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Please consult ConnectCarolina (connectcarolina.unc.edu) for the most up-to-date information about FYS offerings and availability.

For more information about a specific instructor, please click on the instructor name, if highlighted.

American Studies (AMST/FOLK)
Anthropology (ANTH)
Art and Art History (ARTH/ARTS)
Asian Studies (ASIA)
Biology (BIOL)
Chemistry (CHEM)
Classics (CLAR/CLAS)
Communication (COMM)
Computer Science (COMP)
Dramatic Art (DRAM)
Economics (ECON)
Education (EDUC)
English and Comparative Literature (CMPL/ENGL)
European Studies (EURO)
Geography (GEOG)
Geological Sciences (GEOL)
German and Slavic Languages and Literatures (GSLL)
History (HIST)
Interdisciplinary Studies (IDST)
Linguistics (LING)
Marine Sciences (MASC)
Mathematics (MATH)
Music (MUSC)
Peace, War, and Defense (PWAD)
Philosophy (PHIL)
Physics and Astronomy (PHYS)
Political Science (POLI)
Psychology and Neuroscience (NSCI/PYSC)
Public Policy (PLCY)
Religious Studies (RELI)
Romance Studies (ROML)
Social Medicine (SOCM)
Sociology (SOCI)
Women’s and Gender Studies (WGST)

American Studies (AMST)

AMST 60.001: American Indians in History, Law, and Literature
Gen Eds: HS, US
MWF, 09:05 AM – 09:55 AM
Daniel M. Cobb

Daniel M. Cobb is an award-winning writer and teacher committed to the scholarship of engagement, public outreach and service to the profession. His research and teaching focus on American Indian history since 1887, political activism, ethnohistorical methods, ethnobiography, memory and global indigenous rights. His first book, Native Activism in Cold War America (2008), won the inaugural Labriola Center American Indian National Book Award in 2009. His other publications include the edited works Beyond Red Power (2007) and Memory Matters (2011), a revised and expanded fourth edition of William T. Hagan’s classic work American Indians (2013) and Say We Are Nations (2015), a primary document collection on Native politics and protest from the late nineteenth century to the present. Works in progress include biographies of Ponca activist Clyde Warrior, a central figure in the American Indian youth movement of the 1960s, and D’Arcy McNickle.

This research seminar provides a broad grounding in American Indian law, history and literature through an exploration of the remarkable life and times of Flathead author, intellectual and activist D’Arcy McNickle (1904-1977). We will read D’Arcy McNickle’s novels, short stories, histories and essays, as well as secondary works about him. Even better, we will be working with D’Arcy McNickle’s handwritten and heretofore unpublished diary. You will have an opportunity to transcribe and contextualize passages and then share (probably through digital technologies) what you have learned about history, law, literature (and much, much more) through his life story. Rather than just being a passive recipient of information, you will be creator of new knowledge!

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FOLK 77H.001: The Poetic Roots of Hip-Hop: Hidden Histories of African American Rhyme (Honors)
Gen Eds: VP, US
TTH, 11:00 AM – 12:15 PM
Glenn Hinson

Glenn Hinson’s engagement with African American expressive culture emerges from decades of work with artists that range from blues musicians and gospel singers to tap dancers, vaudeville comics, and hip-hop emcees. As a folklorist (and associate professor) who teaches in the Departments of American Studies and Anthropology, he studies everyday performances and the ways that they offer insights into the workings of culture. Professor Hinson’s current research focuses on oral poetry, self-taught art, and the intersections between faith and creativity.

“There ain’t nothing new about rapping.” That’s what elders from a host of African American communities declared when hip-hop first exploded onto the scene. This “new” form, they claimed, was just a skilled re-working of poetic forms that had been around for generations. Each elder seemed to point to a different form—some to the wordplay of rhyming radio deejays, others to the bawdy flow of street corner poets, still others to the rhymed storytelling of sanctified singers. And each was right; elegant rhyming has indeed marked African American talk for generations. Yet because most such rhyming was spoken, its history remains hidden. In this seminar, we’ll explore this lost history, talking to poets and hip-hop emcees while probing the archives to uncover the hidden heritage of African American eloquence. Our goal is nothing short of writing the prehistory of hip-hop, and in so doing demonstrating rhyme’s longstanding role as a key marker of African American identity.

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Anthropology (ANTH)

ANTH 53H.037: Darwin’s Dangerous Idea (Honors)
Gen Eds: SS
TTH, 09:30 AM – 10:45 AM
Paul Leslie

Paul Leslie’s professional interests focus on human ecology, and he has pursued this primarily through research among nomadic peoples in East Africa. His most recent project entails studying (while nursing an aged Land Rover across the African savanna) human-environment interactions in northern Tanzania, especially how the changing land use and livelihood patterns of the Maasai people living there affect and are affected by wildlife and conservation efforts. When not teaching or practicing anthropology, he enjoys bicycling, motorcycling, woodworking, and jazz.

Darwin’s theory of evolution by natural selection is central to one of the most profound revolutions in the history of thought, generating stunning insights but also some misunderstanding and tragic abuse. This seminar aims to provide a clear understanding of how natural selection works, and how it doesn’t. We will examine objections to the theory; how the environmental and health problems we face today reflect processes of natural selection; and recent attempts to understand why we get sick, how we respond to disease, why we get old, why we choose mates the way we do, and more. Class sessions will feature a mix of lecture and discussion of concepts and issues. Students will also engage in small group projects—cooperative explorations of problems raised in class or in the readings and/or designing mini research projects.

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ANTH 62.001: Indian Country Today
Gen Eds: SS, US
MWF, 11:15 AM – 12:05 PM
Valerie Lambert

Valerie Lambert is an associate professor and an enrolled citizen of the Choctaw Nation. She received her Ph.D. in Social Anthropology from Harvard University and has won awards for undergraduate teaching and for a book she wrote about her tribe. She has twice been elected president of the Association of Indigenous Anthropologists. Professor Lambert is married and the mother of two daughters, one of whom is a college student and the other, a high school student.

With the United States as our geographic focus, this seminar explores a range of 20th- and early-21st-century American Indian topics and current issues. We look at Indian casinos, tribal colleges, identity, gender, tribal courts, sports, and other topics. An exploration of the history of American Indians before and after the arrival of Europeans, a history with which we begin the seminar, provides essential background for looking at the present and recent past. This seminar will help students better understand the challenges facing American Indian communities both internally and externally and the creative solutions being forged to address these challenges. It will also help students further develop skills in reading, writing, critical analysis, and public speaking.

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ANTH 66H.001: Saving the World? Humanitarianism in Action (Honors)
Gen Eds: SS, GL
MWF, 11:15 AM – 12:05 PM
Peter Redfield

Peter Redfield is Professor of Anthropology. He received his undergraduate degree from Harvard University and his doctorate from U.C. Berkeley. His specialty concerns relations between science, technology and society, particularly in post-colonial settings. He also teaches courses on human rights and humanitarianism, and wrote a book about the organization Doctors Without Borders.

What happens when people try to “do good”, especially at a global scale? In this seminar we will explore international aid, with an emphasis on its medical end and the set of organizations and institutions that exist to offer assistance to people suffering from disaster, endemic poverty and health disparities. The current aid complex includes a wide variety of forms and activities, from large bureaucracies to tiny NGOs, massive health campaigns to lonely clinics. We will approach this phenomenon from the critical and comparative perspective of anthropology, focusing on actual human practice. Which forms of suffering receive international attention, and which do not? How do money and services flow and stop relative to inequality? What range of outcomes do different aid projects produce?

Over the semester we will engage in two collective endeavors. First, to better situate current problems, we will review the background history of humanitarianism and development, including colonial missions as well as state oriented projects of social welfare. Thus equipped, we will then examine a number of case studies. During this section of the course students will engage in research projects, exploring specific examples in greater depth.

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ANTH 89.034: Transforming Our Food Systems
Gen Eds: SS, NA
MWF, 10:10 AM – 11:00 AM
Don Nonini

Don Nonini is a sociocultural anthropologist who received his PhD in Anthropology from Stanford University; prior to graduate school, he worked as a restaurant cook for 1 1/2 years in San Francisco. Since he received his degree, his research and teaching specializations have been the Chinese diaspora of the Asia Pacific, the politics and political economy of urban life in the United States and in Southeast Asia, and social movements and social activism around food in the urban U.S.

This course employs an anthropological approach to the study of the human relationship to food, to contemporary food systems, and to the processes by which they are transformed. First, we consider how an anthropological (and especially ethnographic) approach to the study of food asks questions about food’ s connection to culture, to self, to home and family, to cultural heritage, to cities and to politics. Second, we explore how to study contemporary “food systems” using an anthropological approach. Third, we examine the challenges facing contemporary food systems such as hunger, the intensive use of energy and agro-industry, the abuse of food laborers, and GMO’s, toxins and wastes as products of agro-industrialism. Finally, we explore several social movements that seek to remedy such challenges.

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Art and Art History (ARTH/ARTS)

ARTH 55H.001: Art, Gender, and Power in Early Modern Europe (Honors)
Gen Eds: VP, NA
TTH, 09:30 AM – 10:45 AM
Tania String

Dr. Tania String is an art historian specializing in the art of the Tudor period in England, and the Renaissance more broadly. She is the author of numerous books and articles on the portraits of Henry VIII. Before coming to UNC in 2010 she taught in England at the University of Bristol and in Spring 2019 she is back in the UK as the Faculty Director of UNC’s Honors Semester in London.

What did it mean to be a man or to be a woman in the Renaissance? This seminar will explore the ways in which constructions of gender are critical to understandings of the visual arts in the early modern period (c. 1400-1650). We will discuss and analyze a focused group of representations of men and women: portraits, mythological and biblical paintings and sculptures, and even turn our attention to the buildings these men and women inhabited. We will study the work of artists such as Michelangelo, Donatello, Titian, Holbein, and Rubens, amongst others, to find ways of understanding how masculinity and femininity were central concerns in early modern society and in the art produced in this period.

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ARTS 82.001: Please Save This: Exploring Personal Histories through Visual Language
Gen Eds: VP
MW, 03:35 PM – 04:50 PM
Roxana Pérez-Méndez

Roxana Pérez-Méndez is an Assistant Professor and Director of Graduate Studies in Studio Art in UNC’s Art Department. She specializes in video performance and installation art. In addition to this FYS, she teaches undergraduate sculpture courses. Pérez-Méndez is originally from Puerto Rico and her art often explores her immigrant experience – working to understand someone caught between experiences in Puerto Rico and the United States.

This seminar will investigate the idea of personal histories in visual art. As a studio class, the course will be organized around several art making projects. As a catalyst to our own art making, we will explore the idea of personal history and memory through readings, as well as looking at contemporary artists whose work functions in an autobiographical framework.

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Asian Studies (ASIA)

ASIA 52.001: Food in Chinese Culture
Gen Eds: LA, BN
TTH, 02:00 PM – 03:15 PM
Gang Yue

Dr. Gang Yue teaches a variety of courses on modern China, Tibet, and Chinese American experiences.

“You are what you eat,” but equally important is how you eat it and how you write about food and eating. The rich tradition of Chinese food and the even richer tradition of writing about food offer great food for thought. This course explores the major themes and topics related to food and the food culture of China as well as Chinese food in North America. Readings include two non-fiction books by Chinese American authors, namely, The Fortune Cookie Chronicles: Adventures in the World of Chinese Food by Jennifer Lee and Serve the People: A Stir-Fried Journey Through China by Jen Lin-Liu, as well as select fictional works by such Chinese authors as Wang Meng and Mo Yan. This course is reading-intensive. It is not a cooking class.

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ASIA 59.001: Media Masala: Popular Music, TV, and the Internet in Modern India and Pakistan
Gen Eds: VP, BN
TTH, 05:00 PM – 06:15 PM
Afroz Taj

Afroz Taj has been teaching South Asian literature, culture, and language in the United States since 1983. In 1995 Afroz came to the University of North Carolina to establish a pioneering program of teaching Hindi-Urdu through live, interactive videoconferencing. He is the creator of the popular language learning websites “A Door Into Hindi” and “Darvazah: A Door Into Urdu.” Afroz’s research interests include Urdu poetry and poetics, South Asian theater, cinema and media. Afroz is the author of The Court of Indar and the Rebirth of North Indian Drama, Urdu Through Hindi, and The Tanhaiyan, Ankahi, and Ahsas Companion.

This seminar explores different types of broadcast and digital media, examining various cultural examples (e.g., music videos, television soap operas and reality shows, radio, and the Internet) and covering a variety of topics, including gender, sexuality, globalization, religion (personal and public), and activism. We will also discuss the ways traditional art forms (e.g., qawwali, ghazal, epic, classical dance) are transformed and given relevance in the modern South Asian media. An important theme of this course is how India and Pakistan, despite historical tensions, are linked by a common media culture that interprets and sometimes transcends geopolitical differences. This seminar will be particularly useful and fun for students who like to consider a variety of multimedia and textual sources in thinking about a provocative issue or question. Each student will design a short research project and make a presentation, and with a small group, produce a music video, giving the class an experiential perspective on the media in modern India and Pakistan. There are no prerequisites.

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ASIA 72.001: Transnational Korea: Literature, Film, and Popular Culture
Gen Eds: LA, BN, CI
TTH, 2:00 PM – 3:15 PM
Jonathan Kief

Jonathan Kief is a scholar of modern Korean literature and culture whose research focuses on interactions between words and images in postcolonial North and South Korea. He is also interested in the Korean diaspora, the history of Korean translation practices, and the history of radio and television in Cold War-era East Asia. His teaching combines literature, film, and popular culture to help students explore both the contemporary globalization of Korean culture and the robust history of transnational exchanges that it builds upon. Before moving to North Carolina, he lived in Korea, Japan, and many different parts of the U.S.

Taking the recent Korean Wave phenomenon as its point of departure, this course introduces students to the history of transnational imaginations in modern and contemporary Korean culture. Drawing upon literature, film, television, and secondary scholarship, we will explore how a diverse array of Korean cultural producers have used narratives of cross-border travel, migration, and exchange to rethink Korea’s place in the world and refashion Korean identity. In each section of the course, we will consider a different domain or dimension of border-crossing activity: education; labor; migration and diaspora; North-South interactions; war and military; cosmopolitan imaginings and the making of “global Korea.” In so doing, we will learn to think critically about the relationship between works from colonial Korea, postcolonial North Korea, postcolonial South Korea, and the Korean diaspora, and we will also gain a more nuanced understanding of popular culture’s place within its broader social and historical contexts.

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Biology (BIOL)

BIOL 62H.001: Mountains Beyond Mountains: Infectious Disease in the Developing World (Honors)
Gen Eds: PL, GL
TTH, 11:00 AM – 12:15 PM
Mark Peifer

Mark Peifer is the Hooker Distinguished Professor of Biology and has been at Carolina since 1992. He is a cell and developmental biologist, and his lab explores how cells communicate and assemble into tissues and organs during embryonic development. He also has an active interest in international development and believes Americans can and should help our neighbors in the developing world, acting in partnership to solve problems and meet challenges.

Billions of people in the developing world live without the benefit of the most basic health care services, and they often die of diseases that are easily treated in the developed world. The scale of the problem is immense, and this fact often leads clinicians and public health officials to despair of ever having any impact on the problem. Dr. Paul Farmer belies this impression. Beginning as a medical student at Harvard, he created what is now a multinational health care network, Partners in Health. His entrepreneurial effort provides a revolutionary example of how one can successfully address infectious disease and its root causes in some of the poorest areas of the world. This seminar will explore the inequities in health care between the developed and developing worlds and the root causes of these inequities. We will examine the biology of infectious disease and the challenges of treating them in the developing world, and explore how Partners in Health and other entrepreneurial non-profit groups provide a model for how the developed world can partner with the poor to meet this challenge.

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BIOL 64.001: Modeling Fluid Flow Through and Around Organs and Organisms
Gen Eds: PL, QI
TTH, 02:00 PM – 03:15 PM
Laura Miller

Laura Miller is a Professor of Biology and Mathematics at the University of North Carolina at Chapel Hill. She received her M.S. in Zoology from Duke University in 1999 and her Ph.D. from the Courant Institute of Mathematics at New York University in 2004. Her dissertation was on “The aerodynamics of tiny insect flight.” Dr. Miller then continued her work in mathematical biomechanics and physiology at the University of Utah from 2004-2006. She then joined the faculty in the Department of Mathematics and later the Department of Biology at UNC in January of 2007. Using her training in both mathematics and biology, she continues to apply mathematical modeling, computational fluid dynamics, and experimental fluid dynamics to better understand how organisms interact with their environments. Her current research interests include the feeding and swimming mechanics of jellyfish, the coupled electromechanical problem of tubular heart pumping, and the aerodynamics of flight in the smallest insects and spiders.

The focus of this first year seminar will be on organisms living within moving fluids. The natural world is replete with examples of animals and plants whose shape influences flow to their benefit. For example, the shape of a maple seed generates lift to allow for farther dispersal. The structure of a pinecone helps it to filter pollen from the air. A falcon’s form during a dive reduces drag and allows it to reach greater speeds. In this course, students will develop semester long projects with the goal of understanding how organisms deal the air and water around them. In collaboration with the UNC Makerspace, we will mathematically describe the shape of organisms using photogrammetry, 3D scanning, and computer aided design (CAD). We will use the resulting 3D objects in numerical simulations of flow around organisms. We will also 3D print these objects and place them inside flow tanks for comparison to simulation. Please note that there are no prerequisites for this course, and all students are invited to join the class.

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BIOL 89.002: The History of the Science of Life
Gen Eds: HS
TTH, 11:00 AM – 12:15 PM
Joel Kingsolver and Jessica Wolfe

Joel Kingsolver (Kenan Distinguished Professor of Biology) has taught courses for evolutionary biology to non-majors,biology majors and grad students UNC for two decades. He has a special interest in the connections between natural science and the arts, and has contributed regularly to the Carolina Public Humanities program. His research focuses on the ecological and evolutionary responses of insects to anthropogenic environmental change, including adaptation of butterflies to climate change, the evolution of agricultural pests and interactions between hosts and their parasites.

Jessica Wolfe (Marcel Bataillon Professor of English and Comparative Literature) has taught at UNC for two decades, principally as a scholar of the intellectual and literary history of the English and European Renaissance (ca. 1450-1700). Her research focuses on the history of science (or “natural philosophy”) from ancient Greece through the late seventeenth century, on topics ranging from unicorns and glow-worms to early writings on magnetism and electricity, mechanics, and the science of the soul.

This interdisciplinary seminar, co-taught by an evolutionary biologist (Kingsolver) and a humanities scholar who works on the history of the life sciences (Wolfe), examines central ideas and questions in the field of evolutionary biology from both contemporary and historical perspectives. We will learn how biological theories concerning mutation, adaptation and selection, extinction and the fossil record, genetic inheritance, altruism, and evolutionary design grow out of the diverse traditions of natural philosophy and natural history that reach back to Aristotle in ancient Greece, through the seventeenth-century advances and discoveries of Francis Bacon and the Royal Society, and to pioneers in evolutionary biology such as Charles Darwin. The course will introduce students to current knowledge and practice in the field of evolutionary biology while also situating recent discoveries and debates in a broad historical context in order to reveal how advances in the field have grown from, and continue to be informed by, a long and variegated scientific tradition concerned with the design, structure and purpose, and diversity of living organisms.

Alongside our required textbook, Carl Zimmer’s The Tangled Bank: An Introduction to Evolution, students will explore the history of the life sciences through the biological writings of Aristotle, the explosion of discoveries and questions concerning biological diversity that accompanied the age of exploration (ca. 1450-1700), and the rise of natural history museums as institutions that nurtured the transformation of evolutionary biology in the 19th and 20th centuries. In the process, students will learn how both biologists and historians of biology account for great discoveries in, and transformations of, scientific thought, from new ways of imagining and representing the natural world, to new methods of and instruments for collecting, examining, and analyzing data.

Course assignments, including computer simulation labs of evolution, an exercise focused on effective science writing, visits to research labs and local museums and libraries, and a collaborative final assignment, will help students develop research skills central to the study of evolutionary biology and also to college-level research in the humanities.

Students may also register for this course under ENGL 89.002.

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Chemistry (CHEM)

CHEM 70.001: You Don’t Have to Be a Rocket Scientist
Gen Eds: PL
TTH, 3:30 PM – 4:45 PM
Cynthia Schauer

Professor Cynthia Schauer received her B.S. and Ph.D. degrees from Colorado State University. She is an inorganic chemist with academic interests in the conversion of CO2 to fuels. Problems of particular interest include the design of new catalysts for CO2 reduction, and understanding the interplay between molecular structure, electronic structure, and redox potential. She also uses computational techniques to attain a full understanding of energetics and reaction pathways in systems of interest. Outside the lab, she enjoys hiking and cooking.

The underlying theme of this seminar is the development of the basic tools for extracting information from, or finding flaws in, news reports and popular science writing. Working in groups, students will examine the global energy problem, including its impact on the economy and relationship to the environment. Students will evaluate the potential for alternative energy sources, such as solar energy and biomass fuels, to meet future needs and deliberate on the roles that scientists, government, and private industry will need to play in order to achieve a solution to this complicated but critical problem. The seminar will include reading and short writing assignments, student-led discussions and debates, and a final project presentation.

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CHEM 89.001: Polymers: How Plastic Changed Our World
Gen Eds: PL, CI
TTH, 9:30 AM – 10:45 AM
Danielle Zurcher

Dr. Danielle Zurcher is a Teaching Assistant Professor at UNC in the chemistry department. Her training has been at the intersection of polymer and organic chemistry to design and improve novel materials for sensing toxic water contaminants. Her current interests lie in implementing effective teaching methods that promote student engagement and develop their critical thinking skills in large introductory courses. Dr. Zurcher is continually searching for new ways to connect students with chemistry and the new ways in which polymers are being used in our lives offer many great examples.

From milk bottles and grocery bags to contact lenses and diapers, polymers influence nearly every aspect of our daily lives. Through hands-on activities, readings, and interactive lessons, we will examine the role polymers have played, both positive and negative, on our society and world. The course will start with a general chemistry background in chemical structure. Then we will examine the impact of common plastics before exploring how polymers have influenced specific fields, including parts fabrication (e.g. 3D printing), dentistry, and electronics. During the course, students will have the opportunity to create their own biodegradable plastic as well as practice science communication through two separate projects: creating a stop-motion animation video and a 30-min group presentation.

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Classics (CLAR/CLAS)

CLAR 51H.001: Who Owns the Past? (Honors)
Gen Eds: PH, CI, GL
MWF, 11:15 AM – 12:05 PM
Jennifer Gates-Foster

Jennifer Gates-Foster received her Ph.D. in Classical Art and Archaeology from the University of Michigan and comes to UNC by way of Cambridge and the University of Texas at Austin. She has excavated on Roman and Greek sites across the modern Middle East and Mediterranean and her research focuses on the lands of the Near East, especially Egypt, under Greek and Roman rule.

Archaeology is all about the past, but it is embedded in the politics and realities of the present day. This course will introduce you to the ethical, moral and political dimensions of archaeological sites and artifacts, especially in situations where the meaning and stewardship of ancient artifacts is under dispute. This course develops your awareness both of the nature of archaeological evidence, but also (and perhaps more importantly) stimulates you to think about the role played by modern interests in how that evidence is preserved, presented and interpreted. You will be required to articulate your own ethical positions on these issues while working to understand the legal and moral codes in place in society to guide the treatment of these important resources.

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CLAS 51.001: Greek Drama from Page to Stage
Gen Eds: LA, CI, WB
MWF, 02:30 PM – 03:20 PM
Al Duncan

Al Duncan is Assistant Professor in the Department of Classics. He holds a B.A. in English and Classical Languages & Literature from the University of Michigan, and a Ph.D. in Classics and the Humanities from Stanford University. Having previously taught in Classics and Comparative Literature at the University at Utah, he joined the Carolina faculty in 2015 and offers a variety of courses on ancient Greek language and literature and ancient Mediterranean culture. Professor Duncan’s research focuses on theatrical production, aesthetics, and genre. He is currently preparing a book on ugliness in Greek drama, as well as several chapters and articles on the material and cognitive aspects of ancient theater.

Taking a participatory approach to ancient Greek drama, this course pairs readings of three Athenian playwrights (Aeschylus, Euripides, and Aristophanes) with performance-oriented activities, readings, and writings. At its most traditional, this course surveys the much-discussed and much-theorized historio-cultural context of “classical” Athens, with particular focus on the political, religious, and aesthetic forces that gave rise to humankind’s first recorded theater.

More innovatively, this course probes the dual nature of theater—that is, its distinct but intertwined existences as script and performance—through sustained investigations of some of its earliest and most influential texts. Through a variety of writing compositions (e.g., Tweets, press releases, director’s and dramaturg’s notes, performance reviews, and scholarly analyses) students will acquire practical and theoretical experience in the ways text and performance interact. Through improvisational activities, scene rehearsals led by the instructor and fellow-students, and the creation of basic aspects of production using UNC’s BeAM Makerspaces, students will become budding thespians in their own right in order to consider how performance extends beyond the theater.”

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Communication (COMM)

COMM 62.001: African American Literature and Performance
Gen Eds: VP
TTH, 11:00 AM – 12:15 PM
Renée Alexander Craft

Renée Alexander Craft is an associate professor with a joint appointment in the Department of Communication and Curriculum in Global Studies. Her research and teaching focus on Black Diaspora literature and culture. More specifically, Alexander Craft investigates the ways Black Diaspora communities have and continue to use imagination as a tool for liberation. For the past seventeen years, her research and creative projects have centered on an Afro-Latin community located on the Caribbean coast of Panama who call themselves and their carnival performance tradition “Congo.” She has completed three projects that reflect this focus: an ethnographic monograph titled When the Devil Knocks: The Congo Tradition and the Politics of Blackness in 20th Century Panama, a digital humanities project titled Digital Portobelo: Art + Scholarship + Cultural Preservation (digitalportobelo.org), and a novel based in large part on her field research titled She Looks Like Us.

What if Black pirates raided European slave ships to liberate enslaved Africans? What if African Americans could time travel? What if the most powerful being the world has ever seen were a Black female vampire or telepath? Those “what if’s” fit within a genre called Black speculative fiction. Focused on speculative fiction, fantasy, and science fiction written by Black Diaspora authors, this semester challenges students to think critically and creatively about modern structures of race and racism. Using historical and theoretical readings to guide us, we travel to the worlds these authors create, seek to understand the workings of race there, and return to our contemporary contexts to reflect and critique what we have witnessed. How do understandings of race and racism in these worlds help us engage with structures of race and racism in ours? What racial logics motivate the main characters and the sociopolitical movements of which they are apart? What is the relationship between Blackness there and Blackness here?

“Performance” will serve as a process–oriented, participatory, and experiential way to interpret, analyze, and re-present course materials. This includes collaborative in-class workshop performances as well as short, rehearsed solo and ensemble performances. Performance, then, will function as part of our repertoire of engagement alongside readings, screenings, critical discussions, journal assignments, and analytical papers.

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COMM 82.001: Food Politics from an Organizational Communication Perspective
Gen Eds: SS, CI, EE
TTH, 09:30 AM – 10:45 AM
Sarah Dempsey

Sarah Dempsey is an Associate Professor in the Department of Communication. Her research focuses on critical theories of work and professional life and the politics of voice, representation, and accountability in social change efforts. Her most recent research examines cultural discourses about work and labor in the context of the food industry. She is currently engaged in a book length project drawing on archival research, critical analysis of popular discourses and corporate practices, and interviews with contemporary food service workers, organizers, and living wage and fair wage advocates and business owners.

The globalization of food systems is both a hotly contested subject and a central part of contemporary life. This course provides an applied introduction to key debates by adopting a critical organizational communication lens on our globalized food system. Drawing on readings, popular media texts, discussions, and experiential activities, we will explore food system labor practices, the role of multinational companies and global commodity chains, the status of hunger and food deserts, the role of food marketing and consumption practices, and the growth of local and sustainable movements devoted to food justice. Throughout, we investigate how our global food system is shaped by different types of organizations operating within particular locales, such as North Carolina, USA.

This is an APPLES-designated service-learning course that requires service hours. In addition to experiential field activities and visits, our course is organized around group-based engaged research projects. Your success will depend upon your ability to work independently and practice collective leadership. This project will increase your research and writing skills, sharpen your leadership and collaborative skills, and provide you with applied insight into the themes of the course.

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COMM 89.002: Make a Zine! Do-It-Yourself Writing, Publishing, and Distribution
Gen Eds: LA
MW, 05:45 PM – 07:00 PM
Bill Brown

Bill Brown is a writer and filmmaker living in North Carolina where he is an Associate Professor of Media Production in the Department of Communication. He received a BA from Harvard University and an MFA from the California Institute of the Arts.

Brown’s films have screened at venues around the world, including the Rotterdam Film Festival, the London Film Festival, the Sundance Film Festival, and Lincoln Center.

Brown is the co-founder of The Zine Machine: Durham Printed Matter Festival, now entering its third year. His travel zine, Dream Whip, is published by Microcosm Publishing.
Zines (pronounced “zeens”) are self-published labors of love. Though they take a multitude of forms (hand-written pamphlets, comic books, collages), tackle all manner of topics (from romance to rock n’ roll, graffiti to global politics), and explore a variety of genres (self-help, sci-fi, teen lit, punk rock, poetry), they all share a passion for uncompromising creative expression. In a world of virtual media, zines are things you can hold in your hands and that circulate in the world.

This is a hands-on seminar. You will be introduced to the history, culture, and politics of zines; you will be visited by local zine makers and participate in zine-making workshops; and you will conceive and create your own zine, and organize a zine festival to share the zines you make.

This seminar is a perfect fit for budding writers, poets, cartoonists, and anyone with an interest in personal, creative expression.

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COMM 89.004: Environmental Communication and the Media
Gen Eds: SS, GL
MWF, 11:15 AM – 12:05 PM
David Monje

Dr. David Monje’s research and teaching interests are in the environment, art, aesthetics and politics. He has travelled widely pursuing these interests and brings a broad perspective to the class. His interdisciplinary approach to teaching is informed by his education: he has BFA in painting, a BA in Linguistics, an MA in Communication and Society, and Ph.D. in Cultural Studies and Communication.

This seminar introduces first year students to the ways in which climate science, ecology and environmental science and climate change intersect with and are represented in politics, cultural artifacts, and the media. From television news, newspapers, and radio to social media such as Facebook and Twitter, climate change is a political, social, and cultural phenomenon. Climate change and global warming are also potentially consequential natural phenomena that scientists study, write about, and theorize about.

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Computer Science (COMP)

COMP 89.084: Lux Libertas
MW, 01:25 PM – 02:40 PM
Gen Eds: PH, NA
Todd Ramón Ochoa and Montek Singh

Todd Ramón Ochoa is a cultural anthropologist who does fieldwork with religious communities in Cuba. He is a scholar of religion specializing in how communities tell stories to create unique understandings of the world. In this co-taught course, he will focus on the way light figures in creation stories, and also how philosophy can help us grapple with the distinction between light and dark.

Montek Singh’s general research interests lie in the areas of digital systems, high-performance and low-power digital design, and VLSI CAD. The main focus of his recent work is on asynchronous digital design, and its applications to embedded systems, multimedia, and system-on-a-chip design.

Light has figured centrally in human explanations and manipulations of the natural world: from creation narratives, to the Copernican Revolution, to the theory of relativity, to harvesting energy from sunlight, to shaping light inside phones and screens for the capture and display of images. The goal of this course is to bring students into an intellectual encounter with light, one that will provide a history of human understandings of light, experimental encounters with light in the laboratory, and orientations to theoretical paradigms that have resulted from the human manipulation of light. At its most broad, the course aims to introduce first year students to knowledge and matter-energy as things that we study, handle, and transform.

Course also offered as RELI 89.065

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COMP 89H.001: Human and Artificial Intelligence through the Prism of Language (Honors)
Gen Eds: SS
TTH, 11:00 AM – 12:15 PM
Dr. Mohit Bansal and Katya Pertsova

Dr. Mohit Bansal is the Director of the UNC-NLP Lab and an assistant professor in the Computer Science department at the University of North Carolina (UNC) Chapel Hill. Prior to this, he was a research assistant professor (3-year endowed position) at TTI-Chicago. He received his Ph.D. in 2013 from the University of California at Berkeley and his B.Tech. from the Indian Institute of Technology at Kanpur in 2008. He has also spent time at Google Research, Microsoft Research, and Cornell University. His research expertise is in statistical natural language processing and machine learning, with a particular focus on multimodal, grounded, and embodied semantics (i.e., language with vision and speech, for robotics), human-like language generation and Q&A/dialogue, and interpretable and generalizable deep learning. He is a recipient of the 2018 ARO Young Investigator Award (YIP), 2017 DARPA Young Faculty Award (YFA), and several faculty awards from Google (2016, 2014), Facebook (2018, 2017), IBM (2018, 2014), Adobe (2018), and Bloomberg (2016).

Dr. Katya Pertsova is an Associate Professor in the Linguistics Department. She received her PhD. from UCLA in 2007, spent some time at MIT, and two years at the Center of Cognitive Studies at Tufts University. Her research centers on the theoretical and computational models of language learning and human cognition. Her current work, funded by the National Science Foundation, focuses on exploring parallels between linguistic and non-linguistic categorization in connection to so-called “cognitive biases”, systematic predispositions towards particular patterns of thought. She has on-going collaboration with the center of brain and language at the HSE university in Moscow, Russia and with the Psychology and Linguistics departments at the University of UMass, Amherst.

The development of AI on the one hand is motivated by solving concrete practical problems. On the other hand, AI has important implications for our understanding of humanity and human intelligence, as well as the nature of knowledge and meaning. Because language is at the center of human ability to reason, communicate, and encode knowledge, many current advances in AI are focused on linguistic technologies — after all, we hope to be able to communicate and interact with the intelligence that we create. Thus, understanding how language works, how it is shaped by facts of human cognition as well as social interaction is important for developing human-friendly AI. At the same time, machine learning tools used in AI can also be useful in the scientific study of language, for example for testing hypotheses about laws that govern human language acquisition, language change, and language use. The goal of this course is to expose students, not necessarily familiar with either of the two disciplines, to these two complementary and mutually beneficial approaches. Students will get a basic understanding of the progress that has been made in linguistics and computer science at modeling language in the context of AI and of the challenges that remain. They will have a chance to compare and contrast the similarities and differences between ways in which human and (current) artificial intelligence work. In this seminar students will also be exposed to different research methods and ways of pursuing scientific questions used in the two disciplines.

Course also offered as LING 89H.001.

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Dramatic Art (DRAM)

DRAM 79.001: The Heart of the Play: Fundamentals of Acting, Playwriting, and Collaboration
Gen Eds: VP, CI
MW, 11:15 AM – 12:30 PM
Mark Perry

Mark Perry teaches playwriting, play analysis and dramaturgy and serves as a resident dramaturg with PlayMakers Repertory Company. His plays A New Dress for Mona and The Will of Bernard Boynton have been produced by UNC’s Department of Dramatic Art, and both scripts are available from Drama Circle. Mark is a graduate of the University of Iowa’s Playwrights Workshop and a former recipient of the North Carolina Arts Council’s Literature Fellowship for playwriting.

The goal of this seminar is to get you doing theatre, to spark your creativity and to connect you with the deeper lessons of this dynamic art form. You will act. You will write. You will work with others. It will not always be easy, but if you are willing to stretch yourself, you should have a great time. Each lesson is organized around a principle or virtue inherent in the practice of the art. Participants study a quotation or two that relate to that principle and then engage in drama exercises that spring from that principle. By the end of the course, you will have gained skills to make you comfortable to write, stage and perform your own 10 minute plays. Not just for those interested in pursuing theatre, this seminar will give you a more holistic understanding of essential principles in the practice of your life.

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DRAM 81H.001: Staging America: The American Drama (Honors)
Gen Eds: VP, CI, NA
TTH, 02:00 PM – 03:15 PM
Gregory Kable

Gregory Kable is a Teaching Professor in the Department of Dramatic Art, where he teaches dramatic literature, theatre history, and performance courses and serves as an Associate Dramaturg for PlayMakers Repertory Company. He also teaches seminars on Modern British Drama and American Musicals for the Honors program. He has directed dozens of productions at UNC and throughout the local community, and is a graduate of the Yale School of Drama.

This seminar examines our national drama from its colonial origins to the present. Participants read plays and criticism, screen videos, engage in critical writing, and consider performance as related means of exploring the visions and revisions constituting American dramatic history. We will approach American drama as both a literary and commercial art form, and look to its history to provide a context for current American theater practice. Readings are chosen for their intrinsic merit and historical importance, but also for their treatment of key issues and events in American life. Our focus throughout will be on the forces that shaped the American drama as well as, in turn, that drama’s ability to shed light on the national experience.

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DRAM 83.001: Spectacle in the Theatre
Gen Eds: VP
TTH, 09:30 AM – 10:45 AM
David Navalinsky

David Navalinsky is the Director of Undergraduate Production in the Department of Dramatic Art. David has taught at the University of Texas at Arlington and the University of Mississippi. David’s recent design work includes scenery for The Uncanny Valley by Francesca Talenti. The Uncanny Valley featured a Robothespian™, which is exactly what it sounds like. He has also written a documentary theatre piece Priceless Gem: An Athlete Story, which tells the stories of UNC athletes. David has worked professionally at South Coast Repertory in Orange County California, The Utah Shakespeare Festival, The Illinois Shakespeare Festival, and the Karamu Performing Arts Theatre in Cleveland, OH. Some of David’s favorite projects were at the Dallas Children’s Theater where he made a dinosaur collapse and pirates walk the plank.

This seminar will explore the artists, art and technology involved in creating the world of the play. It is intended as an overview for students who want to learn about theatrical design. Students will create their own designs in the areas of scenery, costumes, and lighting for three plays throughout the semester. The plays will be placed outside of their traditional setting while still maintaining the story and themes. Students have placed Shakespeare’s A Midsummer Night’s Dream in a trailer park and a daycare center for example. Careful historical research, close reading and analysis, text and source material, and collaboration will be the focus of the student projects.

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Economics (ECON)

ECON 55H.001: Economics of Sports (Honors)
Gen Eds: CI, EE
TTH, 09:30 AM – 10:45 AM
Rita Balaban

Prior to joining the Department of Economics as a lecturer in 2006, Rita Balaban taught at the College of Charleston and Samford University. She has directed over 20 undergraduate research projects in various areas of economics that include the music and radio industries, international trade, and the economics of sports. She also enjoys doing volunteer work with students in the community.

Many Americans enjoy watching and/or participating in sporting activities. The popularity of collegiate and professional sports, however, extends beyond the talented athletes and the fierce rivalries. Economic decision making has played a key part in its success. This seminar uses a variety of economic tools to analyze selected topics and issues related to professional and collegiate athletics. Some of the questions to be considered include: How have the structure and organization of leagues contributed to their success? What role should communities play in retaining or attracting teams? How much should professional athletes be paid? Do owners prefer profits over wins? Does discrimination exist in college sports? Has doping helped or hindered the popularity of sports? Upon completion of this seminar, students are more likely to enjoy watching sports through the eyes of an economist.

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Education (EDUC)

EDUC 65.001: School Daze: What’s School Got to do with Getting an Education?
T, 03:30 PM – 06:15 PM
Suzanne Gulledge

Suzanne Gulledge is a Professor of Education with specializations in Curriculum and Instruction, Ethics and Education and International and Experiential Teaching and Learning. She was named a UNC-Chapel Hill University Engaged Scholar in 2009 and has numerous teaching awards and honors. International and global studies and community based service learning are among her teaching and research interests. She developed and continues to lead educator initiatives and study abroad courses. Those have been in South Africa, Tanzania, Scotland, Northern Ireland and China. Gulledge is the director of the Academic Leadership Program in the Institute for the Arts and Humanities. Active on the Carolina campus in faculty governance and in interdisciplinary academic activities, she directs a Carolina Seminar, has been elected to the Carolina Faculty Council Executive Committee, Chancellor’s Advisory Committee, Faculty Assembly and University Government Committee. She has been Chair of the Faculty and a Division Coordinator and Program Chair in the School of Education. She has served on advisory boards for the Center for Faculty Excellence, Carolina Navigators of the Center for Global Education, APPLES Service Learning Program, the Ackland Museum and Carolina Performing Arts – Arts at the Core. Teacher education and teacher professional development, in addition to social foundations, ethics, and social studies education, are Gulledge’s primary scholarly interests.

What does it mean to be an educated person? What function do schools serve? This seminar builds on the experiences of schooling that students bring to the university. In an innovative update to the pedagogy of this popular First Year Seminar, it will now feature design thinking and use of “makerspaces” as a way for students to “actualize” their ideas and learning about how schooling can be updated and revised to better meet the aims of “real” education in the Twenty-first Century and beyond. The seminar includes readings, speakers and experiences as stimuli for them to engineer new paradigms, approaches, structures and tools for education of the future. Students are challenged to re-consider and de-construct what they know about education and schools as a result of those experiences and then re-conceptualize, redesign and create their new vision for schooling as educative in new ways. The seminar considers traditional schooling along with non-traditional and international approaches to educating youngsters. There are no pre-requisites for this class. Students’ first-hand knowledge and experiences combined with a critical perspective will encourage innovative thinking about ways and places of learning with the aim of generating proposals for new or reformed schools and new forms of public education for the future through collaboration, making and design thinking.

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English and Comparative Literature (CMPL/ENGL)

CMPL 55.001: Comics as Literature
Gen Eds: VP
TTH, 02:00 PM – 03:15 PM
Elyse Crystall

Dr. Elyse Crystall has been teaching courses on visual literacy – including graphic novels, comics, and film – and topics such as racism, anti-Semitism, and Islamophobia; (im)migration and borders; race, ethnicity, gender, class, sexuality, and nationality; memory and trauma; and conquest, imperialism, colonialism, and empire for 25 years. Her role as the coordinator of social justice concentration for the English undergraduate major links to her commitment to social justice issues; her understanding of the critical importance of historical context; and her belief that race, ethnicity, class, gender, nationality, sexuality, among others, are both identity categories and social locations that shape how we see the world — and how the world sees us. Nothing is more gratifying to Dr. Crystall than when a group of students, an instructor, the texts assigned in the course, and the world outside the classroom work together to create meaning — new possibilities, new questions, and new ways of seeing.

This seminar takes as its primary object of analysis the emerging genre of graphic literature. Relying on visual texts, we will examine how meaning is made through the juxtaposition and framing of images as well as the relationship between words and images. In addition to focusing on the development of visual literacy skills, this course also explores the global issues that are the subjects of these texts. In the process of comparing images, visual patterns emerge that enable the reader to identify artistic techniques and strategies that attempt to convey meaning where words might fail. We will work to sharpen our critical thinking (and reading) skills and reflect on how seeing is a socially and culturally circumscribed phenomenon. For example, are we trained by our societies not only to see some things and not others but also to attach certain meanings to what we see? If so, is it possible that this phenomenon shapes who we are? As we attempt to answer these and other questions, we will learn about the nature of the visual in these narratives and in our own lives. Creating a graphic narrative will be one of the projects we undertake.

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ENGL 63.001: Banned Books – CANCELLED 5/13/2019
Gen Eds: LA, US
TTH, 12:30 PM – 01:45 PM
Laura Halperin

Laura Halperin is an Associate Professor of 20th and 21st century Latinx literary and cultural studies in the Department of English and Comparative Literature and program in Latina/o Literature, and she is affiliated with the Department of American Studies and the Curriculum in Global Studies. She received her B.A. in Comparative Literature from Brown University and M.A. and Ph.D. in Comparative Literature from the University of Michigan, Ann Arbor. She has experience teaching elementary school, junior high school, college, and graduate students. Her book, Intersections of Harm: Narratives of Latina Deviance and Defiance, analyzes connections among individual and collective experiences of psychological, physical, and geopolitical harm in late 20th and early 21st century novels and memoirs by Latinas. Her current book project examines the expression, suppression, and development of Latinx voice, exploring how our schools silence and/or nurture Latinx students, and it argues for the need to affirm Latinx voice.

Her research is connected to her teaching and service commitments. She primarily teaches undergraduate courses that contribute to UNC’s minor in Latina/o Studies and graduate courses about women of color feminisms. She is also actively involved in promoting Latina/o studies and Latinx student success. To this end, she has served on UNC’s Latina/o Studies board since 2007 and the MLA executive committee of the forum in Chicana and Chicano literature from 2013-2018, served as academic director of the N.C. Scholars’ Latinx Initiative from 2015-2017, periodically reviews articles for Latino Studies and MELUS, and regularly gives talks to Latinx student organizations on UNC’s campus and to the broader Triangle community.

This first-year seminar will examine the racialization of book censorship. More specifically, we will analyze attempts to eliminate Latinx texts from K-12 school libraries and classrooms and will especially focus on the attacks leveled against the Raza studies curriculum in Tucson, Arizona less than ten years ago and the aftermath of these attacks. In this discussion-based course, we will contextualize the controversy surrounding the Raza studies curriculum, will learn about efforts to keep these courses and texts in schools, will analyze theoretical texts from the Raza studies curriculum that address what it means to educate oppressed groups and what it means to think about what a quality education should look like, and will read and discuss literary texts included in the Raza studies curriculum.

The seminar is organized as a discussion course in which active participation will be key. The class will have large group and small group discussions, debates, and writing assignments. Students will be evaluated based on a combination of written and oral work. At the end of the semester, they will have the option of writing a research paper or putting together a creative project.

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ENGL 66.001: Blake 2.0: William Blake in Popular Culture
LA, NA
TTH, 11:00 AM – 12:15 PM
Joseph Viscomi

Joseph Viscomi, the James G. Kenan Distinguished Professor of English Literature, directs and co-edits the William Blake Archive. His special interests are British Romantic literature, art and printmaking. He has co-edited 9 illuminated works for The William Blake Trust and over 90 electronic editions for the Blake Archive. He is the author of Prints by Blake and his Followers, Blake and the Idea of the Book and numerous essays on Blake’s illuminated printing, color printing and reception. He has received fellowships from the Guggenheim Foundation, National Endowment for the Humanities, Rockefeller Foundation, Getty Foundation and National Humanities Center.

William Blake, the visionary poet, artist and printmaker of the British Romantic period, has had enormous influence on modern art and popular culture. His illuminated poetry integrated word and image anticipating graphic novels and influencing many modern musicians, poets, writers (including Pullman, His Dark Materials Trilogy, Bono, Patti Smith and Jim Morrison). Using the Blake Archive, a hypertext of Blake’s poetry and art, we will study key Blake works as well as the digital medium that enables us to study these works in new ways. We will also explore the Web for performances and adaptations of the works we study and for works by musicians, painters, poets, writers, actors, playwrights, performers, dancers and film and video makers who were or are inspired or influenced by Blake. Students will share their discoveries with the class and produce critical or creative responses to a work by Blake or by an influenced artist.

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ENGL 69.001: Entrepreneurial Writing on the Web
Gen Eds: LA, CI
MWF, 10:10 AM – 11:00 AM
Daniel Anderson

Daniel Anderson has been teaching computer-assisted composition courses for 25 years. He has developed award winning web-based software for writing instruction and has published multiple books devoted to teaching and studying writing and literature. He has taught First Year Seminar courses at UNC–CH since the inception of the FYS program. He directs Digital Innovation Lab at Carolina. His interests include teaching writing through the use of emerging communication media, developing alternative forms of scholarship, and promoting connections between computers and the humanities.

In this class, we will look at the ways writing is evolving as it moves into digital spaces, with a particular focus on how to create an online presence to represent one’s identity and interests. We will learn aspects of web development, how to participate in and develop a social media presence, and how to use multimedia to create messages. These contemporary tasks will be considered in light of historical concerns related to writing and communication. The class will also focus on creativity and the ways in which digital modes of communicating can open spaces for broader participation in the arts and creative expression.

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ENGL 89.001: Contemporary Social Problems in Short Stories, the Social Sciences and the Press
Gen Eds: LA, CI
MW, 04:40 PM – 05:55 PM
Luc Bovens and Hilary Lithgow

Professor Luc Bovens is a core member of the Philosophy, Politics, and Economics Program. He works across a broad range of topics and issues spanning rationality, epistemology, morality and political philosophy.

Hilary Lithgow specializes in British literature of the long nineteenth century, as well as the literature of war from World War I to today. Her current research, teaching and public humanities work focuses on contemporary literature of war, on the value that literature can have for people in their everyday lives, and on what literature might be able to show us about our world and experiences that we might not otherwise be able to see.

We will read works of short fiction from around the globe that address a range of social and political problems. The course addresses these issues from three angles. We will touch on topics that are prominent in the news today such as opiate addiction, arranged marriage, trafficking, bullying, social exclusion, charitable giving, implicit bias, and basic income. First, we read a short story that addresses the social or political issue. Second, we choose a recent and prominent study in the social sciences that addresses the issue. And third, we investigate how the issue is being reported in the press. Our goal will be to explore the different ways in which literature, social science and journalism construct issues of broad social and political relevance, the opportunities and limits of these constructions and what might be gained by using all three (rather than only one) to understand and respond to these issues.

Students may also register for this course under PHIL 89.001.

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ENGL 89.002: The History of the Science of Life
Gen Eds: HS
TTH, 11:00 AM – 12:15 PM
Joel Kingsolver and Jessica Wolfe

Joel Kingsolver (Kenan Distinguished Professor of Biology) has taught courses for evolutionary biology to non-majors,biology majors and grad students UNC for two decades. He has a special interest in the connections between natural science and the arts, and has contributed regularly to the Carolina Public Humanities program. His research focuses on the ecological and evolutionary responses of insects to anthropogenic environmental change, including adaptation of butterflies to climate change, the evolution of agricultural pests and interactions between hosts and their parasites.

Jessica Wolfe (Marcel Bataillon Professor of English and Comparative Literature) has taught at UNC for two decades, principally as a scholar of the intellectual and literary history of the English and European Renaissance (ca. 1450-1700). Her research focuses on the history of science (or “natural philosophy”) from ancient Greece through the late seventeenth century, on topics ranging from unicorns and glow-worms to early writings on magnetism and electricity, mechanics, and the science of the soul.

This interdisciplinary seminar, co-taught by an evolutionary biologist (Kingsolver) and a humanities scholar who works on the history of the life sciences (Wolfe), examines central ideas and questions in the field of evolutionary biology from both contemporary and historical perspectives. We will learn how biological theories concerning mutation, adaptation and selection, extinction and the fossil record, genetic inheritance, altruism, and evolutionary design grow out of the diverse traditions of natural philosophy and natural history that reach back to Aristotle in ancient Greece, through the seventeenth-century advances and discoveries of Francis Bacon and the Royal Society, and to pioneers in evolutionary biology such as Charles Darwin. The course will introduce students to current knowledge and practice in the field of evolutionary biology while also situating recent discoveries and debates in a broad historical context in order to reveal how advances in the field have grown from, and continue to be informed by, a long and variegated scientific tradition concerned with the design, structure and purpose, and diversity of living organisms.

Alongside our required textbook, Carl Zimmer’s The Tangled Bank: An Introduction to Evolution, students will explore the history of the life sciences through the biological writings of Aristotle, the explosion of discoveries and questions concerning biological diversity that accompanied the age of exploration (ca. 1450-1700), and the rise of natural history museums as institutions that nurtured the transformation of evolutionary biology in the 19th and 20th centuries. In the process, students will learn how both biologists and historians of biology account for great discoveries in, and transformations of, scientific thought, from new ways of imagining and representing the natural world, to new methods of and instruments for collecting, examining, and analyzing data.

Course assignments, including computer simulation labs of evolution, an exercise focused on effective science writing, visits to research labs and local museums and libraries, and a collaborative final assignment, will help students develop research skills central to the study of evolutionary biology and also to college-level research in the humanities.

Students may also register for this course under BIOL 89.002.

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ENGL 89.004: African American Rhetoric and Social Justice: Looking at the Past to Understand the Future – CANCELLED 7/23/2019
Gen Eds: LA, CI, US
TTH, 09:30 AM – 10:45 AM
Candace Epps-Robertson

Broadly stated, Dr. Candace Epps-Robertson’s research examines how marginalized and underrepresented communities use writing, images, and speaking to resist oppression. Because the practices of writing and speaking occur in lots of spaces, her research examines traditional sites such as schools, but also includes online spaces and digital writing practices. She is interested in both what these writing and speaking practices look like, as well as how they are taught. Much of her work focuses on African American communities in the South.

Dr. Epps-Robertson’s first book, Resisting Brown: Race, Literacy, and Citizenship in the Heart of Virginia is forthcoming with the University of Pittsburgh Press (October 2018). In it, she examines a literacy program designed to serve a community that closed public schools from 1959-1964 to oppose integration.

In this class we will work to understand how members of African American communities have used language and images rhetorically to work against oppression. We will do this first through reading about what rhetoric is as site and method of study, and then looking at how culture and community impacts rhetorical practices. We will come to understand that rhetoric is more than argument; it is also about the use of images, words, and objects to inform (and influence) others. We will examine and analyze the rhetorical practices employed by African Americans in social justice movements. In this course, we will make use of primary sources through UNC’s Wilson Archive and the Ackland Museum. You will learn how to craft research projects, practice methods for archival based research, and compose digital projects.

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ENGL 89.005: Writing for the Puppet Stage
Gen Eds: VP, CI, EE
TTH, 11:00 AM – 12:15 PM
Marianne Gingher

Marianne Gingher is an award-winning teacher who has taught creative writing and literature at UNC for many years. She is the author of seven books, both fiction and non-fiction. Her first novel was made into an NBC movie and her story “The Hummingbird Kimono,” adapted for film, received the audience award for Best Dramatic Featurette at the New Haven Film Festival. In 2009 she and her collaborator founded Jabberbox Puppet Theater and she began to explore the craft of hand puppetry. To date, she has built, produced, and performed 9 original adult comedies for puppets and taught a course at the National Puppeteers of America Festival at Swarthmore College in 2014.

Writing for the Puppet Stage emphasizes puppetry arts as an expression of literary craft, and offers the student an immersive experience in writing, designing, and producing a theatrical project from initial concept to writing and execution. The course breaks new ground in that puppetry arts have never had a significant presence on the UNC campus. The goals of the class are to offer students a writing-intensive course (similar to Play Writing) but with a hands-on experiential and collaborative component; to provide guidance in basic scene, plot, and character development, culminating in dramatic scripts acted by puppets; to explore a simple but importantly strategic question: Why puppets instead of actors? Hand puppetry (including glove, stick, rod puppets, and masks) will be the vehicles for expression, and scripting puppet entertainments will be presented both as a craft to be learned and as an art to be experienced. “Makers Space” training and use will be part of the course.

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ENGL 89.006: Scottish Gaelic Folksong and Vernacular Verse in the North American Diaspora
Gen Eds: US, CI
TTH, 02:00 PM – 03:15 PM
Tiber Falzett

Tiber Falzett has conducted over a decade of fieldwork with Scottish Gaelic speakers in Cape Breton Island, Nova Scotia, Canada and the Outer Hebrides and West Highlands of Scotland. A fluent Scottish Gaelic speaker as well as a singer and bagpiper, Dr. Falzett has presented and performed from hearthsides and villages halls to national broadcast media in both Scotland and Canada. As an active folklorist and musician, he especially values opportunities to share the Scottish Gaelic language and its music with others and the power that both language and music hold in breaking down barriers and bringing people together.

In this seminar, we will delve into the treasure trove of Scottish Gaelic song tradition and vernacular verse transmitted and composed in the North American Diaspora, from the earliest surviving examples of verse made in Revolutionary eighteenth-century North Carolina to the living Scottish Gaelic song tradition in Cape Breton Island, Canada. Scottish Gaelic texts will be engaged in English translation and students will be encouraged to participate fully from discussing a text’s imagery to singing its choruses. Rooted in over four-centuries of oral tradition, these compositions give voice to a dynamic yet, to the outside observer, subaltern tradition of song-making carried across the Atlantic by emigrants and exiles from the eighteenth century onward. This large corpus of material that offers vivid insights into the experiences of Scottish Gaels in what are today the United States of America and Canada remains largely underexplored within the academy. This is in-spite of the fact that it offers some of the earliest examples of poetic expression among minoritized immigrant groups in the continent. Key concepts to be explored will include oral and literary frameworks of representation, the function, performance and transmission of song and verse in the social world, and the methods of documentation and collection of oral texts that by the mid-twentieth century became increasingly endangered with rapid attrition of the Gaelic language as the vital force in expressing everyday experience. At its heart, this verse was composed to be sung and shared at the communal level, representing a poetic lifeblood that gives voice to Scottish Gaelic experience over generations in which the lines between composer, performer, and audience were often blurred. For this reason, the texts examined will be placed in the functional contexts of their oral performance by engaging archival recordings made in the twentieth century. Attention will also be given to the popularization of these rooted songs now performed globally from commercial recordings that top the record charts to soundtracks for feature-length films. Ultimately, this unique body of knowledge represents an unparalleled literary inheritance that has been both highly valued and devotedly maintained in the collective memory of Scottish Gaelic-speaking communities on both sides of the Atlantic.

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European Studies (EURO)

EURO 89.001: Blackness in Europe
Gen Eds: LA, GL
MWF, 12:20 PM – 1:10 PM
Priscilla Layne

After completing her BA in Comparative Literature at the University of Chicago, where Professor Priscilla Layne concentrated on German and English literature, she spent three years in Germany. She received both a Fulbright TA fellowship and a scholarship from the Study Foundation of the Berlin Parliament. In 2005, Professor Layne continued her studies at the University of California at Berkeley where she received her MA in 2006 and PhD in 2011. In fall 2011, she joined the faculty of the Department of Germanic and Slavic Languages and Literatures at the University of North Carolina at Chapel Hill.

This seminar deals with how encounters between Europe and the African Diaspora changed notions of race, nation, identity and belonging in the 20th and 21st centuries. Despite the heterogeneous cultures existing within its borders, for centuries Europe has thought of itself as a white, Christian continent. Yet, Europe has also represented an attractive destination for people of African descent. Furthermore, Europeans’ tendency to imagine themselves as white did not foreclose their acceptance and even celebration of Black culture. Today, as minority populations increase and the EU rethinks the permeability of its borders considering the ongoing refugee crisis, Europeans are faced with the task of breaking away from earlier narrow thinking in order to accept its changing demographics. In this course, students will examine how Blackness has been perceived in Europe across time to better understand why many Europeans still cling to the notion that Blackness and European culture are irreconcilable.

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Geography (GEOG)

GEOG 50.001: Mountain Environments
Gen Eds: PL
TTH, 09:30 AM – 10:45 AM
Aaron Moody

Aaron Moody’s work is rooted in theory, concepts, and methods from ecology, biogeography, remote sensing and spatial analysis. Although his research has been rather broad, in the systems studied, approaches taken, and questions asked, there are several dominant themes. At the most basic level, he studies interactions between biological and physical systems, with particular emphasis on how these dynamics produce geographic patterns and temporal dynamics in the biosphere. Typically, Dr. Moody pursues his work using some combination of field data, remote sensing and other spatial data, environmental models, and quantitative analysis. Within this general context, he has focused his research on plant-water relations in California chaparral, ecosystem response to climate variability, patterns and causes of biodiversity, and habitat conservation. His research has spanned spatial scales from intercellular to global, but he gravitates towards what might be called “landscape” to “regional” scales.

This seminar focuses on understanding the physical geography of mountain environments and the processes that have created them, shaped them, and sustained them. There are several reasons for studying the environments of mountains: (a) they reveal integrative earth systems processes that can be readily observed and understood; (b) the processes are not oversimplified, but have spatial complexity at scales that can be methodically analyzed; and (c) mountains often reveal the intricate dynamics of coupled human-natural systems. We will explore mountain environments by concentrating on processes that shape the landscape, patterns that are apparent because of those active processes, and how the concept of scale (both through space and time) define the patterns that we observe when go on a hike or when we drive across the country. We will draw examples from different environments, including the Appalachian Mountains, the Rocky Mountains, and the Andes.

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GEOG 67.001: The Politics of Everyday Life
Gen Eds: SS, GL
TTH, 02:00 PM – 03:15 PM
Sara Smith

Sara Smith is a political geographer with a South Asia focus, specializing in feminist political geography and political geographies of youth and the future. She has been involved in non-profit work and research in India since 1999. Her Ph.D. is in geography, and she has been teaching in UNC’s Department of Geography since 2009. Professor Smith’s current research in the Ladakh region of India’s Jammu and Kashmir State addresses the ways that individuals’ personal lives (especially their decisions about love and babies) are entangled in territorial struggle. Smith is developing a new project about how marginalized young people from India’s remote mountain regions experience university life in major Indian cities and how this shapes their politics. If you are curious, you can find out more about this work on her faculty website: https://sarasmith.web.unc.edu/.

This seminar examines the ways that politics, especially contests over territory, are part of our day-to-day life. We will explore a range of cases, from immigration policy and rhetoric in the US, to popular representations of geopolitics in film, to the politics of family planning in India. How do questions of love, friendship, family and youth identity tie into the international and national political stories that we see on the news? What does national identity have to do with our individual sense of self? We will also explore alternative ways that international politics have been studied, as feminist geopolitics or anti-geopolitics and questions of citizenship. Work for the seminar will involve original research on intersections of international politics and students’ daily life, as well as exploring representations of geopolitical issues in the media, film and fiction.

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GEOG 89.002: Island Ecosystem and Threats to Sustainability
Gen Eds: PL, GL
T, 03:30 PM – 06:30 PM
Stephen Walsh

Professor Stephen Walsh is the Lyle V. Jones Distinguished Professor of Geography at the University of North Carolina at Chapel Hill. He is also the Director of the UNC Center for Galapagos Studies; Co-Director of the Galapagos Science Center on San Cristobal Island in the Galapagos Archipelago of Ecuador and Research Fellow at the UNC Carolina Population Center. He is also an Adjunct Professor at the Universidad San Francisco de Quito, Ecuador and at the University of the Sunshine Coast, Queensland, Australia.

Professor Walsh founded and leads the UNC Galapagos Initiative. Through a collaborative partnership with the Universidad San Francisco de Quito, the Galapagos Science Center was constructed in 2011 on San Cristobal Island, Galapagos Archipelago of Ecuador – a facility dedicated to research, education, and community outreach and engagement programs in the Galapagos Islands and beyond. Projects seek to understand the social, terrestrial, and marine sub-systems in the Galapagos Islands, with a focus on island sustainability, particularly, the wise stewardship of the iconic species and unique environments that are emblematic of the Galapagos National Park and Marine Reserve.

The emphasis of the course will be on the geography of islands and island archipelagos and the social, political, economic, cultural, and environmental forces of change. Cultural encounters, innovation, struggle, adaptation, identity, and representation in indigenous, colonial, and post-colonial histories of islands also will be examined. In addition, the pressures and circumstances of islands will be studied through a focus on the forces of globalization. Island type and island site and situation will be examined through several theoretical lenses, including, bio-complexity, political ecology, island biogeography, and land change science, to assess contemporary conditions and future trajectories of change. Island populations, communities, economic sectors, with an emphasis on tourism, as well as ecosystem goods and services and climate change, will be considered through the use of global island databases for characterizing and comparing islands within a multi-dimensional context. Case studies will be used to emphasize similarities and differences among islands of diverse settings and circumstances. The course will also assess the typology and genesis of islands, for instance, continental, oceanic, barrier, tidal, coral, and artificial islands. Further, island archipelagos, such as, Hawaii and Galapagos, will be examined as emblematic of alternate strategies of development and conservation. The central goals of the course are to assess islands, the forces that have sustained and changed them, the social-ecological processes that shape them, and the possible future trajectories of change that threaten their social-ecological sustainability.

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Geological Sciences (GEOL)

GEOL 72H.001: Field Geology of Eastern California (Honors)
Gen Eds: PL, EE
TTH, 02:00 PM – 03:15 PM
Drew Coleman

Drew Coleman’s research focuses on understanding how the Earth works by determining the rates of processes (mountain building, extinction, volcanism, etc.) that occurred in the past. To accomplish this he and his students date rocks. His teaching is inquiry based and he is most happy when he is teaching “hands on” in the field or lab.

Have you ever wanted to stand on a volcano, see a glacier, trace out an earthquake fault, or see the Earth’s oldest living things? This seminar is designed around a one-week field trip to eastern California, where students will study geologic features including active volcanoes, earthquake-producing faults, and evidence for recent glaciation and extreme climate change. Before the field trip (which will take place the week of Fall Break and be based at a research station near Bishop, California), the class will meet twice a week to learn basic geologic principles and to work on developing field research topics. During the field trip students will work on field exercises (e.g. mapping, measuring, and describing an active fault; observing and recording glacial features) and collect data for the research projects. After the field trip, students will obtain laboratory data from samples collected during the trip and test research hypotheses using field and laboratory data. Grading will be based on presentation of group research projects, and on a variety of small projects during the trip (notebook descriptions, mapping projects, etc.). Students will be required to pay some of the costs of the trip (estimated at about $900.) This course will require missing three days of classes. The course is designed to teach basic geology “on the rocks”, so there are no prerequisites. Link to Yosemite Nature Notes video: http://www.youtube.com/watch?v=Y5RQp77uVPA

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GEOL 79.001: Coasts in Crisis
Gen Eds: PL
TTH, 11:00 AM – 12:15 PM
Laura Moore

Laura Moore’s research focuses on large-scale geological and modern evolution of coastal environments with an emphasis on understanding the impacts of climate change on modern coastal systems. In her study of coastal systems she uses a combination of field techniques and computer modeling approaches. She appreciates that her research allows her to spend time at the coast, which is one of her favorite places to be.

Rising sea level and severe storms continue to cause coastal erosion yet coastal areas are more populated than ever. In light of this, what is the future of the American beach and beaches worldwide? In this seminar we will investigate the evolution and function of coastal environments over geologic time. We will also consider the recent effects of development and engineering solutions on coastal environments. We will then examine the factors that have led to existing coastal management strategies and the tensions between coastal development and the desire to preserve natural coastal environments. A mixture of readings, lecture, hands-on activities, lively class discussions, and role play exercises will provide a variety of means for interacting with course material.

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GEOL 89.001: Sound Scape of Our World
Gen Eds: PL, EE-Field Work, QI
TTH, 02:00 PM – 03:15 PM
Jonathan Lees

Jonathan Lees works on problems of seismological interest, especially directed at geophysical, tectonic, volcanological and atmospheric studies. His research is aimed at understanding the dynamics of volcanic explosions: how do we characterize the shallow conduit system as well as the deep plumbing structure of the volcano edifice. He pioneered investigations in seismic tomography in regional and local settings using earthquakes as sources. He is currently investigating acoustic waves recorded in the stratosphere: a problem that will inform planetary research on Venus and Jupiter.

Let’s open our ears and minds and listen to the world around us. What is the difference between a bird song and a violin? The roar of a crowd at a sporting event and an exploding volcano? This seminar will explore sound: we will develop an appreciation of our acoustic environment. Instruction will be exploration based and we will learn how to record acoustic sounds in natural and man-made environments. What are signals? What is noise? How are sound signals perceived by our ears and also analyzed scientifically? We will explore the various bands of acoustic communication and the ambient signals that comprise our sound environment. Field observations will be a major focus, where we will record our own data on personal cell phones (or computers) as well as professional equipment. We will learn how to extract data from these devices for detailed analysis in the frequency and time domains. Computer programs will be provided for visualization, spectral analysis and simulated wave propagation to help quantify our perceptions. No prerequisites are required, just curiosity. Grading will be based on written reports, class participation, and group projects. A capstone project will be required as a presentation and written summary of field observations.

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Germanic and Slavic Languages and Literatures (GSLL)

GSLL 51.001: Stalin and Hitler: Historical Issues in Cultural and Other Perspectives
Gen Eds: HS, GL
TTH, 03:30 PM – 04:45 PM
David Pike

David Pike received his Ph.D. from Stanford University in 1978 in German Studies with a minor in Russian and has taught at UNC–CH since 1980. He is the author of three books, The Politics of Culture in Soviet -Occupied Germany, 1945-1949 (1993), Lukács and Brecht (1985), and German Writers in Soviet Exile, 1933-1945 (1982). His research takes him regularly to Berlin and Moscow.

This course deals with critical issues, in the broadest possible context, that dominated the twentieth century: the rise of fascism out of the carnage of World War One and the Bolshevik revolution to which the war and Czarist Russia’s involvement in it helped contribute. As the semester unfolds, drawing on a variety of historical and documentary films, and literature (memoirs, novels), we will take a comparative look at singular personalities like Lenin, Stalin and Hitler and examine the role played by such key figures in historical events of this magnitude. More towards the end of the semester, we glance briefly at the situation created in Western and Eastern Europe by the defeat of fascism and contemplate the origins and evolution of the cold war. We conclude with a consideration of the dissolution and democratization of Eastern European countries, the collapse of the Soviet Union, and, against the tragic background of the past, the recent reemergence of conflict between Russia and the “West.”

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GSLL 68H.001: Intensity, Vitality, Ecstasy: Affects in Literature, Film, and Philosophy (Honors)
Gen Eds: PH, NA
TTH, 12:30 PM – 01:45 PM
Gabriel Trop

Gabriel Trop is Associate Professor of German at the University of North Carolina in Chapel Hill. He earned his Ph.D. in German and Medieval Studies from the University of California at Berkeley. His research tends to focus on the relationship between literature, philosophy, and science, with a special emphasis on poetics and aesthetics. Both his scholarship and his teaching within this broader framework is rather comparative: he has engaged with texts and ideas from Ancient Greece, Roman Antiquity, the Middle Ages (mainly Middle High German), and German and French literature and philosophy from the eighteenth century to the twentieth century.

What cultural and intellectual resources do we have to increase the intensity of our inner lives, to feel more vitally plugged into the world, and to be attracted to extraordinary modes of perception? We will read texts by famous philosophers, mystics, and poets in order to help us answer these questions. Assignments will explore creative and alternative forms of writing (rather than the standard academic essay): dialogues, narratives, letters, and free writing, among others. Authors include: Plato, Sappho, Marcus Aurelius, Hildegard von Bingen, Mechthild von Magdeburg, Meister Eckhart, Descartes, Pascal, Goethe, Kafka, Musil, Deleuze, and Rilke, among others. (Course taught in English. No prerequisites.)

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GSLL 80.001: Not Just Dogs: Animals in Russian Literature
Gen Eds: LA, BN
TTH, 12:30 PM – 01:45 PM
Radislav Lapushin

Radislav Lapushin, Associate Professor of Russian Literature, received his Ph.D. from the University of Chicago. His primary research interests are Chekhov; interrelationship between prose and poetry; and Russian literature on stage and screen. His well-received book, Dew on the Grass: The Poetics of Inbetweenness in Chekhov, focuses on the poetic dimensions of Anton Chekhov’s prose and drama. An author of several volumes of Russian poetry, his most recent collection, Dog Poetry (Boston, 2016), dovetails nicely with the topic of this seminar.

This seminar explores the “question of the animal” in the works of major Russian writers (Gogol, Dostoevsky, Tolstoy, Turgenev, Chekhov) and introduces students to the main theoretical texts on the animal/human relationship (Nietzsche, Levinas, Derrida, Irigaray). Among the topics to be discussed are the animal as the other, animal and human natures, dominance and submission, ethics of the human/animal relations, and the theme of “talking” animals.

The course’s main goals are:

  • To follow the representation of the animal in Russian literature of the nineteenth and twentieth centuries;
  • To examine the worlds of major Russian writers;
  • To learn the methods of analyzing literature;
  • To learn the methods of critical writing.

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GSLL 84.001: Terror for the People: Terrorism in Russian Literature and History – ADDED 5/1/2019
LA, BN, CI
TTH, 2:00 PM – 3:15 PM
Stanislav Shvabrin

Stanislav Shvabrin has researched, published and lectured on the history and culture of Russian diasporas, comparative verse theory, poetics and politics of national memory and translation studies. Apart from his scholarly and editorial work on Vladimir Nabokov, he has written on Georgy Ivanov, Andrei Kurbsky, Mikhail Kuzmin and Marina Tsvetaeva.

Before Timothy McVeigh, Taliban, Al-Qaeda and ISIS/ISIL, Russia provided the world with visual imagery and vocabulary to refer to terror perpetrated in the name of ostensibly lofty goals and ideals. This course offers you an opportunity to acquaint yourself with such key concepts as anarchism, nihilism and “Red Terror” as well as the minds responsible for their invention and application. As we delve into the substance of these ideas and attempt to understand the reasons for their enduring relevance, we will examine the different ways in which leading Russian intellectuals, including Ivan Turgenev, Fyodor Dostoevsky, Nikolay Chernyshevsky, Pyotr Kropotkin and others, envisaged their coming to fruition. In addition to a selection of literary texts and political manifestoes composed by visionaries of both conservative and libertarian persuasions, we will examine witness accounts of those at the receiving end of many progressive initiatives.

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Global Studies (GLBL)

GLBL 89H.001: The Migratory Experience
Gen Eds: SS, GL
MWF, 11:15 AM – 12:05 PM
Carmen Huerta

Dr. Carmen Huerta holds a Ph.D. in Sociology from UNC-Chapel Hill, a M.A in sociology from UNC-Chapel Hill, and a M.A. in political science from Rice University. Her research agenda takes an interdisciplinary approach to understanding how American institutions such as universities, schools and police bureaucracies are working to incorporate underrepresented racial and ethnic groups. Her current research explores the impact of micro-aggressions on the lived experience of First-Generation College Students, police behavior toward new Latino migrants in North Carolina during the 2000s, and the social and health impacts associated with the immigration enforcement climate in the U.S. on Latino communities.

Dr. Huerta has considerable experience teaching interdisciplinary courses, including those in Spanish literature, political science, sociology, public administration and education. She has taught at various elite institutions over the past 20 years including: Duke, Penn State, Rice, Elon and UNC.
She draws on her personal experience as a Latina first-generation college student to guide her student-centered teaching philosophy.

The course will critically analyze the migrant experience in both North America and Europe. Migration is a calculated decision that individuals, families, and groups make in an effort to improve their living conditions. We will adopt an interdisciplinary approach to understanding the motivation of migrants, the nature of the migrant journey to their destination states, and their integration into their new societies. Specifically, we will cover causes of migration in their home country, immigrant incorporation in destination states, and the politics of backlash.

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History (HIST)

HIST 50.001: Time and the Medieval Cosmos
Gen Eds: HS
TTH, 11:00 AM – 12:15 PM
Chris Clemens and Brett Edward Whalen

Dr. Chris Clemens is the Jaroslav Folda Distinguished Professor of Physics and Astronomy and Senior Associate Dean of Natural Sciences. He studies stellar remnants and the debris from old planetary systems around them. Dr. Clemens is also a faculty member of the Program in Medieval and Early Modern Studies.

Brett Edward Whalen (associate professor, History) received his PhD from Stanford in 2005 and has been at Carolina ever since. He teaches classes on the medieval church, the crusades, and the apocalypse. As a child, he spent cold, clear winter nights in Vermont looking through his telescope at celestial bodies.

Time and the Medieval Cosmos will introduce first-year students to the basic motions of the solar system as viewed from the Earth and the mechanical and mathematical models used to reproduce them. The course will also immerse students in the world of medieval and early modern education, theology, and natural philosophy, challenging them to understand the historical conditions that shaped views of the cosmos in the premodern world. Last but not least, the class will raise broader questions about the relationship between faith and reason, along with the role of institutional authorities in determining the boundaries of “acceptable” knowledge.

Students may also register for this course under PHYS 50.001.

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HIST 51.001: Latin American Revolutions
Gen Eds: HS, BN
TTH, 02:00 PM – 03:15 PM
Miguel La Serna

Miguel La Serna is interested in exploring the contours of Latin American revolutions and counterinsurgencies. He is currently working on two projects about the political violence in 1980s and 1990s Peru. The first is a narrative history of Shining Path, and the second is a history of the Tupac Amaru Revolutionary Movement.

This seminar explores the problem of revolutionary upheaval in Latin American history. Why did people like Simón Bolívar, Pancho Villa, Che Guevara, and Fidel Castro take up arms, and what has been the impact of the insurgencies they helped lead? This explores these and other questions by examining the various causes, manifestations, and outcomes of revolutionary violence in modern Latin American history. Students will develop their interpretive skills through a close reading of English-language primary sources from the wars of the independence to the guerrilla insurgencies of the late-20th century. The seminar begins with an exploration of the wars of independence (1810-1825). Students will then analyze the twentieth-century revolutions in Mexico (1910-1917), Cuba (1953-1959), and Nicaragua (1979). The course concludes with an exploration of the late-20th century guerrilla insurgencies of the Shining Path (Peru), FARC (Colombia), and Zapatistas (Mexico).

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HIST 59.001: Rebuilding the American South: Work and Identity in Modern History
Gen Eds: HS, US
TTH, 02:00 PM – 03:15 PM
Dr. Erik Gellman

Dr. Erik Gellman is Associate Professor of History at the University of North Carolina in Chapel Hill. He’s the author of Death Blow to Jim Crow: The National Negro Congress and the Rise of Militant Civil Rights (UNC Press, 2012) and The Gospel of the Working Class: Labor’s Southern Prophets in New Deal America (IL Press, 2011, coauthor Jarod Roll). He’s co-directed NEH and Terra Foundation programs on the Black Chicago Renaissance. Thanks to an NEH Public Scholar fellowship, he’s about to publish his next book, Troublemakers: Chicago Freedom Struggles through the Lens of Art Shay (University of Chicago Press, December 2019). From 2006-2018, he taught at Roosevelt University in Chicago.

“Class” has been the subject of more mystification, misunderstanding, and ill-informed political disagreement than perhaps any other social category. Especially in the American South, the notion of fundamental class differences may seem antithetical to the aspirations, or even claims, for a class-less society. Yet differences in occupation, income, wealth, the habits of everyday life, and definitions of the “good life” clearly remain. This course examines how class experiences and debates over the meaning of work have shaped the postbellum Southern United States. Technological innovation, the emergence of a consumer economy, and the evolution of popular culture all have made and remade class identities and influenced ideas about the South as a region as well as the racial, gender, and sexual identities of its people. Students in this course will develop new perspectives on the South in American history. They will also cultivate skills (oral and written), using history as a way of learning to analyze the past and inform the present.

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HIST 89.001: Diaries, Memoirs and Testimonies of the Holocaust
Gen Eds: HS, NA
TTH, 11:00 AM – 12:15 PM
Karen Auerbach

Professor Karen Auerbach is assistant professor of history and Stuart E. Eizenstat Fellow in the Carolina Center for Jewish Studies. She is the author of The House at Ujazdowskie 16: Jewish Families in Warsaw after the Holocaust (2013) and editor of Aftermath: Genocide, Memory and History (2015). Prior to arriving at UNC, she taught at universities in Australia and England as well as at Virginia Tech and Brown University. She has lived for extended periods in Poland, where she was based at the Jewish Historical Institute in Warsaw.

In ghettos and hiding places during the Holocaust, European Jews and other victims of Nazism recorded their experiences in diaries and other chronicles. Efforts to preserve individual histories continued after the war as survivors wrote memoirs and gave oral testimonies beginning in the earliest postwar years. In this course, students will read diaries, memoirs and literature as well as listen to oral histories to understand the history of the Holocaust through life narratives and to explore tensions between history and memory.

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Interdisciplinary Studies (IDST)

IDST 89.001: Science and Society: The Hidden Forces That Drive Scientific Inquiry
Gen Eds: SS, CI
MWF, 10:10 AM – 11:00 PM
Chad Hobson, Joshua Jackson, Katherine Saylor, Banu Gökarıksel

Note: This course will be taught by three Royster Fellows under the supervision of the Royster Distinguished Professor for Graduate Education, Dr. Banu Gökarıksel.

Chad Hobson is a physics & astronomy Ph.D. student whose research revolves around the intersection of physics and biology at the cellular level. His research group develops new techniques to understand the forces cells feel and exert of their environments. He earned his B.S. in both physics and mathematics from Lynchburg College in 2017 where his research included modeling the Tour de France and studying soccer ball aerodynamics. Through his liberal arts education, Chad has developed a passion for connecting his scientific interests with a broader scope of societal issues, specifically how scientists communicate with people in other disciplines.

Josh Jackson is a psychologist who studies culture. Whereas many psychologists study people from Western nations in controlled laboratory experiments, Josh combines lab studies with large cross-cultural surveys and archival data that show how human culture and cognition vary around the world and have changed throughout history. Josh has published over 25 papers and chapters on culture and psychology, and has given over 50 talks on the subject. He earned his B.A. from McGill University in 2013 and his M.A. from University of North Carolina, Chapel Hill in 2018, where he is now a Ph.D. candidate. Outside of research, Josh runs a blog at Psychology Today and manages the Useful Science podcast.

Kate Saylor is a Ph.D. student in the UNC Department of Public Policy. She studies ethical issues that arise from genetics research and from the use of genetics in medical and non-medical contexts. Kate’s current work is on fairness in research and genetic medicine. She is also interested in how individuals make decisions in the face of incomplete information. She worked on federal science policy at the National Institutes of Health from 2010 to 2016, contributing to policies governing genomic data sharing, precision medicine research, and human subjects protections. She has a B.A. in biology from Macalester College and an M.S. in neuroscience from Oregon Health & Sciences University.

Banu Gökarıksel is an Associate Professor of Geography and the Royster Distinguished Professor at The Graduate School at the University of North Carolina, Chapel Hill. She has a joint appointment in the Curriculum of Global Studies and adjunct appointment in Gender, Sexuality, and Feminist Studies at Duke University. She served as the co-editor of the Journal of Middle East Women’s Studies (2014-2018). Professor Gökarıksel received her PhD in Geography from the University of Washington, Seattle and MA in Sociology/Anthropology from Bogaziçi University, Istanbul, Turkey. She was awarded the 2017 Chapman Family University Teaching Award and the 2018 American Association of Geographers Enhancing Diversity Award. She is the co-director of Duke Middle East in Europe summer program,

Professor Gökarıksel’s research examines bodies, intimacy, and everyday spaces as key sites of politics and geopolitics. Her work addresses geography of religion and feminist political and cultural geographies and engages feminist and social theory to analyze embodied and lived experiences of religion and secularism, the production of social difference, and the formation of subjects, borders, and territory. She has been conducting multi-method fieldwork research that focuses on the politics of everyday life and questions of religion, secularism, and pluralism in Turkey since 1996. Professor Gökarıksel is interested in similar questions about religious, racial, and gender/sexual diversity, shared spaces, and social justice in the US and in Europe (specifically Germany) as well.

Many people believe that scientifically derived knowledge represents the ultimate unbiased truth, free from outside influence. While it is true that scientific methods have revolutionized what we know about our world, these methods are far from unbiased; there are powerful cultural and psychological forces that shape the production, interpretation, and application of scientific knowledge.

Led by a three-person teaching team with expertise in science policy, psychology, and biophysics, this interdisciplinary seminar will examine well-known (but often misrepresented) scientific events throughout history and controversial ongoing scientific debates (e.g. climate change, gene editing, and vaccine programs). We will use these case studies to explore what distinguishes science from other ways of knowing the world, and how society shapes scientific inquiry over history and in daily life. We divide these case studies into four thematic modules titled “religion,” “trust,” “ethics,” and “politics.” Each module unpacks how scientific discoveries are generated, how they are received by the scientific community, and why they are accepted or denied by the public at large.

This course will use thought papers, in-class discussions, debates and a semester-long paper project to introduce students to reliable sources of scientific information and build practical skills of critical thinking, critical reading, public speaking, and persuasion. These skills will enable students to be more discerning and engaged consumers of scientific information as students, citizens, and future professionals.

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Linguistics (LING)

LING 89H.001: Human and Artificial Intelligence through the Prism of Language (Honors)
Gen Eds: SS
TTH, 11:00 AM – 12:15 PM
Mohit Bansa and Katya Pertsova

Dr. Mohit Bansal is the Director of the UNC-NLP Lab and an assistant professor in the Computer Science department at the University of North Carolina (UNC) Chapel Hill. Prior to this, he was a research assistant professor (3-year endowed position) at TTI-Chicago. He received his Ph.D. in 2013 from the University of California at Berkeley and his B.Tech. from the Indian Institute of Technology at Kanpur in 2008. He has also spent time at Google Research, Microsoft Research, and Cornell University. His research expertise is in statistical natural language processing and machine learning, with a particular focus on multimodal, grounded, and embodied semantics (i.e., language with vision and speech, for robotics), human-like language generation and Q&A/dialogue, and interpretable and generalizable deep learning. He is a recipient of the 2018 ARO Young Investigator Award (YIP), 2017 DARPA Young Faculty Award (YFA), and several faculty awards from Google (2016, 2014), Facebook (2018, 2017), IBM (2018, 2014), Adobe (2018), and Bloomberg (2016).

Dr. Pertsova is an Associate Professor in the Linguistics Department. She received her PhD. from UCLA in 2007, spent some time at MIT, and two years at the Center of Cognitive Studies at Tufts University. Her research centers on the theoretical and computational models of language learning and human cognition. Her current work, funded by the National Science Foundation, focuses on exploring parallels between linguistic and non-linguistic categorization in connection to so-called “cognitive biases”, systematic predispositions towards particular patterns of thought. She has on-going collaboration with the center of brain and language at the HSE university in Moscow, Russia and with the Psychology and Linguistics departments at the University of UMass, Amherst.

The development of AI on the one hand is motivated by solving concrete practical problems. On the other hand, AI has important implications for our understanding of humanity and human intelligence, as well as the nature of knowledge and meaning. Because language is at the center of human ability to reason, communicate, and encode knowledge, many current advances in AI are focused on linguistic technologies — after all, we hope to be able to communicate and interact with the intelligence that we create. Thus, understanding how language works, how it is shaped by facts of human cognition as well as social interaction is important for developing human-friendly AI. At the same time, machine learning
tools used in AI can also be useful in the scientific study of language, for example for testing hypotheses about laws that govern human language acquisition, language change, and language use. The goal of this course is to expose students, not necessarily familiar with either of the two disciplines, to these two complementary and mutually beneficial approaches. Students will get a basic understanding of the progress that has been made in linguistics and computer science at modeling language in the context of AI and of the challenges that remain. They will have a chance to compare and contrast the similarities and differences between ways in which human and (current) artificial intelligence work. In this seminar students will also be exposed to different research methods and ways of pursuing scientific questions used in the two disciplines.

Course also offered as COMP 89H.139.

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Marine Sciences (MASC)

MASC 52.001: Living with Our Oceans and Atmosphere
Gen Eds: PL
MWF, 09:05 AM – 09:55 AM
Wei Mei

Wei Mei is an Assistant Professor in the Department of Marine Sciences at UNC Chapel Hill. He holds a Ph.D. in Earth System Science from the University of California at Irvine, and a Master of Science in Meteorology and a Bachelor of Science in Atmospheric Sciences from Nanjing University (China). Dr. Mei is the instructor of “Environmental Systems Modeling” (MASC/ENEC/GEOL 415) and “Living with Our Oceans and Atmosphere” (MASC 52) at UNC. He was a guest lecturer for several undergraduate and graduate courses on atmosphere, oceans and climate prior to coming to UNC. Dr. Mei’s current research interests lie in extreme weather and climate events (including hurricanes and atmospheric rivers) and their effects on coastal hazards (e.g., storm surge, flooding, and high winds). His work has contributed to the recognition of the effect of ocean temperature on hurricane intensity and to the understanding of the link between hurricanes and climate.

This seminar will introduce students to the nature of the Earth’s oceans and atmosphere, and describe the processes that lead to our weather patterns and global climate. Emphasis is placed on understanding how the oceans and atmosphere affect human population, how oceanic and atmospheric changes are linked to increasing human activity, and how these changes can affect you. Basic principles and modern theories of changing climate, severe weather events, oceanic hazards, and interactions between the oceans and the atmosphere will be studied. Examples of presently active research being conducted at UNC and at other institutions will be used to highlight how the above topics are investigated scientifically. Readings will be taken from introductory textbooks on meteorology, oceanography and environmental sciences; and modern articles in periodicals such as Scientific American, Nature, American Scientist, National Geographic, Bulletin of the American Meteorological Society, and Weatherwise. Various websites, including those within the UNC Department of Marine Sciences, will be used. Classroom presentations, seminars, and group discussions and debates will be utilized.

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Mathematics (MATH)

MATH 89.001: Mathematics of Voting
Gen Eds: QI
TTH, 09:30 AM – 10:45 AM
Linda Green

Linda Green graduated from the University of Chicago with a B.S. and M.S. in mathematics and from Princeton University with a Ph.D. in mathematics. After doing research in 3-dimensional topology, she worked in industry developing mathematical models of breast cancer. She joined the faculty of UNC Chapel Hill in 2013. Since then, she has taught every class in the Precalculus-Calculus sequence as well as first year seminars. Dr. Green was a 2018 recipient of the UNC Math Department’s Teaching Award. A problem solver at heart, she is eager to turn her attention to the problem of evaluating and improving election systems.

What properties should a fair election have and are these properties achievable in theory and in practice? How can mathematics and statistics be used to expose election fraud and gerrymandering? What might voting systems look like if they were designed by mathematicians? Students will address these questions as they compare different election systems, evaluate their strengths, weaknesses, and abuses, and design improvements to current structures. Topics will include ranked voting, approval voting, exit polls, election fraud, and gerrymandering. The course will include some data analysis, but no prior experience is needed.

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MATH 89.002: Unfolding Infinity: Mathematical Origami and Fractal Symmetry
Gen Eds: QI
TTH, 02:00 PM – 03:15 PM
Mark McCombs

Mark McCombs is a Teaching Professor of Mathematics. He teaches Selected Topics in Mathematics, Calculus 1–3, Discrete Math, and the FYS, “Mathematics, Art, and the Human Experience.” He strives to help students explore how mathematical ideas resonate with fields typically perceived as non-mathematical. He has begun using UNC’s BeAM network to develop maker-based activities that cultivate students’ analytical creativity. Dr. McCombs enjoys making 3D origami sculpture and digital fractal art (https://www.deviantart.com/boygnius/gallery/), some of which was exhibited at the 2018 Bridges Conference in Stockholm, Sweden. One of his sculptures is now on display in Stockholm’s National Museum of Science and Technology!

Have you ever wanted to be able to hold infinity in the palm of your hand? This course engages students in an exploration of the interplay between mathematics, origami, and fractal symmetry. Learning objectives will include mastering basic origami folding techniques, identifying and applying fundamental symmetry operations, recognizing and analyzing fractal symmetry, and creating geometric tessellations. Students will use image editing software (Illustrator and Photoshop), mathematical imaging software (Geometer’s Sketchpad and Ultra Fractal), and the laser cutter in UNC’s BeAM space, to design and create modular origami and fractal tessellation artwork. Students will be expected to participate in class discussions and small group work, as well as submit short written assignments on course topics.

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Media and Journalism (MEJO)

MEJO 89.001: Polarized Politics, Fake News and Preparing for Election 2020
Gen Eds: CI
TTH, 09:30 AM – 10:45 AM
Ferrel Guillory

Ferrel Guillory is a professor of the practice of journalism at the UNC School of Journalism and Mass Communication. He founded the Program on Public Life (formerly the Program on Southern Politics, Media and Public Life) in 1997 to build bridges between the academic resources at UNC-Chapel Hill and the governmental, journalism and civic leaders of North Carolina and the South. Guillory is a co-founder of EducationNC, a nonprofit news and policy organization, and he is a senior fellow at MDC, a Southern think tank.

This course offers first year students an opportunity to explore American public life through the lens of professional journalism. Students will read explanatory journalism, examine what makes information credible or not. By engaging in group discussions and writing their own analyses, they will deepen their understanding of how government and politics play out in states and communities in today’s often-fractious United States. In addition to learning more about journalism and democracy, the course seeks to instill in students a sense of idealism and engaged citizenship.

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Music (MUSC)

MUSC 51.001: The Interplay of Music and Physics
Gen Eds: PL
TTH, 02:00 PM – 03:15 PM
Laurie McNeil and Brent Wissick

Laurie McNeil spent her childhood in Ann Arbor, Michigan before studying Chemistry and Physics at Radcliffe College (Harvard University) and Physics at the University of Illinois at Urbana-Champaign, where she received her Ph.D. in 1982. After spending two years conducting research at MIT, she moved to Chapel Hill, where she has taught elementary physics, optics, solid-state physics, and materials science. Her seminar grows out of her life as a choral singer (and, earlier, a violinist and recorder player). When not singing with the Choral Society of Durham, she can be found in her laboratory using lasers to study the properties of materials.

Brent Wissick has taught cello, chamber music and early music at UNC-CH since 1982; and performs across the US and abroad. But he has had a life-long interest in how instruments work and how sound is made. He loves encouraging musicians to understand some of these issues, and getting a broad range of science students involved in doing “musical” things. He thinks about physics when practicing the cello or viola da gamba, making CD recordings, rehearsing with ensembles, giving lessons and listening to music in a variety of spaces. He still wakes up every morning excited to make and study music with professional colleagues and undergraduates.

This seminar is for students who are interested in how music is made, how sound is produced in instruments, and how those sounds have been used in music making from ancient times to the present day. Students will study the basics of physics and music: wave motion, resonance, the perception of sound, scales, harmony, and music theory. We will conduct four laboratory exercises (called etudes) in which students will work in small groups to investigate the acoustics of string, woodwind and brass instruments. Keyboards and percussion will also be considered, and students can pursue their areas of special interest in a research paper. The final project for each student will be a public performance of an original musical composition for an ensemble of instruments that the students have constructed themselves out of found objects.

Students may also register for this course under PHYS 51.001.

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MUSC 63.001: Music on Stage and Screen
Gen Eds: VP, CI
TTH, 03:35 PM – 04:50 PM
Anne MacNeil

Before joining the faculty at the University of North Carolina, Chapel Hill, where she holds appointments in the Department of Music and the Department of English and Comparative Literatures, Professor Anne MacNeil taught at Northwestern University and the University of Texas at Austin. Her areas of specialization include Renaissance music, music and spectacle, commedia dell’arte, opera, performance studies, historiography, and digital humanities. Her current research encompasses digital humanities, the use of boats, barges, and waterways as venues for musical and theatrical performance in and around Renaissance Mantua; early-modern laments; operatic settings of tales of the Trojan Wars; and the intersections of music, ceremony, and biography in the lives of Isabella d’Este, Margherita Farnese, and Eleonora de’ Medici. Professor MacNeil is Co-Director of the international consortium IDEA: Isabella d’Este Archive (https://isabelladeste.web.unc.edu), an interdisciplinary digital humanities environment for studies relating to Isabella d’Este (1474-1539).

This seminar is designed to offer students the tools and techniques for understanding multi-media, staged musical works like opera, musical theater, and film. The goal of the seminar is to develop students’ analytical skills in verbal and non-verbal media and to encourage their visualization of the potential and implications of artistic forms and structures. No ability to read music is required. We will discuss musical, visual, and textual narratives, source materials, and the various means by which such multi-media artworks are transmitted to modern audiences (e.g., written scores, LPs/CDs, staged performances, movies, etc.). We will focus on music for silent films, and students will create their own soundtracks for silent film scenes.

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Peace, War, and Defense (PWAD)

PWAD 89.015: September 11: Origins, Consequences, and Where Do We Go from Here
Gen Eds: HS, CI
TTH, 12:30 PM – 01:45 PM
Admiral Dennis C. Blair and Erinn Whitaker

As Director of National Intelligence from January 2009 to May 2010, Admiral Dennis C. Blair led sixteen national intelligence agencies and provided integrated intelligence support to the President, Congress, and operations in the field. During his 34-year Navy career, Blair served on guided missile destroyers in both the Atlantic and Pacific fleets and commanded the Kitty Hawk Battle Group. Prior to retiring from the Navy in 2002, Blair served as Commander in Chief of the U.S. Pacific Command. A graduate of the U.S. Naval Academy, Blair earned a master’s degree from Oxford University as a Rhodes scholar.

Erinn Whitaker, a former senior analyst for the Central Intelligence Agency and US State Department, is a senior researcher at the Center for Innovation and Sustainability in Local Media and an adjunct professor at the University of North Carolina at Chapel Hill. With nearly 15 years of experience overseas and in Washington, she now specializes in how US “news deserts” are eroding key democratic institutions. This topic builds on Whitaker’s previous expertise in Russian domestic politics, where she scrutinized areas such as the Kremlin-controlled media environment.

Most recently, Whitaker led Penelope Muse Abernathy’s research team to produce the nationally-recognized report “The Expanding News Desert.” This report and its accompanying website identify communities down to the county level suffering from the loss of local news and delve into the implications for the news profession and the country.

Previously, Whitaker served as a government-sponsored Fellow at the Center for Slavic, Eurasian and East European Studies at UNC Chapel Hill. In this position, Whitaker produced a book-length report for the US Government on how academic theories on negotiating style could be applied to world leaders, developing a quantitative tool analysts are now using across the US Government. Whitaker’s work was a finalist for “analytic project of the year,” awarded to less than one percent of CIA analysts.

When Whitaker is not researching, she teaches courses such as “Writing and Briefing for Intelligence,” helping students interested in careers ranging from intelligence to public policy to journalism strengthen their written and oral communication skills.

Whitaker earned a BA from Middlebury College, where she spent a year studying Russia in Siberia, and a MA from Georgetown University’s Walsh School of Foreign Service. She speaks German and Russian.

This first-year seminar will reflect upon the September 11 terrorist attacks in the United States, exploring how the terrorist attacks occurred and why the U.S. intelligence community and policymakers failed to anticipate and prevent them as well as the subsequent effects on the United States, the Middle East, and the world. The instructors, a former senior leader in the U.S. intelligence community and armed forces and a former intelligence analyst, will lead students in discussions and in-class exercises to encourage critical analysis of the implications of terrorism, particularly on United States national security. A variety of assignments will require students to assess the causes and results of American national security decisions and alternative decisions that might have been made, supported with research and evidence.

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Philosophy (PHIL)

PHIL 89.001: Contemporary Social Problems in Short Stories, the Social Sciences and the Press
Gen Eds: LA, CI
MW, 04:40 PM – 05:55 PM
Luc Bovens and Hilary Lithgow

Professor Luc Bovens is a core member of the Philosophy, Politics, and Economics Program. He works across a broad range of topics and issues spanning rationality, epistemology, morality and political philosophy.

Hilary Lithgow specializes in British literature of the long nineteenth century, as well as the literature of war from World War I to today. Her current research, teaching and public humanities work focuses on contemporary literature of war, on the value that literature can have for people in their everyday lives, and on what literature might be able to show us about our world and experiences that we might not otherwise be able to see.

We will read works of short fiction from around the globe that address a range of social and political problems. The course addresses these issues from three angles. We will touch on topics that are prominent in the news today such as opiate addiction, arranged marriage, trafficking, bullying, social exclusion, charitable giving, implicit bias, and basic income. First, we read a short story that addresses the social or political issue. Second, we choose a recent and prominent study in the social sciences that addresses the issue. And third, we investigate how the issue is being reported in the press. Our goal will be to explore the different ways in which literature, social science and journalism construct issues of broad social and political relevance, the opportunities and limits of these constructions and what might be gained by using all three (rather than only one) to understand and respond to these issues.

Students may also register for this course under ENGL 89.001.

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Physics and Astronomy (PHYS)

PHYS 50.001: Time and the Medieval Cosmos
Gen Eds: HS
TTH, 11:00 AM – 12:15 PM
Chris Clemens and Brett Edward Whalen

Dr. Chris Clemens is the Jaroslav Folda Distinguished Professor of Physics and Astronomy and Senior Associate Dean of Natural Sciences. He studies stellar remnants and the debris from old planetary systems around them. Dr. Clemens is also a faculty member of the Program in Medieval and Early Modern Studies.

Brett Edward Whalen (associate professor, History) received his PhD from Stanford in 2005 and has been at Carolina ever since. He teaches classes on the medieval church, the crusades, and the apocalypse. As a child, he spent cold, clear winter nights in Vermont looking through his telescope at celestial bodies.

Time and the Medieval Cosmos will introduce first-year students to the basic motions of the solar system as viewed from the Earth and the mechanical and mathematical models used to reproduce them. The course will also immerse students in the world of medieval and early modern education, theology, and natural philosophy, challenging them to understand the historical conditions that shaped views of the cosmos in the premodern world. Last but not least, the class will raise broader questions about the relationship between faith and reason, along with the role of institutional authorities in determining the boundaries of “acceptable” knowledge.

Students may also register for this course under HIST 50.001.

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PHYS 51.001: The Interplay of Music and Physics
Gen Eds: PL
TTH, 02:00 PM – 03:15 PM
Laurie McNeil and Brent Wissick

Laurie McNeil spent her childhood in Ann Arbor, Michigan before studying Chemistry and Physics at Radcliffe College (Harvard University) and Physics at the University of Illinois at Urbana-Champaign, where she received her Ph.D. in 1982. After spending two years conducting research at MIT, she moved to Chapel Hill, where she has taught elementary physics, optics, solid-state physics, and materials science. Her seminar grows out of her life as a choral singer (and, earlier, a violinist and recorder player). When not singing with the Choral Society of Durham, she can be found in her laboratory using lasers to study the properties of materials.

Brent Wissick has taught cello, chamber music and early music at UNC-CH since 1982; and performs across the US and abroad. But he has had a life-long interest in how instruments work and how sound is made. He loves encouraging musicians to understand some of these issues, and getting a broad range of science students involved in doing “musical” things. He thinks about physics when practicing the cello or viola da gamba, making CD recordings, rehearsing with ensembles, giving lessons and listening to music in a variety of spaces. He still wakes up every morning excited to make and study music with professional colleagues and undergraduates.

This seminar is for students who are interested in how music is made, how sound is produced in instruments, and how those sounds have been used in music making from ancient times to the present day. Students will study the basics of physics and music: wave motion, resonance, the perception of sound, scales, harmony, and music theory. We will conduct four laboratory exercises (called etudes) in which students will work in small groups to investigate the acoustics of string, woodwind and brass instruments. Keyboards and percussion will also be considered, and students can pursue their areas of special interest in a research paper. The final project for each student will be a public performance of an original musical composition for an ensemble of instruments that the students have constructed themselves out of found objects.

Students may also register for this course under MUSC 51.001.

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PHYS 55.001: Introduction to Mechatronics
PX, QI
Lecture: MW, 11:15 AM – 12:30 PM
Lab: M, 1:25 PM – 3:25 PM or M, 3:35 PM – 5:35 PM
Stefan Jeglinski

In a previous 30-year career, Stefan Jeglinski designed and built instrumentation, learned to program from scratch, and performed R&D for large and small companies. For five years he was an actual rocket scientist, so when he says “this ain’t rocket science,” he knows what he’s talking about! He broke away from rockets to complete his PhD in experimental solid state physics at the University of Utah, and then returned to industry where he spent over 15 years in all aspects of product development for electron microscopy, before landing at UNC in 2010 to share everything he’s learned. In addition to his love of teaching physics, he brings a lifetime of real-world experience and stories about building, making, and engineering across disciplines.

Mechatronics is a multidisciplinary synergy of STEM fields, specifically physics, engineering, electronics, and computer science. All students, regardless of their educational goals, will achieve critical introductory skills in numerical reasoning and analysis, model-building and prototyping, computer programming and electronics, and will demonstrate proficiency and knowledge about topics that increasingly impact society. The course focuses on four areas: Numeracy and Proportional Reasoning, Rapid Prototyping and Manufacturing, Computer Technology (Programming and Electronics), and Current and Future technologies (aka, shall we welcome our new mechatronic overlords – robotics, AI, and quantum computing). The course goals are to prepare students for academic success at UNC, to help science students be more capable scientists, and to help ALL students be stronger and better-informed citizens of the world.

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Political Science (POLI)

POLI 54.001: The American Worker: Sociology, Politics, and History of Labor in the United States
Gen Eds: NA
TTH, 09:30 AM – 10:45 AM
Michele M. Hoyman

Michele M. Hoyman teaches in the Political Science Department and in the Master of Public Administration program. She received her Ph.D. in Political Science from the University of Michigan. Professor Hoyman’s interests are in economic development, industrial labor relations, and public sector personnel. On a personal level, she is an avid UNC basketball fan and helps the team win by wearing her magic beanie. She is afflicted with an unrelenting sense of humor.

The face of the American worker is changing and the challenges American workers face are ever evolving. Both the media and public in general is becoming more aware of issues like income inequality, living wages, and the role of unions in the workplace. This seminar will explore the American worker from a legal, economic, and social justice perspective. Additionally, the legal framework Americans operate within (in respect to labor law) will be compared with international standards on labor rights. The seminar will also feature an analysis of the American worker through some classic film and fictional literature.

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POLI 63.001: Social Movements and Political Protest and Violence
Gen Eds: SS, NA
TTH, 09:30 AM – 10:45 AM
Pamela Conover

Pamela Conover, Burton Craige Professor of Political Science, was educated at Emory University and received her Ph.D. at the University of Minnesota. Professor Conover teaches courses dealing with political psychology, and social movements and political protest. In the past, Professor Conover’s research has concerned the nature of political thinking and the politics of identity and citizenship. She also coauthored the book Feminism and the New Right. Her current research is focused on the Trump brand, election aversion, and gender bias in the national news media. In her spare time, she enjoys cycling and being walked by her two golden retrievers, Izzy and Henry.

This seminar focuses on explaining and understanding social movements and the collective political behaviors that they promote (e.g. demonstrations, protests, violence, and eco-terrorism). Our theoretical focus will be interdisciplinary, drawing on research in political behavior, social psychology, sociology, political theory, and the law. We will discuss when and why collective action occurs, who participates, what forms it takes, and how governments respond. Substantively, we will study a variety of movements including: The Tea Party movement, Black Lives Matter, #MeToo movement, the Environmental movement, the Animal Rights movement, and the White Nationalist movement. We will use a variety of approaches and resources: class discussions, films, wiki writing, online discussions, novels, and texts. Grades will be based on class participation, a writing project, and several group wiki papers.

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POLI 67.001: Designing Democracy
Gen Eds: SS
MW, 03:35 PM – 04:50 PM
Andrew Reynolds

Andrew Reynolds received his B.A.(Hons) from the University of East Anglia, a M.A. from the University of Cape Town and his Ph.D. from the University of California, San Diego. His research and teaching focus on democratization, constitutional design and electoral politics. He is particularly interested in the presence and impact of minorities and marginalized communities. He has worked for the United Nations, the International Institute for Democracy and Electoral Assistance (IDEA), the UK Department for International Development, the US State Department, the National Democratic Institute, the International Republican Institute, the Organization for Security and Cooperation in Europe (OSCE) and the International Foundation for Election Systems. He has also served as a consultant on issues of electoral and constitutional design for Afghanistan, Angola, Burma, Egypt, Fiji, Guyana, Indonesia, Iraq, Jordan, Kenya, Lebanon, Lesotho, Liberia, Libya, Netherlands, Netherlands Antilles, Northern Ireland, Philippines, Sierra Leone, South Africa, Sudan, Syria, Tunisia, Yemen and Zimbabwe. He has received research awards from the U.S. Institute of Peace, the National Science Foundation, the US Agency for International Development and the Ford Foundation.

Among his books are: The Arab Spring: Pathways of Repression and Reform (Oxford, 2015) with Jason Brownlee and Tarek Masoud, Designing Democracy in a Dangerous World (Oxford, 2011), The Architecture of Democracy: Constitutional Design, Conflict Management, and Democracy (Oxford, 2002), Electoral Systems and Democratization in Southern Africa (Oxford, 1999), Election 99 South Africa: From Mandela to Mbeki (St. Martin’s, 1999) and Elections and Conflict Management in Africa (USIP, 1998), co-edited with T. Sisk. In 2012 he embarked on a multi-year research project to study the impact of LGBT national parliamentarians on public policy around the world. His forthcoming book is The Children of Harvey Milk (2016).

His articles have appeared in journals including American Political Science Review, World Politics, Democratization, Politics and Society, Middle East Law and Governance, Electoral Studies, Journal of Democracy, The Journal of Commonwealth and Comparative Politics, and Political Science Quarterly. He has published opinion pieces in the New York Times, Washington Post, Chicago Tribune, Christian Science Monitor, and San Diego Union Tribune. His work has been translated into French, Spanish, Arabic, Serbo-Croat, Albanian, Burmese and Portuguese.

This course will present political institutions as levers of conflict management in ethnically plural, post-conflict national states. To highlight the issues that lie behind constitutional design attention will be focused on a province that was in turmoil within an established democracy (Northern Ireland), a democratizing state (South Africa), a North African state in tumult (Egypt) and post war institutional design (Afghanistan). These states will be analyzed in terms of their paths toward democracy, the nature of their internal conflict and the types of political institutions they have (or are) adopting. Key to the class will be the student’s focus on their own case study of a democratizing state. The class will be briefed on the core ‘building block’ choices that go into a new constitution and the importance of rooting institutions in the distinct historical and socio-political characteristics of a nation. Through lectures, videos and discussions we shall investigate how nations can seek to transform violent conflict into democratic debate.

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POLI 75.001: Thinking about Law
Gen Eds: PH
TTH, 08:00 AM – 09:15 AM
Charles Szypszak

Charles Szypszak is Albert Coates Distinguished Professor of Public Law and Government. He has been with the School of Government since 2005. Prior to that, he was an attorney and director of a general practice firm in New Hampshire. He provides legal counsel to state, national and international institutions, organizations and public officials and teaches Law for Public Administration in the graduate program in public administration. He has taught and worked on law reforms in Poland and Russia. He is the recipient of the University’s J. Carlyle Sitterson Freshman Teaching Award and the School of Government’s Coates Distinguished Professorship for Teaching Excellence.

Are you interested in being a lawyer or public official? Do you know what it means to “think like a lawyer?” Have you considered why people mostly honor the law? Where do you find “the law?” How do judges decide difficult cases? This seminar will explore the notion of a rule of law, formal and customary law, legal analysis, judicial interpretation and the realities of the adversarial system and law practice. We will consider what makes law seem legitimate and how to assess whether it promotes liberty and justice. This seminar will challenge students to be reflective and critical about their own perspectives and to explore personal responsibility for promoting a rule of law. Students will be engaged in analytical thinking and expression through required participation in teacher-led dialogues based on assigned readings and with research and writing assignments. Reading materials include selections from court cases and other sources that provide an introduction to the notion of a rule of law, the sources of law that govern us and protect our individual rights, the nature of legal analysis, the different methods of judicial interpretation, and the realities of law practice and the adversarial system.

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POLI 89.001: The Obama Presidency
Gen Eds: SS, US
TTH, 11:00 AM – 12:15 PM
Christopher J. Clark

Christopher J. Clark’s research focuses on black electoral representation and its influence on political processes. Clark earned his Ph.D. in Political Science in 2010 from the University of Iowa, and he has been an assistant professor at UNC since July 2012. Chris is a huge sports fan, with his favorite teams being the Kansas City Chiefs (NFL), Kansas Jayhawks (college basketball), and Iowa Hawkeyes (college football). He is married to Tiana and is father of Kaya, Cadence, and Kinlee; they all bring him great joy. Chris enjoys reading, cooking, playing sports, and he is active in his church community.

This course examines the presidency of Barack Obama, the first African American to serve in the nation’s highest office. The course is broken down into four parts. The first part studies Shirley Chisholm and Jesse Jackson, two black people who ran for President prior to Obama. The second part examines Obama prior to running for office, reading two books about his life. The third part of the class examines Obama’s presidency, both how he reached office and a look back at what he achieved while in office. The last part of the class considers the future of American politics post-Obama, with a particular focus on race/ethnicity.

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POLI 89.002: Revolution: New York City in 1775 & Paris in 1791
Gen Eds: HS
TTH, 12:30 PM – 01:45 PM
Matthew Weidenfeld

Dr. Matthew Weidenfeld has a wide range of teaching interests and experience in the history of political theory and in American Politics. Recently, his courses have featured role-immersive, Reacting to the Past Simulations. These consist of elaborate games, set in the past, in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; though he advises and guides students throughout. The simulations seek to draw students into the past, promote engagement with big ideas, and improve intellectual and academic skills.

Dr. Weidenfeld’s research and scholarship focus on two areas: the teaching and learning of political theory and the political theory of judgment. To pursue his research concerning the efficacy of role-immersive simulations in fostering a growth mindset, he was recently awarded a Growth Mindset Scholar Grant at High Point. His research has been published in several journals, including Political Research Quarterly, The Journal of Political Science Education, Contemporary Political Theory, and The European Journal of Political Theory.

This course is designed to throw students into New York City in 1775 and Paris in 1791 by recreating and engaging with the ideas and arguments of these times. The course will rely on the Reacting to the Past pedagogy. “Reacting to the Past” (RTTP) consists of elaborate games, set in the past, in which students are assigned roles informed by classic texts in the history of ideas. Class sessions are run entirely by students; instructors advise and guide students and grade their oral and written work. It seeks to draw students into the past, promote engagement with big ideas, and improve intellectual and academic skills. The course will be extremely hard work, but should also be intellectually engaging and, to put it simply, a good deal of fun.

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POLI 89.003: Political Entrepreneurship: Public Service Beyond Partisanship
Gen Eds: SS, CI, NA
M, 12:20 PM – 03:20 PM
Sarah Treul Roberts

Sarah Treul Roberts is an Associate Professor in the political science department at the University of North Carolina at Chapel Hill. She received her Ph.D from the University of Minnesota (2009). Her primary research interests are American political institutions, specifically the U.S. Congress. Her current research agenda focuses on congressional primary elections and decision making in the U.S. Senate. She is the winner of several teaching awards at the University including the Tanner Award for Excellent in Undergraduate Teaching, The Chapman Family Teaching Award, the Manekin Family teaching award, and the Bowman and Gordon Gray Distinguished Term professorship.

Political entrepreneurship is the idea of creatively crafting political leadership for the remainder of this century. Political entrepreneurship puts service of country above service to a political party and challenges us to think beyond the partisan framework of today. The course will focus around a series of topics that encourage all of us to hang up our partisan hats to tackle real issues. The course will combine cutting edge research as an introduction to political science with practical advice and experience from a former member of Congress.

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Psychology and Neuroscience (NSCI/PSYC)

NSCI 71.001: Plasticity and the Brain
Gen Eds: PL
TTH, 11:00 AM – 12:15 PM
Joe Hopfinger

Dr. Joe Hopfinger is a cognitive neuroscientist with over 18 years of experience teaching classes and conducting research in his lab at UNC. His research utilizes a variety of methods to investigate the neural mechanisms of attention, using “brainwave” recordings and magnetic resonance imaging (MRI) to peer into the living human brain as it performs its amazing cognitive functions. Dr. Hopfinger has recently expanded his research into the domain of “neural plasticity,” and he is studying the neural effects of online-cognitive training, as well as transcranial neural stimulation. He is excited to offer a first year seminar on this cutting-edge, and somewhat controversial, topic.

This course will introduce you to the recent research and debate regarding neural plasticity and the ability of the healthy adult brain to change. Exciting new research suggests that the ability of the adult brain to change goes well beyond simply acquiring new knowledge and memories. Incredible accounts of brain damaged patients recovering cognitive, perceptual and motor functions have opened new areas of research into the ability of the adult brain to change, and a host of new businesses have arisen purporting to be able to trigger, and maintain, desired changes in the brain. Goals of this course include gaining knowledge of a new area of research in the psychological and neural sciences, developing skills in going beyond general-audience media coverage to critically evaluate actual research reports (scientific journal articles), and presenting your own well-researched ideas in written and oral formats. We will begin with chapters from popular press books on the subject, and progress to scientific articles. There are no pre-requisites for this course, but most class sessions will include group discussions, so please always come prepared to share your opinions of the assigned readings.

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Public Policy (PLCY)

PLCY 55.001: Higher Education, the College Experience, and Public Policy
Gen Eds: SS
MW, 02:30 PM – 03:45 PM
Anna Krome-Lukens

Anna Krome-Lukens is a Teaching Assisant Professor and Director of Experiential Education in Public Policy. She completed her PhD in U.S. History at UNC-Chapel Hill, with research focused on the history of social welfare and public health policies. She developed her interest in pressing issues in higher education while she was in graduate school, through involvement in UNC’s graduate branch of student government, work in Undergraduate Retention, and service on several university-wide committees. As a member of the faculty, she continues to be involved in (and fascinated by) policy-making within the university.

Higher education is undergoing rapid transformations that may dramatically change the undergraduate college experience. In this course, you will examine urgent questions facing American colleges and universities. For example, why is the cost of college rising and what implications does this shift have for who attends and graduates from college? How well is higher education preparing students for jobs of the future? How has new technology reshaped the college experience, both academically and socially? How should universities respond to student needs and desires? What role should athletics play in higher education? We’ll explore these and other topics through class discussion, position papers, oral presentations and debates, and interactions with UNC faculty and staff. By introducing you to the history, institutions, and culture of higher education, this course also will help you transition into and make the most of your college experience.

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PLCY 61H.001: Policy Entrepreneurship and Public/Private/Non-Profit Partnerships (Honors)
TTH, 12:30 PM – 01:45 PM
Daniel P. Gitterman

Daniel P. Gitterman is Duncan MacRae ’09 and Rebecca Kyle MacRae Professor and Chair of Public Policy and Director of the Honors Seminar on Public Policy and Global Affairs in DC.

This seminar will define a policy entrepreneur and examine strategies used by policy entrepreneurs to achieve policy change or innovation in the policy making process. This course also aims to explore ways that public, private, and non-profit sectors collaborate to address problems that cannot be solved by one sector alone. There is growing recognition that sustainable solutions to some of the most complex challenges confronting our communities can benefit from these collaborative or “intersector” approaches.

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PLCY 76H.001: Global Health Policy (Honors)
Gen Eds: GL
TTH, 11:00 AM – 12:15 PM
Benjamin Meier

Benjamin Meier is Associate Professor of Public Policy, Zachary Taylor Smith Distinguished Term Associate Professor in Research and Undergraduate Education. Professor Meier’s interdisciplinary research—at the intersection of international law, public policy, and global health—examines the human rights norms that underlie global health policy. In teaching UNC courses in Justice in Public Policy, Health & Human Rights, and Global Health Policy, Professor Meier has been awarded the 2011 William C. Friday Award for Excellence in Teaching, the 2013 James M. Johnston Teaching Excellence Award, the 2015 Zachary Taylor Smith Distinguished Professorship in Undergraduate Teaching, and six straight annual awards for Best Teacher in Public Policy. He received his Ph.D. in Sociomedical Sciences from Columbia University, his J.D. and LL.M. in International and Comparative Law from Cornell Law School, and his B.A. in Biochemistry from Cornell University.

Global health policy impacts the health and well being of individuals and peoples throughout the world. Many determinants of health operate at a global level, and many national policies, social practices, and individual health behaviors are structured by global forces. Concern for the spread of infectious diseases, increasing rates of chronic diseases and the effectiveness of health systems to provide quality care are among the daunting challenges to health policy makers.

With profound social, political and economic changes rapidly challenging global health, the aim of this course in Global Health Policy is to provide students with a variety of opportunities to understand the epidemiologic trends in world health, the institutions of global health governance, and the effects of globalization on global and national health policy.

This course provides an introduction to the relationship between international relations, global health policy and public health outcomes. The focus of this course will be on public policy approaches to global health, employing interdisciplinary methodologies to understand selected public health policies, programs, and interventions. Providing a foundation for responding to global health harms, this course will teach students how to apply policy analysis to a wide range of critical issues in global health determinants, interventions, and impacts.

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PLCY 85.001: Reforming America’s Schools
Gen Eds: SS, NA
TTH, 02:00 PM – 03:15 PM
Douglas Lauen

Dr. Douglas Lauen’s work seeks to understand the effects of educational policies, school types, and school contextual factors on student outcomes. I focus on areas that policymakers can control and that have high relevance to current educational policy debates. To date my academic research covers four areas: 1) classroom poverty composition, 2) educational accountability, 3) performance incentives, and 4) school choice. Sociological and economic theory and policy relevance guide my work, which employs rigorous quantitative research designs. My work often examines the heterogeneity of effects across socially, economically, and educationally disadvantaged student subgroups because reducing educational inequality depends on whether policies and settings have differential effects on disadvantaged and minority students.

This seminar will examine the role of schools and other institutions play in determining life chances, which educational interventions work well for economically and academically disadvantaged students, and what to do when institutions cease to work well. Students will learn how to analyze complex educational public policy problems while exploring questions of effectiveness, inequality, resource management, and politics.

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Religious Studies (RELI)

RELI 63.001: The Archaeology of Qumran and the Dead Sea Scrolls
Gen Eds: HS, WB
MW, 05:00 PM – 06:15 PM
Jodi Magness

Jodi Magness is the Kenan Distinguished Professor for Teaching Excellence in Early Judaism. Before coming to UNC–Chapel Hill in 2002, she taught at Tufts University for ten years. Professor Magness received her B.A. in Archaeology from the Hebrew University of Jerusalem and her Ph.D. in Classical Archaeology from the University of Pennsylvania. She has participated on numerous excavations in Israel and Greece, and currently directs excavations at Huqoq in Israel. Professor Magness’ publications include a book entitled The Archaeology of Qumran and the Dead Sea Scrolls (2002).

The Dead Sea Scrolls have been described as the most important archaeological discovery of the 20th century. The first scrolls were discovered in 1947, in a cave near the site of Qumran by the Dead Sea. Eventually the remains of over 900 scrolls were found in 11 caves around Qumran. The scrolls date to the time of Jesus and include the earliest preserved copies of the Hebrew Bible (Old Testament). They were deposited in the caves by members of a Jewish sect called the Essenes who lived at Qumran. In this seminar, students explore the meaning and significance of the Dead Sea Scrolls – and learn about broader issues such as how canons of sacred scripture developed among Jews and Christians – through classroom discussions, thought papers, and creative assignments.

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RELI 64.001: Reintroducing Islam
Gen Eds: PH, BN, GL
TTH, 11:00 AM – 12:15 PM
Juliane Hammer

Juliane Hammer is associate professor of Islamic studies in the Department of Religious Studies. She specializes in the study of gender and sexuality in Muslim societies and communities, race and gender in US Muslim communities, as well as contemporary Muslim thought, activism and practice, and Sufism. She is the author of Palestinians Born in Exile: Diaspora and the Search for a Homeland (2005) and American Muslim Women, Religious Authority, and Activism: More Than a Prayer (2012), Peaceful Families: American Muslim Efforts against Domestic Violence (2019), as well as the co-editor of A Jihad for Justice: The Work and Life of Amina Wadud and the Cambridge Companion to American Islam. She is currently working on a book project on patriarchal perspectives on marriage and sexuality in American Muslim communities, and on queer Muslims and religious practice.

This course is an introduction to Islam, focusing on religious thought and practice in both their historical and contemporary dimensions. The course responds critically to the dynamics of media and public representations of Islam and Muslims in the context of the United States, thus “re-introducing” students to Muslim discourses and practices through historical and thematic approaches, primary and secondary sources. Topics include the beliefs and practices of Muslims, the Prophet Muhammad, the Qur’an, Islamic Law, Sufism, Shi’ism, as well as continuous attention to gender norms and dynamics.

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RELI 89.065: Lux Libertas
MW, 01:25 PM – 02:40 PM
Gen Eds: PH, NA
Todd Ramón Ochoa and Montek Singh

Todd Ramón Ochoa is a cultural anthropologist who does fieldwork with religious communities in Cuba. He is a scholar of religion specializing in how communities tell stories to create unique understandings of the world. In this co-taught course, he will focus on the way light figures in creation stories, and also how philosophy can help us grapple with the distinction between light and dark.

Montek Singh’s general research interests lie in the areas of digital systems, high-performance and low-power digital design, and VLSI CAD. The main focus of his recent work is on asynchronous digital design, and its applications to embedded systems, multimedia, and system-on-a-chip design.

Light has figured centrally in human explanations and manipulations of the natural world: from creation narratives, to the Copernican Revolution, to the theory of relativity, to harvesting energy from sunlight, to shaping light inside phones and screens for the capture and display of images. The goal of this course is to bring students into an intellectual encounter with light, one that will provide a history of human understandings of light, experimental encounters with light in the laboratory, and orientations to theoretical paradigms that have resulted from the human manipulation of light. At its most broad, the course aims to introduce first year students to knowledge and matter-energy as things that we study, handle, and transform.

Course also offered as COMP 89.084.

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Romance Studies (ROML)

ROML 89.001: World Indigenous Literatures
Gen Eds: LA, GL
MWF, 10:10 AM – 11:00 AM
Emil Keme

Emil Keme (AKA, Emilio del Valle Escalante) is a K’iche’ Maya Nation scholar and activist whose teaching and research interest include Indigenous literatures and social movements, Central American-American studies, and post-colonial, subaltern and environmental studies theory. He has been concerned with contemporary indigenous textual production and how indigenous writers and artists challenge hegemonic traditional constructions of the Indigenous world, history, the nation-state and modernity in order to not only redefine the discursive and political nature of dominant narratives, but also interethnic or intercultural relations. His broader cultural and theoretical interests cluster around areas involving themes of colonialism as these relate to issues of nationhood, national identity, race/ethnicity and gender.

How many Indigenous or Native or Aboriginal Authors do you know of? Who have you read? What do these authors’ works tell us about the origins of the world and humanity? What do their literary and artistic works tell us about our relationship to the environment, society and each other? The goal of this class is for students to become familiar with literatures that convey Indigenous/Native/ Aboriginal expressions, perspectives, and worldviews. Students will be introduced to various literary genres such as: poetry, essay, and novel. In addition to these more traditional forms of literature, other cultural expressions such as textile, painting, cinema, storytelling, song, and other oratory pieces will be presented as texts open for critical analysis and interpretation. Furthermore, this class stresses a transhemispheric approach; therefore, readings and discussions derive not only from both South and North of the Americas, but also from Oceania, Asia and Africa.

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Social Medicine (SOCM)

SOCM 89.001: Use, Misuse, and Addiction to Drugs in the 21st Century
Gen Eds: SS
TTH, 02:00 PM – 03:15 PM
Catherine (Kay) Sanford

Catherine (Kay) Sanford, MSPH is a nationally recognized drug overdose prevention advocate and activist. She served as the state’s Injury Epidemiologist in the North Carolina Division of Public Health, identifying in 2002 the state’s incipient epidemic of fatal drug overdoses, primarily due to the misuse of prescription pain medication, and more recently, the rapidly increasing abuse of heroin and fentanyl, methamphetamines and cocaine. For 15 years she has lead and served on multiple overdose prevention task forces to design and evaluate overdose prevention and intervention strategies, design and collect more accurate overdose data, pass public health overdose prevention legislation and teach harm reduction to physicians, patients, law enforcement, criminal justice officers and inmates.

The medical and societal consequences of opioid and other drug use have reached epidemic proportions in the United States. Opioid overdose is now the leading cause of accidental death in the country, and the demographics and characteristics of the epidemic are constantly evolving. The purpose of this first-year student seminar is to understand the culture and physiological effects of beneficial and non-beneficial opioid use that includes pain management, overdose prevention, opioid use disorder, opioid overdose, diversion, legal consequences, harm reduction and treatment. Increased focus will include the rapidly evolving misuse, addiction and fatalities to and from cocaine and methamphetamines. Activities will include pre-class reading and weekly student-lead discussions of these materials; lectures from technical experts; group discussions; written summaries of class material; in-class debates on controversial issues, such as legalizing opioids or abstinence-only vs. medical assisted treatment; experiments on the effects of opioids on the behavior of laboratory rats; and development and presentation of an effective evidence-based opioid misuse and addiction prevention program.

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Sociology (SOCI)

SOCI 57H.001: Rationalization and the Changing Nature of Social Life in 21st-Century America (Honors)
Gen Eds: SS
TTH, 03:30 PM – 04:45 PM
Howard E. Aldrich

Howard E. Aldrich is Kenan Professor of Sociology. He has won numerous awards for his teaching and mentoring: Favorite Professor Award from the senior class at the University of North Carolina at Chapel Hill; graduate students’ Award for Best Teaching, Department of Sociology, several times; and the J Carlyle Sitterson Freshman Teaching Award from the University of Carolina Chapel Hill. His two sons and his daughters-in-law graduated from Carolina. His main research interests are entrepreneurship, entrepreneurial team formation, gender and entrepreneurship, and evolutionary theory. He writes a regular column, “Speaking from Experience,” for The National Teaching and Learning Forum. He fly fishes year-round in the mountains of Western North Carolina and Eastern Tennessee and wherever else his travels may take him. Photos of his catches may be seen on his homepage.

Today, fast food restaurants have become a model for everyday life. Some scholars have even talked about the “McDonaldization” of the nation and the world. By that, scholars mean a drive toward greater efficiency, predictability, calculability, and control by non-human technologies in modern organizations. This drive has shaped many features of American life, including health care, law, and education. Such forces have even affected personal relationships. Sociologists have a term for this process: “rationalization.” In this course, we will explore that social process through a process called “active learning”: field trips, making things in a makerspace, presentations by visitors, videos, classroom simulations, and other activities. You will be assessed based on your monthly contributions to blog posts, class participation, four short (two page) papers, a major research project culminating in a term paper (15-20 pages), and a group presentation.

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SOCI 58.001: Globalization, Work, and Inequality
Gen Eds: SS, GL
TTH, 09:30 AM – 10:45 AM
Ted Mouw

Ted Mouw is a sociologist who studies social demography, labor markets and inequality. He received his Ph.D. (in sociology) and M.A. (in economics) in 1999 from Michigan. He is currently working on a project on globalization and low-wage labor markets. There are three components to this project: 1) Longitudinal evidence on “dead end jobs” and working poverty in the U.S., 2) immigration and the labor market for Mexican migrants and 3) industrialization and labor conditions in Mexico and Indonesia. He has also researched the use of job contacts to find work and racial friendship segregation in schools. After college he lived in Indonesia for two years, where he taught English, studied Indonesian and Javanese, and climbed volcanoes.

This seminar, which presents a comparative and multidisciplinary perspective on how globalization affects labor markets and inequality, will consist of two parts. First, we will discuss basic sociological and economic models of work and globalization and then students will apply these models to three case studies: 1) “sweatshops” and the question of international labor standards, 2) industrialization and development in China and Indonesia and 3) immigration and economic integration between the U.S. and Mexico. Students will prepare research papers on one of the three case studies. Course readings will be supplemented by the teacher’s current research on two questions: 1) What are conditions actually like for workers in Nike plants in Indonesia? (Interviews and a photo-narrative) and 2) How does the labor market work for undocumented Mexican workers? (Interviews from Carrboro, NC, part of Mouw’s personal research project.)

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SOCI 64.001: Equality of Educational Opportunity Then and Now
Gen Eds: SS
TTH, 11:00 AM – 12:15 PM
Karolyn Tyson

Karolyn Tyson is Professor in the Department of Sociology. She earned her doctorate in sociology in 1999 from the University of California at Berkeley. Her main fields of interest are sociology of education, social psychology and social inequality. Dr. Tyson’s publications have examined the processes by which schools reproduce social inequality and how the schooling experience affects students’ attitudes toward school. Her overall program of research centers on understanding how cultural, structural and individual-level factors affect school achievement and contribute to unequal educational outcomes.

The 1954 Brown v. Board of Education of Topeka case centered on one of the most significant and controversial issues in American public education: equality of educational opportunity. Now more than 60 years after this historic Supreme Court decision, this seminar will use a sociological lens to examine in depth the social conditions that precipitated the case, other relevant court decisions, the changing definitions of race and the educational landscape over the past 6 decades. Topics include de jure and de facto segregation, busing, between-school segregation, tracking and ability grouping, the black-white achievement gap and residential segregation. Students will read historical and contemporary accounts and research reports on the move and progress toward equality of educational opportunity, view films related to the topic, conduct original research exploring young adults’ educational experiences, perspectives on equality of educational opportunity, and hopes for their future children. Students will prepare an oral presentation and a research paper.

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Women’s and Gender Studies (WGST)

WGST 68.001: Assumed Identities: Performance in Photography
Gen Eds: VP
TTH, 12:30 PM – 01:45 PM
Susan Harbage Page

Susan Harbage Page is an Associate Professor in the Department of Women’s and Gender Studies. Harbage Page is a visual artist with a background in photography and lens-based work that explores immigration, race, and gender. She is well-known for her work on the U.S. – Mexico Border which explores bodies and belonging through photography, the creation of an “Anti-Archive” of objects left-behind on the border and site-specific art interventions which involve performative actions in the space of a border.

Our day to day lives are filled with selfies and social media. This course asks you to re-examine these images from a feminist perspective asking what systems of power they are reinforcing. Students will dig deep to make self-portraits that reflect the multiple and changing aspects of their identity.

This seminar uses photography and its modalities of role-playing, performance, and documentation to understand the construction of identity and the changing roles that we take on in society. We will look at historical and contemporary photographers who use assumed identities to create their own realities and challenge society’s stereotypes. Through a series of photographic self-portraits and performative experiences we will query our own identities and how they have been constructed. No specific camera equipment required. We will use our smart phones for this course.

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