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Course Criteria
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4.00 Credits
We are living in a world of constant change, a world in which change is often viewed as the only constant. When we think about change we typically are talking about incremental change. This course will explore a much more difficult change process: the process of deep change. The primary focus of this course will be to examine the values, goals, and operating methods of the internally-driven leaders engaged in the process of deep change: the transformational leaders. The course is designed to give students a practical understanding of the ways in which transformational leaders are having a lasting impact on a wide array of organizations ranging from major corporations, to nonprofits, to international institutions. In the process, students will learn leadership lessons that can contribute to their personal and professional growth and development. The principles of deep change can apply to people at every level of an organization regardless of its size. The class is interactive and will include case studies as well as movies portraying transformation leaders who have pursued the vision of deep change. Multimedia activities will include small and large group discussions and presentations, research, report writing, and video and audio tape presentations. Competences: A3C, A4, H2C, FX. Faculty: Greg Gilmore
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4.00 Credits
The pen is mightier than the sword. Why do authors take the time to write down their objections to society's conflicting ideas about life What impact can words, rather than arms, actually have In this course, students will examine the work of various authors who have felt the need to express their opposition in writing. As well as the work of those who have emerged as leaders because of their historical opposition to the status quo. What has inspired resistance movements Much has been written about independence movements of the early to middle Twentieth Century, their significance in providing both spark and fodder for resistance movements all over the globe, including the Black Power Movement and the Feminist/Womanist Movement here in the United States. Now that the 21st Century is here, what does resistance mean and how do people empower themselves for the current and pending moments when identity politics, poverty and racism are as prevalent as ever. This course will offer students the basic knowledge and tools to understand the historical contexts for many political, economic, and social justice issues affecting people, especially women in the Twenty-First Century. Students will be able to identify and distinguish various forms of political resistance and societal oppression, and will acquire the vocabulary to discuss these moments and their impact on contemporary politics. Competences: H5, A1X, H1X, A3X. Faculty: Emily Hooper-Lasana
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4.00 Credits
Is it fair that our tax dollars support the uninsured Should we punish those with limited capabilities who hurt us Is it just that my colleague is rewarded for my work Is the Iraq war a just war In this class, we look at these questions (and more) of justice in ancient and modern literature and philosophy. Our readings will include: the Code of Hammurabi, The Bible, Aeschylus' Oresteia, Sophocles' Philoctetes, selections from Plato's Republic, Dostoevsky's Crime and Punishment, Euripides' Medea, Toni Morrison's Beloved, selections from Jonathan Swift's Gulliver's Travels, Margaret Atwood's The Handmaiden's Tale and various handouts (Rawls, Kant and others) from the instructors. Competences: aid, A1A, A3G, A4. Faculty: Polly Hoover. May be taken for a maximum of three (3) competencies.
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4.00 Credits
Welcome to "Great Music in Chicago"! You don't have to have any kind of background in music to take and enjoy this course. The course introduces people to three of the most exciting and rewarding institutions in Chicago music: the world-famous Chicago Symphony Orchestra at Symphony Center downtown; the fabulous training orchestra of the Chicago Symphony Orchestra, known as the Civic Orchestra, also downtown; and live top-name jazz at the Jazz Showcase. We learn the background of these institutions, the nature of the arts they perform, and the terms used to describe and appreciate those forms. Most importantly, we experience, in person, the great music that they play! Competencies: A-1-A, A-1-C, A-3-D. Faculty: Joseph Cunniff
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4.00 Credits
Although throughout the history of dramatic literature, playwrights have explored the human condition, more contemporary dramatic literature of the realistic or expressionistic schools have clearly examined human relationships. This course will look at specific examples of dramatic literature of this century and examine the way family relationships are portrayed.
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4.00 Credits
Who are values based leaders How can we differentiate who a values based leader is and who is not How can we explore what our personal values are and how these values influence the leaders we are or can be Values based leadership includes both process and outcomes. Although in this course we will study various historic and modern day leaders, such as Moses, Jesus, Gandhi, Martin Luther King, Evita, Richard Daley and others, the most important work we will do in this course is learn that it is people showing leadership in everyday tasks of everyday life that in the long run will make the world a better place to live. We will learn that moral values and leadership come from within, therefore if we want to make an impact on the environment that we live in we must have a better understanding of who we are and what we believe in. In this course we will use various texts, videos, engage in small and large group discussions and spend some time in self reflection in order to explore values based leadership and the leadership potential within all of us. Competences: A3A, FX, A4, H3X. Faculty: Christine Hayda
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4.00 Credits
Food is a component of individual identity. In this course, students reflect on and research their personal food histories from multiple perspectives. Students explore the connection to family and the impact of ethnicity, nationality, race and socioeconomic status on food selection, preparation and consumption; the connection of foods to socialization, holidays and gender roles; and the connection between food trends such as shifting definitions of "healthy eating" and the influence of corporate agriculture with the choices individuals make to cultivate tradition or redefine their food legacy. As a result of participating in this course, students gain insight into their own food experiences and appreciation for those of people from different backgrounds; document a personal food history; and understand the influences on their own food choices. Competences: A3A, H1E, H3B. Faculty: Rebecca Russell
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4.00 Credits
Hollywood has made a highly profitable business by nurturing the notion of film as a form of mass entertainment, one that serves the needs of the American public in specific ways. As we move beyond Hollywood to explore cinemas around the globe (as well as independent cinemas within the United States), however, we become aware of many other ways that cinema can help us to make sense of our world and our experience of it. This course explores one of these "alternative" strategies of cinema, by focusing upon narrative films in countries whose governments previously suppressed or severely regulated the freedom of expression of their filmmakers, but which have recently seen this freedom restored. By examining these films in a global context, we will seek to appreciate how filmmakers create films to confront both their national and personal history. Ultimately, the course will explore how we can enrich our understanding of our own histories through the medium of cinema. The course features weekly in-class screenings of feature films from challenging and internationally celebrated filmmakers of Taiwan, Iran, the United States, and other nations. We will use these films and related readings as the basis for our discussion. Students will write critical essays as well as reflective pieces. Please note that the course meets from 6:00 to 9:30 p.m. each week. Competencies: A1C, as, H4, H5. Faculty: Michael DeAngelis
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4.00 Credits
Words and music - put them together and you have a song. In theory it seems pretty simple. Most anyone can wed lyrics and melody to make a song; the task requires no specialized training. Amateurs and professionals alike have written tens of thousands of songs. But the number of long-lasting musical marriages - songs called "standards" - is a much smaller figure. Those magical songs, the ones that have become part of our national heritage, are what this course is designed around. We are going to spend eleven weeks with the great American popular songs, their creators and the people who interpreted them. The era of the great American songbook begins early in the 20th century and extends past World War II. Those are the glory years for composers like Irving Berlin, Jerome Kern, Cole Porter, George and Ira Gershwin, Harold Arlen, Richard Rodgers, and Lorenz Hart. Their creations: classics such as "Cheek to "Cheek", "Old Man River", "Night and Day", "Things Are Looking Up", "One For My Baby", and "The Lady is a Tramp". These songs - and many more - will be listened to, studied and most of all, enjoyed. We will also examine the American society that spawned this brilliant body of work, and try to explain the songs' staying power. For great songs do not carry an expiration date. By the end of the quarter, anyone who once said that this is "old peoples' music" will be singing a different tune. Competencies: H2G, A5, A1A, aid, A1E. Faculty: Charles DiCola
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4.00 Credits
Who are "fans" of film stars and TV shows How do fans use their passion for popular media to express themselves creatively How do they meet others who share their interests and desires This course examines the psychological, social and aesthetic functions of fan culture in film and TV. We will look closely at the fan followings of popular film stars, fans' reactions when their favorite shows are cancelled, and the creative activities of fans who form "interpretative communities" by writing and exchanging plots and scripts of TV shows. We will also examine how online newsgroups and the World Wide Web have provided new ways for fans to interact. Readings will include essays and popular texts such as star biographies, fan magazines and tabloids. We will also weekly screen feature films, documentaries and TV shows. Students will write critical papers and give presentations on topics of their own interest in the subject. Pre-'99 Competencies: PW-B, HC-D, AL-1, AL-E. BA'99 Competencies: S-3-X, H-2-G, A-1-A, A-1-C. Faculty: Michael DeAngelis
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