Anthropology 201. Introduction to Human Origins
This course explores the nature of humanity using a bio-cultural approach. Students learn about the history and basic concepts of evolutionary thought, the fossil and genetic evidence for human evolution, the origins of language and culture, and human biological diversification. We analyze the human species with the rest of the primates by formulating explanations concerning the biological and cultural development of the primate order over the last 65 million years. Fulfills science studies distribution requirement.
Anthropology 290. Bones of Contention
Did people in the past practice body modification? How do diseases affect the human skeleton? How were ancient surgical procedures performed? What can the human skeleton tell us about past ways of life? How do anthropologists go about answering these questions? In this course, students learn about the bones of the human body; how to identify, reconstruct, and analyze human bones; and how to place the human skeleton in anthropological context, to analyze the interactions among biology, culture and the environment through time. Recommended for students interested in forensics, law, anthropology and health-related fields. Offered annually. Fulfills natural science (without lab) distribution requirement.
Community Based Learning 100. Put Your Hands to Work and Your Experience into Words ~ HYBRID COURSE ~
(6/1, 6/2 and 6/6, 6/7 on-line, remainder on-campus)
Closing the gap between experience and meaning can be a difficult task, but it does not have to be. CBLIOO ratchets the experiential and the intellectual into closer connection with the study and practice of written reflection through creative journaling techniques. This course will work as a hybrid of on and off campus study facilitated by an online component and several short-term service learning opportunities.
CBL 100 aims to enhance students' confidence in general composition competencies through reflection writing by focusing on good sentence level, and organizational practices as well as encouraging creativity and critical thinking as means ofwriting incisive commentary. In addition, this course seeks to demonstrate how a theory of student learning that values resilience, responsibility, relationships, and reflection is integral to making meaning from experientially based learning.
Schedule:
Wednesday, 6/1, Thursday, 6/2 and Monday, 6/6, Tuesday, 6/7: On-line
6/1 On-line, open reading time, response posts by 4pm
6/2 On-line, discussion board 10:30am - 11:30am, reading time, response posts by 4pm
6/6 On-line, discussion board 10:30am - 11:30am, open read, response posts by 4pm
6/7 On-line, discussion board 10:30am - 11:30am, essay post by 4pm
6/7 - 7/1: On-campus (meetings and CBL)
Economics 100. Introduction to Economics
A general introduction to the discipline of economics, including both microeconomics and macroeconomics. The course is designed to develop an understanding of how economic principles and analysis can be used to study social problems and issues. Topics include supply and demand, comparative advantage, inflation, unemployment, economic growth, money and the banking system. Applications and issues vary by section.
Economics 190. Supervised Internship/Independent Study
This course provides a formal structure for students to engage in summer internships in the field ofeconomics or to engage in supervised independent study in economics. Past summer internships have included opportunities with Citicorp) First Albany Corporation, Morgan Stanley Dean Witter, Prudential Securities and St. Lawrence County. Supervised independent study consists of in-depth consideration of a subject not normally covered comprehensively in a regular economics course. In past summers students have studied the economy of Botswana, the impact of the Euro, the effects of New York State land purchases in the Adirondacks and the local economic impact of Wal-Mart location decisions. Because each student registering for Economics 190 must develop a specific plan for completing the course requirements and sign an agreement specifying the work to be completed, it is essential to contact Professor Peter FitzRandolph later than June 1, 2011. He may be reached by email at: pfitzrandolph@stlawu.edu.
Education 203. Contemporary Issues in Education
A multidisciplinary consideration of current issues in education, to serve as a vehicle by which students may explore the idea of entering the teaching profession. The course includes a multi-cultural examination of current educational issues through lectures, readings, research and discussions of position papers prepared by the student. A field experience is required. Registration priority to sophomores and juniors intending to enroll in the professional semester.
Education 305. Educational Psychology
A consideration of educational and psychological principles and theories applicable to learning, with emphasis on the public schools. Particular attention is paid to such areas as human growth and development, motivation, theories of learning and teaching, evaluation and assessment, student differences and behavior management in the classroom. A field experience in the public schools is required. Registration priority to juniors and sophomores intending to enroll in the professional semester. Prerequisite: Psychology 100 or 101, or permission of instructor.
Education 348. Inquiry into Math & Science Teaching
This praxis course will examine research-based approaches to teaching mathematics and science that involve active, hands-on, inquiry based learning. How do these new approaches reflect current research? How are these new pedagogical methods being implemented in K-12 and college classrooms? What challenges arise when one tries to bring about these types of changes in education? What is the regional, state, national and international context for math and science education?
Education 447. SpTp: Application of Educational Technology (6/1 - 7/15)
An exploration of new developments in technology germane to application in educational settings. The course will focus on the infusion of new technologies into the work of educators, providing students with opportunities to individualize their learning in optimal ways. Topics can include technology evaluation, curriculum development, assessment strategies, and administrative uses of technology in the schools. This course will model educational strategies supported by current research -which means it will be student-centered, involve collaborative on-line learning, incorporate peer assessments, and challenge students to use technology in new, effective ways in their office or classroom. New and innovative technological instructional activities will be introduced followed by independent work on projects and individualized instruction/conferencing.
Hardware Requirements: Computer with high-speed internet access (cable or DSS); Microsoft Word, Excel, & PowerPoint (any version); Microphone.
Education 448. Urban Education in Contemporary American Education
This course will examine the most critical, controversial and hotly debated issues regarding the education of students in the nation's inner cities. Students will read and discuss texts by a variety of scholars, public intellectuals, and public school teachers (e.g,, Kozol, Gerson, Stern) and critique popular portrayals of inner city schools in films such as Dangerous Minds, Freedom Writers, Lean on Me, and Stand and Deliver. By becoming an open and respectful community of thinkers and learners, the class will build understanding of why the issues in inner-city education affect all of us, and it will work collectively to posit solutions and construct a plan for problems that we identify as immediately solvable.
English 243. Introduction to Creative Non-Fiction Writing ~ HYBRID COURSE ~ (6/1, 6/2 and 6/3 on-campus, remainder on-line)
This course maintains the aims and objectives of the conventional course. In the summerterm, however, students will meet for only three days on campus, during which they will meet for two hours each day to hear foundational lectures-- on writing scenes, on sentimentality and cliche, on the modes of writing in nonfiction (narrative, meditative, expository), etc.-- and share writing exercises in order to develop a writing workshop community. The remaining four weeks of the course will be conducted online. Students will read short assignments each day and post to an Angel discussion thread, and they will also submit their own essays electronically for instructor feedback. The instructor will moderate the Angel reading discussion and provide feedback on writing exercises using "track changes". At the end of weeks 2,3, and 4, students will submit a longer, revised "unit essay" for instructor feedback, and the fifth week will be set aside for a virtual workshop of one final essay from each student.
Schedule:
Wednesday, 6/1 - Friday, 6/3: 12:00pm - 2:00pm
6/4 - 7/1: On-line
English 247. SpTp: Farm to Table: Contemporary Writing, Food & Agriculture
"Farm to Table" usually describes especially fresh produce, but in this course it also describes the reading and writing we will do at the worktable. Students in this course will read from some exciting recent memoirs and essays on food and farming, and will also write their own pieces inspired by the work they will do on local organic farms--planting, harvesting, packing, and providing other important service work to local organic farmers. This service-learning will take place over one week in the middle of the term, though students will have the opportunity to do more if they wish.
English 290. Expository Writing On-line
An on-line course for students who have successfully completed the First-Year Program and who want further work in writing and revising expository essays. Students write for a variety of audiences and in a variety of forms, including everything from personal narratives to the academic essay. The course addresses both rhetorical and formal concerns: organization, voice, prose rhythm, clarity. Prerequisite: First-Year Program or equivalent.
English 308. Advanced Composition (CAP: 8 STUDENTS)
Pre-requisite: ENG 243
Students will submit drafts of creative nonfiction essays and response papers through Angel. The dropbox time restrictions will keep deadlines strict. Students will also "discuss" the reading with each other via the discussion forum and blog features on Angel. The course will remain as true to my current English 308 as possible. Students will write first and second drafts of three essays, and turn in a portfolio at the conclusion of the course. Rough drafts will be due at the middle of each week. I will respond to the rough drafts with the "insert comments" feature and return them by Friday. Revisions will be due the following Monday. The following texts are required: The Art of Time in the Memoir (Birkerts, Graywolf); The Situation and the Story (Gornick, FSG); Contemporary Creative Nonfiction (Martone, Longman); various short essays available on the web as PDFs (or e-reserves). Students will be required to read one chapter from the critical texts (Birkerts, Gornick) at the start of each week. They will also be required to read two or three essays from the anthology (Martone) each week. By Thursday, they must post on the discussion forum detailed responses in which they use the vocabulary of the critical article to analyze the essays. By Friday morning, they must survey the discussion and respond to one or more posts by another student in the class. They will receive guidelines on what a good post and response looks like. Both the analysis essays and the responses will be evaluated for quality of writing and critical insight.
Film 211. Introduction to Film Studies
The first course in a sequence that examines the structures, techniques, history and theory of film. Questions of history and theory are treated only in passing; the prime focus is on learning to identify, analyze and articulate what we see when we watch a film. The course studies the terminology used to describe film techniques and applies this terminology to the films viewed. The goal is to pass from close analysis of film technique and film construction to interpretation. Students learn not only how a film is constructed, but also how the techniques employed contribute to its values and meaning.
Fine Arts 121. Introduction to Studio Art
This course designed to give the student hands-on experience and involvement in the creative process from the point of view of the artist and the art appreciator. The curriculum is structured around a series of short term projects that will deal with both the visual form and the emotional content of aesthetic experience. Various issues will be dealt with in relation to critiquing and understanding art. Through practical process and analytical discussion the student will progress toward visual literacy and an understanding of the concepts and practice of making visual art. This class can be described as a studio survey class and will cover a wide range of approaches and applications in the creation of primarily two dimensional work. Individual projects will focus attention on different aspects of art making process or concepts that will lead the student to a better understanding of the possibilities of various media. Using the natural world as subject matter, this course will focus on drawing, painting and other applications of basic art skills and concepts. Classes will be held in the studio and outdoors, taking advantage of our North Country summer weather and beautiful surroundings. We will be Visiting local sites for first hand observation, drawing, and collecting natural artifacts from which to work. Some of the projects included will be drawing and painting through direct observation, relief printing (Iinocuts), collage, and various mixed media projects. I am planning visits with lectures by local artists whose work. involves the natural world either through process, materials, and or subject matter. Another emphasis of the course will be the holistic nature of image making that connects us with our environment throughout the creative process. There is no prerequisite for this class. However, an active imagination and willingness to take creative risks in search of an image is recommended. This class will fill the foundation requirement for more advanced studio art courses. In addition, the structure of the class will allow independent study students to explore related areas of interest in more depth and intensity.
Fine Arts 200. The Illuminated Word
The Illuminated Word will be a course that focuses on the study of adult texts of the fairly modem world that have been illustrated by five renowned artists in the field. During studio sessions the projects will include various types and aspects of book illustration such as type design, a linoleum cut, a dry point etching, and culminating in the creation of a handmade book. The Illuminated Word would appeal to the art student, the art history student, and the English literature devotee. FA 121: Introduction to Studio Art is a recommended prerequisite, although it is not mandatory. The class will be a studio art course with outside readings of the involved texts of all of the artists. Over the course of the five week term, one week each will be devoted to each of these illuminators". The class will begin with William Morris' Chelmscott Chaucer, progress through the work of Rockwell Kent, Fritz Eichenberg, Peter Milton's Henry James Aspern Paper and Jolly Comer Suite, and finish with the study of Barry Moser's wood engravings for Joyce Carol Oates' First Love and his Bible illustrations. Field trips are planned for visits to the Rockwell Kent Gallery at Plattsburgh State and more locally to the Print and Drawing Room of Gibson Gallery at Potsdam College and our own Collections room here at ODY Library. I also plan on taking the class to at least one letterpress studio and hope to have a visit by a wood engraver for a demonstration in class.
Fine Arts 229/230/329 Painting I, II, III
This course will place emphasis on gaining understanding of pictorial space in painting and use of basic elements such as color, value, form, composition and surface. Through various exercises and formal/thematic projects, students will learn how to work with paint, make transition from drawing into painting, and understand the process of transforming visual perception and ideas into an image/object. Regular presentations of relevant historical and contemporary paintings will complement the studio practice. Maintaining a visual journal will be required. Students will be expected to invest work outside the class, write response papers to readings and exhibitions, actively participate in discussions and critiques, and devise and execute their own final project. Prerequisites:
FA 121 for Painting I
FA 121 and FA 229 for Painting II
FA 121, FA 229, and FA 230 for Paiting II
Registration limited. The instructor can gear this course to students in all levels of painting.
French 202. Contemporary French
This course will focus on French contemporary civilization, institutions and values. Its objectives are to emphasize how the French people organize their social life, politics and culture. We'll see how the French study, love, marry, work, vote, spend their free time, live with family, and welcome strangers.
GEOL 117. Dynamic Ocean On-Line
This online course is an introduction to geological and physical oceanography which provides studcnts with an understanding ofthe marine environment and natural and human impacts on it. Topics include ocean in Earth system, plate tectonics, marine sediments. atmosphere and ocean, currents, waves and tides. coastal ocean and shoreline processes. It also includes study of oceans and climate change, ocean's role in global warming, and ocean acidification. There are no prerequisites for this course.
Government 276. SpTp: Theories of International Relations & Zombies
Students taking this course should acquire a deep familiarity with the prevailing theories explaining the functioning Of the global system and its actors. Students should also develop the analytical skills appropriate for examining complexpolitical problems and for presenting well-reasoned arguments with special emphasis on development of critical thinking skills to address global crises such as an impending zon bg e a [, ack', I use Zombies as a euphemism for any transnational challenge that may face actors in the international system as a means of applying the knowledge you accumulate during this course to a specific scenario of a zombie apocalypse which may be closer and more realistic than you may think.
History 203. Early Canada ~HYBRID COURSE~
(6/1, 6/2 and 6/3 on-campus, remainder on-line)
After first laying eyes upon the eastern coast of Canada in May 1534, the French explorer Jacques Cartier remarked that it resembled the "land that God gave to Cain." Despite Cartier's initial misgivings, Canada presented numerous opportunities to Europeans, as it had for the First Nations before them. During the next three centuries, the northern half of North America evolved into an imperial domain of the French, and then of the British. In 1867, through a political union known as Confederation, the Dominion of Canada was created, and the first steps toward the contemporary Canada that we know today were taken. In this course we will explore the political, economic, social, and cultural life of Early Canada, from the age of European contact to the era of Confederation.
Schedule:
Wednesday, 6/1 - Friday, 6/3: TIME TBA
6/4 - 7/1: On-line
History 204. Modern Canada ~HYBRID COURSE~
(6/1, 6/2 and 6/3 on-campus, remainder on-line)
On July 1, 1867 the three British North American colonies of Nova Scotia, New Brunswick, and the United Province ofCanada (early Ontario and Quebec) joined to create the Dominion of Canada. From the time of Confederation to the end ofthe Great War, Canada remained in the shadow of Great Britain. In the period following the war, the Dominion moved toward closer relations with the United States. It is between these two empires, one across the Atlantic Ocean, the other on the North American continent that Canada might be understood in the broadest sense. Yet, such an approach masks the internal forces that moved Canada from colonial status to one of the world's most prolific international actors ofthe twentieth century. In this course, we will examine the "making" of modem Canada from Confederation to the present by focusing on the imperial and continental contexts, as well as domestic political, economic, social, and cultural factors.
Schedule:
Wednesday, 6/1 - Friday, 6/3: TIME TBA
6/4 - 7/1: On-line
History/Asian Studies/Peace Studies 247. SpTp: War & Peace in Asian History
In this course we will discuss war and peace in a way that goes beyond dates and events. We will examine a variety of kinds of violence, conflict, war, diplomacy and peace in four units covering various regions of Asia. I have chosen a range of thinkers/activists that lived through, tried to prevent, confronted and/or theorized and wrote about these conflicts. Bruce Cumings and John Dower are leading historians of Korea and Japan respectively. Both historians allow us to see conflicts in historical and comparative context, and challenge us to question prevailing views. We will read a novel by an Indianw riter describing the Pakistan/Indiap artitioni n 1947, and read articles from a Gandhian perspective about the causes of and alternatives to conflict. Lastly, we will explore the concept of human violence against the environment and against other living creatures, first by reading the life story of one of Japan's earliest conservationists, and then by reading excerpts from an historian and a journalist grappling with causes and consequences of environmental problems in China. All units are historical, but have a decidedly forward-looking aspect, asking about the present and the future, and taking a problem-solving approach. Alongside the common readings, students will each choose a related topic to research and report on in oral presentations.
AFS/LANG 248. SpTp: Oral Narratives from East Africa
In a continent without any written records, oral narratives played an important role both in the education of children and in recording important events in the history of the African people. This course is designed to introduce the students to oral narratives from East Africa. The narratives will be introduced from theoretical and aesthetic perspective based upon their cultural contexts. Examples will come from several East African communities whose way of life is exemplified by the narratives.
Mathematics 110. Concepts of Math
An introduction to significant ideas of mathematics, intended for students who will not specialize in mathematics or science. Topics are chosen to display historical perspective, mathematics as a universal language and as an art and the logical structure of mathematics. This course is intended for non-majors; it does not count toward either the major or minor in mathematics and students who have passed a calculus course (Math 135, 136 or 205) may not receive course credit for Math 110.
Outdoor Studies 248. SpTp: Living off the Land: The Philosophy and Practice of Modern Homesteading
This summer, through tours and hands-on projects at local homesteads, as well as through a variety of texts, discussions, and SLU's "Back to the Land" collection of photographs, diaries, newsletters, and more, we'll explore what it really means to live a sustainable, self-sufficient lifestyle in the twenty-first century.
What are the rewards (and struggles) of growing and raising your own food, and building or making most things that you need? How self-sufficient can a single homestead be ? What are some of the philosophical and political reasons that people choose this alternative lifestyle? What environmental impact does the self-sufficient lifestyle have ? And, what role does technology have in modern homesteading?
These questions, and the experience of local homesteads in full, summer operation, will be the framework of our learning, and we will conclude the course with the preparation and enjoyment of a "sustainable meal" sourced from local homesteads.
Performance & Communication Arts 100. Beginning Ballet with Lab
Fundamentals of classical ballet including barre, center work and across-the-floor movements with emphasis on body alignment and elements of ballet style. Material is presented in a progression from basic to more complex. Lectures consist of pertinent references to dance history, terminology, movement theory and dance films illustrating related subject matter. Elective only; does not count toward completion of the major or minor.
Performance & Communication Arts 107. Beginning Acting
An introduction to the basic mental and physical skills used in acting, including use of imagination, understanding of the self, character analysis, body flexibility and expression, and voice and diction. Coursework includes exploratory and centering exercises, improvisational techniques and scene and monologue study.
Performance & Communication Arts 111. Rhetoric & Public Speaking
An introduction to the art and skill of public speaking, focusing primarily on the construction and critique of persuasive discourse. Students study the classical rhetorical tradition as a continuing influence on the contemporary theory and practice of persuasion.
Sports Studies and Exercise Science 216. Philosophical Perspectives on Sport
This course provides an introduction to sport through a philosophical perspective. Primary emphasis focuses on a general notion of reality, knowledge and values and their relationship to sport. The implications of the impact of sport on education and leisure lifestyle patterns are explored.
Sports Studies and Exercise Science 320. Coaching Theory
This course provides an overview of the philosophies and practices of coaching. Professional responsibilities, management styles and coach/athlete interaction styles are examined as they pertain to all aspects of the coaching challenge. Prerequisites: SSES 115 or 216 and 319.
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