The Pilot Program will offer a variety of courses for Fall, 1993, twelve sections of Pilot 165 (4 credits), which fulfills the LS&A composition requirement. Pilot composition sections provide the same credit as English 125, but are organized around interdisciplinary thematic content. Other course offerings include 2 sections of Math 115/116 for Pilot students. Enrollment will be limited to 20 students for each section, half the size of the traditional math sections. A Pilot Theme Course (1 credit) and Pilot 189/Sociology 204 (3 credits), and several smaller elective seminars will also be available. Nearly all Pilot Program courses are taught in Alice Lloyd or Couzens Hall by Resident Fellows who live as well as teach in the Residence Halls. Pilot students have enrollment priority for Pilot classes and overrides are needed. However, non-Pilot students may contact the office to be put on waitlists to enroll in Pilot Courses. For further information, call 764-7521.
114. The Arts in Society I. Pilot Program
students. (3). (Excl).
Section 001 – Urban Revitalization. The American city is fast becoming ... An expanding array of problems ... We are all competent Problem Solvers??? But we are consequently failing to make critical Distinctions between symptoms (often identified as problems ) and the deeper causes underlying such symptoms ... Through a language that empowers and connects people ... Using faith, compassion, collaboration the class will attempt to develop a visionary framework based on human-cultural relationships. We will reflect on the personal experiences and frustrations concerning the impact of poverty and homelessness. Students should expect a variety of thought provoking readings, slides and video presentations. (Harris)
150. Pilot Mini-Course. Pilot Program
students. (1-2). (Excl). Offered mandatory Credit/No Credit. May
be repeated for a total of four credits.
Section 005 – Group Facilitation and Intergroup Relations. ( 1 credit.) This practicum will help students develop basic understanding of and skills in group facilitation. The course will explore such topics as communication, leadership and conflict in groups. Students will learn to recognize and build on commonalties and differences in intra and inter group dialogue activities. Specifically, this mini-course is designed to help you: develop group facilitation skills which can be utilized in intergroup dialogue and multicultural activities;-develop a basic understanding of group development and group processes; develop an understanding of how multicultural issues including race, ethnicity, social class, religion, gender, and sexual orientation impact on group experiences; develop skills in group building, communication and feedback, leadership, and conflict management. (Zuniga)
Section 007 – Cross Cultural Communications. (1 credit.) This seven week mini-course will introduce the complexities of cross-cultural communication. Some communication theory will be presented as well as cultural value differences which have an effect on communication style. We will begin by looking at some elements that affect the majority culture communication style of the United States and will contrast and compare this with communication styles of U.S. minority groups as well as other communication styles of other cultures. Specifically, this course is designed to: Present an introduction to some theories in cross cultural communication; Use experiential exercises to demonstrate the effects of ethnocentrism and culturally unique communication styles on communication; Show how cultural values affect our individual and national communication styles; Discuss communication skills and strategies for communication with people from different cultural groups. (Clifford)
165. Pilot Composition. (4). (Introductory
Section 001 – Why Do Mexicans Call Us Gringos? Taking a Look at U.S.-Mexico Relations. What do you think about when you think about Mexico? How did you come to this knowledge? What does the U.S. look like from the other side of the border? Why do Mexicans call us gringos? Using music, art, literature, historical writing, and current media coverage, this seminar will look at the U.S. and Mexico as two intertwined neighbors which have affected each other's economy, culture, demographics, and boundaries. In the first half of the course, students will study the existence of Mexico within the United States – from the Treaty of Guadalupe Hidalgo through Mexican-American labor history, and ending with discussion of such current issues as multicultural education, cross-cultural communication, and affirmative action. In the second half of the course, students will discuss U.S.-Mexico relations in the international arena, looking at both political science theory and current issues like U.S. border policy and the North American Free Trade Agreement. Evaluation will be based on class participation and writing assignments. Students will be encouraged to explore their own experiences and thoughts regarding issues discussed in class. Examples of reading materials include excerpts from Borderlands ILa Frontera: The New Mestoza, and Occupied America: A History of Chicanos. Films include "The Ballad of Gregorio Cortez," "Global Assembly Line," and "Roger and Me." (McCann Holmes)
Section 002 – Women's Issues. What are the most common images of women in our society? Bimbo? Sex Object? Femme Fatale? Why do commercials for laundry detergent always show women doing the wash? Why are women sometimes referred to as animals (fox, chick, shrew, barracuda)? Are women from the Middle East all seductresses? This writing course will examine these and other images of women, looking at traditional and feminist literatures and the popular media, including a consideration of Third World women and women of color. Students will examine these images, looking at what effect they have on women and men in our society, and will examine the source of these images. The course will focus on teaching students to construct and support cogent arguments in their writing, within the context of gender, race and class issues. The format is a discussion class. Papers will be required as well as a variety of smaller writing assignments. (Knapp)
Section 005 – Creative Risk-taking and Leadership. This course will examine risk-taking at both the personal and societal level. What defines a risk? What distinguishes creative risk-taking from dumb risk-taking? Do males and females differ in their approaches to risk-taking? Are all leaders risk-takers? Is there an American approach to risk and change? These are some of the questions this course will address. (Talburtt)
Section 007 – Argumentative Writing: Issues in Sports and Society. Writers, sociologists, psychologists, historians, philosophers, and educators have explored the impact of sports in our language, thought, and culture. From "Casey at the Bat" to the recent revelations of Arthur Ashe and Magic Johnson, writers have used sports to deal with serious human issues. This course will provide the students with the opportunity to develop argumentative writing skills. Among other things, we will write four or five papers, each in at least two drafts, and the emphasis of the course will be workshopping and revision. (Shannon)
Section 008 – The Changing Global Economy. In this course I will try to show that rumors of the "death of communism" are exaggerated. Despite the collapse of the Soviet bloc, Marxism remains a powerful tool to analyze advanced capitalist societies like the U.S. The class will read works by Marx, Engels, and Lenin. We will also use fiction and film to provide a historical context for the subject matter. Students will write narrative and analytical pieces, using their historical knowledge and examples from their own lives. (Gupta)
189/Sociology 204. Intergroup Relations and Conflict. (3). (SS).
Contemporary social problems have been accompanied by high levels of violent conflict. We strive to increase our ability to understand and resolve social and interpersonal problems in just and peaceful ways, especially in areas of discrimination and human rights violations. The main purpose of this course is to explore some of the major theoretical and empirical frameworks for understanding and identifying the sources of significant and persistent human conflicts among individuals, groups, and nations. We also seek to advance our understanding of the processes and conditions requisite for the cooperative, just and non-violent resolution of these conflicts. We attempt to uproot prejudice and break down the institutional walls that separate and oppress groups. Students have found that this course helps them to relate better to people of other racial, ethnic, gender, social, and sexual orientation backgrounds. As the course progresses, students often examine their own heritage and its relation to other cultural groups within our society. Discussing strategies of non-violence, identifying one's individual and group style of conflict, and mediating and negotiating are some of the skills we learn to help us manage conflict in constructive ways. (Schoem)
200. Independent Study. (1-4). (Excl).
Section 001. (1 credit). (Talburtt)
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