6 credits of Upper Division Seminars (3 credits each) are required for graduation.
Honors 352 CRN 22750
Cornelius Partsch, Modern & Classical Languages
TR 10:00 – 11:20 am
In the Amazon series The Man in the High Castle, an alternative, counterfactual course of history is depicted in stunning visual detail and suspense: the Allies lost World War II, and the United States have been occupied by the Third Reich in the East and by the Japanese Empire in the West. A small area in between these powers remains neutral and a foothold for a burgeoning resistance movement. The main work of this movement is the distribution of newsreels that seem to show alternative or “true” versions of World War II and its aftermath. But there is also an implication, which grows stronger in the season’s final episodes, that the films themselves have some kind of power to overthrow the regime and change the course of history. The Nazi East is a brutally well-ordered, high-tech Aryan wonderland; the Pacific is more traditionalist and polyglot. A few Americans resist, most collaborate. The series’ most terrifying invention is to depict Nazi America not as Germanized but as representing a kind of perverted hyper-Americana, a “Leave It to Beaver” nightmare in which homogeneous suburban neighbors greet one another with a hearty “Sieg heil!”
By examining this important example of alternative history, we will learn about the representation and instrumentalization of history, the precarious status of information, and the power of “alternative” narratives about the past being deployed in our present for political gain. The genre aims to heighten our engagement with history precisely because it is defined by an estranging relationship to the historical record, placing us in the in-between of what we know to have happened and the plausibility of an alternative outcome – and asking us to be historical detectives. In addition, alternative history narratives like The Man in the High Castle, which is based on Philip K. Dick's classic novel, challenge us to reflect on an ethics of representation.
Honors 353 CRN 23343
Jeanine Amacher, Chemistry
TR 12:00 – 1:20 pm
Targeted genome editing by CRISPR/Cas9 technology is revolutionizing molecular biology and drug discovery. Until 2012, the ability to edit the genomes of living human cells was incredibly challenging, time-consuming, and prone to technically fatal errors. However, a paper published in the journal Science from Drs. Jennifer Doudna (UC Berkeley) and Emmanuelle Charpentier (then at the Laboratory for Molecular Infection Sweden) revealed the mechanism of adaptive bacterial immunity from RNA viruses, whereby bacteria incorporate viral DNA into their genomes using CRISPR sequence repeats and the enzyme Cas9. Using the same molecular components, CRISPR/Cas9 can be used to successfully edit the genomes of all organisms tested to date, with dramatic consequences for scientific research and human health and disease. The first clinical trials using CRISPR/Cas9 were approved by the US National Institutes of Health (NIH) in 2016. Considering that typical drug development takes over a decade, this spotlights how quickly the technology is being embraced. With that, comes some very interesting questions.
Specifically, who makes the rules, from an ethical standpoint, for how emergent technology should proceed in the international scientific community? And, how do they decide what those rules should be? In the academic scientific community, new discoveries are reported in peer-reviewed journals. A direct consequence of this is that once published, emergent technology is immediately “accessible” to the greater international community, often before these rules or guidelines have been discussed.
Goals/objectives of the course: In this course, we will focus on past emergent technologies in molecular biology to guide our formation of “guidelines for the appropriate use of genetic engineering using CRISPR/Cas9 technology.” The main techniques we will focus on as case studies are: recombinant DNA and embryonic stem cell research. Although CRISPR/Cas9 will be our core focus, we will also discuss artificial intelligence, another rapidly expanding technology with important cultural, political, and biological applications. Together, we will propose, discuss, and revise our guidelines by thinking about genome editing from both scientific and ethical viewpoints.
Honors 354 CRN 23344
Mart Stewart, History
TR 02:00 – 03:20 pm
This course will survey some of the more important topics in the conventional history of humans and animals and in the scientific study of animals, but will also look closely at the profound shifts in the understanding of historical agency that have occurred recently in the field of environmental history. These changes have begun to analyze the agency of animals (and other non-human actors) in historical developments and changes. Can the mosquito speak? Have cattle legislated changes? Have house pets domesticated us? Are cows Hindu or Moslem? This discussion of historical agency and the nature of the historical relationship between humans and animals has eschewed an older (and ultimately pernicious) argument about environmental determinism, and also interrogates anthropomorphism. It will develop an understanding of just what kind of agency our animal relatives might have exercised in selected historical developments.
We will explore the different ways that humans have interacted with their closest animal relatives and how they have interacted with us: for example: hunting, domestication of animals, scientific study of animals, display of exotic and performing animals, and pet-keeping. Possible themes will include changing ideas about animal agency and intelligence, our moral obligations to animals, animals as cultural stand-ins for us, historically shifting distinctions between “good” animals and weedy or pesky ones, the useful but shaky concept of “species,” changing ideas about “wildness” (and even if it has any objective meaning), and current concerns about the meaning of extinction.
Honors 355 CRN 23346
Paul Spiegel, Chemistry
TR 02:00 – 03:20 pm
Over the past 150 years, humankind has gone from a nascent understanding of the fundamental mechanisms for natural selection and inheritance to uncovering the molecular basis of life as we know it on planet Earth. What were the scientific advancements that led to this point in our understanding of existence? How have misconceptions of genetics and evolution impacted society through the past century? What is modern biological science truly capable of, what should the limits be, and can we envision where our advancements will lead us as a species and a planet in the future?
In this course, we will start with the discovery of modern genetics and natural selection from the mid-nineteenth century and how these founding principles led to the advent of eugenics in America. We will then uncover the landmark discoveries of the mid-twentieth century concerning the structure and significance of DNA, the power of comparing DNA sequences to discover hidden domains of life, and the discovery of recombinant DNA technologies to open new fields in biology. We will discuss historical events, societal impacts of scientific advancement, and the basic scientific findings of each subject. Following our historical exploration of genetics and molecular biology, we will turn to the future and discuss the implications of manipulating the natural world in which we live, from enhancing our own genomes to genetically engineering the environment. Throughout this course, we will break up the historical account of genetics into five epochs: I. Pre-molecular History of Natural Selection and Inheritance; II. The Birth of Molecular Biology; III. The Recombinant Age; IV. The Genomic Age; V. The Biotechnological Age of Tomorrow.
The progression of this course is guided by The Gene: An Intimate History, by Siddhartha Mukherjee. In addition, each discussed subject will be supplemented with other readings, which will include news articles, primary scholarly research articles and reviews, and excerpts from other significant works over the past 150 years. This course will be accessible to the layperson; no background in genetics or molecular biology is required.
Honors 356 CRN 23347
Michael Karlberg, Communication Studies
MW 02:30 –03:50 pm
Against a backdrop of widespread social injustice, growing economic inequality, accelerating ecological degradation, and potentially catastrophic climate change, growing numbers of people on every continent are seeking to address these issues through nonviolent forms of activism. What are the philosophical and theoretical underpinnings of nonviolent collective action? What different forms does nonviolent action take? How effective are nonviolent actions in achieving their aims? What are the risks? What are the limitations?
In this honors seminar, students will explore these questions by engaging selected readings from the growing body of literature on nonviolent social change, viewing a series of documentaries on nonviolent campaigns, and exploring the practical implications for actual nonviolent action. The class will be conducted as a participatory seminar in which all students will contribute diverse insights and interpretations that contribute to one another’s learning.
Honors 357 CRN 23348
Tristan Goldman, Honors Program, History
TR 03:00 – 04:20 pm
In the second century BCE, the Roman politician Cato the Elder famously determined that
“Carthago delenda est,” that “Carthage must be destroyed.” In fact, somewhat comically (and perhaps anecdotally), Cato came to conclude all of his speeches with that tagline, no matter the content of the rest of the oration! Take a moment to also consider that republicanism as a political theory takes its name eponymously from the ancient Roman Republic, a form of political organization that is certainly near and dear to the heart of western civilization and essential to its identity. Furthermore, Cato’s injunction to his fellow Romans ultimately came true: Carthage was destroyed by the Romans at the conclusion of the Third Punic War in 146 BCE. The manner in which this story has been told typically depicts the Carthaginians as the “bad guys” and the Romans as the “good guys.” They say that history is written by the victors,
and this is certainly the case with the Punic Wars. Our goal is to restore greater objectivity to this incredibly decisive moment in the history of the ancient Mediterranean by conducting an inquiry into the ancient city of Carthage in North Africa. Students can expect to sharpen their ability to critically read, annotate, produce analysis of contemporary scholarship, and conduct independent research, useful in any discipline and field of inquiry. Take a moment to imagine how incredibly different the world today would be if the Roman Republic had been vanquished by this thriving and prosperous African city with its diverse population of Semitic and North African inhabitants. Their story must be told.
Honors 358 CRN 24081
Philip Tite, Liberal Studies
MWF 10:00 – 10:50 pm
Humor is a prevalent venue in modern societies to engage, contest, and affirm religious identities and beliefs. Although prominent in popular culture, especially with the increasing use of digital technologies (social networks, online video sharing, and personal websites), the role of humor as part of people’s “lived” religion remains underappreciated in the field of religious studies. Yet humor constitutes an important discursive tool for debates over religion in modern society.
This course offers students the opportunity to explore the relationship of humor and religion. Students will explore a range of topics, including parody religions, satire, comedy shows, and artistic productions. Various theoretical approaches will be studied in order to analyze the politics of humor by applying theory to diverse media (film, novels, comics, music, art, etc). The focus will be on the social and rhetorical functions of humor within a range of religious traditions.
Craig Mayberry, Management
MW 10:00 – 11:20 am
This class will explore the idea of sustainable investing. Generally, investing your savings or retirement is based solely on trying to maximize return, but over the last couple of decades there has been more of an emphasis on socially responsible investing. The question this course will explore is what does that really mean?
Derek Moscato, Journalism
TR 9:00 – 10:20 am
The Arctic, as a global region denoted by economic growth, ecological transformation, and increasingly dynamic international politics, presents a natural focal point for the impact of media and communication, including news, popular culture, diplomacy, and public communication. From global media’s coverage of the Arctic Council to reality television programs like Ice Road Truckers and Deadliest Catch, renderings of the region in global media shift perceptions but can also sway policymakers and financial markets. As public relations campaigns by organizations like Greenpeace alongside multinational corporations demonstrate, they also have profound implications for climate change and the global ecological crisis. To this end, students will engage with Arctic media through a combination of in-class discussions, media presentations, guest lectures, and field trips. They will be encouraged to interface with various forms of Arctic media (such as television programs, documentaries, magazines, websites) outside of the classroom as well. Finally, students will be encouraged to see the Arctic not as a political or geographic “other” but as an extension of the ecological and societal challenges facing our planet today.
Honors 352 (WP3)
Daniel Chard, History
TR 02:00 – 03:20 pm
What is “terrorism”? How should historians and other scholars research and write about political violence? With a student-driven focus on primary source investigation, this course examines the challenges and possibilities of researching terrorism in United States and international history since 1970. Reading assignments, films, and lectures will cover core themes in terrorism history and introduce students to theoretical, methodological, ethical, and political debates surrounding terrorism research. Students will explore a range of research methods and primary sources, including acquisition and interpretation of declassified intelligence agency documents, oral histories, and multimedia sources. Course requirements consist of weekly readings, a series of two-page research assignments, and a longer final paper answering the questions outlined at the beginning of this course description.
Honors 353 (WP3)
Richard Simon, Honors Program
MW 11:30 – 12:50 pm
When you were young, your country had its first black President. But you probably didn’t learn about that in your U.S. history class. Between where our high school history texts leave off and our own political awakenings in college lies a gap in our understanding of the recent history that most directly effects the events through which we are currently living. In this seminar, we will consider a variety of texts from the time of Barack Obama’s presidency; look at the promise, peril, achievement, and disappointment surrounding this remarkable period in history, and think about how those events led us to where we are today.
We will read a few core texts such as Michelle Obama’s current memoir Becoming; selected significant Barack Obama speeches, such as his 2007 address “A More Perfect Union” and his first inaugural address; works of cultural critique such as Ta Nehisi-Coates’ We Were Eight Years in Power; and Obama Era creative works such as Jennifer Egan’s short story “Black Box”, Boots Riley’s film Sorry to Bother You, and Spike Lee’s film BlacKkKlansman. We may also look at some works about Reconstruction, between the end of the Civil War and the instatement of Jim Crow, in which African Americans were – briefly – politically ascendant in the American South. Thus, we will consider some of the longer causal threads and seek parallels in our deeper history that may provide guidance as we move forward.
Honors 354 (WP1)
Mark Peyron, Plastics and Composites Engineering
TR 11:00 – 12:20 pm
Description coming soon.
Honors 355 (W3)
Amanda Eurich, History
TR 01:00 – 02:20 pm
The French Revolution was the founding event of modern democracy. In this seminar, you will have an opportunity to experience firsthand the excitement, complexity and political dynamics of this watershed moment in human history. We will use the role-playing strategies developed by the Reacting to the Past program at Barnard College NYC to explore how class, sexual, racial, and colonized identities were refracted through the lens of revolutionary discourse and change. You will mobilize the power of speech, print, images and subversive action to convince fellow citizens to embrace the political vision of your faction. AUX ARMES CITOYENS!
Honors 356 (WP3)
Anika Tilland-Stafford, Women, Gender and Sexuality Studies
F 11:00 am – 1:50 pm
Description coming soon.
Honors 350 (WP3)
Tom Moore, Liberal Studies and Honors Program
MW 02:00 – 03:20 pm
Description coming soon.
Honors 351 (WP3)
Lori Martindale, Honors Program
MWF 11:00 – 11:50 am
In this class, we will delve into Magical Realism, an international, artistic genre characterized by inclusion of the mythical with elements of folk lore and fairy tales into a blend of the realistic and fantastic in art and fiction. We will study international works of magical realism from Cuba, Chile, Columbia, Argentina, Mexico, America, Russia, the Czech Republic, England, and India. A few authors under study include prominent works by: Isabel Allende, Gabriel García Márquez, Jorge Luis Borges, Julio Cortazar, Franz Kafka, Zadie Smith, and more. Students will work on critical responses and journal writing throughout the quarter, and a final researched paper or their own creative project.
Honors 352 (WP3)
Lysa Rivera, English
TR 10:00 – 11:20 am
Who is most hurt by environmental degradation and abuse and who benefits? In this course we’ll examine what contemporary U.S. ethnic literature has to say about environmental racism, ecofeminism, and toxic colonialism. We’ll also think about the social construction of nature, globalization, food justice, and urban ecological issues by drawing amply from disciplines outside of English, including ecological criticism, environmental studies, and sociology.
In this class, a few guiding points of inquiry will be: What is the role of literature in the struggle for social change? How has the environmental justice movement in the United States animated writers of color, particularly women, and in what ways does their work reflect this? Is the imagination a radical space?
Because the content of this course exists at the intersection of literature and environmental justice, its reading list will be decidedly interdisciplinary, drawing from the humanities and the social sciences primarily. Students will likely have occasions to expand and build upon work and ideas they have generated in previous courses and are encouraged to bring any outside knowledge to the table in their projects and classroom discussions.
Katie Brian, Liberal Studies
MW 12:30 – 1:50 pm
There is no science without art, nor art without science.
Despite this, one could claim that a principle ambition of the last two centuries has been to construct a wall between the humanities and the sciences. From elementary schools to patterns of leisure, from the clothes we wear to the environments we inhabit, from common-sense notions of race and ability to the gendered conventions that structure intimacy—the battle of the disciplines penetrates the most mundane aspects of our lives.
Yet in concept, method, and application, the disciplines exist in an intrinsically symbiotic relationship. Each seeks to render the abstract knowable, and to confirm its existence in the material world. And each, in order to accomplish this aim, needs the other. Even more urgently, though, the disciplines need irreverent wanderers who are willing to ignore the intellectual claim-staking that created them.
And, so, irreverent wandering is our purpose. Call it excursion, if you will, or an ode to transdisciplinarity. Either way, the itinerary will include 1) etymological digression (what do we mean by ‘discipline’ and ‘knowledge’ anyway?; 2) historical reconnaissance (why did Enlightenment thinkers classify the ‘art of remembering’ as Science?, or, why was transdisciplinary work so trendy in the 1970s?); and genealogies of related objects (map, piano, table, record, stage). It will also, by necessity, include experimental practices* (what happens if we…?).
*experiments to be determined by the room.
Honors 354 (WP3)
John Harris, Journalism
TR 12:00 – 01:20 pm
Americans have more access to photos of war and conflict than ever before. This seminar explores the history and ethics of conflict photography through readings and by examining images, mostly historical but contemporary as well when relevant. The purpose is to provide students with a better understanding of why they see the photos they do by studying the historical and ethical context in which they were published.
Honors 355 (WP3)
Tristan Goldman, Honors Program
MW 03:30 – 04:50 pm
Description coming soon.
Honors 350 (WP3)
Brian Bowe, Journalism
TR 10:00 – 11:20 am
So much of the arts and culture journalism presented in mainstream media comes from a consumerist perspective – thumbs up or thumbs down. But arts criticism can help us better understand our own social context. This seminar in arts journalism will cover music, movies, visual arts, dance, theater and more. The class will examine the function of arts publicists, reporters and reviewers, as well as academic and "serious" critics. Students will focus on how to improve their ability to think about and understand the arts, but they will also work on conveying aesthetically relevant information about artifacts, exhibits, and performances in lucid and interesting prose. In producing their work, students will be exposed to the wide variety of arts opportunities available in Bellingham and on Western’s campus. We will use the locally available resources to cover the arts scene on campus and in town, giving students the opportunity to interface with musicians, visual artists, filmmakers and others in our community. In addition, the performances and exhibitions on campus will give students ample material to work with in their own writing.
Elizabeth Colen, English
TR 02:00 – 03:20 pm
Black feminism is a school of thought that looks at the ways racism, sexism, class oppression, and gender identity are inextricably bound. What would it mean to imagine a world outside or beyond the strictures of white supremacy? What does it mean to imagine a world that centers on black feminist voices, queer and trans voices, voices of indigenous populations?
In this interdisciplinary literature, film, and theory class we will read, respond to, and analyze a wide range of texts. Beginning with a short history of black feminism and intersectionality from the 1800s to today, we will establish a theoretical framework from such pioneering voices as Audre Lorde, Bell Hooks, Gloria Anzaldua, Octavia Butler, and Adrienne Maree Brown. Operating within this framework, we will examine the work of black feminist authors writing dystopian and apocalyptic narratives that simultaneously lay bare the social injustice and failings of contemporary political and social structures of privilege and reimagine worlds that center focus on historically underrepresented and disadvantaged populations.
Kirsten Drickey, Spanish
MW 01:00 – 02:20 pm
For a relatively small country, Cuba has had an outsized influence on world events and popular culture alike. From the rum-and-Coke drink known as a Cuba libre to exploding cigars and the Buena Vista Social Club, Cuba’s place in our imaginations is usually equal parts spy thriller, tropical paradise, and socialist experiment.
Here in the United States, our frame of reference is the complicated relationship between Cuba and the US in the post-1959 era, but this is only part of the story. Throughout the Spanish-speaking world and beyond, Cuban writers, singers, artists, filmmakers, and intellectuals have been vociferous in debates about geopolitical issues such as national sovereignty and economic independence, as well as cultural and social themes such as racial and gender equality. State support of the arts since 1959 has meant that Cuban intellectuals have had a very public, albeit highly regulated, platform to explore these topics across literature, film, and the graphic and performing arts. One constant in our study will be how artists and intellectuals have negotiated the role of the state in supervising and supporting their creative endeavors.
In this seminar, we’ll study essays, films, and literature from Cubans—wherever they happen to live—who create art that offers insight into Cuba and what it means to be Cuban, both on the island and in the world beyond.
Charity McAdams, Honors Program
TR 10:00 – 11:20 am
“…the death of a beautiful woman is, unquestionably, the most poetical topic in the world” — Edgar Allan Poe
“I tremble at the power we have” — Morrissey
Art inspired by the death of young, beautiful, intelligent, and talented women, runs its course through artists as diverse as Tupac and John Keats, Morrissey and Shakespeare, and Etta James and Christina Rossetti. These ‘murder ballads,’ whether portrayed through visual, musical, verbal, or interdisciplinary arts, give us a blood-stained key to the chambers of our culture. In those chambers, we find pieces of our inner lives — the ways we think about gender, about love, about beauty and violence, and about the nature of art itself. In this class, we will look at folk, popular, and ‘high’ arts of the Western World, and work together to uncover pieces of the Western psyche. Whether you have expertise in the arts or come to them with fresh eyes, this class will guide you through the relationship between artistic composition and the subject of ‘decomposition.’ In doing so, you will uncover for yourself the relationship between horror and the magic of art, and the cultural implications of the two combined.
Jeremy Cushman, English
TR 12:30 – 01:50 pm
In this course, we’ll obsess about to the multiple and often surprising ways sound participates within our own workaday worlds. What that means is, together, we’ll do our best to unpack the wide-ranging and often neglected persuasive qualities of sound. We’ll practice (because it does take practice!) attending to the multiple and overlapping senses that sound activates, learning to treat sonic events as physical encounters that produce powerful if subtle arguments. What’s more, we’ll design and produce our own sonic compositions that go to work in the world. My hope, in the end, is that we find ways into sound and its relationship to rhetoric that allow all of us to ask new or different questions about our own interests and fields of study.
Of course we’ll only have ten weeks together, so to best approach the ways sound matters, we’ll work from three overarching concepts: Listening, Space, Agency
Listening impacts much more than our ears. In fact, Steph Ceraso gives the kind of listening we do only with our ears a name: “Ear-ring.” Ear-ing, obviously, plays a principal role in experiencing sound, but it’s only one mode or sense in the multimodal practice of listening. A multimodal listening accounts for the ecological relationship among sound, bodies, environments, and materials. Such an approach to listening is rather compelling, particularly when we consider that Evelyn Glennie, one of the world’s most accomplished percussionists, cannot hear with her ears. So we’ll engage with activities that promote a multimodal listening that, hopefully, allows for questions to emerge about the personal, professional, and academic spaces we inhabit.
Scholarship on sound and space has a long and complicated history. In the 1960’s R. Murray Schafer popularized the term soundscape, which is a term that has sense been taken up and challenged in academic fields like environmental studies, sociology, philosophy, and even english. So will read about and worry over and try to experience the ways sound participates and makes its own arguments about space, including the ways sound takes on agency in particular spaces.
The field of rhetoric has, for the most part, treated sound the same way its treated texts: as a static object of analysis rather than as an embodied experience. We’ll read and respond to those treatments, but will also read and listen to scholars who argue that sound acts on different bodies, creating and causing responses, sometimes uncontrollable and even harmful responses. To best get at the possible agency of sound, we’ll have to not only engage with this line of inquiry, we’ll also have to work directly with sound, making our own compositions and reflecting on the ways sound participated (or not) in the act making.
Honors 355 (WP1)
Mary Erickson, Communications
MW 01:00 – 02:20 pm
This class explores how gender and technology are intertwined in various social and cultural contexts, including identity construction, media, health and medicine, work, and the home. The overlap of technology and gender, and how they each impact the other, is particularly important to explore and critique in the contemporary moment. Today, we are surrounded by new and ever-more intrusive technologies. Do these technologies reinforce gender norms, as some scholars propose with gendered voice assistants like Siri and Alexa? Or do technologies give us opportunities to turn gender norms upside-down? Older technologies from the 19th and 20th centuries (for example, the telephone or the refrigerator) have helped structure how we have learned to interact with each other, how we have learned our gender roles, and how opportunities have been created or dismissed. Similarly, gender dynamics have determined technological innovation and adoption; this is apparent in the STEM fields, for example.
This course examines how technology has structured gender and vice versa. We will emphasize critical questioning and discussion in the classroom, and the course assignments bridge the course material with lived experiences, helping students make connections between theories and real-world applications.
Honors 356 (WP3)
Jerry Ek, Anthropology
TR 10:30 – 11:50 am
The goal of this course is to examine the factors that promote and inhibit the long-term sustainability of human societies. This seminar will examine the reciprocal relationship between social and environmental dynamics, drawing on a broad range of relevant studies and literature. Course curricula will include theories, concepts, and perspectives useful for modelling human-environmental dynamics from a range of fields, including ecology, anthropology, archaeology, geography, philosophy, and folklore. The seminar will be to create an active role for student participants, with evaluation based on student lead discussions and collaborative research projects.
This course will provide students with an introduction to the interdisciplinary fields of sustainability and resilience science. As defined here Sustainabilityis the capacity of any system or society to continue basic functions, practices or lifeways indefinitely. Resilience is the ability of a system (social, ecological, etc.) to withstand disturbances and thrive in the face of change. These two concepts represent both academic interests as well as key modern social, economic, and environmental goals: to create societies that enhance, rather than degrade, the world around them, and that in turn that can withstand inevitable instabilities and disjunctions from environmental, social, and technological change. The course will encourage students to adopt a holistic view, as sustainability and resilience thinking requires consideration of entire ‘systems.’ This includes understanding dynamics in complex systems based on quantitative and qualitative data, fact-based decision-making, and the ability to work with and consider the needs of diverse stakeholder groups. This course will adopt a very broad and holistic approach to the topic, ranging from theoretical frameworks to model sustainability and resilience to specific modern, historical, and ancient case studies.
Note: Upper Division Seminars change every academic year. View previous seminar offerings here.