course - Saint Mary's College of California

META MORPHOSES

January Term 2014

January Term at Saint Mary’s College of California offers a

curriculum of rigorous, intensive, unique courses outside students’

usual realms of inquiry using analytical, focused, immersive, and

experiential methods of pedagogy and critique with the aim of

broadening the academic, social, cultural and spiritual life of the

College, in accordance with a Lasallian ethic of social justice, civic

responsibility and personal transformation.

January Term

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INTRODUCTORY content

Acknowledgements II

Calendar III

Theme Essay: On “METAMORPHOSES” IV

Jan Term Goals: Creativity, Breadth, Diversity, Intensity VI

Types of Courses VI

General Education, Core Curriculum, and Major Requirements VI

Attendance Policies and Class Schedules VII

On-Campus Courses: Registration Guidelines VIII

Travel Courses: Registration Guidelines and Requirements VIII

Travel Course Scholarships XI

Independent Studies: Guidelines and Deadlines X

Further General Info About Jan Term Courses XI

Study Abroad in Summer, Fall, and/or Spring Terms XII

January Term 2014 Travel Scholarship Application Form XIV

January Term 2014 Travel: September 2013 Pre-Registration Informational Meetings XV

Table of Contents XVII

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Many thanks to the 2012-2013 January Term Committee: Steve Bachofer, Carla Bossard, Robert Bulman, Susan Fallis, Paul Giurlanda, Rosemary Graham, Asbjorn Moseidjord, Julia Odom, Tom Poundstone, and Denise Witzig.

The Jan Term Committee wishes to extend special thanks to Adriana Botello, Gerritt Brands, Richard Carp, Jeanne DeMatteo, Nicole Faraclas, Geni Federas, Carol Firestone, Linda Granko, Jen Herrington, Maria Judnick, Rob Limon, Craig Phillips, Jo Shroyer, Stan Strocher, Bill Sullivan, and everyone in the Business Office and Registrar’s Office.

The information in this catalog is subject to change. Contact the January Term Office with any questions: [email protected] / x8514 / x4771

And come visit us in our new offices in the Power Plant building.

JANUARY TERM PROGRAM SAINT MARY’S COLLEGE OF CALIFORNIA PO BOX 4597 MORAGA CA 94575 925.641.8514

Catalog interior design by Nicole Faraclas

Cover design by Stan Strocher

WITH thanks

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DATES AND DEADLINES for jan term 2014

2013Tuesday, September 3 – Thursday, September 19 Travel course pre-registration informational meetings (see page XV)

Monday, September 16 Applications for travel scholarships due in Financial Aid Office by 4:30pm

Saturday, September 21 Award notifications to all scholarship appli-cants

Monday, September 23 Deadline for 50% deposit payment of travel course fees (to Business Office)

Thursday, September 26 – Friday, September 27 Online registration for all travel courses

Monday, September 30 Independent Study Proposal workshop, 3-4pm, location TBD

Monday, October 7 – Thursday, October 10 Online registration for all on-campus courses

Friday, October 11 Independent Study proposal online submis-sion deadline (to Registrar’s Office)

Friday, November 8 Deadline for payment in full of travel course fees

Tuesday, November 26 Deadline for seniors to petition a lower division course for upper division credit

2014Monday, January 6 Jan Term begins (travel courses may vary)

Tuesday, January 7 Deadline to add/drop

Monday, January 20 MLK Jr. Holiday: this week, all courses meet TWThF at their regularly scheduled meeting times/locations

Friday, January 31 Last day of Jan Term (travel courses may vary)

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METAMORPHOSIS theme for january term 2014

Every year, the Jan Term theme offers a broad sense of the intellectual community at SMC by allowing students to see the ways in which various academic disciplines and methodologies can work together to create a greater understanding of common problems and interests.

For 2014, our community selected “META-MORPHOSES” as our Jan Term theme. Many of our courses are organized around this theme (marked by an asterisk in the table of contents), and the theme will pro-vide a focus for our Jan Term Speaker Series and other special events. (Please note that theme-relatedness is not a formal require-ment of either students or instructors.)

Take a moment to reflect on some of the most interesting notes submitted to us on this theme by students, faculty, and staff...

METAMORPHOSES: It’s about transforma-tion and becoming, about processes and products, about aspirations and ends.

The word “metamorphosis”, meaning “transformation, transforming”, derives ety-mologically from Greek: (meta-), “change” + (morphe), “form”.

In choosing the plural form of “metamor-phosis” for our Jan Term 2014 theme, our community voiced its passion for many kinds of learning in a modern world whose rates of change are, in many ways, clearly accelerating, and whose forms of change are themselves changing.

One pragmatically minded student sent us this reflection:

“Understanding and embracing change is a key ability. This theme can encompass a broad set of approaches to learning how to

skillfully initiate and handle change.”

With an eye to our 2014 curriculum, another wrote:

“In pointing our attention to processes of change, it resonates broadly with many disciplines and subjects. It captures the spirit of Jan Term itself: an opportunity for intense transformative experiences.”

From a faculty member who was quite inspired by this theme, we received the fol-lowing:

“Transformation is THE puzzle of our time: from what to what? How? Why? When change comes, how can we best know when to do what? Should we lead or fol-low? Submit or resist? Affirm? Deny? Ana-lyze? Beautify?... All of the above???”

A staff member wrote:

“In metamorphoses, there are harmonies between continuity and change.” Here’s a few words from the Western canon, old and new, that illustrate this idea:

“The only constant is change” – Heraclitus

“In order for something to change, some-thing must remain the same” – Aristotle

“What does not change / is the will to change” – Charles Olson

Many students also submitted thoughts that reflect specifically on their own experiences as young adults in higher education – for example:

“As students, we are all undergoing signifi-cant transformation in all aspects of our lives -- provided we allow it. We can change, grow, and develop, and Jan Term is a great opportunity to do that.”

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METAMORPHOSIS theme for january term 2014

One student took the occasion to reflect on change in the whole cycle of life:

“I like the link this theme has to life, vitality, and transition as a beautiful thing meant to be embraced (even if difficult).”

…and another sent us this moving state-ment, with which we’ll sign off for now:

“I find change in one body more interesting than differences between bodies.”

Thanks to all who submitted their reflections, and may 2014 metamorphose your world!


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JAN TERM GOALS: CREATIVITY, BREADTH, DIVERSITY, INTENSITYJan Term courses are an intense and demanding academic experience. In one month, your Jan Term course will meet at least as often as a full-credit regular semes-ter course, and many Jan Term travel courses will meet more than three times the hours of any regular semester course. As there aren’t three other courses vying for your attention in January, your Jan Term instructor will expect more from you. The pace of instruc-tion accelerates. Courses usually require broader reading, more reflection and careful writing, more thorough preparation for course meetings and, often, time commit-ments on top of regularly scheduled meet-ings. At least two hours of preparation for every hour of class time is required to stay on top of Jan Term. You will need to bring significant personal initiative to your course in order to succeed.

Jan Term courses are non-departmental for several reasons. For one, this frees students from feeling as if they should be fulfilling area/departmental requirements at the same time. We encourage you to be bold in your choice of a course. Dare to explore. Surprise yourself. Make yourself uncomfortable and make it work for you. Search this catalog for courses beyond your major field. Take this unique opportunity to broaden your educa-tional experience!

Jan Term courses are also non-departmental for the benefit of our faculty. Most SMC faculty members have expertise and pas-sions that thrive outside the constraints of academic disciplines and standard curricula.

For both students and faculty, Jan Term can

be a laboratory for experimentation in both subject matter and technique. It offers all of us a chance to try new ideas and explore topics in greater detail than is possible within the constraints of a regular semester.

TYPES OF COURSESJan Term offers special opportunities for academic exploration and enrichment. Four options make these opportunities possible:

1. Full-credit on-campus courses, both lower division (JAN 020 – JAN 066) and upper division (JAN 100 – JAN 155).

2. Travel courses (JAN 170 – JAN 186), spe-cially grouped together toward the end of this catalog. (International travel courses are not open to freshmen/women.)

3. A small selection of quarter-credit courses, up to two of which are free for full-time students each semester.

4. Independent Study courses proposed by juniors and seniors with a cumulative GPA of at least 3.0. See specific proposal requirements as outlined in this catalog.

GENERAL EDUCATION, CORE CURRICULUM, AND MAJOR REQUIREMENTSAll undergraduates are required to take one Jan Term course for each year of residency. Thus, students who arrive as freshmen/women are required to complete four Jan Term courses.

Note that students do not have to take 2 lower division and 2 upper division Jan Term courses. As long as you will have 17 upper division credits upon graduation, you are free to take whatever course you want during Jan Term.


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Certain courses in this catalog have been approved for Core Curriculum Engaging the World credit (for freshmen/women and soph-omores) and/or fulfill the Diversity require-ment (for juniors and seniors).

Students who have a special need to petition a Jan Term course for credit towards their major may do so if the chairperson of the major department and the Registrar’s Office approve their petition. Both students and departments are strongly discouraged from exercising this option. We are determined to keep this one area of academic life at SMC free from the utilitarian constraints of fulfill-ing requirements other than the Jan Term requirement itself.

Courses bearing departmental course IDs (i.e. EDUC 121, MATH 13, GERMAN 001, etc.), in addition to fulfilling one Jan Term requirement, may be used to satisfy the area requirement that a course in that department would normally satisfy. No special petition is required. Contact the instructor for more information on departmental requirements.

Unless expressly identified otherwise, Jan Term courses may not be used to fulfill the Theology and Religious Studies or Area Requirements (for pre-2012 students), nor Pathways to Knowledge goals (for 2012 first-year students).

ATTENDANCE POLICIES AND COURSE SCHEDULESRegistration guarantees students a place only in the first class meeting of January Term. Students who fail to attend the first class meeting will be permanently dropped

from their course unless they have notified their instructor in advance.

Class attendance is crucial during January Term. Because of the intensity of January Term – with each class analogous to a week in a regular semester – class absences are counted at triple the normal rate. In accor-dance with the general attendance policy of Saint Mary’s College, excessive class absences can subject a student to academic penal-ties, including failure of the course. Absences exceeding one excused absence will have significant detrimental impacts to a student’s final grade. Unexcused absences are not acceptable except in cases of emergency.

Students are expected to do at least two hours of out-of-class work for every hour of class, a total of approximately five hours of work for every regularly scheduled day of class. Plan accordingly. Formal class instruc-tion begins immediately on the first day of classes, Monday, January 6th, 2014.

Students should check class schedules care-fully. Most classes meet four days a week, on a Monday, Tuesday, Thursday and Friday schedule OR a Monday, Tuesday, Wednesday, and Thursday schedule for classes beginning at 2:45 PM. In the week of the Martin Luther King Jr. Holiday every year, all regularly scheduled on-campus classes will meet on a Tuesday through Friday schedule at their regularly scheduled times and locations.

Note that classes may have midterm or final exams scheduled on a weekday on which the class does not normally meet.

Note that classes may require off-campus field trips or attendance at events on campus outside of regularly scheduled class time. If

For more information on approved courses visit: www.stmarys-ca.edu/core-curriculum www.stmarys-ca.edu/requirements/ diversityrequirement


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you have questions about the time commit-ments involved in a given course, contact the instructor.

Also note that the January Term Committee regards the viewing of feature length films (as well as listening to musical performances and viewing TV or theatre productions, etc.) as analogous to the reading of books – i.e., as work to be done in preparation for class rather than as part of class time. Hence, many classes will schedule communal film viewing sessions outside of normal class time. Other classes might accommodate this by beginning at 8:00 AM or extending class time by more than an hour.

ON-CAMPUS COURSES: REGISTRATION GUIDELINES Jan Term on-campus course registration will be online via GaelXpress.

Students are not required to meet with their faculty advisor in order to register.

The registration period for on-campus Jan Term courses is Monday, October 7 – Thursday, October 10, in order of academic class level: l Monday 10/7: Seniors (27+ credits com-

pleted)l Tuesday 10/8: Juniors (18 - 26.99 credits

completed)l Wednesday 10/9: Sophomores (9 - 17.99

credits completed)l Thursday 10/10: Freshmen/women (less

than 9 credits completed)

On your appointed day, registration will be open according to first letter of last name. Check with the Registrar’s Office ([email protected] / x4214) for an exact schedule.

If you wish to register for a course that requires instructor’s signature, you must bring a signed “Instructor Permission Form” to the Registrar’s Office prior to your registra-tion day to ensure your eligibility.

A limited number of Jan Term course spaces are reserved for freshmen/women; see course descriptions for exact numbers. Any of these spaces remaining open after fresh-men/women registration day (Friday, 10/10) will then be opened up to all students.

A note on wait lists: If you are able to regis-ter for a Jan Term course, you may have your name placed on a wait list in one other course. If you are unable to register for any course, you may have your name placed on the wait lists for up to two courses. If you are wait-listed for a course, the Registrar’s Office will assume that the wait-listed course is your preferred course; therefore, if a space opens up in the wait-listed course, you will be dropped from your original course, added to the wait-listed course, and notified of the change.

The last day to drop a Jan Term on-campus course is Tuesday, January 7. Any changes made to your Jan Term schedule after Janu-ary 7 will impose a late course adjustment fee to your student account.

TRAVEL COURSES: REGISTRATION GUIDELINES AND REQUIREMENTS Jan Term Travel course registration will be online via GaelXpress.

The registration period is 9/26-27:

Seniors: Thursday 9/26, 6-8am Juniors: Thursday, 9/26, 4-5pm Sophomores: Friday, 9/27, 6-8am Freshmen/women: Friday, 9/27: 4-5pm


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In order to enroll in a Travel course, the following steps are mandatory:

1. Attend one of your course’s pre-registra-tion informational meetings (see page XV);

2. Submit to your instructor an Instructor Permission Form at one of their informa-tional meetings;

3. Submit a signed Instructor Permission Form for the course(s) in which you are interested to the Registrar’s Office by 9/24;

4. Pay a deposit of 50% of the course fee (either via GaelXpress or in person) no later than 4:00 PM on Monday, 9/23 AND immediately inform the Business Office that this payment is for a partic-ular Jan Term Travel course.

5. AN IMPORTANT NOTE: If you wish to be able to register for another Travel course in case your first choice is full, you must pay the 50% deposit on the most expensive course that you are inter-ested in, in addition to gathering Instruc-tor Permissions for those courses.

Jan Term Travel deposits are non-refundable once a student is enrolled in a Jan Term Travel course, and students are responsible for the full cost of the course once they are enrolled. In other words: once enrolled, a student is obliged to pay the full course fee and may not drop the course without losing the full course fee.

However, if a student withdraws from a Travel course due to an emergency, the stu-dent may petition for a partial refund. Peti-tions must be done in writing and submitted to the Business Office. Refund petitions

under these circumstances will be consid-ered after all expenses related to the course have been paid.

Students must have a zero balance in their student account, or have enough pending financial aid for Fall to cover any current bal-ance, in order to deposit for Jan Term Travel courses.

If you intend to use financial aid to help fund your Jan Term Travel course fee, go to Finan-cial Aid Office immediately to apply for addi-tional Fall funds. Travel course fees must be paid in full by November 8 (this date is prior to Spring financial aid disbursement).

Jan Term Travel courses are designed for currently enrolled students as a graduation requirement, and are not allowed for stu-dents on a “not for credit” basis.

Pass/Fail is not an option for Travel courses.

Freshmen/women are eligible to enroll in domestic US Travel courses only.

Students must be in good disciplinary stand-ing in order to participate in a Travel course; screening will take place the week following registration. Ineligible students will be refunded.

If you do not have a passport, begin the passport process IMMEDIATELY following successful enrollment. If you do have a pass-port, it must be valid through April 2014. If you are a non-US citizen, you may need an additional travel visa.

Most Travel courses hold mandatory post- registration Fall meetings; make sure you c an attend these meetings before enrolling.

Your completed travel packet is due to your instructor by November 8th.


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All course fees must be paid in full by November 8th, no exceptions.

PLEASE SEE PG XV FOR COMPLETE LIST-ING OF JAN TERM 2014 TRAVEL COURSE PRE-REGISTRATION INFORMATIONAL MEETINGS.

TRAVEL COURSE SCHOLARSHIPSScholarship assistance is available for qualify-ing students who would otherwise be unable to afford a Jan Term Travel course.

In the last three years over 100 scholarships have been granted, each covering 75% of course fees.

All registration processes remain the same for scholarship recipients:l Scholarship recipients must pay a

deposit of 50% of the remaining 25% of the course fee by 4pm on 9/23 in order to register.

l Scholarship recipients must register via GaelXpress on their appointed day.

If you plan to apply for the travel scholarship, consult the application form on the following page, and make sure you have a FAFSA form on file with the Financial Aid Office.

Late applications will not be accepted.

Freshmen/women are ineligible to apply for Travel scholarships.

PLEASE SEE OUR 2014 TRAVEL SCHOLARSHIP APPLICATION FORM LOCATED ON PG XIV.

INDEPENDENT STUDY: GUIDELINES AND DEADLINESIndependent Study courses in January Term are intended to allow students to pursue a course of learning that is not available in

normally scheduled courses, or to learn by practical experience in addition to methods more commonly used in college courses. Such courses are generated by students out of their own interest in a particular intellec-tual question or area of study, and they allow students to work independently to pursue knowledge in the chosen area.

Qualified students work under the guidance of a faculty sponsor who advises the student in the preparation of the proposal, monitors the student’s progress, and awards the grade and credit. Students are expected to have regular contact with their faculty sponsor, though the focus on the student’s indepen-dent work and research means that they will meet less frequently than regularly sched-uled courses. Independent study courses are NOT intended to allow students to take regu-larly scheduled classes at a different time or location, and they are NOT tutorial courses in which one faculty member teaches a course to a student or a group of students. It is the student’s responsibility to find an appropriate faculty sponsor.

Academic credit is granted for demonstrated academic learning. Since Independent Study courses earn college credit equal to normal January Term courses, they must have a clear academic focus and educational goal, and they must require the same quality and quantity of work as a regularly scheduled college course. A specific reading list which indicates academic preparation and prepara-tory work sufficient to make the successful completion of the project likely, as well as a clear means by which the faculty sponsor can evaluate the quality of the student’s work, are required parts of a successful pro-posal. The proposal is the result of close


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consultation with the faculty sponsor.

Proposals for Independent Study courses are restricted to juniors and seniors at the time of registration (NOTE: “At the time of regis-tration” means October 10th, not the end of the semester) with a cumulative GPA of 3.0 or better. In no case are freshmen/women, sophomores, students on disciplinary proba-tion, or students whose cumulative GPA is less than 3.0 eligible for Independent Study in January.

An Independent Study workshop for any interested students will be held on Monday, September 30th at 3 PM, location TBA.

In addition, samples of successful indepen-dent study petitions are available from the January Term Office; call x4771 or write to [email protected] for more info.

The deadline for online submission of Independent Study proposals is October 11th. No late proposals will be reviewed.

Applicants must submit their proposals online and attach a full syllabus with course description and notes on any work in prog-ress. Any proposals submitted online without this supporting documentation will be dis-qualified.

Click here to access the Registrar’s Indepen-dent Study Petition.

The January Term Committee will review proposals, and students will be notified within two weeks of the deadline whether their proposal has been accepted, rejected, or returned for revision.

It is highly recommended that you register in a regular January Term course in case your independent study proposal is not approved.

FURTHER GENERAL INFO ABOUT JAN TERM COURSESPetitions for Upper Division Credit

Freshmen/women and sophomores who have the indicated prerequisites may enroll in upper division courses. Very few lower divi-sion courses allow for upper division credit by petition for advanced level work. (More work of a lower division nature does not satisfy this criterion.) These petitions are considered only from seniors truly needing upper division credit in order to meet their graduation schedule and for whom appropri-ate upper division courses are not available. The deadline for filing this petition with the Registrar’s Office is Tuesday, November 26th.

Pass/Fail Grading Guidelines

The Pass/Fail grading option is available to students enrolled in most January Term classes, but it requires the filing of a petition form that can be obtained at the Registrar’s Office. This petition must be filed in the Reg-istrar’s Office by January 25th, 2014. Some courses, especially travel courses, do not allow Pass/Fail grading. Please consult the instructor.

Costs

Travel course fees are billed in addition to tuition. Full-time undergraduate students at Saint Mary’s are required to take a January Term course and therefore their annual tui-tion covers the tuition cost of their January Term course, not the travel course fee. Other students are charged their normal tuition rate in addition to the travel course fees (for example, part-time students pay their normal tuition fee of $4,790 per class in addition to the travel course fee.) Students who are not full-time undergraduates may

mailto:http://wwws.stmarys-ca.edu/forms/academics/registrar/forms/independent-study-petition.html

mailto:http://wwws.stmarys-ca.edu/forms/academics/registrar/forms/independent-study-petition.html


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only enroll on a space-available basis.

Every full-time student at Saint Mary’s Col-lege is entitled up to 9.0 one-credit courses per year, as well as non-billable .25 credit courses such as labs and activity courses, for payment of their full tuition (Fall + Jan Term + Spring). Any additional course over the 9 allowed (with a credit value of greater than .25) will be billed at the additional course fee.

Non-Saint Mary’s students will be billed tui-tion and travel course fees unless a different arrangement is stipulated in a formal exchange agreement between Saint Mary’s and the visiting student’s college. Regardless of such arrangements, visiting students pay a $30 registration fee, any applicable course fee and if they are going to live on campus, they pay room and board costs which vary according to meal plan.

For resident Saint Mary’s students whose January Term course requires them to be off campus during January, there is a credit against board costs for the length of time the student is traveling. This credit is figured at the rate of $75 per week, not to exceed four weeks.

These fees are subject to change prior to January 2014. Contact the Saint Mary’s College Business Office for exact figures.

STUDY ABROAD IN SUMMER, FALL, and/or SPRING TERMSIn addition to traveling abroad during January Term, Saint Mary’s College offers summer, semester and academic year study abroad programs through the Center for Interna-tional Programs. Students can participate in SMC-sponsored programs, SMC exchange programs, or through the Lasallian Interna-

tional Program Consortium. Alternatively, students have the option to participate inde-pendently on Non-SMC affiliated programs.

Saint Mary’s College Sponsored Programs

l Australia: Perthl China: Shanghail England: London and Oxfordl France: Aix-en-Provencel France: Aix-en-Provencel Germany: Berlinl Mexico: Cuernavacal South Africa: Cape Townl Spain: Sevilla

Lasallian International Programs Consortium

l Argentina: Cordobal Australia: Melbournel Ireland: Dublin and Galwayl England: Ormskirkl France: Parisl Italy: Rome l Spain: Alicante

Saint Mary’s Exchange Programs

l Japan: Akita and Tokyol Spain: Barcelona

SMC sponsored programs and Lasallian International Programs Consortium

l Courses transfer back one-to-one.l Students pay SMC tuition and housing

costs.


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l Students can use all their federal and state financial aid as well as any institu-tional scholarships.

SMC Exchange Programs

l Courses transfer back one-to-onel Students pay SMC tuition and pay

housing costs to the host institution or country.

l Students can use all their federal and state financial aid as well as any institu-tional scholarships.

Students are encouraged to attend a Study Abroad Information Session, which are regu-larly scheduled throughout the semester, to learn more about eligibility requirements, application process and various study abroad opportunities.

Application deadlines:

l Summer/Fall start programs: March 1st

l Spring start programs: October 1st

Center for International Programs Brother Jerome West, 1st floor Office Hours: M-F, 9am-noon and 1-4:30pm Phone: 925-631-4245 E-mail: [email protected] Website: www.stmarys-ca.edu/studyabroad

*If you plan to study abroad AND travel during January Term, please make sure travel dates do not conflict.

For more information visit: www.stmarys-ca.edu/studyabroad

mailto:[email protected]

www.stmarys-ca.edu/studyabroad

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January Term Scholarship Application for 2014 Freshmen are not eligible to apply for these scholarships

Deadline: Monday, September 16, 2013, 4:30 p.m. to the Financial Aid Office

Plan ahead…there will be no exceptions.

Please Print or Type: Name: _____________________________________________________ E-mail: _____________________________________________________ Telephone Number: _________________________ Cell: _____________________________ Major(s): _____________________________ Minor(s):________________________________ Jan Term Course Title/Number___________________________________________________ Cost of Course: __________________________ Professor: ___________________________ Have you been on a previous Jan Term Course outside the U.S.? [ ] YES [ ] NO If yes, which course? ________________________________ When? ___________________ Have you studied abroad? [ ] YES [ ] NO If yes, where? _____________________________________ When? ___________________ To Apply:

• Attach a copy of your latest academic evaluation. • A one-page typed statement of academic purpose in registering for a particular

January Term Travel Course (not travel courses in general). • Your name, school address, local telephone number and e-mail address should

appear on each page of your application. • Submit your stapled application package to the Financial Aid Office on the first

floor of Brother Jerome West. • You may submit only one application.

Your signature serves as a request to the Financial Aid Office and the Registrar’s Office for the necessary information to complete this application and authorization for use of the data by the January Term Selection Committee. _________________________________ ____________________________

Applicant’s Signature Date

In awarding all scholarships the January Term Selection Committee considers: • Must be eligible for financial aid (FAFSA submitted) • Greatest financial need, including total outstanding indebtedness • Academic achievement, including a minimum 3.0 GPA • Classification: Priority to seniors and juniors first • Little or no previous experience abroad (Jan Term or Semester/year) • Rationale for choosing the program

JAN TERM 2014 TRAVEL: SEPTEMBER 2013 PRE-REGISTRATION INFORMATIONAL MEETINGS

QUESTIONS?: Jan Term Power Plant Offices / x4771 / x8514 / Janterm @stmarys-ca.edu

COURSE ID COURSE TITLE INSTRUCTOR(S) DATE TIME LOCATION

JAN 170 Poverty and Promise in the Brazilian Amazon Shawny Anderson & Jesse Wheeler 9/10 4-5pm Dante 218

JAN 170 Poverty and Promise in the Brazilian Amazon Shawny Anderson & Jesse Wheeler 9/11 4-5pm Dante 218

JAN 171 The Impacts and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs 9/4 5:45-7pm Dante 220




JAN 172 Cultural Photography in Myanmar and Singapore Carla Bossard 9/10 5:15-6:15pm Brousseau 113

JAN 172 Cultural Photography in Myanmar and Singapore Carla Bossard 9/11 6-7pm Brousseau 113

JAN 173 An Intimate Exploration of Belize, Costa Rica, and Guatemala Margaret Field & Douglas Long 9/9 7-8pm Brousseau 114



JAN 174 Community Engagement in Sri Lanka: Tamil Women's Voices Cynthia Ganote 9/5 3-4pm Dante 217


JAN 174 Community Engagement in Sri Lanka: Tamil Women's Voices Cynthia Ganote 9/6 2:30-3:30pm Dante 121


JAN 175 Ireland, the "Terrible Beauty" Rosemary Graham & Fr. Tom McElligott 9/5 7-8pm Dante 213



JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/5 5:30-6:30pm Brousseau 114



JAN 176 Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour 9/13 4-5pm Brousseau 114


JAN 177 Ancient Athletics: Greece and Turkey Deane Lamont 9/4 3-4:30pm Galileo 110

JAN 177 Ancient Athletics: Greece and Turkey Deane Lamont 9/9 2-3pm St. Joseph Hall

JAN 177 Ancient Athletics: Greece and Turkey Deane Lamont 9/11 3-4:30pm Galileo 110

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/9 12:45-1:45pm Hagerty Lounge

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/9 4-5pm Hagerty Lounge

JAN TERM 2014 TRAVEL: SEPTEMBER 2013 PRE-REGISTRATION INFORMATIONAL MEETINGS

QUESTIONS?: Jan Term Power Plant Offices / x4771 / x8514 / Janterm @stmarys-ca.edu

JAN 178 Rwanda: "Twahindutse beza" (We Changed For Good) Jim Losi & Ryan Lamberton 9/10 12:45-1:45pm Galileo 201



JAN 179 Martinique: Can One Be "Wretched in Paradise"? Claude Rheal-Malary 9/3 4-5pm Dante 204

JAN 179 Martinique: Can One Be "Wretched in Paradise"? Claude Rheal-Malary 9/10 4-5pm Dante 204

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/11 4-5pm Dante 217

JAN 180 Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy 9/11 6:30-7:30pm Dante 114





JAN 181 Lasallian Service Internship Br. Michael Murphy 9/10 7-8pm Dante 204



JAN 182 ArchaeoAstronomy in the American Southwest Ron Olowin & Ed Boyda 9/5 3-4pm Dante 121



JAN 183 Encountering Christian Art in Italy and France Tom Poundstone 9/11 7-8pm Dante 217



JAN 184 Mexico: Tradition and Modernity Alvaro Ramirez 9/4 4:30-5:30pm Galileo 112



JAN 185 Spain: A Study in Cultural Metamorphoses Frances Sweeney & Sally Stampp 9/4 3-4pm Galileo 201



JAN 186 Bali: The Web of Life on the Island of the Gods Kenneth Worthy 9/5 5:15-7pm Galileo 201

JAN 186 Bali: The Web of Life on the Island of the Gods Kenneth Worthy 9/7 1:15-3pm Dante 204

JAN 186 Bali: The Web of Life on the Island of the Gods Kenneth Worthy 9/10 5:15-7pm Galileo 201

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LOWER DIVISION

*JAN 020: Experimental/Avant-Garde Cinema Dominic Angerame ..........................................p. 2

JAN 021: Precious Watersheds for Life and Wildlife Steven Bachofer ..............................................p. 3

JAN 022: Basic Spanish for Health Care David Bird ........................................................p. 4

*JAN 023: The Metamorphosis of Theobroma Cacao: The Cacao Bean’s Journey from Drink to Candy to the Beauty Industry Filomena Borges ..............................................p. 5

JAN 024: A History of Harry Potter: What Bathilda Bagshot Never Got to Tell You Michelle Brusseau ...........................................p. 6

JAN 025: Intro to Screenwriting: Writing for Film Warren Robert Buchanan .................................p. 7

*JAN 026: Planning for Sustainable Communities Jana Carp .........................................................p. 8

*JAN 027: The Science of Cooking Jay Chugh ........................................................p. 9

*JAN 028: Health at Every Size Rebecca Concepcion .......................................p. 10

JAN 029: Creating Theatre for Young Adults Michael Cook & Jeffra Cook ............................p. 11

*JAN 030: Freshmen in Fiction (or, The UNDER-graduate) Thomas Cooney ...............................................p. 12

JAN 031: Logic and the LSAT Steven Cortright ..............................................p. 13

*JAN 032: Metamorphoses: Making Dances that Transform Cathy Davalos ..................................................p. 14

JAN 033: Barbarians!!! Costanza Gislon Dopfel ...................................p. 15

JAN 034: If You Ain’t Got That Swing Patrick Doyle & Jane Corey .............................p. 16

*JAN 035: Lasallian Education in Today’s Schools Sharon Gegg ....................................................p. 17

JAN 036: Art in the Bay Area Wesley Gibson .................................................p. 18

*JAN 037: Cyborgs & CyberRevolutions: On Warfare, Culture, and Activism Cathy B. Glenn .................................................p. 19

JAN 038: Excavating Ourselves: The Archaeology of Now Albert D. Gonzalez ...........................................p. 20

*JAN 039: Les Miserables: The Metamorphosis Lain Hart ..........................................................p. 21

*JAN 040: The Development of the Women’s Spirituality Movement Miri Hunter Haruach ........................................p. 22

JAN 041: Sim(ulated) City: Las Vegas and the Anthropology of Tourism Dana Herrera ...................................................p. 23

JAN 042: Cultures of War Gwyn Kirk ........................................................p. 24

JAN 043: From The Odyssey to O Brother, Where Art Thou?: Adaption and Playwriting Now Krista Knight ....................................................p. 25

JAN 044: Survival of the Friendliest: Dogs’ Evolu-tion, Behavior, and Interactions with People Patrizia Longo ..................................................p. 26

JAN 045: Modern Financial Markets: A Multime-dia Exploration Asbjorn Moseidjord .........................................p. 27

JAN 046: Creative Presence: Cultivating Creativity in the Age of Information Kirthi Nath ........................................................p. 28

JAN 047: Strategy, Power and Conflict: The Simple Math of Decision Making Weiwei Pan ......................................................p. 29

TABLE OF CONTENTS (Asterisks denote theme-related courses)

XVIII

JAN 048: Race, Culture and Power in Children’s Stories Mitali Perkins ...................................................p. 30

*JAN 049: After the Holocaust: What Happened to Nazi War Criminals and Jewish Survivors? Joan Peterson ..................................................p. 31

*JAN 050: Curiosity and Conversion Gabe Pihas .......................................................p. 32

JAN 051: Lust, Greed, Murder: Seven Great Operas Martin Rokeach ................................................p. 33

JAN 052: Food to the People Kristen A. Sbrogna ...........................................p. 34

*JAN 053: City of Dreams, City of Ghosts: St. Petersburg, Russia in Literature, History, Art and Film Dana Sherry .....................................................p. 35

JAN 054: Riffs, Ripoffs, and Reinventions: The Art of the Copy Mary Paynter Sherwin .....................................p. 36

*JAN 055: Turning Animals into Icons: The Histori-cal Significance of Animal Symbolism in Cultures Around the Globe E. Elena Songster ............................................p. 37

JAN 056: Justice for All Ralph Spinelli ...................................................p. 38

*JAN 057: Self-Transformation through Yogic Practices Saroja Subrahmanyan ......................................p. 39

JAN 058: Selling Paradise: Hawaii and the Anthropology of Tourism Cynthia Van Gilder ............................................p. 40

*JAN 059: Lying 101 Rob Weiner ......................................................p. 41

*JAN 060: The Metamorphoses of U2: Musically, Spiritually, and Politically Marshall Welch ................................................p. 42

*JAN 061: History of Rock and Roll II: Summer of Love and Beyond Renee Witon ....................................................p. 43

JAN 062: The Poetics of Listening Laura Woltag ....................................................p. 44

JAN 063: Dance for Camera Jia Wu & Cari Ann Shim Sham ........................p. 45

JAN 064: Changing Oakland Russell Yee .......................................................p. 46

*JAN 065: Reading and Writing the Poetry of Metamorphosis Matthew Zapruder ...........................................p. 47

UPPER DIVISION

JAN 100: Just and Unjust Wars Ron Ahnen .......................................................p. 49

JAN 101: Key Pieces: Assembling the 20th Century through Literature, Film, and Art Chad Arnold .....................................................p. 50

JAN 102: Reading Joyce’s Ulysses Ed Biglin ...........................................................p. 51

*JAN 103: Artists Look at Territory, Violence and Law Pamela Blotner ................................................p. 52

*JAN 104: The Human App: Transforming Commu-nication in a Post-Human World Abbe Blum .......................................................p. 53

JAN 105: In Search of California: A Multi-Disci-plinary Journey Robert Bulman .................................................p. 54

JAN 106: When Worldviews Collide: Science and Religion on the Question of God John Cassidy ...................................................p. 55

*JAN 107: Finding our Voices, Hearing Others’: Discovering Common Ground Across Differences Barry Chersky & Corliss Watkins .....................p. 56


XIX

*JAN 108: Global Entrepreneurship Tom Cleveland .................................................p. 57

JAN 109: Writing About Film Chris Correale ..................................................p. 58

*JAN 110: The Marriage Plot: Emma Woodhouse to Bella Swan Tiffany Denman ...............................................p. 59

JAN 111: Science, Religion, and Naturalism: Where the Conflict Really Lies Patrick Downey ................................................p. 60

JAN 112: Eat Your Words: Adventures in Food Writing for the Epicurious Jennie Durant ..................................................p. 61

*JAN 113: Jazz Choir Julie Ford .........................................................p. 62

JAN 114: Writing Your Story in Poetry and Per-sonal Essay Jeanne Foster ..................................................p. 63

*JAN 115: The St. Mary’s Monastery Experience Phillip Fucella ...................................................p. 64

*JAN 116: Story, Performance, and Conversation: The STORY BRIDGE Method of Arts-Based Com-munity Development Richard Owen Geer .........................................p. 65

JAN 117: Dreams: Science and Spirituality Paul Giurlanda ..................................................p. 66

JAN 118: What is Libertarianism? Robert Gorsch ..................................................p. 67

JAN 119: Introduction to Buddhism Kevin Griffin .....................................................p. 68

JAN 120: Capitalism at a Crossroads: Can Society and Modern Corporations Co-exist? Michael Hadani ................................................p. 69

*JAN 121: Death and Dying: The Final Metamor-phosis Emily Hause & Grete Stenersen ......................p. 70

*JAN 122: Cultivating Brain Power by Searching Inside Yourself Jo Ann Heydenfeldt .........................................p. 71

*JAN 123: The History of Women in Catholic Ministry Br. Charles Hilken ............................................p. 72

*JAN 124: Ecopoetry in January Brenda Hillman ................................................p. 73

JAN 125: Cross-Cultural Communication John Knight ......................................................p. 74

JAN 126: A Month in Yoknapatawpha Country: William Faulkner, Race, and the American Novel Kathryn Koo .....................................................p. 75

JAN 127: Six O’Clock Films Amanda Lashaw ..............................................p. 76

*JAN 128: The Art of Change: A Poetry Incubator Genine Lentine ................................................p. 77

*JAN 129: Community Engagement through Education and Technology: Virtual Immersion in Sri Lanka Raina Leon .......................................................p. 78

JAN 130: Hunger Dames: Women in Science Fiction and Fantasy Hilda Ma ..........................................................p. 79

*JAN 131: From Totem to Animals-R-Us Christine Mathieu ............................................p. 80

JAN 132: California Dreaming: Northern Califor-nia’s Literary Landscapes Molly Metherd .................................................p. 81

*JAN 133: Psychoanalysis: Exploring the Uncon-scious in Everyday Life Elise Miller .......................................................p. 82

JAN 134: Children and Sport Steve Miller .....................................................p. 83

*JAN 135: Argentine Tango Globalized: An In-depth Investigation of its History and Metamorphosis Hiroko Nakano .................................................p. 84


CANCELLED

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JAN 136: Lions, Tigers, and Cats, Oh My! Felicidad Oberholzer ........................................p. 85

JAN 137: Green Religion Marie Pagliarini ................................................p. 86

JAN 138: Miners for Truth and Delusion: Mystics East and West Norris Palmer ...................................................p. 87

JAN 139: Wine: From A to Zin Alexander J. Pandell ........................................p. 88

*JAN 140: Writers Look at Territory, Violence and Law Laurie P. Phillips ...............................................p. 89

JAN 141: Around the World in 28 Days Ginny Prior .......................................................p. 90

*JAN 142: The Inklings: Tolkien, Lewis, and Williams Colin Chan Redemer ........................................p. 91

Jan 143: Extreme Musicianship Lino Rivera .......................................................p. 92

JAN 144: Religion, Media, and Culture in the Era of Pope Francis Michael A. Russo .............................................p. 93

JAN 145: Mastering the Art and Science of Con-versation Scott Rutz ........................................................p. 94

*JAN 146: Disconnect, Power Off, and Unplug: The Lost Art of Solitude Linda Saulsby & James Wood .........................p. 95

JAN 147: Learning About the World: India Paola Sensi Isolani ...........................................p. 96

*JAN 148: Life After College: Anticipating a Meta-morphosis Stephen Sloane ...............................................p. 97

JAN 149: Battle of the Beverage Titans: Coffee vs. Tea Anthony Talo ....................................................p. 98

JAN 150: Exploring Fairy Tales Steve Tillis ........................................................p. 99

*JAN 151: Math in the City: California Prison Realignment Ellen Veomett & Chris Jones ...........................p. 100

*JAN 152: Art in the Garden, the Garden in Art Mary B. White ..................................................p. 101

*JAN 153: Sexuality and Sport Claire Williams .................................................p. 102

*JAN 154: Mad Men/Mad Women: The Sixties and Sexual Revolution Denise Witzig ...................................................p. 103

JAN 155: Philosophy and the Scientific Revolution Joseph Zepeda ................................................p. 104

DEPARTMENTAL LOWER DIVISION

MATH 13: Calculus with Elementary Functions I Jim Sauerberg .................................................p. 106

MATH 14: Calculus with Elementary Functions II Hans de Moor ..................................................p. 107

DEPARTMENTAL UPPER DIVISION

EDUC 119: Field Experience in Early Childhood Education: Child in the Family and Community Patricia Chambers ............................................p. 109

EDUC 121-01: Education Field Experience at Cambridge School Nancy Dulberg and Kathy O’Brien ...................p. 110

LANGUAGE LOWER DIVISION

FRENCH 001: Accelerated Elementary French Jane Dilworth ..................................................p. 112

GERMAN 001: Accelerated Elementary German Caralinda Lee ...................................................p. 113

ITALIAN 001: Accelerated Elementary Italian Irene Pasqualini ...............................................p. 114


XXI

JAPANESE 001: Accelerated Elementary Japanese Naoko Uehara ..................................................p. 115

MANDARIN 001: Accelerated Elementary Mandarin Vivian Zhang ....................................................p. 116

TRAVEL UPPER DIVISION

*JAN 170: Poverty and Promise in the Brazilian Amazon Shawny Anderson & Jesse Wheeler ...............p. 118

*JAN 171: The Impact and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs .......................p. 119

*JAN 172: Cultural Photography in Myanmar and Singapore Carla Bossard ...................................................p. 120

JAN 173: An Intimate Exploration of Belize, Costa Rica, and Western Guatemala Margaret Field & Douglas Long .......................p. 121

*JAN 174: Community Engagement in Sri Lanka: An Exploration of Tamil Women’s Voices Cynthia Ganote ................................................p. 122

JAN 175: Ireland, the “Terrible Beauty” Rosemary Graham & Fr. Tom McElligott ..........p. 123

JAN 176: Ethiopia: History, Culture, and Commu-nity Engagement Rebecca Jabbour .............................................p. 124

JAN 177: Ancient Athletics: Turkey & Greece Deane Lamont .................................................p. 125

*JAN 178: Rwanda: “Twahindutse beza” (“We Changed For Good”) Jim Losi & Ryan Lamberton ............................p. 126

JAN 179: Martinique: Can One be Wretched in “Paradise”? Claude-Rheal Malary ........................................p. 127

JAN 180: Sundance Film Festival, Park City Utah Virginia McCarthy ............................................p. 128

*JAN 181-01: Lasallian Service Internship I Br. Michael Murphy .........................................p. 129

*JAN 181-02: Lasallian Service Internship II Br. Michael Murphy .........................................p. 130

JAN 182: ArchaeAstronomy of the American Southwest Ron Olowin & Ed Boyda ..................................p. 131

JAN 183: Encountering Christian Art in Italy and France Tom Poundstone ..............................................p. 132

JAN 184: Mexico: Tradition and Modernity Alvaro Ramirez .................................................p. 133

*JAN 185: Spain: A Study in Cultural Metamor-phoses through History, Art, and Architecture Frances Sweeney & Sally Stampp ...................p. 134

JAN 186: Bali, Indonesia: The Web of Life on the Island of the Gods: Ecology, Magi, Religion and the Arts in Bali Kenneth Worthy ...............................................p. 135

QUARTER CREDIT LOWER DIVISION

JAN 001-01/02/03: Beginning Guitar (3 sections)Mori Achen ......................................................p. 137

JAN 002-01/02: Meditation for Beginners (2 sections) Br. Camillus Chavez .........................................p. 137

JAN 003: Peer Educator Training: Students Ending Sexual Violence at SMC Gillian Cutshaw ................................................p. 138

JAN 004: Going Solo: Audition Monologue Preparation Reid Davis ........................................................p. 138

*JAN 005: The Art of Running Martin Kinsey ...................................................p. 139

JAN 006: Experiential Cross-Cultural Learning John Knight ......................................................p. 139


XXII

JAN 007: The Metamorphoses of Jazz Band Literature John Maltester ................................................p. 140

JAN 008: Jazz by the Bay Victoria Phillips .................................................p. 140

JAN 009: Writing Workshop: Grammar for Academic Writing Victoria Phillips .................................................p. 141

JAN 10-01/02: Beginning Fencing (2 sections) Carl Thelen .......................................................p. 141

JAN 011: Peer Leaders Addressing College Health Issues Irene Umipig ....................................................p. 142

PERFA 071: Yoga Rosana Barragan ..............................................p. 142

*PERFA 072: African Dance Paul “Pope” Ackah ...........................................p. 143

PERFA 076: Beginning Ballet Elizabeth Randall ..............................................p. 143

QUARTER CREDIT UPPER DIVISION

*JAN 190: Inspiring Transformation through the Four Temperaments Elaina Rose Lovejoy .........................................p. 145

*JAN 191: The San Francisco Barbary Coast: A Gate to the Gold rush Maria Grazia de Angelis Nelson .......................p. 146


1

LOWER DIVISION on campus courses

LOWER DIVISION on campus

Visionary Cinema - Experimental/Avant Garde Cinema Dominic Angerame | [email protected]

*JAN 020

DIVISION: Lower

READING LIST: Stan Brakhage, Film Biographies P. Adams Sitney, Visionary Film Other readings to be announced

BASIS FOR FINAL GRADE: Quality of participation in class meetings and field trips (20%); Short Weekly Papers (2-3 pages) (30%); Final Paper (6-8 pages) (50%

COURSE FEE: $50 (Cost includes Pacific Film Archive tickets, photocopying.)

COURSE SCHEDULE: MTuWTh, 2:45 - 5:20 PM

SPACES RESERVED FOR FRESHMEN: 10

Film as an art form has been profoundly impacted by the modernist and post-modernist art movements of the twentieth century. Avant-garde filmmakers have explored the outer limits of the medium, making films that are sometimes beautiful, sometimes disturbing, and often both.This course traces the development of various avant-garde film movements from 1900 to the present. In the classroom, we will screen some of the earliest examples of film experimentation (by such pioneers as the French magician George Melies, and Russian Futurist Dziga Vertov). The course will then explore the still-astonishing work of Dadaist and Surrealist artist/filmmakers such as Man Ray, Luis Bunuel, Salvador Dali, Germaine Dulac, Marcel Duchamp, and many more. We will view and discuss: the work of early American Experimental Filmmakers Watson and Webber; post-war California filmmakers such as Maya Deren and Bruce Conner; the beatnik films of Chris MacClaine and others; the film cooperatives and communities that emerged in the 1960s; and

the highly influential work of Stan Brakhage, Ken-neth Anger, Chick Strand, and many others. The course concludes with a look at the state of experi-mental film today. This course will expose you to a wide range of innovative and provocative films and will deepen your understanding of the importance of film in the history of twentieth century art. NOTE: Films will be screened outside of regularly sched-uled course meetings.

COURSE information

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COURSE information

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Precious Watersheds for Life and Wildlife Steven Bachofer | [email protected]

JAN 021

DIVISION: Lower

READING LIST: National Research Council, Wetlands: Characteristics and Boundaries, National Academies Press, 1995. J. Cousteau and S. Schiefelbein, The Human, the Orchid, and the Octopus, Bloomsbury, 2007. R. Glennon, Unquenchable: America’s Water Crisis and What to do about it, Island Press, 2009

BASIS FOR FINAL GRADE: Quality of class participation (15%); Midterm (15%); Field Trip Analyses (10%); Educational Media Materials / Team (10%); Educational Outreach (15%); Stream Simulation / Team Project (20%); Final exam (15%).

COURSE FEE: $60 (Cost includes driving to field sites and assembling a stream simulation demonstra-tion.)

COURSE SCHEDULE: MTuThF, 12:00 - 2:35 PM


Water is essential for life. Civilization is dependent on having sufficient quantities of high-quality water. Waterfalls and rushing rivers impart sensations of enjoyment and fulfill our spirits. Water is used in formal spiritual ceremonies and, thus, is also a cultural necessity. Yet, water can be evaluated as a critical commodity for economic sustainability. In California, the water wars led to a stronger national environmental movement with the landmark case to preserve Mono Lake. This course will focus on what our individual and societal responsibilities are with respect to maintain-ing watersheds and giving wildlife a refuge. The readings will set up a foundation for discussion and classroom activities. The curriculum will be orga-nized so students can gain some level of expertise and then utilize their skills to inform others. The weekly planned field trip will require an addi-tional afternoon time commitment and will be set on Thursday afternoons (including the first week of Jan term). The explicit service learning will

have three parts: 1) creating some educational media materials for use in other courses or a com-munity/civic organization and documenting this task; 2) planning, assembling, and testing a stream simu-lation or demonstration project; and 3) performing educational outreach work. A team presentation on a specific issue will occur in the last week to gener-ate some web / media materials on course topics. Finally, the course will have one midterm and a final.

COURSE information

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JAN 022

DIVISION: Lower

READING LIST: Ana C. Jarvis and Raquel Lebredo, Basic Spanish for Medical Personnel Ilrn e-materials, either bundled with the textbook or purchased separately

BASIS FOR FINAL GRADE: Participation (20%); Group projects (20%); Weekly writing assignments (20%); Online homework (20%); Mid-term oral exam (10%); End of term oral exam (10%).

COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM


This course is designed to teach students the spe-cialized Spanish vocabulary and cultural literacy they will need if they plan to work in the healthcare profession. We will practice, practice, practice speaking and listening to real Spanish, using our textbook and the online support materials to their fullest potential.This course is NOT intended for students who have never studied or spoken Spanish before; you don’t need to be fluent, but you should have some prior experience with the language. This course is also not intended for foreign language credit at SMC or anywhere else; the instructor will not support peti-tions for it to count as such.

Basic Spanish for Health Care

David Bird | [email protected]

COURSE information

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JAN 023

DIVISION: Lower

READING LIST: Michael D. Coe and Sophie D. Coe, The True History of Chocolate (2nd Edition) Peter Greweling, Chocolates and Confections at Home with the Culinary Institute of America Mira and Jayson Calton. Rich Food Poor Food: The Ultimate Grocery Purchasing System (GPS). Stacy Malkan, Not Just a Pretty Face: The Ugly Side of the Beauty Industry Siobhan O’Connor and Alexandra Spunt. No More Dirty Looks: The Truth about Your Beauty Products--and the Ultimate Guide to Safe and Clean Cosmetics

BASIS FOR FINAL GRADE: Quality of participation (25%); daily written responses &/or reading quizzes (25%); tasting & experimentation diary (25%), fun final exam & final research paper (25%).

COURSE FEE: $250 (Cost includes chocolate confections for tastings; chocolate and culinary supplies; fees at local confectioners, aromatherapy / cosmetic supplies and containers.)



The Metamorphosis of Theobroma Cacao: The Cacao Bean’s Journey from Drink to Candy to the Beauty Industry Filomena M. Borges | [email protected] Are you a chocoholic? How much do you know about this “food of the gods”? Do you know that…chocolate originated in the Americas and was intro-duced to Europe by the Spanish? …it was used as currency? …it only met its tasty companion, milk, in the latter part of the 19th century? Do you know that Cacao is also an ingredient in the cosmetic & per-sonal care industry?This course will explore the history of chocolate, its relationship to religion, its role in society, econom-ics, & medicine, and explore cacao’s role in the $35 billion cosmetic industry which advertises a healthy look, but fails to explain that these products can toxify the human body and harm health.There will be in-class chocolate tastings of cacao nibs, dark, milk & white chocolates, & exotic confec-tions while focusing on local, organic, non-GMO, and fair trade products whenever possible and actively avoiding high fructose corn syrup, harmful

ingredients & the well-known commercial brands.A sneak peak of projects: peanut butter cups; pecan caramel turtles; peppermint bark; “Mounds;” cay-enne hearts; chai hearts; chocolate dipped pretzels, fruit, and baked goodies. Using cacao butter & other kitchen ingredients, we will make healthy and safe personal care products such as: moisturizer, lip balm, deodorant, & more! At the end of the course, you will have satisfied your chocolate curiosity and cravings and have a healthy box of chocolates and personal care products ready for Valentine’s Day!

COURSE information

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JAN 024 A History of Harry Potter: What Bathilda Bagshot Never Got To Tell You Michele Brusseau | [email protected]

DIVISION: Lower

PREREQUISITES: ENG 5 or SEM 020 or SEM 001. Students must have previously read all seven Harry Potter books and have ABOVE AVERAGE HP knowledge. (For instance, if you don’t know who Bathilda Bagshot is or how to find the Room of Requirement, this probably is not the class for you.) PLEASE NOTE THAT THE FINAL PROJECT WILL REQUIRE CRITICAL ANALYSIS AND RESEARCH-PA-PER WRITING SKILLS. IN ADDITION, DUE TO THE RIGOROUS READING LIST AND THE QUANTITY OF MATERIAL, WIZARDS AND WITCHES WILL BE REQUIRED TO HAVE STRONG READING AND ANALYTI-CAL SKILLS.

READING LIST: William Shakespeare, Macbeth Geoffrey Chaucer, The Canterbury Tales (The Pardoner’s Tale) JK Rowling, Harry Potter and the Deathly

Hallows; The Tale of the Three Brothers T.H White, The Sword in the Stone C.S Lewis, The Lion, The Witch and the Wardrobe Excerpts from J.R.R Tolkien, various short stories, British Folklore, Greek mythology, Bible selections, and various essays written about Harry Potter.

BASIS FOR FINAL GRADE: Daily reading responses (20%); active classroom participation (20%); oral group presentation (15 - 20 minutes) (10%); book expert group project (10%); final paper (6 - 8 pages) (20%); final exam (20%).

COURSE FEE: $25 (Cost includes course reader and class supplies.)



“A History of Harry Potter: What Bathilda Bagshot Never Got to Tell You” is a class designed with Potterheads in mind. We will closely examine J.K. Rowling’s influences and read selections from Greek Mythology, Christianity, Medieval and Elizabethan Times, and 20th century / modern day. In the final week, we will read Harry Potter and the Deathly Hallows as a class. Students will be responsible for Christmas Break reading of an assigned Potter book, daily reading responses, a group oral report, a group project, a research paper, and a final O.W.L. examination. Potter inside jokes and lingo are strongly encouraged and will allow you to earn extra points to win the House Cup. Sorting will take place on Day One. Slytherin members are welcome. (S.P.E.W. members may receive priority placement.)

COURSE information

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JAN 025 Intro to Screenwriting: Writing for Film Warren Buchanan | [email protected]

DIVISION: Lower

READING LIST: Mark Evan Schwartz, How To Write a Screen-play (Second Edition) Denny Martin Flinn, How Not to Write a Screenplay: 101 Common Mistakes

BASIS FOR FINAL GRADE: Active Classroom Participation (10%); Beat Outline and Tagline (5%); Character Bio(s) (5%); Act Outline (10%); 5 Page Screenplay (15%); 10-15 Page Screenplay (25%); final 20-30 Page Screenplay (30%).

COURSE FEE: $15 (Cost includes photocopy costs for the course reader.)


SPACES RESERVED FOR FRESHMEN: all

“Intro to Screenwriting” is an introduction to the craft of writing for the film medium. Over the course of the term, students will not only learn proper screenwriting format, but also how to craft memora-ble dialogue, interesting characters, and concise, entertaining action. The final goal of the course will be a complete short film screenplay, or Act 1 of a feature-length film, along with the knowledge and drive to continue writing. As a goal of the class, students will gain a better grasp of filmic language. What are beats? What is the difference between a tagline and a synopsis? What is an inciting incident? along with other key terms related to the screenwriting process. Stu-dents will draft character bios, beat and act outlines, and craft short scenes that put emphasis on plot, character, action and dialogue. We will examine famous screenplays and how they translate to the screen, as well as hear from some of the greatest writers of all time on their processes and successes.

COURSE information

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*JAN 026

DIVISION: Lower

READING LIST: Mark Roseland, Toward Sustainable Commu-nities: Resources for Citizens and Their Governments (2005) Richard J. Jackson, Designing Healthy Communities (2011)

BASIS FOR FINAL GRADE: Attendance, class participation (15%); informal writing assignments (15%); two graded project/papers (1. a systematic built environment observation and 2. a sustainable community action proposal. Be prepared to exercise your reading comprehension, critical thinking, shared inquiry, and writing capabil-ity.) (70%).

COURSE FEE: $25 (Cost includes drawing materials (in-class use), field trip transportation, and honoraria for guest speakers.)



Planning for Sustainable Communities Jana Carp | [email protected]

What would a sustainable community look like? Does everyone have to have a chicken coop in their backyards? What about cars? Is anybody doing anything about climate change? If I wanted to fix a park in my neighborhood, how would I go about it? Why is the bus system so inconvenient, and what needs to happen to make it better?If you’re interested in planning the built environment -- the arrangement and use of buildings, roads, and open spaces -- and you want to find out about how to make it all more sustainable, this is your class. But keep this quotation from Foucault in mind: “People know what they are doing. People know why they are doing what they are doing. But what people don’t know is what what they do does.” He’s writing about us. And we are trying to figure out how to make things better. Come and see what’s happening in the sustainable community planning world.

COURSE information

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*JAN 027 The Science of Cooking Jay Chugh | [email protected]

DIVISION: Lower

READING LIST: Michael Pollan, Omnivore’s Dilemma Harold McGee, On Food and Cooking -- the Science and Lore of the Kitchen Peter Barham, The Science of Cooking Howard Hillman, The New Kitchen Science Robert Wolke, What Einstein Told His Cook

BASIS FOR FINAL GRADE: Quality of active daily participation (20%); lab notebook and recipe journal (40%); research paper (10 pages) (20%); final exam (20%).

COURSE FEE: $100 (Cost includes rental of kitchen facilities along with some equipment and supplies.)

COURSE SCHEDULE: MTuWTh, 3:45-6:20pm


Cooking represents one of the earliest forms of scientific inquiry. Through curious observation, followed by careful and repeated experimentation, our recipes have evolved over hundreds of years. But what is the science behind cooking? What molecular changes drive culinary successes (or failures)?In this course, we will reflect on past culinary tradi-tions and critically evaluate the ethical, legal, biologi-cal, and political ramifications of current agricultural transformations. We will then learn about the sci-ence of cooking and apply it while we design and create our own meals through inquiry-driven, hands-on experimentation. We will capitalize on our interdisciplinary understanding of culinary science to shape a new vision of cooking and eating, thereby strengthening our present and future roles as nurtur-ing family members, responsible community mem-bers, thoughtful consumers, and productive citizens.All students who harbor a genuine enthusiasm for

the science of cooking are welcome. A basic under-standing of cooking practices is recommended.

COURSE information

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*JAN 028

DIVISION: Lower

READING LIST: Linda Bacon, Health at Every Size: The Surprising Truth about Your Weight Esther Rothblum, Sondra Solovay, and Marilyn Wann (Editors), The Fat Studies Reader Abigail Saguy, What’s Wrong with Fat? Related articles available on Moodle class site.

BASIS FOR FINAL GRADE: Weekly writings and quality class participa-tion (35%); Article reviews (5%); Presenta-tion (15%); Media analysis paper and presentation (25%); Field experience and write-up (20%

COURSE FEE: $25 (Cost includes guest speaker and potential field trip opportunities.)



Health at Every Size Rebecca Concepcion | [email protected]

The prevalence of overweight and obese people continues to increase in US citizens of all ages. While professionals from multiple disciplines endeavor to decipher what factors influences health behaviors in this population, new and useful per-spectives have evolved to promote overall health and well-being. A complicating factor in this mission is that people who are overweight or obese are severely stigmatized, due in part to the perception that weight is controllable and, thus, people who are overweight are responsible for any discrimination they experience. How does this discrimination impact people who are overweight, in terms of mood, emotions, dietary practices, physical activity, and other self-care behaviors? With discrimination originating from multiple spheres of life, including employers, family members, and health care profes-sionals, just to name a few, is it possible to feel positive about oneself and strive for acceptance and health? Additionally, popular media and health care profes-sionals broadly utilize the term “obesity epidemic”

to describe the current rate of obesity. Does this terminology accurately portray the relationship between weight and health or does it promote discrimination of fat people? This course will review these issues from a multi-disciplinary exploration of obesity in America. Various perspectives will be explored including the evidence-based Health at Every Size (HAES®) movement, which addresses a self-acceptance, health enhancement, the joy of movement, and the pleasure of eating well at any size, the biomedical model of obesity, as well as the way social influences impact health for people who are overweight.

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JAN 029 Creating Theatre for Young Adults Michael Cook and Jeffra Cook | [email protected]

DIVISION: Lower

PREREQUISITES: Permission of the Instructor. Before enrolling in the class, you must interview with the instructor Michael Cook. Auditions and interviews will be held in early October. You must interview to discuss whether you want to perform (act, sing, dance) or be a member of the technical crew (lights, sound, set construction, costumes, props or publicity). Actors, please be ready to audition with a two minute audition piece.

READING LIST: Michael Cook, Doing It Right the First Time Lawrence Stern, Stage Management

BASIS FOR FINAL GRADE: Quizzes based on reading assignments and lectures (20%); Completion of all homework assignments (20%); Attendance and partici-pation in all classes, labs and rehearsals (30%); Participation at all technical rehearsals

and performances (30%).

COURSE FEE: $50 (Cost includes production costs, including material to build sets, props, costumes, publicity and special effects needed for the show.)



Students enrolled in this course will work on a project designed to bring theatre, magic, and dance to children of the East Bay Area. Over the past 20 years, more than 53,000 students have seen our Jan Term productions. Students enrolled in the class as actors will have the opportunity to experience life in the theatre by acting, dancing and singing. Those who are interested in the technical aspects of the-ater will learn how to construct scenery, paint, work on lights, sound, costumes and publicity. Everyone will study the period and history the show takes place in as well as the architecture and clothing of the era. A guest choreographer and guest costumer will assist. The final week of Jan Term will be devoted to 10 Performances of our show for young students from local schools. By reaching school-aged children through these performances, we hope to engage them in a journey of exploring the per-forming arts throughout their lives. Plays under consideration are always based on classic fairy tales such as The Ugly Duckling, Puss in Boots and The

Princess and the Pea.TO ENROLL IN THE CLASS, YOU MUST MEET WITH THE INSTRUCTOR, THE FIRST WEEK IN OCTOBER, BEFORE REGISTRATION. Actors will interview and audition for parts. Technicians will interview. Dates and times for auditions and inter-views will be posted on the theater box office win-dow, the last week of September. You must sign up and interview to be in the class.

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*JAN 030

DIVISION: Lower

READING LIST: Chad Harbach, The Art of Fielding Class reader of short stories. Authors may include: Flannery O’Connor, Tobias Wolff, Ron Carlson, Mona Simpson, Michael Chabon, Robert Cohen, Andre Dubus, and Justin Cronin.

BASIS FOR FINAL GRADE: Participation and attendance (25%); Daily responses (25%); final paper (theoretical or creative) (25%); final exam (25%).

COURSE FEE: $20 (Cost includes course reader.)



Freshmen in Fiction (or The UNDERgraduate) Thomas Cooney | [email protected]

On your first trip home after the fall semester started, you discovered that your parents had turned your bedroom into a home gym, your high school friend asked your last name when you called his house, you’d never loved a home appliance as much as you loved your folks’ refrigerator, and you slept more hours than there are in a day not because you were tired but because the sheets were so clean and soft and fragrant that you felt like your folks were welcoming British royalty, not their offspring. Congratulations, you’re a freshman. In this course we will look at how the American freshman (and sophomore and junior and senior) has become such a formidable protagonist in the fictions of the mod-ern era. We will look at the emotional, intellectual, and physical obstacles students in college face in the present and the past. In addition to reading stories, students will also learn how to create char-acters and narratives so that they can produce a short story of their own at the end of the term.

COURSE information

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JAN 031 Logic and the LSAT Steven Cortright | [email protected]

DIVISION: Lower

READING LIST: Peter T. Geach, Reason and Argument Richard Jeffrey and John P. Burgess, Formal Logic: Its Scope and Limits (4th ed.) LSDAS Test-Prep publications (past actual LSAT examinations)

BASIS FOR FINAL GRADE: Daily written exercises (20%); Class participa-tion (including demonstrations at the board) (35%); Weekly written examinations (3) (30%); In-class, final “LSAT-style,” compre-hensive examination (15%).

COURSE FEE: $10 (Cost includes photocopies.)



This is a course in natural deduction, induction, and informal fallacies . . . with a “twist.” The twist: we will apply the techniques that arise from our studies in logic to materials typified in the Law School Admissions Test (LSAT). Hence, this is NOT a course in “test preparation”: test-taking strategies will form no part of the curriculum. The curriculum will be devoted to grounding, explicating, and apply-ing principles of logic: categorical reasoning, propo-sitional and predicate calculus, and some account of linguistic (informal) fallacies. The latter phase of study, applications to LSAT questions, may be of particular interest to students who anticipate prepar-ing and sitting for the LSAT, but the the course will be of use to any student who is interested in gaining reflective, critical control over the reading and evalu-ation of natural--i.e., ordinary language--arguments in any discipline.

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*JAN 032

DIVISION: Lower

PREREQUISITES: This is a rigorous course and students will need the instructor’s signature to register.

READING LIST: Peggy Hackney, Making Connections: Total Body Integration Through Bartenieff Funda-mentals

BASIS FOR FINAL GRADE: Quality of participation and creative growth in technique class and choreography workshops (20%); daily projects and assignments (20%); attendance at dance concerts, lectures, and Jan Term events (20%); reading and writing assignments (20%); final choreography project and paper (20%).

COURSE FEE: $75 (Cost includes guest artists, dance concerts, other field trips, and, when possible, trans-portation.)

COURSE SCHEDULE: TuWThF, 1-5 PM


Metamorphoses: Making Dances that Transform Cathy Davalos | [email protected]

This course is designed to introduce the art of chore-ography and dance training to the beginning dance student. The focus of the class will be on one’s personal relationship to dance through dance tech-niques and choreographic development. We will explore different catalysts for movement and develop tools to make dances. We will also focus our dancing on the Bartenieff Fundamentals to encourage more efficient movement and a stronger, more connected body. Choreographic choices will be enhanced with Laban Movement Analysis (an action-oriented vocabulary of movement). This language will enable us to dissect and understand our own choreographic process. We will explore our own movement styles and then expand our move-ment potential using Laban’s concepts. Each day will begin with technique class followed by a chore-ography workshop. Short daily assignments will assist in the development of a dance from the beginning to the end. Weekly guest artists, a dance concert (or two), off-campus events, and Jan Term events will provide further inspiration. Students will

create a solo built on the Jan Term theme of Meta-morphoses. This solo will be performed on the last day of class.

COURSE information

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JAN 033 Barbarians!!! Costanza Gislon Dopfel | [email protected]

DIVISION: Lower

READING LIST: Thomas Cahill, How the Irish Saved Civilization James Campbell, The Anglo-Saxons Malcolm Todd, Everyday Life of the Barbarians Simon Keynes, Alfred the Great Gregory of Tours, History of the Franks The Nibelungenlied Morris Bishop, The Middle Ages (All material will be on ERes or handouts, no cost of reading material for the students.)

BASIS FOR FINAL GRADE: participation (20%); presentation (10%); midterm (20%); final (40%); weekly tests (10%)

COURSE FEE: $120 (Cost includes fees for visits and food, the Medieval ball and banquet, and miscella-neous expenses.)

COURSE SCHEDULE: TuTh, 12:00-2:30 PM and F, 12:00-5:00 PM


This course will question the notion of the ‘other’ through the historical definition of barbarian and barbarism. We will look at preconceived notions of what a barbarian is from Greek, Roman and Chris-tian viewpoints; then we will switch our perspective and adopt the points of view of Persian, Germanic and Arab cultures. We will explore the world of the Celts, the Goths and the Vikings, and the way of life of the Huns, the Longobards and the Mongols. The course will explore the lives of young men and women on either side of the ‘barbarian’ divide and the challenges they had to face in order to survive throughout the migration period and the early Mid-dle Ages. We will also discover the cultural inheri-tance of these ‘barbaric’ tribes and the lasting effect they had on medieval and early modern culture. The course will include several class activities and one or two days a week will be dedicated to

hands-on events. There will be visits from Iron Age Celts, the Tenth Roman Legion and a group of Vikings. The course is structured to take place three days a week instead of four, with a double session on Fridays from noon to 5:00 p.m. All students will participate in re-enactment activities during the last three Fridays. These activities include weapon handling, javelin throwing, crafts and more. Stu-dents will be served a full meal on Fridays, consist-ing of food typical of the period and cooked accord-ing to ancient recipes. The course will be graded on the basis of participa-tion and four tests that will evaluate the degree to which students have read the texts, paid attention to class lectures and reflected on the material pre-sented during the re-enactments. Since the histori-cal material covered in this course is quite extensive,

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JAN 034

DIVISION: Lower

READING LIST: Tamara Stevens, Swing Dancing (Greenwood Press) Articles provided by professors Ken Burns Documentary, Jazz

BASIS FOR FINAL GRADE: Well-researched oral presentation on a figure from the swing era (25%); written assign-ments (25%); participation in class discus-sions (25%); dancing achievement and public deportment (25%).

COURSE FEE: $60 (Cost includes classes with professional swing dance instructor, guest speakers, xeroxing, and final dance gathering.)



If You Ain’t Got That Swing Patrick Doyle and Jane Corey | [email protected]

This course is an interactive journey through the history and culture of the swing dance craze in the United States during the first half of the twentieth century. You will dance and learn about the Charles-ton of “the roaring twenties.” Then you will study East Coast Swing and the jazz era; from its African roots, through black churches in the United States, jazz music flowed into the streets of Harlem and on to social clubs throughout the country. The course will conclude with the pre-Rock-n-Roll (and more intricate) Lindy Hop. Bonus: depending on your dance achievement, you might learn Frankie Man-ning’s Shim-Sham.Combining history and culture, this course will examine questions such as - Why were they danc-ing? How did it start? How did it affect black / white relations? Who was the real “King of Swing”? What part did swing play in the Civil Rights Movement? What did Malcolm X write about Lindy Hop? How did the public react to this dance? Who initiated

specific dance moves? Who are Ray Charles, Frankie Manning, Shorty George, Sylvia Sykes, Louis Armstrong, and Maxie Dorf, and who were the Big Bands?You’ll learn the dance basics of the era, body move-ment, centering, balance, weight transfers, frame, and connection with partner. This is a great course for couples, but no partner is necessary. However, each student must be willing to lead and to follow. Ultimately, you might even decide to dance competi-tively.This course is physically demanding.

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*JAN 035 Lasallian Education in Today’s Schools Sharon Gegg | [email protected]

DIVISION: Lower

PREREQUISITES: Instructor signature required for enrollment

READING LIST: Moulthrop, Calgari, and Eggers, Teachers Have It Easy, the Big Sacrifices and Small Sal-aries of America’s Teachers Selected readings from and about Saint John Baptist De La Salle

BASIS FOR FINAL GRADE: Field placement (40%); Special Project and presentation (15%); Written Reflections that tie Readings to Field Experience (15%); Quality of Preparation and Participation (15%); Portfolio Presentation to Instructor (15%).

COURSE FEE: $10 (Cost includes materials and duplicating costs.)



WANTED: SMC STUDENTS WHO WANT TO MAKE A CONTRIBUTION TO UNDERSERVED, DISADVAN-TAGED, K – 12 SCHOOLS WITH LARGE MULTICUL-TURAL POPULATIONS.

This is your opportunity to see education through the eyes of a teacher and make a contribution, pairing your talents with the needs of a teacher at an underserved, public school. The course is designed to develop a life-long appreciation for the work of teachers, in the spirit of John Baptist De La Salle, the patron saint of teachers.During Jan Term, students will spend at least 15 hours per week at an Elementary or Secondary school located in Concord. They will also attend on –campus seminars two afternoons per week.A JAN 2012 student wrote “this course is a once in a lifetime experience” while another wrote “every part of this course lent me a deeper respect and appreciation for teachers.” Students who take this course will inevitably become advocates for educa-tion.

Interested students are required to attend a manda-tory orientation and information session on Wednes-day, October 2, 2013 in Dante 113 from 1-2pm. If this time does not work for you, please notify the instructor, Sharon Gegg, at [email protected] before October 2, 2013. The class will be limited to 24 students. A commitment to teaching as a profession is not a requirement for this course. This is an exploratory course and does not fulfill specific credential require-ments, although the course does provide a valuable introduction to the teaching profession for future credential candidates.

http://smcnet.stmarys-ca.edu/academics/jan_term/admin/%5C%22%5C%22%5C%22mailto:[email protected]%5C%22%5C%22%5C%22

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JAN 036 Art in the Bay Area Wesley Gibson | [email protected]

DIVISION: Lower

READING LIST: Michael Kimmelman, The Accidental Master-piece Handouts excerpting artists and writers like Andy Warhol, John Ruskin, Meyer Shapiro, etc.

BASIS FOR FINAL GRADE: Class participation (coming to class on time having done the reading and participating in discussions) (30%); three 2-3 page papers (30%); a detailed journal which discusses their experience of the art they’ve seen as well as the reading (40%).

COURSE FEE: $55 (Cost includes admission to museums, small stipends for visiting artists.)



“Art in the Bay Area” is a class which introduces students to the rich and diverse art scene in the Bay Area. It is also a philosophy of art class using Michael Kimmelman’s The Accidental Masterpiece as a central text. Kimmelman’s book asks: What is art? What is the purpose of art? How are we enriched by learning to incorporate it into our lives? We will spend most of our time at museums and galleries, with several visits from local artists. Each day there will be a class discussion about that day’s activities and the reading. There will be three short papers in which students will asked to reflect on an art work or experience or something from that week’s reading that excited or moved or even angered them. Students will be asked to keep a detailed daily journal which discusses that day’s experience, citing and describing specific works of art and their responses to them, and also respond-ing to the reading. By the end of the course, stu-dents will have been introduced to a variety of art forms from Renaissance paintings at the Legion of Honor to the more contemporary, experimental

political installations characteristic of the Yerba Buena Center for the Arts. Through their papers and journals students will have begun to form their own ideas about the meaning and purpose of art in terms of their own lives. They will have learned to move beyond the surface responses of “I like,” “I don’t like,” “I don’t understand,” to an understanding of art as an act of communication in which they are full participants.

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*JAN 037

DIVISION: Lower

READING LIST: Donna Haraway, “A Cyborg Manifesto” Paolo Bacigalupi, The Windup Girl Blade Runner film The Economist, “War in the Fifth Domain” and “Cyberwar” CNBC, Cyberwarfare documentary Al Jazeera World, Fighting in the Fifth Dimension documentary Judith S. Donathe, (MIT Media Lab), “Identity and Deception in the Virtual Community” Mark Dery, Escape Velocity: Cyberculture at the End of the Century Other print and electronic resources, as needed

BASIS FOR FINAL GRADE: Seminar participation and leadership (30%); 3 weekly essays (40%); final paper (30%).

COURSE FEE: $40 (Cost includes guest speakers, course readers, and end-of-term social.)



Cyborgs & CyberRevolutions: On Warfare, Culture, and Activism Cathy B Glenn | [email protected]

Donna Haraway declares, “The cyborg is a con-densed image of both imagination and material reality, the two joined centers structuring any possi-bility of historical transformation.” Although primarily a metaphorical device in Har-away’s work, the cyborg is now also an actual repre-sentation of the massive metamorphosis technology is generating in nearly every sphere of human exis-tence. Stanford has developed living biological computers inside the human body, and 3-D print technology can reproduce human organs. The impli-cations of a major cyberconflict have been com-pared to nuclear war, and NATO has proposed an exception to the Geneva Convention to target civil-ians who engage in cyberattacks during wartime. Cyberbullies, cyberstalkers, and cybercelebrities litter the virtual cultural landscape. And, groups like Anonymous, CyberBunker, and Spamhaus have changed the face of activism in the twenty-first century. Engaging literature, film, art, popular culture, and critical theory, a focus on four sectors of radical

change will structure the course: (1) human-technol-ogy fusions; (2) technological war, terrorism, and espionage; (3) social technologies that blur public and private; and, (4) hacking, doxxing, and cyberpun-king as activism. We’ll test our imaginations along-side our actualities to challenge how we think about and interface with these areas of ongoing transfor-mation. By grappling with ethical, legal, and social aspects of these metamorphoses, we can begin to understand how it is possible to take responsibility for the social relations of science and technology without adopting an anti-science metaphysics or demonizing technology. We’ll also contend with how these changes constitute our identities and trans-gress natural-synthetic boundaries.

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JAN 038 Excavating Ourselves: The Archaeology of Now Albert D. Gonzalez |[email protected]

DIVISION: Lower

READING LIST: M. Russell, Digging Holes in Popular Culture: Archaeology and Popular Culture M. Bonnes and M. V. Giuliana, “Cross-Cul-tural Rules for the Optimization of the Living Room” S.L. Dawdy, “Clockpunk Anthropology and the Ruins of Modernity” C. Evans and C. Humphrey, “After-Lives of the Mongolian Yurt: The Archaeology of a Chinese Tourist Camp” A. Mayne and T. Murray, “The Archaeology of Urban Landscapes: Explorations in Slumland” P.R. Mullins, “Domesticating Barbie: An Archaeology of Domestic Ideology and Barbie Material Culture” W. Rathje, “The Archaeology of Space Garbage”

BASIS FOR FINAL GRADE: Class participation (20%); Reading quizzes (25%); Group presentation (25%); Group Paper (30%).



Archaeologists have made an industry of studying ancient garbage, but has this helped us to under-stand what our trash says about us? They are keen to remark as to the organization of prehistoric households, but can archaeologists say anything regarding the cultural significance of the organization of their own living rooms? They exert much effort in combating the myth of pyramid-building aliens, but can they comment as to the cultural significance of the material remains of human exploration of outer space? Despite the discipline’s reputation for evalu-ating only material pertaining to the deep (not to mention, earthly) human past, archaeologists are beginning to ask questions regarding the material order of today’s world. This course explores a body of work produced by scholars at the forefront of that effort. It begins with an introduction to the disci-pline of archaeology, describing the field’s traditional goals and methods. It then works its way into discussion of the conditions that led to the develop-ment of an archaeology that makes the modern world its object. The course asks students to assess

the trajectory of the emerging subfield, evaluating the quality of its contributions by providing exposure to a broad range of related case studies.

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*JAN 039

DIVISION: Lower

READING LIST: Victor Hugo, Les Miserables Upton Sinclair, The Cry for Justice: An Anthology of the Literature of Social Protest Mason and Rizzo, The French Revolution: A Document Collection Mark Almond, “The Springtime of the Peoples” Victor Brombert, “Les Miserables: Salvation from Below” Lois Bee Hyslop, “Baudelaire on Les Misera-bles” Alexander Welsh, “Opening and Closing Les Miserables”

BASIS FOR FINAL GRADE: Daily response papers (10%); two (3-page) analysis papers (10% each); in-class oral presentation (10%); annotated bibliography (15%); active classroom participation (20%); final (15-page) research essay (25%).



Widely considered one of the greatest novels of all time, Victor Hugo’s Les Miserables has been read in dozens of languages and adapted numerous times. As a through-sung musical, Les Miserables has played in over three hundred cities, and recently inspired an Academy Award-winning film adaptation.In this class, we will view selected scenes from these adaptations and read excerpts drawn from key sections of the novel. To better understand the characters and events described in Les Miserables, we will discuss contemporary music, poetry, poli-tics, religion and warfare. Among the questions we will ask are: How did the French Revolution generate the demands the students sought to satisfy in the uprising of 1832? What does this story say about social justice and the rights of the poor? What does it say about the rights of women? What about crime and punishment? Wealth and poverty? Spirituality and disillusionment? Violence and Catholicism?Even as we conduct an in-depth examination of the

social and moral turmoil encapsulated in the novel, we will also discuss the “metamorphoses” of the Les Miserables “experience” itself. What are we to make of the story’s many permutations? What are we to make of the enduring appeal that the novel (or the musical or the film) seems to have among audi-ences of every imaginable background? What can all this teach us about constancy and change?

Les Miserables: The Metamorphoses Lain Hart | [email protected]

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*JAN 040

DIVISION: Lower

READING LIST: Carol Christ, Rebirth of the Goddess Amina Wadud, Qu’ran and Woman Finger et al, The Wisdom of Daughters Anita Diamant, The Red Tent

BASIS FOR FINAL GRADE: Active Classroom participation (30%); Spiritual autobiography, written (25%); Spiritual autobiography, oral presentation (25%); Critique of two performances/art exhibits (10% each, 20% total).

COURSE FEE: $25 (Cost includes off campus performance field trip.)

INFORMATIONAL MEETINGS: TBD



The Development of the Women’s Spirituality Movement Miri Hunter Haruach | [email protected]

Set against the backdrop of the feminist and wom-anist movements, the Women’s Spirituality move-ment began its development. Whereas feminism sought, in part, to liberate women from their bodies, Women’s Spirituality sought to re-vision the female body and to empower women by validating such concepts as intuition, women’s ways of knowing, the body as sacred and the body as a vessel for spiritual and practical knowledge.In this class, we will study and explore the use of the roots of the women’s spirituality movement. We will investigate how it grew out of feminism and womanism and the various re-visionist movements of organized religions. We will also investigate the use of the arts (music, dance, theatre, visual arts) in the women’s spirituality movement and how this praxis has led to the concept of embodied knowing. We will be using texts, both written and visual, performances and self-study in order to develop an understanding of this important philosophical/reli-gious/spiritual movement.

The class will attend performances and gallery exhibits. These will be assigned and are required.

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JAN 041

DIVISION: Lower

PREREQUISITES: ENG 4

READING LIST: Erve Chambers, Native Tours: The Anthropol-ogy of Travel and Tourism Rex Rowley, Everyday Las Vegas: Local Life in a Tourist Town course reader

BASIS FOR FINAL GRADE: Active classroom participation and homework (20%); exam 1 (20%); exam 2 (20%); final project (20%); final presentation (20%).

COURSE FEE: $25 (Cost includes guest speakers and class luncheon.)



Sim(ulated) City: Las Vegas and the Anthropology of Tourism Dana R. Herrera | [email protected]

Locals. Travelers. Souvenirs. Romance Tourism. Eco-Tourism. Authenticity. This course addresses the issues surrounding tourism as a culturally negotiated industry (particularly in developing countries). We will examine the social theory underlying the study of tourism while discussing 1) tourism as a “force in sociocultural change” (in the words of social scien-tist Malcolm Crick), 2) the motivations and roles of tourists in the international and local arena, and 3) the effect of tourism on the development of so-called “Third World” cultures and economies. We will read and extensively discuss case studies examining the relationship between globalization and tourism in places such as Southeast Asia. What is the local perspective on tourist activities? How do local populations participate in the development of the tourist trade? In the second half of the course, Las Vegas will serve as the United States case study. With almost 40 million visitors every year Las Vegas is one of the tourist capitals of the country. We will examine how Las Vegas resorts simulate significant cultural landmarks and their appeal to

travelers. We will also examine structures of power and wealth as they influence who wins and who loses in the city of “Lost Wages.”Students should be prepared to work independently and in groups to research, prepare, and present multi-disciplinary material to the class in a profes-sional manner. Our final week will be spent in a symposium-like setting presenting our month-long research projects. (Course texts and activities sub-ject to change with notice.)

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JAN 042 Cultures of War Gwyn Kirk | [email protected]

DIVISION: Lower

READING LIST: Helen Benedict, “The Lonely Soldier” (excerpt) Gray Brechin, “ The Scott Brothers: Arms and the ‘Overland Monthly’ “ Cynthia Enloe, “Sneak Attack: The militariza-tion of US culture” Susan Galleymore, “Long Time Passing: Mothers speak about war” Sherna Gluck, “Rosie the Riveter Revisisted” (excerpts) Malalai Joya, “A Bird with One Wing” Martin Luther King, Jr., speech about the Vietnam War, Riverside Church Lila Abu Lughod, “Do Afghan Women Really Need Saving?” Riverbend, excerpts from “Bahgdad Burning”

BASIS FOR FINAL GRADE: Class participation (15%); three reflection papers (3-4 pages each) (20% each); Final research-based paper (7-8 pages) and brief class presentation (25%)

COURSE FEE: $25 (Cost includes guest speakers, field trip, and photocopies of readings .)



Tank tops, bomber jackets, navy pea coats, flack jackets … military clothing has long been adopted into civilian wardrobes. Camouflage is cool. It comes in blue, pink, in baby onesies, lingerie, backpacks, and cell-phone covers. High fashion houses and local stores all feature clothes with “military styling.”This interdisciplinary course draws from anthropol-ogy, cultural studies, gender studies, history, and media studies to examine how war sneaks into civilian life: into our language, our closets, and our assumptions. We will explore examples from popu-lar culture as well as Bay Area history. Traditionally, war and militarism have been defined as male. What does that mean for women serving in the military and those impacted by wars? To study these topics we will use a multimedia approach with video clips, presentations of visual material, internet resources, speakers, class discus-sions, short lectures, and extensive readings from multiple disciplines. We will visit the World War II Home Front National Historic Park in Richmond on

Saturday Jan. 17. Students will also watch fea-ture-length films outside of class.

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JAN 043 From The Odyssey to O Brother, Where Art Thou?: Adaptation and Playwriting Now Krista Knight | [email protected]

DIVISION: Lower

READING LIST: Sarah Ruhl, Eurydice Aristotle, Poetics Elinor Fuchs, Visit to a Small Planet Jose Rivera, 36 Assumptions about Playwrit-ing Sam Shepard, Killer’s Head Sam Hunter, The Whale Dan LeFranc, Origin Story O Brother, Where Art Thou? (Film)

BASIS FOR FINAL GRADE: Attendance and citizenship (20%); in-class writing (10%); in-class discussion of reading (10%); at-home exercises (20%); writing of final project (40%)

COURSE FEE: $30 (Cost includes two tickets to plays in the region.)



In this interactive playwriting class, we will read, write, watch, create and act! We will examine how contemporary playwrights and filmmakers have re-imagined, re-envisioned, and re-invented classic texts; discuss the appeal of classics in modern life; see theatrical adaptations in the Bay Area; sharpen our skills in dramatic writing; and shift into creating our own pieces.We will pay attention to the reinvention of character, action and idea – finding what is created and is transformed in translation from source material to adaptation. Together, we will examine several plays for their structure, pace, dialogue and voice. You will then choose a classic play or narrative text and begin work on your own original adaptation. Writing exer-cises are designed to spark creativity and invention, to find a dramatic structure for stories, and to deepen character and plot. In class, we will work-

shop each other’s scripts, reading scenes in small groups and bringing the scenes to life in skits, improvisations, and media melts. This will be the most active writing course you have ever taken!By the end of the class, all students will have com-pleted a play (at least 20-40 pages), eligible for submission to the UNDO IT Script Contest, which offers a considerable cash prize and a production or reading by The Quixotic Players at SMC. Every student will leave the class with at least 20 pages of a script, as well as an outline for the entire project.Be ready to riff on the great works to create stories relevant to today, and uniquely your own.

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JAN 044

DIVISION: Lower

READING LIST: Brian Hare and Vanessa Woods, The Genius of Dogs: How Dogs are Smarter Than You Think Patricia McConnell, For the Love of a Dog Course Reader

BASIS FOR FINAL GRADE: Active class participation (20%); two in-class tests (40%, 20% each); final 10-page paper and class presentation (40%).




Survival of the Friendliest: Dogs’ Evolution, Behavior, and Interactions with People Patrizia Longo | [email protected]

One of the most fascinating things about the human / dog relationship is our constantly-evolving notions of how dogs think, understand, learn and interact with us. Researchers have learned more about how dogs think and reason in the last ten years than in the past century. Many animals have some level of social intelligence, allowing them to coexist and cooperate with other members of their species. For example, wolves – the likely ancestors of dogs – live in packs that hunt together and have a complex hierarchy. But dogs have evolved to add an extraor-dinarily rich social intelligence as they have adapted to life with us. All the things we love about dogs – the joy they seem to take in our presence, the many ways they integrate themselves into our lives – spring from those social skills.In this course we will seek to expose the “real” dog beneath the popular stereotypes and provide a comprehensive account of the domestic dog’s

natural history and behavior based on most recent scientific and scholarly evidence.

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JAN 045

DIVISION: Lower

READING LIST: Burton Malkiel, A Random Walk Down Wall Street Niall Ferguson, The Ascent of Money Various internet resources, particularly yahoo.finance.com.

BASIS FOR FINAL GRADE: Class participation and attendance (20%); Multimedia presentation (20%); Weekly Quizzes (40%); and Final (20%).


SPACES RESERVED FOR FRESHMEN: All.

Modern Financial Markets: A Multimedia Exploration Asbjorn Moseidjord | [email protected]

This course aims to provide a basic understanding of how modern financial markets have evolved, how they work, as well as their strengths and weak-nesses. Although these markets are supposed to guide society towards increased prosperity, they sometimes exhibit strange and destructive behav-iors that have terrible consequences for many peo-ple. Specific topics covered in the class are: the emergence of money and financial markets; the nature of securities (stocks, bonds, and derivatives); security price determination; government regulation; speculative behaviors; bubbles; manipulation and scams; winning strategies; and more.An important part of the class is to stay in touch with current events. We will usually start each class period with a discussion of recent events that illus-trate the nature of the security markets. Further-more, we’ll focus on how these events create opportunities that may be pursued in the financial markets.The multimedia approach taken in this course entails

use of multiple avenues to develop the major themes: video clips, real time access to financial markets and related internet resources, speakers, seminar style discussions, and regular lectures. The students will also be asked to develop a multimedia presentation of some financial market topic using Microsoft PowerPoint as the platform. Project instruction will be provided as part of the class.

COURSE information

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JAN 046 Creative Presence: Cultivating Creativity in the Age of Information Kirthi Nath | [email protected]

DIVISION: Lower


READING LIST: Robert Shapard and James Thomas, eds., Sudden Fiction International Natalie Goldberg, Writing Down the Bones Online Blogs, Websites and Videos

BASIS FOR FINAL GRADE: Weekly Assignments (6-8 total) (50%); Final Project (Portfolio + Presentation) (20%); Active Class Participation (15%); Constructive Critique Feedback (10%); Attendance (5%).

COURSE FEE: $50 (Cost includes photocopies, field trips, speaker fees, office supplies, and website needs (if projects deems so.))



COURSE information

Today’s age of information can be a double-edged sword. While we have information and inspiration at our fingertips, this constant stream of stimulation can turn into disruptive pressure that divides our attention, heightens anxiety and distances us from our creative process. How can we stay connected to creativity and cultivate creative presence amidst this vortex of stimulation? When we cultivate creative presence, how does this impact out art and our lives?We’ll explore the cultivation of creative presence in today’s age of information by studying the creative process of other artists, diving into acts of creation ourselves and anchoring our artistic journeys with tools intended to deepen our creative presence and artistic intuition. This will be a hands-on creative production class focusing on storytelling in the forms of writing (sudden fiction, non-fiction, inter-views), digital photography and multimedia blogs. Our ‘creative presence’ tools will draw from prac-tices such as meditation, visualization, movement, morning pages and loving awareness. By the end of

this course you will be able to identify and analyze storytelling techniques in writing, photography and multimedia, and apply these techniques in your own creative works. You will also be able to describe and utilize various mind-body tools that support creative practice. Note: This is NOT an introductory technical instruction class; you should have a writing practice and basic digital photography skills already. We’ll take 2 REQUIRED class field trips. They may occur on weekdays and weeknights, may be in San Fran-cisco, all will be BART / bus accessible.

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COURSE information

JAN 047

DIVISION: Lower

READING LIST: Alan D. Taylor, Mathematics and Politics Course Reader

BASIS FOR FINAL GRADE: Daily Homework (25%); Weekly Quiz (10%); Participation (25%); Final Paper (20%); Final 15 min Presentation (20%).

COURSE FEE: $20 (Cost includes photocopies for the course reader.)



Strategy, Power and Conflict: The Simple Math of Decision Making Weiwei Pan | Email: [email protected]

Why would anyone bid $3.25 in an auction where the prize is a single dollar bill? Are the standings in American Idol fairly determined? Why are there so often two Starbucks situated within a couple blocks of each other? Furthermore, what do these ques-tions (and their answers) have to do with interna-tional conflict, democracy, distributions of power and our own interactions with the world? In this course, through playing simple mathematical games we will explore ideas of power, fairness and rationality. Our goal will be to model strategic decision making of individual persons and group dynamics.

COURSE information

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JAN 048 Race, Culture, and Power in Children’s Stories Mitali Perkins | Email: [email protected]

DIVISION: Lower READING LIST: Course reader prepared by instructor, which includes articles by Andrea Davis Pinckey, Marc Aronson, Philip Nel, Debbie Reese, Bruno Bettelheim, and others. Two young adult or middle grade novels chosen by the students and approved by the instructor.

BASIS FOR FINAL GRADE: Quality of in-class and online participation (15%); one 3-page paper: draft (12.5%) + final (12.5%) + in-class debate (5%) (30%); one multiple choice midterm exam (10%); one picture book written and illustrated by the student exploring an issue of race, culture, or power (20%); final 3-page paper comparing two young adult or middle grade novels (25%).

COURSE FEE: $10 (Cost includes course reader, snacks during class, end-of-term party, and gifts for Skype visitors.)



Why are children’s stories so powerful? Who has the right to tell stories about marginalized communities? This course will explore the question of authenticity in storytelling and unmask explicit and implicit mes-sages about race, power, and culture communicated through books for young readers. A secondary course goal is to help students improve their analyti-cal writing and persuasive speaking.

COURSE information

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*JAN 049

DIVISION: Lower

READING LIST: Michael Berenbaum, The World Must Know Mark Wyman, D.Ps: Europe’s Displaced Persons, 1945-1951 Donald M. McKale, Nazis After Hitler: How Perpetators of the Holocaust Cheated Justice and Truth

BASIS FOR FINAL GRADE: Quality of participation (20%); written responses and reading quizzes (20%); final paper (40%); presentation (20%).

COURSE FEE: $25 (Cost includes travel to the Holocaust Center of Northern California.)



“The Holocaust was the most evil crime ever com-mitted.” – Stephen Ambrose When World War II ended, tens of thousands of Nazi war criminals went into hiding or escaped to foreign countries. Who helped them, what hap-pened to them, and who continued to look for them? Who was caught and who was pun-ished? What were the Nuremberg trials and what happened in the many trials that followed? For most Jewish survivors of the Holocaust, there was no place to go. Families were lost; homes destroyed. Many languished in “Displaced Persons” camps for years. What do we learn from liberators and journalists immediately after the war? What countries and organizations accepted and assisted survivors, and why did occurrences of anti-Semitism persist? What were reparations? How did people make the difficult transition from the horrors they

had experienced to a life of “normality”? Who knew what, when?This course will address these questions by studying the years after the war – from 1945 into the 1950’s – and attempt to better understand the tragedies that continued to unfold –that even now, continue to unfold.“The past is never dead, it is not even past.” – William Faulkner

After the Holocaust: What Happened to Nazi War Criminals and Jewish Survivors? Joan Peterson | [email protected]

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*JAN 050

DIVISION: Lower

READING LIST: Plato, Phaedrus. Plutarch, “On Curiosity” Apuleius, Metamorphoses. Augustine, Confessions. (selections) Aquinas, Summa Theologica. (selection) Dante, Divine Comedy. (selection). Ariosto, Orlando Furioso (selections). Cervantes, Don Quixote, Part I. Shakespeare, Othello.

BASIS FOR FINAL GRADE: Discussion (50%); two five page essays (25% each).



In this course, we will look at the role of curiosity in literature. We will see how it can lead to transforma-tions of our perspective. Curiosity is everywhere in today’s culture, and is usually just empty noise. Since the Enlightenment many have rightly worried that unlimited curious exploration would lead to self-forgetting, to mere distraction, and to other vices. But such exploration is also essential to learn, and can lead to moments in which we see some-thing which makes our initial curiosity seem second-ary. In those moments of wonder a new kind of questioning can arise that radically reshapes us and our world. Can curiosity for all its faults be inte-grated into a deeper desire to know?We will look at a number of literary presentations of curiosity in which curiosity is either contrasted to or connected with conversion, either a philosophical, religious, or sentimental one.We will read Apuleius’ Metamorphoses, the curiosi-ty-novel par excellance, a novel which many Renais-sance authors recovered in early attempts at realistic fiction. We will also read about Dante’s Ulysses, as

well as selections from Cervantes’ Don Quixote Part I, selections from Ariosto’s Orlando Furioso (which was Cervantes’ model for Don Quixote), and Shake-speare’s Othello. In addition we will read philosophi-cal authors who are important for grounding reflec-tion on the curiosity issues for the literary authors we read.

Curiosity and Conversion Gabe Pihas | [email protected]

COURSE information

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JAN 051 Lust, Greed, Murder: Seven Great Operas Martin Rokeach | [email protected]

DIVISION: Lower

READING LIST: Renee Fleming, The Inner Voice: The Making of a Singer

BASIS FOR FINAL GRADE: Four to six short written assignments (10%); reading log (15%); two exams (15%); paper on an opera-related subject (30%); final exam (25%); quality participation (5%).

COURSE FEE: $10 (Cost includes guest performer stipend and pizza for evening opera viewings.)

COURSE SCHEDULE: MTuThF, 9:15 - 11:45 AM (operas will be viewed in the afternoon)


This course will introduce students to seven of the world’s most favorite operas: Mozart’s The Abduc-tion from the Seraglio, Verdi’s Rigoletto, Bizet’s Carmen, Puccini’s La Boheme, Wagner’s Parsifal, Donizetti’s The Elixer of Love and Strauss’s Salome. Watching these operas on DVD, students will learn why they are among the most beloved works in the repertoire. They will gain insight into the world of opera, its musical styles, composers, singers and stories, and learn how each opera mirrors the values of the culture it springs from. Although there are no Bay Area opera performances during January Term, the class will attend a New York Metropolitan Opera simulcast at the Century Theatre, and a guest singer will visit the class to talk and perform. NOTE: Operas will be viewed in afternoons, outside of regularly schedule course meetings.

COURSE information

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JAN 052 Food to the People Kristen A. Sbrogna | [email protected]

DIVISION: Lower

READING LIST: Novella Carpenter, Farm City Alison Hope Alkon and Julian Agyeman, Cultivating Food Justice: Race, Class, and Sustainability Excerpted in Course Reader (partial list): Vandana Shiva, Stolen Harvest Helena Norberg Hodge, Todd Merrifield and Steven Gorelick, Bringing the Food Economy Home Carlo Petrini, Slow Food Nation Mark Winne, Closing the Food Gap: Resetting the Table in the Land of Plenty Michael Pollan, In Defense of Food: An Eater’s Manifesto Luc J. A. Mougeot, Agropolis: The Social, Political and Environmental Dimensions of Urban Agriculture Alice Hovorka, Henk De Zeeuw and Mary Njenga, Women Feeding Cities: Mainstream-ing Gender in Urban Agriculture and Food Security

BASIS FOR FINAL GRADE: Quality of daily preparation / participation including service-learning project (25%); Preparedness of daily reading for discussion, critical reading reflections, and two presenta-tions (25%); three short weekly essays (20%); Midterm (10%); Final project (20%).

COURSE FEE: $50 (Cost includes field trips, payment for guest speakers, and transport to service-learning sites.)



Food to the People explores the intersection of food justice and health, investigating local, small-scale food production as a response to our current food system. Focusing on identity, privilege, and access, we will compare the current trends in urban farming and suburban backyard food cultivation as we explore food sovereignty, hunger, and environmental and human health on both personal and global levels. We will respond to questions such as: Why are many urban residents forced to buy groceries at liquor stores? Why are food-related health illnesses like obesity and diabetes growing disproportionately in low-income communities and communities of color? How do factors such as location, property ownership, ethnicity, economic status, and gender influence the opportunities that exist for people to grow their own food in the city? Through partnership with the Urban Farmers (a local non-profit) and field trips, students will engage in a month-long ser-

vice-learning project designed to augment their academic inquiry and deepen their understanding of the connections between privilege, food, and health.

COURSE information

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*JAN 053 City of Dreams, City of Ghosts: St. Petersburg, Russia, in Literature, History, Art, and Film Dana Sherry | [email protected]

DIVISION: Lower

READING LIST: Aleksandr Pushkin, “The Bronze Horseman” Nikolai Gogol, “The Nose,” “The Overcoat,” “Nevsky Prospect” Fyodor Dostoevsky, Crime and Punishment Robert K. Massie, Peter the Great (excerpts) Catherine the Great, Memoirs Leon Trotsky, The Russian Revolu-tion (excerpts) Cynthia Simmons and Nina Perlina, Writing the Siege of Leningrad: Women’s Diaries, Memoirs, and Documentary Prose Sergei Eisenstein, dir. October Nikika Mikhailkov, dir. Oblomov Aleksandr Sukorov, dir. Russian Ark

BASIS FOR FINAL GRADE: In-class participation (25%); participation in Jan Term events (5%); two short quizzes (10%); weekly reflections (15%); 7-10 minute presentation (20%); and final project (25%).

COURSE FEE: $10 (Cost includes photocopies.)



St. Petersburg, Russia, is a city of ghosts. It is haunted by the shades of tens of thousands of workers who died in its construction, by those swept away in the annual floods, by tsars and statesmen and those who rebelled against them, by the revolutionaries who overthrew the Romanovs in 1917 and created the first Communist state, by those lost in the purges of the 1930s, by those who perished during the 872 days the Nazis laid siege to Leningrad, by victims of economic chaos and crime after the fall of the Soviet Union.It is also a city of dreams. It rose from the marshes of the Baltic Sea in 1703, born of Peter the Great’s quest for a window to the West that would make Russia a major European power. Contemporaries called it the Venice of the North for its canals, gar-dens, and Italian architecture. Russian literature and modern art were born on its streets as visionaries of all persuasions dreamed of remaking Russia.

This course looks at St. Petersburg as it appears in literature, history, art, and film. It presents classic pieces of Russian literature set in the city, including works by Akhmatova, Dostoevsky, Gogol, and Push-kin. The history of the city serves as a microcosm of the history of Russia, from Peter the Great through Catherine the Great and their ill-fated heirs. It contin-ues through the Russian Revolution and the city’s fate as communist Leningrad. Ultimately, Peters-burg’s ghosts and dreams alike speak to the power of modernity in Russia and beyond.

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JAN 054

DIVISION: Lower


READING LIST: Course reader, which will include Walter Benjamin’s “The Work of Art in the Age of Mechanical Reproduction”, Jonathan Let-hem’s “The Anxiety of Influence”, as well as excerpts from Kenneth Goldsmith’s Uncre-ative Writing and Srikanth Reddy›s Voy-ager, among others.

BASIS FOR FINAL GRADE: Final project (including supporting paper) (40%); active class participation (30%); response papers (2 per week) (30%).

COURSE FEE: $50 (Cost includes course reader and art supplies for in-class work.)



Riffs, Ripoffs, and Reinventions: The Art of the Copy Mary Paynter Sherwin | [email protected]

“Nothing of me is original. I am the combined effort of everyone I’ve ever known.” – Chuck Palahniuk, Invisible MonstersPeople have been copying other people for centu-ries, and the copies themselves are a form of study, self-expression, and political statements. We’re getting a lot of mixed messages about it, though. In art school, it’s part of the curriculum; in hip-hop, it’s how people sell albums. It will get you fired, or it will make you millions of dollars. Who knows what to think? What are we really saying if we are using other people’s words?This class will study instances of copying throughout history: in religion, music, fine art, fashion, and literature. We will read and discuss a wide variety of texts on the subject, including essays by Walter Benjamin, Jacques Derrida, Kenneth Goldsmith, and Jonathan Lethem. We’ll look at a wide range of reuse throughout history, including cento, sampling, fashion knockoffs, found poetry, jazz standards, collage, and pictures of pictures. And while we’re

looking, we’ll have spirited debates about the impli-cations and ethics of these copies in order to under-stand the differences between homage, plagiarism, copyright infringement, creative license, and stone-cold stealing. Each student will also produce a book erasure for the final project, drawing on the theories and prac-tices discussed in the class to create a personal piece. No artistic ability is required.

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*JAN 055

DIVISION: Lower

READING LIST: May include the following: Jiang Rong, Wolf Totem George B. Schaller, The Serengeti Lion: A Study of Predator-Prey Relations Michael Lewis, “Indian Science for Indian Tigers?: Conservation Biology and the Question of Cultural Values,” Journal of the History of Biology, 38, no. 2 (2005): 185-207. E. Elena Songster, chapters from Panda Nation: Nature Science and Nationalism in the People’s Republic of China Gary Urton, Animal Myths and Metaphors in South America

BASIS FOR FINAL GRADE: Engaged participation (20%); short writing assignments (5%); quizzes (5%); short paper (15%); midterm exam (25%); final paper on animal case study (30%).

COURSE FEE: $35 (Cost includes field trip admission fees and field expert visit.)



This course is an examination of the ways humans have sought meaning from (other) animals by trans-forming them into icons, mythologizing them, and using them as scientific subjects to seek insights into the broad range of the human condition. Each case study that we examine will also be an investi-gation of the metamorphoses that occur with trans-species interaction; either the human projects human qualities onto the animal or becomes ani-mal-like in an effort to try to see the world from the perspective of the animal. This course will largely focus on examples from the non-western world through a wide variety of texts and media including academic studies from scientific and social science disciplines, literature, folklore, film clips, poetry, art, propaganda, and live interactions with animals. We will take some fieldtrips to view animals in captivity and go on hikes to try to observe them in “nature”. We will pay close attention to the historical

context of each case-study and analyze them collec-tively to gain a broader understanding of cultural and historical continuities and variations in human soci-ety. Our final lesson in metamorphoses will likely be that as much as we transform animals to our pur-poses, non-human animals also have shaped our societies, economies, and landscapes. In addition to mini writing assignments and quizzes, you will have a midterm on concepts and content, write a short conceptual paper, and do a final paper on an animal case study of your choice.

Turning Animals into Icons: The Historical Significance of Animal Symbolism in Cultures around the Globe E. Elena Songster | [email protected]

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JAN 056

DIVISION: Lower

READING LIST: Joan Petersilia, When Prisoners Come Home Jeremy Travis and Christy Visher, Prisoner Reentry and Crime in America Norval Morris and David J. Rothman, The Oxford History of the Prison

BASIS FOR FINAL GRADE: Class participation (25%); papers on assigned readings (30%); final paper (2500 words) (45%).



Justice for All Ralph Spinelli | [email protected]

In this course, we will examine the history of pris-ons and how we arrived at our present state of crime prevention and crime detection. We will exam-ine these issues with readings, lectures and guest speakers. Students will be required to submit papers outlining suggested improvements through criminal justice reform. Students will leave this class better informed on this subject of social relevance than they are now.

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*JAN 057

DIVISION: Lower

READING LIST: Mahatma Gandhi, The Bhagavad Gita According to Gandhi Eknath Easwaran, Gandhi the Man: The Story of His Transformation Stephen Cope, The Great work of your life: A guide for the journey to your true calling Sri Swami Satchidananda, Integral Yoga Hatha; Integral Yoga Pranayama; Integral Yoga Meditation Dhamma Brothers (documentary film)

BASIS FOR FINAL GRADE: Quality of participation (20%); Journal (25%); quiz (25%); and final essay (30%).

COURSE FEE: $100 (Cost includes booklets, art supplies, and guest workshops by well-known Bay Area yogis.)



“Be the change you want to see in the world,” is one of Mahatma Gandhi’s famous quotes. How does one make this change or transformation? Mahatma Gandhi was inspired by ancient yogic teachings, especially those stressed in the Bhagvad Gita. His life inspired countless others to transform themselves or the society around them. These ancient yogic teachings and practices can enable us to make changes and transform at multiple levels: physical, emotional, intellectual, spiritual. Yogic teachings advocate an eight-step path in order to reach the ultimate goal of self-realization so that we can lead healthy, peaceful and joyful lives. The first two steps cover the moral and ethical foundations that form the fundamentals of a yogic life-style. Mahatma Gandhi, particularly stressed two of these foundational principles; satya and ahimsa. However, the third step, asana, is the more popular aspect of yoga in the U.S. Other steps on this path include special breathing techniques, concentration techniques and meditation. These

steps are not practiced linearly but together and consistently. The purpose of this course is to pro-vide participants with an overview of the discipline as well as the tools to practice it. These tools include beginner level physical yoga postures, deep relaxation, breathing techniques, meditation, study of select verses from the Bhagvad Gita and other yogic texts, reflection on specific ethical principles and journaling. Students will also have the opportu-nity to study how Mahatma Gandhi and other indi-viduals were able to transform themselves through yogic practices and examine the relevance and applicability of these practices in their own transfor-mation.

Self-Transformation through Yogic Practices Saroja Subrahmanyan | [email protected]

COURSE information

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JAN 058

DIVISION: Lower


READING LIST: Erve Chambers, Native Tours: The Anthropol-ogy of Travel and Tourism Mansel Blackford, Fragile Paradise: The Impact of Tourism on Maui, 1959-2000 Course Reader

BASIS FOR FINAL GRADE: Active classroom participation and homework (20%); Exam 1 (20%); Exam 2 (20%); Final Project (20%); Final Presentation (20%).

COURSE FEE: $25 (Cost includes guest speakers and class luncheon.)



Selling Paradise: Hawai’i and the Anthropology of TourismCynthia Van Gilder | [email protected]

The tourism industry markets Hawai’i as a natural and cultural paradise. Billed as a playground of fun, sun, and enriching cultural diversity that loves to host guests, Hawai’i is often enthusiastically referred to as “The most exotic vacation spot you can visit without ever leaving the U.S.!” In this class we examine the culture and politics of Hawaiian tourism, including the hidden and not-so-hidden costs to the archipelago’s people and environment. Using the lens of the anthropology of tourism, we will look at how the islands are marketed, how tourism affects local politics and development, and the history of the demographics of tourists, includ-ing niche markets such as gay travel, eco-travel, and cultural travel. We will devote equal time to under-standing what it is like to “be” a popular tourist destination: Who works in the tourist industry in Hawai’i? What effects does tourism have on local communities? Who owns/controls and benefits

most from the tourist industry?**Students should be prepared to work inde-pendently and in groups to research, prepare, and present multi-disciplinary material to the class in a professional manner. Our final week will be spent in a symposium-like setting presenting our month-long research projects. (Course texts and activities subject to change with notice.)

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*JAN 059

DIVISION: Lower

READING LIST: Sisela Bok, Lying Michael Lewis and Carolyn Saarni, eds., Lying and Deception in Everyday Life R. W., Lying Course Reader

BASIS FOR FINAL GRADE: Active, conscientious class participation, including group exercises (30%); two 3-page reports on lying in either the news, films, novels, or an on-campus Jan Term event (30%); one 3-page report on lies in your life (15%); your choice of either a 10-15 minute oral presentation or a 10-page written analysis of lying in one specific domain (with teacher’s approval of topic) (25%).




Lying 101 Rob Weiner | [email protected]

If you were told someone had never told a lie, would you believe it? That’s hard to imagine. Lying is one of the most common yet least analyzed aspects of human communication. This course looks at defini-tions of lying, the psychology of lying, ethical evalua-tions of it, past and present attempts to detect it, and some of the countless manifestations of lying in business, science, politics, the media, education, and everyday life. Lying can be very funny – most comedy involves some kind of deception – but it can also be quite painful, as we all know. This course requires some degree of self-reflection, but it is, of course, not a therapy session. It is an exploration of the world of lying, and we will read texts, watch films, hear guest lecturers, and carry out in-class exercises on the subject.

COURSE information

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JAN 060

DIVISION: Lower

READING LIST: Greg Garrett, We Get To Carry Each Other: The Gospel According to U2. Louisville, KY: Westminster John Knox Press. (2009). Robert Vagacs, Religious Nuts, Political Fanatics: U2 in a Theological Perspective. Eugene, OR: Cascade Books. (2005). There will also be on-line articles/readings, YOU TUBE video clips, and websites.

BASIS FOR FINAL GRADE: Final Exam (13%); Written paper (15%); Service-learning project (15%); Attendance / participation (15%); Reflection (20%); Song research / presentation (12%); Quizzes (10%).



Want to learn ways to change the world while listen-ing to tunes? Then this is the course for you! This class is designed to “rock your world” using the music of U2 as a catalyst for engaged spirituality. Bono and the boys have been making music and a difference for over 30 years! The band, their music, their concerts, and their political campaigns have “morphed” in a number of ways over three decades using their faith and spirituality to address critical social issues around the world. This course will utilize songs, lyrics, video clips of concert footage, readings and scripture to gain insight into the spiri-tual and political mission of the Irish rock group, U2. The course is built upon the theological foundation of Walter Bruggeman’s concept of “orientation, dis-orientation, and re-orientation” of the Psalms that reflects the band’s 30-year history and discogra-phy.The class will collectively organize conscious-ness-raising events / activities from the ONE Cam-pus Campaign for African relief. An event for the

campus community will be held during the last two weeks of Jan Term as a service-learning project. This is a major a “hands-on” activity that will require time and attention both in and out of class time. The band’s history and biographies of the individual band members will also be examined. The class also includes a pre and post-test of important terms and concepts as well as a five-page final paper. Daily discussions are based on nightly reading assign-ments. Students will also teach the class about a U2 song.

The Metamorphosis of U2: Musically, Spiritually, and Politically Marshall Welch | [email protected]

COURSE information

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*JAN 061

DIVISION: Lower

READING LIST: Kevin J.H. Dettmar, THINK Rock David P. Szatmary, Rockin’ In Time: A Social History of Rock and Roll

BASIS FOR FINAL GRADE: Weekly written and aural quizzes (40%); Final written and aural examination (20%); Final paper (30%), Classroom participation (10%).

COURSE FEE: $15 (Cost includes video rental, audio files, photocopies, and guest speaker.)



Come explore the musical, cultural, social, political, technological and stylistically diverse phenomenon that is rock and roll. A continuation of the History of Rock and Roll I, we will explore and examine the myriad of rock styles that continued to form between the mid 1960s until today. These include the San Francisco sound, the rise of the singer-song-writer, progressive rock, heavy metal, punk, new wave, development of alternative styles like grunge, riot grrrl, hip hop and rap, as well as the continuation of mainstream rock. The history of rock and roll is linked with social and political movements. We will investigate rock and roll’s connection to social and political influences, how corporatism has influenced its development, and how certain technological elements contributed to its dispersion and sound. Class time will feature a combination of lecture, recording, and video experiences. You will be responsible for a variety of reading, writing and listening requirements on which you will be tested and graded. This course requires a final paper on a pre-approved topic.

History of Rock and Roll II: Summer of Love and Beyond Renee Witon | [email protected]

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JAN 062

DIVISION: Lower

READING LIST: Alfred Corn, The Poem’s Heartbeat Marjorie Perloff and Craig Dworkin, The Sound of Poetry/The Poetry of Sound Susan Stewart, Poetry and the Fate of the Senses R. Murray Schafer, The Soundscape Barry Blesser, Spaces Speak, Are You Listening?: Experiencing Aural Architecture Pauline Oliveros, Deep Listening: A Compos-er’s Sound Practice Jean-Luc Nancy, Listening Gerard Manley Hopkins, Gerard Manley Hopkins: The Major Works

BASIS FOR FINAL GRADE: Active classroom engagement (30%); daily writing assignments (30%); 10-minute oral presentation (20%); final folder, including revisions of writing assignments (20%).

COURSE FEE: $15 (Cost includes office supplies and field trip excursions.)



This class will explore the relationship between sound and sense in poems. We will enact close readings of the metrical and rhythmic qualities of poems, their sound patterns, syntactic textures and pitch contours in the service of considering how poems are ecosystems of sound. Through engaging in close readings of a range poets who work(ed) intensively with sound, such as G.M. Hopkins and Jackson Mac Low, we will build a vocabulary for translating our sonic experiences, investigating what Yoko Tawada refers to as “the crevice between sound and language.” This study of the intimate, inner-working of sound in poetry will inform our creative forays into poem-writing.In addition, our writing will be guided by the study and practice of a variety of approaches to the art and science of listening. We will consider the sound-scapes in which we live and the sonic quality of our everyday lives, using the practice of “witnessing sound” to shape our poetry. We will take listen-ing excursions to engage in site-specific exercises.

Throughout the duration of the term, we will ask ourselves: How does listening inform our sense of place? How are we affected by our sonic environ-ments? What does it mean to be listening and composing during a time of great change (or meta-morphosis) in ‘the sonic’? At a time of increased urbanization, mechanization, species loss and cli-mate change, can the soundscapes of our lived environments, including the poems we dwell in, “speak” to us about the nature of change?

The Poetics of Listening Laura Woltag | [email protected]

COURSE information

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JAN 063

DIVISION: Lower

READING LIST: John Berger, Ways of seeing. London: Penguin, 1977. Steven D. Katz, Film Directing Shot by Shot: Visualizing form concept to screen. Michael Weise Productions, in conjunction with Focal Press, 1991. Katrina McPherson, Making Video Dance, Routledge, an imprint of Taylor and Francis Ltd. 2006. Karen Pearlman, Cutting Rhythms: Shaping the Film Edit. Focal Press, 2009.

BASIS FOR FINAL GRADE: 5 exercises (50%); 2 projects and presenta-tion (40%); handwriting log book / journal (10%).

COURSE FEE: $100 (Cost includes guest speaker(s) and copyright of art works.)



This is an introductory course to the field of Dance For Camera that focuses on an overview of the history and current state of the field, with exposure to supporting film, photography and editing theories (Berger, Eisenstein, Murch, Katz, Lynch, Pearlman). Additionally, this course focuses on the acquisition and application of basic video production skills for the creation of movement based video projects. Students will be given rudimentary tools to film, frame, set up shots, storyboard, design shot lists and set up lists, log & capture, edit, and export footage in order to create their own Dance For Camera video projects that will be uploaded to a class Vimeo page. At the end of the quarter, stu-dents will have a deeper understanding of Dance For Camera in conceptualization, practice, theory, history and its current state.

Dance for Camera Jia Wu & Cari Ann Shim Sham | [email protected]

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JAN 064

DIVISION: Lower

READING LIST: Beth Bagwell, Oakland, the Story of a City, 2nd. ed., (2012) Ishmael Reed, Blues City (2003) plus one other book, preferably one of the following, or another by approval (consult the Wikipedia article, “Bibliography of Oakland, California”): Malcom Margolin, The Ohlone Way (1978) David Weber, Oakland: Hub of the West (1981) Novella Carpenter, Farm City (2009) and also a few assigned articles

BASIS FOR FINAL GRADE: Reading journal (15%); eight short papers (40%); final paper or project (30%); final exam (15%).

COURSE FEE: $30 (Cost includes entrance fees and tours, guest speakers, snacks, and materials.)



From Native American homeland, to Spanish/Mexi-can Rancho, to American boom town, to industrial and civic showcase, to migrant and immigrant desti-nation, to city of protest, to city in search of revival and respect – Oakland has changed dramatically several times in just two centuries. Today the city stands once again at the crossroads of demo-graphic, political, economic, and cultural change.This class will explore the story of Oakland: its natural setting; social and racial history; political and civic development; commercial and industrial achievements; architectural heritage; and athletic, educational, arts, and religious aspirations. Getting behind headlines and common (mis)perceptions, students will discover an Oakland where changes past and present offer very much to admire and inspire.Up to two classes each week will be field trips to Oakland (all during scheduled class hours), including City Hall, the Oakland Museum of California, the Port of Oakland, the Cathedral of Christ the Light,

Kaiser Center, Redwood Regional Park, the Crucible, and Mountain View Cemetery.

Changing Oakland Russell Yee | [email protected]

LOWER

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*JAN 065

DIVISION: Lower

READING LIST: Instructor will provide texts from: Sappho, Ovid, Li Po, Dante, John Keats, Emily Dickinson, Walt Whitman, William Carlos Williams, Cesar Vallejo, Pablo Neruda, Fernando Pessoa, Federico Garcia Lorca, Elizabeth Bishop, Anne Sexton, Sylvia Plath, Adrienne Rich, Amiri Baraka, Barbara Guest, John Ashbery, James Tate

BASIS FOR FINAL GRADE: Completion of daily writing assignments (50%); participation in class discussions (25%); completion of a final portfolio of original writing of at least 20 pages (25%).




Metamorphosis – a change from one form to another – is something poets think a lot about. Metaphor is one of the main engines of poetry, and comes about when we transform something familiar into something unexpected and new. Also, we write poetry to change and be changed. In this class, we will write poems, and ask ourselves, which forms are the right ones? How do our poems change and grow when we put them into different forms? Just as art students sit in museums and sketch the work of masters, and music students learn to perform the work of the great composers, young poets can learn to get inside the work of the great makers of poetry, in order to develop techniques of transformation. In this intensive course we will imitate, adapt, trans-late, argue with, and grow to understand the work of great poets of the recent and distant past. By means of daily writing assignments based on the structure of the poems we are reading closely, we will compose many new poems and talk about them together. This course is open to beginning and expe-rienced poets alike.

Reading and Writing the Poetry of Metamorphosis Matthew Zapruder | [email protected]

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UPPER DIVISION on campus courses

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UPPER DIVISION on campus

JAN 100

DIVISION: Upper

READING LIST: Michael Walzer, Just and Unjust Wars Terry Nardin, The Ethnics of War and Peace Thomas Weiss, Humanitarian Intervention Michael Ignatieff, The Lesser Evil: Political Ethics in an Age of Terror

BASIS FOR FINAL GRADE: Attendance and Participation (30%); Online discussion questions (10%); Two short reaction papers (30%); Research Essay and Presentation (30%).


Beyond analyzing why nations or groups of people continue to engage in violent conflict with each other, we can also judge these actions morally. This course begins by providing a brief overview of just war theory as offered by Michael Walzer. We then build on that framework by examining how several different moral paradigms approach the question of war and peace from religious (Catholic, Jewish, and Muslim) and secular (pacifist, natural law, realist, utilitarian, feminist, liberal, etc) perspectives. We employ these paradigms to examine key instances where the use of force was employed or threatened on humanitarian grounds including: Somalia, Rwanda, Iraq, Afghanistan, Bosnia, Kosovo, Sudan (Darfur), East Timor, and Syria. Finally, we examine specifically how 9/11 and the “War on Terror” has altered our traditional understandings of the war ethics, especially with respect to the question of torture. Our goal is to develop a deeper understand-ing of just war theories and to practice applying them to past and present day situations so that students can arrive at their own moral judgments

about the threat or use of force in today’s world.

Just and Unjust Wars Ron Ahnen | [email protected]

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JAN 101

DIVISION: Upper

PREREQUISITES: ENG 5 and Seminar 1.

READING LIST: Italo Calvino, Invisible Cities Virginia Woolf, Mrs. Dalloway Tim O’Brien, The Things They Carried T. S. Eliot, The Waste Land, Prufrock,and Other Poems Richard Weston, Key Buildings of the 20th Century: Plans, Sections and Elevations Course reader.

BASIS FOR FINAL GRADE: In-class writing (20%); First paper (20%); Final paper (30%); Quality of class participa-tion (30%).

COURSE FEE: $15 (Cost includes photocopies and guest speaker(s).)


The 20th Century has been remarkable. In this course we will seek to understand the central move-ments, trends, and concerns that have come to define 20th century art, with specific attention to specific works in the fields of fiction, film, painting, and poetry. This course will focus on the growth of the collective human spirit as the central beneficiary of such unprecedented aesthetic inquiry. We will also look at the way art has responded to the politi-cal and military atrocities of the 20th century; the way it has aimed to aid and waken moral courage in its readers and viewers.A great poem or painting will always change your life and to that end, this course seeks to rediscover the relationship we innately have with art. This course also seeks to develop your analytical skills and attentiveness for reading deeply and seeing past the pigments glow and tint. We will explore the vital relationship between how much you know and how much you like.The ability to recognize and be moved by art is a skill

that needs to be practiced, not only for the moral evolution of humanity, but for its health and diver-sity. Art has restorative powers beyond the page or gesso ground, and the study of art is one of the most satisfying ways to connect with other people and the world around you. This challenging course will explore connections between seemingly dispa-rate modes of aesthetic inquiry in an effort to unpack the vitality of the whole.

Key Pieces: Assembling the 20th Century through Literature, Film, and Art Chad Arnold | [email protected]

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JAN 102

DIVISION: Upper

PREREQUISITES: Eng 5, SEM 20 / 120, or equivalent

READING LIST: James Joyce, Ulysses Short supplementary readings supplied by Instructor

BASIS FOR FINAL GRADE: Active classroom participation (40%); Short reflective essays and reports (30%); Final Essay (30%).

COURSE FEE: $7.50 (Cost includes duplicated materials and film rental.)


At its heart, James Joyce’s Ulysses tells a very simple story -- one day in the life of an ordinary, middle-aged Dublin man who loves his wife, fears that she may be unfaithful to him, misses his son who died, and by the end of the day forms a pater-nal relationship with a troubled young man trying to find his way in life after his school days end. Yet, reading Ulysses in college changed my life, though I was not middle aged, not married, had no son and had never been to Dublin.I remember thinking, “Gee, if that guy’s inner life is that weird, maybe my own is more ‘normal’ than I thought...” Joyce’s novel is designed to capture the inner life more deeply than any novel had ever attempted. And it connects that inner life of a pro-foundly ordinary man to the heroism of Odysseus and the great ideas of Western culture. For me, Joyce answered the question of why we read those “great books” of the past.To make those connections, Joyce devised a radical,

experimental kind of novel that is often seen as the beginning of modern literature, or certainly of mod-ernist novels. Arguably, it is hard to understand the literature since Joyce without referring to this novel.We will read only this novel, slowly, mostly one chapter at a time, to explore Joyce’s ways of writing and making the incredibly rich cultural connections that inform the stories of Leopold Bloom, Molly Bloom and Stephen Dedalus on June 16, 1904. And we will try to understand the appeal that brings people from all over the world to Dublin, every June 16, to walk in Leopold’s footsteps.

Reading Joyce’s Ulysses Ed Biglin | [email protected]

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*JAN 103

DIVISION: Upper

PREREQUISITES: ENG 5 OR World History 1 OR World History 2

READING LIST: Joe Sacco, Safe Area Gorazde Louise Erdrich, The Round House Additional readings: TBA

BASIS FOR FINAL GRADE: Attendance in class and at all lectures (10%); Participation in class discussion, including critiques of student work (20%); Completion of three exercises and creative projects (35%); Completion of final creative project and supporting research paper (35%).

COURSE FEE: $25 (Cost includes art materials, course speaker fees, and museum / exhibition tickets.)


This cross-disciplinary course explores artistic repre-sentations of the meaning of territory during periods of war, genocide, and ethnic cleansing. Students will examine art that addresses forced displacement from ancestral and titled lands, including the reset-tlement of Native Americans on reservations, cap-ture and enslavement of Africans, and ethnic cleans-ing of national groups in the former Yugoslavia. We will grapple with a range of questions, such as: Can visual art be an effective tool in exposing abuses and promoting human rights? How have artists balanced social conscience with the need to preserve their artistic integrity and individual vision? The course will consist of two parts: Territory, Vio-lence, and the Law. Class sessions will feature PowerPoint lectures, videos, readings, visiting art-ists, class discussions, and field trips. Students will have the opportunity to reflect on topics by creating their own studio art projects. Part One will examine the “meaning of place”: land (ancestral identity, habitation, and ownership) and land rights (from

occupation to eviction and displacement) both innate and as seen and protected by the law. Part Two will explore artists’ responses to war, crimes against humanity, and displacement. NOTE: THIS COURSE WILL BE UNIQUELY PAIRED WITH JAN 140: “WRITERS LOOK AT TERRITORY, VIOLENCE, AND LAW”, ITS COMPANION COURSE TAUGHT BY LAURIE PHILLIPS. ONE DAY PER WEEK, YOU WILL HAVE THE OPPORTUNITY TO ATTEND THE COMPANION COURSE, WHERE YOU WILL LEARN ABOUT SIMILAR TOPICS FROM THE PERSPECTIVE OF WRITERS, LAWYERS, AND LITERATURE.

Artists Look at Territory, Violence and Law Pamela Blotner | [email protected]

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*JAN 104

DIVISION: Upper

PREREQUISITES: At least one course in: ENG, TRS, PHI, PSYCH, SOC or ANTH, OR consent of instructor.

READING LIST: Leo Tolstoy, The Death of Ivan Ilych Philip K. Dick, Do Androids Dream of Electric Sheep Ovid, Metamorphosis: “Pygmalion” and “Galatea” (narrative myths) Octavia Butler, “Speech Sounds” (short story) Emily Short, “Galatea” (interactive story) Essays by Margaret Atwood, Donna Haraway, John Berger, N. Hayles, Daniel Siegel and others Bladerunner (1982 film) Stranger than Fiction (2006 film) Ruby Sparks (2012 film)

BASIS FOR FINAL GRADE: Active classroom participation (25%); assigned readings (25%); final group project (10%); weekly writing, 2 short papers and one final paper (40%). COURSE FEE: $10 (Cost includes photocopying additional materials.)



Are you looking at this course description on your laptop, digital reader, or Smartphone? Where are you when you glance at these words—on BART with your headphones, having a power drink at a café checking email, or on the lawn, Skyping a friend—rather than simply sitting in the library focusing on a printed page? Big changes continue to arrive in information and communication; even toddlers manipulate devices before they talk in full sen-tences. How are these shifts transforming your reading, learning, and connecting to others and yourself? How easy or hard is it to concentrate your attention and write sustained, cogent papers? Course readings (listed below) ask you to consider “What does it mean to be fully human in a post-hu-man era?” According to N. Hayles, the post-human means “no essential differences or absolute demar-cations between bodily existence and computer simulation, cybernetic mechanism and biological organism, robot teleology and human goals….” Debating this view while engaged in journal and

critical writing, and Facebook and group projects, you will explore your goals as a meaning-maker whose communication changes and is changed by the world. Subject matter includes your own habits of attention, both single focus and multi-directed, as revealed in tasks such as emailing, texting, writing essays, and conversation. This course looks at the cognitive styles of hyper attention (multitasking) and deep attention, and features practical ways to develop concentration, whether reading a novel or working out a complex math problem, tackling an analytical essay or a job interview.

The Human App: Transforming Communication in a Post-human World Abbe Blum | [email protected]

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JAN 105

DIVISION: Upper

PREREQUISITES: ENG 5 and SEM 21

READING LIST: Kevin Starr, California: A History Peter Fish, Two Centuries of Great Writing from the Golden State Thurston Clarke, California Fault: Searching for the Spirit of a State along the San Andreas Marc Reisner, A Dangerous Place Peter Schrag, California: America’s High Stakes Experiment

BASIS FOR FINAL GRADE: Quality of Participation and Reading Journal (20%); Midterm Paper (30%); Research Paper (30%); Creative Project/Class Presenta-tion (20%).

COURSE FEE: $200 (Cost includes museum entry fees, transpor-tation to and from Sacramento, lodging in Sacramento, and light snacks.)


California is more than a State. It is a cultural sym-bol heavy with meaning for all Americans. On the one hand, the “California Dream” might be said to be a shinier, more idealized version of the “American Dream.” While the American Dream may be defined as hard work, a middle-class income, home owner-ship, family, and a sense of community, the Califor-nia Dream transcends such ordinary pursuits. In part of the American mindset, California represents the possible, the different, the exciting, the adven-turous, the bold, the innovative, the relaxed, and the fun. It is the American Dream on vacation. On the other hand, California is also a nightmare in the American imagination. It holds a contradictory place in our collective conscience. It is the place of illegal immigration, crime, natural disasters, over-crowding, smog, high taxes, radical environ-mentalists, the off-beat, morally corrupt Hollywood elites, and a broken-down government. This class will explore the multiple meanings of California in American culture from a variety of disciplinary per-

spectives. This is a hands-on class. We will go on several field trips – a couple day trips to Bay Area locations and one overnight field trip to Sacramento. All the while, students will work on two major proj-ects – a research paper that explores the cultural meaning of California and a creative project that best represents the student’s interpretation of Califor-nia. Students must be available to take several field trips outside of the normally scheduled class time.

In Search of California: A multi-disciplinary journey Robert Bulman | [email protected]

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JAN 106

DIVISION: Upper

PREREQUISITES: Completion of at least one college-level course in religious studies (e.g., Introduction to World Religions), AND one collegiate seminar, AND one course in the physical, biological, or social sciences.

READING LIST: Inter alia: A. Nicholi, Jr., The Question of God C. Hitchens, God Is Not Good Pope John Paul II, Fides et Ratio M. Unamuno, The Atheist’s Prayer C.S. Lewis, Mere Christianity Robert Frost, Design A. Einstein, Religion and Science Isaac Newton, General Scholeum Charles Darwin, The Descent of Man Teilhard de Chardin, Life and the Planets S. Freud, The Question of a Weltanshauung

BASIS FOR FINAL GRADE: Participation in class discussions (35%); daily quizzes and / or written homework on assigned readings (35%); a term paper explicating and evaluating competing viewpoints on a fundamental issue of science vs. religion (30%).


Both religion and science seek to provide answers to the “existential questions,” i.e. diverse questions of universal appeal that remain extraordinarily rele-vant to our personal lives and our contemporary social and moral crises: Does God exist? How did the universe originate? Why do we suffer? What is the remedy for suffering? Is there meaning and purpose to our existence? What is love? We will consider the different viewpoints on these questions of a number of authorities on science and religion, such as Bertrand Russell, Albert Einstein, Isaac Asimov, Stephen Jay Gould, Carl Sagan, and Richard Dawkins. In particular, we will examine the contrasting worldviews of Sigmund Freud and C.S. Lewis, both of whom rejected the faith of their childhood and became atheists. Lewis eventually abandoned atheism and embraced Christianity. Freud did not. Our question: Why? We will read texts and articles by prominent figures in science and religion and view films on our topic. Class discussions and regular writing assignments

will be an important part of our activities.

When Worldviews Collide: Science and Religion on the Question of God John Cassidy | [email protected]

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*JAN 107

DIVISION: Upper

PREREQUISITES: Previous courses on Intergroup Dialogue, Interactive Theater, (Intro to ES, Community Building course) OR courses on relevant topics - e.g., race relations; whiteness, etc. (to be approved by Instructor) OR participa-tion in student leadership course, student leaders – i.e. SLIDErs / ID Leaders, HP Peer Mentors, RA’s, SMC Ambassadors, WOW Leaders,Tutors, DOC members, Diversity Club Executive Team members, etc. (Com-mitment to co-facilitate a minimum of one workshop during the 2013-14 school year.)

READING LIST: M. Adams, W.J. Blumenfeld et al., Readings for Diversity and Social Justice Allan Johnson, Privilege, Power and Differ-ence, 2nd Edition NTL Reading Book for Human Relations Training Selected articles

BASIS FOR FINAL GRADE: Critical reading and experiential journal (30%); evaluation of skills in practice facilita-tion (20%); intergroup facilitation project (20%); class participation, including daily discussion questions as a contribution to the learning process for all (20%); Evidence of appropriate preparation (10%).

COURSE FEE: $35 (Cost includes two-day retreat and workshop materials.)


SPACES RESERVED FOR FRESHMEN: 5. Seniors MUST receive “instructor’s permis-sion.”

This course is designed to prepare students to create components for and facilitate workshops among your peers on “difficult dialogue” topics – such as racism, sexism, classism, religious oppres-sion, micro-aggressions, etc. Students who com-plete this course will be equipped with practical, experiential hands-on training, and with skills to challenge prejudice and discrimination. We will focus on the creation and facilitation of dialogue workshops with an eye towards appreciating and valuing difference. The skills learned in this course will also enable us to create dialogues about a variety of issues in the contexts of our lives - both personal and professional, and to live and work successfully and civilly in a diverse world. In this course students will: develop an increased under-standing of yourself as an individual and a member of a social group; explore commonalities and differ-ences across social identity group boundaries;

observe, develop, and practice effective facilitation skills (including communication, conflict exploration and resolution, and bridge-building); identify actions that contribute to the creation of a socially just and inclusive community. The topics of this course include: social identity group development; prejudice and stereotyping and their effects on groups; exam-ining bias; difference and dominance and the nature of social oppression; culture, cultural cues and judgments; and basic group facilitation skills as applied in multicultural settings. The class will view films; use exercises, simulations, and role-plays; practice facilitation; and reflect on readings, interac-tions, and assignments during class discussions and in weekly journals. Workshops will be developed and delivered by students for SMC students and will be facilitated during the 2013-14 school year.

Finding Our Voices, Hearing Others: Discovering Common Ground Across Differences Barry Chersky and Corliss A Watkins | [email protected]

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*JAN 108

DIVISION: Upper

READING LIST: James F. Foley, The Global Entrepreneur: Taking Your Business International, Second Edition, Dearborn Financial Publishing, 2010.

LECTURE READINGS: Jerry W. Moorman and James W. Halloran, Successful Business Planning for Entrepre-neurs, Thomson Southwestern, 2010. Tapan Munroe, Innovation: Key to America’s Prosperity and Job Growth, 2012. Start Your Own Business, Staff of Entrepre-neur Media Inc. 2010.

BASIS FOR FINAL GRADE: Quality of participation (20%); Written Examinations (final examination term paper of 10 pages) (50%); 20 minute presentations (30%).

COURSE FEE: $95 (Cost includes field trip transportation, meals if included in field trips, photocopying, and quality speakers.)


Global Entrepreneurship Tom Cleveland | [email protected]

Metamorphosis means a change in form which is a characteristic of innovative ideas advanced by chang-ing the form to enter the global stage. Inspiration is a term aptly applied to the innovation phase of entrepreneurship. The US and most businesses, both developed and developing, see entrepreneur-ship as the major economic and cultural growth potential in their countries.Students will take field trips, hear outstanding speakers, and see videos of global entrepreneurship activities in China, India, the European Union, Asia, and the US to learn how these countries are encour-aging and supporting global entrepreneurial activi-ties. One particular innovative class experience will be a field trip and presentation by the operations manager of a global tea company that is a certified green and sustainable product. A video of their growing and harvesting the tea leaves in China, Laos, and Viet Nam will be discussed. Another field trip will be to visit global entrepreneurial company

Genentech where students will learn how global entrepreneurship was enhanced by the merger with Roche. Another field trip will be to have an interna-tional lunch and hear from the owner who has worked for famous and successful global famous chefs such as Wolfgang Puck and Thomas Keller. An optional field trip to Silicon Valley will be scheduled based on company availability.Groups in the class will present six current Harvard Business Review articles on entrepreneurship.This is a fast paced course of great current interest.

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JAN 109

DIVISION: Upper PREREQUISITES: ENG 5

READING LIST: Boggs and Petrie, The Art of Watching Films Corrigan and White, The Short Guide to Writing about Film Raymond Carver, “Shortcuts” Compiled New York Times articles

BASIS FOR FINAL GRADE: Weekly Quizzes (15%); Final Exam (15%); Online Moodle Forum Participation (10%); Active Class / Workshop Participation (group activities, discussion, etc.) (20%); Research Report (8-page) (25%); Jan Term Web Page Group Project (15%).

COURSE FEE: $90 (Cost includes field trip transportation, meals and tickets, and portion of speaker fees.)



During this short intensive term, you’ll learn to effectively observe and criticize several important films and, in the process, learn some of the princi-ples and practices of good writing. This is not so much an introductory film class as it is a writing class – writing will be our main focus, but at the same time we’ll discuss and study what makes a good film. Surprisingly, many of the elements that make a good movie also contribute to good writing, i.e., mood, plot, pacing, style, and attention to audi-ence (just to name a few). We will explore those similarities and discover connections between the complex aesthetic powers of modern-day film and the dynamic that lies behind well-crafted writing. This course also features guest speakers from different facets of the film industry – individuals who are passionate about their work and generously offer invaluable insight and perspective. Some of the movies we’ll watch: The Shining (1980), Requiem for A Dream (2000), Amelie (2001), On the Waterfront (1954), In America (2001), and Beasts of the South-ern Wild (2012). In addition, two field trips are planned.

NOTE: Film screenings will be held outside of regu-larly scheduled course meetings.

Writing About Film Chris Correale | [email protected]

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*JAN 110

DIVISION: Upper


READING LIST: Jane Austen, Emma Emily Brontë, Wuthering Heights Edith Warton, The Age of Innocence Nicholas Sparks, The Notebook Emily Giffin, Something Borrowed Helen Fielding, Bridget Jones’s Diary Stephenie Meyer, Twilight

BASIS FOR FINAL GRADE: Final Research Paper (8-10 pages) (25%); Class Participation and Engagement (20%); Daily Reading Responses (25%); Discussion Facilitation (10%); Midterm Presentation (20%).

COURSE FEE: $10 (Cost includes copying fees and speaker’s fee.)



In this class we will explore the metamorphosis of the marriage plot over the course of nearly two-hundred years. From the Victorian novels of Jane Austen and the Brontë sisters to the contem-porary Chick Lit of Emily Giffin and Stephanie Meyer, we will examine the social, cultural, and literary significance of the Romance Genre and the nev-er-ending story of a female protagonist’s path to grand nuptial payoff.Through the critical reading of novels, excerpts, and films, as well as critical essay reading, we will follow the progress (or perhaps the lack of progress) of the marriage plot. Students will complete daily discus-sion board responses and complete a midterm presentation and a final research paper. The class will be seminar based and will allow students an opportunity for both written and oral discussion.

The Marriage Plot: Emma Woodhouse to Bella Swan Tiffany Denman | [email protected]

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JAN 111

DIVISION: Upper

PREREQUISITES: Any one of the following: PHIL 10, 11, or 130; BIO 002; INTEG 072; PHYSI 002; CHEM 002

READING LIST: Stephen M. Barr, Modern Physics and Ancient Faith. Notre Dame, IN: University of Notre Dame Press, 2003. Alvin Plantinga, Where the Conflict Really Lies: Science, Religion, & Naturalism. New York: Oxford University Press, 2011.

BASIS FOR FINAL GRADE: Two one hour exams on each of the texts (50%); a final paper (3-5 pages) (25%); verbal and mental participation (25%).


Using the philosopher Alvin Plantinga’s description of “naturalism” as our guide, this course will explore the reputed conflicts between science and religion, and bring out the less discussed conflict between naturalism and science. As a complement to this discussion, we will also read the physicist Stephen Barr’s account of the complementarity of faith and modern physics. Topics that will converge and overlap in our discussion will include: creation, evolution, Genesis, chance, design, laws, God, atheism, natural selection, materialism, relativity and quantum theory. Expertise in any of these subject areas is obviously not required, but a familiarity and interest in them should prove helpful.

Science, Religion, and Naturalism: Where the Conflict Really Lies Patrick Downey | [email protected]

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JAN 112


READING LIST: Jenni Ferrari-Adler, ed., Alone in the Kitchen with an Eggplant Amanda Hesser, ed., American Food Writing; Eat, Memory, Great Writers at the Table Dianne Jacob, Will Write for Food Course Reader with Excerpts from: Julia Child’s My Life in France; M.F.K Fisher’s The Art of Eating; Anthony Bourdain’s Kitchen Confidential; Ruth Reichl’s Tender at the Bone; and Jonathan Safran Foer’s Eating Animals.

BASIS FOR FINAL GRADE: Class Participation (30%); Online blog (30%); Assigned writing (20%); Final portfolio (20%).

COURSE FEE: $250 (Cost includes three field trips, two guest speakers, transportation costs, and in-class food.)


“Tell me what you eat,” Jean-Anthelme Brillat-Sa-varin wrote, “and I will tell you what you are.” In recent years, food writing has seen an explosion of writers, whose contributions range from recipes to blog posts to food essays. Each writer brings their own flavor to the page: some celebrate the sheer pleasure of eating, while others explore the moral issues behind the food we consume and question how these choices shape us as individuals and as a culture.In this course, we will explore the history of food writing, read and discuss food writing as a form of literature and art, explore the politics of food, and go on two field trips in the Bay Area to whet our appe-tites and inspire our writing. But, most importantly, this is a writing course, a chance to master this mouth-watering yet challenging craft. Half our class time will focus on drafting, writing, and critiquing food essays and reflections. You will keep a blog during the course to document your adventures,

which will serve as a springboard for assignments.This course is perfect for students wanting to explore a new form of writing and who are inter-ested in getting their food writing out in the world. But it is also great for someone curious about the world of food and those who live to eat, instead of eat to live. If you are interested in making the leap from consumer to connoisseur, come join the feast!

Eat Your Words: Adventures in Food Writing for the Epicurious Jennie Durant | [email protected]

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*JAN 113

DIVISION: Upper

PREREQUISITES: Chamber Singers (PERFA 19-6) or signature of instructor (after vocal assessment).

READING LIST: Stephen Nachmanovitch, Free Play: The Power of Improvisation in Life and in the Arts A compilation of primary sources; read and listen to iconic singers such as Ella Fitzgerald, Billie Holiday, Frank Sinatra, and many others discussing their respective approaches to phrasing, intonation, conveying text and other topics.

BASIS FOR FINAL GRADE:

Quizzes (15%); Creative Project (15%); Final Ensemble Performance (25%); Solo Perfor-mance Evaluation (20%); Reading log (10%); Work ethic/quality participation (15%).

COURSE FEE: $50 (Cost includes three guest musicians (piano, bass, drums) to assist in the dress rehearsal

and final performance, sheet music, and music rights.)


Have you admired the tight harmonies and rhythmic drive of vocal ensembles on TV shows like The Sing-Off or Glee? Do you have some experience singing, a hankering to make music with others? Are you willing to work hard preparing for a public perfor-mance? If so, read on.Jazz Choir is a mixed vocal ensemble (Soprano, Alto, Tenor, and Bass) for singers with choral experience who wish to explore part-singing, improvisation, microphone technique, and performance practices of the Jazz idiom. Each class will begin with a vocal warm-up, followed by ensemble work. As we learn the various choral arrangements drawn from several significant areas of Jazz style including Blues, Swing, Bossa Nova, Cool, and Funk, emphasis will be placed on the study of related historical contexts. We will explore the origins and uniqueness of each style. The Jan Term theme of Metamorphoses will provide further inspiration as we focus on stylistic change and growth in complexity within each jazz form. Daily reading and listening assignments will provide dialogue for seminar style discussions of the

work. The choir will present a public performance of their work at the end of Jan Term.

Jazz Choir Julie Ford | [email protected]

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JAN 114

DIVISION: Upper

PREREQUISITES: SEM 122 or instructor’s consent

READING LIST: James McClatchy, ed., The Vintage Book of Contemporary Poetry Phllis Stowell and Jeanne Foster, eds., Appetite: Food as Metaphor Ted Hughes, Poetry Is Dan Wakefield, The Story of Your Life

BASIS FOR FINAL GRADE: Participation in group exercises and discus-sion (25%), development of skill in peer critique and draft revision (25%), written work, including brief reflection essay and final portfolio (50%).

COURSE FEE: $20 (Cost includes course reader and guest speaker.)


The emphasis in this workshop is on writing your story, primarily in poetry, but also in personal essay. The focus will be on the students’ own creative work. The two keynotes of the course are “Captur-ing a Spirit,” taken from a quotation by Ted Hughes (Poetry Is) and the “Treasure-House of Memories” from Rainer Maria Rilke (Letters to A Young Poet). The experiment of the course is to see how the personal essay can be a seed-bed from which poetry grows. There will be three primary in-class activities: (1) Writing exercises in prose and poetry designed to access the “treasure-house of memo-ries”; to practice saying “what you really mean”; and to facilitate the possibility of “capturing a spirit, a creature,” which is the poem; (2) Roundtable critique of students’ work in an honest and respect-ful atmosphere with a focus on enabling each stu-dent to fulfill his or her unique potential for creative writing; (3) Group discussion and analysis of texts by established writers, both creative works and writ-ings on the creative process.

Writing Your Story in Poetry and Personal Essay Jeanne Foster | [email protected]

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*JAN 115

DIVISION: Upper

PREREQUISITES: Students who have completed the St Mary’s seminars on early Western thought (particu-larly Greek, Roman, Christian, and Medieval Thought) will be well-prepared for this course. Also, students who are not majors in social sciences, religious studies, or philoso-phy should have completed the social sciences breadth requirement.

READING LIST: Social science: Weber, selections on sociol-ogy of world religions; Hillery: The Monas-tery: A study in freedom, love, and commu-nity; various peer-reviewed articles on contemporary and historical social aspects of monasteries, inlcuding but not limited to economic organization, gender and sexuality, colonization and conquest. Psychology: various peer-reviewed articles on laboratory experiments demonstrating the effects of reflection, seclusion, meditations,

and other practices of purposive mindfulness on individual emotional and cognitive states. Literature: Boccaccio, “The Decameron;” Donoso; “The Obscene Bird of Night;” Eco “The Name of the Rose;” and other excerpts, short stories, and plays that depict monastic life.

BASIS FOR FINAL GRADE: Active seminar participation (20%); three in-class essay-style exams (10% each); active participation in experiential learning exercises (10% each); final essay (20%).

COURSE FEE: $300 (Cost includes two one night visits to The New Camoldoli Hermitage in Big Sur (Benedictine Order) and to Abhayagiri in Redwood Valley (Thai Forest Tradition of Ajahn Chah).)


This interdisciplinary course explores through texts, artworks, discussions, and lived experiences the contemporary and historical worlds of intentionally secluded spiritual communities. Monasteries, abbeys, missions, and convents were once at the center of social, cultural, political, and economic life throughout the world. By looking at and even experi-encing monastic life, students will gain an important understanding of how modernity developed out of and away from these once central institutions. In addition to these social-historical insights, students will learn about the contemporary effects of purpo-sive seclusion on persons usually immersed in an interconnected, digitalized, and globalized world. In addition to the usual Jan Term seminar, the course will involve two short overnight visits to Christian and Buddhist monasteries as well as an overnight hermitage in the woods. Students of all religious and philosophical dispositions are encouraged to partici-pate and experiment with the potential metamor-phoses the monastic experience has offered throughout the millennia.

The St. Mary’s Monastery Experience Phillip Fucella | [email protected]

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*JAN 116

DIVISION: UpperPREREQUISITES: Two seminar classes OR consent of the instructor. READING LIST: Richard Owen Geer and Jules Corriere, et al, Story Bridge: From Alienation to Commu-nity Action Readings in: David G. Blumenkrantz, Fulfilling the Promise of Children’s Services Juanita Brown and David Isaacs, The World Café Jules Corriere, Collected Plays Richard Owen Geer, “Out of Control in Colquitt Georgia: Swamp Gravy Makes Stone Soup”; “Fail Again, Fail Better” Anne Jellicoe, Community Plays Eric E. Vogt, Juanita Brown, and David Isaacs, The Art of Powerful Questions Henry R. Moody, “The 22 Immutable Laws of Fundraising”

Misc. Journal articles, book chapters and essays listed in syllabus.

BASIS FOR FINAL GRADE: Quality of participation (30%); Written and oral critiques of student work (20%); Short reflective papers on process topics (25%); Final paper (25%).

COURSE FEE: $75 (Cost includes guest speakers, field trips, and photocopying of course readings.)


This experiential cross-disciplinary course explores individual and group change as a phenomenon at the confluence of story, the performing body, ritual, community, and conversation. Using the Story Bridge Method, students will serve as they learn, co-creating a project with a local elementary school struggling to move from diversity to inclusion within its ethnically and socially siloed groups. Students will experience story gathering, scripting, perfor-mance, relationship building, and appreciative con-versation in the service of community-driven change. Classroom work will be augmented by in-person or Skype guest appearances by several authors on the reading list. This course will have spe-cial relevance to those interested in team building, organizational development, and social practice art. Course will involve 16 additional hours (not counting travel) on evenings or Saturdays at Thousand Oaks Elementary School in Berkeley. In this course, we

will become a theater producing unit, so there are important responsibilities between students in support of the work of the class. NOTE: The Story Bridge Method, facilitated by the instructor and led by Saint Mary’s Students, is cur-rently engaged in a campus-wide storygathering, performance and conversation process which will culminate in performances in the spring of 2014.)

Story, Performance, and Conversation: The STORY BRIDGE METHOD of Arts-Based Community Development Richard Owen Geer | [email protected]

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JAN 117

DIVISION: Upper

PREREQUISITES: TRS 097, and ENG 5, and SEM 21

READING LIST: Patricia Garfield, Creative Dreaming Stephen LaBerge, Exploring the World of Lucid Dreaming Andrea Rock, The Mind at Night Robert Waggoner, Lucid Dreaming

BASIS FOR FINAL GRADE: Participation (25%); Essays (50%); Quizzes on Readings (25%).

COURSE FEE: $5 (Cost includes stipend for Dr. Meredith Sabini of the NorCal Dream Institute.)



Everybody dreams, but most of us forget our dreams as soon as we wake. Nevertheless, science increasingly tells us that dreams matter greatly to our mental health, while artists, writers, musicians and our spiritual traditions tell us that dreams can link us to creativity and deep sources of wisdom. In this course we’ll take a dual approach: we’ll study dreams from a scientific point of view, but we’ll also explore our own dreams as sources of knowledge about our own lives and the life of our society.Andrea Rock’s The Mind at Night will be our guide into contemporary research on dreams, and you will be expected to write several academic papers based on that book and others.An essential part of the course is your willingness to record your daily dreams in a journal and to partici-pate in small group sharing and interpretation. Stu-dents in a previous course have found this experi-ence to be the most “fun” part of their experience,

though it must be underlined that no one is ever required to share any particular dream. The model of dream work provided by Dr. Meredith Sabini, Director of the Northern California Dream Institute, will be taught and used as a non-intrusive method of dream sharing.You are the judge of whether you wish to share a dream, and you are the judge of what the dream means.In some ways, this is the ultimate “travel” course!

Dreams: Science and Spirituality Paul Giurlanda [email protected]

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JAN 118

DIVISION: Upper

PREREQUISITES:

ENG 5 and SEM 001.

READING LIST: John Stuart Mill, On Liberty Herbert Spencer, The Man Versus the State Friedrich Hayek, The Road to Serfdom Henry Hazlitt, Economics in One Lesson Ayn Rand, For the New Intellectual; The Virtue of Selfishness Milton Friedman, Capitalism and Freedom Robert A. Heinlein, The Moon Is a Harsh Mistress

BASIS FOR FINAL GRADE: Participation in class discussion (20%); Group presentation (20%); Reading journal (30%); Final paper (30%).


“I heartily accept the motto, — ‘That government is best which governs least.’” – Henry David Thoreau American libertarianism as a concept and a move-ment emerged in the 1960s, drawing on the “classi-cal liberal” tradition of the 19th century and the mid-20th century American tradition of opposition to Roosevelt’s New Deal and its successor, Johnson’s Great Society. Libertarians wanted to make a case for liberty, for individual rights, free markets, and limited government, without simply embracing the cause of the Republican Party or the emergent “conservative movement.” Libertarians regarded themselves as insurgents, as radicals, fighting for personal and economic freedom against the political and ideological status quo. They insisted that, despite their advocacy of free-market capitalism, they were not “conservatives.” Indeed, their elders called themselves “liberals” in the 19th-century sense.In this course we will investigate the roots of liber-tarian ideas, in the writings of John Locke, the Amer-

ican Founding Fathers, John Stuart Mill, and Herbert Spencer. We will explore the works of the most widely influential mid-20th century proto-libertarians, Friedrich Hayek, Henry Hazlitt, Ayn Rand, and Milton Friedman – along with the famous novel by Robert Heinlein, The Moon Is a Harsh Mistress, generally regarded as one of the greatest fictional expressions of a libertarian world-view, deeply influenced by Friedman, Rand, and other figures in the libertarian movement of the 1950s and 60s. Finally, we will ponder the role of libertarianism in contemporary politics. Many have seen libertarianism in gen-eral, and Ayn Rand’s classic novel Atlas Shrugged in particular, as the perfect lens through which to see, understand, and critique this era of “the Great Recession.”

What Is Libertarianism? Robert Gorsch | [email protected]

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JAN 119

DIVISION: Upper


READING LIST: Diana Winston, Wide Awake: A Buddhist Guide for Teens Joseph Goldstein, The Experience of Insight

BASIS FOR FINAL GRADE: Daily journal (25%); Daily quiz (25%); Mindfulness presentation (10%); Participation (10%); Final essay (15%); Final exam (15%).

COURSE FEE: $30 (Cost includes dinner and tickets to events.)


In this course, we will explore Buddhism through the practice of mindfulness meditation; through the study of Buddhist teachings; and through the exam-ination of various contemporary expressions of Buddhism and mindfulness. Our main orientation will be Theravadan Buddhism and Vipassana medita-tion. We’ll have two field trips to local Buddhist centers. Students will practice meditation every day, and maintain a meditation journal. Require-ments include: daily quizzes on readings, class presentation, final journal and final exam. NOTE: Fields trips take place outside normal class hours. Students must be available for evening trips.

Introduction to Buddhism Kevin Griffin | [email protected]

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JAN 120 Capitalism at a crossroads: Can society and modern corporations co-exist? Michael Hadani | [email protected]

DIVISION: Upper

READING LIST: Stuart L. Hart, Capitalism at a Crossroads. 3rd edition, 2010. Rachel Carson, Silent Spring. 1962/2002 Robert Reich, Aftershock. 2011. In addition, we will use open source cases from the Aspen Institute, the Rocky Moun-tain Institute, and MIT along with two MIT open source simulations. We will also critically view and analyze several documentaries, including The Corporation, Sicko, Enron: The Smartest guys in the room, Margin Call, and others sourced from TED.

BASIS FOR FINAL GRADE: Exams (30% midterm and 30% final); active classroom participation (20%); group presentations (10 page paper and 15 minute oral classroom presentation) (20%).


Global warming, resource depletion, pollution, growing economic injustice and poverty – today we face significant challenges that question the survival of our species. Many of these ailments are a result of a singular “achievement” – the rise of the modern corporation and its ever-increasing economic power and political power. This course explores how modern capitalism and its biggest champion – the modern corporation – needs to change in order for us to survive in a socially just and environmentally sustainable manner.The course will focus on critically exploring the role corporations play in society, the rise of the so called “triple bottom line,” social activism, and how some companies are reassessing the way they do busi-ness today. We will use case studies, simulations, videos, and in class exercises to flesh out the challenges and the conflicts that exist between modern corporations and society as well as focusing on emerging best practices in the areas of corporate sustainability.

COURSE information

70


*JAN 121

DIVISION: Upper

PREREQUISITES: PSYCH 1 or PSYCH 2 or PSYCH 10 or permission of instructors

READING LIST: Elisabeth Kubler-Ross, On Death and Dying Sherwin Nuland, How We Die C. S. Lewis, A Grief Observed Articles on ERES

BASIS FOR FINAL GRADE: Quality of participation, based on weekly evaluation (30%); three 2-3 page reflection papers (40%); 10 minute oral presentation (10%); 6-8 page final paper (20%).

COURSE FEE: $30 (Cost includes photocopying and acknowl-edgements for guest speakers.)


The course will address the topic of “Death and Dying: The Final Metamorphosis” from several perspectives. We will learn more about the physical and practical matters surrounding the death process; we will explore the stages of grief; and we will investigate the ways in which various cultures and religious traditions make sense of death itself. Through readings, class discussions, reflection papers, oral presentations, and our own responses to this topic, “Death and Dying: The Final Metamor-phosis” will be shared. Class activities will include opportunities to go to a mortuary, to price the cost of a funeral, to hear guest speakers talk about hos-pice care and choices, to explore how other cultures honor the dying process and to find out how some religious traditions explain death.

Death and Dying: The Final Metamorphosis Emily Hause and Grete Stenersen | [email protected], [email protected]

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*JAN 122

DIVISION: Upper


READING LIST: Tan, Chade-Meng, Search Inside Yourself. New York: HarperCollins, 2012. Excerpts from: Why Neuroscience Matters: Dan Siegel, “Interpersonal neurobiology: Expand your use of self by increasing your own neural integration.” Rick Hanson, “Overcoming the brain’s negativity bias.” Norman Doidge, “The brain that changes itself neuroplasticity.” Steven Porges, “Emotion, attachment and self-regulation.” Selected readings from the Center for Mindfulness in Medicine, Health Care and Society: Santorelli, Saki. “Mindfulness and mastery in the workplace.” Kabat-Zinn, Jon. Mindfulness meditation: Health benefits of an ancient Buddhist practice.

BASIS FOR FINAL GRADE: Weekly tests (four total) on didactic lectures and readings (50%); Two 3-5 page reflective papers on personal experience (25%); Participation in class discussions and activities (25%).


In this course you will learn to live a happier and more adaptive life and develop the optimism and resilience necessary to thrive. Grounded in brain science, this rigorous educational program will introduce students to practical, research-based neuroscience that details how the brain and nervous system functions. Students will learn how to experi-ence greater creativity, productivity and happiness through attention training, self knowledge, self mastery, and useful mental habits. They will learn why one can get stuck in maladaptive, defensive habits of thought and how to transform their experi-ence by learning how to calm the mind on demand, improve concentration, and perceive the mind with clarity. Mindfulness practice, adapted here from Mindfulness Based Stress Reduction (MBSR) can lead to greater self awareness and a means of coping more effectively with the challenges and demands of student life. Students will be guided

through a meditation practice in its various forms including walking, eating, listening, and gentle hatha yoga.Careful attention will be given to the cultivation of non-judgmental, non-striving, moment to moment daily practice to create an optimal learning environ-ment for ongoing growth and development. The focus of attention is directed toward the develop-ment of student’s first hand understanding of the body, mind, and body-mind interactions.

Cultivating Brain Power by Searching Inside Yourself Jo Ann Heydenfeldt | [email protected]

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*JAN 123

DIVISION: Upper


READING LIST: Sara Butler , “Quaestio disputata: ‘in persona Christi.’ A Response to Dennis M. Ferrara,” Theological Studies 56 (March 1995) 61-91. Dennis M. Ferrara, “The Ordination of Women: Tradition and Meaning,” Theological Studies 55 (1994) 706-719. John Paul II, Blessed, Ordinatio sacerdotalis: On Reserving Priestly Ordination to Men Alone, apostolic letter, 22 May 1994. Gary Macy, The Hidden History of Women’s Ordination: Female Clergy in the Medieval West. Roger E. Reynolds, The Ordinals of Christ from Their Origins to the Twelfth Century. Sacred Congregation for the Doctrine of the Faith, Inter Insigniores: Declaration on the Question of Admission of Women to the Ministerial Priesthood, 15 October, 1976. Edward Schillebeeckx, Ministry. Vatican Council II, Gaudium et spes: Pastoral

Constitution on the Church in the Modern World, 7 December 1965.

BASIS FOR FINAL GRADE: Active classroom participation (discussion and written reading checks) (20%); weekly research, reporting, and writing (40%); six-page essay (20%); final exam (20%).


SPACES RESERVED FOR FRESHMEN: 5 (with AP credit in some social science or liberal art or an interview with the professor)

This course seeks to explore two questions: What is the history of women in ministry in the Catholic Church? What have been the modern arguments pro and con for the ordination of women to the sacramental ministry of the Catholic Church and how do these arguments stand up to the evidence of the past? The study is an historical one. Pursuit of the answers to our questions should lead the student to a better understanding of ordained minis-try in the Catholic Church, recent official church statements on the ordination of women, as well as the past and present possibilities for women in ministry.

The History of Women in Catholic Ministry Brother Charles Hilken | [email protected]

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73


*JAN 124

DIVISION: Upper

PREREQUISITES: ENG 19 or SEM 1

READING LIST: Joshua Corey and C.C. Waldrep, eds., The Arcadia Project Ann Fisher-Wirth and Laura-Gray Street, eds.,The Ecopoetry Anthology The Pacific Coast Tree-finder

BASIS FOR FINAL GRADE: Daily participation (30%); daily writing (40%); final project (30%).

COURSE FEE: $5 (Cost includes copying fees.)



When the rains start and stop in Northern California in January, mushrooms appear, the hills turn green, and in Saint Mary’s redwood grove, the shy newts begin their migrations. It is a great time to be on campus, reading beautiful and inventive poetry that challenges our notions of what constitutes the “nature poem.” In this course, we will read and write ecological poetry, enter notes in our journals, and encounter some of the flora and fauna in our surroundings. This course will help you to write from a perspective of your own environmental concerns and to study the work of poets who have addressed ecological issues in local and international biore-gions. We’ll consider questions of poetic form, Romantic ideas of nature and spirit, native American pantheism, current theories of eco-feminism and other perspectives. We’ll read some essays on eco-criticism and we will use work from two ground-breaking anthologies of environmental poetry, The Arcadia Project and The Ecopoetry Anthology. Daily work will include discussions of assigned texts, annotations, and oral presentations of drafts of your

eco-poetry. We will take walks and will be especially tuned to our own Saint Mary’s January environment.

Ecopoetry in January Brenda Hillman | [email protected]

COURSE information

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JAN 125

DIVISION: Upper


READING LIST: Cristina Garcia, Dreaming in Cuban David Guterson, Snow Falling on Cedars Roya Hakakian, Journey from the Land of No Edward T. Hall, The Dance of Life T.T. Williams, The Open Space of Democracy (provided by instructor) Additional selections provided by the instructor.

BASIS FOR FINAL GRADE: Daily assignments and classwork – quality of participation (30%); daily journal (20%); quizzes (10%); Final Project (40%).

COURSE FEE: $35 (Cost includes photocopying, films, cultural dinner, and field trip.)



“So of all islanders – of all ancestries – let us so live in this trying time that when it is all over we island-ers can look one another in the eye with the knowl-edge that we have behaved honorably and fairly. Let us remember what is so easy to forget in the mad intensity of wartime: that prejudice and hatred are never right and never to be accepted by a just soci-ety.” –Snow Falling on CedarsWith the ever-evolving composition of our diverse society, how will some of our most essential values - freedom, democracy, fairness - be interpreted and passed on? How can we reach a common good in our bottom-line, problem-confronting, individualistic society? What assumptions do we as Americans hold that make cooperative interactions with others so difficult? Perhaps our history, both personal and national, has not prepared us for the patience and long-range, time-consuming planning necessary to help us forge a successful diverse society. Knowl-edge of ourselves and the cultures which comprise the tapestry of America is essential to this task.

During January, we will seek to become inter-cultur-ally literate. Participating in simulation exercises, analyzing films, and discussing theory as well as practice, we will explore Zen master Shoseki’s teaching that “truth only reveals itself when one gives up all preconceived ideas.” The final project will be an oral and written family history exploring values through generations.

Cross-Cultural Communication John Knight | [email protected]

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JAN 126

DIVISION: Upper


READING LIST: William Faulkner, Light in August; Absalom, Absalom!; Intruder in the Dust Course reader

BASIS FOR FINAL GRADE: Attendance and participation (20%); presen-tation (10%); six short (1-2 page) position papers (30%); final 10-page paper (40%).




“. . . I discovered that my own little postage stamp of native soil was worth writing about and that I would never live long enough to exhaust it. . . . It opened up a gold mine of other peoples, so I created a cosmos of my own.” –William FaulknerThe great 20th-century modernist writer William Faulkner (1897-1962) set many of his most memora-ble novels within a single fictionalized county that he called Yoknapatawpha. Modeled after his “little postage stamp of native soil,” Faulkner’s Yoknapa-tawpha County is home to blacks and whites whose lives are irrevocably intertwined and shaped by the legacy of American slavery. This course will offer students the opportunity to immerse themselves in Faulkner’s mythic world and read three of his most important works on race and racial trauma: Light in August (1932), Absalom, Absalom! (1936), and Intruder in the Dust (1948). Biographies, interviews, documentaries, and lectures by the author himself

will expand our understanding of Faulkner’s project as a writer and as a southerner. Contending with the problem of representing racial identity, Faulkner dared to experiment with the formal limits of the novel. As a result, he captured the experience of race like no other writer of his generation. In Yokna-patawpha County, no one escapes the past. Join us as we explore what Faulkner’s own private “cos-mos” can tell us about the meaning of race in Amer-ica.

A Month in Yoknapatawpha County: Faulkner, Race, and the American Novel Kathryn Koo | [email protected]

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JAN 127

DIVISION: Upper

PREREQUISITES: ENG 5 or SEM 2 or 21

READING LIST: Films: The Bicycle Thief, Citizen Kane, Guilty by Suspicion, Matewan, Do the Right Thing, Rabbit-Proof Fence, Blue, The Apostle, Amores Perros, Disgrace Books: Bernard Dick, Anatomy of Film, 6th Ed. Philip Lopate, American Movie Critics from the Silents Until Now, 6th Ed.

BASIS FOR FINAL GRADE: Quality of participation in discussion (30%); writing exercises (20%); written film reviews (50%).

COURSE FEE: $45 (Cost includes course reader and film / dinner outing.)


“As a rough rule, cinema can be sundered into two halves: six o’clock films and nine o’clock films. Most movies are nine o’clock affairs. . .You get home from work, grab something to eat, head to the theatre, and enjoy the show. And so to bed. . . A six o’clock movie requires more organization: pre-booked tick-ets, a restaurant table, the right friends. You’re going to need them, because if all runs according to plan you will spend the second half of the evening toss-ing the movie--the impact and the substance of it--back and forth.” –Anthony LaneIn this course, we will examine films that are worthy of Lane’s “six o’clock” designation. Class sessions will be one-part film discussion seminar and one-part writing workshop. Each week, the group will view two films (in screenings, outside of class meet-ings) and develop written reviews through a process of conversation, drafting, presenting work in-prog-ress, and editing final drafts. Students will learn basic approaches to film criticism and study the

writing of master film critics. As we evaluate a diverse set of six o’clock films, we will consider not only the social and philosophical ideas advanced, but also why these films linger in our heads, warrant multiple viewings, develop cult followings, or cap-ture the human experience. We will be working with movies that are intended for mature audiences; if they provoke, offend, titillate, or depress, it will be our charge to discuss why and to what end. The course builds on the tradition and process of Colle-giate Seminar and offers ample writing practice. Because film reviews are relatively short, allow for creativity, and require both opinion and evidence, writing them is great training. The workshop setting is meant for both struggling and advanced writers. Students should expect to make drafts public and to work collaboratively with peers. NOTE: FILM SCREENINGS WILL TAKE PLACE OUTSIDE OF REGULARLY SCHEDULED COURSE MEETINGS. Films will be screened twice each week and are currently scheduled for 12:30-2:30.

Six O’Clock Films Amanda Lashaw | [email protected]

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JAN 128

DIVISION: Upper

PREREQUISITES:

ENG 5

READING LIST: Jane Hirshfield, Nine Gates Course Reader includes: Gabrielle Calvocor-essi, Elizabeth Bishop, Anne Carson, Emily Dickinson, Matthew Dickman, Michael Dickman, Nick Flynn, Seamus Heaney, Gerard Manley Hopkins, Marie Howe, John Keats, Stanley Kunitz, Dorothea Lasky, Agnes Martin, Rainer Marie Rilke, Rebecca Solnit, and others.

BASIS FOR FINAL GRADE: Engaged presence in class (attendance, active participation in discussions, exercises, campus events) (30%); Final Portfolio (30%); Written responses to readings (10%); Journal (15%); Responses to student work (written and oral) (15%).

COURSE FEE: $25 (Cost includes course reader, class visits, and garden supplies.)


Poems are metamorphic creatures. Poet, poem, and reader: all change and are changed in the process or encounter. January Term offers a singular opportunity of con-centrated engagement in a collaborative and kindred community of writers and readers. In this course, students will write poems and support each other’s work in an immersive, exploratory environment that is part salon, part studio, and part laboratory.Class meetings will include writing, reading, experi-ential activities, and conversation, in different propor-tions. Students will engage in ongoing writing exercises that will allow them to develop a series of poems or one longer poem. In regular individual conferences with instructor, workshops, small group discussions, students will become more attuned to possibilities in their own work and they will develop sensitivity and acuity in responding to poems they read. We will dedicate special attention to how we can be open to changes

the poem undergoes as it comes into being.We will conduct a class project in the SMC Student garden that mirrors our inquiry into poems. Students are also encouraged to explore how their involve-ment in other disciplines, crafts, sports, etc. can inform their poems.A weekly open work salon will be available outside of class time to give a dedicated but informal con-text for working in tandem, and responding to each other’s work.

The Art of Change: A Poetry Incubator Genine Lentine | [email protected]

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*JAN 129

DIVISION: Upper

READING LIST: John Clifford Holt, ed., The Sri Lanka Reader: History, Culture, Politics Frances Harrison, Still Counting the Dead: Survivors of Sri Lanka’s Hidden War Selections from: Gordon Weiss, The Cage: The Fight for Sri Lanka and the Last Days of the Tamil Tigers Niromi de Soyza, Tamil Tigress: My Story as a Child Soldier in Sri Lanka’s Bloody Civil War Pradeep Jeganathan, At the Water’s Edge Grant Wiggens and Jay McTighe, Under-standing by Design, (Expanded 2nd Edition) Dharini Abeysekera and Nayomi Munaweera (Island of a Thousand Mirrors) Leah Lakshmi and Piepzna-Sama-rasinha (Love Cake; Consensual Genocide) Seni Seneviratne (Wild Cinnamon and Winter Skin; The Heart of It) Pireeni Sundaralingam (Indivisible: An Anthology of Contemporary South Asian American Poetry)

BASIS FOR FINAL GRADE: Active classroom participation (20%); two (4-page) papers (one reflection on the readings and one reflection on interacting with students and Tamil women in Sri Lanka via Skype) (20%, 10% each); digital media piece to be used in connection with lessons (20%); short unit and teaching of 3-5 lessons using at least one story from a Tamil woman collected in the field (40%).

COURSE FEE: $40 (Cost includes guest speakers (local Sri Lankan women) and photocopying.)



Sri Lanka, a tropical nation with a history that extends to the dawn of time, calls out for your exploration. In this class, you have the opportunity to delve into Sri Lanka’s culture and issues by draw-ing upon narratives of Tamil women about the civil war in the creation of multimedia-enriched lessons suitable for secondary students. This class will work here on campus in collaboration with a SMC class in Sri Lanka, allowing students to collaborate with those in the field in the creation and teaching of lessons.

Community Engagement through Education and Technology: Virtual Immersion in Sri Lank a Raina Leon | [email protected] CANCELLED

COURSE information

79


JAN 130

DIVISION: Upper

PREREQUISITES: ENG 5, SEM 1 or SEM 20

READING LIST: Suzanne Collins, The Hunger Games Veronica Roth, Divergent Charlaine Harris, Dead Until Dark Robin McKinley, Sunshine Philip Pullman, The Golden Compass Course Reader (theoretical and critical essays)

BASIS FOR FINAL GRADE: Engagement (25%); Reflections (25%); Group Presentation (20%); Final Paper (30%).

COURSE FEE: $30 (Cost includes course reader, DVD rental, and guest speakers.)



The past few years have seen significant growth in the demand for science fiction and fantasy novels featuring young women as heroes. With the recent popularity of Suzanne Collins’ Hunger Games and the box office success of its cinematic adaptation, there must be something special that it offers today’s readers and viewers. Unlike the damsels of folklore past, these women wield weapons, throw punches, and engage in bloody combat. They lead revolutions against totalitarian regimes set in dys-topic futures and function as key players in worlds rife with vampires and shape-shifters. What then, do these novels reveal about their readers? What has been lacking in literature and for what are we so hungry? While set in the future or in an alternate universe, what contemporary social issues do these stories address and critique? Armed with bows and arrows or magical powers, what patriarchal con-structs are these women really battling?This course will take a feminist approach to reading

the novels of today’s science fiction and fantasy. In addition, we will examine whether this wave of heroes carves a new space for reimagining and reconstructing literary tropes and conventions. Or, do they merely rehash familiar literary archetypes? We will read a series of novels, scholarly essays, and view some clips from related films and television shows in order to investigate why and how these young women speak to us so powerfully.

Hunger Dames: Women in Science Fiction and Fantasy Hilda Ma | [email protected]

COURSE information

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*JAN 131

DIVISION: Upper

PREREQUISITES: SEM 2. Humanities, Social Sciences, Law and Biological Science students are encour-aged to enroll. Students from other disci-plines may be admitted into the course with the permission of the Instructor.

READING LIST: Course readings include works by: Joseph Campbell, Mary Douglas, Clifford Geertz, Marvin Harris, Claude Levi-Strauss (anthro-pology); Tim Friend, Jane Goodall, Temple Grandin, Jeremy Rifkin (ethology, animal science); Jr. Herzog, Peter Singer (philosophy and animal ethics); Kenneth Clark (art and art history); Aesop and La Fontaine, Richard Adams, Yann Martel, A. A. Milne, George Orwell (literature).

BASIS FOR FINAL GRADE: Attendance and active participation in class discussions (including the contribution of a

300 word literary or scientific piece) (15%); one two-page book review (15%); one 12-page research project (40%); one class examination / essay (30%).

COURSE FEE: $125 (Cost includes zoo admission, three meals / round-trip visits to SF, and a course reader.)


We, humans, have always shared the world with other animals, but we have not always been at the top of the food chain, nor have animals always been excluded from the kingdoms of the gods. So how did Homo Sapiens Sapiens come to dominate the environment to the extent of exterminating and endangering entire species? How do we, and how did our ancestors, conceive of our place in the animal world? Why do we eat some animals and keep others as pets? Why do we dress animals as people to tell stories about humans? Why do we call people by animal names when they behave like… humans? In this class, we will explore how our physical, symbolic and emotional lives are con-nected to the animal world, and why our relation-ships with animals, how we treat and mistreat them, matter. Through a variety of texts in anthropology, ethology, philosophy, film, art and literature, “From Totem to Animals R Us,” will explore important aspects of our relationships with animals across historical and cultural contexts. We begin with the Garden of Eden and end with the proposals for a UN declaration of

animal rights; we will look at the power of animal spirit, at notions of the sacred and polluting powers of animals from antiquity to our times; at farming ethics; at animal intelligence from the perspective of religion, science and philosophy; the emotional bonds between humans and animals; and the sym-bolic use of animals in religion, literature and visual arts.

From Totem to Animals R Us Christine Mathieu | [email protected]

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JAN 132

DIVISION: Upper


READING LIST: Robinson Jeffers, Collected Poems Maxine Hong Kingston, The Woman Warrior Oscar Zeta Acosta, Autobiography of a Brown Buffalo Gerald Haslam, Many Californias: Literature from the Golden State Ann Charters, The Portable Beat Reader

BASIS FOR FINAL GRADE: Two papers (50%); Twice weekly short blog posts (20%); Active participation (20%); 10 minute presentation and discussion leader-ship (10%).

COURSE FEE: $100 (Cost includes one night’s stay in the Pidgeon Point Lighthouse, three meals, and museum entrance fees.)



Come spend this January reading the literature of this diverse place: Northern California. In this course we will be reading novels, short stories, and poems from the California Coast, the Central Valley, the Sierra Nevadas, and right here in the San Francisco Bay Area. We will interrogate how the physical and cultural geographies of this place have shaped literary production. In the process, we will explore the often conflicting myths of California as a virgin landscape, an immigrant’s dream, a dystopian wil-derness, or a fractured reality. This class will take two day trips to San Francisco in the second and fourth week of January. We will also venture to the Central Coast and the Central Valley in an overnight field trip in the third week of class. We will spend the night at the historic Pigeon Point Lighthouse, and this will serve as our home base for explorations in the region.

California Dreaming: Northern California’s Literary Landscapes Molly Metherd | [email protected]

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*JAN 133

DIVISION: Upper

PREREQUISITES: ENG 5, SEM 1, PSYCH 1 or SOC 1

READING LIST: Peter Gay, The Freud Reader

BASIS FOR FINAL GRADE: Daily writing / Dream Journal / Quizzes (25%); Research Project in Applied Psycho-analysis (25%); 5 pg. essay (25%); Class participation (25%).

COURSE FEE: $50 (Cost includes guest speakers and photocop-ies.)



We will read and discuss some of the classic texts of psychoanalytic theory and practice, beginning with Freud, and including contributions by his follow-ers, detractors, and revisionists. Think of this class as a history of an idea, one that has shaped how we think about our selves, our identities, our relation-ships, and our world. Guest speakers will share the many ways that psychoanalysis has shaped their research and work. What does this class require? Curiosity, open-mindedness, and a wish to under-stand the unconscious. Previous knowledge of psychology is not necessary, but you need to be will-ing to read difficult texts and have an interest in learning how to test and apply theories to real-life circumstances, including those from your own life. You will have the opportunity to select an area of applied psychoanalysis that is meaningful to you (e.g., literature, film and other arts, politics, war, poverty, racism, and more) to explore in a research project.

Psychoanalysis: Exploring the Unconscious in Everyday Life Elise Miller | [email protected]

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JAN 134

DIVISION: Upper

PREREQUISITES: An introductory course in sociology, psychol-ogy, or kinesiology AND ENG 5. Students who do not meet the prerequisites may seek permission of the instructor.

READING LIST: John Engh, Why Johnny Hates Sports Tom Farrey, Game On: The All-American Race to Make Champions of Our Children Mark Hyman, Until it Hurts: America’s Obsession with Youth Sports and How it Harms Our Kids A course reader with approximately 15 articles to accompany these texts.

BASIS FOR FINAL GRADE: Midterm exam (20%); quality of participation (20%); blackboard discussions (20%); 15-20 page paper (20%); daily quizzes (20%).

COURSE FEE: $15 (Cost includes course reader and one guest speaker.)


Youth sports are more popular today than ever before. Approximately 20 million children in the U.S. participate in organized sports every year and yet the dropout rates are staggering. Why is this the case? Are children not having positive youth sport experi-ences? If not, what can be done to enhance their experiences? Youth sport has been heralded as a positive means to integrate children into the moral fabric of society by teaching important norms and values, but is there enough evidence to support this claim? Does sport really build character, or are we spending valuable resources on activities that are stifling the overall development of our youth? This course will provide an in-depth exploration of these questions by critically analyzing the increased role of sport as a socialization tool in our society. Specifi-cally, the course will focus on the following issues related to sport: the origins and recent trends in organized youth sport; the psychological, social, physical, and moral development of children; par-ents’ responsibilities and challenges in neoliberal societies; matters related to access to sport includ-

ing continued gender and racial bias; the value of informal play as an alternative to structured, par-ent-controlled youth sport; the focus on elite, spe-cialized sport-training programs; as well as the increased interest in “alternative” sports. The course will involve open discussions of these complex issues as well as critical analysis of the course readings. Student course projects will focus on an in-depth investigation of one self-chosen issue related to youth sport and recommendations for improving the quality of youth sport.

Children and Sport Steve Miller | [email protected]

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*JAN 135

DIVISION: Upper

PREREQUISITES: For all students: SEM 1 AND 2 (or 20 and 21); AND At least one of the following courses -HIST 10 or JAN 47 (2013) --For Project 1 Dance style and Music: At least one of the following courses - KINES 10, PERFA 20 / 120, PERFA 22 / 122, PERFA 10, PERFA 11, OR PERFA 14 --For Project 2 Ethnography and Business: At least one of the following courses - ANTH 1, BUSAD 10, ES1, POL 1, OR POL 3 --For Project 3 Language and Culture: At least one of the following courses - SPAN 3, SPAN 103, SOC 2, PSYCH 1, PSYCH 2, or WGS 1. Or instructors’ permission.

READING LIST: Tangocoalition.com, Dance Flow in Tango (provided in a Card form) La Tangauta, vol 182, 2009, “Mariano ‘Chicho’ Frumboli interview” (PDF) Gustavo Benzecry Saba, “Codigos in Embrac-

ing Tango” (PDF) Simon Collier, A. Cooper, M. S. Azzi, and R. Martin, !Tango! Michael Lavocah, Tango Stories: Musical Secrets Astor Piazzola, Memoirs Project Ethnography and Business : Carolyn Merritt, Tango Nuevo Gabriela Nouzelilles and Graciela Montaldo, The Argentina Reader: History, Culture, Politics Project Dance style and Music: Tango DJ Magazine N 1 - Paris, October 2012 Project Language and Culture: La Milonga, January 2011, “Tango Therapy” (PDF) Robert Farris Thompson, Tango: The Art History Of Love

BASIS FOR FINAL GRADE: Group Project (Active involvement, participa-tion, and content for the investigation / Presentation) (30%); 3-5 page short essay (10%); Final Charity Milonga (complete

involvement in creating, planning, and executing the milonga, including understand-ing the purpose of the fund raising / organiza-tion of charity logistics, and the active participation in the milonga as a dancer and host (to public)) (20%); Field Trips to at least five milongas and a short reflection for each excursion (20%); Weekly Homework (20%).

COURSE FEE: $150 (Cost includes fees for Ladas’ dance instruc-tions / project supervision and Final Charity milonga expenses.)

COURSE SCHEDULE: MTuThF, 10:30 AM - 12:00 PM (Dance Lab); 1:00 - 2:05 PM (Lecture)

In this course, students will learn Argentine Tango dancing and the evolution of this dance by concur-rently taking a dance lab with a class lecture. In the dance lab, students will learn basic movements and applied contemporary movements. In the class lecture, students will learn the dance’s history, as well as the political, economical, and cultural history of Argentina. Students will participate in field trips to socially dance. Students will also conduct an in-depth investigation of one of three areas related to Argentine Tango through a supervised project in order to deepen their understanding of the history of Argentine Tango, its evolution, and its globaliza-tion. Topics include: 1. Dance style and Music (Homer Ladas); 2. Ethnography and Business (Cris-tina Ladas); 3. Language and Culture (e.g., the issue of gender roles; psychological impacts on daily life)

(Hiroko Nakano). For their projects, students will conduct literature research and hands-on research in the SF Bay Area tango community by interacting with Tango dancers, teachers, DJs, or ‹milonga› (dance party) organizers. Students will reflect upon the issues of how the tango has historically impacted other cultures in the world, of how it changed its concepts and forms, and how the cur-rent tango is formulated in different areas of the world. At the end of the term, students will orga-nize their own ‘milonga’ as a fund-raising event to demonstrate historical and contemporary Argentine Tango culture, and to demonstrate understanding of current social, economical, or educational needs in Argentina or in the SF Bay Area.

Argentine Tango Globalized: An in-depth investigation of its history and metamor-phosis Hiroko Nakano (SMC) and Homer and Cristina Ladas (Founders of The Organic Tango School) | [email protected] (Hiroko Nakano)

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JAN 136

DIVISION: Upper PREREQUISITES: SEM 1, and SEM 21 or SEM 110

READING LIST: Gwen Cooper, Homer’s Odyssey J. Anne Helgren, Communicating with Your Cat Pam Johnson-Bennett, Psycho Kitty C. S. Lewis, The Magician’s Nephew Don Marquis, Archy and Mehitabel Yann Martel, Life of Pi Mel Sunquist and Fiona Sunquist. Wild Cats of the World Richards, ASPCA Complete Guide to Cats

BASIS FOR FINAL GRADE: Participation and preparation (quizzes) (30%); Tests (30%); Written and Oral Reports (5%); Service work (35%). You will be required to do 16 hours of service working with Fix Our Ferals and SNIP or fostering kittens. Please contact the instructor if you wish to begin service hours before the course

begins: [email protected] or 925-254-8804

COURSE FEE: $50 (Cost includes guests speakers, visit to the zoo, and some travel expenses to volunteer sites.)


Do you have a passion for all things feline? This course will explore the wonderful world of cats and the serious problems that beset them. Of the thir-ty-nine species of cats that exist today, only the domestic cat is in no danger of extinction. As for domestic cats, the number one pet in the United States, millions are euthanized each year and others are subjected to abuse and cruelty every day. Ani-mals are part of God’s creation that have been entrusted into our care, thus, to ignore their suffer-ing or to fail to act responsibility toward them is an injustice. We will participate actively in conservation efforts, involving the large cats, and WORK with local programs that provide some solutions to the problems of domestic cats. This course will study the natural history of the domesticated cat from Egyptian times to the present, their anatomy and physiology, their psychology, their behavior, the different breeds of cats, including the genetics of breeding, their interactions with humans, and the proper care and protection of our feline friends. We will visit the zoo, learn about the different species of

big cats, and examine their behaviors and needs. We will learn from and enjoy the history of the cat in art, literature, mythology, film, music, and even the comics.

Lions, Tigers, and Cats, Oh My! Felicidad Oberholzer | [email protected]

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JAN 137

DIVISION: Upper

PREREQUISITES: TRS 097 or approval of the instructor.

READING LIST: Roger Gottlieb, This Sacred Earth: Religion, Nature, Environment Additional articles online.

BASIS FOR FINAL GRADE: Demonstration of Reading Preparation/Active and Informed Participation in Class Discus-sions (40%); Writing Assignments (20%); Final Exam (40%).

COURSE FEE: $35 (Cost includes field trips and guest speakers.)



A growing body of literature suggests that the environmental crisis is a spiritual crisis. According to this perspective, global climate change, toxic waste, and the loss of biodiversity and wilderness are the consequence not only of economic, political, and social factors, but of humanity’s fundamental orien-tation to the world and conception of what is “sacred.” To prevent environmental catastrophe, it is argued, a “conversion” or radical “reimagination” of humanity’s relationship to the natural world is required. At the same time, the world’s religions have been “greening” as religious leaders and ordinary religious practitioners have reassessed their traditions to address environmental concerns. Chris-tian theologians, for example, argue that we need new ways to conceptualize God in light of the crisis. According to a growing body of literature, then, a scientific or technological solution to the problem of environmental destruction will not suffice; only a far-reaching spiritual transformation will be able to alter the deeply rooted beliefs and practices that have led to the problem. This course explores the

relationship between the environmental crisis and spirituality. We will start with an examination of the contemporary environmental crisis and its ideologi-cal and religious roots, and look closely at the social justice implications of environmental destruction. We will explore indigenous perspectives on the natural world, recent and emerging green spirituali-ties, such as spiritual deep ecology and pagan envi-ronmentalism, and the “greening” of religious traditions, including Christianity and Buddhism.

Green Religion Marie Pagliarini | [email protected]

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JAN 138

DIVISION: Upper

PREREQUISITES: TRS 97 “The Bible & Its Interpretation” or another college-level course in theology and / or religious studies.

READING LIST: Huston Smith, Forgotten Truth: The Primordial Tradition (New York: Harper Torch Books, 1976). Course Reader

BASIS FOR FINAL GRADE: Quality of active class participation (15%); one exam (20%); two reflection papers (40%); final paper/project (25%).

COURSE FEE: $60 (Cost includes temple visits, guest lecturers, photocopying, and class meal.)


This course offers a look at religion through two primary lenses -- the mystical and the mundane. Mystical dimensions of religion offer avenues of existence above or apart from the material world by means of either a direct experience of or a union with the divine reality (a.k.a. “God”). Mundane aspects of religion are those facets of religion that orient practitioners to existence in the everyday world. Through site visits, course readings, class conversation, film, and guest speakers, students will examine how mystical dimensions are balanced with their mundane counterparts in both eastern and western religious traditions. While this course does not require or assume that one subscribe to any particular religious perspective, it does assume a willingness to take these traditions seriously both as foundations for some religious believers and as sources of an increasingly pluralistic society.

Miners for Truth & Delusion: Mystics East & West Norris W. Palmer | [email protected]

COURSE information

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JAN 139

DIVISION: Upper

PREREQUISITES: You must be at least 21 years old by January 1, 2014 and have completed a college-level science course that included a discussion of atoms, molecules and compounds to enroll in this course. In order to assess student qualifications, instructor approval is required.

READING LIST: Reading materials provided by and authored by the instructor.

BASIS FOR FINAL GRADE: Two exams (64%); a writing assignment (13%); successful participation in wine evaluation activities and fieldtrip (7%); final exam (16%).

COURSE FEE: $100 (Cost includes transportation to/from Napa Valley wineries; wine tasting samples; and miscellaneous printed material.)


The science of winemaking includes the following topics: wine classification and history; fermentation; wine grapes; winemaking operations for table, sparkling, dessert and appetizer wines; distillation and brandy; California, French and wines of other major producers; and sensory evaluation of wine with an emphasis on the balance between acidity, tannins and concentration. Students are required to have taken a college-level science class and have knowledge of atoms, molecules and compounds. Other chemical principles are developed in the course. An all-day fieldtrip to visit Napa Valley winer-ies is scheduled near the end of the term for stu-dents to observe firsthand the methods and equip-ment used to make wine in one of the premier wine-growing regions of the world.

Wine: From A to Zin Dr. Alexander J. Pandell | [email protected]

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*JAN 140


READING LIST: Julie Otsuka, When the Emperor was Divine August Wilson, The Piano Lesson Louise Erdrich, The Round House Selected court cases, laws and poems

BASIS FOR FINAL GRADE: Class attendance, participation, in-class writing and discussion (30%); Weekly 2-pg. paper and oral presentation (40%); Final 5-6 page critical analysis paper (30%).

COURSE FEE: $15 (Cost includes reading copies.)

COURSE SCHEDULE:

MTuThF, 12:00 - 2:35 PM

We will explore both Law and Literature while read-ing two novels and one play along with several landmark court cases. We will see how writers are motivated by their own searing personal experi-ences to address the “Metamorphoses” of human rights in recent U.S. history. It will be enjoyable to see how these writers create compelling narratives, rich symbolism, and memorable characters. We will examine the specific topics of violence and property crimes, as they relate to Native Americans, Afri-can-Americans, and Japanese-Americans. We will compare fiction to actual legal events and ask important questions. What is the legacy of violence against “outsiders?” Is there justification for civil disobedience? Which violations of human rights occur during wartime? What is the nature of the troubled coexistence between Native American tribal rights and Federal laws? The class sessions will include lecture, lively discussion, debate, and in-class critical writing. NOTE: This course will be uniquely paired with

JAN 103: “Artists Look at Territory, Violence and Law”, its companion course taught by Pamela Blotner. One day per week, you will have the opportunity to attend the companion course, where you will learn about similar topics from the perspective of artists and visual art.

Writers Look at Territory, Violence and Law Laurie P. Phillips | [email protected]

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JAN 141

DIVISION: Upper

READING LIST: Don George: Lonely Planet Travel Writing (How to)

BASIS FOR FINAL GRADE: Four 600 word travel articles (40%); one radio vignette (20%); weekly quizzes (20%); photography (10%); Web design (10%).

COURSE FEE: $300 (Cost includes all travel via motor coach, meals on travel days, Duck Boat passes, llama trek, reading material, guest speaker fees and a feature awards lunch at the end of the term.)



The Bay Area is a traveler’s dream. In less time than it takes to pack for a trip, you can be sipping wine outside an Italian villa; trekking in the highlands with llamas or exploring the neighborhoods and water-ways of one of the most romantic cities on earth – San Francisco. This course will teach students the art of travel journalism for broadcast and print. Travel writers see the beauty in every landscape. They know how to navigate big cities and tiny villages, how to find the best cuisine and how to uncover stories that have rarely been told. In this class, we will explore and write about four distinct Bay Area regions: San Francisco, Napa / Sonoma, the coast and our own East Bay Regional Parks. We will learn writing and broadcast skills from veteran travel journalists and maintain our own travel websites for class. This Jan Term, consider saving your money and exploring one of the most amazing landscapes in the world – the San Francisco Bay Area.

Around the World in 28 Days Ginny Prior | [email protected]

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JAN 142

DIVISION: Upper


READING LIST: Full Text: J.R.R. Tolkein, The Simarillion C.S. Lewis, Till We Have Faces Charles Williams, War in Heaven Selections from: J.R.R. Tolkein, “The Monsters and the Critics” Charles Williams, The Image of the City C.S. Lewis, On Stories: And Other Essays On Literature Charles Taylor, A Secular Age Kevin Crossley-Holland, The Norse Myths

BASIS FOR FINAL GRADE: Active Participation (20%); Creation of an Original Myth (10 pages) (15%); Reading of Original Myth (15%); Journals (10%); Oral Exam (20%); Final Paper (6-8 pages) (20%).

COURSE FEE: $111 (Cost includes four “walking tour” field trips, travel funds, and food for class gatherings.)


Talk of the University as a ‘learning community’ is ubiquitous but so rarely does one see the sponta-neous creation of communitas on campus or other-wise. Yet, in the area of Oxford around 1940 in the back room of a pub just such a community formed. They called themselves “The Inklings” and they met on Thursday nights to drink, read, talk, and some-times go for long walks. Two stalwart members of the group were J.R.R. Tolkein and C.S. Lewis. Long after the Inklings stopped gathering, their books still shape contemporary culture having sold (between them) well over 400 million copies. The Inklings may have been the most successful writers’ workshop of all time.As a class, we will explore the personal metamor-phosis that each member experienced which made them ideal editors for one another. Was it their shared love of Nordic Myths? Their habit of going on extended walking tours? Their format of reading original unfinished Myths out-loud? Or was it just

the beer? Seriously, it could have been the beer.This class will be a deliberate attempt to follow in their footsteps by reading what they read, gathering as they gathered, and writing some Myths of our own. We will discover what shaped them and, as a class, shape ourselves.

The Inklings: Tolkien, Lewis, and Williams Colin Chan Redemer | [email protected]

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JAN 143

DIVISION: Upper

PREREQUISITES: Music Fundamentals or Basic Music Theory, or equivalent; OR, experience playing in an orchestra, band, or singing in choirs. OR, time spent with private music instruction.

READING LIST:

BASIS FOR FINAL GRADE: Quizzes (almost daily, sometimes two on a given day) (70%); Midterm Exam (15%); Final Exam (15%).

COURSE FEE: $10 (Cost includes photocopied quizzes and exams.)



Our quest to better ourselves as musicians requires more than passion and practice. We must also work to advance those skills that support our music mak-ing, largely our note-reading facility and our ears – for pitch, rhythm, and chords. This course addresses these latter skills, known as musicianship. In sum, upon completion of this curriculum, each student will be a much stronger musician.Like most skills-acquisition courses (such as lan-guage courses), the class materials will be pre-sented in small, easily digestible bits. No individual morsel will be very difficult, but the material abso-lutely cannot be crammed. It is imperative that each student work hard every day to master each small skill or piece of information as it is presented.

Extreme Musicianship Lino Rivera | [email protected]

COURSE information

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JAN 144

DIVISION: Upper

PREREQUISITES: Students should have completed TRS 97, AND COMM 2. Also, at the discretion of the instructor – consideration for students with HIST 2 and / or ANTH 117.

READING LIST: Diane Connolly and Debra L. Mason, Report-ing on Religion: A Primer on Journalism’s Best Beat (Westerville, OH: Religion News-writers Association, 2006). Joseph P. Chinnici, When Values Collide: The Catholic Church, Sexual Abuse, and the Challenge of Leadership (New York: Orbis Books, 2010). Eliza Griswold, The Tenth Parallel: Dispatches from the Fault Line between Christianity and Islam (New York: Farrar, Straus & Giroux, 2010). Stewart Hoover, Religion in the Media Age (New York & London: Routledge, 2006) Marshall McLuhan, Medium & the Light: Reflection on Religion (Toronto, CA: Stod-dart, 1999)

Feature Films: Into Great Silence, A film by Philip Groning, 2005. Kundun, A film by Martin Scorsese, 1997. Of Gods & Men, A film by Xavier Beauvois, 2010. The Way, A film by Emilio Estevez, 2010.

BASIS FOR FINAL GRADE: Active participation in class discussion groups (10%); students will write/produce for our class web site a documentary essay, pod-cast or slide presentation on a specific topic related to religion, media and culture (40%); students will write brief book reports from the readings on book list (30%); final examination (20%).

COURSE FEE: $25 (Cost includes film screenings with refresh-ments, “thank you gifts” for guest panelists.)



Pope Francis has defined a new style of papal lead-ership in line with the fast speed and global reach of today’s media culture.This course closely examines how religious organi-zations employ the media to amplify and effectively promote their message; and how newspapers, radio / television, and film production media report about or explore religious themes, and harness the new “social media” of Facebook, Twitter, and YouTube.While this course will examine the traditions and religious practice of Roman Catholics, our perspec-tive will be inclusive of the Abrahamic faiths of Judaism and Islam. We will examine how religious leaders such as Pope John Paul II, Pope Benedict XVI, evangelist Billy Graham, and the Dalai Lama have used radio / television and global travel to establish their world-wide ministries.Attention will be given to case studies that help define the intersections of religion, media and cul-ture today. The case studies include: Pope Francis’s 2013 Trip to World Youth Day in Brazil; the sex abuse

crisis in the Roman Catholic Church; and films that both advance and challenge dialogue between filmmakers and religious organizations.

Religion, Media & Culture; In the Era of Pope Francis Michael A. Russo | [email protected]

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JAN 145

DIVISION: Upper

PREREQUISITES: ENG 4 and ENG 5

READING LIST: Robin Dreeke, It’s Not All About Me: The Top Ten Techniques for Building Quick Rapport with Anyone Joe Navarro and Marvin Karlins, What Every BODY is Saying: An Ex-FBI Agent’s Guide to Speed-Reading People Mark Goulston, M.D. and Keith Ferrazzi, Just Listen: Discover the Secret to Getting Through to Absolutely Anyone Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler, Crucial Conversa-tions Eric E. Vogt, Juanita Brown, and David Isaacs, The Art of Powerful Questions: Catalyzing Insight, Innovation, and Action (available online)

BASIS FOR FINAL GRADE: Daily assignments / written journal reflections (25%); Quality of participation (30%); Exercises (15%); Mid-Term Paper 3-5 pages (15%); Final-Paper 5-7 pages (15%).

COURSE FEE: $15 (Cost includes video tapes, wall charts, and office supplies.)


To achieve success in the world, whether in school, business, or personal relationships, mastering the art and science of conversation is critical. Research reveals that today’s successful people command the ability to manage ourselves, manage people and tasks, communicate effectively, and navigate change – all of which require the practice of conversation. We all know that some of these skills are learned through life lessons, but have you ever really con-centrated on developing an advanced level of skill in interpersonal, one-on-one communication? This just may be your opportunity…How can this course help? By teaching you to apply the same communication skills that criminal investi-gators and hostage negotiators rely on to generate successful, authentic dialogue in a variety of chal-lenging circumstances: dealing with informants, interviewing suspects, and consoling crime victims. Through relaxed classroom discussion and a variety of fun on-campus and off-campus exercises, you will

learn to overcome fear of uncomfortable conversa-tions, talk comfortably with almost anyone, establish rapport, build trust, verbally create safety, develop appreciation for the power of questions as a tool of dialogue, and learn the concepts of persuasion.Sound like a lot? It is, but there’s no need to worry; we will start this experience at whatever skill-level we each possess individually and move toward the mastery of successful, sincere, authentic conversa-tion together; often thinking, sometimes crying, mostly laughing, but always practicing.

Mastering the Art and Science of Conversation Scott E. Rutz | [email protected]

COURSE information

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*JAN 146

DIVISION: Upper PREREQUISITES: SEM 20, 21, 122, AND 123 OR, equivalent course in substitution of SEM 123

READING LIST: Lionel Fisher, Celebrating Time Alone: Stories of Splendid Solitude Doris Grumbach, Fifty Days of Solitude Thomas Merton, Thoughts in Solitude Anthony Storr, Solitude - A Return to the Self Course Reader (essays, poetry, works of art, photographs)

BASIS FOR FINAL GRADE: Active, thoughtful participation and engage-ment in all on- and off-campus class discus-sions, activities, excursions, and three-day retreat (30%); Daily journal assignments (15%); Mid-term reflection paper (20%); Final sharing circle (15%); Final essay (20%).

COURSE FEE: $495 (Cost includes two local-area excursions, three-day retreat (Napa, CA), photocopies, a fine pen and journal, along with miscella-neous expenses.)


Disconnect, Power Off, and Unplug: The Lost Art of Solitude Linda Saulsby & James M. Wood | [email protected]

Solitude is a lost art in these times of ultra-connect-edness. Most of us find it difficult to disengage or disconnect. We have cell phones, computers, tab-lets, e-mail, social media pages, etc. – we can’t function unless we’re plugged in. Modern commu-nication wizardry has its place, but we can end up being servants to it. While the energy of the global community is stunning, there is a need for the sake of the soul and person to step back from time to time. As the world spins faster and faster, we need ways to cope with the resulting pressures. One of the best ways to regain perspective – and liberation – is by seeking, and enjoying, solitude.Solitude is the state of being alone without being lonely. It is a positive and constructive state of engagement with oneself. Solitude is a time that can be used for reflection, spirituality, growth, or enjoyment of an activity. Solitude is something we choose, a counterpoint to intimacy, what allows us to appreciate the worth of sharing.In this Jan Term course, for periods of time we will

unplug, disconnect, and disengage, and in facilitated solitude, contemplate a variety of themes that enrich our lives through stories, essays, poetry, “quiet” service, music, cooking, meditation, two local-area excursions focused on contemplation and engage-ment with the beauty of the world, all culminating in a three-day capstone experience at a Northern California retreat center – involving deep reflection and meaningful sharing that we anticipate will be transformative.

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JAN 147

DIVISION: Upper

PREREQUISITES: Lower division Anthropology course or lower division related subjects or permission of instructor.

READING LIST: Michael Wood, India Aravind Adiga, The White Tiger Katherine Boo, Behind the Beautiful Forevers Excerpts from Mines, Diane and Sarah Lam: Everyday Life in South India and various articles

BASIS FOR FINAL GRADE: Attendance and participation in discussion (30%); two exams (50%); and research project (20%).

COURSE FEE: $100 (Cost includes field trips, meals, and tickets to theatre and museums.)


Spend a month learning about the most fascinating country on earth! India is a land of contrasts. With 5,000 years of recorded history it is the world’s largest democracy whose economy now ranks 4th in the world. India is also a country where more than 40% of the population lives below the poverty line, many in urban slums next to high tech industrial parks, or in villages where farmers, the victims of globalized industrial agriculture, are committing suicide in increasing numbers. India is a country with a Hindu majority but with the second largest Muslim population in the world, where Buddhism, Jainism, Sikhism, Judaism, Zoroastianism and Chris-tianity have coexisted for millennia. Although its constitution is committed to a secular society, reli-gion still plays a strong role in communal relations, often leading to conflict and violence.Supplementing class readings and discussions with films and field trips we will begin with some back-ground on India’s more ancient history and its recent colonial past, then cover various dimensions of contemporary life and culture in modern India includ-

ing marriage and sexuality, gender and family, popu-lar culture, youth and aging, caste hierarchies, com-munal relations and emigration. Because there is a significant Indian presence in the Bay Area, both in readings and through field trips this class attempts to familiarize students not only with India but also with various aspects of the Indian community and culture in the Bay Area. Field trips to various sites are planned once a week, a schedule to be agreed upon at the first class meeting.

Learning about the world: India Paola Sensi Isolani | [email protected]

COURSE information

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*JAN 148

DIVISION: Upper


READING LIST: Aristotle, Nicomachean Ethics (selections) Kafka, Metamorphosis Wouk, The Caine Mutiny Steven Ott, Classic Readings in Organiza-tional Behavior (selections) Sloane, Organizations in the Movies

BASIS FOR FINAL GRADE: Participation (active classroom discussion of daily readings and outside of class viewings) (30%); one group presentation (20%); two short (four page) essays (20%); term (seven page) paper (30%).


This course will use Organization Behavior concepts and theory to consider the prospect of a person’s passage from college student to the arena of the working world. First, students will examine the situation described in Kafka’s classic story Metamor-phosis and discuss the promises and the perils of life after graduation. Discussion questions will include: “Will my life be like that of the large help-less insect that Gregor Samsa becomes, or not?” “What are the pitfalls of the organizational life expe-rienced after college?” “How can I survive and even be happy as part of an organization that does not have my happiness as an important goal?”Case studies, i.e. stories, that describe the problems faced by people in a modern work force will then be examined and analyzed. Students will present, in the form of class discussion and short essays, their analysis with respect to coming to grips with the problems described in the case stories. Student analysis will be informed by an examination of theo-

ries of Organization Behavior concerning the prob-lems of: conflicting purpose, role conflict, isolation, hierarchy, specialization, professionalism, and uncer-tainty. Coping strategies ranging from conformity to exit will be appraised.The course is designed especially for, but is not limited to, seniors and juniors who are in the pro-cess of thinking about life after graduation.

Life After College: Anticipating a Metamorphosis Stephen Sloane | [email protected]

COURSE information

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JAN 149

DIVISION: Upper

PREREQUISITES: ENG 5, and one of the following: ANTH 1 or SOC 2 or BIOL 50

READING LIST: Mark Pendergrast, Uncommon Grounds: The History of Coffee and How It Transformed Our World Roy Moxham, A Brief History of Tea. The Extraordinary Story of the World’s Favourite Drink

BASIS FOR FINAL GRADE: Class participation and homework (20%); two class tests (30%); final paper (20%); cumula-tive final exam (30%).

COURSE FEE: $50 (Cost includes photocopies of reader / handouts, coffee and tea samples / supplies, honoraria for guest speakers.)


For many Americans, the day does not truly begin until they have consumed a cup of their favorite morning beverage, be it coffee or tea. In this course we will explore the histories of Camellia sinensis and Coffea arabica, the two plants used to create these popular drinks, tracing them from their origins in Africa and Asia, to their critical role in the planta-tion economies of the 16th-20th centuries, and finally to the globalization powerhouses these prod-ucts are today. Additionally, students will gain an understanding of the physiology and biochemistry of coffee and tea, and how each affects the human body. Together we will sample many coffees and teas, and learn how to distinguish traits of the most common varieties.

Battle of the Beverage Titans: Coffee vs. Tea Dr. Anthony Arnold Talo | [email protected]

COURSE information

99


JAN 150

DIVISION: Upper

PREREQUISITES: Two semesters of Collegiate Seminar OR English 5

READING LIST: Ernst Jones, “Psychoanalysis and Folklore” Marie Luise Franz, Interpretation of Fairytales (excerpt) Axel Olrik, “Epic Laws of Folk Narrative” Marina Warner, From Beauty to the Beast (excerpts) Maria Tatar, Off With Their Heads! Fairy Tales and the Culture of Childhood Max Luthi, The European Folktale (excerpt) Jack Zipes, Breaking the Magic Spell (excerpt) Bengt Holbek, Interpretation of Fairy Tales (excerpt) 60 or so fairy tales, including versions of “Cinderella,” “Sleeping Beauty,” “Bluebeard,” “The Maiden Without Arms,” “The Six Swans,” and so on.

BASIS FOR FINAL GRADE: One original fairy tale, 4-6 pages (10%); One analytic paper, 5-7 pages (25%); Daily reading logs, (25%); Group presentation (10%); Quality of class participation (30%).

COURSE FEE: $35 (Cost includes photocopies for course reader.)


Everyone is familiar with fairy tales, but few have taken the time to look at look at them closely. Inves-tigation reveals these tales to be imaginative cre-ations of surprising richness and cultural signifi-cance. In this course we will explore fairy tales through scholarly approaches practiced by folklorists. Among other approaches, we will consider fairy tales as materials for performance; as entities with specific histories that can be traced across history and geography; as complex structural constructs; as manifestations of fundamental psychological fears, needs, and desires; as cultural artifacts that convey specific understandings of class and gender; and as works of oral literature. The exploration will be con-ducted through readings of tales and folklore schol-arship; daily writing assignments in which students will compare and contrast tales and reflect upon the scholarly texts associated with them; and in-class analysis and discussion of tales and scholarly approaches.

Exploring Fairy Tales Steve Tillis | [email protected]

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*JAN 151 Math In the City: California Prison Realignment Dr. Ellen Veomett and Dr. Chris Jones | [email protected]; [email protected]

DIVISION: Upper

PREREQUISITES: Math 28 or 38 or equivalent.

READING LIST: University of Nebraska-Lincoln Math in the City Course Materials, “Statistical Back-ground.” (materials will be provided)

BASIS FOR FINAL GRADE: Homework (20%); project participation (student journals, communication with team and instructors) (30%); project (memos, intermediate drafts, final report) (35%); performance during oral presentation (understanding of the work, communication skills, quality of the slides) (15%).

COURSE FEE: $15 (Cost includes the course’s “text” which will be printed and loosely bound for the stu-dents.)


In 2011, the Supreme Court issued a ruling in the case of Brown v. Plata, in which they declared that the overcrowded prisons in California were so bad that they violated the 8th amendment’s prohibition of cruel and unusual punishment. As a result of this ruling, California has adopted a process dubbed “realignment” through which the prisons must reduce their population by 30,000 prisoners over the next two years. This process began on October 1, 2011. The bulk of this prison population reduction has occurred by transferring prisoners from state prisons to county jails. Needless to say, this has had a dramatic effect on both the prison system and the county jails. We are now at a point in time when enough data has been collected that we can begin to analyze the effect of realignment on the prison system and prisoners. In this course, we will be using the techniques of statistics to analyze real data on prison realignment. We will use statistical analysis to answer questions

like: How is realignment affecting the quality of life in the prisons? How is realignment affecting recidi-vism rates? What kinds of prisoners are now more likely to be in jails instead of prisons? Please note that this course will require significant mathematical skills and the ability to learn and use computer programs for statistical analysis. We will be working with real data, which will be exciting, challenging, and ultimately rewarding.

COURSE information

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*JAN 152

DIVISION: Upper

PREREQUISITES: ART 1 OR ENG 19 or one of the following: Environmental & Earth Science 40, 50, 75

READING LIST: Toby Hemenway and John Todd, Gaia’s Garden: A Guide to Home-Scale Permacul-ture, Chelsea Green Publishing Co, 2009, ISBN-13 9781603580298 OR: Debra N. Mancoff, The Garden in Art, Merrell Publishers, 2011, ISBN-13: 978-185894522 Additional Readings: TBA Selected readings, posted on Moodle and web based.

BASIS FOR FINAL GRADE: Class attendance & participation (30%); 3 weekly garden projects, daily journal (or blog on Moodle) (25%); 2 field trip reflection papers (10%); Jan Term speaker critique (10%); final garden project & text /visual documentation (post on the SMC garden/sustainability web page) (25%).

COURSE FEE: $35 (Cost includes field trips and travel, guest speaker honorarium, and art supplies.)



The Garden, rich in symbolism and metaphor, with a varied, dramatic palette, has proved to be a stage for landscape metamorphoses and a fertile source of artistic inspiration and transformation. Bridging Art and Environmental Science, this cross-disciplinary class will explore the historical role of artists in garden environments, offer an opportunity for stu-dents to contribute to the aesthetics and diversity of the St. Mary’s sustainable Legacy Garden, introduce participants to permaculture design concepts/princi-pals and local plants and creatures. This course will be in two parts:Part 1: The Public Garden examines the concept of the “Garden”: “working” garden vs. “ornamental” garden, the garden seasons, artists’ gardens, gar-dens as artist subject matter and basic principles/practices of sustainable gardening. After research through field trips, readings, writing, painting, pho-tography, clay work, speakers and student presenta-tions, the garden principles will be put into practice.

Part 2: Projects in St. Mary’s Legacy Garden embarks on hands-on projects in St. Mary’s Garden, located on the hill near the dorms. Collaborating with St. Mary’s Master Gardener, Julie Welch, the projects will include a “cob” garden feature, mosaic tabletop, interpretive garden signage / visuals, “keyhole” permaculture plant bed, and other ideas that enhance the multifunctional philosophy of the garden.The course is an opportunity to work inside and outside, with soil, seeds, and creative process, and to contribute to the growing heritage of St. Mary’s community garden. Schedule of outside gardening / art making and inside research / art making may vary, depending on the weather. Be prepared to carpool on two field trips.

Art in the Garden, the Garden in Art Mary B. White | [email protected]

COURSE information

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*JAN 153

DIVISION: Upper

PREREQUISITES: ENG 5, and one of the following: WGS 1, PSY 1, or SOC 2. Note: Students who do not meet the prerequisites may seek permission of the instructor.

READING LIST: Eric Anderson, In the Game Pat Griffin, Strong Women, Deep Closets Course Reader containing various readings

BASIS FOR FINAL GRADE: Quality of participation and leadership (10%); attendance at two Jan Term themed events (10%); four reflection papers (25%); ten reading quizzes (25%); final project and presentation (30%).

COURSE FEE: $15 (Cost includes course reader and guest speakers.)


In recent history, attitudes towards people who are gay, lesbian, bisexual, and transgender have changed dramatically for the better. Yet, there has only been one active (as opposed to retired), openly gay male athlete in any of the major men’s profes-sional sports in the U.S., and while some female athletes have come out as lesbian during their careers, this number, too, is surprisingly low. Despite Charles Barkley’s sentiment that he would “rather have a gay guy [on his team] who can play than a straight guy who can’t play,” homophobia and heterosexism in sport persists.This course utilizes an interdisciplinary lens to exam-ine the ways that ideas about sexuality shape and are shaped by the institution and culture of sport. By employing a critical sports perspective, this course will highlight the ways in which sexualities are reproduced, resisted, and transformed via sport and will also analyze the sexual politics embedded in U.S. sport culture.Acknowledging the diversity found among sport

participants and the ways in which social identities intersect with notions of sexuality will be integral to understanding the complexities of this topic. There-fore, this course will pay particular attention to the ways that sexualities are shaped by sporting roles (e.g., athlete, coach, and fan) and social identities such as gender, race, ethnicity, class, sexuality, age, and ability status.

Sexuality and Sport Claire Williams | [email protected]

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*JAN 154

DIVISION: Upper

PREREQUISITES: ENG 4 and 5

READING LIST: Ann Bannon, Odd Girl Out Helen Gurley Brown, Sex and the Single Girl Ann Charters, The Portable Sixties Reader Jeffrey Escoffier, ed., Sexual Revolution Rona Jaffe, The Best of Everything Sloan Wilson, The Man in the Gray Flannel Suit Richard Yates, Revolutionary Road Selected readings

BASIS FOR FINAL GRADE: Weekly reading analyses and responses (20%); media journal (25%); multimedia final project with class presentation (20%); comparative analysis (15%); quality of active class participation (20%).

COURSE FEE: $30 (Cost includes course reader, films, class speakers and a possible field trip.)


The acclaimed television show Mad Men offers a glimpse of a seductively retro world, accessorized by lounge culture glimpses into Madison Avenue circa1960, when ad execs were always white and male, and the secretarial pool was the best place to find a husband. This was before the ‘60s became The Sixties, when gender, race and sex came into political and cultural debate, but a revolution was nevertheless underway, as white college-educated women began to join the professional workforce, and the burgeoning Civil Rights movement forced a focus on race that ultimately also led to new conver-sations between Black women and men about gender roles, sex and work. These dramatic cultural shifts were facilitated by the introduction of the Pill, approved by the FDA in 1960 to aid in “family plan-ning”; by 1965, it was the most popular form of birth control in the country, for married and single women alike. This course will take a look at the early “moments” of the sexual revolution, its transforma-

tion of gender roles, and its dramatic and far-reach-ing effects on the relationships between women and men. Looking through the retro lens of Mad Men, we’ll focus on how popular culture in the ‘60s– novels, films and advertising - depicted those shifts as contests between the consumer models of the Playboy bachelor and the Sexy Single Girl, when, in fact, the real revolution was taking place on a vast stage of class, racial and sexual politics, which would influence our thinking about gender to this day.

Mad Men / Mad Women: The Sixties and Sexual Revolution Denise Witzig | [email protected]

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JAN 155

DIVISION: Upper

PREREQUISITES: One of the following: BIO 2, BIO 10, HIST 2, HIST 5, INTEG 72, PHYS 3, PHYS 11, PHYS 40, PHYS 90, PHIL 5, PHIL 10, PHIL 11, SEM 103, or SEM 122.

READING LIST: Bacon, New Organon (selections), New Atlantis Harvey, On the Motion of the Heart and Blood in Animals Descartes, Discourse on Method and other selections Boyle, The Mechanical Hypothesis Newton, Principia (selections) Steven Shapin, The Scientific Revolution

BASIS FOR FINAL GRADE: Active classroom participation (20%); two in-class debates, (10% each; 20%); short quizzes on readings (20%); in-class essay exam at mid-term (20%); final argumentative essay (20%).

COURSE FEE: $10 (Cost includes photocopies of course readings.)


This course examines the period known as the Scientific Revolution, with an eye towards the trans-formation of the philosophy of nature. We will read texts from great philosophers and scientists of the 17th century, and try to understand and evaluate their arguments on their own terms, as well as to understand them in their historical context. A central goal will be to investigate whether and to what extent the philosophical transformations of the period were necessitated by breakthroughs in empirical investigation of nature: i.e., to what extent the philosophical motivations of the Scientific Revo-lution actually played a role in its success. Each class session will be split into lecture and discussion sections: participation based on careful preparation of the readings is essential. Two structured in-class debates will be carried out by the students. The class requires both in-class essay writing and a final paper.

Philosophy and the Scientific Revolution Joseph Zepeda | [email protected]

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DEPARTMENTAL lower division

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COURSE information

106


MATH 13

DIVISION: Lower

READING LIST: James Stewart, Calculus, Concepts and Context Ron Larsen, Precalculus

BASIS FOR FINAL GRADE: Homework and Quizzes (30%); Attendance and Participation (10%); Two Midterms and a Final Exam (60%).


SPACES RESERVED FOR FRESHMEN: All

A survey of polynomial, logarithmic and exponential functions, combined with differential calculus of functions of one variable, and mathematical reason-ing. The Math 13-14 calculus sequence is intended for students who need to strengthen their precalculus skills.

Math 13: Calculus with Elementary Functions I Jim Sauerberg | [email protected]


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MATH 14

DIVISION: Lower

PREREQUISITES: Grade of B- or better in MATH 13: Calculus with Elementary Functions I

READING LIST: James Stewart, Calculus, Concepts and Context Brooks/Larson, Precalculus: a Concise Course

BASIS FOR FINAL GRADE: Homework (15%); Quizzes (15%); Weekly Exams (45%); Final Exam (30%); Gateway Quiz (P/NP).

COURSE FEE: $5 (Cost includes photocopying.) COURSE SCHEDULE: MTuThF, 9:15 - 11:50 AM SPACES RESERVED FOR FRESHMEN: All.

This course is a continuation of Math 13: Calculus with Elementary Functions I. We will resume the study of differential calculus (derivatives) and its applications as we add trigonometric functions to our body of knowledge. We will begin the study of integral calculus (integration, anti-differentiation) and its applications. We will write out proofs of appropri-ate mathematical statements.

Math 14: Calculus with Elementary Functions II Hans M de Moor | [email protected]

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DEPARTMENTAL upper division



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EDUC 119

DIVISION: Upper

PREREQUISITES: There are no prerequisites. Permission of the instructor is required. In order to pre-en-roll in GaelXpress, please contact the instructor (925-631-4036; [email protected]) during the first week of October to make an appointment. After the meeting, the instructor will send your name to the registrar allowing you to pre-enroll. Without the interview, GaelXpress will tell you enrollment has failed. This does not mean the class is full, but that you have not received approval yet. At the interview meeting you will be given placement informa-tion/forms and instructor approval.

READING LIST: Class Reader and the choice of one book from a list provided and/or approved by the professor.

BASIS FOR FINAL GRADE: Daily participation in field placement, supervisor evaluation, seminar attendance and participation, written observations, reading summaries, journal summary, and final paper.

COURSE FEE: $10 (Cost includes class reader. Students must provide their own transportation to field placement and observations and fingerprint-ing expenses as required by placement.)

COURSE SCHEDULE: TuTh, 2:45 - 5:20 PM (Plus field work in school every day)


This class offers an opportunity to work with young children (third grade and below) in a school or other early childhood setting as an aide, coach, tutor, or teaching assistant. In addition to considerations you, as future teachers or parents and policy makers, will be facing, the course provides an introduction to the teaching and childcare professions and also satisfies the State of California Multiple Subject Credential requirement for fieldwork before entering credential programs as well as the Child, Family, and Commu-nity requirement for the Child Development Permit required for working in early childhood settings. Observations of four additional early childhood settings (other than the student’s field placement) and bi-weekly on-campus seminars are required. Seminar discussions focus on your field experiences and future roles as parents, policy makers, and educators. How various programs such as Montes-sori, Play Based, Reggio Emilia, Waldorf, etc.,

address children’s needs and parental responsibili-ties in making childcare choices is considered. A final paper will synthesize reflections on your field experiences, observations, readings, and class discussions. STUDENTS MUST ARRANGE THEIR OWN PLACEMENT IN AN APPROPRIATE EARLY CHILD-HOOD SETTING; 15 HOURS PER WEEK (1/2 DAY) IS REQUIRED. The instructor will help you find a suitable placement within the greater Bay Area to provide for mandatory attendance at seminars. Placements must receive prior approval from the instructor.

EDUC 119 - Field Experience in Early Childhood Education: Child in the Family and Community Patricia Chambers | [email protected]



COURSE information

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EDUC 121-01

DIVISION: Upper

PREREQUISITES: L&CS 121 and sophomore standing in Teachers for Tomorrow program

READING LIST: Course reading packet and one book of choice


40% for participation in your classroom place-ment, 16% for active participation in seminar, 24% for three weekly written assignments (5-6 pages, each), 12% final project presenta-tion and write-up, and 8% for written final exam.

COURSE FEE: $5.00 (Cost includes Course reading packet, duplicating costs.)

COURSE SCHEDULE: Seminars on campus TuTh, 1:00 - 3:00 PM (Cambridge School hours daily 8:00 AM - 2:30 PM)

This course is open to sophomore and transfer students enrolled in the Teachers for Tomorrow Program, who have taken L&CS 121. It is a unique opportunity to participate in the daily life of a local elementary school (K-5) as classroom tutors and aides, working closely with a credentialed classroom teacher, in a linguistically diverse placement. Stu-dents will be expected to spend a minimum of 20 hours/week at Cambridge School in Concord, a Title I school with a majority population of Hispanic chil-dren. Each participant will have a field supervisor who will be asked to write an evaluation letter at the end of the placement attesting to the number of hours and the quality of each student’s participation. Students are required to attend seminars two after-noons per week, at Cambridge School. Students will be responsible for writing and submitting weekly journals in response to the assigned readings and field placement experiences. During the field experi-ence, students will develop projects that focus on an area of their personal interest, and will present

these projects during a culmination event on the evening of the last Thursday of the term. As an upper division course with an in-depth focus on classroom teaching, this course entails a high level of cognitive and affective functioning along with maturity and responsibility. Taken as a cohort class, it is a transformative experience for students in the Teachers for Tomorrow Program. Students are REQUIRED to attend an Orientation Meeting at 7:00 p.m. on Tuesday, Oct 15.(Location TBA).

Education Field Experience at Cambridge School Nancy Dulberg and Kathy O’Brien | [email protected]

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LANGUAGE lower division

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COURSE information

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FRENCH 001

DIVISION: Lower

READING LIST:

Manley, Smith, McMinn, and Prevost, HORIZONS (5th edition) textbook iLrn Printed Access Card

BASIS FOR FINAL GRADE: Active participation (15%); homework (20%); short writing assignments (20%); quizzes (20%); oral presentation (5%); and final exam (20%).

COURSE FEE: $10 (Cost includes activities and photocopying.)



This course is for students with no prior knowledge of French. The class is designed to establish your confidence and comfort in speaking French in every-day situations, so that the next time you visit France (or any of the other 28 French-speaking countries, such as Belgium, Senegal, Ivory Coast, Luxembourg, Canada or Haiti), you will be able to order your own coffee and the local version of a croissant, and have simple conversations with French speakers. We will learn about a variety of useful topics in a very active way by engaging in classroom conversational activi-ties, watching videos, listening to music, and playing games. You will also develop elementary reading and writing skills. January Term offers you a unique opportunity to immerse yourself in another culture, and begin to understand it from the inside by speak-ing its language!

Accelerated Elementary French Jane Dilworth | [email protected]


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GERMAN 001

DIVISION: Lower

READING LIST:

Robert DiDonato, Monica Clyde, Jacqueline Vansant, Deutsch Na Klar (6th edition) (reader) Workbook and Laboratory Manuals to accompany Deutsch Na Klar (corresponding readers)


Chapter Tests (40%); Homework and other assignments (15%); Active classroom participation and evidence of preparation (10%); Final Exam, including a 5-minute oral project (35%).

COURSE FEE: $10 (Cost includes photocopies, food, and prizes.)

COURSE SCHEDULE: MTThF, 12-3 PM


Learning a new language can transform you! Learn German this January and encounter the language and culture of inspiring thinkers and poets, artists and composers as well as some of the world’s most important scientists, philosophers and inventors. German is a close relative of English and a language much easier to learn than you think. It is also the language of Europe’s (and one of the world’s) pre-dominant economic and political forces –Germany, a global leader in science, technology and the environment and no less the home of Rammstein, Gummi-Bears, Adidas, fairy tales and Christmas trees. Learning German will open new doors and future opportunities you may not have yet imagined for yourself, whether in the area of internships and employment, studying abroad, graduate study or travel. Moreover, learning German in January is immensely fun and engaging – just ask any former Jan Term German student! In an inspiring and

uplifting learning environment you will develop your abilities to communicate, comprehend, read, and write basic German using authentic materials and the latest popular media from Germany, Austria, and Switzerland. By the end of Jan Term you will be amazed at how much you’ve learned in such a short period of time and you will know enough to function comfortably at an elementary level in a Ger-man-speaking environment. The course is designed for students with little or no prior knowledge of German. Successful completion of this course will enable you to enroll in German 2.

Accelerated Elementary German Caralinda Lee | [email protected]


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ITALIAN 001

DIVISION: Lower

READING LIST: Graziana Lazzarino, Andrea Dini, and Maria Cristina Peccianti, Prego! An Invitation to Italian - (8th ed.)

BASIS FOR FINAL GRADE: Class participation (15%); Chapter tests (25%); Homework (research) (25%); Home-work (assignments) (20%); Final exam (15%).

COURSE FEE: $10 (Cost includes photocopies, prizes for games, food tasting.)



Who has never dreamt of taking a trip to Italy? Eating good food, visiting artistic and historical cities, shopping in some of the most important capitals of fashion, and enjoying the vibrant nightlife of quaint little towns by the warm Mediterranean sea ... Take action and get ready for all of these experiences by learning Italian this Jan Term in a playful and engaging environment. If you are a beginner with no previous exposure to Italian, this course is for you. You will be able to understand Italian and communicate at an elementary level, in the present tense and in the past tense. You will learn enough vocabulary to survive in real-life situa-tions: introducing yourself and meeting new friends, ordering food in a café or in a restaurant, getting around like a local and telling about you and your life. This Jan Term is most importantly dedicated to discovering the many faces – or the metamorpho-ses- of Italians. Some of the questions that will be raised are about the differences among Italians and Italians. Is there one Italian culture or rather tens of

regional Italian identities? What are the culinary traditions traveling from North to South? Can Italians from different areas always understand each other easily? How traditional or how international is Italy? Do Italian people from different cities like each other? Our answers will come from different con-temporary medias - like movies, TV and newspapers, but also from literature. This Jan term, stop thinking of Italians from an American perspective and get a closer look - you will be taught to think like a real Italian!

Accelerated Elementary Italian Irene Pasqualini | [email protected]


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JAPANESE 001

DIVISION: Lower

READING LIST:

Y.M. Shimazu, Handy Katakana Workbook (Bonjinsha) Tsukuba Language Group, Situational Functional Japanese: Notes, Vol. I (Bonjinsha) Tsukuba Language Group, Situational Functional Japanese: Drills, Vol. I (Bonjinsha)


Chapter exams (80%); small quizzes (5%); homework (10%); class participation –

Attendance is required, absences lower the final grade (5%).

COURSE FEE: $15 (Cost includes tasting samples, prizes for games, and video rental.) COURSE SCHEDULE: MTuThF, 8:45 - 11:50 AM SPACES RESERVED FOR FRESHMEN: 10

Explore the world. Experience the romance and adventure of the most foreign of foreign languages. Get inspired by learning a language many Americans do not recognize, yet is vitally important for both the global economy and our pop culture: JAPANESE. For fans of Anime, manga, games or martial arts, have you dreamed of a new perspective on the things you love? Go deeper. See strange squiggles become an alphabet. Feel the distinct Japanese eloquence, where sophisticated communication is purposefully vague, and where the word “no” exists but is rarely used. Each year we live in a more international society, the change can make us more beautiful. International and cross-cultural experiences are strong catalysts for change, metamorphoses in global perspective and understanding of self. See yourself and what you took for granted in a new way. Connect with the East, because whatever your major, Japan has something amazing for you. Elementary Japanese I provides the basic skills to

communicate in Japanese. You will be able to read and write two Japanese alphabets (Hiragana and Katakana), as well as count numbers, introduce yourself, make phone calls, shop, ask and answer directions and locations and order food and drinks. Class activities inspire a love of language and cul-ture, include watching animation films, snack tast-ing, singing in Japanese, taking a field trip to a Japanese restaurant where we will order in Japa-nese, acting and filming your own skit and sharing awards with prizes at the end. Communicative ability is the focus of the course. Imagine your sense of achievement, reading strange symbols and making basic conversation in just one short month. Success-ful completion of this course will allow for enroll-ment in Japanese 2 in the spring term. You will be amazed to realize and feel inspired knowing that you can survive in Japan!

Accelerated Elementary Japanese Naoko Uehara | [email protected]


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MANDARIN 001

DIVISION: Lower

READING LIST: LIU Xun, New Practical Chinese Reader (Textbook) LIU Xun, New Practical Chinese Reader (Workbook) Publisher: BEIJING LANGUAGE AND CULTURE UP

BASIS FOR FINAL GRADE: Homework (15%); class participation (15%); quizzes (10%); midterm (30%); final exam (30%).

COURSE SCHEDULE: MTuThF, 2:45-5:45pm


The course is specifically designed to introduce elementary Mandarin and aspects of Chinese cul-ture to students with no prior knowledge of the language, and who have not yet had the opportunity to study a non-European language. The focus will be on speaking and understanding everyday, real life situations through role-playing, games and musical activities that help create for students an experience of immersion into the Chinese culture.The course will begin with an introduction to cultural and historical information and the essential ele-ments of tonal language and writing. Students will also practice the pronunciation skills necessary for standard conversational Chinese. In addition, they will learn the basics of Chinese character writing, useful everyday expressions, conversational gram-mar, and the fundamental computer skills necessary for writing Pin Yin with MS Word.

Accelerated Elementary in Vivian H. Zhang | [email protected]

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TRAVEL upper division

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COURSE information

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*JAN 170

DIVISION: Upper

PREREQUISITES: Upper division course in Communication, Politics, Economics, Sociology, Anthropology, Ethnic Studies, Women’s and Gender Studies or History, or permission of the instructor

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/10, 4-5pm 9/11, 4-5pm

READING LIST: Paulo Freire, Pedagogy of the Oppressed William Easterley, The White Man’s Burden Banerjee & Duflo, Poor Economics Selected readings in documentary studies, Amazon culture and history


Students must: lparticipate in a series of overnight on-campus retreats to prepare for the trip

in which we will complete our academic seminar preparatory work, training in manual labor, review of first aid basics, team-building exercises, and community maintenance practices; lparticipate in all pre-course retreats; participate in all group activities on-site; lperform manual labor as required by our hosts; lproduce multimedia documentary work; lcontribute to the maintenance of the on-site community; lkeep a reflective journal on a daily basis; lfinish all group work with their assigned teams.

Each of these factors will be subject to evaluation based on quality of contribution in each area.

COURSE FEE: $3800 (Cost includes airfare, transportation, lodging, excursions (including a chartered boat trip up the Amazon) and most food on the trip.)

TRAVEL DATES: January 7-28

DATES ON CAMPUS: January 6, January 29-February 1

Though the area along the Amazon River is one of the most beautiful regions in the Americas, it is also among the poorest. Our group will affiliate with a local social service agency in Santarém, Brazil, called “Aguas.” Aguas helps to teach young children about the value and vulner-ability of the Amazon River and rain forest, while also providing educational, recreational, health, and nutrition programs. Our time in the Amazon will involve great personal challenges, as we will endure extreme heat and humidity, intense manual labor, frustrating language barriers, and minor physical ailments throughout our stay there. We will be largely removed from the technological landscape that surrounds us in the U.S., though we will be participating in multimedia work as we produce course projects along with our service work. While in Brazil we will work almost every day on community development projects, language instruction, recreational programs for youth, ecological work, artistic endeavors, and some building and construction. The course itself will involve production of multimedia presentations about the people we encounter and about our own learning experi-ences as we travel and work. We will present some of these projects to the campus and surrounding commu-

nity in the spring semester (2/11). Our group will study the socioeconomics of the region as well as principles of servant leadership during a series of REQUIRED over-night retreats in the fall semester (October 12-13, November 9-10, and December 12-13).

Poverty and Promise in the Brazilian Amazon Shawny Anderson and Jessee Wheeler | [email protected]

TO LEARN MORE ABOUT SIMILAR PRIOR TRAVEL COURSES, PLEASE SEE THE CLASS BLOGS: From Haiti (January 2013): http://smchaiti.blogspot.com

From Tanzania (January 2012): http://smckilimanjaro.blogspot.com

From Dominica (January 2011): http://smcdominica.blogspot.com

From Brazil (January 2010): http://smcamazon2010.blogspot.com/

From Brazil (January 2009): http://povertyandpromise.blogspot.com/

http://smchaiti.blogspot.com

http://smchaiti.blogspot.com

http://smcdominica.blogspot.com

http://smcamazon2010.blogspot.com/

http://povertyandpromise.blogspot.com/


COURSE information

119


*JAN 171

DIVISION: Upper

PREREQUISITES: Permission of the instructors is required for registration (in lieu of a specific department and course number). Students enrolling should, as a general rule, have had at least one class (or, potentially, a significant co- or extra-curricular experience) related to one or more aspects of social in/justice, broadly understood (e.g., history, sociology, anthro-pology, politics, environmental science, or economics—or some other social-science or humanities coursework engaging questions of social justice—again, broadly understood). The expectation is that students will, in general, have college-level study or experi-ence related to issues of social justice (from diverse curricular backgrounds). English 4/Writing 1 and the first Collegiate Seminar course (“Greek Thought” or “Critical Strate-gies and Great Questions”) are expected as well.

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/4, 5:30-7pm 9/5, 5:30-7pm 9/10, 5:30-7pm 9/11, 5:30-7pm

READING LIST: Michael J. Sandel, Justice: What’s the Right Thing to Do? Kenneth E. Morris, Unfinished Revolution: Daniel Ortega and Nicaragua’s Struggle for Liberation Packet of readings on climate change, as selected by the professors

BASIS FOR FINAL GRADE: Book review/quiz due in Fall (25%); Book quiz due prior to departure (15%); Class Participa-tion, including two meetings in the fall (20%); Two integrative projects/essays (20%); Final Group Project/Presentation (20%)

COURSE FEE: $3,665 (Cost includes Cost is all-inclusive: R/T airfare from San Francisco, all in-country travel, all room and board, honoraria for speakers, all group activities, service-learning supplies, and logistical support.)

TRAVEL DATES: January 4 – January 31

We are told that poor countries—often in sub-tropical regions—are disproportionately affected by climate change. In this course, we will explore that assertion—and the kinds of ethical responses and debates about justice that climate change inspires—as we travel through the historically fascinating, spectacularly beauti-ful, and deeply impoverished country of Nicaragua. Not only will we get to know many Nicaraguans as we learn about the country’s history and culture, we will use the study of several classical and contemporary theories of ethics and justice as a lens through which to examine the impact of climate change in the second-poorest country in the hemisphere. We will then explore the ways that Nicaraguans—as individuals, communities, businesses, non-profit organizations, and even governmentally—are responding to climate change, attending to and assessing the ways that various approaches to justice and ethics are employed in those responses. In the process, we will learn about the impacts of climate change on areas such as agricultural production of Nicaraguan cash crops such as cacao and coffee, tourism, ecology, fishing and the coral reefs, food, housing, and indigenous peoples. We

will visit a variety of communities and representative sites for exploring the impacts, responses, and ethics of climate change in Nicaragua, and we will engage in a service-learning project during our time in Nicaragua to help us understand more concretely how we can collabo-rate on the creation of climate justice. In order to gain a more thorough understanding of these issues, we will spend several days living with rural farm-ers and their families, and we’ll learn about organic farming on the bird-friendly Gaia Estate. Our adventure will even include a visit to a famous volcano and time on a gorgeous beach relaxing and reflecting on our experi-ences. This course will undoubtedly change the way you see the world! If you are looking for the “road less traveled,” and for a course that will change your life, this is it!

The Impact and Ethics of Climate Change in Nicaragua Michael Barram & Aaron Sachs | [email protected]


COURSE information

120


*JAN 172

DIVISION: Upper

PREREQUISITES: Any college level course in anthropology, sociology, history, religion, art, collegiate seminar 001 or permission of instructor. Instructor permission needed to enroll.

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/10, 5:15pm 9/11, 6pm

There will be two MANDATORY post-registra-tion meetings in the Fall of 2013 (TBA).

READING LIST:

Thomas Ang, Fundamentals of Photography Bruce Barnbaum, The Art of Photography Aung San Kyi, Freedom from Fear Amitav Ghosh, The Glass Palace Tharoor, Lim, Misra, A Monsoon Feast: Short Stories of Singaporean Culture

BASIS FOR FINAL GRADE: Midterm and final exam (25% each); 12 best photographs (36%); 6 word images (descrip-tive writings each 2 pages long) (14%).

COURSE FEE: $3800 (Cost includes everything except some food and visas and departure tax if any.)

TRAVEL DATES: January 8 to January 29

DATES ON CAMPUS: January 6 and 7

This course will be a combination of the study of history and culture of Myanmar and Singapore and cultural pho-tography. Cultural photography requires a combination of good technique, art, and heart. To create great pho-tos that communicate attributes of a culture one must develop: a deep and growing familiarity with the cul-ture; technical expertise with one’s equipment; an aware-ness of precepts of good photography; an aesthetic sense that facilitates the photographer discerning and capturing his/her intention, be it beauty or other reality; and an ability to capture the emotions of a moment in a picture that will last forever. Cultural photography will be applied by students in this course to the ancient, diverse culture of Myanmar where the beauty of the landscapes, and architecture, pulsing color of dances and village markets is legendary. The kindness, warmth and welcoming hospitality of the Bur-mese people will enhance our encounters with its cul-ture. Food too is part of culture, and the Burmese food we will enjoy is a delicious blend of the flavors of Mid-dle-eastern, Indian, and Chinese cuisines. The opportu-nity to pictorially record this land of tradition as it begins first steps on the path to modernity is irresistible, so we

will invest 15 days in Myanmar, learning about, experienc-ing, and photographing attributes of Myanmar’s culture. A counterpoint to Myanmar’s ancient, Buddhist culture is Singapore, a modern, vibrant nation that has melded the diverse cultures of its populace: part Malay, part Indian, and part Chinese into a new dynamic Singaporean culture. Architecture, art, and food are still important in modern Singaporean culture. However, while pagodas, teak palaces, graceful rivers, bucolic villages, and verdant forests spread horizontally across Myanmar’s landscapes, in Singapore landscapes feature vertical architecture in fantastic, vibrant combinations of glass and steel. Its art and food display a fusion of influences resulting in syn-ergistic delights to one’s eyes and taste. We will invest the second part of this course in examining and photo-graphing contemporary Singaporean culture with its well-planned residential new towns, architectural megaliths in the financial district, and treasured old neighborhoods all set in a park like matrix of tropical foliage. The best of our cultural photography we will share with the SMC community on the internet during the course and in an on-campus presentation when we return, enriched by our experiences and new cultural understanding.

Cultural Photography in Myanmar and Singapore Carla Bossard | [email protected]


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121


JAN 173

DIVISION: Upper

PREREQUISITES: Students should have completed at least one majors’ course in biology or AP Biology with a score of 4 or better. Alternatively prerequisite coursework could be completed through environmental science, environmental studies with biology 50, geology, and other coursework by consent of the instructor.

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/9, 7pm, BROH 114 9/10, 6pm, BROH 114 9/16, 7pm, BROH 114

READING LIST: Adrian Hepworth, Costa Rica: A Journey through Nature Iain Stewart, Guatemala, Belize & Yucatan (Insight Guides)

Victoria Schlesinger, Animals and Plants of the Ancient Maya: A Guide Readings from current journals

BASIS FOR FINAL GRADE: Pre-trip Quiz on Preparatory Material (5%), Term Paper due before leaving on an assigned topic (25%); three quizzes (15%) on material from reading, lecture, and tours; daily journal (20%); final exam (20%); quality of participation (15%)

COURSE FEE: $4550 (Cost includes International and domestic airfare, transportation within countries by bus and boat, lodging, daily breakfast and additional meals as outlined in the itinerary, entrance and conservation fees in all parks, specialty guides where needed, admission to all mandatory activities.)

TRAVEL DATES: Jan 1- Jan 26

In this course, we will take an in-depth and often hands-on excursion into three nearby yet radically differ-ent regions of Central America. The isthmus of Central America has among the highest diversity of organisms per area, yet its environmental and cultural identities are equally complex. The itinerary is built around three sub-jects: natural history, conservation, and culture; and how each has shaped and evolved with the land. Our explora-tions will take us to Belize, the El Peten region of Guate-mala, and Costa Rica. Travelling north-to-south, we will focus on the gradient of ancient and modern cultures as they relate to the changing ecosystems. In eastern Belize and western Guatemala, we’ll tour the Yaxha, Tikal, and the archeological ruins of the “Mayan Empire”. Staying on the world-renowned barrier reef of Belize, students will participate in biological field studies focused on marine wildlife. From mainland Belize, we’ll see a day in the life of modern Creole, Garifuna, and Mayan villages; and learn about community-based conservation initiatives. Our Costa Rica route provides an equally rich opportunity to study one of the earth’s great centers of geography and biodiversity. Students will traverse the country’s spectacular volcanic spine to observe geothermal activity

in action; walk aerial bridges among troops of bellowing howler monkeys, and boat along the crocodile-lined canals of Tortuguero as we take an in-depth look at the country’s environmental initiatives, its endangered and endemic wildlife, and its unique cultural identity.

An Intimate Exploration of Belize, Costa Rica, and Western Guatemala Margaret Field & Douglas Long | [email protected]


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122


*JAN 174

DIVISION: Upper

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/5/13, 3-4pm 9/5/13, 4-5pm 9/6/13, 2:30-3:30pm 9/10/13, 6-7pm

READING LIST: John Clifford Holt (ed.), The Sri Lanka Reader: History, Culture, Politics Gordon Weiss, The Cage: The Fight For Sri Lanka and the Last Days of the Tamil Tigers Manuka Wijesinghe, Monsoons & Potholes Laksiri Jayasuriya, Taking Social Development Seriously: The Experience of Sri Lanka

BASIS FOR FINAL GRADE: Quality of active participation (20%); Quality of interview transcripts (20%); Ongoing writing assignments (including reflective journals) (20%); Quality of final project work

(40%).

COURSE FEE: $3400 (Cost includes all airfare, ground transporta-tion, room and board, miscellaneous expenses.)

TRAVEL DATES: January 9-31

DATES ON CAMPUS: January 6-9

In Sri Lanka, a Civil War raged for thirty years, and it ended as recently as 2009. In this course, students will travel to Mannar, Sri Lanka to study the political, social, and economic context surrounding Sri Lanka’s protracted Civil War and the ethnic and religious conflicts that fueled it. In order to more deeply understand what life during years of civil war was like, we will conduct interviews with Tamil women in the Northern region of Sri Lanka to study their use of social capital for survival. The concept of social capital refers to the resources to which we all have access by virtue of our immersion in social net-works. Many women in the North had small children and/or elderly family members to try and protect while fleeing extreme danger (frequent bombings, shootings, etc.) in their homes, schools, and churches. Many women are still looking for family members who have either been “disappeared” or killed, whose bodies have not yet been found, while they are still raising children. In the course, we will study the ways in which Tamil women have used their social capital to survive the war, and ways in which they are leveraging it to rebuild their local communities. (Please note: In this study, we will cer-tainly not exclude the voices of men who have such

experiences, but will take special care to prioritize the voices of women, as they have often been unheard in public ways because of the limited opportunities for women in the public arena in Sri Lanka.) We will stay in guest housing of the Christian Brothers in Mannar and its surrounding areas. For two summers in a row, Prof. Ganote has taught English to children in the De La Salle Brothers’ schools in Sri Lanka, and this prelimi-nary research will help us hit the ground running on this research project.

Community Engagement in Sri Lanka: An Exploration of Tamil Women’s Voices Cynthia Ganote | [email protected]


COURSE information

123


JAN 175

DIVISION: Upper

PREREQUISITES: ENG 4 and ENG 5.

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/5, 7pm 9/11, 5pm 9/12, 9pm

Mandatory Fall Preparation Meetings: 10/30, 1-2:30pm 11/20, 1-2:30pm 12/4, 9-10pm

READING LIST: Fergal Keane, “The Story of Ireland” (video) Neil Hegarty, The Story of Ireland: A History of the irish People Tim Perry and Ian O’Leary, DK Eyewitness Travel Guide: Ireland Susan Cahill, ed., For Love of Ireland: A

Literary Companion for Readers and Travelers. A class reader, including: William Butler Yeats, “Easter 1916,” and other poems; William Trevor, “Of the Cloth” and “The Piano Tuners Wives”; Colm Toibin, “The Pearl Fishers” and “The Empty Family”; stories by James Joyce, Frank O’Connor, Ann Enright, Roddy Doyle, Claire Keegan, Fiona O’Rourke; excerpts from Sinead McCoole, No Ordinary Women: Irish Female Activists in the Revolutionary Years 1900-1923.

BASIS FOR FINAL GRADE: 3 or 4 (900-1200 word) papers (50%); 2 blog entries (suggested length 500-700 words) (25%); Quality of participation and conduct during trip (25%)

COURSE FEE: $4300 (Cost includes air and ground transportation; all entrance fees to museums and archeologi-cal sites; all hotel accommodations including full Irish breakfast (eggs, meat, cheese,

pastry, porridge, fruit), and group lunches and dinners for approximately half our total days.)

TRAVEL DATES: 1/5 - 2/1

Ireland, the “Terrible Beauty” Rosemary Graham and Tom McElligott | [email protected]

In this course, the country of Ireland will be our class-room, its texts our texts, its people our teachers.We start in the West, amidst green fields, boggy soil, and rocky crags, where rural people preserve the Irish lan-guage, music, and culture of the past. Kerry’s lakes, and small towns and villages will bring us into the heart of Irish country life. Local families will welcome us with a traditional Irish ceili on Saturday night. We’ll stay for mass and a home-cooked meal the next day. In Cork we’ll visit Skibbereen, where the Famine hit hard, as well as Michael Collins’ birthplace, a writers’ center on the Beara Peninsula, and Cork City. In the Gaeltachts, the Irish-speaking areas of Galway and the Aran Islands, we’ll witness—in a way no textbook can convey—the determined effort of the Irish people to keep alive their ancestral roots. We’ll follow Saint Pat-rick’s footsteps up the craggy path of Croagh Patrick. In County Sligo, we’ll visit the six-thousand-year-old passage tombs of Carrowmore. In Donegal, we’ll climb Slieve League, where shepherds raise the sheep whose wool becomes Donegal tweed.In Derry and Belfast, we’ll meet people seeking to heal

the complicated Protestant-Catholic divide through art and dialogue. Along the Antrim Coast we’ll visit the sixty-one-million-year-old Giant’s Causeway, and Dunluce Castle, a 13th-century fortress. In the Boyne Valley, we’ll enter Newgrange passage tomb, the oldest architectural structure in the world, and visit the site of the decisive Battle of the Boyne.In Dublin, a 21st-century city dating to the Viking inva-sions of the 9th century, we’ll learn about the Easter 1916 Rising, retracing the footsteps of its leaders. At Kilmainham Gaol and Glasnevin Cemetery we’ll ponder their terrible fate. We’ll meet a priest dedicated to helping the city’s outcasts. A day trip to Glendalough, a 6th century monastery in the Wicklow mountains, will reveal how Irish monks “saved civilization.”Ireland the living classroom has much to teach us. Eager students will not be disappointed.


COURSE information

124


JAN 176

DIVISION: Upper

PREREQUISITES: ENG 5 or consent of instructor

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: Thurs 9/5, 5:30-6:30pm Fri 9/6, 2:45-3:45pm Thurs 9/12, 5:30-6:30pm Fri 9/13, 4:00-5:00pm Thurs 9/19, 1:30-2:30pm Fri 9/20, by appointment only.

Two post-registration meetings will be arranged.

READING LIST: Catherine Hamlin, The Hospital by the River: A Story of Hope Philip Briggs, Ethiopia: The Bradt Travel Guide Paul Farmer, To Repair the World: Paul Farmer Speaks to the Next Generation (short selections)

Frank Lechner and John Boli, The Globaliza-tion Reader (selections) and other short selections.

BASIS FOR FINAL GRADE: Quality of participation (25%); four written reflections (25%); two quizzes (25%); two essays (25%)

COURSE FEE: $4385 (Cost includes international airfare and all transportation, hotels, meals, bottled water, entrance fees, tour guides, and mandatory travel insurance.)

TRAVEL DATES: January 2 – January 28

Ethiopia’s remarkable history, vibrant cultures, and natural beauty are sources of pride to its people and assets to its growing tourism industry. Ethiopia also faces tremen-dous challenges due to poverty and unequal access to healthcare. Our course will explore historical, cultural, and religious aspects of modern Ethiopian identity as well as major events and themes that shape Ethiopian life today. We will also work with several nonprofit organizations to learn how Ethiopians are addressing the urgent needs of underprivileged groups in their commu-nities and to consider how people from wealthy countries can best support humanitarian efforts in Ethiopia.We will start with several days of cultural acclimation in Addis Ababa. This is also where we will work with our community partners, organizations serving disad-vantaged children and women. In particular, we will partner with Hamlin Fistula Ethiopia, which provides free life-changing surgeries to women with obstetric fistula and trains midwives to prevent this devastating childbirth injury.We will take two four-day trips to other parts of Ethiopia to visit historical and natural attractions. Our first des-

tination will be the ancient city of Axum, whose king adopted Christianity in the 4th century. The original Ark of the Covenant is said to be housed here, guarded by a priest who permits nobody else to see it. Next we will see the stunning rock-hewn churches of Lalibela, dating to the 12th century. Later, we will travel to Bale Moun-tains National Park to view endemic wildlife, including monkeys and Ethiopian wolves, and dramatic montane scenery.

Ethiopia: History, Culture, and Community Engagement Rebecca Jabbour | [email protected]


COURSE information

125


JAN 177

DIVISION: Upper

PREREQUISITES: Signature of the instructor; Proof of a current passport with required visa stamps

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/4, 3-4:30PM 9/11, 3-4:30PM

Additional mandatory fall meetings in October and November, times/locations TBA

READING LIST: Donald G. Kyle, Sport and Spectacle in the Ancient World Stephen G. Miller, Arete: Greek Sports from Ancient Sources Directed readings in Homer’s Iliad and Odyssey


Performance on quizzes (10) and examina-tions (2) and the quality of a term paper (1); daily preparation and participation while on site; submission of a daily travel diary.

COURSE FEE: $4000 (Cost includes airfare to and from Europe and from Istanbul to Athens, bus transportation for the duration of our stay, hotels (double occupancy), all breakfasts, and admission to all archaeological sites and scheduled places of interest.) TRAVEL DATES: January 11-23, 2014

DATES ON CAMPUS: January 6-9, 27-30

Sport occupies an undeniably serious place in modern world culture. A select few sport events have even assumed the mantle of global festival with the most exalted being the Olympic Games. The question of why sport and especially the quadrennial Olympiad celebra-tion resonate so deeply with so many people will be at the core of this January Term travel course. To begin our travel course we will go in search of the earliest records of and venues for Greek sport. At Troy we will read from the Iliad while gazing at the place where Homer por-trayed his athletes competing in Patroklos’ funeral games. From Troy we travel to the Greek mainland to explore the archaeological sites of Olympia and moun-tainous Delphi, two of the most important sportive, cultural and religious centers in all of ancient Greece. We will walk and run where the great athletes of antiquity did the same and read Pindar’s records of their arete. We conclude our journey in Athens: the site of significant and lucrative athletic contests in antiquity, the finishing line of the mythic Marathon run, and home to the first modern Olympic Games in 1896 and host again in 2004. By the time we leave for home, we will have closely studied and walked amid the athletic “texts” the Greeks have left for

us – their art, stadia, statues, sport equipment, writings, temples, and gymnasia – and come to appreciate the place of physical competition in this most important of ancient cultures. During this travel course we seek to bring to life events that occurred as many as 3000 years ago and by the time we depart we will have a response to Homer’s question: “What greater glory attends a man, while he’s alive, than what he wins with his racing feet and striving hands?” and understand why we modern humans are so drawn to sport and especially the Olympic Games.

Ancient Athletics: Turkey and Greece Deane Anderson Lamont | [email protected]


COURSE information

126


*JAN 178

DIVISION: Upper

PREREQUISITES: ENG 5, Attendance at one pre-registration meeting: Signature of instructor, Completion of at least one upper division course in communication, politics, economics, busi-ness, sociology, or anthropology recom-mended. Previous community service and/or leadership experience recommended. Speak with instructors if you do not have the recommended experience.

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment (location TBD): 9/9 12:45pm-1:45pm or 4:00pm-5:00pm 9/10 12:45pm-1:45pm or 4:00pm-5:00pm 9/11 4:00pm-5:00pm

5 Mandatory Post-registration meetings: Sundays: 10/20, 10/27, 11/3, 11/10, & 11/17 (4:30pm-6:30pm, location TBD)

READING LIST: Patricia Crisafulli and Andrea Red-mond, Rwanda, Inc.: How a Devastated Nation Became an Economic Model for the Developing World Andrew Sumner and Michael A. Tribe, Inter-national Development Studies: Theories and Methods in Research and Practice Course Reader

BASIS FOR FINAL GRADE: Three Pre-Trip Papers (3-4 pages each) (30%); Quality Preparation & Participation (15%); Group Presentation (15%); In-Rwanda Reaction Papers (15%); Final Integrative Paper (8-10 pages) (25%)

COURSE FEE: $4,980. (Cost includes airfare, airport taxes, emer-gency health insurance, lodging, in-country transportation, breakfasts and dinners, entrance fees, local guides, safari, and reader. Students will also be required to have certain vaccinations and medications for the

trip; these will have differing costs depending on each student’s medical insurance. .)

TRAVEL DATES: 1/9/2014 – 1/31/2014

DATES ON CAMPUS: 1/6, 1/7, 1/8

In 1994, the Rwandan Genocide resulted in the deaths of nearly one million people—nearly 10% of the population. Today, Rwanda is considered a rising society in sub-Saha-ran Africa, with an impressive 9.9% GDP, and growing public resources and support networks. In this course, students will learn a global and holistic approach to development that addresses five areas: arts and culture, education, environment, governance, and health and human services. We will do this through pre-January studies and a three-week immersion in the life and culture of Rwanda. In Rwanda, we will examine how it is positively changing in the five areas of development. We will experience “Twahindutse beza,” a Kinyarwanda phrase meaning ‘We changed for good.’We will learn, plan, and serve with organizations and government ministries that are working to achieve the development goals as set forth by the people of Rwanda. With elected officials, we will explore how government and civic participation are evolving. Service with Lasallian schools and learning from CARE initiatives will provide examples of international non-governmental organization work in development. Conversations with artists will enable us to see the role of the arts and culture in rural

and urban areas of the country. Through a national park excursion, we will experience Rwandan eco-tourism. Join this class if you want a clear understanding of what it means to create positive change individually and collec-tively.

Rwanda: “Twahindutse beza” - We changed for good James Losi & Ryan M. Lamberton | [email protected]

FOR MORE INFO ABOUT SMC RWANDA COURSES VISIT: http://www.smcrwanda.blogspot.com

http://www.smcrwanda.blogspot.com


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127


JAN 179

DIVISION: Upper

PREREQUISITES: French 11 or Spanish 11 or English 19 or Sem-inar 1 (Greek Thought).

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/3, 4-5 pm 9/10, 4-5 pm

Post-registration mandatory meetings: 10/1, 4-5 pm; 11/5, 4-5 p.m.

READING LIST: Frantz Fanon, The Wretched of the Earth Mimi Sheller, Consuming the Caribbean Andrea Stuart, Sugar in the Blood Joseph Zobel, Black-Shack Alley Patrick Chamoiseau, Texaco

BASIS FOR FINAL GRADE: Quality of class participation (30%); participa-tion in cultural events (20%); first paper (on

theoretical/sociological texts) (25%); final paper (theoretical and literary texts) (25%).

COURSE FEE: $ 4,500 (Cost includes round-trip airfare; inter-island catamaran fares; intra-island transportation; cultural events museums; lodging; and home-cooked meals.)

TRAVEL DATES: January 6th or 7th to February 1st or 2nd, 2014

This course to Martinique and Dominica permits the exploration of a tension between Martinique’s paradisia-cal appearance and the not so readily discernible, yet ‘real,’ ‘wretchedness’ (a term dear to Frantz Fanon) of much of its citizenry. Students will appreciate for them-selves, through daily cultural activities and as much immersion as is permitted by the conditions, the Edenic aspects of Martinique that have been mediated and constructed for tourist and first-world consumption over the centuries, all the while reading texts that belie Marti-nique’s representation as a paradise by presenting the ‘wretched’ nature of the majority of Martinique’s inhabi-tants over the centuries. One of the purposes of the course is to shed some light into the geographical con-siderations and historical events (colonization, slavery, Haiti’s war of independence) that might account for the current political and social status of Martinique. Con-cepts such as ‘Décolonisation,’ ‘Postcolonial,’ ‘Négritude,’ and ‘Créolité’ will be defined and contrasted in the light of the works of Frantz Fanon and Patrick Chamoiseau. Furthermore, thanks to the books at hand, the problem-

atic nature of the proverbial ‘consumer’ relationship to the Caribbean will be highlighted, even as we visit beaches and partake of the most representative, and delightful, cultural activities that Martinique and Dominica have to offer. A typical day may include a two-hour seminar-style discussion of assigned texts; an outing (such as hiking to a volcano or a ‘boiling lake,’ a visit to a bird sanctuary or a museum); and the preparation of a meal (different ‘bungalows’ will take turns shopping and preparing dinner).

Martinique: Can One Be Wretched in “Paradise”? (Travel Course with a Literature Emphasis) Claude-Rhéal Malary | [email protected]


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128


JAN 180

DIVISION: Upper

PREREQUISITES: ENG 4 and ENG 5

INFORMATIONAL MEETINGS: Attendance at one of the following pre-regis-tration informational meetings is mandatory for enrollment: 9/11, 4pm 9/11, 6:30pm 9/12, 4pm 9/12, 6:30pm 9/18, 4pm 9/18, 6:30pm

Mandatory Meetings: October 9th (7-9 pm) December 4-5 (one on one with instructor by appointment).

READING LIST: Lory Smith, Party in A Box Joseph Campbell, Power of Myth Dell deChant, The Sacred Santa Peter Biskind, Down and Dirty Pictures Various articles

BASIS FOR FINAL GRADE: Class blog posts, 12 pre-festival film reviews, Objective Tests based on readings and research, myth and film paper, 15 final festival film reviews

COURSE FEE: $1,800 (Cost includes lodging, round-trip airfare, airport shuttle service in Utah, guest speak-ers, handouts, DVD rentals, group meals, film tickets funds.)

TRAVEL DATES: January 16 - January 26

DATES ON CAMPUS: January 6 - 15; January 27 - 30

The Utah/United States Film Festival was inaugurated in 1978 to lure filmmakers and tourists to Utah with retro-spectives and celebrity panels. Sundance Institute took over in 1985 and transformed the festival into a show-case for emerging artists. The box office success of sex, lies, and videotape in 1989 established the festival as the premiere independent film marketplace, and in 1991, renamed the Sundance Film Festival, it became a magnet for studio execs, distributors, and agents who charged into Park City to wine, dine, and sign new talent. This ongoing metamorphosis has distinguished Sundance as one of the top film festivals in the world. In 2013, 119 features selected from 4,044 submissions from 32 countries screened with over 45,000 people in atten-dance. Film purists argue that the Sundance marketplace has created “indie lite”: mainstream in drag. Others believe that Sundance has nourished a greater appetite for films that challenge the status quo. All agree that Sundance is the film lover’s ultimate rush. In this course, we will study the history of Sundance and its impact upon the evolution of independent film. What are the essential marks of an independent film? To what extent do indies form an alternative that is truly different? To

what extent do indies challenge the status quo? Students will also examine the mythic dimensions of film. From January 16-26, students will attend the Sundance Film Festival. All students interested in learning more about independent film are welcome in this course. Students interested in screenwriting, directing, producing and/or other filmmaking careers are especially encouraged to participate.

Sundance Film Festival: Park City, Utah Virginia Saenz McCarthy | [email protected]


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*JAN 181-01

DIVISION: Upper

PREREQUISITES: Preliminary interview; Completion of applica-tion form; Two faculty recommendations; $100 materials fee

INFORMATIONAL MEETINGS: 9/10, 9/11, 9/12: 7pm All meetings will be held in the Mission and Ministry Center Lounge. Mandatory Fall seminars: 11/5, 11/12, 11/19, 12/3

READING LIST: Selections from: Kevin McKenna, A Concise Guide to Catholic Social Teaching Robert Ellsberg (ed.), Modern Spiritual Masters: Writings on Contemplation & Compassion Ronald Rolheiser, The Holy Longing: The Search for a Christian Spirituality

Articles: Philip Kennedy, “Four Stages of Spiritual Growth in Helping the Poor,” “Fighting the Stereotype Stigma,” “Liberation Theology”

BASIS FOR FINAL GRADE: Number of hours of direct service to the disadvantaged during January Term and written evaluation of student’s performance by their respective ministry site supervisors (40%); attendance and quality of participation in all five preliminary and concluding semi-nars (20%); daily journaling (10%); final reflection paper (25%) using the “ABC” components (affective / behavioral / cogni-tive) of deep reflection; exit interview with instructor of record to process student’s experience and evaluate the student’s performance on all of the above (5%).

COURSE FEE: $200 + travel expenses to and from LSI sites (Cost includes course materials, journal, texts, food for seminar dinners, and manda-

tory travel insurance (where applicable).)

TRAVEL DATES: Saturday, January 4 - Saturday, February 1, 2014

DATES ON CAMPUS: See “informational meetings”.

The Lasallian Service Internship course - LSI - has been a tradition at Saint Mary’s College since 1985. Formerly called “Christian Service Internship,” its goal is to provide opportunities for students to engage in the Lasallian tradition of direct service to the poor.Each student enrolled in the LSI course spends the entire Jan Term volunteering with an organization that works with the underserved. Students choose where they would like to volunteer from a variety of types of service sites. During January 2013, students served at 11 differ-ent local, domestic, and international schools, youth programs, homeless shelters, daycare centers, social service agencies, and community centers. This year, we have expanded the program to include over 25 local, domestic, and international service sites for students to choose from.LSI epitomizes the concept that is this year’s theme Metamorphoses. Year after year students have returned from their month of service-learning affirming that the experience has truly been one of change: change in their preconceptions about poverty and the poor, change in their academic and firsthand knowledge of the Catholic Church’s lived response to that poverty, and change in the

purpose and direction of their own lives. It is for this reason that we say, “The course lasts a month… the experience lasts a lifetime.”

Lasallian Service Internship I (LSI I) Brother Michael F. Murphy, FSC PhD | [email protected]


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*JAN 181-02

DIVISION: Upper

PREREQUISITES: Preliminary interview; Completion of application form; Two faculty recommendations; $200 materials fee; Participation in a previous Christian Service Internship

INFORMATIONAL MEETINGS: Attendance at one of the following pre-regis-tration informational meetings is mandatory for enrollment: 9/10, 7pm 9/11, 7pm 9/12, 7pm All meetings will be held in the Mission and Ministry Center Lounge.

Mandatory Fall seminars: 11/5, 11/12, 11/19, 12/3

READING LIST: Selections from: Benedict XVI. Encyclical Letter, Caritas in Veritate: On Integral Human Development in

Charity and Truth Paul Farmer, Pathologies of Power: Health, Human Rights, and the New War on the Poor Daniel G. Groody, Globalization, Spirituality, and Justice: Navigating the Path to Peace Leo XIII. Encyclical Letter, Rerum Novarum: On Capital and Labor The New American Bible Henri J. M. Nouwen, Reaching Out: The Three Movements of the Spiritual Life Rebecca Todd Peters and Elizabeth L. Hinson-Hasty, (eds.) To Do Justice: A Guide for Progressive Christians

BASIS FOR FINAL GRADE: Number of hours of direct service to the disadvantaged during January Term and written evaluation of student’s performance by their respective ministry site supervisors (40%); attendance and quality of participation in all five preliminary and concluding semi-nars (20%); daily journaling (10%); final reflection paper (25%) using the “ABC”

components (affective / behavioral / cogni-tive) of deep reflection; exit interview with instructor of record to process student’s experience and evaluate the student’s performance on all of the above (5%).

COURSE FEE: $200 + travel expenses to and from CSI sites (Cost includes class materials, journal, texts, food for seminar dinners, and mandatory travel insurance (where applicable).)

TRAVEL DATES: Saturday, January 4 - Satur-day, February 1, 2014

DATES ON CAMPUS: see “Informational meetings”.

The Lasallian Service Internship course - LSI - has been a tradition at Saint Mary’s College since 1985. Formerly called “Christian Service Internship,” its goal is to provide opportunities for students to engage in the Lasallian tradition of direct service to the poor.Each student enrolled in the LSI course spends the entire Jan Term volunteering with an organization that works with the underserved. Students choose where they would like to volunteer from a variety of types of service sites. During January 2013, students served at 11 differ-ent local, domestic, and international schools, youth programs, homeless shelters, daycare centers, social service agencies, and community centers. This year, we have expanded the program to include over 25 local, domestic, and international service sites for students to choose from.The goal of the Lasallian Service Internship II is to engage reflectively in a follow-up experience of direct service to the disadvantaged. LSI II is designed for students who have previously taken a Christian Service Internship (CSI) Jan Term course, and is meant to be a deepening of the engagement and reflection undertaken

by such students in their previous CSI experiences. It is designed to help students critically examine the under-pinnings of structural poverty and injustice, and the Church’s response to those issues.LSI epitomizes the concept that is this year’s theme Metamorphoses. Year after year students have returned from their month of service-learning affirming that the experience has truly been one of change: change in their preconceptions about poverty and the poor, change in their academic and firsthand knowledge of the Catholic Church’s lived response to that poverty, and change in the purpose and direction of their own lives. It is for this reason that we say, “The course lasts a month… the experience lasts a lifetime.”

Lasallian Service Internship II (LSI II) Brother Michael F. Murphy, FSC PhD | [email protected]


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JAN 182

DIVISION: Upper

PREREQUISITES: Signature of instructor.


READING LIST: Selections from: A. F. Aveni, ed., World ArchaeoAstronomy Evan Hadingham, Early Man and the Cosmos J. M. Malville and C. Putnam, Prehistoric Astronomy in the Southwest R. A. Williamson, Living the Sky: The Cosmos of the American Indian J. G. Monroe and R. A. Williamson, They Dance in the Sky: Native American Star Myths

BASIS FOR FINAL GRADE: 3 weekly quizzes (30%); Journal (30%); Final paper (40%).

COURSE FEE: $1,925a (Cost includes Travel (air and ground), accommodation, and daily meals in New Mexico.)

TRAVEL DATES: 1/11-1/25

DATES ON CAMPUS: 1/6-1/10, 1/27-1/31

In the classroom and in the field, this course will explore the cosmographic expression of the Chaco culture of the American Southwest. At Chaco Canyon, in what is now northern New Mexico, the ancestral Pueblo people built a monumental urban and ceremonial center in the years AD 950 to 1150. Then in the fifty years following, the set-tlements were largely sealed and abandoned. The reasons for the evacuation are still obscure. Today signifi-cant ruins remain of the Chaco town complexes, multi-story buildings of hundreds of rooms that are aligned to pivotal passages of the sun and moon. On a butte at the mouth of the canyon, the solstice sun and moon filter through jumbled rock slabs to illuminate a spiral petro-glyph and mark the passing of time. Other sites exhibit stone circles, planetaria drawn into the roofs of caves, petroglyphs, and shadowgraphs.Archaeoastronomy is both a study of the visible cosmos and an effort to understand different ways of conceiving the human relationship to it. We will begin with a histori-cal overview of Pueblo culture and proceed to astronomi-cal observation and visits to the important sites. At the cliff dwellings of Tsankawi we will calculate solar-lu-nar alignments with methods likely used by the Chaco

people and with modern instruments.Our base for the field trip will be the Ghost Ranch retreat center near Abiquiu, New Mexico. We will explore from there the canyons, deserts, and mountains of northern New Mexico. We will also look to contempo-rary artists’ efforts to come to terms with life in this harsh and beautiful land.

ArchaeoAstronomy of the American Southwest Ron Olowin and Edward Boyda | [email protected]

IMAGES AND MORE DETAILS ARE AVAILABLE ON OUR WEBSITE: http://www.archaeoastro.wordpress.com

http://www.archaeoastro.wordpress.com


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JAN 183

DIVISION: Upper PREREQUISITES: a) Grade of B or higher in TRS 97; b) Attendance at pre-registration meeting; c) Signature of instructor.


READING LIST: Andre Vauchez, Francis of Assisi: The Life and Afterlife of a Medieval Saint; Philip Ball, Universe of Stone: Chartres Cathedral and the Invention of the Gothic; Raymond Brown, A Crucified Christ in Holy Week; John Drury, Painting the Word; Robert Scott, The Gothic Enterprise

BASIS FOR FINAL GRADE: One assigned paper and a few small projects before we depart (15%); Regular preparation, quality of active daily participation, and special presentations (20%); Special project (25%); Final exam (40%).

COURSE FEE: $4,500 (Cost includes airfare, transportation, entrance fees, hotels, breakfasts, and some group dinners, and insurance.)

TRAVEL DATES: 1/5 - 1/31

What shape should a church have, and how should it be decorated? What symbols or scenes from the Bible would you feature, and how would you portray Jesus? What do your answers to these questions say about your understanding of Jesus and theology? Attempting to answer these questions will take us deep into the study of Christian art.In this course we will study buildings, paintings, and sculptures in Italy and France that artists over the centu-ries have created to embody their understanding of the Christian faith. We’ll situate the works in various eras of art and architecture, ask what they reveal about how the artists understood the gospel, and consider the influence of these works on our understanding of the Christian faith. We will go from studying the earliest Christian art in the catacombs to the radically new way of seeing ushered in by the impressionists and post-impressionists. Our primary texts will include some of the most famous churches and museums in the world: the Duomo and the Uffizi in Florence; St. Peter’s and the Vatican Museums in Rome; Notre Dame and the Louvre in Paris. Additional areas of study will be Gothic architecture in France

(Chartres, Bourges, Paris), the Italian Renaissance (Ghib-erti and Brunelleschi) and High Renaissance (Michelan-gelo and Raphael), and the flowering of the Baroque in Rome (Caravaggio, Bernini, Borromini), besides days spent studying art in places like Ravenna, Siena, and Orvieto.Plus, in light of Cardinal Bergoglio’s decision to take the name of Pope Francis, we will spend four nights in Assisi getting to know his namesake, Francis of Assisi.Don’t mistake this course as merely a guided tour. A thorough knowledge of the sites and texts will be required on papers and examinations. In addition, each student will design her or his own review of the master-pieces of the Christian faith.

Encountering Christian Art: Italy & France Tom Poundstone | [email protected]


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JAN 184

DIVISION: Upper

PREREQUISITES: Students who enroll in this course must be in good academic standing at the time of enrollment. Not open to freshmen.

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: 9/4, 4:30pm 9/11, 4:30pm 9/18, 4:30pm

Mandatory post-registration meetings: October 09, 4:30-6:00pm October 30, 4:30-6:00 pm November 20, 4:30-6:00 pm December 04, 4:30-6:00 pm

READING LIST: Roger Bartra, The Cage of Melancholy: Identity and Metamorphosis in the Mexican Character Jorge Castañeda, Mañana Forever: Mexico and the Mexicans

Nestor García Canclini, Citizens and Consum-ers: Globalization and Multicultural Conflicts Guillermo Bonfil Batalla, Mexico Profundo: Reclaiming a Civilization

BASIS FOR FINAL GRADE: Active Class Participation (10%); Quizzes (5%); Daily Journal (20%); Midterm Exam (20%); Final Exam (20%); Ten Page Term Paper (25%).

COURSE FEE: $2150 (Cost includes Airfare, tuition fees, room and board with Mexican family, excursions (transportation, hotel room, and museum tickets).)

TRAVEL DATES: January 3 - January 31

DATES ON CAMPUS: October 09, 4:30-6:00 pm October 30, 4:30-6:00 pm November 20, 4:30-6:00 pm December 04, 4:30-6:00 pm

In this course, students will analyze the ways in which Mexicans continue to maintain their national and folk cultures in the face of modernity as they travel to visit famous archeological sites such as Teotihuacan, the colonial cities of Puebla and Taxco as well as the postmodern metropolis of Mexico City, where they will visit the Museums of Anthro-pology, National History, and Frida Kahlo. The base city is Cuernavaca where students will attend classes at Universidad Internacional Monday through Friday from 10:00 am to 2:00 pm. During the first two hours of each day, Prof. Ramírez will lead semi-nar-style discussions in English. We will discuss the works of authors who have defined various notions of Mexican identity in the late twentieth century, which have influenced profoundly how Mexicans see themselves in terms of culture and nationality, especially in relation to Americans and Europeans. Topics covered include race, class, and identity in the colonial and postcolonial era; modern Mexican identity in the post-NAFTA era, the impact of migra-

tion and modernity on indigenous societies as well as the effects of the recent war on drugs on Mexico. From 12:00 p.m. to 2:00 p.m. all students will attend language courses according to their level. Once a week students volunteer at a nearby school, where they will work with indigenous children. With the exception of two afternoon trips, excursions will take place on weekends. All students will be housed in pairs with Mexican families who provide room and board. Four meetings scheduled prior to leaving on the trip are considered part of the course.

Mexico: Tradition and Modernity Alvaro Ramirez | [email protected]


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*JAN 185

DIVISION: Upper

PREREQUISITES: None required. Per the spirit of January Term, we prefer that the course be open to a broad audience. We do expect students to have the interest and ability to complete all the expectations of the course.

INFORMATIONAL MEETINGS: Attendance at one of the following pre-regis-tration informational meetings is mandatory for enrollment: 9/4, 3pm 9/9, 3pm 9/10, 3pm

Additionally, we have meetings every Wednesday night, 6 - 8:30 p.m. This is a required component of the course; 20% of the grade is before we travel. Thus students should not sign up for this course if they cannot make the orientation.

READING LIST: John Crow, Spain: The Root and the Flower Michelin Guide, Spain Packet of Readings (Ericksson psychological theory on identity; articles on Spanish identity past and present; materials on Spanish history, art, and architecture; contemporary articles on the state of Spain)

BASIS FOR FINAL GRADE: Orientation course (quizzes, presentations, participation) (20%); Focused journal entries for each of the cities (20%); Research paper (8-10 pages) (20%); Theme essay (8-10 pages) (20%); Quality of participation (travel conduct, travel on-site class discussions, group leadership) (20%).

COURSE FEE: $4200 (Cost includes all travel, lodging, breakfast each day, admission to daily museums, architectural sites, and events, and at least one class group dinner.)

TRAVEL DATES: January 4 through January 25

Metamorphoses in action! Few countries have undergone change as comprehensive as Spain. Through an intensive orientation pre-travel course and January travel to nine cities, we study the his-tory, art, and architecture of this beautiful and dra-matic country. We will explore the question, “How have Spain’s metamorphoses influenced Spanish identity?” We study how each cultural group has left its mark on Spain and how traditions have evolved and exist today. Using what we experience, from medieval castles to Granada’s Alhambra to Barcelo-na’s modernist architecture, and from paintings of El Greco to Picasso to Dali, we also explore psychologi-cal concepts of cultural identity development and change. If Spain exemplifies metamorphoses, from what to what? And what is Spain today?The course requires a pre-travel orientation course to set a foundation for theme-related questions, and to cover travel protocols and preparation. This orien-

tation comprises 20% of the course. In January, students complete a travel-specific focused journal, a thematic essay, and a final independent research paper on a topic of their choice. Each of these is begun prior to departure. For example, students may choose a particular architectural style, or historical figure, or painter or city. Students will synthesize their findings, and serve as the “expert” when we visit that site, presenting the information to the group. In this way, students are not passive tourists, but active researchers into the course questions, and equally responsible for creating a vibrant and engaged class.

Spain: A Study in Cultural Metamorphoses through History, Art and Architecture Frances M. Sweeney and Sara (Sally) Stampp | [email protected]


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JAN 186

DIVISION: Upper

PREREQUISITES: Signature of instructor AND EITHER (a) experience studying a foreign language or culture OR (b) significant prior international travel experience

INFORMATIONAL MEETINGS: Attendance at one of these pre-registration informational meetings is mandatory for enrollment: Thu, 9/5, 5:15–7pm Sat, 9/7, 1:15–3pm Wed, 9/10, 5:15–7pm

Post-enrollment meetings (all mandatory): Thu, 10/3, 6–7:30pm Sat, 10/12, 1–5pm Thu, 11/7, 6–7:30pm Sat, 12/7, 1–5pm

READING LIST: A Course Reader David Abram: “The Ecology of Magic”

Miguel Covarrubias: Island of Bali Fred B. Eiseman, Jr.: Bali: Sekala & Niskala, volumes 1 & 2 Tony Whitten, Roehayat Soeriaatmadja, Suraya Afiff: The Ecology of Java and Bali [selections] Adrian Vickers: Bali: A Paradise Created [selections] J. Stephen Lansing and William C. Clark: Priests and Programmers: Technologies of Power in the Engineered Landscape of Bali [selections] I Wayan Dibia, Rucina Ballinger, Barbara Anello: Balinese Dance, Drama & Music: A Guide to the Performing Arts of Bali [selec-tions]

BASIS FOR FINAL GRADE: Midterm exam (20%); Frequency and quality of attention and participation in all class activi-ties (30%); Journal and/or blog entries (30%); Final exam (20%)

COURSE FEE: $3,800 (Cost includes SFO-Bali round-trip airfare; lodging; nearly all meals; mandatory travel insurance; workshop & guest speaker honoraria and fees; performance entrance tickets; temple wear; a donation to a poverty NGO; ground transportation in Bali; retreat facilities.)

TRAVEL DATES: 1/6–1/29

DATES ON CAMPUS: See mandatory Fall meeting dates.

This course will study the nexus of nature and cul-ture in Bali, where the two realms overlap, mirror, and infuse each other in intriguing ways to sustain people and their environments alike. Looking beyond false images of paradise, we’ll survey the intercon-nections emerging from Bali’s holistic metaphysics, manifest for instance in effigies of the goddess Dewi Sri that punctuate the island’s famous rice terraces; in religious beliefs about spirits animating the landscape; in a sacred cave; in shadow puppet performances that bring daily experiences into conversation with ancient myths; and in complex irrigation works managed ingeniously by subaks, organizations overseen by priests. Magic mediates between people and nature in Bali, but we’ll learn how the island’s rapid yet inflected modernization is (incompletely) replacing the mysterious with modern science and economics. We’ll attend throughout to the challenges and opportunities created by tourism.

Talks by local experts in religion, ecology, food, the arts, and shamanism will augment lectures and readings. Performances, rituals, ceremonies, discus-sions with farmers, hikes through riparian corridors and agroecosystems, and a visit to Bali’s national park will ground our understandings. We’ll settle in four locations: a rural educational retreat facility; Ubud, an artistic center; Pemuteran, a coastal vil-lage; and the mountain village of Munduk, known for its performing arts and cocoa, coffee, and clove plantations. As a service learning component, the class will contribute two days of work to the East Bali Poverty Project. Participants must be willing and able to tolerate hot tropical weather and occasionally uncomfortable conditions.

The Web of Life on the Island of the Gods: Ecology, Magic, Religion & the Arts in Bali Kenneth Worthy | [email protected]

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COURSE information

JAN 001-01

DIVISION: Lower

PREREQUISITES: Student must provide own guitar.

READING LIST: Weekly music provided by instructor.

BASIS FOR FINAL GRADE: Attendance: 65%; Out of class practice: 10%; Individual improvement: 25%.

COURSE FEE: $5 (Cost includes music copies.)

COURSE SCHEDULE: Monday 7-10 pm; 2nd section Tuesday 7-10 pm; 3rd section Thursday 7-10 pm


Beginning guitar introduces students to guitar per-formance through playing single note melodies, melodies with added accompaniment, chords and chord progressions, and ensemble playing. Musical styles include classical, folk, rock and blues. Student must provide own guitar and have it available by the first class session.

Beginning Guitar (3 SECTIONS) Mori Achen | [email protected]

JAN 002-01

The Silva theory of meditation and its practice will be explored to understand how the principles of meditation induction, deepening, visualization, positive affirmation, and performance review can produce self improvement. Performance enhance-ment exercises will be offered which students will be able to apply to their interest such as the follow-ing: studies, sports, relationships, work, prayer and wellness development through stress and anxiety reduction.

Meditation for Beginners (TWO SECTIONS) Br. Camillus Chavez, FSC | [email protected]

COURSE information DIVISION: Lower

READING LIST: José Silva and Philip Mielle, The Silva Mind Control Method.


Attendance (40%); quizzes (30%); final paper (30%). This is a Pass / Fail course.

COURSE SCHEDULE: Tuesday and Thursday, two different sections -- morning at 9:15 AM, and afternoon at 1:00 PM.



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COURSE information Students learn how to select and perform a profes-sional audition monologue. Focus on professional-ism, audition techniques, creating strong and bold choices. May also be applied for a range of audition and performance experiences.

DIVISION: Lower

READING LIST: Declan Donellan, The Actor and The Target

BASIS FOR FINAL GRADE: Quality of class participation (80%); final project (20%).

COURSE SCHEDULE: TBD

Going Solo: Audition Monologue Preparation Reid Davis | [email protected]

JAN 004

DIVISION: Lower

READING LIST:

Jaclyn Friedman and Jessica Valenti, Yes Means Yes! Visions of Female Sexual Power and a World Without Rape Other readings will be provided to students


Attendance (10%); Completion of reading assignments (20%); Quality of participation (35%); Final Presentation (35%).

COURSE FEE: $10 (Cost includes photocopies of readings .)

COURSE SCHEDULE: Tuesday and Thursday, 10am-12pm


Peer Educator Training: Students Ending Sexual Violence at SMC Gillian Cutshaw | [email protected]

Engaged peer educators are a powerful resource for campus sexual assault prevention. They are aware of campus culture, have credibility with other students, and know the best ways to reach their peers and inspire change. In this class, students will be trained extensively on topics related to sexual assault outreach and prevention and will learn how to facilitate interactive presentations to peers in classrooms and residence halls. Through training from the Coordinator of Sexual Assault Aware-ness, Outreach, and Education as well as campus and community partners, students will have the opportunity to be leaders who push the dialogue of gender based violence into mainstream campus life. At the completion of the class, students will have the opportunity to become part of a peer education program through the Women’s Resource Center as members of an outreach team that is dedicated to ending gender based violence here at SMC.

JAN 003


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COURSE information

JAN 006

Thinking about studying abroad? Want to make the most of your experience in another culture? Like games and learning about yourself? Then this course is for you. We will explore learning and coping strat-egies to help you get the most out of cross-cultural experiences. These are general skills applicable to any culture. We will get a fuller understanding of our own culture so we can better understand others.

DIVISION: Lower

READING LIST: Provided by the instructor including: “Whose Fault? Why Values Matter” “Communication Across Cultures: What are They Trying to Say” “Tales from the Peace Corps: Learning from Cultural Encounters”

BASIS FOR FINAL GRADE: Active participation (50%); journal of responses to reading and activities (50%).

COURSE FEE: $5 (Cost includes cultural culinary treats.)

COURSE SCHEDULE: W 10:00-12:00 (1/8;1/15/1/29); W 5:30pm-7:30pm (1/22)


Experiential Cross-Cultural Learning John Knight | [email protected]

DIVISION: Lower

READING LIST: John L. Parker Jr., Once a Runner

BASIS FOR FINAL GRADE: Attendance (50%); Participation (25%); Skill application (applying what we learn to training) (25%).

COURSE SCHEDULE: Tuesday/Thursday, 10am-12p


The Art of Running fits the Jan Term theme of METAMORPHOSES. The goal of the class will be to teach the art of distance running by learning proper running technique; engaging in strength training to adjust to this technique; improving one’s endurance and pace; and “transforming” into a fit state both mentally and physically by the end of this course. Students will be required to run, strength train, stretch, mentally prepare, and engage in on campus time trials as well as a possible off campus 5k/10k at the end of the course. As the university’s Track and Cross Country head coach, students will learn about my area of expertise. Per NCAA rules, no current SMC Cross Country or Track athletes may enroll in this course.

The Art of Running Martin Kinsey | [email protected]

*JAN 005


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READING LIST: none

BASIS FOR FINAL GRADE: The grade will be based on attendance at three events and on a one-page, single-spaced, typed journal reflection of each event.

COURSE FEE: $100 (Cost includes cover fees at clubs and some food / beverage.)

COURSE SCHEDULE: Jazz events will be scheduled for evenings and weekends, according to student availability


Celebrate the best in Bay Area jazz—discover the wealth of talented musicians and live jazz venues that San Francisco and the East Bay have to offer!Come with us to explore the groove of live jazz at a variety of venues, including the following: Rasselas Jazz Club, Savanna Jazz and Supper Club, Yoshi’s Jazz Club, The Jazz School, Dogpatch Jazz Jam, the 7 Mile House jazz jam, and others.This is a quarter-credit activity course in which stu-dents are given the opportunity to listen to live jazz at several venues around the Bay Area. Each student is required to attend at least three of the events planned and is encouraged to attend more as the budget allows.

Jazz by the Bay 2014 Victoria (Torbie) Phillips | [email protected]

JAN 008

DIVISION: Lower

PREREQUISITES: Students should have basic instrumental skills on standard jazz band instruments but string and added woodwind players will be accepted. No audition is required.

READING LIST: Course will incorporate sight reading over sixty arrange-ments for jazz band by a variety of composers and arrangers.

BASIS FOR FINAL GRADE: Active classroom participation (40%); music theory oral exam (10%); improvement of music sight reading skills as determined by a music performance exam (50%).

COURSE SCHEDULE: Wednesday, 5:45 - 8:30 pm SPACES RESERVED FOR FRESHMEN: All.

The course will investigate the development (meta-morphoses) of big band jazz literature from the 1930’s through present day. The class will form a jazz band to sight read literature from all eras with dis-cussion about compositional and stylistic changes spanning these eras. Additional study of sight read-ing skills, coupled with basic music theory for per-formance, will be related to the music performed.

The Metamorphoses of Jazz Band Literature John Maltester | [email protected]

JAN 007


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COURSE information


BASIS FOR FINAL GRADE: Class participation, 1 online discussion assignment, online final test.

COURSE FEE: $35 (Cost includes renting fencing equipment.)

COURSE SCHEDULE: TuTh 9:45-11:45am AND TuTh 3-5pm

Prepare yourself for the world of D’Artagnan, Zorro, and Captain Blood! In addition to the basics of modern Olympic fencing, this course will discuss fencing in movies, history, and contemporary soci-ety.

Beginning Fencing (TWO SECTIONS) Carl Thelen | [email protected]

JAN 010-01

DIVISION: Lower

PREREQUISITES: This course is open to all SMC students but is particularly recommended for students who have taken ENG 3 or 4 in the fall.

READING LIST: Learning Express Builders: Writing Skills in 20 Minutes a Day

BASIS FOR FINAL GRADE: In-class questions and participation (30%); completion of writing assignments (30%); final exam (40%).

COURSE FEE: $20 (Cost includes reader and food for last day.)

COURSE SCHEDULE: Weds., 9:30-11:30 AM


This course offers students small-group and individ-ual instruction in strategies to improve their writing, not only for work in their concurrent Jan Term course, but also for their writing demands in the upcoming semester. Instructional modules will be given in the following topics: establishing and sup-porting a thesis, playing with sentence types and structure for variety and interest, and recognizing common pitfalls in sentence boundaries and word-choice confusion.

Writing Workshop: Grammar for Academic Writing Dr. Victoria (Torbie) Phillips | [email protected]

JAN 009

https://en.wikipedia.org/wiki/Foil_(fencing)


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COURSE information


READING LIST: N/A

BASIS FOR FINAL GRADE: Attendance (80%); Participation (20%).

COURSE SCHEDULE: Monday and Wednesday 10 am -12noon

This course offers a combination of two types of Hatha Yoga: Integral and Ashtanga Vinyasa. Both types were created by yoga masters from India to bring yoga to the West in the 20th Century. Integral is a gentle practice while Ashtanga is a more vigor-ous practice. They both focus on the strengthening, stretching, cleansing, and centering of the body while creating vitality, clarity, and a calmed state of mind. The combination of the two will create a dynamic and peaceful environment for this class.

Yoga Rosana Barragan | [email protected], [email protected]

PERFA 071

DIVISION: Lower

READING LIST: Written by Luoluo Hong, Edited by Jason Robertson, Julie Catanzarite, and Lindsay Walker, Peer Health Education: Concepts and Content. San Diego, CA: University Readers, 2011. ISBN: 978-1-60927-888-5 Additional readings as assigned.

BASIS FOR FINAL GRADE: Attendance and participation (25%); Homework / Journal assignments- 10 half page journal entries (10%); Participa-tion in campus programming/activities- attend 2 events during jan term and relate to college health (20%); Midterm exam (10%); Final exam (10%); Final presenta-tion- develop a program for college students that pertains to a college health topic/issue (25%).

COURSE SCHEDULE: TuTh, 2:00 – 4:00 PM


This course is designed to challenge and expand students’ beliefs and perceptions about health and wellness through exercises in introspection and open discourse. The course will also provide stu-dents with current information on a variety of health and wellness related topics including general well-ness, alcohol and substance abuse, nutrition, eating disorders, and mental health. Students will be challenged to grow as leaders and educators in health promotion. Students will hone important basic listening, leadership, public speaking, and program planning skills.

Peer Leaders Addressing College Health Issues Irene Umipig | [email protected]

JAN 011


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COURSE information


READING LIST: Ballet vocabulary reference list

BASIS FOR FINAL GRADE: Attendance (25%); improvement (25%); vocabulary quiz (25%); final (25%).

COURSE SCHEDULE: T Th 10-12


Beginning Ballet is designed to introduce the basic elements of the style to the non-dancer. This course starts with a barre warm-up, followed by traveling and turning combinations, and ends with jumping and leaping. The class will be inviting and invigorat-ing.

Beginning Ballet Elizebeth Randall | [email protected], [email protected]

PERFA 076

DIVISION: Lower

READING LIST:

BASIS FOR FINAL GRADE: Quality of work in class (50%); attendance (50%).

COURSE SCHEDULE: T Th 10-12


This course will offer instruction in West African dance technique, style, and choreography. Students will develop strength, flexibility, and coordination. Prior dance training is not necessary. Beginners are welcome!

African Dance Paul “Pope” Ackah | [email protected]

*PERFA 072

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QUARTER CREDIT upper division

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COURSE information

Inspiring Transformation Through the Four Temperaments Elaina Rose Lovejoy | [email protected]

DIVISION: Upper

PREREQUISITES: At least one course in Education, Psychology, Sociology, OR consent of instructor.

READING LIST: Roy Wilkinson, The Temperaments in Education. Additional materials provided by the instructor.

BASIS FOR FINAL GRADE: Active classroom participation (30%); assigned readings (30%); one, 5-page final paper (40%).

COURSE SCHEDULE: Four Wednesdays: 1/8, 1/15, 1/29 (from 1:00-5:00) and 1/22 (from 2:45-6:45).


If you have been wondering why you have difficulty getting along with certain people, then this course can help you solve that mystery. One of the ways you can increase your understanding of why some relationships don’t work is by delving more deeply into your personal strengths and limitations when communicating with yourself and others. Inspiring Transformation Through the Four Tempera-ments offers you the opportunity for insight and renewal while exploring your academic, emotional, physical, social, spiritual, and career development issues. During four Wednesday afternoon sessions, you will enhance your awareness of why your ability to interact with others is successful or not. Through entertaining and thought-provoking lectures, discus-sions, and group exercises, you will learn about the four temperaments (choleric, sanguine, phlegmatic and melancholic) as well as inspiring ways to work more synergistically with family members, friends, classmates, faculty, staff, and significant others. You will become better able to use your knowledge of the four temperaments to lift the veil clouding your future activities, relationships, and accomplish-ments, thereby transforming what has not been working for you into an expanded world of commu-nication possibilities.

*JAN 190


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COURSE information DIVISION: Upper

READING LIST: Course reader provided by instructor

BASIS FOR FINAL GRADE: Active participation during field trips (50%); Test (40%); Reflections (10%).

COURSE FEE: $60 (Cost includes ride in a cable car, meal in a local restaurant, and exhibits.)

COURSE SCHEDULE: This class will meet only once, the third Saturday of the term (January 21st) from 9:30 a.m. until 7:00 p.m. Part of the class will be on campus, and part will be in San Francisco.


In the mid- to late-1800s, people from all over the world were crossing borders to arrive in San Fran-cisco. The Barbary Coast, in the northwest corner of the city, was alive with people from all over the world. The streets were full of gambling and prosti-tution, as well as arts and music.In this class, we will learn about the rich history of San Francisco during this time and walk the trail of the Barbary Coast, discovering some of the most interesting sites in the city.This class will meet once, the third Saturday of the term, January 21st.We will meet in class at 9:30 a.m. for a lecture and to view a short documentary. Then we will take the BART into the city (lecture continues on the BART) and walk along the Barbary Coast trail, about 4 hours, rain or shine (please wear comfortable shoes). We will stop for lunch in one of the charac-teristic restaurants along the trail.After our trip to the city, we will return to SMC for discussion and reflections.

The San Francisco Barbary Coast: A Gate to the Gold Rush Maria Grazia De Angelis Nelson | [email protected]

*JAN 191

2. Turn the paper over to the white side.Fold the paper in half, crease well and open, and then fold again in the other direction

3. Using the creases you have made, Bring the top 3 corners of the model down to the bottom corner.Flatten model

4. Fold top triangular �aps into the centre and unfold

5. Fold top of model downwards, crease well and unfold 6. Open the uppermost �ap of the model, bringing it

upwards and pressing the sides of the model inwards at the same time. Flatten down, creasing well.

7. Turn model over and repeat Steps 4-6 on the other side.

10. Fold both ‘legs’ of model up, crease very well, then unfold.

11. Inside Reverse Fold the “legs” along the creases you just made.

Finished Crane

8. Fold top �aps into the centre.

9. Repeat on other side.

12. Inside Reverse Fold one side to make a head, then fold down the wings

1. Start with a square piece of paper, coloured side up. Fold in half and open. Then fold in half the other way.

How to fold an Origami Crane

course - Saint Mary's College of California

Documents

Transcript of course - Saint Mary's College of California