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Course Criteria
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4.00 Credits
From the #MeToo movement to the Trump administration's attack on protections for college victims of sexual assault, campus sexual violence-how it is perpetrated, how it is experienced, and how we respond to it-is changing rapidly. This course will expose students to the most up-to-date science about college sexual assault and allow students to make a scientific contribution of their own on the subject. Students will work as part of a research team conducting an in-depth study on how a local university responds to reports of sexual assault. Students who take this course will gain research experience, build expertise on one of today's most challenging social issues, and expand their sociological imaginations. Students must apply to take this course. Anyone interested must submit a cover letter, a digital copy of their unofficial transcript, a resume/CV, and a letter of recommendation from a faculty member or relevant community leader. All application materials may be submitted to nbedera@umich.edu. Applications are due March 20th.
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2.00 Credits
This course explores ethical, economic and legal implications of the increasing commodification of everything, including human lives, which has occurred because of the ever increasing emphasis on consumption to drive economies. We explore the malign effects that this commodification of everything stimulating increasing levels of consumption may have on our individual capabilities to live humanly decent lives, which intuitively involves more than consuming and accumulating "stuff".
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4.00 Credits
This study experience will provide students the opportunity to immerse themselves in the Spanish language while exploring Colombian culture, social movements, and history. Students will also study first hand aspects of this country's diverse landscapes, geology, ecology, sustainable agriculture, as well as its approach to public health and environmental challenges. Students will actively participate in public health and environmental-based service learning projects with local community partners. This course will also involve field projects to (1) evaluate the ecosystem services provided by paramos (unique mountain wetlands) and their impact on water quality, (2) quantify the impacts of agriculture on soils, and (3) evaluate the impacts of improper waste disposal in an urban canyon on water quality parameters in the associated stream. Students will further connect these field studies to service learning projects in the same communities by developing and implementing a community survey instrument on public health and perceptions of the environment. Students will then combine their scientific findings with the results of the community survey and their understanding of the culture to develop an educational campaign targeted at elementary students to increase awareness of environmental issues of importance in the community. Through these projects and their observations of the local communities, students will take an interdisciplinary approach to understanding Latin American culture in this region and examine how the environment and landscape in Colombia influence national social movements.
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2.00 Credits
Historically, philosophy has been seen as a largely male discipline. This misperception overlooks the rich contributions that women have made to the field. In this course, we will move beyond this oversight to look at work from women philosophers exclusively. In particular, we will read philosophy written by women throughout the Americas. We will read about, discuss, and write about a variety of philosophical topics, including, but not restricted to, metaphysics, ethics, and the self. Moreover, we will explore how these topics are situated within issues of various American identities and genders.
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4.00 Credits
This course will function as one of the Westminster Expedition Courses (and must be taken with ENVI 330A, ENVI 330C, and ENVI 330D). This course will examine the link between the landscapes of the West and the cultural meanings attached to them. The natural landscapes that surround us contain a world of meaning. The earth is home, habitat, playground, resource, waste-sink. It is seen as dangerous and peaceful, bountiful and depleted, crowded and open. Places like Yellowstone National Park, the Nez Perce Trail, the Atomic Test site, or the expanses of the Bitterroot mountains carry with them profound histories and meanings the often confound their natural appearance. How do we reconcile these contradictions? What do they mean in terms of the cultural and political ecologies of particular places? How do the cultural values we attach to natural landscapes challenge our understandings of their history and our own involvement in the natural world? By looking at the cultural geography of the environment we can analyze how the meanings of nature are actively created and why it is contested by different people in different places. And, perhaps most importantly, why it matters. In this course students will examine these landscapes of meaning in person. They will hear from experts, managers, and discuss the contested meanings that surround them. Students will prepare questions for guest lecturers, write descriptive field notes while observing and participating in social life, reflect on your interviews and field notes through exploratory essays, write critical reviews of existing relevant research, and complete an original analysis of a cultural landscape that incorporates properly-cited primary and secondary source material. You may take lots of pictures, video, or record sounds and present them to the public on the expedition blog.
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3.00 Credits
Instructors with campaign experience and different partisan perspectives examine how candidates deal with political issues like race, gender, sex, age and navigate policy questions like the war, immigration, the economy. Analysis of campaign commercials, debates, press coverage as well as field organization, voter registration, scheduling and fundraising. Also look at the primary process, polling, the Electoral College and the relationship between campaigns and how government operates.
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2.00 Credits
This course concerns the genre-bending fiction of Jorge Luis Borges, an Argentinian thinker who wrote fascinating and easy-to-read short stories that simultaneously constitute philosophical investigations of freedom, being, reality and illusion, ethics, identity, and the nature of creativity. We will read a modest collection of his short stories and discuss them in seminar style.
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2.00 Credits
Since the first publication of Dungeons and Dragons in 1974, roleplaying games have been viewed as an esoteric-even dangerous-pastime enjoyed by a fringe culture. This misconception ignores the long history of roleplaying in education (going back to ancient Greece), the popularity of parlor games with roleplaying elements in Renaissance and 19th-century Europe, not to mention the widespread use of roleplaying in theatre and of world-building in literature. Real Fantasy: Roleplaying Games in Society examines roleplaying games (RPGs) from rhetorical, literary, historical, philosophical, sociological, and psychological perspectives. We will examine how RPGs address the problem of evil, depict gender, and have inspired not only many aspects of popular culture but have informed forensic psychology. Assignments will include an ethnography based on first-hand observations of interactions in an RPG group.
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2.00 Credits
In this course, we will read, write about, and discuss philosophical works related to issues of sorrow, irrationality, and recovery. This is not a psychology course; we will not look at mental illness from a scientific or medical perspective, but instead, focus on particular examples as a philosophical phenomenon. This course will focus on two terms, "madness" and "melancholy," as sites of philosophical reflection on questions like "what makes for a good society," "how should humans relate to God," "what are our obligations to ourselves and others," and "what is the self?" Throughout this course, we will draw from texts in the classical American, existentialist, structuralist, and psychoanalytic traditions.
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2.00 Credits
Ah! A perfect world and a perfect life! So goes the utopian storyline in various writings by that name. In this course, we explore what makes a world or society perfect or upends that perfection. Ought we desire such a world? Using novels, essays, and short stories we examine proposed utopian schemes for the qualities that make for a perfect life and how such schemes go wrong producing dystopian nightmares. Are we wise enough to build our own utopian societies?
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