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Course Criteria
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9.00 Credits
In this course we will investigate how the apparently simple concept of circularity (both in stillness and in motion) has accreted meaning. Starting with the circle as presented in early geometry, we will encompass circularity in ancient and Renaissance astronomy as well as classical physics. We will also discuss appearances of the circle in literature, philosophy, and art since our study will reveal connections such as how Aristotle's views on nature influenced Ptolemy and an understanding of our place in relation to the world, including central imagery in the poetry of Donne. As we demonstrate proofs and analyze texts, circularity will emerge not only as a device through which intellectual revolutions have occurred, but also as an object that has itself been transformed over the centuries.
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9.00 Credits
Is it possible to convey messages that remain comprehensible after immense time, in the face of inevitable cultural shifts and physical decay? In this course, students will come to terms with the technical and philosophical aspects to this problem while working on group projects to propose solutions to the preservation of memory. Along the way, we will identify the challenges in extracting meaning from artifacts, both ancient and contemporary, such as documents and monuments, whether intentional or unintentional. We will also confront ethical and esthetic issues in identifying what is worth preserving, the challenge of societal pressures on past projects, the possibility of future indifference, and the question of what purpose this endeavor may serve for present-day humanity. Case studies will include time capsules such as those created by the Westinghouse Electric Manufacturing Company for the 1939 and 1964 New York World's Fairs; the proposed warning marker system for the U.S. Department of Energy Waste Isolation Pilot Plant; the Voyager Golden Records launched aboard two interplanetary probes; and attempts at communication with extraterrestrial intelligence.
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9.00 Credits
Light from the Enlightenment is an introduction to classical optics, from historical origins to contemporary applications. The course emphasizes experimental observations guided by primary scientific texts, initially focused on the Enlightenment (e.g., Galileo, Newton, Huygens) and moving towards current theories. Additionally, the course provides contextual understanding of how the comprehension and manipulation of light has affected the way we see ourselves through art, technology, and society. Instructors: William Alba (alba@cmu.edu); and Michelle Ntampaka (cmhicks@andrew.cmu.edu).
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4.50 Credits
SPECIAL PERMISSION REQUIRED: YES The purpose of this training course is to provide undergraduates with the knowledge, skills and experience necessary to become effective Supplemental Instruction (SI) Leaders. Throughout the course, students will be exposed to the mission and goals of Academic Development and the Supplemental Instruction Program. The class lasts approximately nine weeks and is generally offered in the spring term from February through April. Course participants will actively explore collaborative learning instructional practices, learning theory, group dynamics, study strategies, and communication and leadership skills in order to create a supportive learning environment. Teaching practice is an integral part of the training program. Students must complete an application in person or electronically at (http://www.cmu.edu/acadev/studentjobs/sileader.html) and then be interviewed by the instructor(s) to determine if the student possesses the basic qualifications.
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4.50 Credits
SPECIAL PERMISSION REQUIRED: YES The purpose of this training course is to provide undergraduates with the knowledge, skills and experience necessary to become effective Academic Counselors (AC's). Throughout the course, students will be exposed to the mission and goals of Academic Development and the Academic Counseling Program. The class lasts approximately nine weeks and is generally offered in the spring term from February through April. Students will gain experience in effective and efficient study strategies, learning theory, communication skills, group dynamics, referral resources and how to create a supportive learning environment. Teaching practice is an integral part of the training program. Students must complete an application in person or electronically at (http://www.cmu.edu/acadev/studentjobs/academiccounselor.html) and then be interviewed by the instructor(s) to determine if the student possesses the basic qualifications.
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3.00 Credits
CHINA TODAY is a short WEEKEND COURSE to be held March 18-20, 2011 and is offered jointly with the University of Pittsburgh. This weekend course will be held on the University of Pittsburgh's Oakland campus. The course will open with a keynote lecture on Friday evening, March 18 beginning around 5:00pm. This will be followed by instructional lectures on Saturday and Sunday, March 19-20, 2011, respectively. Saturday's program will tentatively begin around 9:00am and end at approximately 6:15pm; Sunday's program will begin tentatively around 8:30am and end at approximately 1:30pm. Due to the immersive nature of the course, students are expected to attend ALL sessions on all three days and submit session summary forms. Further, each student will be required to read the assigned book and develop a term paper. The paper should be based on one of the topics covered in the course. IN ORDER TO RECEIVE A LETTER GRADE OR PASS/FAIL GRADE FOR THIS COURSE, YOU MUST ATTEND ALL WEEKEND SESSIONS AND SUBMIT THE PAPER. THE PASS/FAIL GRADE OPTION DEADLINE IS APRIL 12. AUDIT OPTION Carnegie Mellon students may also audit the course by attending all the sessions, but not writing the paper. HOWEVER, ANY STUDENT WISHING TO AUDIT THE CHINA TODAY COURSE MUST ELECT TO DO SO BEFORE THE START OF CLASS, FRIDAY, MARCH 18,(THE SPRING 2011 AUDIT GRADE OPTION DEADLINE). If you have additional questions regarding this weekend course, please send email to Cathy Ribarchak in the Office of the Vice Provost for Education. Her email is cr2@andrew.cmu.edu.
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3.00 Credits
THIS IS A JOINT WEEKEND COURSE BETWEEN CMU AND PITT. THE BRAZIL TODAY COURSE WILL BE HELD ON CMU'S CAMPUS. THE TENTATIVE DATES ARE FRIDAY, SEPTEMBER 30, THRU SUNDAY, OCTOBER 2, 2011. The course will open with a keynote lecture on Friday evening usually beginning at 5:00pm until 8:00pm. This will be followed by instructional lectures on Saturday on the various themes by experts in the fields (8:30am-6:45pm). Sunday morning (9:00am-1:00pm) will be a discussion of environmental case studies and a panel discussion by the speakers on future challenges, and some possible projections/ recommendations. This short course will explore how these three factors interact in Brazil and in the position of Brazil as a world economy.
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3.00 - 12.00 Credits
Please contact the Office of the Vice Provost for Education with any questions regarding this credit option. Units and registration are by PERMISSION ONLY. Dr. Amy Burkert, Vice Provost for Education ak11@andrew.cmu.edu; 412-268-5865 Cathy Ribarchak, Administrative Assistant cr2@andrew.cmu.edu; 412-268-8677
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3.00 - 12.00 Credits
Please contact the Office of the Vice Provost for Education with any questions regarding this credit option. Units and registration are by PERMISSION ONLY. Dr. Amy Burkert, Vice Provost for Education ak11@andrew.cmu.edu; 412-268-5865 Cathy Ribarchak, Administrative Assistant cr2@andrew.cmu.edu; 412-268-8677
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3.00 - 12.00 Credits
This course supports the development and improvement of the dozens of educational outreach endeavors implemented by university academic departments, student organizations and others. It is noted that the Regional Impact Pillar of Carnegie Mellon's strategic plan, which specifically states, ?We will continue to support improvements in K-12 education in the region, through both research and community service.? It is important that we continually review, evaluate and improve the educational outreach offerings of the university to ensure that accurate information is being disseminated to the appropriate audience in a way that does improve some aspect of life in the community. Students must prepare a final work product such as a report that demonstrates independent learning was achieved. For example, if the work is to determine the effectiveness of a university educational outreach program on the targeted population, the report should include information about the program, a review of literature related to the program goals, methods used to determine effectiveness (including any IRB approvals that are necessary), a summary of results, and recommendation of program improvement. Other projects may be designing and implementing a new outreach offering, creating a more effective method for university students to learn about and participate in educational outreach programs, or in-depth research about a topic related to education of children, such as the funding system for public schools or a review of the preparation of teachers for classroom experiences across several countries. Note that these are not the only type of projects that are acceptable, and when registering for the independent study, students must submit a proposal for the work to the instructor.
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