| A | B | C | D | E | F | G | H | P | Q | R | S | T | U | V | W | X | Y | Z | AA | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Total Sustainability Courses (Focused&Inclusive) | Focused Total | Inclusive Total | Score - (subtracting FYS courses) - 262 total courses: 67 focused & 195 inclusive: | ||||||||||||||||
2 | 297 | 72 | 225 | FYS totals: 5 Focused & 30 Inclusive | ||||||||||||||||
3 | Percentage of total of courses that are sustainability focused or inclusive (Excludes Internship, seminar independant study courses) | 23.42% | ||||||||||||||||||
4 | SUBJECT_DESC (DEPARTMENT) | SUBJECT | COURSE_NUMBER | COURSE_TITLE | Focused | Inclusive | COURSE_DESCRIPTION | Common Course of Study Codes | ||||||||||||
5 | Africana Studies | AFS | 101 | Ideas of Africa | X | The purpose of this course is to provide an introduction to the study of the African continent and its diversity of peoples, natural environments, and cultures. Students in this course are introduced to the geography of Africa and the importance of geography in the evolution of Africa's history. The course will cover ideas that have critical importance in African societies, such as construction and practice of kinship, age cohorts, clan and caste. Through scholarly works on selected regional histories as well as literary sources and contemporary narratives of identity written by African scholars and creative writers, students will be exposed to diverse interpretations of the lived 'African' experience, covering topics such as colonialism, nationality, ethnicity, ''tribalism,'' gender, and class. The course situates the study of Africa in a global perspective of inter-regional and intra-regional movement of people, ideas and commodities, enabling students to see Africa in a world perspective, and provides a foundation for other more advanced studies of Africa and its diaspora communities that are offered in the AFS program. Students will work in groups to create a video on contemporary perceptions of Africa. | GM2 // GP | |||||||||||||
6 | Africana Studies | AFS | 210 | African Diasporas Across the World | X | In this course students learn about the diverse communities of people of African descent throughout the world. What does the term 'diaspora' mean in the context of people of African descent around the world? Do all black people have the same concept of belonging to an African Diaspora? The class will cover different forms of black migration from the African continent and the conditions of peoples' emigration. We will discuss the scholarly debates about what constitutes slavery and other forms of unfree labor. Why did Africans' sell captives, and are there any critical differences between different kinds of unfree labor? Students learn about transoceanic movements of people (Atlantic, Western Indian Ocean), Trans-Saharan movements within Africa, and examples of black communities in Europe, for comparison. In this period of globalization, is there any cultural cross-fertilization between different black diaspora communities? Why or why not? The class also engages questions of what impact such communities have had on their host societies. Have they truly remained marginal? Have they affected cultural process in those societies, or not, and if so, how? Issues of culture, ethnicity, and identity will be explored in the diverse settings where we find the African Diaspora. | GM2 // GP, SSA | |||||||||||||
7 | Africana Studies | AFS | 245 | Race, Policing, and Justice in U.S. Cities | X | A reading- and discussion- intensive seminar on race, policing, and cities in the United States from the 1890s to the present. Specifically, students investigate the roles of racial segregation and economic disinvestment in manufacturing a criminal underclass; the narratives of urban danger that informed anti-crime policy; the origins, logics, and impacts of modern policing; and the historical agents who navigated and resisted entangling networks of enforcement, surveillance, and incarceration. | GM1, H // none | |||||||||||||
8 | Africana Studies | AFS | 330 | Cowboys in Africa: Social Transformation and Environmental Justice | X | Since the colonial era, countries in Africa have struggles with issues of governance, human rights and weak economies. Of these three, governance and economy were highly influenced by the frameworks, both ideological and structural, left behind by the colonial state. This course looks at how stewardship of the national territory, specifically rangelands, is affected by the dynamics described above by looking at case studies from West and East Africa. | GM2 // INSU, GP | |||||||||||||
9 | Art | ART | 120 | Architectural Design and Theory | X | The course provides an introduction to the theoretical basis and process by which architects design buildings. Course work includes three or four design projects focusing on significant architectural issues such as urban revitalization, sustainable building, historic preservation, etc. Architectural drafting (by hand) and presentation techniques are developed. No prior background in architecture or drafting is required. | ||||||||||||||
10 | Art | ART | 250 | Art and Environment | X | While one view of art making would suggest elite tools and materials available at a premium through specialty shops, many artists from all over the world -- for reasons of politics, philosophy, economics, environmental concerns or conceptual relevance to the given idea -- have engaged with found objects and materials to create beautiful, compelling, and revolutionary works of art. In this course we will explore artists and art practices that function in this manner and investigate through studio practice ideas and methods for producing such work. Our investigations will focus on artists whose work is involved with environmental concerns, broadly defined. We will explore and produce work that engages with environment in a social, political, and cultural context. | H // HAA | |||||||||||||
11 | Anthropology and Sociology | A&S | 102 | Cultural Anthropology | X | By offering in-depth study of selected cultures to illustrate general organizing principles of society, the course provides students with skills appropriate to the understanding of foreign cultures and our own. Included are consideration of government, law, economics, and religion, and their role in understanding social change, stratification, language, and social conflict. | SS // SSA | |||||||||||||
12 | Anthropology and Sociology | A&S | 103 | Introduction to Sociology | X | This course takes a social scientific approach to the study of human social relationships. Its purpose is to introduce the basic concepts, theoretical orientations, and methods of the sociological perspective. Topic areas include the socialization of personality, culture, urbanization, alienation, deviance, inequality, and the rationalization of society. | SS // SSA | |||||||||||||
13 | Anthropology and Sociology | A&S | 220 | Who Gets What and Why | X | This course uses sociological perspectives to examine the nature and mechanisms of social inequality in the United States and abroad. Specific topics may include distributions of income, wealth, and political power; discrimination in the work place; disparities in health outcomes; impacts of the media and educational system; extreme wealth; and global stratification. Special attention will be paid to how inequality is patterned by race, class, and gender, including the intersections of these social groups. | GM1, SS // CECS | |||||||||||||
14 | Anthropology and Sociology | A&S | 226 | Race, Racism, and Health in U.S. Society | X | This course explores racial health inequalities in the United States. Despite improvements in overall U.S. health, significant racial health disparities remain. the course will focus on the following five areas: (1) contemporary theories of race and racism; (2) understanding the sources of racial health inequalities; (3) assessing how racism impacts various dimensions of health; (4) racial inequalities over the life course; and (5) protective mechanisms and potential policy solutions to address racial health inequalities. | W // W | |||||||||||||
15 | Anthropology and Sociology | A&S | 229 | Sociology of Sex and Gender | X | This course examines theoretical and empirical approaches to the sociology of sex and gender, focusing primarily on women's and men's experiences in contemporary American society. We will explore the ways that gender intersects with race, ethnicity, social class, and sexuality and pay special attention to how major institutions in society-such as education, the media, the workplace, and the family-are pivotal sites for the maintenance and reproduction of gender roles, differentiation, and inequities. | GM1, SS, W // CECS, W | |||||||||||||
16 | Anthropology and Sociology | A&S | 233 | Anthropology of the City | X | This course centers on cities as sites and subjects of anthropological inquiry. Across the globe, urbanization has increasingly defined the landscape of modern life. What makes the metropolis meaningful, and how do spatial forms shape social practices? In what sense does the cultural milieu of the city-material and symbolic, dynamic and diverse-challenge us to critically re-imagine anthropology? How are social identities shaped by the everyday experience of urban communities, commodities, and cultural forms? | SS, W // GP, W | |||||||||||||
17 | Anthropology and Sociology | A&S | 237 | The Sociology of Consumerism and Marketing | X | This course will introduce students to sociological perspectives on marketing and examine patterns of consumer behavior. We will analyze how consumers are influenced to buy and societal consequences of contemporary large-scale patterns of consumerism. | V // none | |||||||||||||
18 | Anthropology and Sociology | A&S | 256 | Social Change in China | X | As the worlds most populous country and the second-largest economy, Chinas development trajectories from 1949 to the present offer important insights into core questions in the study of social change. We will discuss social transformations in contemporary China by focusing on the following domains-the formation of identities under Chinas social and institutional contexts, the manifestations and politics that shape unequal life chances in China, and popular responses to widening social inequalities in Chinese society. | GM2 // CECS, GP | |||||||||||||
19 | Anthropology and Sociology | A&S | 263 | Latin American Ethnography | X | This course explores the complexity, persistence, and the multifaceted nature of violence in Latin America by considering a broader range of ordinary forms of harm, conflict, exclusion, and neglect. Over the course of the semester, we will grapple with the notion of "violence" and look not only at its extraordinary manifestations but also the significance of and continuities with its everyday and attenuated expressions. To this end, we will cover topics ranging from the routinized and bureaucratized violence of economic indebtedness and precariousness, of illness and disease in zones of abandonment and pollution, and of gendered forms of social control to the more overt violent ruptures involving urban lynchings, policing, and border crossings. | GM1, GM2, SS // CECS, GP | |||||||||||||
20 | Anthropology and Sociology | A&S | 265 | Sociology of Sports | X | This course investigates organized sport as an institution and cultural phenomenon from a sociological perspective. Through such critical study, students will gain a greater understanding of American culture, social inequality, and societal institutions. Much of the course focuses on race, class, and gender and how sports both reflect and perpetuate status inequities. We also explore relationships among sports and education, politics, and adolescent culture and delve into social problems in contemporary sports (e.g., doping). | SS // CECS | |||||||||||||
21 | Anthropology and Sociology | A&S | 301 | Social Welfare Policy and the Safety Net | X | The term ''safety net'' commonly refers to a range of public and non-governmental programs and policies aimed at alleviating poverty or protecting individuals and families from experiencing distress and hardship. This course uses a sociological perspective to examine the development, nature, and implications of social welfare policies and programs in the United States. | GM1, SS, W // CECS, W | |||||||||||||
22 | Anthropology and Sociology | A&S | 302 | Reproductive Justice | X | Reproductive justice is defined as "the human right to maintain personal bodily autonomy, have children or not have children, and parent our children in safe and sustainable communities." Building on feminist intersectional theories and drawing from multiple social science disciplines, this course considers various social actors' experiences of pregnancy and giving birth, their rights to give birth or terminate pregnancy and obtain reproductive services, and their struggles to maintain a viable environment for human reproduction. | GM2, SS, V, W // GP, INST, W | |||||||||||||
23 | Anthropology and Sociology | A&S | 320 | Lenape Homelands and Lafayette: How a College Got Its Land | X | The land that became Easton and Lafayette College are part of the larger ancestral homeland region of the Lenape people. How did it become Lafayette College? Students will answer this question in this exciting, research-centered course as we build a collective story about Lafayette's beginnings. The class final project will be a public exhibit featuring our findings. Lectures by the Historic Preservation Officer for Delaware Nation offers students unique access to Lenape perspectives. | GM1 // none | |||||||||||||
24 | Biology | BIOL | 111 | Unity & Diversity of Biology | X | An introduction to the scientific study of key biological principles governing the evolution of life. Students are introduced to three core concepts for biological literacy: evolution, structure and function, and systems biology. Core competencies developed in this course include the process of science as well as communicating across disciplinary boundaries. Topics include selective pressure and adaptation, how plants and animals function at the physiological and organismal level, as well as population and ecosystem processes. | NS // NW | |||||||||||||
25 | Biology | BIOL | 112 | Biomolecular Foundations of Biology | X | An introduction to the scientific study of key biological principles governing cellular processes of life. Students are introduced to two core concepts for biological literacy: information flow and energy transformation at the molecular and cellular level. Core competencies developed in this course include the process of science as well as communicating across disciplinary boundaries. Topics emphasize incremental complexity of biological systems, relationships between structure and function, and their evolutionary implications. | NS // NW | |||||||||||||
26 | Biology | BIOL | 215 | Phytopathology | X | Plant diseases cause economic losses that exceed billions of dollars annually. This course is designed to introduce you to fundamental aspects underlying the biology of plant diseases caused by infectious organisms. In this course, we will discuss the concept of plant disease and its causal agents, the mechanisms employed by plant pathogens to colonize the host, the methods utilized by the plant to defend itself against pathogen attack, and the societal cost of plant diseases. | W // W | |||||||||||||
27 | Biology | BIOL | 231 | Ecology | X | A study of the relationships between organisms and their environment using empirical and theoretical ecological principles and methods. Emphasizes the scientific method, process of science, variation, hierarchical organization and integration. Laboratory and field exercises illustrate the theoretical concepts discussed in lecture and are writing-intensive. Lecture/discussion/laboratory. | W // W | |||||||||||||
28 | Biology | BIOL | 234 | Environmental Biology | X | While recognizing the interrelatedness among different areas of environmental science, this course focuses on how biological and ecological applications relate to environmental issues. Emphasis is on how the human population impacts ecosystem function, giving attention both to population regulation mechanisms and to disruption/conservation of ecosystem processes. Laboratory exercises focus on classical applied ecology as well as field excursions targeting policy and management issues. Satisfies core component of Environmental Science minor. Lecture/laboratory. | ||||||||||||||
29 | Biology | BIOL | 285 | Biological Modeling | X | Mathematical models are often used to gain insight into, and predict the future behavior of, biological systems, and have contributed to our understanding of phenomena as diverse as disease spread, population dynamics, evolution, conservation, collective motion, and many more. In this course we will survey a variety of mathematical models of biological systems and standard methods used to analyze them. Students will also create, analyze, and present their own mathematical model of a biological phenomenon. Lecture/laboratory. | ||||||||||||||
30 | Biology | BIOL | 317 | Physiology of Extreme Animals | X | In this class, we will explore the specialized physiological processes animals have developed to meet environmental challenges, including being tolerant to drought, heat, low oxygen levels, freezing, and lack of food. After examining general physiological adaptations, we will use case studies from "extreme" animals for further exploration. Along with minimal lecturing, we will synthesize the primary literature while developing skills essential to professional scientists, including communication science, constructing research proposals, and defending opinions orally. | ||||||||||||||
31 | Biology | BIOL | 332 | Advanced Aquatic Ecology | X | Students gain familiarity with function and structure of freshwater ecosystems and ecological analysis of biota and abiotic parameters beyond the intermediate level by examining complex interrelationships and synthesizing findings according to theoretical models. Laboratory/practicum and lecture/seminar are fused by offering this course on our ''floating laboratory'' pontoon boat at Merrill Creek Reservoir, NJ. Students acquire skills and master techniques by interfacing with naturalists at MCR, enabling them to design, develop, propose and execute a research project with recommendations for environmental management, culminating in presentations to an open Program at the MCR Nature Center. | ||||||||||||||
32 | Civil and Environmental Engineering | CE | 181 | Cities: An introduction to the civil engineering systems that make cities work | X | A city requires the successful operation of many complex systems to function safely and meet the needs of its residents and workers. Through readings, discussions, conversations with city officials, and personal observations, students will learn about civil engineering systems that are key to a city's operation, the interactions between those systems, and the impacts those systems have on residents and workers. | W // W | |||||||||||||
33 | Civil and Environmental Engineering | CE | 321 | Introduction to Environmental Engineering and Science | X | This course introduces the student to applications of engineering principles to a variety of environmental topics. The topics will revolve around local issues within the Bushkill Watershed, therefore we will adopt a watershed approach to better understand the various topics. Topics include environmental chemistry, hydrology, risk assessment, water supply and pollution control, solid and hazardous wastes, and environmental management. Laboratories consist of field trips, computer modeling exercises, sample collection, and chemical analysis methods. | ||||||||||||||
34 | Civil and Environmental Engineering | CE | 322 | Environmental Site Assessment | X | Introduction to preliminary site investigations for environmental hazards. Topics include identification of wetlands, title searches, air photo interpretation for environmental hazards, visual site surveys, operation of environment monitors, current EPA regulations regarding site assessment and investigation, and sampling of surface materials. Lecture/discussion/laboratory. | ||||||||||||||
35 | Civil and Environmental Engineering | CE | 331 | Civil Engineering Project Management | X | This course addresses management of civil engineering projects, including planning and feasibility studies, environmental assessments, resource development, design, construction, and other types of projects in which civil engineers are involved. Topics include definition and scheduling of project tasks and resource management. The course also provides an overview of the concepts and analytical techniques of engineering economics, including present and annual worth analysis, capitalized cost analysis, rate of return analysis, cost/benefit analysis, and sensitivity analysis. The course introduces students to software packages used in project management and economic analysis. Lecture. | ||||||||||||||
36 | Civil and Environmental Engineering | CE | 351 | Water Resources Engineering | X | An introductory course in hydraulics, hydrology, and water resources engineering. Topics include groundwater and surface water supply, flow measurements, flow and pressure losses in pipe systems, probablility concepts in design, open channel design including storm sewers and culverts, pump design, and detention basis design. Written laboratory and design reports are required. | ||||||||||||||
37 | Civil and Environmental Engineering | CE | 352 | Hydrology | X | Introduction to engineering hydrology, primarily dealing with surface waters. Topics include hydrologic cycle, frequency analysis, rainfall/runoff relationships, routing, and storm water management and design. Design problems using current hydrological computer models are assigned. Lecture. | ||||||||||||||
38 | Civil and Environmental Engineering | CE | 423 | Water Quality | X | Basic chemical principles and applications to the analysis and understanding of aqueous environmental chemistry in natural waters and waste waters. Modeling of dissolved oxygen, nutrients, temperature, and toxic substances with applications to rivers, lakes, estuaries, and coastal waters. Lecture/laboratory. | ||||||||||||||
39 | Civil and Environmental Engineering | CE | 425 | Water Supply and Pollution Control | X | Application of basic principles to the design of water and wastewater systems. Process design and equipment selection for water and wastewater treatment facilities. Lecture/discussion. | ||||||||||||||
40 | Civil and Environmental Engineering | CE | 464 | Environmental Geophysics | X | Introduction to the geophysical techniques used to study large- and small-scale features and processes of the Earth. Emphasis is placed on the fundamental principles of gravity, magnetism, seismology, heat transfer, and electrical methods as they apply to environmental problems. Lectures, laboratory, and field exercises. | ||||||||||||||
41 | Civil and Environmental Engineering | CE | 474 | Professional Issues for Civil Engineers | X | This is a lecture and discussion class covering professional issues in civil and environmental engineering. Students will work in teams and individually to understand and apply -- from a civil engineering perspective -- business and leadership concepts, engineering ethics, and professional engineering communication. | V, W // W | |||||||||||||
42 | Civil and Environmental Engineering | CHE | 334 | Chemical Processes in Environmental Engineering | X | Principal chemical processes in environmental engineering for wastewater treatment, air pollution control, and solid waste management. Chemical, physical, and mathematical principles used in defining, quantifying, and measuring environmental quality. Engineering fundamentals governing the operation and design of pollution control devices. | ||||||||||||||
43 | Civil and Environmental Engineering | CHE | 370 | Alternative Energy Sources | X | This course sets a framework to analyze and compare the engineering goals and challenges associated with various energy technologies across all energy sectors (electricity, heat, transportation, industry). Conversion principles and technology are covered for conventional and alternative energy sources. Mass and energy balances are applied to compare energy systems within technical, geographical, and practical constraints. Each technology is evaluated using economic, technological, and social/environmental metrics to evaluate their potential and future outlook. | ||||||||||||||
44 | Chemistry | CHEM | 101 | Chemistry of the Environment | X | An introduction to the chemical principles relevant to understanding environmental problems that result from chemical environmental pollutants, and the development of technological approaches to resolving them. Historical case-studies as well as contemporary environmental issues are considered by understanding the relevant chemistry, the analysis of appropriate scientific data and models, as well as technological solutions, societal impacts, and regulatory approaches and challenges necessary to overcome these environmental problems. (Formerly CHEM 106) | STSC // none | |||||||||||||
45 | Chemistry | CHEM | 201 | Environmental Chemistry | X | This course discusses the chemical principles underlying natural processes and the ways in which human activity affects those processes. Sources, sinks, and interactions of important environmental compounds are investigated. (Formerly CHEM 252) | ||||||||||||||
46 | Electrical and Computer Engineering | ECE | 451 | Introduction to Electrical Power Systems | X | This course deals with the elements of the transmission and distribution of electrical power. Starting with transmission lines, the course will develop the general representation of power systems. Load flow studies and the economic operation of power systems are treated. Finally, symmetrical components, transients and system stability are considered. Lecture/discussion. | ||||||||||||||
47 | Economics | ECON | 101 | Principles of Economics | X | An introduction to economics stressing the fundamental and central concepts in economics and discussing methods and topics that engage economists. Topics include supply and demand analysis, determination of prices, output and profits, distribution of income, determination of real GDP, and fiscal and monetary policy. Offered every semester. | SS // SSA | |||||||||||||
48 | Economics | ECON | 205 | Markets and Democracy | X | This course examines how well markets work and what democratic states ought to do to affect their functioning. Students will consider how personal behavior relates to public decisions; the functioning of markets and governments; government responsibility to insure against natural, personal, and social risks; and inequalities arising from market competition and political participation. | V, W // W | |||||||||||||
49 | Economics | ECON | 215 | Health Economics | X | The US healthcare has many stakeholders whose often opaque and complex market interactions ultimately affect the cost, accessibility, and quality of healthcare consumers face. Patients, policymakers and healthcare businesses rely not just on institutional knowledge of medicine, law, and culture, but on the incentives these system structures create that determine how firms compete in healthcare markets and individuals pursue their health and well-being. Health economics applies economic theory to healthcare markets and individual health behaviors to understand these incentives and interactions as well as guide policymakers in addressing issues of market failure and inequity in healthcare markets. In this class, students will be introduced to the economic theory that underpins healthcare markets and health behaviors. | ||||||||||||||
50 | Economics | ECON | 246 | Evolutionary Game Theory | X | An introduction to the concepts, techniques, and application of evolutionary game theory. The mathematics of game theory and natural selection offer insights valuable to the study of economics, biology, psychology, anthropology, sociology, philosophy, and political science. This course is intended to serve students with interests in any of these fields learn the approach, requiring minimal mathematical background, with special attention to apparent paradoxes, such as the evolution of altruism. | V // INSS, SSA | |||||||||||||
51 | Economics | ECON | 251 | Intermediate Microeconomics | X | A study of how individuals and organizations deal with the problem of scarcity, the role of prices in coordinating economic activity, criteria for determining desirable allocation of resources, the mix of private and public institutions, and the economic basis of public policies. | ||||||||||||||
52 | Economics | ECON | 325 | Women and the Economy | X | This course surveys a wide range of economic issues relating to women's lives with special emphasis on family, work, and income. Public policy applications are stressed. | GM1 // CECS | |||||||||||||
53 | Economics | ECON | 330 | Urban Economics and Public Policy | X | An introduction to the economic analysis of urban areas. Theories of urban growth and of intra-metropolitan land use are explored. Topics include trends in the location of economic activity within urban areas, the urbanization of poverty, and problems of urban government. | ||||||||||||||
54 | Economics | ECON | 337 | Personnel Economics | X | This course provides a theoretical and empirical economic analysis of human resources management policies. In particular, we will study the problems of selection and motivation of employees within an organization. Thus, we will discuss topics such as compensation schemes, work motivation, recruiting mechanisms, training strategies, performance evaluations, promotions, and peer effects in the workplace. | ||||||||||||||
55 | Economics | ECON | 354 | Contemporary African Economics | X | Analysis of the contemporary economic environment in Africa: political sociocultural identity and economic structure, trends in public and private capital flows, African regional and international economic institutions, trade development and relations with world markets, investment concessions and risk, with case illustrations from African countries. | ||||||||||||||
56 | Economics | ECON | 403 | Advanced Topics in Macroeconomics | X | This course builds upon the theory introduced in Intermediate Macroeconomics, with emphasis on empirical research. First, using mathematical models of the macroeconomy, we will develop a set of tools in order to think about macroeconomic policy issues, most of which require us to think dynamically. In other words, we want to be able to answer questions that involve choices between today and tomorrow on relevant issues when thinking about development from a macroeconomic perspective (consumption, investment, fiscal or monetary policy, etc.). Second, we will practice economic thinking and writing, by asking specific questions and using empirical and statistical methods to investigate and test the predictions of various models. We will discuss the merits and drawbacks of the various approaches that are used. | W // W | |||||||||||||
57 | Economics | ECON | 408 | Cost-Benefit Analysis | X | This course connects economic theory with policy analysis using the tool of ''cost-benefit analysis.'' The goal of a cost-benefit analysis is to measure a project's economic efficiency by providing a formal description of the associated costs and benefits. In particular, we will explore different non-market valuation methods to evaluate the costs and benefits associated with environmental projects. This course will provide you with the theoretical background and practical skills required to critically assess a cost-benefit analysis and to perform your own cost-benefit analysis. | W // W | |||||||||||||
58 | Economics | ECON | 411 | The Economics of Inequality | X | This course examines economic inequality in all its different facets. The course begins by defining the concept of economic inequality and explaining how it is measured. It then considers the causes and consequences of economic inequality, both from a theoretical and empirical perspective. It concludes by asking when policy makers should address inequality and what policies are likely to be most effective. | W // W | |||||||||||||
59 | Engineering Studies | EGRS | 271 | Introduction to Architectural Engineering | X | This course provides an introduction to aspects of engineering and construction that are relevant to the practice of architecture. It addresses the primary systems that must be engineered, fabricated, and installed in a construction project. | ||||||||||||||
60 | Engineering Studies | EGRS | 273 | Architecture Theory and Practice | X | Architects may consider a number of issues in their designs: environmental responsibility, physical and historical relationships with the adjacent community, the symbolic and psychological impact buildings have on their occupants, etc. This course examines these issues as well as the way architects employ aesthetic devices like proportion or scale or perspective to address them. Also explored is the impact of practical concerns such as building codes, engineering requirements and construction details. Architecture minors or anyone with an interest in design may find the course of particular interest. | ||||||||||||||
61 | Engineering Studies | EGRS | 281 | Historical Studies in Engineering and Society | X | This is a historical study of engineering and society. It examines the ways cultural influences have shaped the extent and direction of technological development in the past while showing how students, as aspiring engineers, can gain access to those factors for the future. The class focuses on global and multi-cultural settings. To achieve its goals, it brings together non-technical elements of engineering design with technical details about operational aspects of technological systems. | GM2 // none | |||||||||||||
62 | Engineering Studies | EGRS | 365 | Building The High Tech Start-Up | X | Many of the great technology products and services that we take for granted today were brought to the market by entrepreneurs instead of large companies. These products and services may have been invented and perfected by engineers, but without knowledge of markets, sales, finance, strategic planning, and presentation skills, even the most remarkable technologies will remain ideas rather than products. This course will provide the engineering student with a broad survey of entrepreneurship principles required to create and evaluate new technology potential and help students move these new ideas towards commercialization. | ||||||||||||||
63 | English | ENG | 247 | Nature Writing | X | Nature writing as a genre has long been concerned with questions of how to understand humans within and as nature. In this course, we will study a range of writings, from Thoreau to today, as models for our own writing, emphasizing close observation and revision as vital ways to consider small intricacies of natural life as well as complexes of gender, race, and the engineering of space -- all of which make up our own ecosystems. | GM1, H, W // none | |||||||||||||
64 | English | ENG | 271 | Dancing Cultures | X | What is dance? What constitutes performance? In this course we explore how the body, identity and culture are represented through aesthetic traditions, cultural contexts and texts from many genres in order to create social and cultural meanings. We examine how performance and dance are connected to questions of gender, ecology, race and national identity. Students will consider embodied knowledge practices as they are represented textually in memoirs, essays, films, graphic novels, poems, and novels. The course is for all students interested in movement studies and in the cultural and textual exploration of dance practices. | GM2, H, V // none | |||||||||||||
65 | English | ENG | 276 | The Literature of the Sea | X | This course focuses on literary works (fiction, poetry, journalism, etc.) that take the marine environment as a focus, written on a range of land masses from 1800 to the present. Examples include Moby-Dick and Rachel Carson's Under the Sea-Wind. Major themes include cultural contact, science, and literature, the environment as concept, and the social worlds of seagoing. | H, GM1, W // none | |||||||||||||
66 | English | ENG | 281 | Beyond Black Literature | X | This course deepens students' grasp of Black literature and the cultural forces shaping Black life, culture, and politics. Through literary and interdisciplinary methods, this course explores an element of Black cultural production that is adjacent to literature, providing meaningful social, historical, and political context. Students will examine the connections between Black literature and another form of expression, such as print, the archive, music, or translation. | H // CECS, HAH | |||||||||||||
67 | English | ENG | 351 | Environmental Writing | X | This course is designed to engage students in advanced writing about nature and the environment. A central focus of the course will be an examination of the language and rhetoric used to describe these crucial issues in various popular, government, and scholarly contexts. | H, W // none | |||||||||||||
68 | English | ENG | 356 | Queer Literature | X | A study of literature by queer writers. Focus varies from semester to semester, but may include topics such as international queer literature, geographies of queer desire, the politics of representation, the queer bildungsroman, etc. | GM1, V | |||||||||||||
69 | English | ENG | 357 | Writing & Community Engagement | X | This course explores how community-engaged writing, research, teaching, and activism are used to build and maintain cultural communities and enact social change in various contexts. In collaboration with the Landis Center, we will contribute to writing that community partners engage in to achieve their goals, arriving at a deeper understanding of the social dimensions and public consequences of community-engaged writing and research. | W // CECS, W | |||||||||||||
70 | Civil and Environmental Engineering | ES | 103 | Systems I | X | The systems approach is introduced and applied across various contexts. Systems concepts, including sinks, sources, stocks, and feedback, are used in understanding and modeling a wide range of applications including systems dealing with fluid, heat, electrical, environmental, ecological, and economic phenomena, among others. Using conservation laws and analogies between various types of systems, system behaviors are modeled to approximate relationships between system inputs and outputs. The MATLAB numerical computing environment will be employed for modeling systems and learning structured programming. | ||||||||||||||
71 | Civil and Environmental Engineering | ES | 104 | Systems Thinking and Applications | X | The systems approach is introduced and applied across various contexts. Systems concepts, including sinks, sources, stocks, and feedback loops are used in understanding and modeling a wide range of applications, such as earth and environmental systems, ecological systems, social and economic systems, and technological systems. Students learn to sketch system diagrams that visually represent interactions and develop and apply simple mathematical models. Identification of commonalities in system behaviors across various applications is emphasized. Students apply the systems approach to a case study of their choosing. This course is not open to engineering majors. | ||||||||||||||
72 | Civil and Environmental Engineering | ES | 303 | Environment and Energy Systems Engineering | X | This course focuses on a systems approach to analysis of current challenges related to environment and energy. The interconnectedness of energy, water, food, ecology, and infrastructure systems are emphasized within the context of sustainable resource use. Students will apply methods developed in ES 103 and ES 201 as well as green engineering principles and life cycle analysis. | W // W | |||||||||||||
73 | Environmental Science & Studies | EVSC | 211 | Rivers and Watersheds: Form and Function | X | This course examines the role of rivers in the landscape within the context of their watersheds. Through a combination of lectures, field and lab exercises, and research projects students will explore the relationships between river hydrology, river morphology, sediment transport, and watersheds. The course will also evaluate how dams and other human disruptions can disturb the natural equilibrium in these dynamic systems. In addition to these scientific approaches, the course will also consider rivers as a focus of philosophical and artistic expression. | ||||||||||||||
74 | Environmental Science & Studies | EVST | 250 | Art and Environment | X | While one view of art making would suggest elite tools and materials available at a premium through specialty shops, many artists from all over the world-for reasons of politics, philosophy, economics, environmental concerns or conceptual relevance to the given idea-have engaged with found objects and materials to create beautiful, compelling, and revolutionary works of art. In this course we will explore artists and art practices that function in this manner and investigate through studio practice ideas and methods for producing such work. Our investigations will focus on artists whose work is involved with environmental concerns, broadly defined. We will explore and produce work that engages with environment in a social, political, and cultural context. | H // HAA | |||||||||||||
75 | First Year Seminar | FYS | 018 | Ten Ways to Know Nature | X | This class is a study of the different ways we interact with and thus know the natural environment. These ways include, among others, the scientific, technological, artistic, experience-based (hands-on), biographical, and religious; the forms of interaction follow from our lives as consumers, as eaters, and as thinkers, while we work, live, and play. The purpose of the course is to examine how those ways of interaction with nature influence how we know and then treat those environments. | ||||||||||||||
76 | First Year Seminar | FYS | 020 | Appalachia | X | The region of the Eastern U.S. known as Appalachia is defined by the geological characteristics of the Appalachian Mountains, but also can be characterized and described on the basis of the distinctive natural, historical, cultural, and economic characteristics of the region. It will be the goal of this course to develop the skills to recognize, understand, and evaluate and communicate the complex interrelationships among those factors that define and describe this region of the U.S. | ||||||||||||||
77 | First Year Seminar | FYS | 025 | FASTBOL: The Beautiful Game | X | In addition to offering mass entertainment, soccer has been used as a government propaganda machine, is the pillar of multi-billion-dollar enterprises, and has led to wars and questionable social behaviors. Using an interdisciplinary approach, we will explore how soccer is more than just a game. Drawing on readings from sociology, economics, and politics, we will look at soccer as a sport, a form of entertainment, a tool for oppressive regimes, a form of collective identity, and a major force for social change. | ||||||||||||||
78 | First Year Seminar | FYS | 032 | What is a River? | X | This course is an exploration of rivers, and in particular the Delaware River, as critical to the development of society, culture, and the identity of the regions they connect. Through a variety of texts and experiences, including outdoor adventures, students will come to understand the role of rivers in human endeavors and in the natural environment. Students will synthesize their ideas in a case study focusing on their river of choice. | ||||||||||||||
79 | First Year Seminar | FYS | 049 | Global Food | X | Foods are material substances that are deeply linked to human sustenance, to sociability, status and sensibility, as well as the sway of the senses-whether sparking desire or disgust. In this sense food intrinsically crosses borders and boundaries in at least two ways: first, food challenges us to adopt interdisciplinary approaches to material goods, considering them from different perspectives and adopting different lenses. Second, foods have always been mobile across the globe, shifting in form and meaning as they move between different settings; in this sense, by tracing the circulation of foods in time and space, we can explore a world of emergent sociocultural relations, seeing links between spheres of production, transport and consumption. | ||||||||||||||
80 | First Year Seminar | FYS | 064 | Global Justice | X | While few people would deny that we have special, and sometimes quite demanding, obligations to help our friends, family, or even our fellow citizens, it is controversial whether we have these same kinds of obligations to complete strangers. The guiding question of this course will be what, if anything, do we owe such people? Three main topics will provide the focus of discussion: international economic inequality, climate change, and war. | ||||||||||||||
81 | First Year Seminar | FYS | 080 | Creature: Animals in Contemporary Culture | X | Why are animals and ''animality'' becoming more frequent themes in recent literature, performance, and visual art? How is this trend to be understood in relation to global climate change, habitat loss, extinction, ecological ethics, and ''pet'' economies in contemporary culture? This course begins with a broad introduction to the ways animals have been theorized within our own (Western) intellectual tradition, engages major critical questions within animal philosophy in recent decades, and then applies these rubrics to contemporary texts, performances, and artworks that ask us to think about animals in provocative ways. | ||||||||||||||
82 | First Year Seminar | FYS | 099 | The Way of Eating: Food in World Cultures | X | Why do we fast, feast, kill animals, feed spirits, and throw potluck suppers? What various culinary traditions teach us about social diversity, cultural pluralism, gender (in)equality, and interfaith connection? This course explores how eating and cooking reflect ethics, identity, health, modernity, globalization, and more through readings, films, and field trips. No forks nor cooking skills required-just intellectual appetites! Together we explore how we use food to define ourselves and make sense of the world. | ||||||||||||||
83 | First Year Seminar | FYS | 109 | Understanding Design | X | We are surrounded by spaces and objects that were designed to serve one or more purposes, but not all designs are successful. By learning about what makes the design of a space or object successful and by looking closely at the designs we encounter, we can gain a new understanding and appreciation for the ordinary and extraordinary objects and places in our lives. In this seminar course, students use sketching, writing, reading, and discussion to develop their ability to observe, describe, and evaluate the designs we encounter in our everyday lives. | ||||||||||||||
84 | First Year Seminar | FYS | 123 | Looking Within: Understanding Ourselves and Others Through Design | X | In this seminar, students will explore the role of individual differences such as race, gender, and disabilities, in the design of everyday things. Through readings drawn from fields such as psychology and guided by reflective writing assignments, students will investigate the effects of their own individual differences on their decisions as designers and problem-solvers. Students will also study the effects of the users' individual differences on their experiences when engaging with designs. The seminar will set students on a journey toward understanding themselves and others through design while developing essential college reading and writing skills. | ||||||||||||||
85 | First Year Seminar | FYS | 138 | Theater and Social Justice | X | For thousands of years, the theater has both entertained and provided a forum in which social issues can be explored. This seminar will investigate, through readings and performances, how theater provides an immediate and strong voice to debate social and political problems. Students will have opportunities, through writing, discussion, and theatrical performance, to explore social and political issues and the ways in which dramatic works can inspire social change. | ||||||||||||||
86 | First Year Seminar | FYS | 141 | The Mathematics of Social Justice | X | Alexander Hamilton said, ''The first duty of society is justice.'' Today there is vociferous argument about the prevalence of justice. To what degree is society just? Are there practical ways to make it more just? This course considers the importance of understanding data and applying mathematics to ask these questions and to explore meaningful answers. Using mathematics that everybody is taught, we'll try to make sense out of conflicting opinions, so as to discover the importance of quantitative literacy for all citizens in a democracy. | ||||||||||||||
87 | First Year Seminar | FYS | 158 | Nonviolence: Theory and Practice | X | This course explores both the theoretical development of nonviolence and the practice of nonviolence as a means for waging and resolving conflict. Using the examples of Mohandas Gandhi and India's independence movement, the 1989 revolutions in Eastern Europe, the power of music in the anti-apartheid movement in South Africa, as well as the personal testimonies of individuals and various groups pursuing nonviolent change in the Lehigh Valley, this course explores the principles of nonviolence in action. | ||||||||||||||
88 | First Year Seminar | FYS | 167 | Animals in History | X | How have “animals” and “humans” made history together? How can we think and write about history beyond the human? Through the reading and writing assignments in this course, students will reflect on their own understandings of human-animal relationships over the last several centuries in cities, entertainment, food, empire, and the “wild.” We will approach these questions through various lenses: environmental history, cultural history, disability studies, political anthropology, and the history of capitalism. | ||||||||||||||
89 | First Year Seminar | FYS | 179 | Leveraging Social Entrepreneurship to Alleviate Poverty and Unfreedoms | X | Market-based social entrepreneurship as an approach to addressing poverty, unfreedoms and the lack of localized agency among the poor in economic development has seen a rise in prominence. This is often attributed to the failures of national governments, multi-lateral agencies, and conventional philanthropy to respond dynamically to the challenges posed by changing global and technology landscapes. These failures also reflect a reliance on an outmoded development paradigm that is both inattentive and unresponsive to the modern needs of income poor people to be primary owners of their development experiences, a possibility made more realistic because of globalization and technological change. In essence, as first noted by Adam Smith and reported in Amarta Sen, freedom of exchange and transaction is in itself part and parcel of the basic liberties that people have to celebrate, and as Sen himself points out, ''the freedom to participate in economic interchange has a basic role in social living.'' | ||||||||||||||
90 | First Year Seminar | FYS | 195 | Russia Today Through Fiction and Film | X | "A riddle wrapped in a mystery inside an enigma." This is how Churchill described Russia a century ago. In our own time and in a new era of Russian aggression, this seminar immerses students in the world of Russian culture, history, and politics through critical analysis of its internationally acclaimed fiction and cinema. How has the Putin era challenged, reshaped, and coopted what for some is Russia's most important export: its culture? | ||||||||||||||
91 | Geology and Environmental Geosciences | GEOL | 110 | Introduction to Geology: Environmental Geology | X | From human perspective on the earth's surface, the planet appears almost infinite. From an Apollo spacecraft, however, earth is simply a larger spaceship with more resources, but nonetheless finite. The course examines the interplay between land-use activity and geologic processes such as flooding, shoreline erosion, and soil erosion. Students explore groundwater resources, geological constraints on waste disposal, and impacts of resource utilization, such as acid rain and the greenhouse effect. Lecture/laboratory/ field excursions. Preference to first- and second-year students, geology majors, and environmental science minors. | NS // NW | |||||||||||||
92 | Geology and Environmental Geosciences | GEOL | 115 | Introduction to Geology: Earth-Evolution of a Habitable Planet | X | Earth's climate has changed dramatically over its history, moving between completely ice-free intervals to periods of global glaciations. How and why did these major climatic changes occur? What can history teach about the future of the climate? This course identifies the major components of the climate system and explores factors and processes that influence the system over a variety of timescales. Using major lessons learned from Earth's history, this course considers the climatological impact of human activity in this century and examines current ideas about the climatic future. | NS // NW | |||||||||||||
93 | Geology and Environmental Geosciences | GEOL | 120 | Introduction to Geology: Geological Disasters-Agents of Chaos | X | Earthquakes, volcanic eruptions, landslides, hurricanes, floods, tsunamis, and asteroid impacts are all part of the geologic evolution of the earth. For many different reasons, humans are exposed to the often severe consequences of living in areas vulnerable to the violence of nature. This course examines these processes from both scientific and personal perspectives to understand why and where they occur and how human activity has interfered with natural processes, perhaps making the planet more prone to disaster. Lecture/laboratory. Preference to first- and second-year students, geology majors, and environmental science minors. | NS // NW | |||||||||||||
94 | Geology and Environmental Geosciences | GEOL | 140 | A Geologic Exploration of New Zealand's Dynamic Landscape | X | Students will explore the diverse, dynamic geology of New Zealand -- a landscape shaped by a unique tectonic setting, seismic and volcanic activity, glaciers, and high-energy braided rivers. On the North Island, students will learn about volcanoes and geothermal features that rival Yellowstone. On the South Island, students will explore the Southern Alps and their highly deformed rocks, caves, glaciers, and rivers. Throughout, students will learn about interactions between geology, water, climate, and life. | NS // NW | |||||||||||||
95 | Geology and Environmental Geosciences | GEOL | 180 | Iceland: Geology and Natural History of a Young Island | X | Iceland is a geologically new and unique island. The dynamic glacial environments, sub-polar climate, and thunderous river systems of the country sit atop an active volcanic system on a divergent plate boundary. This intensive field course explores the geological processes that shape the island's landscape and the climate and life of a sub-polar biome. The course also addresses aspects of Iceland's human ecology from its early settlement to modern issues of energy, agriculture, and sustainability. | NS // NW | |||||||||||||
96 | Geology and Environmental Geosciences | GEOL | 190 | Climate Change and Human Civilizations | X | All organisms are sensitive to their environment. Humans are no exception. Using scientific and historical sources we will examine the relationship between climate and humans throughout human history. In addition to a brief introduction to the Earth's climate system and several case studies of the impacts of changing climate on past human societies, this course will explore modern human-induced climate change and consider what lessons might be learned from the experiences of our ancestors. | STSC // none | |||||||||||||
97 | Geology and Environmental Geosciences | GEOL | 210 | Hydrogeology | X | The study of groundwater occurrence, flow, quality, and utilization. The characteristics of the geologic environment which determine the hydrogeologic system are discussed. Principles of groundwater flow, surface water and groundwater interaction, aquifer response to pumping, and regional groundwater flow are examined. The course also focuses on groundwater contamination and remediation (clean-up''). Field projects use a well-field at Metzgar Fields and local remediation sites. Lecture/laboratory. | ||||||||||||||
98 | Geology and Environmental Geosciences | GEOL | 315 | Paleoclimatology and Paleoceanography | X | Understanding Earth's climate system and predicting future climatic change requires both the study of the climate processes that operate within the Earth system as well as detailed studies of climate changes in the past. Direct human observations of climate have captured only a very small fraction of the potential range of Earth's climatic variability. In contrast, the geologic record provides a rich archive of past variations in climate. In this course, we will explore the processes that control Earth's climate, investigate and interpret the geologic record of past climatic changes, and examine methods used to reconstruct past climates. | W // W | |||||||||||||
99 | Geology and Environmental Geosciences | GEOL | 322 | Environmental Geophysics | X | Introduction to the geophysical techniques used to study large- and small-scale features and processes of the Earth. Emphasis placed on the fundamental principles of gravity, magnetism, seismology, heat transfer, and electrical methods as they apply to environmental problems through classroom lectures and laboratory and field exercises. Lecture/laboratory. | ||||||||||||||
100 | Geology and Environmental Geosciences | GEOL | 330 | The Earth in Eruption: Physical Volcanology | X | More than 500 million people live near the more than 1500 known active volcanoes and are constantly facing serious threats from eruptive activity. This course is a comprehensive overview of the processes that control when and how volcanoes erupt. We will focus on where volcanoes occur, what makes them erupt and the nature of volcanic eruptions and their products and how they differ, and finally on how volcanoes affect humans and the environment. This course has required fieldwork over the full Spring break. |