Anthropology 260 "Conflicts in Eurasia: Globalization, New States and Soviet Legacies"
(3 credits) Taught no earlier than 2012-2013. Professor Goluboff
In this course, students learn how to apply anthropology and a wide range of other disciplinary techniques to understand and attempt to solve post-socialist problems. Students do independent research on issues relevant to their main areas of course work. We explore how ethnographic fieldwork and cultural theory provide key information about how people in Eurasia relate to daily conflicts through common past socialist experiences and new interactions with globalization, transnational movements and the world market. Throughout the term, we discuss differences and similarities, and advantages and disadvantages of various disciplinary approaches to key conflicts in the region. Topics include crime, the emerging marketplace, poverty, health, gender and ethnic conflict. We study Eurasia via issues rather than geography, and we focus intensely on the transnational effects of wars in Chechnya and Afghanistan. The class reads material from anthropology and other disciplines and watches several documentaries.

Anthropology 286 "Land in Lakota Culture, Religion and History"
(4 credits) Spring 2014. Professor Markowitz
Combining classroom studies and field research, this four-credit seminar will focus on the religious, cultural and historical dimensions of the Lakota Sioux’s ties to their lands. During the initial week, participants will receive an intensive introduction to Lakota culture, religion and history. The seminar’s second two weeks will comprise a field trip in which the class will visit sites that are of major cultural, religious and historical significance to Lakotas in South Dakota, Montana and Wyoming. These sites will include the Black Hills, Badlands, Bear Butte, Wind Cave, the Little Big Horn Battlefield, Crazy Horse Monument and Mt. Rushmore. We also will have the opportunity to hear representatives from tribal social service and governmental organizations describe on-going economic, social programs and political initiatives. The group will have the experience of sleeping in tipis during a portion of the field trip. After returning to campus, participants will spend the seminar’s final week investigating the contemporary status of Lakota-land relations and delivering presentations based on their term paper.

Anthropology 288 "Childhood"
(3 credits) Fall 2012 and alternate years. Professor Goluboff
This course will explore the experience of childhood cross-culturally. It will investigate how different societies conceptualize the fetus, birth, babies, toddlers, children and adolescents. It also will address issues such as discipline, emotion, feeding and education. Special attention will be given to the effects of war, poverty, social inequality and disease on children.

Business 304 "Social Entrepreneurship"
(3 credits) Fall 2012. Professor Touve
Social entrepreneurship is distinguished within the broad discipline of entrepreneurship by its focus upon complex societal challenges (e.g., hunger, education, health care) and explicit expectations for what is known as "social impact." The goals of this course are: (a) to introduce students to the structure, methods, and mindsets of the social venture community (e.g., key ventures, foundations, venture philanthropy, social return), (b) to engage students in the application of these methods and mindsets through not only case analyses and discussions, but also the proposal of a new social venture, and (c) to encourage students to change the world in significant and positive ways.

Business 335/Philosophy 335 "Ethics of Globalization"
(3 credits) Fall 2012. Professors Reiter and Smith.
In this seminar course, we will examine a number of ethical issues raised by the phenomenon of globalization. Though globalization is not new, recent business, technological and policy developments have made the world more integrated and interdependent than ever before. As the world becomes increasingly interconnected – economically, culturally and politically – we are faced with a host of new questions about how to conceive of the moral rights and responsibilities of individuals, multi-national corporations, nation-states and global institutions within this new global framework. Our aim in this course is to identify and clarify some of these questions, and to consider how they have been addressed from a variety of different disciplinary perspectives. We will approach these questions concerning the ethics of globalization through a careful analysis of three specific topics: immigration, humanitarian intervention, and global poverty and inequality. Because the issues raised by the phenomenon of globalization cross disciplinary boundaries, our readings will be drawn from a wide variety of fields, including philosophy, business, economics, political science and anthropology, among others.

Business 390 “Nicaragua: Business in a Developing Economy”
(4 credits) Abroad Program Spring TBD. Professor Reiter
Nicaragua is the second poorest nation in the Western hemisphere behind Haiti. The primary purpose of this course is to understand why and how this continues to be so. We will investigate the economic and business development issues, and the role business has in hindering and/or promoting development. Areas of investigation will include such things as trade agreements, sustainable development, foreign direct investment, maquiladoras, privatization of utilities, indigenous property rights, micro-financing, fair trade, participation of women in the economy and local cooperatives. This is an opportunity to have firsthand experience in understanding the economic and business environment in a developing country and its effect on society. A one-credit course during Winter Term 2012 is required for this course.

Economics 233 "Colorism"
(4 credits) TBD. Professor Goldsmith
This course draws on analytical structures and insights from the social sciences – especially economics, sociology, anthropology and psychology – as well as material from the humanities to explore the socio-economic consequences of colorism, the allocation of privilege and disadvantage according to the lightness or darkness of one’s skin. The investigation is global in perspective and makes use of film and music in to enrich insights gained from course readings and classroom discussion. The course fosters the development and use of critical thinking, effective writing and oral presentation skills while exploring the colorism.

Economics/Politics 288 "African Economic Development/African Politics in Ghana"
(4 credits) Spring TBD. Professors Blunch and Dickovick
This course will introduce issues in African economic development, politics and society with an emphasis on Ghana as a case study.

Economics 295A "Health Economics in Developing Countries"
(3 credits) TBD. Professor Blunch
Prerequisites: Economics 101. A survey of the major issues of health economics, with a focus on developing countries. Topics include economic modeling of health-related issues; supply and demand of health; cost-benefit and cost-effectiveness analysis; health goals and policy alternatives; health and education; health and the labor market, including the relationship between child labor and child health; and epidemiology and HIV/AIDS in Africa; using selected case studies.

Economics 304 "Health: A Social Science Exploration"
(4 credits) Spring 2014. Professor Blunch
This course helps prepare students for careers in these environments using a hands-on approach and emphasizing the use of data and student-directed research in the specific context of health-related issues, such as obesity, vaccinations, pre- and post-natal care, contraceptive use or child mortality and their possible determinants, such as poverty, education or distance to the nearest health clinic or hospital.

Education 302 "Teaching the Exceptional Child"
(3 credits) Fall 2012 and Winter 2013. Professor Ojure
The purpose of Education 302 is to provide you with a general knowledge of the educational needs of exceptional students, those for whom regular instruction may not be adequate. Both children with disabilities and those with special gifts fall under the rubric of exceptional individuals. To acquaint you with the educational needs of students with disabilities, we will study the etiology (causation), incidence and instructional requirements of the most prevalent types of disabilities that are currently found in our educational system. In addition, the course will focus on the concerns and needs of individuals with disabilities as defined by the disabled community; thus, we will examine the educational, social and cultural problems that individuals with disabilities face in American society. To help you understand gifted students, we will explore the issues involved in defining giftedness and in designing instruction that effectively addresses the instructional needs of students who have special talents. Course Objectives: By the end of the course you will be able to describe existing categories of disabilities and their prevalence.

English 359 "Literature by Women of Color in the U.S."
(3 credits) Fall 2013. Professor Miranda
This course will focus on the intersection of race and gender as they meet in the lives and identities of contemporary women of color via literature: African-Americans, Native Americans, Chicanas, Asian-Americans and Iranian-Americans. A variety of poetry, fiction, memoir and drama will provide materials with which to explore some of the interlocking issues most important to and about women of color: mother-daughter relationships, cultural/ethnic identity, sexual identity, alternative histories, political activism, gendered violence, economic position, and celebrations of survival. Literary analyses, i.e., close readings, explications and interpretations, are key strategies for understanding these readings; cultivating an awareness of the inter-relatedness of culture, politics, economics and gender via the vehicle of literature is our central concern.

History 268 "Building a Suburban Nation: Race, Class and Politics in Postwar America"
(3 credits) TBD. Professor Michelmore
This course charts postwar political history by looking at how race and class have intersected in urban and suburban spaces. We will analyze primary sources (including congressional debates and official government reports), as well as historians’ interpretations of how race, class and space have shaped postwar American history. The readings combine a focus on broad historical developments and local community-level events with top-down policy studies. We will cover the growth of the national state, the origins and consequences of suburbanization, the making of the white middle class, the War on Poverty, welfare and taxpayers “rights” movements, “black power” and how popular culture has engaged with questions about advantage and disadvantage. In the process of understanding the historical roots of contemporary racial and class advantage and disadvantage, this course will shed new light on contemporary public policy dilemmas.

Philosophy 354 "Distributive Justice"
(3 credits) Fall 2014. Professor Bell
How should the product of social cooperation be distributed in a just society? Is wealth redistribution through taxes fair? Is it a fair distribution of wealth that a just society depends on, or is distributive justice more complicated than that? Should we have welfare programs, and if so, what should they be like? Our studies may include John Rawls' political liberalism, Robert Nozick's libertarianism, Ronald Dworkin's equality of resources, Amartya Sen’s capabilities approach, Stuart White’s justice as fair reciprocity, and criticisms of the distributive paradigm.

Politics 247 "Latin American Politics"
(3 credits) Fall 2013 and Winter 2014. Professor Dickovick
This course will introduce you to major issues in Latin American politics and society. We will focus on the 20th and 21st centuries, and issues of representation and power: populism, corporatism, and ideology; democracy and authoritarianism; and poverty, inequality and economic growth. We will analyze the revolutions in Cuba and Mexico; study the relationships between social development and regime types in Argentina, Brazil and Chile; consider U.S. involvement in Colombia, Guatemala and Nicaragua; and discuss contemporary politics in Peru, Bolivia and Venezuela. Given the trajectory of current events, we will examine Latin American leftism in its historical and contemporary incarnations. We will emphasize concerns about public action and human capability. In doing so, we will explore links to sociology, anthropology, economics, philosophy, history, religion and, last but not least, literature.

Psychology 230 "Social Policy, Children and Families"
(3 credits) TBD
Children and families are affected in a variety of ways by public policy. This course will focus on various ways that developmental psychology can serve to inform social and public policy on issues such as parental leave, child-care issues, child and adolescent health policies, decisions for children facing foster care or adoption, juvenile justice policy and issues related to education. A joint service learning project, to be designed with Sociology 264 (Work and Family) related to after-school care for children also provides an opportunity to see how policy decisions are researched and implemented.

Psychology 265 "Developmental Psychopathology"
(3 credits) Winter annually. Professor Murdock
Prerequisites: Psychology 113 and 210; prerequisite or corequisite, Psychology 250. This course utilizes a biopsychosocial perspective to explore atypical developmental processes. The course examines risk and protective factors that contribute to the development of social, emotional, behavioral difficulties and competencies in childhood and adolescence. How children’s psychological disorders are currently conceptualized, assessed and treated in clinical settings also is considered.