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Neuropharmacology BIOL-B203
Starting from an understanding of the underlying kinetics and dynamics of drugs, this course will study how different chemicals, ranging from endogenous neurotransmitters to pharmaceuticals and recreational substances, act on the brain. Other likely topics include pharmacogenomics, treatment of neuropsychiatric disorders, and modern approaches to drug discovery and design. Lab will focus on solving open biological research questions using, for example, activity assays of metabotropic receptors in cultured mammalian cells. NO APPROACH

Neural Systems BIOL-B331
In this class, we are going to make sense of our brains using neuroanatomy. This course will focus on the function and organization of key structures and systems in mammalian brains. We will also engage in our own investigations of neuroanatomy, including methods for mapping and visualizing neuroanatomy, and exploring enormous, cutting-edge neuroanatomical datasets. Serves as capstone eligible course for Biology majors. NO APPROACH

Feeling Greece & Rome CSTS-B149
Feeling Greece & Rome is about emotions—what they are to us, to ancient people, and how we can study apparently internal, intuitive, personal feelings in Greek and Latin texts. After we get oriented with some ancient and modern theories of emotion, every week focuses on a particular feeling—anger, desire, grief, disgust, horror, joy, and so on. By the close of this semester, you’ll have: come to appreciate the scope of the (history of the) study of feelings, and how ancient Greek and Roman thinking has informed both scholarly and popular understandings; grappled with a range of theories and methodologies developed by scholars of emotion, ancient and modern, and by classicists in particular; and applied them to ancient contexts yourself. CC; CI; IP

Orpheus: A Retrospective CSTS-B235
Musician, poet, wanderer, religious icon, prophet, ruler of nature, queer icon: for millennia, Orpheus has blurred the lines between perpetrator and victim, fact and fiction, straight and gay, pagan and Christian, even the natural world of life and frigid world of death. In this course, our task is to understand how this mythical chameleon has changed through different millennia and media, including his roles in the history of poetry, Christianity, sexuality, psychoanalysis, and cinema. How does Orpheus shift to meet the needs of different artists at different times? In what ways is Orpheus seemingly unchanging? Central to our inquiry will be the story of Orpheus and Eurydice from Virgil’s Georgics as well as Ovid’s Metamorphoses (read in translation). We shall also read receptions of Orpheus (and Eurydice) through Angelo Poliziano, Rainer Maria Rilke, Don Paterson, and Margaret Atwood. At our course’s end, we’ll meet Orpheus (and Eurydice) through film, sculpture, painting, and music via work such as Monteverdi’s L’Orfeo (1607) and Vince Guaraldi’s Jazz Impressions of Black Orpheus. We will find Orpheus in the Alps, the American south, Brazil, bronze tablets at the gate of the underworld, and (of course) exiting the lofty gates of the Dis. In tandem, we will come to know Orpheus better through his reception, including in the history of sexuality, classical reception studies, and relevance in three adjacent fields: the history of sexuality, classical reception studies, and atmosphereology/ecocriticism. CC

Artificial Intelligence DSCI-B373
This course focuses on introducing the history, foundations, applications and implications of Artificial Intelligence in Society. We will explore several questions concerning AI: How intelligent are AI programs? How do they work? What can they actually do, and when do they fail? How human-like do we expect them to become, and what are the implications of their uses? Along the way, we will learn about the main methods of AI, learn about many AI programs, and recent advances. We will separate out the hype surrounding AI to actual achievements to give us a clear sense of what the field has accomplished and its impact on society. NO APPROACH

Educational Leadership EDUC-B245
Connecting Classroom to Career explores the evolving relationship between K-12 schools, higher education institutions, and workforce partners. This class will explore the historical development of educational systems while critically analyzing the barriers or challenges that prevent effective transitions from school-to-college-to-career. Through collaboration, design thinking, case studies, and community engagement, students will develop innovative strategies that strengthen educational partnerships and improve student success. The course aims to develop change agents capable of redesigning educational pathways for the next generation of students. CI

Feeling Medieval ENGL-B109
Where is the seat of love, the heart or the liver? What does “going berserk” have to do with Nordic warriors? Does a melancholy monk need a confessor or a physician? From religious ecstasy to pathological melancholy, medieval people experienced sensations and emotions as complex as our own-- but the way they expressed them looked a bit different. This class will introduce first years and sophomores to literature of the Middle Ages by examining emotional and somatic responses in medieval texts. We’ll cover Arthurian romances, mystical theology, early medical texts, and bawdy ballads as we explore theories of sexuality, affect, trauma, sensory perception, and emotion. Readings may include work from Geoffrey Chaucer, Richard Rolle, Margery Kempe, and St. Augustine of Hippo. No knowledge of Middle English is expected or needed. CI; IP

Model Minority Narratives ENGL-B242
The narrative of the model minority - that Asian Americans excel at school and work, are upwardly mobile, and don't suffer from racism - is a tale as old as time. While the model minority is a demographic myth that obscures class differences across Asian America, it continues to have remarkable persistence in the cultural imagination, such as in discourses around Asian Americans as proficient in STEM fields and the value of "tiger parenting."

This course traces why and how the model minority has endured as one of the founding stories of Asian American, tracing its origins from the Cold War onward. We will read across genre, considering memoir, short stories, novels, and film, traverse spaces from the ethnic enclave of Chinatown to the offices of private equity, and follow figures that represent the heterogeneity of Asian America, including immigrants, refugees, adoptees, and mixed-race Asian Americans. Throughout the semester we will ask, what do model minority narratives reveal and obscure about assimilation, belonging, and nationhood? CI; IP; PIJ

Wondrous Earth ENVS-B206
Never-ending climate catastrophes (from species loss to glacial collapse to year-round fire and PFAS contamination) challenge our capacities to remain connected to our wondrous earth. “‘This is too much,’ we whisper. And that is true. It is entirely too much,” writes climate activist, Katharine Wilkinson. How then, in these times, do we hold both the grief of climate catastrophe and its polycrises alongside the wondrous offerings of our planet in the here and now? Does this require a naive act of faith? Perhaps. But let us also try to recalibrate our compass. To believe that a better world is possible, and to find some love for the one here and now, we have to see some evidence of wonder. This class delves into such evidence through literary and historical analysis, as well as immersive experiences directly with the earth. The centerpiece of this course will be an extended backpacking trip into a federally protected wilderness preserve.  Surrounding our spring break trip, we will also engage local waterways and regional geologic structures. In class readings will focus on attention on Indigenous and Settler environmental writings from the late-nineteenth century to the present with a Turtle Island/US focus. Group gear for outdoor explorations (including our backpacking trip) will be provided. Modest gear, such as hiking shoes and moisture wicking clothing, will be the responsibility of the student. CC; IP

Energy Transition Justice ENVS-B319
To mitigate climate change, society needs to transition from conventional to renewable energy. Yet while this will reduce demand for some natural resources like coal and oil, it will increase the need for critical minerals like copper, lithium, and nickel to produce solar panels, wind turbines, and electric vehicles. Extracting these materials also causes environmental and social harms, with more than 50 percent of energy transition mining projected to take place on or near Indigenous lands. At the same time, an energy transition poses economic risks for some vulnerable communities whose livelihoods have been built around industries like coal mining for generations. In this class, you will explore whether and how society can navigate these political-economic contradictions to achieve a just energy transition. Connecting with Professor Odell’s Communities, Critical Minerals, and Energy Transitions Lab (CCMETL), you will engage with peers around cutting-edge academic literature, policy proposals, and guest speakers working directly on these topics from diverse perspectives. By the end of the course, you will be able to analyze and propose solutions to this grand challenge by learning how to prepare and give a simulated oral policy brief and formatted written report to a decision-maker of your choice. No Approach

A Field Guide to Failure GEOL-B231
Can we learn to “fail better,” as Samuel Beckett put it? How does failure intersect with collaboration, risk-taking, and experimentation? This course aims to recontextualize our relationship with failure through the dual lenses of geology and Russian culture. In both of these fields, human thinkers have suffered from obsessions with grand visions — from elegant geophysical models to utopian political theory — that collapse when confronted with stubborn material realities. This class will operate an experimental laboratory in failure with active collaboration between all participants (students, faculty, and staff partners). Students will co-design the syllabus and final research project. Together, we will develop a project that communicates our research to a broader audience. This could be a digital tool, a digital or physical exhibit, or other form of offering. As part of the collaboratory, we’ll take a field trip to New York City and bring two guest speakers to campus for further engagement. Open to all students. No prerequisites in geology or Russian required. All classes and readings in English. No knowledge of Russian required. This course will not count for the Geology Major, but it could count toward the Minor. This course will not count for the Geology Major, but it could count toward the Minor. CI

Truth & Beauty GSEM-B676
 NO APPROACH

Jewish Lit, Again and Again HEBR-B206
Jewish Literature, Again and Again' fulfills various Approaches to Inquiry by combining close literary analysis with historical and cross-cultural study. Students engage in Critical Interpretation through close reading of texts ranging from biblical narratives and medieval poetry to modern novels, films, and contemporary critical essays. The course also advances Cross-Cultural Analysis by examining Jewish literary traditions across diverse Sephardi, Mizrahi, and Ashkenazi communities and across multiple linguistic and geographic contexts. Finally, through its chronological structure—from ancient sources to contemporary literature—the course encourages Inquiry into the Past, inviting students to trace how Jewish storytelling reflects and reshapes human experience across historical periods. CI; IP

Global Sociology INST-B231
How do people in distant places shape one another’s lives? How have empire, trade, and cultural exchange created global connections—and distributed their benefits and burdens? This course draws on sociological perspectives to examine the relationships, organizations, and institutions that connect societies across space and time. Topics may include commodity chains, global inequality, media, tourism, ecological change, and transnational movements. How do these connections shape everyday life? Who has the power to sustain or transform them? Through readings, discussion, and a class project, students will investigate how global processes take shape, how their structures matter, and how people participate in changing them. CC

Global Social Thought INST-B333
What holds a society together? How do power and inequality shape people’s lives? How have thinkers from Africa, Asia, Latin America, the Middle East, and Indigenous North America made sense of the societies they inhabit—and imagined how they might change? This course explores these and other questions through works of social thought and imagination across genres and historical periods. Topics may include religion, empire, race, caste, class, gender, and law. How do these perspectives challenge and expand dominant traditions of social theory? What emerges when we bring these thinkers into conversation? How might thinking with them change the questions we ask about social life? NO APPROACH

Boethius LATN-B680
What use are the liberal arts? What use is philosophy? We all ask these questions in the course of our education. But for the writer Boethius in the sixth century CE, these questions were literally a matter of life and death. Imprisoned and sentenced to death, he imagined a dialogue with Philosophy herself to see whether she could help him in his hour of need. The work owes much to Greco-Roman dialogues but includes passages of verse as well, testing the limits of the liberal arts. We shall read the whole work and also look at Augustine's Soliloquies, which was one of its inspirations. No Approach

Religion, Science, & Islam MEST-B206
This course examines the historical and intellectual relationship between religion and science in the Islamicate world from the medieval period to the present. Challenging the assumption that science and religion are inherently separate or opposed domains, it explores their intertwined, asymmetrical, and evolving relationship across different historical contexts. It begins by tracing how the categories of “science” and “religion” emerged within Western intellectual traditions, from classical Greek philosophy transmitted first to the Muslim world and later to early modern Europe, and how “science” came to be identified as a distinctly Western enterprise. Highlighting the Islamicate world as a central site of knowledge production, the course examines how scientific inquiry was embedded within religious and philosophical frameworks. It pays particular attention to premodern developments in astronomy, cosmology, medicine, and natural philosophy, as well as to the circulation of knowledge across regions and the role of institutions such as observatories and scholarly networks. Special focus is given to the period following the so-called Islamic Golden Age, challenging narratives of decline by examining the continued contributions of Muslim societies, particularly within the Persianate world. The course then traces transformations brought by early modern and modern encounters, including colonialism, print culture, and the global circulation of scientific knowledge. Through case studies such as the reception of Darwinian evolution in Arabic print culture, as well as contemporary issues at the intersection of religion and science, including bioethics, reproductive technologies, and medical practice in Muslim societies, the course offers a nuanced understanding of how religion and science have coexisted, conflicted, and co-produced knowledge in the Islamicate world and the Middle East. It concludes by encouraging students to critically assess contemporary debates about Islam and science and to reflect on the evolving relationship between faith, knowledge, and modern life. CC; IP

Born to Be Wild MEST-B207
Throughout the Arabic and Persian literary tradition from Pre-Islamic times to the moment, non-human animals have always figured strongly in a variety of genres. Using critical lenses from ecocriticism and animal studies, we will be exploring texts from these non-Western traditions in which animals figure strongly from pre-modern times to the age of the Anthropocene. The course will be traversing several genres all in translation and texts from Pre-Islamic poetry, the Quran, the 10th century Ikhwan a?-?afa’s epistle The Case of Animals versus Man Before the King of the Jinn, the fables of Kalila and Dimna, Farid ed-Din ?A??ar’s Conference of Birds, travelogues, paintings, contemporary film till we reach recent fiction with cyborgs and drones. Throughout the course, we will be examining themes such as diverse conceptualizations of what it means to be an “animal”, what constitutes’ non-human animal agency, sentience & subjectivity irrespective of humans and their often utilitarian lens. We will do this by investigating how non-human animals through these texts have been represented, imagined and reconfigured whether allegorically or otherwise as communities and in relation to humans and the environment and the implications of that and how that has often intersected with discussions about racism, ableism and gender issues. Finally, we will explore what a poetics of animal studies in these cultural and literary traditions could look like. Assessment will include class contribution & attendance, pre-class posts, two 5 page essays & an end of term project. CC; CI

Neurobio of Social Behavior NEUR-B301
How do brains make social bonds, and what happens when those bonds are broken? This upper-level seminar examines the neural and endocrine mechanisms underlying social behavior across species, from rodents and nonhuman primates to humans. Topics include pair bonding, parental care, social recognition, aggression, and the effects of social separation and isolation, with emphasis on neuropeptide systems (oxytocin and vasopressin), reward and opioid circuits, and stress physiology. Students will read and critically evaluate primary literature, considering how methods such as pharmacology, neuroimaging, and circuit manipulation shape what we can conclude, and how well findings in animal models translate to human social life. No Approach

Vulnerability PHIL-B202
Could our vulnerability to suffering and loss be reduced, or even eliminated? If so, would escaping vulnerability make our lives better or worse? In this class, we will consider some of vulnerability’s sharpest critics in the Stoic, Daoist, and Buddhist traditions. In so doing, we will reflect on whether vulnerability should be avoided or embraced. Our central readings will draw on Seneca, Epictetus, Laozi, Zhuangzi, early discourses from the Pa¯li canon, and S´a¯ntideva. CI; IP

Science and Well-being PSYC-B213
This course explores the psychological foundations of happiness and well-being, with the aim of understanding what contributes to human flourishing. The course examines the ways that scientists and scholars have conceptualized and attempted to study happiness and well-being. Grounded in an understanding of the complexity of human flourishing, this course also examines numerous approaches to improving well-being through research-based interventions. Students will engage in critical analysis of evidence supporting various approaches to understanding and improving well-being. A key element of the course is exploring, experiencing and reflecting upon a range of strategies designed to support flourishing with the goal of deepening students’ understanding of these tools and themselves. NO APPROACH

Lab in Positive Psychology PSYC-B290
This writing-intensive laboratory course offers students hands-on experience in conducting research in positive psychology. Using a lab project format, students will develop research questions grounded in the existing literature in positive psychology, design experiments to test hypotheses, collect data, conduct planned statistical analyses and generate appropriate conclusions. Students will write an APA-style manuscript and give an oral presentation based on laboratory work. This 0.5-unit writing-intensive class meets half of the requirement for the major. SI

A Field Guide to Failure RUSS-B231
Can we learn to “fail better,” as Samuel Beckett put it? How does failure intersect with collaboration, risk-taking, and experimentation? This course aims to recontextualize our relationship with failure through the dual lenses of geology and Russian culture. In both of these fields, human thinkers have suffered from obsessions with grand visions — from elegant geophysical models to utopian political theory — that collapse when confronted with stubborn material realities. This class will operate an experimental laboratory in failure with active collaboration between all participants (students, faculty, and staff partners). Students will co-design the syllabus and final research project. Together, we will develop a project that communicates our research to a broader audience. This could be a digital tool, a digital or physical exhibit, or other form of offering. As part of the collaboratory, we’ll take a field trip to New York City and bring two guest speakers to campus for further engagement. Open to all students. No prerequisites in geology or Russian required. All classes and readings in English. No knowledge of Russian required. CI

Sounds, Speech, Memorization RUSS-B239
The aim of the course is to help students develop their speaking skills in Russian, with a focus on memorization and the reproduction of speech, be it a monologue, a dialogue, or a group conversation, along with good intonation and proper word articulation. Through films and cartoons, students will develop and learn a variety of conversations to rehearse and present in class.

The course is designed for students of all levels. The selection and complexity of films and cartoons will depend on class composition. At the same time, the course will be conducted in a way that will be inclusive of everyone.Conducted in Russian.

Prerequisites: RUSS 001.NO APPROACH

Feminist Theory SOCL-B339
This course explores feminist epistemology, decolonization thought, and the lived experiences of feminized bodies in the Global South. Specifically, we will analyze feminist epistemologies such as situated knowledge, reflexivity, and positionality. We will review the conceptual and theoretical contributions of decolonial, Indigenous, Black, and transgender feminisms from the Americas to feminist thought and praxis.

We will also examine the unique challenges and experiences faced by feminized bodies in the Global South, including intersectionality, gender-based violence, artivism, resistance, and feminist-led social movements. By engaging with the work of feminist scholars and activists from a variety of disciplinary and cultural backgrounds, we will aim to develop a nuanced understanding of the complex issues facing feminists in these contexts. PIJ

Adv Gram & Medical Vocabulary SPAN-B112
This advanced grammar course provides essential exposure to medical vocabulary and is designed for students who are planning a career in the health professions or are interested in expanding upon the anatomy vocabulary included in earlier Spanish courses. It will build on SPAN 102 grammatical topics and explore other advanced structures relevant to health professions.

Students will be exposed to vocabulary related to the following major body systems: (1) Cardiovascular, (2) Digestive, (3) Endocrine, (4) Integumentary, (5) Lymphatic/Immune, (6) Muscular, (7) Nervous, (8) Reproductive, (9) Respiratory, (10) Skeletal, and (11) Urinary systems. Other relevant vocabulary will be reviewed at the end of the course as the twelfth unit.

The grammar will include the following: (1) indirect object structures (e.g., me duele/n), (2) infinitival constructions (e.g., debe + INF), (3) indicative and subjunctive in the present, (4) commands, (5) preterit and imperfect, (6) perfect tenses, (7) indicative and subjunctive in the past tenses, (8) relative clauses, (9) passive voice with ser, (10) se structures, including the passive se, the impersonal se, and the accidental se, (11) prepositions (e.g., por/para), and (12) si clause constructions.

As this course builds advanced proficiency in speaking, listening, reading, and writing, texts and videos related to each topic will form an important part of the course. A multifaceted approach will be adopted to go beyond the scope of a traditional medical Spanish course. To illustrate, Pedro Almodovar's The Skin I Live In (2011) will complement the integumentary unit. Both communicative and cultural competence will be emphasized.

Prerequisite: SPAN 102 or placement or instructor's permission. CC

Flamenco: Arte, Ident. y Expr. SPAN-B250
This course—taught in Spanish—will offer an interdisciplinary introduction to the world of flamenco, exploring it as a historical product, a cultural practice, and a living artistic form. Beginning with the emergence of flamenco in Andalusia (Southern Spain) between the 18th and 19th centuries, students will examine its multicultural roots. Special attention will be given to the history and cultural role of the Spanish Roma, whose influence is central to flamenco’s development and whose experiences raise important questions about race, marginalization, and artistic recognition. Throughout the course, students will learn key flamenco vocabulary and acquire the tools to identify major palos (rhythmic families). This class will have an important praxis component: students will explore palmas, jaleos, braceo, zapateado, and ultimately learn a short choreography developed throughout the course in a dance studio. By integrating historical study, critical analysis, and embodied practice, the course provides students with a holistic understanding of flamenco as folklore, as identity, as political expression, and as global art. CC

Arte visual dict a democracia SPAN-B339
Shouts of “¡Nunca más!” were heard across Latin America in the 1980s, when successful pro-democratic movements filled the streets after several decades under the thumb of civic-military dictatorships. Young folks painted the streets and distributed sunflowers. However, not everything was flowers, as the saying goes. The newly democratic states struggled to assign responsibility and prosecute torturers. Queer peoples were finally able to come out, but only to find a rampant pandemic. Indigenous activists still struggled to demarcate their lands. This course will approach the hope and contradictions of this crucial moment through the eyes of Latin American artists. How did artists translate these struggles into form? We will watch documentaries, feature films, and visual art by Leonilson, Feliciano Centurión, Pablo Larraín, Patricio Guzmán, Lúcia Murat, Teresa Margolles, and others. NO APPROACH

In Other Words: Editing for Mu WRIT-B230
In Other Words: Editing for Multilingual Writers introduces students to the theory and practice of editing, publishing, and writing in multilingual contexts. Focusing on the work of multilingual writers, students will develop skills in developmental editing, copyediting, and revision while examining how language, identity, and audience shape written communication across cultures. Through hands-on editorial work, students will collaboratively produce an issue of In Other Words, a digital publication featuring multilingual translations. Course topics include language difference and World Englishes, code-switching, translation, peer review, genre conventions, and professional publishing practices. Students will compose, revise, and edit texts for diverse audiences while gaining experience in the full process of publication, from proposal to final piece. CC; PIJ