding these topics. Gender and Women’s Studies: 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. Communications Arts 250: Survey of Contemporary Media — Key concepts for the critical analysis of television, film, radio, and digital media. Focusing primarily on meanings, aesthetics, technology, media industries, representations, and audiences. |
23fig57 | The aim of this FIG is to understand the nature of large-scale violence: how it unfolds, how it is perpetrated, and how representations of it shape our understanding. We will focus particularly on how large-scale violence is represented in film and other media, with a special emphasis on Holocaust-related content. Our ultimate aim will be to use this understanding to gain insights about what it means to be human and to act humanely in an age of relentless violence. The other courses in the FIG will provide valuable context and perspectives as we explore these challenging issues. History 120: Europe and the Modern World: 1815 to the Present — This survey of modern European history stretches across more than two centuries of political and social transformation, beginning with the aftermaths of the French Revolution and concluding with today's war in Ukraine. Three sets of questions will guide us through this vast topic: Why was Europe's modern history so violent, punctured by war, regime change, and revolution? When did Europeans begin to identify as members of distinct nations, and why did many come to believe that each nation should have its own state? Finally, how were Europeans' ideas about race, nationhood, and modernity shaped by encounters with peoples and cultures beyond Europe? To answer these questions, we will assess an array of primary sources that illuminate how diverse Europeans, both elites and ordinary people, experienced the ruptures of their modern history. Our sources include a novel, a film, political manifestos, memoirs, photographs, and more. We will also examine a number of themes that are critical for understanding the world today, including the growth of capitalism; formation of nation-states; rise of democratic politics; shifts in gender roles; and emergence of ideologies such as liberalism, conservatism, nationalism, socialism, and fascism. Communication Arts 155: Introduction to Digital Media Production — Teaches the skills needed to produce, engage with, and understand new and emerging technologies within the context of communication and creative expression. Become a more critical consumer and producer of digital media. |
23fig58 | Virtue has a history. While some ideas of what is right and wrong are quite common across different cultures and eras, differences abound. For many of us, recognizing that the ethical system we learned in childhood is not universally shared by all humanity is one of the most destabilizing, challenging, and potentially liberating experiences we can have—and that is what we will find in this FIG. In the main seminar, History 200, we will addresses the issue of variation in moral systems by looking at continuities and changes in conceptions of virtue in ancient Greece, the classical Roman empire, and the medieval Eastern Roman Empire. We will begin by reading texts such as Homer, Plato, and Thucydides that have enjoyed high prestige in Western culture for millennia because of the perceived value in their ethical teachings. Ideas of virtue in these ancient Greek texts, however, are both familiar and radically foreign to contemporary ethical sensibilities. The ethical systems of Romans such as Virgil, Cicero, and Julius Caesar were significantly different from those of the ancient Greeks, and yet we will see how they responded to and deployed the ancient Greek material in shaping their own morality. Looking at the medieval Eastern Romans will allow us to see a Christian society using both the ancient Greek and the classical Roman texts to inform their sense of virtue. In our highly polarized contemporary political culture, it can be difficult to find any moral or political topics about which we do not already have fixed ideas; however, this FIG will allow us to develop fresh perspectives on our own ethical thinking, by exploring debates from the ancient world. We will learn that the ancient and medieval Greco-Roman world is foreign, surprising, and thus a good place to think through and independently develop our own ethical ideals. Students interested in law, government, politics, leadership, gender, and, of course, ancient and medieval studies, will relish this opportunity to explore virtue in the Greco-Roman world. The other courses in this FIG will bring a modern perspective to these issues. English 174: Truth and Crime — Truth and Crime examines the development, scope, and effects of the “True Crime” genre in the United States. By taking a humanities-oriented approach, we will explore various areas of the genre (written, podcasts, documentaries, etc.) and try to find answers to the question: Why we are so compelled by true crime narratives and what is true crime’s “truth”? The course will untangle the complex relationship between law and narrative (background on each will be provided) and the various epistemological systems it combines, including the role of science and technology. At the end of the course, students will have gained a detailed understanding of what our culture’s relationship to “real life” crime narratives tells us about the fundamental and complex role criminality plays in defining us as a society. Political Science 160: Introduction to Political Theory — Exploration of core problems of political life, such as the nature and limits of obligation, the concept of justice and its political implications, and the relationship between equality and liberty, through a selection of ancient and modern sources. |
23fig59 | This FIG examines how war displaces people. While popular understanding usually emphasizes the desire for “better jobs” as the main cause of immigration, we will focus on the significant role that war plays in causing human displacement. We will examine four historical events in particular:
In addition to exploring how these conflicts influenced the movement of people, we also will examine how U.S. diplomatic and military objectives structure the legal designation of the displaced from refugees to asylum seekers to undocumented immigrants. Thus, we will examine forced displacement and resettlement in the United States as interrelated processes. Throughout our consideration of these issues, we will center the lived experiences of the displaced through memoirs, oral histories, graphic novels, and film. The other courses in this FIG will add valuable perspectives and context for our analysis of these issues. International Studies 101: Introduction to International Studies — Introduces the field of international studies, and performs an interdisciplinary examination of the cultural, political, economic, and social patterns that have defined the modern world. Geography 101: Introduction to Human Geography — Human geography refers to understanding, interpreting, and representing the human world in ways that emphasize spatial relations, spatial processes, and relationships to the non-human world. In this course, you will learn what it means to interpret events and trends with a focus on space and scale. You will gain an appreciation for how elements of human geography, such as place, environment, boundaries, and territory, are critical to understanding human relationships and experiences. With respect to globalization, we will investigate spatial patterns related to flows of goods, people, and services, and the ways that local places are changing in relation to global processes (and vice versa). In addition, we will explore emergent institutions, technologies, and networks that fundamentally change relationships between people and places. In studying these aspects of globalization, we will be particularly attentive to geographic differences, for instance, analyzing the diverse and uneven effects of global economic investment patterns and labor practices. As such, we are interested in understanding the geographically specific forces and actors that contribute to globalization trends (e.g., U.S.-based transnational corporations), just as we are interested in the geographically uneven outcomes of globalization (e.g., socio-spatial inequalities such as uneven access to food, education, jobs, and health care). |
23fig60 | Nutritional Science 377: Cultural Aspects of Food and Nutrition — 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 responsive food and nutrition care both within 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. 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. |
23fig62 | What comes to mind when you think of “wisdom”? Perhaps you think of virtues like insight or good judgment. Alternatively, maybe you have an image of a saintly religious figure, an inspiring political leader, or even someone close to you like a beloved grandparent, teacher, or coach, who seems to greet even the most difficult situations with an unflappable steadiness, acumen, and deep humanity. It is widely assumed that wisdom—whatever it is and whoever embodies it—is timeless and absolute. However, conceptions of wisdom can vary dramatically depending on their historical contexts. Another way of putting this is that wisdom has a history. The main seminar in this FIG examines the history of ideas about—and quests for—wisdom in American history. We will investigate how some of the most pressing ethical and existential questions that we grapple with today presented themselves to Americans in the past. Because American observers have consistently looked to other cultures and historical periods for guidance (whether ancient Greece or the Middle East of biblical times, or the worlds of Confucius and Buddha in ancient Asia), students will also see how an “American” history of wisdom is by its very definition a transgeographic, transtemporal history. This course will explore:
Along the way, you will not only learn what wisdom meant in the past, you also will have ample opportunities to consider what it can mean for you today. The other courses in the FIG will add to our exploration of these topics. 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. Anthropology 104: Cultural Anthropology and Human Diversity — A comparative cross-cultural consideration of social organization, economics, politics, language, religion, ecology, gender, and cultural change. |
23fig63 | In the main seminar in this FIG, we will look closely at what philosophy is all about and the different ways of investigating the values that can inform a person’s life, especially the best kind of life for a human being. There is no better way to do this than by studying some of history’s greatest philosophers as they inquire into the nature of wisdom, goodness, truth, and other values that determine how we are to lead our lives. We will read Plato, Aristotle, Pascal, Hume, Kant, Sartre, and others (including some writings by contemporary philosophers). Among the questions we will discuss are:
In addition to the “philosophers” being read in this seminar, we will also call upon the works studied in the courses linked with this FIG and examine their various approaches to these questions. Especially important will be our relationship with a companion FIG seminar, “Wisdom and the Good Life: Historical Perspectives”, led by Professor Jennifer Ratner-Rosenhagen, Department of History. We will meet several times over the course of the semester with Professor Ratner-Rosenhagen’s seminar to compare our different approaches and reflect on the various ways to conceive of wisdom. 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. 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 play in 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. |
23fig64 | 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:
The starting point for this course is the images we already know of the Vikings, as seen in games like Assassins Creed: Valhalla, TV shows like The Vikings, or even movies like Marvel’s Thor. Where do these images come from and how are they formed in modern consciousness? Then we will look at the medieval Scandinavians themselves to learn what is known and what is not known about these people and their age. 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. The other courses in this FIG will enhance our examination of these topics. Enrollment in an optional first-semester Swedish, Norwegian, or Danish class will enhance your understanding of the cultures of the region and is highly recommended. Folklore 100: Introduction to Folklore — 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. Optional language class: Scandinavian Studies 101: First Semester Norwegian” (30949) Scandinavian Studies 111: First Semester Swedish” (31775) Scandinavian Studies 121: First Semester Danish” (14282) |
23fig65 | The main seminar in this FIG focuses on the craft of writing about quantitative topics. We will dissect exemplary pieces of writing and talk about how to effectively read and write pieces; this will involve work both on techniques of English prose writing (close reading of words and sentences, editing of self, and others) and the special challenges of mixing words and numbers. The goal is to become stronger writers and more critical readers. This FIG will thus be particularly helpful for students who want to understand and share the kinds of information that are common in STEM fields like data science and mathematics, and in many policy-oriented fields that need to organize and present information through numbers, tables, and graphs, so that we are safe from be bullied by those quantitative tools and disciplined enough not to bully people with them ourselves. The main output of the seminar will be a well-polished, magazine-style piece, and we will be extensively workshopping and editing each other’s work as we go, as well as analyzing and editing (not just admiring!) published work from the outside world. The other courses in the FIG will provide valuable context and perspectives as we develop these insights and skills. Life Sciences Communication 251: Science, Media and Society — Introduction to communication at the intersection of science, politics and society; overview of the theoretical foundations of science communication and their relevance for societal debates about science and emerging technologies across different parts of the world. Computer Sciences 220: Data Science Programming I — Introduction to Data Science programming using Python. No previous programming experience required. Emphasis on analyzing real datasets in a variety of forms and visual communication. Computer Sciences 638: WES-CS Group Meeting (OPTIONAL support for CS 220) — WES-CS is a set of fun, interactive study groups for students who are enrolled in introductory computer science courses. WES-CS especially welcomes and supports students from groups underrepresented in computer science and students who are new to programming. Through weekly meetings led by peers, you’ll earn one additional credit and gain greater mastery of introductory computer science course material. |
23fig66 | In Comparative Literature 203, “Yoga in Poetry and Pose, we will study yoga as it is taught and represented in the classic literary texts of several South Asian Cultures. In discussing poems and songs from traditions as diverse as Tibetan Buddhism, Kashmiri Shaivism, and Hindu Epic, we will examine how these expressions of yoga have impacted the lives of practitioners in different cultures and how they relate to yoga as it continues to be practiced in various forms today. Our readings will also look into connections between yoga and spiritual practices such as Sufi mysticism and Zen meditation. You will apply what we are learning in our readings and discussions as we practice the physical postures and breathing techniques of yoga each Friday. No prior yoga experience is expected. The other courses in this FIG will enhance our exploration of these topics. OPTIONAL - Religious Studies 102: 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. Nutritional Sciences 203: Introduction to Global Health — This course 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 from a broad global perspective. |
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