Interdisciplinary (INT)

Scientific literacy may be defined broadly as understanding connections among concepts in the natural and social sciences, mathematics and technology. By breaking down traditional disciplinary barriers, this course will help students grasp connections between these disciplines, bridge the traditional barriers between disciplines, and understand that modern scientific inquiry and solutions more often than not involves a “systems” approach that spans various fields. This course consists of weekly in-class meeting, an on-line component, and required attendance at a pre-determined number of lectures held at the NY Academy of Sciences. Each student will be assigned a lecture in four different areas of science and technology. The first half of the course will involve a fixed curriculum covering specific topics. The second half of the course will involve presentations by students based upon their attendance at the NYAS lectures.

This course analyzes images of nurses and nursing in the arts and media (fiction, poetry, theater, painting, photography, film and television) and examines how those images affect the identity of individual nurses and the nursing profession. The course will explore race, religion, ethnicity, socio-economic classes, leadership, authority and power through the representation of nurses in various arts and media. Students will develop an aesthetic sense through the study of arts and media that is applicable to nursing practice and that can deepen nurses¿ understanding of their professional roles and lives of their patients. Perceived views of nurses and nursing will be challenged and a framework for the reinvented nurse will be developed.

This course will explore the historical, political, economic, and literary role of the Hudson River in the development of New York and the nation. We will cover how the River dominated the psyche of the region, as an economic corridor, as the birthplace of major movements in literature and graphic art, and as a subject of ecological debate. We will also inquire into the various values that emerged defining the relationship between nature and culture along the Hudson. Field trips will cover the historical locations, economic zones, art collections, and travel on the river itself.

The Second World War was one of the most shattering and destructive conflicts in human history. Fought on every continent but Antarctica, its effects lasted far beyond the six years of armed conflict between 1939 and 1945. Through fiction, memoir and film, this course will explore the War as it was experienced by contemporaries and re-imagined by survivors. Additional hours outside of class time will be required for film screenings and field trips.

This learning community is an interdisciplinary study of life in the Roman World. We will examine the history and culture of this great ancient civilization from its founding to the fifth century BCE to its collapse in the West in the fifth century CE. Considerable attention will be given to such topics as civic culture and political ideals, Paganism and Christianity, and the rise and consequences of imperial power. Several field trips and some online work required.

Designed primarily to assist students, participating in the Experiential Learning Assessment Program, to evaluate their life experiences in relation to Pace University's credit bearing courses, to research and analyze specific learning areas, and to present an effective ELA portfolio for evaluation. Requirement/Restriction: Permission from the Office of Adult and Continuing Education and instructor required. For further information, please call NY: 212-346-1943 or PL: 914-773-3568.

Students will study the history and literature of New York City from the colonial period to the consolidation of the five boroughs into greater NYC in 1898. The class will examine primary and secondary sources, go on field trips to historical sites, and write a series of analytic essays,as well as a research paper. Old Core : Fulfills ENG 102/HIS 113 New Core:Fulfills ENG 120/HIS 113 Area of Knowledge II. Fulfills 7 credits toward NYC Studies Concentration/Minor. Fulfills ENG 120 and 3 credits in Area of Knowledge II or IV; writhing enhanced course. Learning Community.

This learning community explores the historical development of society and culture in China and Japan, with emphasis on the influence of religious traditions including Confucianism, Taoism, Mahayana Buddhism, and Shinto. A major component of the learning community will be field trips to local museums as well as film screenings.

What causes major world empires and their civilizations to rise and fall? Taking an interdisciplinary approach, developments in culture, economics, politics, technology, religion, and the environment are studied in relation to the rise and fall of great powers. The empires of Persia, Rome, China, the Mongols, the Ottomans, Britain, and Russia are examined. Development of the world economy is shown to be linked to the changes in world dominance of the various civilizations. The role of the US as superpower in the 20th century and its future in the 21st century are analyzed using lessons learned from the examination of past rises and falls of empires. This course features guest lecturers from varied disciplines and use of electronic media such as the PBS series on Dynasties (The Greeks, Rome, Egypt, the Medici, and Japan).

From the Scientific Revolution of the 18th century through the Culture Wars of the 1990s, this course will look at what it has meant to be modern - in politics, religion and the arts - during the past 250 years and examine why a number of important thinkers have been uncomfortable with some (or all) aspects of the experience of modernism.

This course presents a narrative of the last 125 years of American History through the lens of the telecommunications worker. As such, it is also a social history, referencing the life of the worker in the context of his/her times and examining shifting work patterns and attitudes about work as a function of those times. The tensions between the two major initiatives for the formation of unions, personal/familial gain and the desire for wholesale social change, will be explored as the course moves from the experiences of the earliest lineman and telephone operators to today's sophisticated electronic specialists. Students will be asked to not only study the texts and readings assigned, but to utilize the workplace as "text" for their evaluation of the relevance and contribution of labor unions to the contemporary workplace.

This course includes textual analysis of classical drama combined with performance to serve as a basis for formal and informal writing. Students will read plays closely and reinterpret and perform (on videotape) key scenes. There will be an online component where students post and respond to their peers' writing. Students will also go on field trips to local theaters to experience and critique stage productions.

This course combines an introduction to elements of photography and basic photographic issues such as exposure, development and printing, with a sociological survey of urban life. Students will be introduced to urban photography as an art form, its history and its methods. Urban social photographers such as Lewis Hine and Jacob Riis will be studied and discussed. Assignments will be based on traditions of such work. Students will also become familiar with urban sociological issues including poverty, work, ethnicity, community and the social importance of the built city. Restrictions/Requirements: 35mm camera with a meter and manual setting for aperture and shutter speeds required.

This course begins with Democracy in America, Alexis de Tocqueville's classic description and analysis of the movement toward democratic egalitarianism, followed by an examination of important literary and philosophical texts, up to the 20th-century developments in democracy and civic engagement. Given the passivity of contemporary society (many Americans spend hours watching television, yet will not take less than an hour to vote), the goal is to reverse the process of mere observation (spectator sports, reality shows, and fantasy on-line living) through engagement in some of the political communities in which we live.

We will examine French philosophy and literature, beginning with the work of thinkers such as Rousseau and Voltaire who profoundly influenced both the French and American Revolutions, continuing with such 19th century writers as Balzac and Zola, and to the 20th century with Camus, Sartre, and de Beauvoir. We will pay particular attention to the social and political consequences of literary and philosophical works. The class will take two field trips.

Throughout history, people have asked: What is the ideal society? What is its relationship to human nature and needs? Does one need a change in society or a change in mankind? We will look at "utopian" literary explorations of these themes as well as real attempts to create the "Good Society." We will visit Shaker Village Museum to understand this nineteenth century religious community, as well as the Bruderhof to explore and participate in this contemporary effort to build a better society.

This course will examine the contributions made by the civilizations of ancient Greece and Rome to modern American political ideals. Students will engage in some of the major issues of democratic life through a short internship experience in civil, judicial, or educational institutions. Monthly class meetings will be used to discuss practical experience and link those experiences to the course readings. There will also be an architectural walking tour and a museum visit.

This course, by looking at the history and culture of these two predominant European nations, will introduce students to broad questions about the nature of the human condition. These questions will be explored within the context of the evolving political and cultural structures of these two societies as they were transformed from absolutist monarchies to mass democracies between the mid 17th century and the start of the 20th century.

This course examines the multiple forms of violence against women from national, global, historical and criminal justice perspectives. Specific areas for study include domestic violence, war, prison-related violations and trafficking in women students also will explore the role of activist women, past and present, in their crusade to end violence and acheive women's rights. The Violence against Women's Act will provide students with a case study approach to the role of the U.S. govrnment. Students also will study the increasingly global campaign to include women's right as human rights.

Viewed from a global perspective, this Learning Community will discuss the oppression that confronts many of the world's women throughout their lives. Students will study topics such as trafficking in women, gender-based violence, as well as educational and health care discrimination. We will also focus on nineteenth century origins and development of the international crusade for women's rights. Students also will gain an understanding of contemporary groups, both those who support women's rights as well as those who oppose gender equality. Fulfills 3 credits in AOK III and 3 credits in AOK V, or 6 credits in AOK III or 5.

This learning community joins two courses in the honors program. Material from CIS 101 will provide the technical background necessary to obtain a well-rounded understanding of the explosive impact of the Internet on all aspects of modern society. The disruptive nature of this impact has raised serious ethical issues that extend beyond national boundaries. Material from PHI 121 will provide a background on ethical issues in the workplace, particularly notions of privacy, financial responsibility, and social accountability.

This learning community explores the U.S. women's history from the revolution to the present with an emphasis on the nineteenth and twentieth centuries, using various genres of literature. The research component will allow students to focus on a literary work of their choice, and will lead them through the steps in researching and writing a paper. Fulfills 7 credits toward Women's and Gender Studies Major/Minor. Old Core: Fulfills Exploratory/Western History. New Core: Fulfills ENG 120 and 3 credits in Area of Knowledge II.

This course is a general introduction to French history and culture from the 18th century to the present. Wine, women, men, song, war, and revolution will be discussed as we explore the chic and mystique of la belle France.

This course will use the history of France between the Revolution of 1789 and the Second World War to examine the emergence of the citizen in a modern Western state. In addition to class meetings, students will be required to fulfill an academic service learning placement requiring a minimum of 20 hours of community service. Class discussion will be based on assigned readings as well as students' field experiences.

This course explores several facets of our relationship to our environment. From the nineteenth century to the present, we will focus on literary, philosophical, and artistic appreciation of nature in relation to the individual and society through such American writers and artists as Ralph Waldo Emerson, Thomas Cole, Emily Dickinson, and Rachel Carson. Through field studies and visits to museums and historical sites, we will investigate the role of place and nature in art and local and urban environments. We will also turn our attention to rhetorical and philosophical dimensions of current controversies, such as resource contamination and protection, environmental justice, population, energy, and biotechnology.

This travel course seeks to offer an intense and comprehensive experience grounded in an understanding of the history, art, architecture, religion, and culture of this city; the capital of the ancient Roman Empire, the Catholic Church, and the modern state of Italy. The course is designed to be rigorous academic study and a great deal of fun as students are offered an opportunity to see and experience what they are learning first hand. The course will involve extensive lectures throughout Rome within the context of visits to the most important and awe inspiring Roman historical and cultural sites. Students will have the opportunity to study with faculty experts from the United States and Italy. Restrictions/Requirements: Minimum GPA of 2.5.

This course is designed for freshmen and sophomores who are exploring majors and careers. Through theory and guided practice, students in this course will gain knowledge and tools to make informed and confident decisions about college majors and/or career directions. Students will learn methods of self-evaluation and self-discovery, and will learn a decision making process that teaches them how to identify options, explore choices, and set and pursue goals. At the end of the course students will develop a written plan for their own academic and/or career pursuits.

This course explores rhetorical strategies of artists, scientists, and naturalists working in different genres and media reflecting on nature. We will begin with an introduction to the rhetorical tradition, from key classical philosophers such as Plato and Aristotle to contemporary theorists like Kenneth Burke. We will focus on literary, philosophical, and artistic appreciation of nature in relation to the individual and society. Through field studies and visits to museums and natural areas, we will investigate the role of place and nature in art and local and urban environments. We will also turn our attention to rhetorical and philosophical dimensions of current controversies, such as globalization, resource contamination and protection, environmental justice, population, energy, and biotechnology.

This learning community will introduce students to the culture and society of the Middle Ages through the study of literary and historical works focusing on gender, warfare, and religious devotion. Students will explore the values of the Middle Ages critically by writing analytical essays and brief research projects which examine the connection between literature and society. Students will gain knowledge of medieval cultural and social history, while developing their writing skills. Literary works and topics will include: Beowulf, narrative histories of the First Crusade, the story of Eloise and Abelard, the Lais of Marie de France, Chaucer's Canterbury Tales, and the story of Joan of Arc. There will be films, museum trips, and cultural events in the course as well.

This course will cover American reform movements and reformers from 1830 to 1920, concentrating on the literature that emerged from them. Examples of texts students will read include: Harriet Jacobs, "Incidents in the Life of a Slave Girl," written by herself; Lydia Maria Child, "Letters from New York,"; Jacob Rills, "How the Other Half Lives"; Upton Sinclair, "The Jungle"; Jane Addams, "The Twenty Years at Hull House"; and W.E.B. DuBois, "The Souls of Black Folks." There will be class trips to the Lower East Side Tenement Museum, Ellis Island, the site of the Triangle Shirtwaist Fire and other locations in Greenwich Village and Harlem.

This course combines the study of the history of seventeenth-century (1600 – 1700) European painting with work in the studio in which students paint in the manner of the Baroque painters they have studied. Students will have an opportunity to explore in their own art the possibilities for dramatic lighting, expressive gesture, and dynamic composition discovered by great masters of the period such as Caravaggio, Rembrandt, Rubens, and Poussin. A term paper, based on an object (or two objects) in a New York museum is required for successful completion of the course.

This course offers a multidisciplinary exploration of the impact of plagues and epidemics of society and culture, viewed from statistical, sociological, and literary perspectives. Questions to be explored include: where do epidemics come from, how do they spread, what is the "tipping point", how have societies and cultures responded to plagues in their midst, and how has the artistic world reacted to/reflected the times?

The linked philosophical and studio components of this course move back and forth between philosophical aesthetics and actual art-making as if the student were taking a course in ornithology while training to become a bird. The readings for this course range from ancient to contemporary philosophy. The student assignments will be executed in a variety of media.

This is an active legislative advocacy course teaching grassroots campaign work, lobbying, research, nad media management through hands-on activities to pass legislation toward lowering the price and improving the safety of prescription drugs in New York State. Experienced-based learning activities will be accompanied by readings, writing assignments, guest lecturers and classroom work and discussion. This course in civic engagement will involve students who will be actively lobbying New York State officials both elected and appointed.

Through discussion and activities, students investigate the way human influence impacts our natural environment and how our actions are influenced by our beliefs and perceived needs. Test and media analysis undertaken by students will explore ecological issues shaping local, national, and international perspectives. The course will also evaluate environmental problems and use collaborative learning to explore creative solutions. A review of fundamental concepts is provided by: "Living in the Environment". G.T. Miller (12th) ed. (2002) Wadsworth Group NYC and "Nature & Culture: A Study of Connections".

Students will be assigned texts that prepare them for roles in "role playing game" re-enactments of famous intellectual political confrontation in Early Modern Europe: debates that surrounded the divorce of Henry VIII and his marriage to Anne Boleyn; the Protestant Reformation in England; heresy trials and political intrigue in 16th century court life; the Catholic Counter-Reformation; and the literature and poetry of the 16th and early 17th centuries. Using a series of political texts of the period and related literary works, students will analyze, argue, and act out these conflicts. Seat belts are definitely recommended. New Core: Fulfills ENG 120 and 3 credits in Area of Knowledge II (HIS 114)

This course, by looking at the history and culture of these two predominant European nations, will introduce students to broad questions about the nature of the human condition. These questions will be explored within the context of the evolving political and cultural structures of these two societies as they were transformed from absolutist monarchies to mass democracies between the mid 17th century and the start of the 20th century.

This learning community combines HIS 114 and ENG 120 in an interdisciplinary exploration of the Ancient World from Greece and Rome to the Middle East. We will focus on specific themes of contemporary significance within their historical context, and emphasize the development of argument and analysis as students work with a variety of texts. Students will learn advanced research skills, including methods of documentation, the use of library and Internet resources and the synthesis and integration of primary and secondary sources into their own essays.

Become a part of creating Pace University's first video news magazine program. Explore topics with local, national, and global impact. We will focus on news from the United Nation Headquarters and how these topics impact us on a local, national and global level. Thinking globally and acting locally will be transformed into acting gobally and thinking locally. Film, edit, publish, write, interview, research, and create the world as seen through the eyes of your own generational perspective.

This course explores the comparative racial and gendered politics of the U.S. and South Africa. With a central focus on "whiteness" and masculinity, we will examine the history of the two countries, with an emphasis on colonialism, slavery, and apartheid, the legal context of Jim Crow laws in the U.S. and the apparatus supporting apartheid in South Africa, the transition to the civil rights era in the U.S. and to democracy in South Africa, and the implications for contemporary political struggles. Three other areas of focus include: the theme of sexuality and race in novels, the HIV/AIDS pandemic, and the social and political importance of music in the transformations in both countries. Students will travel to South Africa after the course for a period of two weeks. During this time, students will meet with various representatives from organizations, agencies,government.

This learning community will focus on the interdisciplinary exploration of American culture, history, politics and identity. In this course, students will read and write about a variety of texts, focusing on the intersections between disciplines that serve to illuminate ideas about American narratives, dreams, and realities. Possible topics to be discussed will be the place of the road in American life; New Orleans; the work ethic and the American dream of success; wealth in the Gilded Age; and slavery, race and gender.

Through reading anthropological and literary texts written by women, students will explore the lives and eperiences of women in the Middle East and North Africa. Through these texts we will study historical, political and cultural effects of colonialism and post-colonialism on women. We will discuss women's participation in nation building, their contribution to the production of knowledge, and their role in preserving culture and traditions. We will pay particular attention to issues identity, ethnicity, class and sexuality.

Learning Community How does a recognizable France and a distinctive French civilization begin to emerge out of the chaos and disorder of Charlemagne's Europe? This course will look at the development of French life from the late Middle Ages through the Renaissance and Reformation. In doing so it will introduce students to knights, crusaders and courtly love, to royal ambitions, foreign invasions, and religious turmoil-all as they form part of the story of the development of one of the world's great societies.

Students will examine the political, social, and economic dimensions of immigration, giving serious consideration to the positive as well as the negative potential of this phenomenon. While attention will be focused on U.S. immigration, this will be located in a broader global context. Each faculty member will bring their discipline’s unique perspective to the course as well as explore the myriad ways these are intertwined.

Students will be assigned texts that prepare them for roles in “role playing game” re-enactments of famous intellectual and political confrontations in Early America. First, we will engage in the debates that surrounded women, power, community and theology in Puritan Massachusetts during The Trial of Anne Hutchinson (1637). Second, you will become residents of New York City in 1775 to 1776, debating the causes of revolt, enduring the chaos of revolution, and justifying or repudiating violence in the pursuit of political power. Using a series of political texts of the period and related literary works, students will analyze, argue, and ultimately become subsumed in these conflicts.

This course challenges students to investigate nature beyond the surface in order to understand how natural systems work in harmony. Students record their interpretations through the lens of a camera, creating a convergence of nature and photographic technology. Field study combined with essays and other readings expose students to the beautiful simplicities as well as the intricacies of the plant and animal world. Correlations are made between human impact and current environmental issues. Students must have a digital camera.

This learning community joins two disciplines, Computing and Film and Screen Studies. In combining computing practice with interpretation of narrative films about surveillance culture, the course will provide a survey and analysis of the data collection and surveillance opportunities enables by pervasive networked computing and media structures that are integrated into all parts of modern life. Material from CIS 101 will provide a grounding to understand the ability of technology to collect, sort and retain indefinitely data collected from all aspects of modern society. Students will also master basic computing skills by completing a series of lab assignments in Excel, Web Design, and Programming. The Film and Screen Studies portion of the course will provide a theoretical introduction to how media culture and surveillance cultures are intertwined, and through close readings of films that use surveillance as a theme, process how popular culture is making sense of a society increasingly defined by surveillance in a variety of forms. This course requires that students bring a laptop to every class.

This course combines the study of the history of painting in France during the late nineteenth century (1865-1900) (ART 212 NINETEENTH-CENTURY ART) with work in the studio (ART 145 PAINTING I) in which students paint in the manner of the Impressionist and Post-Impressionist painters they study. Students have an opportunity to explore, in their own painting, the effects of color, light, and atmosphere using the techniques of masters such as Monet, Renoir, Degas, van Gogh, and Cézanne.

Second-wave feminist Betty Friedan famously claimed that American television presented the American woman as a “stupid, unattractive, insecure little household drudge who spends her martyred, mindless, boring days dreaming of love –and plotting nasty revenge against her husband.” “Television and Gender” will test this claim and explore how gender was constructed and performed in primetime television from the 1950’s to the 1980’s. It will examine the presentation for marital roles, child-raising, the subaltern, sexuality, and the construction and (pace Friedan) subversion of household normativity. We will explore the construction and performance of femininity, masculinity, race, class, and sexuality in primetime television.

From ancient times to the Arab Spring, the Middle East has been at the crossroads of history and religions. We begin with archaeology, looking at myths and rituals of Egypt, Mesopotamia, and the Syro-Palestine region. After an overview of Judaism and Christianity in their historical contexts, we discuss Muhammad and the rise of Islam, and subsequent Arab and Ottoman Turkish history. An examination of European imperialism and Middle Eastern reform movements leads us to World War One and the Mandate System and religious and secular developments in independent Turkey, Iran and Saudi Arabia. We will focus on Zionism and Arab nationalism, and the emergence of Israel and its conflict with its Arab neighbors after World War Two. The exploration of the rise of dictatorships in Arab countries, the development of fundamentalism and its relationship to Jihad, the role of women, and American involvement in the area will enhance our understanding of present conflicts. Museum trips, visits to places of worship, and possibly attendance at a play will enrich the course.

This course explores the roles played by people of Hispanic background in the historical, literary and cultural evolution of North America between the 16th and 21st centuries. The class will address themes including inter-American power relations, immigration, racial politics, citizenship, bilingualism, code-switching, the marketing of the Latino/a identity, transnationalism and the relationship of the artist to his or her community.

The PACE Prep pilot project is a five-week multidisciplinary summer course intended to serve as both a college preparation and review course for incoming first-year Pace University Students. The PACE Prep pilot project will serve a dual learning purpose of addressing academic requirements and professional careers. Academically, course content will address key concepts in the discipline and provide collaborative practice and exercises. In English, Math and Science modules, the content will combine knowledge acquired at the high-school level with eh equivalent to the first two weeks of college courses in each. In Communication studies, the content will showcase the different discipline tracks offered by the professional world. In the video segment, the student will watch pre-recorded interviews between professors and recent Pace graduates about their first professional experiences. The interview will inform about academic disciplines, career experience and professional development by showcasing job opportunities and networking development.

This course is a combination of two companion courses, both approaching the topic of emotion from multiple viewpoints: theatrical, behavioral, neurological, somatic, physiological and cognitive. Using exemplary characters from the dramatic cannon, students will explore how psychologists and theatre practitioners (i.e. playwrights, actors and directors) understand, create, and control emotions.

This specialized course links curricular and residential life for a deeper understanding of the impact contemporary issues in popular culture and media have on everyday behavior. During the course, students will engage in social, academic, and creative hands-on activities meant to explore how popular culture is expressed, constructed and analyzed in a variety of media forms.

This course provides the opportunity to explore a wide variety of theories and applications within the fields of international relations and peace and justice studies. This course takes a multidisciplinary approach to the global politics of peace and social justice by drawing on insights and analysis from the fields of political science, international relations, criminal justice, psychology, religion, gender studies, economics, sociology, anthropology, urban studies, the fine arts and others. This class is intended to be interactive and participatory in nature. Using a variety of teaching g techniques including readings, lectures, class discussions, games, case studies, role plays, training exercises and simulations, the students examine a range of conflict intervention options and are able to evaluate the relative strengths and disadvantages of a variety of skills and techniques. Contains POL 114 and PJS 101.

This learning community will pair ENG 110 (Composition) and SOC 296U (Art as Power, Privilege and Persuasion) to explore the social context in which art is produced, distributed and received. The class will investigate the process through which individuals become defined as artists, will examine the "art industry" that distributes and commodifies art products, and will explore the tension that characterizes the relationship between art and commerce. The class will investigate and observe the role that social factors-including class, race and gender, and level of education-play in influencing one's taste in art, and we will offer our own expressions and interpretations of these worlds through various genres of analytic and narrative writing. Finally, we will investigate the role that art has played in promoting social change, and examine this specifically with respect to performance art, digital art, and ephemeral art.

Miquel de Cervantes’ novel Don Quixote is a masterpiece of the Spanish Golden Age, as well as a window on the way in which writing can be fearless at any point in time, including our own. In a recent poll taken by 100 famous authors from 54 countries, Don Quixote was voted “the best book of all time.” In this class, we will devote the semester to reading this first modern novel as a literary experiment that gave us the first modern superhero and dared to connect real-life characters and circumstances to the world of literature. It was also a critique of contemporary politics and commentary on all of the current forms of writing during Cervantes’ time: novella de caballeria, novella sentimental, novella picaresque, novella pastoral, novella italianizante, and a variety of poetic forms. Through reading, discussion, writing assignments, in-class workshops, and site visits, we will bring this text alive as the fearless experiment that it was in its time. We will also consider the example that it provides for understanding the way in which various forms of writing that are common or emerging in today’s media system – from familiar print-based genres such as novels and short stories to digital experiments including digital poetry and VR apps – serve as vehicles for exploring and advancing new ideas today. This course is a learning community that combines ENG 120 and SPA 154. Don Quixote and other assigned text originally written in Spanish will be available in translation. Students are not required to speak Spanish.

This course will provide a detailed study of the different stages of psychological development from infancy to early childhood and will pair this with an examination of work by seminal international theater artists making performances for babies and toddlers, known as Theater for the Very Young (TVY) or Theater for Early Years (TEY). Over the course of the semester, students will also experience the hands-on exploration of some of the recurring tools, techniques and dramaturgy used by performance artist, dancers and theater makers when creating work for the very young while being exposed to the major theories, methodologies and studies of the psychology of infancy and childhood. Student will be asked to devise their won original piece of theater for babies or toddlers as a culminating project based on the extant research on the psychology of child development, and with a process and goal of honoring the abilities.

In this class, we will consider the changing nature of gender roles through the lense of new media. As any art form, new media represents the world we live in. But unlike some other art forms.new media are ever-present, and often invisible influences in our lives. From the way we see ourselves and each other, to the cultural and social standards we measure ourselves against, media also create the reality we live in. Like other parts of our identities, gender has been impacted by the role of media in society. Think of the rise of Instagram influencers and their role in changing beauty standards, or the way Dirt Bag challenged understanding of female sexuality, and you will begin to make visible the power new media has to both affirm and subvert many traditional gender norms.

This course centers on the historical and literary developments that accompanied challenges to religious, social, and political powers in Europe between the 13th and 18th centuries. By examining the various historical accounts, as well as literature produced during several watershed moments, students will be invited to critically examine the knowledge they acquired about the issues arising from heresy, social deviance, and non-conformity. The course is heavily focused on writing which will provide critical space for the examination of the discussed material through studio-writing, feedback-loops, and multi-draft teaching approaches.

Reacting to the past is a role-playing pedagogy, games in which students are immersed in a particular point in a history as a character living then, in which students have goals and objectives and attempt to win. This course uses the Reacting to the Past historical pedagogy, along with literary sources, film, political theory, and history texts, to help students understand three important moments of historical and political controversy: the birth of democracy in Classical Athens; the American Revolution; and the French Revolution. A variety of texts will be studied closely to help students understand social and cultural attitudes during all three periods of political turmoil and revolution. Students will engage with texts and debates that were central to the political, social, and cultural changes that took place, and perform in historical simulations based on these texts. Students will also research and write several essays over the course of the semester.

This course is the second part of the Dyson Scholars in Residence Program and is available only to students within that program. This Spring semester course continues the living Learning Community begun in the Fall semester, with students completing individual academic research projects and working with a local community partner to complete a service project. By working individually and collaboratively to do both academic and community service work, students in this program will experience personal engagement and develop real-world skills.

This travel course is designed to allow students to examine the symbiosis between Confucian- Communist ethics and economic and financial development in a variety of urban settings. This course looks at how Confucian ethics and social structure interact with a Chinese Communist political structure resulting in an intricate combination of a top-down partially market-oriented economic structure, which is nevertheless characterized by centralized control of financial resources. We will see how this plays out in different Chinese cities - some organized completely in terms of state capitalism, others fueled primarily by relatively free capital markets integrated globally, while yet others represent a mixture of private enterprise operating with private financial resources in the shadow of the official financial system.

This course examines the phenomenon of global human migration and human vulnerability and the impact on the local reality. Students will develop knowledge and skills that encompass the diversity of immigration experiences, international refugee situations, and acculturation and family dynamics processes; transnational families; and inter- and intra-ethnic tensions. Students will learn and apply concepts relevant to social work that define specific needs and issues facing immigrant and refugee clients at the practice and policy levels. Students will explore personal biases and experiences, organizational barriers, and culturally relevant practices in services to immigrants and refugees. Students will analyze social policies, programs and practices for safeguarding rights and determine culturally responsive services to immigrants and refugees. This course provides study of the psychology and education of the developing immigrant child from birth through adolescence. At each developmental stage the immigrant child will be considered from physical , cognitive and psychosocial perspectives, and from diverse theoretical viewpoints.

This learning community combines Environmental Ethics (PHI 223) and Public Speaking courses (COM 200) to explore, the UN's Sustainable Development Goals (SDGs), which are a shared, global blueprint and call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. These concrete and achievable goals recognize that ending poverty and other deprivations must go hand-in-hand with global strategies that improve health and education, reduce inequality, and spur economic growth - all while tackling climate change and working to preserve our oceans and forests. The 17 SDGs will be examined through both an ethical and solutions-oriented lens. From an environmental ethics viewpoint, students will examine how philosophers and religious thinkers have broached the question of the proper relationship between nature and civilization. Through readings from primary sources, this class will study how various thinkers approach the question of the value of nature and of the possibility and desirability of extending moral consideration to the natural world. The readings and writing assignments will help frame class discussions and assist in answering the perennial question: Is there a proper relationship between humans and nature? From a public speaking perspective, in addition to expanding their knowledge of important peace, justice, sustainability and ethical issues, students will learn how to: Develop and polish their presentation skills; compose meaningful speeches; adapt messages to particular situations and audiences; conduct responsible research; strengthen their creativity; and develop critical and active listening skills.

Housing is a form of shelter, providing protection from the elements. Home, on the other hand, is something much more complex for humans around the world. Home is a space of kin relations and primary attachments, an affective space of memory and emotion, and a repository of material objects that do affective work. At the same time, “home” as a literal and metaphoric space can likewise be absented or fragmented, through eviction or migration, or pose a threat like domestic abuse or other violence. Using the tactics of art, ethnography, film and design, this course will offer a cross-cultural and multi-disciplinary perspective on the meanings and materiality of home and home-making. This topic is not only omnipresent - everyone has some relation to home, even if it is a lack thereof - but also timely. The Covid-19 pandemic, which made home variously a refuge or a prison, was/is a historical moment in which we have been forced to think in new ways about who we make a home with and how to keep it safe. At the same time, evictions and homelessness are on the rise, as is global migration, which forces us to grapple with the economic and social forces that constrain people’s abilities to retain attachments to people, places and things, and to find refuge in a rapidly changing world. Students in this class will engage in creative expression and auto-ethnography, in conjunction with cross-cultural and comparative analysis, to consider their own and others’ affective ties and displacements that manifest through this resonant space.

Economists and photographers have something in common - they tell stories. Economics stories involve statistics and models. Photographic narratives rely on powerful images. A powerful image can make you think, touch your heart, and call for social action. In this interdisciplinary course, you will learn how to create powerful images that tell compelling stories, the stories that explore economic reality, economic growth issues, environmental sustainability, inequality and poverty, economic effects of the pandemic, and welfare costs of immigration and discrimination, etc. The course will require reading and writing about both photography and economic issues, as well as practicing photography regularly. The course also emphasizes how photography changed the meaning ofa document and how we use visual storytelling. You will learn how to use the digital camera and introduce to trends and ideas in contemporary and historical documentary work. With greater skills and context in place, you will communicate and advance in the complex and continually changing world of visual storytelling and economic reality.

In this interdisciplinary course, we will read and discuss substantial selections from the Hebrew Bible or Tanakh (called, in Christian Bibles, the Old Testament), from the viewpoints of (1) Jewish tradition; and (2) a variety of literary and philosophical perspectives. Including all of the Bible's major literary modes, we will try to explore the significance of various key passages, and the ways they fit into the wider Scriptural context, with particular emphasis on the values and concepts. In addition to the in-class experiences, students will take field trips to museums and opportunities to view relevant videos and movies.

This Learning Community's objectives include developing students' understanding and appreciation of British literary classics from the medieval through Renaissance periods. Students are also taught to produce hypertext documents to create websites highlighting their best work for the class.

This is a travel/study course focused on early English literature, art, and architecture. Students will study literary works that include Beowulf, selected Canterbury Tales, and legends of Arthur. The study of literature will be integrated with the study of art, castles, and cathedrals of England. Sites studied and visited may include Westminster Abbey, Canterbury Cathedral, and Wells Cathedral, as well as Bodiam Castle, Longleat House, and Windsor Castle. This course includes a trip to England over spring break.

This course is designed to introduce students to cultural, environmental, literary and historical issues in Costa Rica that will culminate in a field trip to explore different areas of the country, including the cloud forest, rain forest, volcano, and some coastal beaches. This Learning Community integrates social issues, literary perspectives, and culture, inviting students to explore ideas about this unique country through writing, travel, and focused research. Travel Dates: March 18 - 26, 2005 (tentative) Fee: $1,800.00 (approximately)

This team -taught survey course explores the relationship between Judaism, Christianity and Islam and the history of the Middle East. Topics include the major beliefs of the three monotheistic religions, Muhammad and early Islam, the medieval Arab world, the Ottoman Empire and Persia (Iran), and the development of the modern Middle East. Special attention will be paid to Zionism and the history of the Arab/Palestinian-Israeli conflict, Islamic fundamentalism and women in the Middle East.

Third-World countries ("developing" countries, "emerging" areas, and "poor" nations) are analyzed from 1945 to the present. Comparisons are made of colonial histories, background experiences, foreign policies, domestic differences and similarities.

This course explores the fine arts and literature of France, from the Middle Ages to the present. Students are introduced to important artists, writers, movements, and trends that have shaped one of the richest traditions of the Western cultural heritage.

This course will cover various approaches to building peace and sustainable development around the globe. It will combine lectures by Pace professors, from a variety of different disciplines, and other guest speakers, with class discussion and student service projects. Lecture topics include: building community: the interdependence of peace and sustainable development; nonviolent communication as a peace-building tool around the globe; Peace processes in the middle east; sustainable development in developing countries; The business community and global conflict resolution; The role of the united nations in developing world peace; tools for inner peace: Meditation, contemplation, and journaling; effects of war on children; and collaboration as a method for developing public policy.

This course will use the perspectives of History and Hispanic Literature to examine the culture and literacy expression of the political, economic, and social history of the major Spanish speaking countries of the Caribbean Basin: Mexico, Cuba, the Dominican Republic, and Puerto Rico. In particular, we will examine how throughout these countries; history, bonds of trade, culture and ethnicity have bound them into an interdependent whole. Moreover, we will examine how more recently, NAFTA (the North American Free Trade Agreement) has pulled Mexico out of this regional nexus and closer to the USA and Canada. The course curriculum includes several films and guest speakers.

This course focuses on the connection between religion and the origin of literatures, as in sacred myth; literature that portrays major religious figures, movements, and trends, literature that embodies the search for transcendence and enlightenment; and literature that illustrates modern problems in religious experience, including modern unbelief, gender and religion, and the adaptation of religion in modern society.

This course offers students an in-depth interdisciplinary survey of urban life as a cross-cultural phenomenon. Students will become familiar with various literary, sociological, and cinemagraphic interpretations of the city as it relates to issues of personal identity and societal development. This course will familiarize students with various methods of analyzing and interpreting the city in society and their own unique place relative to it.

This course will focus on reading, interpreting and critical analysis of major works of Irish literature, and on writing about some of the ideas, ancient and modern, that have shaped Ireland today. Through travel in Ireland, which will include theatre experiences, exploration of major monuments and literary sites, students will integrate their understanding of the texts, myths, and social history of the "Emerald Isle" with their experience of people and culture of the modern Republic. Students should plan to be available for a field trip to study the Irish heritage of New York City on Friday, April 7.

This interdisciplinary, team-taught course focuses on the history and literature of Middle Eastern women, including North African and Israeli women. Beginning with the birth of Islam we will look at the way women were viewed by Mohammed and his followers and examine the position of Muslim women and the advent of their creative writing through the medical Arab period and the Ottoman Empire. For the modern period, we will explore women in society and their poetry, fiction and memoirs in Egypt, Algeria, Morocco, Iran, Lebanon, Turkey, Iraq, Palestine, and Israel. Issues of community life, colonialism and post-colonialism, and the life and work of the artist will be explored. Satisfies 6 credits toward Middle Eastern Studies Minor. Satisfies 6 credits toward Womens' and Gender Studies Major/Minor. Old Core: Fulfills non-Western History and LIT 211 or LIT 212. New Core: Fulfills 3 credits in ENG 201 and 3 credits Area of Knowledge III.

This course combines Literature and Theater disciplines by studying and performing select dramas in the university and at select high schools for the benefit of our students and others studying these dramatic texts. The course will span Ancient to Modern drama, and students will have LIT course criteria (essays) as well as THR criteria (performances) as guidelines.

According to the United Nations, children and youth constitute a high percent of the world's population. This course looks at the development of children in urban societies. It focuses on the socialization of children in post-industrial, industrial, and developing cities around the world. It examines key issues in the lives of children: gender, family and kinship practices, education, health, sex, religion, legal status, migration, exploitation, and violence. Students will also explore how young people come to understand their own identities through their engagement with mainstream media and the ways in which urban youth have created their own media to make sense of and communicate their experiences in urban societies. It also explores how children’s lives have been documented in the media and how documentary – as well as fictional film, television and pop music – create stories about children. This class will require each student to participate in three hours of community service each week in a public or private community-based agency that has its goal service to the needs of children or adolescents.

Throughout history, people have asked: What is the ideal society? What is its relationship to human nature and needs? Does one a change in society or a special or a change in mankind? We will look at "utopian" literary explorations of these as well as real attempts to create the "Good Society." We will visit Shaker Village Museum to understand this nineteenth century religious community, as well as the Bruderhof community to explore and participate in this contemporary effort to build a better society.

This learning community addresses the interaction between transnational cultures, nation-states, and local identities in contemporary Asia through the medium of Hong Kong and Indian cinemas. The exports of Hong Kong and Bollywood movies are second only to those of Hollywood and these movies attract Chinese and South Asian audiences across the world. A critical study of these films enables students to interrogate the "structures of feelings" such as national and local identities, patriotism, alienation, assimilation, memory, nostalgia, self-loathing, and hybridity.

At the dawn of the twenty-first century, America stands as the world's sole superpower. With that rise to power, important questions have been raised about the role the United States should and does play within the international community. Will the twenty-first century be one of freedom and universal equality, or one based on a Pax Americana? What has been gained through our nation's recent war endeavors, and what has been lost? This course will address these questions by looking at the historical development of the United States' rise to world hegemony and its position in the world today. We will explore the use of propaganda in fomenting support for war and in dulling sympathy for the enemy. And we will examine a sampling of literature from and about the countries we have recently invaded, in an effort to better understand these cultures.

This course takes, as a starting point, the fact that many of the most famous twentieth century American writers and artists were alcoholics. This course aims to explore a possible link between alcoholism and creativity. Students will read texts written by authors with histories of addiction, as well as literary texts about intoxication and addiction; they will explore paintings by artists who used addictive substances as the content of their work, as well as the source of their inspiration. The class will visit New York City museums and recovery facilities, as well as the Pollock-Krasner house on eastern Long Island. Students will use cross-disciplinary writing and research skills, as well as critical thinking, in developing informed aesthetic responses to the writers' and artists' creative endeavors. Some class work and assignments will be online.

This course will examine the relationship of the Beat writers of the fifties and sixties to contemporary religious and philosophical influences such as Buddhism and existentialism. Writers to be studies include Jack Kerouac, Allen Ginsberg, and Bob Dylan.

In this course, we will study the competing world visions of the epic and dramatic poets of ancient Greece and of the philosophers who followed them. Our investigation will be organized around Plato's claim that there is an "an ancient quarrel between poetry and philosophy." Some of the topics we will consider are (1) the nature of the gods and our relation to them, (2) the character of the heroes and their significance as moral exemplars, (3) the role of the arts in education, and the related issues of representation, emotional impact, and catharsis.

This introduction to Jewish history and literature will examine the Jewish experience in the context of several world cultures: Europe, the United States, Latin America, the Middle East, Africa, and Asia. Students will read and discuss historical and literary texts by and about the Jewish people from ancient times to the present. Topics include Jews under Islam and in medieval Europe, anti-Semitism, enlightenment and emancipation, the Russian experience, immigration to and life in North and South America, Zionism, the Holocaust, Israel, Judaism from a femal perspective, and Jews in North Africa and India. Museum trips, guest lectures, and films will complement the texts. Themes of discrimination, integration, and assimilation as well as relations between Ashkenazi and Sephardic Jews will be stressed as we look at what it means to be "The Other." 'Old Core: Fulfills LIT 211 or LIT 212 (Exploratory) and Contemporary Global Issues (HIS 223). New Core: Fulfills 3 credits of ENG 201 and 3 credits of AOK III.

s: This course traces the history of Slavic Civilization(s) from antiquity until 1914. Special attention will be paid to the dynamics of the interactions of different parts of the Slavic world with each other and with non-Slavic neighbors. Throughout the course we will consult a variety of primary and secondary sources that will provide vastly different perspectives on the history and culture of Slavic peoples. As a result, students will gain new insights into the process of creating politically charged historical, ethnic, and national narratives.

Will the Euro replace the dollar as the world's most important currency? Will, for example, French men and women vote for a German, or for a Swede, or for any of twenty other nationalities to represent them in the European Parliament? The answer to these questions depend on the evolution of the European Union. In this learning community, we will consider why and how twenty-five European states are pursuing, economically and politically, an "even closer union" challenging their individual sovereign independence.

This Internship provides students the opportunity to apply their chosen fields of study to real-world environmental problem solving. It is open to students from all schools and departments of the university, though students are responsible for procuring other necessary permissions. Interns will be assigned to the Environmental Clinic of the Dyson College Institute for Sustainability and the Environment where they will work under the supervision of the clinic instructors and with the assistance of collaborating university faculty and external experts. The Clinic is a team-based learning and collaborative experience where the focus of casework is on the development of environmental solutions based in law making, political strategy, technical innovation, issues analysis, economic modeling, communication arts and more. Depending on the semester, Clinic topics can be as diverse as water protection, animal welfare, public health, real-time monitoring, biological field studies, green business, and agency reform. Each intern is assigned a case or project, typically as part of a team of two or more, in a semester-long program individually designed in collaboration with the Instructor. Interns will have the opportunity to participate in case review sessions with other Clinic members, and will prepare a case report on their work at the end of the semester. Restrictions/Requirements: Permission of Instructor required to register.

This course explores the feminist claim that gender identity is performative in a very literal sense. Working with the theories of Judith Butler, Marjorie Garber, and Monique Wittig (among others), we will study playtexts whose characters subvert the notion that identity is stable, biologically predetermined, and absolute. As we study these plays from a literary and feminist perspective, we will simultaneously be acting them out: presenting scenes, developing roles, learning how to perform identities that are not biological. The blending of theory and practice allows us to test questions about self-representation, to examine issues of crossing boundaries and passing, to explore the fluidity of identity, and to discover the power of transvestism. Restrictions/Requirements: Sophomore standing.

A sequel to our Spring '05 "Beats, Bongos and Buddhism" class, this course will explore the influence of Eastern religion and other mystical traditions on the literature, culture, and spirituality of America in the sixties.

Countries located in the southern hemisphere will be systematically analyzed and compared, using South Africa as the reference country. The historical background of South Africa will be scrutinized with regard to settlements, colonial experience, national independence and self-government, apartheid, disputes with the United Nations and international opinion and corporations, and post-apartheid. Similar and contrasting features of other countries in "the South," including Chile, Argentina, Angola, Zambia, Papua New Guinea, and Australia will be compared to discover whether these states are less prosperous, less developed, less well-ruled than states in "the North." Regional and humanitarian arrangements will be examined. Position papers will be prepared in regard to current global issues and questions before the United Nations.

This course will cover both the political and peacemaking aspects of this interesting Central American country. We will discuss the history of the political system in Costa Rica, and how it came to develop and retain its current democratic form. We will also focus on how, in addition to being a model of democracy, Costa Rica is also a model of a nation that lives and promotes peace. Costa Rica has no military organization - but it does have a "Peace Army" - a non-profit organization started by a former American Woman, focusing on teaching peace to children. Costa Rica is also the main home of the University for Peace. In the classes prior to our trip we will cover the history and current status of the political system in Costa Rica, and the development of its peaceful orientation and structures. On the Travel-study portion, we will visit the Peace University, talk with leaders of local government, as well as political and social organizers; we will go with Peace Army staff to visit a model school teaching NVC and Heart-Math - systems that promote children's feeling peace and speaking peace; we will spend time at Monteverde, the famous Quaker peace retreat, and also visit some of the famous tourist sites in the country sucha s the volcano and the beautiful Pacific coast beaches.

Through canonical texts and film, this class will explore the international relations, comparative politics, and the practices of daily lives of the two regions of interest in today's world. We will cover colonialism, border conflicts, ethnic minorities, Diaspora, land disputes, government structures, and local cultural struggles. A gender analysis will play a central role in the class.

Students will explore history, sociology, political science, psychology, as well as literary texts, theater, and films in order to better understand the lesbian, gay, bisexual, and transgender (LGBT) experience. Students will spend approximately thirty hours in an organization that primarily services the LGBT community.

This travel/study course introduces students to Spanish culture by exploring historical and stylistic trends/ movements, including literature, art, and architecture. Spain's diverse society (Christians, Jews, and Moslems), as well as its distinctive ethnic groups and regions, are examined. Buildings studied include the cathedrals of Santiago de Compostela, Burgos, and Seville. Artists studied include El Greco, Velasquez, Goya, Gaudi, and Picasso. Novels studied include Carmen Martin Gaite's El cuarto de atras (The Black Room). The 9-day trip to Spain focuses on Barcelona (excursion to Figueras) and Madrid (excursions to El Escorial and Toledo).

This learning community will explore the social and cultural influence of the great migrations in American history. The focus will be on the movement from East to West in the nineteenth century and from South to North in the early twentieth century. It seeks to highlight the experiences of the individuals involved in these migrations. Appropriate films and a field trip will be integral parts of the learning community.

This course examines work and its meaning to individuals, the community, and the culture at large. The course will address the topics of management, workers' rights, what work means, and what makes a good job good and a bad one bad, and examine the idea of work in a variety of contexts including that of gender, race, class, sexuality, disability, and age. In addition to traditional assignments and course activities, we will leave the classroom to view working as it occurs in a variety of locales.

This course examines the cultural and social consequences of the transition from artisanal production (things made by hand) to the mass production of consumer goods in Europe and the United States since 1750. The transition to mass production revolutionized the retail goods sector, making possible the emergence of modern consumer societies. We will focus on literary responses to emerging consumer societies, and examine: the introduction of colonial products into the European markets; the emergence of new commercially-oriented leisure time activities; how consumption patterns became part of political and literary debates; the "Americanization" of European culture; and Cold War debates about consumption.

This course uses major media/communication and political science (particularly international relations/postcolonial) theories to examine war and its representations. We rely upon critical analyses of films, documentaries, political speeches, photojournalism and print journalism. In particular, we are interested in how representations of and understandings of war, and the actual launching/theater of war, constitute each other. In addition to the focus on colonialism, occupation, partitions, and the "Cold War," the course will also deconstruct the deployment of the martial metaphor on "terror," "poverty," and "drugs."

This course will combine looking, reading, and discussing, with the activities of painting and writing poems. It is intended to be stimulating and fun as well as informative and useful. Experimentation will be encouraged. In addition to activities in the classroom and studio, students will visit museums, galleries, and poetry readings, and at least one artist and one poet will speak to the class.

In this class we will examine the existential themes that run through the works of philosophers from Kierkegaard through Nietzsche to Sarte, as well as novels and plays by authors such as Beckett, Camus, Kafka, and Albee.

This course will combine the disciplines of Biology and Film Studies to explore both the facts and the fantasies of science-fiction films. By looking at a diverse selection of films that represent multiple aspects of the biological sciences, students will get a sense of how much actual scientific ideas are worked through in fictional texts, and how they might gain access to the sciences through these fictions. The Film studies side of the course will ask students to consider what kind of cultural fantasies and/or anxieties are being represented in these films, and how fiction guides our thinking as much as scientific facts. The ultimate goal of the course is to allow students to see the relations between the humanities and the sciences, and to think through the relation of nature to culture.

From the Enlightenment of the eighteenth century through the culture wars of the present, this course will look at what it has meant to be modern - politics, religion, and the arts - during the past 250 years and examine why a number of important thinkers have been uncomfortable with some or all aspects of the experience of modernity.

This course focuses on the connection between religion and the origins of literatures, as in sacred myth; literature that portrays major religious figures, movements, and trends; literature that embodies the search for transcendence and enlightenment; and literature that illustrates modern problems in religious experience, including modern unbelief, gender and religion, and the adaptation of religion in modern society.

Students will study the history, literature, and culture of immigrants and ethnic and racial groups in the United States, gaining a thorough understanding and appreciation of American diversity and pluralism. Besides hearing professors' lectures, listening to appropriate music, watching videotapes, engaging in class discussions and student groups work in the classroom, the class will also visit Ellis Island, the Lower East Side Tenement Museum, and the Museum of the Chinese in the Americas. Students will write a series of reaction papers and analytic essays, as well as a research paper on their own ethnic family background or on another ethnic group.

In this course we will investigate the roots of democratic principles of government and justice through students re-enactment of the citizen debates in the assembly and law courts of late 5th-century Athens. As preparation, students will read and discuss primary texts by contemporary scholars will provide additional perspectives on the historical significance and subsequent evolution of democracy. One alternate perspective we will examine closely is the antidemocratic tradition in Western thought and literature. Students will work in groups to determine strategies and to produce position papers.

This learning community will introduce students at one of the most troublesome aspects of the modern world; the systematic exclusion and killing of populations defined by ethnicity, nationality, or race. Through lectures, discussion, readings, and films, we will explore the historical, social, and literary representations of modern genocide perpetrated against a number of ethnic groups around the globe. Beginning with the Armenian massacres during WWI, the course will then cover the Holocaust, one of the defining events of the 20th century, finishing with genocides in Cambodia, Rwanda, and Darfur.

This course will examine how Native American Traditions inform and ground our sense of nature, democracy, psychology, spirituality and sustainability. In the process we will raise important questions about Euro-American relationships to the natural world. Our goal is to provide students with an understanding of the relevance of Traditional Indigenous Knowledge for the 21st Century. Stories have power in our lives. We should be mindful of this throughout the semester as we read a variety of contemporary Native authors who tell their stories in novels, short stories, poetry and nonfiction. Through a series of writing assignments and oral presentation, students will learn how to summarize, analyze, question their assumptions and find their own voices.

This learning community examines major works of the human imagination in 20th-century and early 21st-century American films. The interdisciplinary framework gives students an opportunity to explore movies in terms of their social and historical contexts, and fosters aesthetic perception and visual literacy. Students learn how the techniques of film enrich understanding of history and even create historical meaning. Journeying back in time to the formative years of the movie industry, the relationship between movies and the political, social, and cultural context of the eras in which the films were produced is examined. Depictions of race, ethnicity, class, gender, and sexuality are studied through the interpretive lens of wide range Hollywood films.

One of the oldest pursuits of human beings in recorded history relates to the human pursuit of the ideal of the good life. This course will follow that pursuit chronologically, beginning with the Greeks and Romans down to the present, including such authors as Herodotus, Plato, Livy, Machiavelli, Descartes, Kant, Mill, Nietzsche, Sartre and Camus.

This learning community will introduce students to the culture and society of the Middle Ages through the study of literary and historical works focusing on gender, warfare, and religious devotion. Students will explore the values of the Middle Ages critically by writing analytical essays and brief research projects which examine the connection between literature and society. Students will gain knowledge of medieval cultural and social history, while developing their writing skills. Literary works and topics will include: Beowulf, narrative histories of the First Crusade, the story of Eloise and Abelard, the Lais of Marie de France, Chaucer's Canterbury Tales, and the story of Joan of Arc. There will be films, museum trips, and cultural events in the course as well.

This learning community combines history and literature in an interdisciplinary exploration of the Ancient World from Greece and Rome to the Middle East. We will focus on specific themes of contemporary significance within their historical context, and emphasize the development of argument and analysis as students work with a variety of texts. Students will learn advanced research skills, including methods of documentation, the use of library and Internet research and the synthesis and integration of primary and secondary sources into their own essays.

Religion has always been closely related to the other elements of society. The religious beliefs of people affect the kind of government and social system they have. The state can try to dictate (or suppress) religious beliefs. This course examines the role of religion in society in Asia, the Middle East, Europe and the United State through the centuries. We will discuss questions such as: How do religious systems affect political, social, and economic development? How do the latter influence religion? What is, has been, should be the relationship between "church" and "state" in homogeneous and pluralistic societies? How do religious beliefs lead to wars? What are the implications of our concept of freedom of conscience? We will read primary sources and secondary materials, view films, and visit religious institutions.

This learning community will explore the social and cultural influence of the great migrations in American history. The focus will be o the movement from East to West in the nineteenth century and from South to North in the early twentieth century. It seeks to highlight the experiences of the individuals involved in these migrations. Students will read a variety of literature associated with these migrations, watch appropriate films, and take a field trip.

War, peace, women, men, children. Historically, peace was considered "feminine" and war was seen as "masculine." This course investigates the validity and ramifications of such assumptions. This course will discuss the psychological and sociological impact of war on women and children as civilians, victims, refugees, widows, orphans, and combatants. This course provides cross-cultural perspectives on war in its relation to society, major anthropological interpretations of warfare, changing concepts of masculinity and heroism, human rights, theories of sexuality and aggression, and the effects of militarization on society. We will cover a number of war-zones such as Iraq, Bosnia, Afghanistan and Israel/Palestine.

Students learn skills in photography and film-making to better understand the idea behind the director’s eye. The major elements of aesthetic imagery – light, color, space, time, motion, and how they are used in photography and film are explored. Using both hands-on and lecture, the differences and similarities between still and moving images are examined. Students are exposed to a variety of historical as well as contemporary films and photographic works.

According to the United Nations, children and youth constitute a high percent of the world’s population. This 6-credit course brings together the political science, psychology, sociology, and feminist studies disciplines to examine key issues in the lives of children and youth including, international rights, gender development, gender stereotypes, globalization, child trafficking and commercial sexual exploitation, armed conflict, education and schooling, child labor, gender-based violence, health and health care. The major themes include: The Construction of a Regime of Protection; The Politics of Violence; Structural Poverty and Violence; Empowerment and Advocacy. Instructor approval required. Old Core: Fulfills 3 credits of Political Science elective and 3 credits of Psychology elective. New Core: Fulfills 3 credits in Area of Knowledge I and 3 credits in Area of Knowledge III. Service Learning.

This team-taught course integrates the insights of history and anthropology to explore the life of cities in the Middle East, some of which became capitals of empires and played major roles on the world stage, in the past and present. We will be looking at, among others, Mecca, Damascus, Fez, Baghdad, Constantinople/Istanbul, Cairo, Jerusalem, Tel Aviv, and Beirut. We will study how these cities developed as economic, cultural, religious and governmental centers as we explore how people earned their livelihoods, practiced their religious beliefs, raised their families, educated their children, designated public and private spaces and fared during periods of war. The roles played by various ethnic and religious groups will be a continuing theme.

Where does our understanding of femininity, masculinity, heterosexuality and homosexuality come from? Do we move to fulfill our sexual and romantic desires because we have a healthy sense of what we need to be happy in life or are our hopes an expectations guided by forces (such as the commodification of sexuality, state restrictions, economic necessity or prevalent social norms) are not always clear and conscious? Why are some sexual relations judged to be deviant and others commonly accepted? And what exactly is love? Does it have multiple meanings? And, if so, how can an exploration of those multiple meanings help us to enjoy better relationships and treat one another more justly? In this learning community we will explore how those questions are treated in text (in philosophy, political theory and fiction), film and contemporary controversies over the “politics of sex.”

Did you enjoy your freshmen ReActing to the Past simulations? Would you like more and new games? This course is for advanced ReActing students who are already familiar with historical simulations and role play.

This team-taught course combines the experience and analysis of film with the practice of responding to film through creative writing. The thematic focus of viewing and writing will be “neglected landscapes,” those environments that have been ignored, overlooked, forcefully abused. Examples of areas that may be explored through their depiction in film include New Orleans, the American West, the Great Plains, and the Deep South.

This course combines history and literature in an interdisciplinary study of the royal families that decisively influenced the history of later medieval England in the fourteenth and fifteenth centuries C.E. Our main focus will be on King Edward III and his descendants during the Hundred Years’ War in Europe, the dynastic battles between the Houses of York and Lancaster in the Wars of the Roses in England, the ultimate triumph of King Henry VII, and the rise of the Tudor dynasty. This course will examine the personalities and reigns of these rulers, explore the history and legends surrounding such figures as Henry V, Joan of Arc, and Richard III, and trace their influence through contemporary and subsequent forms of literature and art. Related topics include marriage, the family, and the role of women in society; the idea of sovereignty; monarchy as an evolving form of government; the conflict between history and memory/myth; the development of the English language; and more. We will focus on specific themes of contemporary significance within their historical context, and emphasize the development of argument and analysis as students work with a variety of texts and images.

This course explores the meeting points of literature and philosophy through close readings of a variety of 20th and 21st century texts. Using both philosophical and literary perspectives, we will be examining works in four different genres – Poetry, Fiction, Autobiography/Memoir, and Film – in search of themes, ideas, plots, modes of representation, and aesthetic principles. By moving through analysis, interpretation and reflection, we will be exercising hermeneutics as the activity of informed and self-conscious reading and construction of meaning.

This course features new and additional historical simulations from the “Reacting to the Past” series. Students will immerse themselves in the literature, history, politics, and philosophy of classical Athens and Rome; the second simulation focuses on the assassination of Julius Caesar. Readings include Plato’s The Republic, Shakespeare’s Julius Caesar, and selections from Cicero and Plutarch.

In this Learning Community, students study early British literature from Anglo-Saxon warrior poetry (Beowulf) and the tales of King Arthur to plays with medieval settings or themes by William Shakespeare (Henry V, Hamlet, Lear). Students will be introduced to the virtual environment of Second Life and will learn how to build castles, churches, and jousting fields, and to make tapestries, stained glass, sculpture and wall paintings. Drawing on real and fantasy models, they will also design their own medieval weapons, clothing, and pets (dragons!) and perform scenes from medieval and early modern texts. All texts and technologies will be taught.

Behavioral economics introduces the students to the interplay of psychology and economics in every day decision-making. It helps explain why economic decisions are not always rational, and why we may splurge on a lavish meal yet, cut coupons to save a few cents on a loaf of bread. In other words, behavioral economics helps us understand that human rationality is bounded, which in turn effects how we decide how much we are willing to pay for a cup of coffee or a new car. More often than not we tend to overpay, underestimate or procrastinate, why? Some behavioral economists believe that these seemingly misguided behaviors are neither random nor senseless and tend to be "predictably irrational".

This course is designed to assist Dyson Arts & Sciences students to develop the fundamentals of career planning and implement a job search strategy. The course is recommended for Dyson sophomore, junior and senior students who are questioning what they can do with their major, seeking careers direction or are eager to prepare for their professional job or internship search. This course will place emphasis on identifying possible career options, analysis of how skills, values and interests influence career decisions, job market research, and developing an effective job/internship search, including the development of a cover letter, resume, and practicing interviewing skills. The course stresses identifying the value of the arts and science education in the marketplace, how to prepare for the world of work and develop career management skills useful throughout life.

This course features new and additional historical simulations from the "Reacting to the Past" series. Students will immerse themselves in three back-to-back simulations set at key points in Native American history involving struggles over land and power between whites and Indians, and also in the history of the American women's rights movement.

The ancient Greeks commanded, Know thyself! Three millennia later we are still struggling to do so. But what is the self? Where do we find it? How are we to understand this notion and how are we to understand our-selves? Furthermore, how do we approach the being which is not myself, namely, the other? What kind of relationships separate and bind self and other? Is it possible to view the world through the eyes of an other? In this course, we will be looking for ways to better understand these questions as they are presented in the disciplines of philosophy and social thought. We will also explore representations of self and other as constructed in psychoanalysis, literature, and film. The course is intended to help the student gain a deeper understanding of the different perspectives of human identity in society.

This course will introduce students to leadership theories and principles, focusing primarily on the Social Change Model. Skills such as strategic planning, visioning, conflict resolution and communication will be reviewed in the context of sustainability and applied to environmental case studies relevant to Pace. Opportunities will be provided for students to meet with local environmental leaders from the government, corporation and non-profits, and students will also be introduced to leadership resources offered by Pace Law School. This course will culminate with action-based team projects in which students apply their newfound skills to mobilizing sustainability efforts on the Pleasantville campus. Projects will relate directly to the Master Plan, providing the University with recommendations for specific action steps to foster and promote sustainability initiatives for the redesigned Pleasantville campus.

Using both, film and written materials, this course explores the central role that women have played in the history and development of the United States, and the impact that history and the depiction of women in film, has had on the changing roles of women themselves. Through a study of films, documentaries, advertising, and written primary sources, students will be introduced to both this history of women in America and to the way that history has been told, and sometimes distorted, in popular media. The course will also examine the extent to which media portrayals of women have shaped American society’s perceptions of the role of women. By focusing on women of varied classes, races and ethnicities, and their portrayal in film, the course will encourage students to develop a more complex appreciation of the diverse nature of our national experience.

An active interdisciplinary approach to the study of representative works from Spacin and Latin America drawn from both the traditional and the emerging canon. Students will approach and analyze a variety of Spanish and Latin American plays both as works of literature and as theater in performance. This course will not only foreground this dual nature of drama, but it will also examine the use of the theater as a vehicle for the expression of cultural values and socio-political issues. It delves into the themes, conventions, and aesthetics influencing theater in these cultures. Issues of identity, gender, class, race, community, and sexuality contained in the plays will explored within an aesthetic context. Students will develop skills in literary analysis as well as explore a character’s development and growth through monologues, scene performances and written assignments. This course will include a final public staging of selected scenes or one-act plays.

This Learning Community examines the relation between people, technology, and environment in historical and contemporary societies, and in competing visions of the future. Always, technology mediates our relation to the environment, both local and global, for better and worse. We need technology to produce energy, food, clothing, shelter, goods, and more; but technology also produces waste and pollution, and we quickly find ourselves needing to develop more technology to reduce and recycle. Paradoxically, the more technology we develop, the more food we need to produce to support growing numbers of people and their growing needs and wants, the more we appear to destroy the ability of the earth to keep supporting us at all. Today, our relation with the environment is on an entirely new scale, as we alter not just landscapes, but the atmosphere itself. To examine problems such as the treadmill of technology and production, we will draw on readings across the humanities, philosophy and anthropology, social sciences, and environmental studies. We will discuss cases in the United States, the European Union, and societies around the world, to gain a comparative perspective on culture and technology. Finally, we will work on relevant solutions for environmental and social policy.

This course presents students with current issues in the sciences and technology. It will consist of formal lectures as well as attendance at New York Academy of Science presentations and workshops.

This course explores the alchemy of Shakespeare's performative texts from the perspectives of the reader, the actor, the editor, and the audience. It will examine "original practices"- the conditions of acting in Shakespeare's time- for example, mimicking Shakespeare's original actors, students will perform scenes using cue scripts, knowing only their character's lines and a few phrases of each cue. We will examine and construct promptbooks, learning how to mark the text for stage business and how to cut it. We will consider the practicalities and ethics of performance including casting for race and disability, performing with or against the gender binary, doubling roles, performing violence and intimacy, creating metadrama, and gaining audience complicity. Additionally we will analyze Shakespeare's poesy-rhetoric, scansion, rhymes- from the perspectives of an actor performing the language and the audience listening to it. Students should be prepared to perform scenes in class that will build to a final performance. They will be considering the plays as literary scholars, theater critics, and editors through database research, writing essays, editing scripts, and judging performance.

The Animal Advocacy Clinic provides undergraduate students with professional level training in advocacy and applied animal-related policy making. Student clinicians have written laws, lobbied in Albany, presented hearing testimony in New York City, participated in federal agency rule making, and more. Example topics include prohibiting animals in entertainment, protecting endangered species, and safeguarding pets against abuse. Through team-based casework, clinicians learn the forces that shape decision-making, the art of professional advocacy, and the civic-engagement skills that make effective citizens. The Clinic is also an immersion course in the legal foundations of policymaking, drafting laws, lobbying, political and communication skills, preparation of hearing testimony, and news release writing. Because the Clinic regularly interacts with a wide variety of experts and professionals inside and outside Pace, clinicians also benefit from exposure to a variety of careers. This course is open to all majors.

This writing enhanced learning community will focus on current issues relating to peace, justice and the environment as well as how interconnected they are. Some of the key topics to be included in this action-oriented course include: global climate change, alternative energy sources, globalization, resource depletion, poverty, health, and education. Students will not only learn about these pressing issues, but also the challenges, efforts, tools and solutions used in promoting peace, justice and sustainability. Additionally, students will gain a solid understanding of the interdisciplinary nature of peace, justice and environment particularly as it pertains to promoting ecological integrity, universal human rights, respect for diversity, social and economic justice, democracy and a culture of peace.

This course combines applied theater (a specialized field that uses theater as a means for social change), performance studies, and sociology. Students spend the first half of the semester volunteering at non-profit organizations working on pressing societal issues and the second half of the semester creating public performances around the issue in which they have been engaged. Performances take place in traditional theater spaces in addition to site-specific locations throughout Pace and the city. The final project is a presentation of one act plays and monologues created by the students.

Students clinicians work as professional practitioners, in a team setting, with faculty from Pace Academy for Applied Environmental Studies and faculty from across Pace schools and colleges. Their primary responsibility is to design and implement policy reforms for real world environmental issues by representing and working with client, non-profit organizations from the community and region, under the supervision of Pace Academy. Students will also learn the essential civic-engagement skills necessary to serve their clients, such as legal, political and communication skills training, legislative history research, preparation of hearing testimony, oral and written presentations, news release writing, bill drafting, lobbying and its requirements, the role of non­profits and government, and use of social media and technology-based methods of influencing public opinion.

The course offers students both a theoretical as well as practical understanding of politics and governance. The practical component will provide students with a working, practical knowledge of the functioning of government and the political process, and the professional and ethical requirements of a political professional - such as a legislative aide, lobbyist, political operative, program staff analyst, chief of staff, or elected official. The course examines in detail: the separation of powers, legislative process, executive authority, lobbying, bill drafting, public hearings, testimony presentation, electoral politics, political campaigns, use of media, and more Importantly, the course will focus on understanding that policy is a regimented response to a specific problem. As such, it is important lo understand how the definition of values and goals influence which problems are addressed, and how they are addressed through policy making, Instead of analyzing the success or failure of policies, this course teaches students how lo understand the policy making process, teaching students not only how to become effectively engaged, but also how to contextualize their engagement.

Contains components of HIS 114M and LIT 211D. This course will examine the urban culture of the cities of Berlin, Paris, Barcelona, and London during the period between the two World Wars. Students will read primary and secondary sources to augment their knowledge of the history and literature of these cities during the interwar years. Emphasis on urban culture, including lifestyles, art, and architecture , will be emphasized in this course linking the European History-HIS 114M, The European Experience -- with the literature course of The Individual in Society, LIT 211D.

Contains POL 114 and LIT 211D. This class introduces students to the disciplines of international relations and literary criticism. It focuses on how the concepts of self and other and us and them are shaped by aesthetic representations and by political, economic, social currents. As in introduction to international relations, this course explores how political leaders, intellectuals, military officials, diplomats, and policymakers have conceived of the interaction between those people considered Us and those considered Them. As an introduction to literary criticism, this course explores the crucial role the aesthetic imagination plays in these global conversations about self and other and us and them.

This course involves active exploration on self, self with others, and the self in groups. It explores the art of persuasion (tactics we use to influence others and get what we want and what to do when we don't get want we want). Attention will focus on relationship dynamics and sets of circumstances or scenes. Course material involves reading and applying evidence from psychology research, reading and analyzing scripts from plays and films, and writing scenarios that apply understanding from these sources to our everyday social interactions and professional communications. Students from a variety of majors are encouraged to enroll. Contains PAGE 181, Introduction to Theatre and School of Education Topics Course.

In this Learning Community, we will examine French philosophy and literature, beginning with the work of thinkers such as Montaigne and Descartes, who deeply influenced the development of modern science; Moliere whose influence on French culture and on the history of the theatre has been extraordinary, Montesquieu, Voltaire and Rousseau, who were of criterial importance to both the US and French revolutions, and concluding with Beaumarchais, himself a figure in the American revolution, Madame de Stael who coined the term Romanticism, and Honore Balzac. We will pay particular attention to the social, political and ethical effects on contemporary Paris. INT 299T will contain components of PHI 116 and FRE 155C.

For this learning community, we present an historical, cultural, and cinematic examination of how gender and sexuality have come to be represented in international cinema. To this end, we will screen a wide variety of films (American and international, classic and contemporary, mainstream and experimental), which we will examine as thematic vehicles, artistic creations, commercial products, and cultural artifacts. How has the cinema itself, as well as our responses to it, contributed to the depiction of gender roles and erotic practices? In addition, we will explore what it means to enter into and participate in such cultural conservations, using the screenings and readings as evidence for our discussion and essays. As students will discover there is both art and craft involved in analyzing, developing and articulating a reasoned perspective of your own.

Students in this LC will read medieval and Renaissances poetry and create virtual experiences with contemporary media which enact these works within the landscape of New York City. Students will explore and use geographic and mobile based media to form a reinvented landscape suffused with classic poetry but mixed with contemporary sites. Inspired by the Poet’s Walk in Central Park, students will create an audio-visual experience embodying their poets in Central Park using the contemporary potential of mobile device media. The course makes connections between the poets and their poetry, from the twelfth-century troubadour poets to William Shakespeare, and the history and contexts of the medieval and early modern period.

Students in this Learning Community will learn how to read contemporary dramatic literature and use it for discussions on a variety of topics that are relevant for their generation, sexuality, body objectification, history revisited, Islamophobia, mental health, stress disorders, relationships, globalization, immigration, et, al. In addition, students will learn how to utilize theatre as a tool for teaching and how to adapt the material for use in community centers, schools, hospitals, homes and other locations. The course capitalizes on the importance of learning how to make clear yet emphatic writing samples. A play will be the platform for reading it closely but will also invite students to think outside its immediate text. Students will also learn to read the dramatic texts both as literature and as blueprints for live productions through class discussions, readings, and lectures, as well as research projects focused on the backgrounds of the playwrights and productions values demanded by each play. Students will acquire skills in writing exercises and short papers, to express clear and focused concepts that explore the literacy and thematic elements of the plays, as well as their theatrical and social contexts.

This course will directly address the relationship between the written word and its performance, with a class roster split evenly between writers and actors. By semester's end, each playwright will get a chance to perform, each actor a chance to write. Students will thus learn to appreciate each other's craft while simultaneously deepening their own. After an introductory week, the course will consist of four units, each centered around a new crop of themed scripts. The units will be divided as follows: the first week will introduce texts, the second will consist of dramaturgy and rehearsal, and the third of performance by the class. The final course unit will be devoted to a return to the strongest pieces as final productions.

Tools of the Trade is a deep dive into the hidden political processes, and essential professional skills that determine the outcomes of law, policy and elections. It examines in detail: the separation of powers, legislative process, executive authority, lobbying, bill drafting, public hearings, testimony presentation, electoral politics, political campaigns, use of media, and more. The course is a combination of faculty lectures, simulations, written and oral presentations, and interviews with visiting experts. Its objective is to teach students a working, practical knowledge of the functioning of government and the political process, and the professional and ethical requirements of a political professional -- such as a legislative aide, lobbyist, political consultant, program staff analyst, chief of staff, or elected official. Students will learn the rules and practices of governmental institutions and non-governmental political professionals.

Every species modifies its environment to some degree; it's really all a matter of scale. What happens when one species dominates environmental change to a degree that endangers the life prospects of other species? One species Homo sapiens has, especially over the last three centuries, significantly enlarged their imprint ("ecological footprint") from the early emergence of crop cultivation and animal husbandry to our current state of advanced technologies that are now threatening earth's life support systems. Today, human activities account for changes in climate, air pollution, water pollution, and soil degradation; now, we are even colonizing DNA! These changes show no signs of slowing down, in fact they seem to be accelerating. This period of acceleration over the past 200 years has prompted geologists and climate scientists to label the current epoch, the Anthropocene: the age when the human species has become a geological force as powerful as tectonic plate movement. These dramatic environmental changes have not only caught the attention of the physical scientists, but have found their way into the social sciences and the humanities. This interdisciplinary learning community will explore these anthropogenic changes through the disciplines of anthropology and philosophy. The central question that unites both disciplines is: What is the place of humans in nature? Do we have a proper place in nature or are we occupying a region beyond nature subject to different evolutionary forces? Or perhaps Homo sapiens is so embedded in nature that the distinction between nature and culture is empty? Ultimately, working toward answering these questions will lead us to posit alternatives to current institutional arrangement.

Throughout history, books have been thought to corrupt minds, save souls, heal bodies, and incite riots. In this course we will consider the dynamic functions that have been attributed to books from classical times to the present, with a particular emphasis on works from the Middle Ages and the Renaissance. We will examine the power of texts to transform the reader physically, emotionally, and spiritually - analyzing books that have been deemed "dangerous" as well as those written with a didactic or moral purpose. This course will also allow students to work directly with original archival materials in the NYC Public Library.

Culture is like an iceberg - most unseen, beneath the surface; when two cultures interact they often have conflict (crash) beneath the surface where it is unexpected and unexposed. This course is designed to: increase awareness, knowledge and skill around issues of social justice, power, privilege, social identity and oppression. Students will have an opportunity to communicate with people who are different then themselves and challenge themselves and others on these topics. Thus through this common experience and shared understanding of these issues, students will begin to develop and hone their intercultural communication skills.

This course will be an intensive interdisciplinary learning environment that will integrate all facets of the River Semester curriculum. It will include out-of-class work, including field experiences and river trips, and at least two full-day immersion classes. The in-class work will include guest lectures, combined classes with other River Semester instructors, visits by Pace Academy mentors, and a special selection of readings. There will be an emphasis on the physical, chemical and biological functioning of the Hudson River and estuary as a foundation for understanding the complexities of the ecosystem, the human settlements that have grown around it, and the river's role in the development of New York and the nation. Students will be challenged to develop a command and synthesis of the varied aspects of the River Semester curriculum through vigorous participation, individual applied research, and a group project, which the class will design. All River Semester instructors will be invited to evaluate and advise student work as part of this capstone course. Restrictions/Requirements: Sophomore standing.