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Course Criteria
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4.00 Credits
This course serves to explore the relationship between contemporary art and environmental science using sustainability (global interdependence) as a conceptual nucleus. The course is based on the lecture and lab structure. The 'lecture' will be the scientific analysis of data and information and the 'lab' will be the corresponding creative process (to include long and short-term experimental projects). The class does not unfold in a linear fashion; rather the scientific content forms a framework for the artistic work. The studio art component serves as a lens through which to view issues of sustainability. Public exhibitions of the work developed throughout the course serve to link art and science and visually represent the scientific data and other findings of the course content. Consider the saying 'think globally act locally': The scientific analysis component is the GLOBAL and the experiential creative work (i.e. the collection of personal data and material) is the LOCAL. Students make a tangible connection between local choices and their corresponding global effects. US202.1 can count as an Art & Design studio elective.
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4.00 Credits
This course explores metropolitan Philadelphia's past and present in order to examine how history shapes the places in which we currently live, work, and play. The course uses a historical lens through which to view a range of contemporary subjects including: wealth and poverty; suburban sprawl; architecture and space; local literature and visual art; watersheds and other environmental resources; urban politics; regional mass media. Students explore aspects of urban Philadelphia as well as of Philadelphia-area suburbs and "vacationlands." In addition to doing weekly assigned readings, students also take individual and group trips to locations around the region and conduct research designed to provide them a more complex understanding of and deeper relationship to the Philadelphia region.
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4.00 Credits
This course investigates the intersection between Improvisation and Education and is relevant for students preparing for careers as teachers in elementary or secondary education, or as teaching artists in professional theaters, schools and communities. In this course we will investigate how the theater process (improvisation-rehearsal-performance) can be an inquiry-based model for teachers as well as how theater games and exercises can be adapted to explore a non-arts curriculum. No previous theater courses are necessary but most of our learning will be by doing, so students must be willing to participate in all improvisations and be prepared to act in a final project presented for children. US206.1 can count toward the Education and Theater Arts majors and minors.
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4.00 Credits
What does it mean to be a citizen of the world? This course will explore this question from a historical, political, cultural and personal perspective. Students will develop a clearer understanding of what citizenship is, a clearer understanding of the ways citizenship is changing as a result of globalization, and a strategy to enact change in an era of globalization. We will look personally at the question of where our identities come from. How do we know who we are? What shapes us socially? Where does "the world" fit in to our identities? We will then look historically at the concept of citizenship in order to deepen our understanding of what it means to be a citizen. Where did the idea of citizenship come from? Who is a citizen and what does that mean? What are the rights, privileges, duties and responsibilities that come with citizenship? How have these understandings of citizenship changed historically? How are these understandings of citizenship changing as a result of globalization? We will then look at global issues, such as climate change, crimes against humanity, and global poverty. What role have global citizens played in addressing these issues in the past? What will the emerging role of "global citizens" be in the future? Students will ultimately be required to take a perspective on what citizenship in a global era means for each of them. What are the rights and responsibilities associated with being a global citizen? Finally, we will raise questions about social change. Historically, how have definitions of citizenship been used to bring about social change? How is this different in light of globalization? How can global citizens have a positive influence on global issues? What are the change mechanisms through which they can act? Throughout the course, students will work on projects in which they select an issue of concern to them and design a strategy to address a global issue. Students will reflect on how their changing understanding of citizenship alters the way they understand their privileges, responsibilities and ability to enact change in a global era.
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4.00 Credits
This University Seminar explores a dozen famous trials chosen to represent conflicts in different areas of intellectual and cultural/social history including philosophy, religion, science, art, and literature. Subjects include Socrates, Galileo, the Salem Witch Trials, John Brown, Oscar Wilde, the Scopes Monkey Trial, Nuremberg, and Robert Mapplethorpe. Texts include books, films, articles, and websites. US208.1 can count towards the Criminal Justice, History & Philosophy majors and minors.
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4.00 Credits
This University Seminar presents students with an opportunity to learn about and participate in issues related to inequity, social justice, and social action. Using concepts grounded in the social sciences as an analytical framework, the course begins with an examination of the ways in which the development of individual and group identity is structured within social systems and institutions that also exercise power over these individuals. This power is exerted differentially across societal groups leading to inequity and structural violence. Using this framework, members of the class will then read, study, and learn about the ways in which grassroots movements around the world have used social action at the local level to bring about social change. Moving out of the classroom, students and faculty members will explore social change groups in the Philadelphia area and connect electronically with similar groups in other countries.
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4.00 Credits
This University Seminar integrates psychology, medicine, biology, and biochemistry to introduce students to the basic principles, research findings, practical applications, and important issues in the field of health psychology. The course emphasizes the scientific basis of health psychology in empirical research and directs students to apply the findings of this research to their everyday lives. NOTE: US 210 can count toward the Psychology major and minor.
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4.00 Credits
Baseball has often been thought of as the quintessential US sport. It is a sport that requires the rugged individualism of the frontier but within the context of a team effort. In a symphony of movements, everyone gets their own moment in the spotlight, whether hitting, fielding, or pitching. And as Ted Williams, the Boston Red Sox legend is quoted as saying, "Baseball is the only field of endeavor where a man can succeed three times out of ten and be considered a good performer." Developed in the late mid to late 19th century, it soon expanded to the south, first to Cuba and then to the rest of the Spanish-speaking Americas. It has now gone global so that the World Series is no longer an appropriate term for the USA end of the season championship. At the same time as entertainment for fans and employment for players, coaches, and others, baseball has also reflected the role of race and ethnicity in US society. Segregation and discrimination, so much a part of US history, played themselves out in the formation and evolution of professional baseball. This course explores issues of race and ethnicity in baseball from its inception to the present.
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4.00 Credits
The field of astrobiology covers the origin, evolution and future of life on our own planet Earth and beyond. We will explore theories of how life began on earth and whether or not conditions on other planets in the solar system may be suitable for life, either now or in the past. We will then go beyond our own solar system to consider the evidence for life elsewhere in the universe and investigate how advancements in technology will provide a deeper understanding of these questions. Students will have the opportunity to explore their own questions about astrobiology using online resources (research databases, popular science magazines, podcasts, etc.). Students are expected to use mathematics to answer questions about astrobiology, express themselves in writing, and actively participate in whole class discussions.
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4.00 Credits
A study of the conflicts raised by the theory of evolution, from the reception of Origin of Species in the 1860s, to the Scopes Trial in the 1920s, the legal struggle over scientific creationism in the 1980s, and the appearance of intelligent design in the 2000s. The course will include a survey of the evidence from palaeontology (the fossil record) and genetics, and of the scientific objections and difficulties (such as the blending inheritance problem, rudimentary organs problem, the "missing link," and others). We will consider the origin of American fundamentalism in connection with the Scopes trial, the rise of Social Darwinism and the spread of eugenic ideas. This is a University seminar intended for upper classman. The method of instruction will be lecture and discussion. It is likely that the students will be asked to make presentations to the class on assigned topics (e.g., why did Darwin wait so long to publish? What were Darwin's views on religion? How did William Paley formulate the Argument from Design and what role did the illustration of the eye play in it? What does Behe mean by "irreducible complexity"?) and to write a term paper. We also anticipate taking one or two museum trips, depending on what exhibits are available.
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