Ecology is a science that has made important conceptual and descriptive discoveries that can be of great use to humanity.  However, knowing all this ecology is a daunting prospect for anyone (including ecologists).  This seminar takes a non-traditional approach to ecology, by starting with some general concepts and then going into specific ecological details.  With no hope of covering the broad spectrum of ecological knowledge, the emphasis is on foundations of science as they relate to a complex system science like ecology.  The process of learning ecology is emphasized through short lectures, much discussion, and individual and group work, including a service-learning project. In addition to class room experiences, several field journeys to local ecological systems will be taken, including a weekend trip a bit farther afield. Application of ecology to pressing issues and integration of it with society will be considered in the latter part of the course.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  Non-lab Science
GSB: Social Science Core (all catalogue years)
CALS:  Social Science
CEMS: No Gen Ed credit
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

Two percent of scientists admit to tinkering with their data in some kind of improper way. That number is small until you realize that scientists publish about 2 million papers a year, often using taxpayer money. Statistics from the Office of Research Integrity (NIH) show that allegations of misconduct are on the rise – but why? Is it the pressure to “publish or perish?” Is the digital age making it easier to identify “altered or transformed” data? Many cases of scientific misconduct result in bans from public funding, but some cases are ending up in the criminal courts1 which are affecting laws and the public perception of science. What steps are being taken for the prevention of misconduct, as well as the rehabilitation of offenders? This course will investigate in detail three adjudicated cases of scientific misconduct to answer these and other questions. We will utilize readings, role playing, active learning techniques (i.e., muddiest point), guest speakers, and writing legal briefs to engage the students with the material. Student teams will each select an additional case to investigate in depth and present to their colleagues.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  Elective Credit Only
GSB:   Elective Credit Only (all catalogue years)
CALS: Social Science
CEMS:  ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

Animal agriculture is a significant portion of our national agricultural economy and foods of animal origin play a significant role in our global food system. A striking but lesser known fact is that animal-derived food products have been an important factor in human evolution (e.g., eating meat has led to increases in the size of both the human body and brain). Current dietary patterns derive from the changes in food production that started with the industrial revolution and from the more recent construction of a global food economy. With increasing prevalence of chronic diseases, obesity, and food-borne diseases, animal products are coming under increasing scrutiny. Broad areas of focus reflect global patterns of consumption of meat, dairy, eggs, fish, and their products.

We will explore the connection between animal products, their nutritional attributes, and human and public perception. Particular emphasis will be placed on functional and value-added foods, biotechnology in animal agriculture, as well as animal product quality and safety issues. The course utilizes an interactive approach, involving a broad spectrum of methods including lectures to build fundamental knowledge, student forums to stimulate debate and understanding, individual and group assignments to develop key skills in writing and presenting, and the use of computer-aided learning.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  No CAS Distribution – CAS Elective Credit
GSB:  Elective Credit Only (all catalogue years)
CALS:  Natural Science
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with Academic Advisor
CNHS: Consult with Academic Advisor
CESS: Consult CESS advisor

Please note:  Course meets in Jeffords 101 on Mondays and Wednesdays, and Jeffords 100 on Fridays.

Today’s headlines are filled with science-focused stories that connect to our everyday lives.  Science in the News will explore current scientific findings from two perspectives, though news articles and scientific journal publications.  The primary goal of the class is to develop the skills required to critically analyze the scientific findings “behind” the headlines and thus be able to make more informed choices.  Additionally, we will examine the communication links between scientists and the general public as well as societal perception of scientific findings. 

The first part of the course will provide a foundation of knowledge regarding the process of science with a special emphasis on understanding fundamental elements of experimental design, assessing source validity, interpreting data, and effectively reading scientific publications.  For the rest of the course, we will apply these concepts to analyze case studies – sets of recently published science-focused news stories and associated scientific analyses.  Our goals will be to evaluate the quality of the news reporting, and to critically examine the experimental design, results, and conclusions of the scientific analyses.  Case study topics will center on scientific studies that have the most direct connection to the general public such as human health, human behavior, and the environment.  As a final project, students will select their own case study topic to explore, and present it in both a paper and a presentation.  Overall, the assignments, activities, and discussions in this course are intended to help students practice and improve upon skills essential for becoming an independent researcher in a broad range of disciplines.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  Non-lab science
GSB:  Elective Credit (catalogue years 2015 and earlier), Natural Science Core (catalogue years 2016 and later)
CALS: Sciences
CEMS:  ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with Academic Advisor
CNHS:   Consult with Academic Advisor
CESS:   Consult with Academic Advisor

This course is devoted to the study of Dante Alighieri’s Commedia, which we will read in its entirety in light of recent scholarship and taking into account different commentaries and critical approaches. We will also read passages from Dante’s other works that are essential for a fuller understanding of the poet’s masterpiece. In addition, we will read relevant excerpts from the Bible and from works by Virgil, Ovid, and the Troubadours. Basics of prosody and rhetoric will also be introduced and reference will be made to a variety of literary theories of interpretation that are of relevance to Biblical, Classical, Medieval and Renaissance Studies, but the main emphasis will be laid on extensive yet close textual reading. No knowledge of Italian is required.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  Literature
GSB:  Language & Literature Core (catalogue years 2015 and earlier), Humanities Core (catalogue years 2016 and later)
CALS: Humanities
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with academic advisor
CNHS: Consult with academic advisor
CESS: Consult with academic advisor

This course is an introduction to some of the major variables that research suggests explain the  etiology, nature, demographics and societal responses to crimes committed by girls/women versus boys/ men currently and historically.  Because girls/women commit relatively few crimes compared to men as well as a different constellation of crimes, and because crime itself and the whole criminal justice apparatus is socially constructed as “male,” the course will also considered the gendered nature of criminal justice and how theory, research and practice in this area are affected by gendered assumptions and societal beliefs about gender differences.  The materials used in the class will highlight the important roles of concentrated poverty, the history of welfare and drug policy, changes in the financing of large cities, deindustrialization, globalization, and structural racism, especially in access to quality education, in shaping the nature and distribution of crime in the U.S and focusing national attention on the crimes of individual poor people of color rather than on the crimes of the affluent or of corporations.  Fulfills D1 Requirement.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:   Social Science
GSB:  Social Science Core and University D1 (all catalogue years)
CALS:  Social Sciences  
CEMS:  ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR:  Consult with Academic Advisor
CNHS:  Consult with Academic Advisor
CESS:  Consult with Academic Advisor

This course examines new product development from a variety of perspectives including historical analysis, problem solving, creativity and ideation, and entrepreneurial thinking. Throughout the course, we consider the notion of product at its most broad to include offerings of goods, services, ideas, experiences, and causes. The course will be based on four main topics. We will look back to the history of innovation and its role in shaping the marketplace we live in today. From there, we review current perspectives on the forms of innovation and theories of innovation. Next, the course introduces students to a variety of creation/ideation techniques to apply in problem-solving and innovation efforts. The course concludes with analysis of the methods of communicating and evaluating innovation efforts.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  Elective Credit Only
GSB:  Entrepreneurship Theme Credit, Marketing Concentration Credit, UL BSAD Minor credit
CALS: Social Science
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

Life is full of situations where decisions must be made even though the information one has available to make those decisions is incomplete or uncertain, and the consequences of making the wrong decision may be significant.  Questions such as:  Should I invest in the stock market, and if so, what should I buy, and how much should I invest?  If I make the investment, how much can I expect to gain or lose?  If I am seriously sick, which of several treatments should I select if they have different side-effects and probability of cure?  When sitting on a jury, should I vote that the defendant is guilty or not guilty?  Even if the defendant confesses, can I be certain that he is telling the truth?  As a scientist, should I publish a paper that reports an important new result, even though I cannot be absolutely certain that it is correct?  If I purchase a painting at an auction house, how can I be certain that the claimed artist actually painted it?  Probability theory can be an important tool in helping us to analyze questions of this sort and make informed decisions.  It provides a systematic method for deciding how our opinions on various issues ought to change as we acquire new data.  Although the basic principles are very simple, they can be applied in many diverse circumstances.  In this course, we will investigate how probability theory can help us make important decisions in problems that arise in science, business, the law, the arts, medicine, and even daily life.  The course will include readings, regular writing, problem-solving, and a group project.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS: Mathematical Science
GSB: Elective Credit Only (all catalogue years)
CALS: Social Sciences
CEMS: No Gen Ed credit
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

Changes to our environment are occurring at a rate and magnitude not experienced in 400,000 years.  Understanding the science behind these observed changes is critical to predicting and addressing future ones in the next 100 years.  In this course, we will approach the broad topic of global environmental change using a “systems approach.” We will explore changes in natural processes and anthropogenic activities which influence the atmosphere, hydrosphere and biosphere individually and through interactions and feedbacks.  We will approach our topics from a distinctly spatial perspective employed by geographers to seek a deeper understanding of the spatial distribution and patterns of critical variables.  Changes within these systems will be investigated at the local to global scale and through a temporal lens that will allow us to look backwards in time for evidence of previous changes.  Critically examining the human-environment interface will also be crucial to our understanding of larger environmental changes, in the past and present, and how they may influence future life on Earth.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS: Non-lab Science
GSB: Social Science Core (all catalogue years)
CALS: Science
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

The democratic ideal is currently so pervasive that even the most authoritarian rulers and subnational groups worldwide rarely reject it outright. Tyrannical governments ranging from the former Soviet Union to the Islamic Republic of Iran have adopted (or coopted) the ideal of democracy. It is understood that democracy is the requirement for popular legitimacy, equality, prosperity, and stability—in short: justice.  What is democracy? Does its justification rest on the outcomes it produces or is it a good in itself? Is it desirable even when it arguably does not produce good governance? Can we trust our fellow citizens to be rational voters or even to know their own best interests? Should leaders to do what is “best” or what their constituents want? When we demand that our elected officials show ‘leadership’, does that violate democratic principles?

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS: Humanities
GSB: Social Science Core (all catalogue years)
CALS:  Humanities and Social Science
CEMS:  ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

In this class, students will discuss, in primary sources (fiction and film) how war is represented by, though, and with emotions.  After a discussion on the main trends on the history of emotions, and the different theories that are applied to it – literary, historical, psychological, sociological and the findings of neurosciences, students will have to examine two main issues.  First, what is a war? Can it be defined? Are wars the same throughout history, with only a change of weaponry? Or does the evolution of mentalities, sciences, and technology profoundly altered the meaning of war?  Then, we will focus on how this idea of war impacted its actors and victims, and specifically, their reaction to it.  Did the dying 12th century knight suffer as much as the soldier shot by a sniper, in a contemporary guerilla-style urban conflict?  If the scientific and medical definition of pain, namely the physical and neurological signals have barely changed, does the setting of the conflict, of the ideology behind its origins, and the way war is presented to its protagonists and its victims change the perception of its emotions? Students will study primary sources from the Middle Ages to the 21st century and confront them to up-to-date scholarship on emotions coming from a large array of disciplines.  Though this multidisciplinary approach, they will get to understand how modern theories can help understand old texts, and how conflicts and narratives that may not have any common points may be dealing with the same issues.  Students will learn and decipher how emotions are complex tropes that are built through physical, mental, and physiological inputs as well as constructed through the handling, analysis and depiction of history and events.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  Literature
GSB:  Language & Literature Core or GRS Core (catalogue years 2015 and earlier), Humanities Core (catalogue years 2016 and later)
CALS:  Social Science, Humanities
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

Can the mind be ill?  According to many estimates, upward of a quarter of all people will at some point in their lives experience mental illness.  That is a staggering figure, but what does it mean?  The significance – with respect to public health and to individual wellbeing – of psychiatric disorders is increasingly acknowledged, if not breathlessly promoted.  But without a serious effort at philosophical analysis, understandings of the nature and implications of mental illness are likely to be inadequate or simply wrong.

This course will undertake to address a number of important conceptual problems entailed in the disciplines of psychiatry and clinical psychology and their intersections with the rest of society.  It will challenge intuitive or culturally normative notions about the realm of the “mental”; about what constitutes “illness”; about personal identity, agency, freedom, and responsibility; about the role of the legal system in regulating behavior; and about our capacities to grasp, categorize, and explain the experiences of others.  Students in this seminar will learn that the question “What is mental illness?” is as complicated and controversial as it is intriguing.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  CAS Credit - No distribution
GSB:  Social Science Core (all catalogue years) or Huanities Core (catalogue years 2016 and later)
CALS: Social Science, Humanities
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

Learn to think strategically in the “real world” and gain fundamental business and political literacy in this interdisciplinary, highly approachable seminar focused on understanding global market and nonmarket (i.e., political) strategy. Involves case-based study of contested global issues, multiple industries, and headline-grabbing firms. Teaches analytical tools from economics, political science, finance, and strategy (e.g., game theory). Culminates in rigorous, original research and presentation on controversial corporate in a geopolitical puzzle. Taught by award-winning professor with Wall Street experience.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS:  No CAS Credit
GSB:  Elective Credit Only (all catalogue years)
CALS: Social Science
CEMS: ENGR: Gen Ed Elective, CS,STAT,MATH: check with your academic advisor
RSENR: Consult with your academic advisor
CNHS: Consult with your academic advisor
CESS: Consult with your academic advisor

From "Julius Caesar" to "The Comedy of Errors," from "The Winter'sTale" to "A Midsummer Night's Dream" and beyond, William Shakespeare engaged in a most complex interaction with the influence of classical antiquity. We will read a selection of Shakespeare's plays and poems, along with the texts of the ancient writers who were part of his inspiration: the biographies of Plutarch, the epic poetry of Ovid, the plays of Plautus and Seneca, and beyond. In studying the Bard's imaginative adaptations of ancient works, we will consider the classics in the schools and culture of Elizabethan England, familiarize ourselves with the London theatre scene of Shakespeare's day, and take up both academic analytical and creative theatrical approaches to assigned texts. This course is highly interactive; students will keep a reading journal, write a term paper, and participate in several performance-based projects.

This class fills the following distribution/college requirements: (If you don't see your college, please contact your advisor.)

CAS: Literature
GSB: Language & Literature Core (catalogue years 2015 and earlier), Humanities Core (catalogue years 2016 and later)
CALS: Humanities
CEMS: Gen Ed Elective, CS, STAT & Math Majors check with advisor
RSENR: Consult with Academic Advisor
CNHS: Consult with Academic Advisor
CESS: Consult CESS advisor