First-Year Seminars (80S and 89S)
ASIAN AND MIDDLE EASTERN STUDIES 89S / ARTS OF THE MOVING IMAGE 89S / JEWISH STUDIES 89S
Israeli Cinema (ALP, CZ, CCI)
Over the past two decades, Israeli cinema has become one of the most acclaimed international cinemas. Yet, what is unique about it? How is it like, how unlike Hollywood cinema or European cinema? In this class we will look at how Israeli films tell about the issues that preoccupy Israelis—conflicts and solidarity, violence and justice, faith and civil society, rights and discrimination. Click here for course flyer.
Instructor: Shai Ginsburg
Shai Ginsburg, Ph.D. (University of Michigan at Ann Arbor) is Associate Professor of Asian and Middle Eastern Studies. His teaching and research interests include Hebrew literature, Israeli cinema, Jewish cinema, Critical Theory, Film Theory, and Nationalism.
Size in Biology: Size Matters (NS)
The body size of an organism, be it microbe or mammoth, affects every aspect of its life: its body form, where it lives, how it moves and makes a living, and how (through evolutionary history) it came to be the way it is. Why can’t ants be gigantic? Will anyone ever see a mammal the size of a pea? What can we predict about the life of an organism simply from knowing how big it is? Through readings, discussion, and small projects, we will examine case studies that illuminate general principles about the role of size in biology.
Instructor: V. Louise Roth
V. Louise Roth, Ph.D. (Yale University) is a Professor of Biology with a secondary appointment in Evolutionary Anthropology. Her most recent courses have focused on the biology of mammals, biology of bone, and macroevolution. Her research has focused on evolutionary morphology and phylogeny in mammals, and on the functional and ecological implications of evolutionary changes in growth and body size.
Pathways to Biological/Biomedical Research (NS)
Science is not a collection of facts to be memorized, but rather it is a way of thinking about the world around us. Scientific research, therefore, is not about knowing the answers but instead is about asking questions. Furthermore, how do you even begin to know what aspect of research you enjoy most and how to be most successful in it?? In this course, students will learn about the wide range of research being conducted in the biological and biomedical sciences at Duke, from genetics and evolution to pharmacology and neurobiology. Because science is highly collaborative, students will work in teams to process and understand the scientific literature and to work on case studies. We will have frequent guests—including faculty, postdocs, and graduate students—who will not only participate in discussions about their research, but who will also share their stories about how they became passionate about becoming a scientific researcher. Additionally, students will also learn skills on how to have a successful research experience, including how to seek out research mentors and discovering the tricks of being an effective undergraduate research scholar. Although open to all students, we strongly encourage those who are first-generation college students, from underrepresented backgrounds or have had any diverse set of life experiences to enroll!
Instructor: Devyn Gillette
Devyn Gillette, Ph.D. (The Ohio State University) is Program Director for the BioSciences Collaborative for Research Engagement (BioCoRE) IMSD Program here at Duke. Her teaching and research interests include the characterization of host innate immune responses to intracellular pathogens. She is currently working to create interventions to enhance recruitment strategies and promote initiatives which positively aid in underrepresented students’ interest, retention, and success in science.
How Molecules Create Biology: Discussion and Laboratory for the Unfamiliar and Curious (NS)
How do incredibly tiny things like membranes, proteins, RNA, DNA, look, act, and produce life? You will explore through discussion and hands-on experiments how life's molecules are born, shaped, and work. You will create membranes from their components, unwind and rewind DNA, unfold and re-fold a protein. You will connect molecular structure with self-assembly and function. You will "see" DNA replicate inside cells, DNA make RNA, and RNA make protein, the foundations of all life. These experiments revisit revolutionary discoveries that brought our understanding of life to what it is today. The ideas learned are used to discuss origin-of-life scenarios. Grading is based on participation, occasional written tests, and team presentations. Available if you have not yet taken Bio 201 and if you don't have Bio 20 (AP) credit.
Instructor: Daniele Armaleo
Daniele Armaleo, Ph.D. (Duke University), is an Associate Professor of the Practice of Biology. His teaching and research interests include developmental and molecular biology.
Chemistry and Physics of Cooking (NS)
Gastronomy keeps growing in popularity, and its main artists are now stars. But Ferran Adrià, Heston Blumenthal, Joan Roca, and Grant Achatz have more than fame in common. They use basic science to create gastronomic art that challenges our culinary experience. Traditional techniques used to be followed blindly; they are now deconstructed, explained, and brought to new heights. In this seminar we will explore the chemistry and physics that lies behind this new taste frontier. Thanks to the recently built Chef's Kitchen in Duke West Union, in-class learning will be complemented weekly by hands-on work. Requires a background in Chemistry and consent of the Director of Undergraduate Studies for Chemistry.
Instructor: Patrick Charbonneau
Patrick Charbonneau, Ph.D. (Harvard University), is Associate Professor of Chemistry, Physics and the CBB Program. He studies soft matter assembly. His current work combines theory and simulation to understand microphase formation, protein crystallization, magnetic colloid assembly as well as the glass and the jamming transitions.
CLASSICAL STUDIES 89S
Archaeology of Death (ALP, CZ, CCI, EI, Codes forthcoming)
This course studies the material culture linked to funerary practices and traditions in the ancient world, with a particular focus on Rome (2nd c. BCE-1st c. CE). If death is what makes us all equal, who gets to be remembered, how and where provides insights about power, social structures and different types of identities or social personas (according to gender, age or occupation, for example). Our aim is a better understanding of the role of the dead in the world of the living. The course combines the study of archaeological evidence with an anthropological inquiry about memory and different ways of creating a “double” of the deceased (sometimes a wax mask, an image or a sculpture) and monuments that kept the dead “alive”. It also looks at the relationship between the tomb and ancient magic. The seminar surveys funerary rituals in connection with status and power, gender and kinship, as well as the ethics of digging and displaying human remains in museums. Out of the classroom activities include a visit to a local cemetery in Durham and to the Nasher museum to discuss artifacts found in tombs.
Instructor: Alicia Jiménez
Alicia Jiménez, Ph.D. (Universidad Autónoma de Madrid), is Assistant Professor of Classical Studies. Her teaching and research engages with archaeological theory and Roman visual and material culture, specifically in the western and central Mediterranean in the period 218 BCE-200 CE. She focuses on Roman expansion in the western Mediterranean, Roman colonialism, cultural change and monetization in Hispania, with a special emphasis in funerary, urban and military contexts.
CLASSICAL STUDIES 89S
The Good, the Bad, and the Ugly: Models of Heroism, Ancient and Modern (ALP, CZ, CCI, EI)
In this class we will conduct cross-cultural discovery and investigation of major historical models of heroism and their memorialization. The civilizations under study will range from ancient Greece and Rome to our increasingly globalized Western world. We will analyze critically the ethical values at issue in the construction of heroic narratives, and the contested ways in which societies resort to heroes for positive and negative models of behavior. Our critique will be informed by modern scholarship on heroism and classic texts on ethics by Aristotle and others. The narratives examined will come from ancient epics, tragedies, prose accounts, English poetry, modern comics, and movies. The course will also consider the reception and reappropriation of ancient models.
Instructor: José M. González
José M. González (Ph.D., Harvard) is Associate Professor of Classical Studies. His research and teaching interests focus on ancient Greek literature in its social context, with a strong emphasis on intellectual history. He is passionate about making connections between the Greco-Roman past and the modern world.
COMPUTER SCIENCE 89S
A Gentle Introduction to Mobile App Development
This course explores the creation of apps for mobile devices. Students will learn how to access the world of mobile services and applications as creators, not just consumers. They will learn to create entertaining and socially useful apps that can be shared with friends and family. In addition to learning to program and how to become better problem solvers, students will also explore the exciting big ideas of computer science from the perspective of mobile computing and its increasingly important effect on society. We will utilize MIT’s open source App Inventor 2 visual programming environment which enables even novice student programmers to create powerful mobile applications that interact with the web and with other phones. Note: CompSci 89s is for students with no previous programming experience. It is a gentle introduction to programming in the context of making your own smartphone apps, and we will learn everything you need to know in class. Students who have taken another CS course or have programming experience should consider taking another CS course.
Instructor: Richard A. Lucic
Richard Lucic, M.S. (Stanford University) is an Associate Professor of the Practice and Associate Chair of the Department of Computer Science and Curriculum Director for Information Science and Information Studies. His fields of teaching and research interests include web technologies and mobile applications.
CULTURAL ANTHROPOLOGY 80S
Japanese Popular Culture (ALP, SS, EI)
This course is a survey of Japanese popular culture from food and fashion to music and movies. Students will bring personal experiences, research and examples to bear on group work, class discussion and presentations. Lectures will expose students to academic vocabulary and approaches and provide tools to critically examine Japanese popular culture, everyday life and the world in which we live.
Instructor: Patrick William Galbraith
Patrick W. Galbraith, Ph.D. (University of Tokyo), holds expertise in Information Studies and Cultural Anthropology. He is the author and editor of many books on Japanese popular culture, most recently The Moe Manifesto: An Insider’s Look at the Worlds of Manga, Anime and Gaming (Tuttle, 2014), Debating Otaku in Contemporary Japan: Historical Perspectives and New Horizons (Bloomsbury, 2015) and Media Convergence in Japan (Kinema Club, 2016).
DOCUMENTARY STUDIES 89S / VISUAL ARTS 89S / VISUAL MEDIA STUDIES 89S
The Photographic Essay (ALP)
This seminar teaches the language of photography through the study of classic and contemporary photographic essays and through the completion of assigned photographic essays by the students themselves. Students will learn to make, choose, sequence, and pace their own images for class discussion and for digital projection. During the semester students will complete three assigned photographic essays of at least ten images each. Each essay will be on a particular theme or subject to be announced. Each student’s final project (or fourth essay) will consist of a compilation photographic essay of at least twenty images combining work from all three assignments.
Instructor: Bill Bamberger
Bill Bamberger, B.A. (UNC–Chapel Hill) is Visiting Lecturer in the Center for Documentary Studies. He is known for the innovative ways he has engaged whole communities in the production of his work. His projects explore large social issues of our time by looking at how they are manifest in our families and communities. Closing: The Life and Death of an American Factory, with Cathy N. Davidson, won the Mayflower Prize in Non-Fiction and was a semifinalist for the Robert F. Kennedy Book Award. His photographs have appeared in Aperture, Doubletake, The Washington Post Magazine, Harper’s and the New York Times Magazine. He is currently working on BALL, a grassroots project that explores the democratization of basketball and the intersection of sports and culture in American life.
ENGLISH 89S / JEWISH STUDIES 89S
Jewish American Literature and Culture: Old Worlds and New (ALP, CZ, CCI, R)
This seminar examines an array of writings by Jewish-American authors from the late nineteenth century until the present. The course is divided into three sections. The first concentrates on the period of mass immigration of Eastern European Jews and the acculturation struggles portrayed in their fiction. The second section begins when Jewish-American literature was moving from the periphery into the mainstream and from the city into the suburbs; identity issues became even more pronounced as assimilation was accomplished. In addition, starting in the 1950s, new issues for literary exploration were stimulated by the Holocaust, the founding of the state of Israel, the emergence of civil rights struggles, and other significant historical/cultural events. In the third section we read several contemporary authors with an eye toward the issues that are important to writers today. In all, through reading and discussion of core texts—supplemented by literary criticism and films—you will develop an understanding of, and appreciation for, the works as literary creations and also as sociological examinations of challenges posed by life in the United States (and abroad). You will learn about Jewish culture of all stripes, about intra- and extra-group relations, and about concerns common not only to Jews but to all Americans. The seminar format and the range of assignments are designed to enhance skills in writing and speaking as well as in reading, and to build a sense of community within the group.
Instructor: Judith Ruderman
Judith Ruderman, Ph.D. (Duke University) is Visiting Professor of English. Her teaching and research interests include D. H. Lawrence, modern and contemporary English, and Jewish-American literature. After the publication of her latest book, Race and Identity in D.H. Lawrence: Indians, Gypsies, and Jews, she is now working on "passing" strategies in Jewish-American literature and culture.
Shakespeare and Storytelling (ALP, W)
Audiences have been entertained by Shakespeare’s work for more than four hundred years. His unique position in English literature depends not only on his brilliance and philosophical depth, but above all, on the fact that his plays are fun. Screenwriters, playwrights, and novelists still routinely borrow his characters, plots, jokes, and best lines. In this class, we will read and interpret Shakespeare in order to investigate a simple question: what makes stories pleasurable? Our investigation will center on four of the most enjoyable aspects of Shakespeare’s dramatic technique: characters, suspense, jokes, and emotion. Drawing on a broad, interdisciplinary range of research from cognitive science, psychology, sociology, philosophy, media theory, and economics, we will apply new bodies of knowledge to some of the key questions raised by Shakespeare’s major plays. For example, we will ask whether advances in cognitive psychology can help to explain why we feel sad when Cordelia dies at the end of King Lear – and yet why that emotion can also be a source of pleasure. Can research into the role of humor in improving group cohesion help to explain Shakespeare’s use of physical comedy in plays such as Henry IV? Can insights into the economics of entertainment – something Shakespeare, as a shareholder in a theater company, understood intimately – provide a new interpretation of the rise of suspense, murder, and crime as major subjects of the Renaissance stage, including in tragedies such as Macbeth and Othello? What happens to our understanding of character when Hamlet is taken out of Hamlet and inserted into novels, television shows, or internet memes? In applying these and other questions to Shakespeare’s drama, we will begin to analyze the origin, function, and impact of storytelling in human society. In addition to producing interpretations of Shakespeare, we will use creative writing to conduct our own “experiments” in literary pleasure. Writing Shakespearean jokes and puns, imagining what might happen if Cleopatra wandered into the world of Macbeth, or considering the effect of giving the comedies tragic endings and vice versa, will prompt us to consider what it is about Shakespeare’s writing that makes his plays fun – even after four centuries. Plays will include Hamlet, King Lear, The Merchant of Venice, A Midsummer Night’s Dream, Othello and Macbeth.
Instructor: Julianne Werlin
Julianne Werlin, Ph.D., (Princeton University), is the Bacca Foundation Assistant Professor of Rhetoric, Culture, and Society. Her teaching and research interests include early-modern poetry and prose, literary stylistics, state formation, utopianism, the history of technology, and the sociology of literary forms. Her current project, entitled Paperworks: Bureaucracy and Literature in Early Modern England, explores the effects of bureaucratic methods on the development of literary styles and genres over the course of the seventeenth century, in the works of Bacon, Milton, Marvell and Samuel Pepys.
Climate Change: Causes, Consequences, and Solutions (NS, STS)
Climate change is one of the defining challenges facing humanity today. The goal of this first-year seminar is to develop a comprehensive and integrated view of contemporary climate change. The first half of the course will examine our current understanding of the science of climate change, and explore the potential societal consequences of a changing climate. The second half of the course will focus on potential solutions, with a focus on technological, political, and social challenges that will have to be overcome to mitigate and adapt to climate change. More broadly, the course seeks to develop intellectual, academic, and learning skills by engaging students in active inquiry, critical analysis, and discussion of competing ideas.
Instructor: Prasad S. Kasibhatla
Prasad Kasibhatla, Ph.D. (University of Kentucky) is Professor of Environmental Chemistry. The overarching theme of his research is to develop a fundamental and quantitative understanding of the factors that determine the chemical composition of the atmosphere. He is particularly interested in delineating natural and anthropogenic impacts on the chemical composition of the atmosphere, and in exploring the potential for these impacts to affect natural ecosystems. His research involves the use of numerical models in conjunction with remote and in situ measurements of atmospheric composition.
US Food Production: What Are We Really Eating? (NS, STS)
As the human population grows and migrates to urban centers, we increasingly want to know the provenance and quality of what we eat. Is the produce grown sustainably? Or does it carry a large environmental cost? Is genetically modified (GM) food part of our diet? And what does GM food mean anyway? Consumers are increasingly aware of the impacts current agricultural methods have on our environment and the demand for sustainable agriculture increases. To understand the nature of current US food production, we will explore agriculture practices with a sustainability lens. We will examine issues such as pre and post ‘green revolution’ agriculture and associated pollution, sustainable agriculture, decoupling of food production and consumption, food waste. Future production forecast in a changing environment will be explored using current and projected scenarios of climate change. We will investigate these issues through the popular writings of ecologist Ruth DeFries, environmental journalist Michael Pollan, and writer Paul Greenberg, among others. The popular writings will be reviewed against data in scientific journals. Through discussions, debates, and hands-on field experience, both problems and potential solutions will be addressed at the biological, environmental, and societal level. We take advantage of the Duke Campus Farm for field trips.
Instructor: Chantal Reid
Chantal Reid, Ph.D. (Duke University) is an Assistant Professor of the Practice and Director of Undergraduate Studies for Environmental Sciences and Policy. Her research and teaching interests include physiological ecology and global change in the context of plant production and sustainable agriculture. She previously worked at the USDA researching the impact of greenhouse gases on soybean and rice production.
GERMAN 89S / ENGLISH 89S / LITERATURE 89S
A History of Diversity: Race, Language, Culture (ALP, CZ, CCI)
Starting in the late eighteenth century, Europeans and Americans began to classify global human populations into vast families using two primary systems that both competed and borrowed from each other. One system created categories of race. The second was built around language families, focusing on two which came to be called Aryan and Semitic. Both racial and linguistic categories entailed assumptions about culture and character, and both influenced definitions of nationhood and belonging. These ideas imposed order on the world, and also violence. In this seminar, we will read early works of race theory and language classification, as well as works of fiction that explore, underwrite, and/or question these categories. We will ask: What assumptions underlie these classifications? Are the boundaries between races, languages, cultures, and nations mutable or fixed? What does it mean for a system to be scientific? To be true? How does the idea of “family” on this large scale contribute to the way groups relate to each other, feel about each other, and act towards each other? Authors will include Kant, Goethe, William “Oriental” Jones, Wagner, Samuel George Morton, Louis Agassiz, W.E.B. Du Bois, Thomas Mann, Franz Kafka, and Nella Larsen. Texts and class discussion in English.
Instructor: Stefani Engelstein
Stefani Engelstein, Ph.D. (University of Chicago) is an Associate Professor of Germanic Languages and Literature. Her research and teaching interests include the ways Europeans have understood and classified themselves and others in knowledge-systems that span the humanities, sciences, and social sciences, particularly from 1750-1915, but with an eye on current repercussions. Such categories include race, sex, language family, religion, and species.
GLOBAL HEALTH 89S
Finding What Works to Improve Health and End Extreme Poverty around the World (SS)
Incomes are stagnant in many parts of the world, and the gap between the rich and poor has never been greater. Every year, millions of children die before their fifth birthday, mostly from preventable causes. Many more are infected with HIV, tuberculosis, or malaria, and 1 out of every 10 people on the planet live in extreme poverty. How is this still the case when, over the past few decades, the rich world has transferred approximately 2 trillion in aid to developing countries? Has it all been a waste? Money thrown down "Third word rat-holes"? Or has this money been woefully inadequate? Are there any reasons for optimism? Students will examine these and other questions by reading and discussing a selection of popular titles in global health and development. Critically, we will consider the role of the international community—and each of us as world citizens—in contributing to progress.
Instructor: Eric Green
Eric Green, Ph.D. (University of South Carolina) is an Assistant Professor of the Practice of Global Health. His primary research and teaching interests focus on how technology can improve health and health systems in low-income settings. He is currently collaborating with colleagues on studies in Kenya, Zimbabwe, Liberia, and Rwanda. His research portfolio spans from formative work on human centered design to impact evaluations of individual and group interventions.
Irish Questions (ALP, CZ)
Topical introduction to the history of Ireland from its entry into the United Kingdom through the present. Class sessions will be devoted to discussions of questions with global ramifications for our understanding of nationalism and racism, religion and violence, empire and the postcolonial. Was Ireland a kingdom or a colony? What caused the Great Famine? When did the Irish become “white”? Were members of IRA and/or UDI terrorists or freedom fighters? What is the difference between history and heritage, memory and commemoration? What are the prospects and preconditions for “truth and reconciliation” in Northern Ireland today?
Instructor: Susan Thorne
Susan Thorne, Ph.D. (University of Michigan at Ann Arbor), is an Associate Professor of History. Her research and teaching interests are most broadly put in the imperial history of industrial capitalism. She is particularly interested in exploring the intersecting histories of poverty, race-thinking, and class formation in nineteenth century Britain.
HISTORY 89S / AFRICAN AND AFRICAN AMERICAN STUDIES 89S
U.S. History in Fact and Fiction (CZ, SS, EI)
In this course we will think seriously about history as a craft. Students will consider academic texts alongside novels and films in order to gain an appreciation for diverse forms of historically-engaged narrative. Through readings, class discussions, and analytical papers, we will pay close attention to ways of crafting and analyzing stories that set historians apart from (or connect them to) other writers and thinkers. Throughout the semester, we will use the experience everyday Americans’ encounters with white supremacy and industrial capitalism as our path into twentieth-century U. S. history. We will try to tease out the various strands of culture, class, geography, and gender that shaped the twentieth century. By examining how historians and others tell stories of the past (from within certain perspectives and/or at certain times), we will analyze what meaning those stories convey. To meet this objective, students will turn in short (approximately 2 pp.) critical responses over the course of the term. At the end of the term, they will submit one longer essay (8-10 pp.) that brings together the dual goals of the course: a practical knowledge of the themes that animated American politics and society in the twentieth century and a critical awareness of how we each approach the past. In all assignments, I expect students to pay as much attention to the form and content of their own writing as they do the form and content of the course material.
Instructor: Adriane Lentz-Smith
Adriane Lentz-Smith, Ph.D. (Yale University), is an Associate Professor of History. Her research and teaching interests lie in African American history, twentieth-century United States History, and the history of the US & the World. She is also interested in how African Americans engaged the world in the age of Cold War civil rights, and how their participation in the project of US state and empire set the horizons of their freedom struggles.
HISTORY 89S / AFRICAN AND AFRICAN AMERICAN STUDIES 89S
Middle Passages: The Atlantic Slave Trade and Other 18th-Century African Sea Journeys (CZ, SS, EI, R, W)
"Middle Passages” offers to first-year students the opportunity to conduct original research about the greatest pre-1870 human migration in history: the forced migration of African captives across the Atlantic to the Americas. The instructor will guide students to ask their own questions about the Middle Passage, then to use primary sources to explore and (when possible) answer those questions. Instructor and students will avail themselves of the wealth of newly accessible on-line primary sources, as well as published sources. Although the seminar stresses primary sources, it will also acquaint students with a range of published scholarship about the Middle Passage.
Instructor: Janet Ewald
Janet Ewald, Ph.D. (University of Wisconsin, Madison) is an Associate Professor of History. Her teaching and research interest is in African history.
Magic of Numbers (QS, STS, R)
This course will explore some of the intriguing and beautiful mathematics that underlies the arts, technology, and everyday life. No technical background is required beyond standard high school algebra and geometry; instead, we will emphasize how to discover and analyze patterns using mathematical reasoning. We will explore a selection of elegant and accessible subjects that will expose us to a broad variety of mathematical disciplines, from combinatorics (the mathematics of counting) to geometry (the mathematics of shapes) to number theory (the mathematics of whole numbers). We'll see how the golden ratio and a number sequence called the Fibonacci numbers appear throughout nature, music, and other "non-mathematical" areas; how games of chance can be understood through probability and some simple counting arguments; how the ancient Greeks found order and symmetry in three-dimensional shapes; and how factoring whole numbers leads to "unbreakable" codes like the ones that underlie internet security. Emphasis will be placed on appreciating ways in which mathematical patterns can be applied to society and the natural world. Please note that this is a rigorous mathematics course, and you will be graded partly on your ability to understand and craft precise mathematical arguments. Although we won't assume familiarity with calculus or other advanced methods, an advanced mathematical background may be helpful, not directly for the material you may have learned in calculus, etc., but indirectly for past exposure to mathematical lines of reasoning.
Instructor: Lenhard L. Ng
Lenhard Ng, Ph.D. (Massachusetts Institute of Technology), is an Associate Professor of Math. His research and teaching interests lie in the general mathematical area of geometry and topology, and more specifically in the fields of low-dimensional topology and symplectic geometry. He has also collaborated intensively with physicists, examining string theory and mirror symmetry.
Mathematics of the Universe: Relativity to Astrophysics (NS)
This course will survey, in precise mathematical terms, what is known and not known about the universe, from special relativity, the big bang, and black holes to dark matter and theoretical astrophysics. Einstein's idea that "matter curves spacetime," which is the fundamental principle behind general relativity, requires a field of mathematics called differential geometry, for example. Since this is a seminar, the pace and emphasis of the class will be highly influenced by the questions asked by the students. Nevertheless, mastery of single variable calculus is highly recommended.
Instructor: Hubert Bray
Hubert L. Bray, Ph.D. (Stanford University) is a Professor of Mathematics and Physics. His research uses mathematics to study topics in physics such as black holes, dark matter, and the curvature of spacetime.
Piano Music in the Long Nineteenth Century (ALP)
The tradition of European art music for the piano during the long nineteenth century, from roughly 1789 to 1918. The rise of the fortepiano in the mid-eighteenth century, and the principal composers who wrote music for it from the late eighteenth to early twentieth centuries, including, but not necessarily limited to, Haydn, Mozart, Beethoven, Schubert, Mendelssohn, Fanny Hensel, Robert and Clara Schumann, Liszt, Brahms, Prokofiev, Schoenberg, Debussy, and Bartók. The various roles of the piano in musical culture of this period, the evolution of the instrument, and the spread and dissemination of what George Bernard Shaw termed "piano culture." See also: Hensel performance by Todd and Beethoven performance by Todd and Green.
Instructor: R. Larry Todd
R. Larry Todd, Ph.D. (Yale University), is the Arts & Sciences Professor of Music. His research and teaching interests include 18th-20th Century music, music of Felix Mendelssohn Bartholdy and Fanny Mendelssohn Hensel, and Beethoven.
Composers of Influence (ALP)
Throughout the history of the arts in Western civilization, certain individuals stand out whose achievements seem to propel the very nature of their respective art forward. They are said to stretch its boundaries by manipulating its raw materials in ways not conceived of prior to their time. These artists end up exerting enormous influence on others - those working in the same field and the culture in general. This course examines the lives and works of specific composers who have had an unusually powerful influence in the process, informing us a great deal about music's path through the ages. It may also yield insights into the nature of influence and progress themselves. Composers to be studied are J.S. Bach, Beethoven, Wagner, and Stravinsky.
Instructor: Harry Davidson
Harry Davidson, M.M. (Pacific Lutheran University) is a Professor of the Practice in the Music Department and Director of the Duke Symphony Orchestra. He made his major orchestra debut conducting the National Symphony Orchestra at the Kennedy Center in Washington, D.C. He has guest conducted numerous professional and conservatory ensembles, including the Charlotte Symphony, the Akron Symphony, and the Cleveland Institute of Music and Oberlin College Conservatory orchestras.
Moral Change and Human Nature: How Are Moral Conversions Possible? (CZ, EI)
We are fascinated by individuals who make a dramatic change in themselves for the better. In the film, "The Lives of Others," an agent for the East German secret police ends up trying to save the people he is assigned to spy upon. During the Second World War, Oskar Schindler changed from a roguish playboy to an industrialist who sheltered Jews from the Nazis. C.P. Ellis was a high official of the Ku Klux Klan in Durham who formed a friendship with black civil rights activist Ann Atwater and helped integrate the Durham public schools. What happened to them? We will discuss these cases and explore their implications for the possibility of moral change. What in human nature makes change possible? Do people come to know something, to see something, that they did not see before, that changes them? We will read philosopher and novelist Iris Murdoch who argues for this view. Does it take events of great emotional impact to bring about change? We will read David Hume's theory of sentiment as the primary human motivation. To become a good person, must one already have some goodness that is inborn? The classical Chinese philosopher Mencius held that there are moral "sprouts" such as natural compassion that can be nurtured and grown. His theory also raises the question of what environmental, social and institutional conditions need to be in pace for moral growth and conversion to take place. We will read psychological literature on what makes for a "resilient" person who can overcome early adversity and a disadvantaging environment. We will also look at psychological studies of human tendencies that might stand in the way of moral change such as the Milgram study of obedience to authority.
Instructor: David Wong
David Wong is the Susan Fox Beischer and George D. Beischer Professor of Philosophy. His research and teaching interests include moral differences and similarities across and within societies, the attempt to understand morality naturalistically, and the nature of conflicts between basic moral values.
PHYSICAL EDUCATION 89S
Hot Topics in Health
This course will provide an overview of the components of health and wellness, with more specific topics/current trends or issues being explored within each component. Emphasis will be on information, resources, and skills to help students achieve and maintain a healthy lifestyle, as well as an understanding of the broader health issues facing our current society.
Instructor: Janis Hampton
Janis Hampton, M.A. (UNC–Greensboro) is Assistant Professor in the Practice of Health, Wellness and Physical Education. Her fields of teaching and research interest center on developing awareness of health and fitness issues for the general population as well as young adults.
PUBLIC POLICY 89S / POLITICAL SCIENCE 89S / SOCIOLOGY 89S
Policy in the Bull City: What, Who, How, Why (SS)
With a focus on Durham, Policy in the Bull City focuses on 1) the policymaking process; 2) the role of different actors (e.g., policymakers, think tanks, the media, researchers, foundations, advocates and interest groups) and sectors (e.g., public and non-profit) in policymaking; 3) how to communicate effectively with policymakers; and 4) when and why policymakers use research—and when and why they don't. Students will learn, write, and speak about current policy initiatives and challenges in areas such as education, social services, and juvenile justice. Readings include research, policy, and practice articles from multiple disciplines and multiple types of sources. Students learn about the value of research in informing policy and the constraints within which policymaking occurs. The course includes visits from policymakers and visits to policymaking "events," and student work that combines policy and research considerations. Students will contribute to "real-world" projects for specific policy partners.
Instructor: Jennifer W Owen
Jenni Owen, M.P.A. (Harvard University) is the Director of Policy Engagement and Senior Lecturer in the Sanford School of Public Policy. Her research and teaching interests focus on enhancing interaction among research, policy, and practice.
PUBLIC POLICY 89S
9/11 and Its Aftermath (SS, EI)
This first-year seminar will explore the extraordinary 9/11 attacks and the fifteen-year counterterrorism effort these attacks spawned. Students will learn about the ideology that Osama bin Laden developed, why the attacks succeeded, and how the movement he led continues to threaten modern society. We will also explore many aspects of the United States and its allies' responses to 9/11, including the wars in Iraq and Afghanistan, targeted killings with drones, interrogation techniques and military detention at Guantanamo Bay, U.S. foreign policy in the Middle East, communications surveillance by the NSA at home and abroad, homeland security, and efforts to prevent the spread of violent extremism. Students will consider the ethics and efficacy of U.S. counterterrorism policy. Do we have the right policies in place? If not, how should they be changed?
Instructor: David H Schanzer
David Schanzer, J.D. (Harvard University) is Associate Professor of the Practice in the Sanford School of Public Policy and Director of the Triangle Center on Terrorism and Homeland Security. His research and teaching interests include counterterrorism strategy, counterterrorism law and homeland security.
Diversity in Psychology (SS, CCI, W)
We live in a world that is increasingly diverse in terms of race and ethnicity, gender, religion, sexual orientation, and other factors. This course will examine the psychological science of diversity by considering two angles. First, we will consider diversity research regarding the "target" and examine studies on the psychological and social consequences of being part of a stigmatized group. Second, we will investigate the role a "perceiver" plays through learning about research regarding people’s views of diversity and reactions to discrimination and inequality. Various methods, research populations, approaches to research, and areas of psychology will be covered to serve as an introduction to diversity in psychology as a whole.
Instructor: Sarah Gaither
Sarah Gaither, Ph.D. (Tufts University), is an Assistant Professor in Psychology and Neuroscience. Her research and teaching interests include interracial interactions, intergroup relations, mixed-race perceptions and experiences, developmental perspectives on the origins and causes of racial stereotypes, prejudice, and identity.
Beyond Reason: Empathy and Identity (NS, SS, R, W)
Leadership in the knowledge-based economy and globally interconnected world of the 21st century requires that students develop their abilities to constructively engage ethnic, religious, and political differences and generate and apply knowledge in the service of society. The premise is that developing the capacity for critical reasoning is necessary but not sufficient. It is also necessary to develop a personal epistemology that is, beliefs about knowledge and its justification, and the capacities of empathy that is, the ability to understand and share the feelings, perspectives, intentions, and mental states of another person, and identity, the integrated experience of oneself as a unique individual that includes one’s goals, values, and commitments. This seminar takes a developmental science approach to synthesizing and applying the knowledge and understandings generated across the biological and social sciences and humanities about the nature, development, and enhancement of personal epistemology, empathy, and identity. Selected readings are provided for each session. Clinical cases, in the form of videotape, and narratives from literature are utilized to reflect salient issues and processes. Students write three, 3-8 page, synopsis/application papers based on the assigned readings and a 12-15 page research review paper on a topic of their choice. In individual meetings with the instructor, feedback is provided on the rough drafts of each paper and students submit revised papers as their final product.
Instructor: Robert Thompson, Jr.
Robert J. Thompson, Jr., Ph.D. (University of North Dakota) is Emeritus Professor of Psychology. His research interests include how biological and psychosocial processes act together in human development; the adaptation of children and their families to developmental problems and chronic illnesses, including sickle cell disease and cystic fibrosis; and the assessment of teaching and learning in higher education.
ROMANCE STUDIES 89S / ARTS OF THE MOVING IMAGE 89S / ITALIAN 89S / LITERATURE 89S
Adaptation: Cinema and Literature (ALP, CCI)
From Homer’s Odyssey to Kafka’s “Metamorphosis,” great literary works have influenced films in a variety of ways, providing plots, phrases, images, background, points of reference and challenges. This course will explore several texts and films that have fascinated many readers and viewers, as well as changed ideas about the meaning of and connections between literature and cinema. Instead of dwelling on the idea faithfulness, we will discuss the relationships between literature and cinematic adaptations, the competition between the arts, and the works on their own terms. We will watch Throne of Blood, Contempt, Blow Up, and Blade Runner, read works by Shakespeare, Boccaccio, Moravia, Dostoevsky, and Kafka, among other films and texts.
Instructor: Saskia Ziolkowski
Saskia Ziolkowski, Ph.D. (Columbia University) is A Visiting Assistant Professor /Lecturing Fellow of Romance Studies. Her teaching and research interests include comparative literature and studies, especially modern Italian and German literature, culture and film, Italian studies, world literature, and translation studies.
Tolstoy and Dostoevsky (ALP, CCI, EI)
Students will read Tolstoy’s War and Peace, Dostoevsky’s Crime and Punishment, and selected representative short works. We also consider film and multimedia treatments. 2016 is the 150th anniversary of the novel Crime and Punishment, and we will tune in to ongoing celebrations of the novel worldwide. Our focus will be on the ways the two masters addressed the big questions of good and evil; life and death; love and relationships; political revolution and crime; and the human relationship with God and the unknown. Students are encouraged to engage creatively with the texts, and come up with their own interpretations. No prior knowledge of the writers, of Russian, or of literary criticism is necessary to thrive in this class.
Instructor: Carol Apollonio
Carol Apollonio, Ph.D. (UNC–Chapel Hill) is an Associate Professor of the Practice of Slavic and Eurasian Studies. Her teaching and research interests include 19th-century Russian literature, language pedagogy, translation and interpreting theory and practice, Russian post-glasnost prose fiction and Japanese language and literature.