Additional course details include enrollment limits, requirements or approaches met, and meeting times are available in Bionic and on the TriCo catalog.
This course encourages students to think critically about major developments in Chinese culture and society that have occurred during the twentieth and twenty-first centuries, with an emphasis on understanding both cultural change and continuity in China. Drawing on ethnographic material and case studies from rural and urban China over the traditional, revolutionary, and reform periods, this course examines a variety of topics including family and kinship; marriage, reproduction, and death; popular religion; women and gender; the Cultural Revolution; social and economic reforms and development; gift exchange and guanxi networks; changing perceptions of space and place; as well as globalization and modernity. Prerequisite: ANTH102 or permission of instructor
An exploration of approaches to writing personal essays and lyric essays designed to strengthen skills of experienced student essayists as practitioners and critics. Requires writing at least five pages each week, workshopping student essays, and reading texts ranging from long personal essays to book-length essays, to explore how writers can work within the broader parameters of the long essay. Suggested Preparation: ARTW B265 or work demonstrating equivalent expertise in writing personal and lyric essays. Students without the ARTW B265, must submit a writing sample of 10-15 pages in length (nonfiction prose) to the Creative Writing Program during the preregistration period to be considered for this course.
What might ancient classics say about the modern world? In this course we explore intersections between ancient, Greco-Roman texts and the genre that is most characteristic of the modern, technoscientific world, science fiction. Raising questions about genres and traditions; the role of the 'humanities' in relation to 'technology'; and ways of discovering and evaluating 'knowledge', we consider the possibility that, although antiquity and the present day differ, at base ancient literature has given science fiction its profound sense of wonder about the world. Texts from authors such as Sappho, Sophocles, and Plato; Lucretius, Ovid, and Apuleius; Shelley, Borges, Dick, and Eco; Le Guin, Morrison, Atwood, and Edson; Cameron, Cronenberg, and Demme; and Benjamin, Baudrillard, Haraway, and Hayles.
This is a topics course. Course contents vary. Prerequisite: At least one course approved as an EAST core course and sophomore standing. This advanced-level seminar explores how East Asian culture has been defined at home and abroad through the medium of food. We will think about food and food practices from different and interdisciplinary perspectives.
This course will explore popular representations of pirates from the seventeenth century to the present, in memoirs, first-hand and fictional accounts (including children's literature), and films. The context will be global, with an emphasis on the transatlantic world. Topics will include slavery, gender/sexuality, captivity, class, race, and imperialism/colonialism.
This course assesses how the "Middle Ages" has been and continues to be constructed as a period of history, an object of inquiry, and a category of analysis. It considers how the past is formulated and called upon to conduct the ideological and cultural work of the present, and it reads historical documents and literary texts in dialogue with one another. Prerequisites: At least one 200-level course in any area of medieval studies (although more than one course is preferred), or by permission of the instructors. Additionally, this course is not open to students who took ENG/HIST 246 in 2013.
This course explores the cultural and historical entanglement of photography and identity. We will engage critical writings on both photography and identity, especially racial identity, in order to better understand how photography has been deployed historically to fix identities, as well as how it is used to undermine the notion of identity as 'fixed.' Case studies include: Francis Galton, Carleton Watkins, W.E.B. Dubois's Paris Exposition, Dorothea Lange, Aaron Siskind, Edward Steichen's Family of Man exhibition, Ana Mendieta, Cindy Sherman, Robert Mapplethorpe, Lorna Simpson, Carrie Mae Weems, Cao Fei, Taryn Simon.
This course explores over 80 etchings by American artist John Sloan (1871-1951) held in the collections of Bryn Mawr College's Special Collections. Only two of these etchings have been exhibited before at the College, but both were shown without context. Students will be expected to master material in several different areas: 1) John Sloan: art, interpretation, problems, 2) prints and illustrations, 3) museum display. Beyond researching the little known histories of these objects, students will use postmodern theory to explore simultaneous claims made on these objects: original and reproduction, book illustration and independent art object, social commentary and comic depiction, commissioned work and artistically-motivated expression. Moreover, students will gain practical experience in the production of an exhibition: conceiving a curatorial approach, articulating themes, writing didactics, researching a checklist, designing gallery layout, producing print and web materials, developing programs, and marketing the exhibit. The course will provide opportunities for students to consult with on campus and local resources, including museum and collections experts, at the same time that it will provide Special Collections with fuller records on these otherwise unresearched objects in the ever-expanding TriArte database.
The course explores the way in which peoples, goods, and ideas from Africa, Europe, and the Americas were brought together within colonial systems to form an interconnected Atlantic World. The course charts the manner in which an integrated system emerged in the Americas in early modern period, rather than to treat Atlantic History as nothing more than an 'expanded' version of North American, Caribbean, or Latin American history. The lived experiences of indigenous peoples, slaves, and free people of color are central topics and themes of the course.
This course is a detailed examination of the changing nature and definition of sexuality in Europe from the late nineteenth century to the present. Throughout the semester we critically examine how understandings of sexuality changed—from how it was discussed and how authorities tried to control it to how the practice of sexuality evolved. Focusing on both discourses and lived experiences, the class will explore sexuality in the context of the following themes; prostitution and sex trafficking, the rise of medicine with a particular attention to sexology, psychiatry and psychoanalysis; the birth of the homo/hetero/bisexual divide; the rise of the “New Woman”; abortion and contraception; the “sexual revolution” of the 60s; pornography and consumerism; LGBTQ activism; concluding with considering sexuality in the age of cyber as well as genetic technology. In examining these issues we will question the role and influence of different political systems and war on sexuality. By paying special attention to the rise of modern nation-states, forces of nationalism, and the impacts of imperialism we will interrogate the nature of regulation and experiences of sexuality in different locations in Europe from the late nineteenth century to the present.
In this course, we will trace the emergence of public health practices, systems, and ideas from the 19th to the 21st centuries as a critical part of a broader history of epidemics, empire, and global mobility. We will explore these developments as they emerge at the intersection of Western and non-Western understandings of health, medicine, and the body; imperial health goals; decolonization and development initiatives after World War II; the rise of modern biomedicine and pharmaceutical industries; and the shift from “international health” to “global health.” Over the semester, we will examine themes of commodification, expertise, autonomy, sociality, agency, and disability as they emerge in such topics as tropical hygiene, eugenics, biosecurity, sexual and reproductive health, and in the management of diseases ranging from malaria, smallpox, and polio to HIV and Ebola.
This course will explore the history of women's higher learning in the United States from its origins in the antebellum female seminary movement through debates about coeducation and the meaning of single-sex education in the second half of the twentieth century. Drawing on the rich history of Bryn Mawr College as our primary case study, we will focus on the expansion of social and professional opportunities for women, the workings of gender difference within American educational institutions, and the experiences of diverse alumnae/i, faculty, and staff. Over the course of the semester, we will gain experience in archives and special collections research, oral history, and digital methods, and contribute to the building of contemporary collections documenting Bryn Mawr campus life. Prerequisite: Junior or Senior Status.
This class aims to show not only that people in the Middle East drink, that is irrefutable, but that the reasons why they did so provide an interesting prism through which to view the history of the region. It will show that the alcohol consumption habits of residents of the Middle East between the years 600 and the present can serve as an excellent entry point for the discussion of many important historiographical issues including constructions of masculinity and femininity, identity formation, youth culture, leisure, and class formation.
This course examines cross-cultural interactions in medieval Italy played out through the patronage, production, and reception of works of art and architecture. Sites of patronage and production include the cities of Venice, Palermo, and Pisa. Media examined include buildings, mosaics, ivories, and textiles.
What more is there to politics than power? What is the force of the “political” for specifying power as a practice or institutional form? What distinguishes power from authority, violence, coercion, and domination? How is power embedded in and generated by cultural practices, institutional arrangements, and processes of normalization? This course seeks to address questions of power and politics in the context of domination, oppression, and the arts of resistance. Our general topics will include authority, the moralization of politics, the dimensions of power, the politics of violence (and the violence of politics), language, sovereignty, emancipation, revolution, domination, normalization, governmentality, genealogy, and democratic power. Writing projects will seek to integrate analytical and reflective analyses as we pursue these questions in common.
The course is intended for non-science majors and will explore the deep connection between physics and music. Basic principles of physics and scientific reasoning will be taught in the context of the production and perception of music, emphasizing the historic and scientific interplay between physics and music. No previous knowledge of physics or music is assumed. Through learning the physical concepts used to describe music, students will be able to extend their understanding to additional examples of physical phenomena. Lecture three hours, laboratory two hours, per week. Also see PHYS156 for the lecture only course.
This course provides an introduction to a variety of computational tools and programming techniques that physical science graduates might encounter in graduate work or employment in STEM-related fields. Tools explored will include both command-line and GUI programming environments, both scripting and scientific programming languages, basic programming concepts such as loops and function calls, and key scientific programming applications such as integration, finding of roots and minima/maxima, least-square fitting, solution of differential equations, boundary-value problems, finite-element analysis, Fourier analysis, matrix operations, Monte Carlo techniques, and possibly neural networks. Where possible, examples will be taken from multiple scientific disciplines, in addition to physics. This course is intended for second semester sophomores, juniors and seniors. Co-requisite: MATH B203 and three units of science (Biology, Physics, Chemistry or Geology)
At its core, this laboratory course is designed to explore how it is that psychologists come to know (or think they know) things and how they communicate what they think they know. The class focuses on the scientific principles and practices underlying research in psychology with an emphasis on techniques and topics important to the subfield of clinical psychology. This course is intended to provide hands-on training in how to conduct research. Through lab activities and class projects, students will learn about important methodological issues and steps in the research process including how to identify important questions, measurement issues such as reliability and validity, different modes of data collection, and how to collect, analyze, and interpret data. Special attention will be given to method issues relevant to observation, to the study of emotion, to couple relationships and to the collection of data across time. This class is a writing intensive class and, as a .5 unit class, is designed to meet half of the writing requirement in the major. Prerequisites: PSYC B105 (Introduction to Psychology). Recommended: PSYC B205: Methods and Statistics.
This laboratory/writing intensive/scientific inquiry quarter course will provide a hands-on experience conducting health psychology research and writing APA-style manuscripts. Students will be exposed to various aspects of the scientific process such as: literature reviews, hypothesis-generation, data collection, analysis, writing (drafting and polishing), peer-reviewing, and oral dissemination of scientific findings. The course will focus on biopsychosocial theory and challenge students to apply the theory to their own research project(s) and write papers on the results. Prerequisite: Introductory Psychology (PSYC B105) or Foundations of Psychology (PSYC H100).
This course will probe the cinematic oeuvre of the great Soviet filmmaker Andrei Tarkovsky, who produced some of the most compelling, significant film work of the 20th century. Looking at not only Tarkovsky’s films but also those films that influenced his work, we will explore the aesthetics, philosophy, and ideological pressure underlying Tarkovsky’s unique brand of cinema.
J.K. Rowling’s Harry Potter series is a worldwide phenomenon that has sold hundreds of millions of books and been translated into dozens of languages. Over the last decade, academic studies of Harry Potter have taken root in English and Theology departments, but very few sociologists have taken a scholarly look at the rich society Rowling has created. This course will introduce students to the fundamental concepts of sociology using the lens of the Harry Potter series. We will explore questions of hierarchy, inequality, terrorism, consumption, race, class, and gender, and we will discuss the ways in which stratification in the wizarding world compares and contrasts to similar issues in the Muggle world. Class discussions and exercises will assume that students have read all seven Harry Potter books.
An introductory course to the work of José Martín. Starting with his texts in La Edad de Oro, a magazine for children the course will study his essays on the arts, the U.S., indigenous America, political struggle, independence and mutual respect. Prerequisite: SPAN 120 or 110.