College of Liberal Arts & Sciences
Graduation requirements and regulations for every academic program are provided in this catalog; however, this catalog is for informational purposes only and does not constitute a contract. Degree and program requirements and course descriptions are subject to change.
In most cases, you will use the catalog of the year you entered KU (see your advisor for details). Other years’ catalogs»
The College of Liberal Arts and Sciences
Aims
The College of Liberal Arts and Sciences (called the College) is KU’s largest academic unit with more than 50 departments and programs. The liberal arts and sciences include disciplines in the arts and humanities, social and behavioral sciences, and natural and mathematical sciences, as well as international and interdisciplinary studies options. Each department lends a unique perspective on the world. Look at each department’s overview page to begin to understand their contribution to your education.
Liberal education at the undergraduate level is typically broad rather than specialized. Its aim is to develop a citizenry that is broadly informed and capable of critical appraisal and to provide fundamental knowledge in many fields. The mission of the College, as reflected in KU’s bachelor’s degree requirements, is to provide such an education. The College takes full advantage of KU’s role as a research institution to ensure that the knowledge imparted to students is current and that they learn the skills of inquiry and critical evaluation.
Undergraduate Programs
In partnership with their advisor, it is the students’ responsibility to become thoroughly acquainted with all requirements for the degree programs in which they plan to participate. These include all university requirements, as well as the requirements of the College outlined in this section of the catalog. Students are also responsible for understanding the requirements that are unique to individual programs. By taking an active role in their undergraduate education, students maximize the value of their KU experience.
In general, the student is subject to the requirements in place at the time of admission to KU as a degree-seeking student.
CLAS Baccalaureate Degrees
The College of Liberal Arts and Sciences offers 3 degrees at the baccalaureate level:
- Bachelor of Arts (B.A.),
- Bachelor of General Studies (B.G.S.)
- Bachelor of Science (B.S.).
The majority of students in the College earn a B.A. degree. The B.A. degree may be earned with a major in all departments and programs in the College except atmospheric science. The B.A. is the traditional baccalaureate degree, structured to ensure both breadth and depth of knowledge through completion of the KU Core, degree specific requirements in writing, quantitative literacy, foreign language, and laboratory science, as well as course work in the major.
The B.G.S. degree is an option for some majors, allowing intentional breadth, consisting of the completion of the KU Core and one of two options for degree completion. For Option B, note - Students completing the B.G.S. Liberal Arts and Sciences, Option B cannot pursue a major or minor. However, undergraduate certificates may be pursued/completed.
The B.S. degree is offered by all natural science areas except human biology, as well as economics and behavioral neuroscience. In addition to the KU Core, students complete general education degree and major requirements determined by each program offering the degree and may be different for each B.S. degree in the College. With fewer required non-science general education degree requirements, the B.S. permits more depth in the major. It requires additional work in supporting science areas.
View the list of College of Liberal Arts and Sciences Departments & Programs.
Two Degrees
Double Degrees in the College of Liberal Arts and Sciences
The following combinations of degrees are allowable within the College, subject to restrictions placed by departments or programs on the allowable course overlap:
- Two (2) or more Bachelor of Science (B.S.) degrees. These must be different B.S. degrees, not different concentrations within the same B.S. degree, and must conform to any restrictions placed by awarding departments or programs on the allowable course overlap.
- Bachelor of Arts (B.A.) and B.S. degrees as long as the degrees are in different majors. Students may not, for example, earn both a B.A. and a B.S. in mathematics. Allowable course overlap between the two degrees is determined by each department or program.
- Bachelor of General Studies (B.G.S.) and B.S. degrees as long as the degrees are in different majors. Students may not, for example, earn both a B.G.S. and a B.S. in economics. Allowable course overlap between the two degrees is determined by each department or program. Students pursuing the B.G.S. in Liberal Arts & Sciences are also permitted to pursue a B.S. degree in another area of study.
- Students may complete the requirements for more than one concentration in a major or degree program but should be aware that they are not completing a second degree or major. The following example illustrates this point: A student who completes all requirements for both the traditional English option and the creative-writing option is earning one degree, either the B.A. in English or the B.G.S. in English.
- Students may earn a B.A. or a B.G.S. with more than one major but not more than one B.A. or B.G.S. degree from the College. The B.G.S. in Liberal Arts and Sciences (option B) may not be earned in combination with another major or minor. Allowable course overlap between the two majors is determined by each department or program.
- Students normally may not earn a B.A. degree and a B.G.S. degree.
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Exclusions or Special Circumstances:
Requests for exceptions must be discussed with the Assistant Dean of College Advising & Student Services on behalf of College Governance, and all petitions are vetted through the Committee on Undergraduate Studies and Advising (CUSA). Exceptions to this policy must be approved by the Committee on Undergraduate Studies and Advising (CUSA).
Double Degrees in the College and a Professional School
Students who wish to work simultaneously toward earning a degree from the College and a degree from one of the professional schools may do so, with the expectation that all general education requirements are met for both degrees.
The College of Liberal Arts & Sciences Online Programs
For students who are unable to take their coursework on the Lawrence or Edwards campuses, the College Online offers the Bachelor of General Studies in Communication Studies, Liberal Arts & Sciences, and Psychology fully online. Undergraduate certificates and minors are also available online. For more information visit the College Online website, or contact us directly at thecollegeonline@ku.edu.
KU Edwards Campus Undergraduate Programs
Students who would like to complete a bachelor’s degree in the Kansas City area may choose from CLAS undergraduate majors offered on the KU Edwards Campus in Overland Park. Contact the appropriate program advisor at Edwards for more information.
- Environmental Studies
B.A. and B.G.S. degrees are offered. See requirements under Environmental Studies.
- Law and Society
B.A. and B.G.S. degrees are offered. See requirements under Law and Society.- Literature, Language, and Writing
B.A. and B.G.S. degrees are offered. See requirements for the major under English. - Psychology
B.A. and B.G.S. degrees are offered. See requirements for the major under Psychology. - Public Administration
B.A. and B.G.S. degrees are offered. See requirements for the major under Public Administration.
Degree Requirements
Early and Continuous Enrollment in English and Math (All Undergraduate Degrees)
Undergraduate students enrolled in the College of Liberal Arts and Sciences are expected to make timely progress towards completing their degree requirements. In an effort to have students remain compliant with the requirements of the KU Core and the College, students should complete the Written Communication requirements of both the KU Core and their degree within the first academic year of their enrollment and to complete the Quantitative Literacy requirements of both the KU Core and the College by the end of their third full semester.
To ensure compliance with this policy, students may be administratively registered for courses if, after the first semester, the College determines that they are not on track to meet the requirement. The College also may place administrative holds on records of students not in compliance with this policy.
Students should pay close attention to the requirements specific to their degree and major. Some degrees and majors require specific Goal 1, Learning Outcome 2 courses to meet the requirements of the KU Core, their degree and their major or minor.
Written Communication
Students are expected to enroll in two courses that meet Goal 2, Learning Outcome 1 of the KU Core in their first academic year of enrollment. Students should pay close attention to their degree specific requirements (such as for the Bachelor of Arts) given that certain degrees require specific Goal 2, Learning Outcome 1 courses despite advanced standing in writing courses due to examination scores.
Quantitative Literacy
Students are expected to meet the requirement of Goal 1, Learning Outcome 2 of the KU Core and the requirements in the College by the end of their third full semester of enrollment. Students should pay close attention to their degree specific requirements (such as for the Bachelor of Arts) given that certain degrees require specific Goal 1, Learning Outcome 2 courses to meet both KU Core and degree specific requirements.
Requirements for Graduation (All Undergraduate Degrees)
Grade-Point Average Required for Graduation
To be eligible to graduate from the College of Liberal Arts and Sciences with any of the baccalaureate degrees offered, a student must earn at least a 2.0 grade-point average in courses taken at KU and at least a 2.0 in KU junior/senior courses (courses numbered 300 and above) in the major. All junior/senior level major-eligible courses attempted at KU will be included in the junior/senior major GPA calculation.
Hours Required for Graduation
To be eligible to graduate from the College of Liberal Arts and Sciences with any of the baccalaureate degrees, a student must successfully complete at least 120 credit hours, 45 of which must be junior/senior hours (courses numbered 300 and above). The required 120 hours are divided into 4 categories: the KU Core, College specific degree requirements, major, and elective requirements. The following courses do not count toward completion of requirements: MATH 2 or any developmental course numbered below 100. The following limits toward completion of total hours include: 64 hours of community college credit, 4 hours in physical education activity courses, 6 hours in music organization courses, and any repeated courses for which a student has already received credit.
Minimum and Maximum Hour and Grade-Point Average Requirements for All CLAS Degrees (B.A., B.G.S., B.S.)
Minimums
Minimum/Maximum Hour | GPA |
---|---|
Total hours | 120 |
Junior/senior hours (courses numbered 300 or above) | 45 |
Hours in residence at KU (all must be taken at the junior/senior level) | 30 |
KU cumulative grade-point average | 2.0 |
Grade-point average in KU junior/senior hours in the major | 2.0 |
Grade-point average in KU hours in the minor | 2.0 |
Maximums
Minimum/Maximum Hour | GPA |
---|---|
Hours from community colleges | 64 |
Hours in physical education activity courses | 4 |
Hours in music organization courses | 6 |
Note: Courses numbered below 100 do not count toward a degree but are included in the grade-point average.
General Education Degree Requirements
All degrees require courses that reflect the breadth of the disciplines in the College.
All undergraduate degrees from the University of Kansas require completion of the KU Core Curriculum. In addition to the KU Core, students must satisfy the degree specific and major requirements of the degree they are pursuing. Below are the degree specific requirements of the various degrees of the College. Major requirements may be found on the specific departmental pages in this catalog.
BA Degree Specific Requirements for Graduation
The Bachelor of Arts degree requires:
- Quantitative Reasoning. 3 credits. This course must be approved by CUSA and be offered by a department/program within the College of Liberal Arts & Sciences. The course should enable students to define a problem, analyze numerical or symbolic information, apply mathematical or logical principles, and integrate quantitative or formal methods into problem solving. A single course cannot count for both the BA Quantitative Reasoning requirement and the KU Core Goal 1.2 requirement. A list of currently approved courses can be found here.
- Laboratory or Field Experience. Variable credits. Students will complete a laboratory or field experience in the natural, social, or behavioral sciences, meeting this requirement by taking either: i) a laboratory course or field experience of at least one credit hour; ii) a combined lecture‐laboratory course containing at least one credit‐hour of laboratory or field work activity; or iii ) an approved independent study of at least one credit hour. A laboratory or field experience should involve: 1) Analysis and interpretation of data obtained through observation and/or measurement using appropriate scientific methods; 2) The use of established scientific theories and models to develop and critically evaluate conclusions drawn from data analysis; 3) Understanding and identifying sources of error and uncertainty in experimental results. Such experiences could be hypothesis‐driven, aim to fill a gap in knowledge, or serve to reinforce understanding of a scientific phenomenon or theory in the subject area. Courses that fulfill this requirement will contain the code "LFE" and may be found in the Schedule of Classes.
- Writing. 6 credits. Students must complete six credit hours (two courses) of collegiate writing-level instruction. The specific courses depend on initial placement. A student whose initial placement is ENGL 101 (Composition) must take ENGL 101 and ENGL 102 (Critical Reading and Writing). A student whose initial placement is in ENGL 102 or ENGL 105 (and who does not have credit for ENGL 101) must take ENGL 102 or ENGL 105 and an additional Goal 2 Outcome 1 course of the KU Core.
- Non-English Language Proficiency
Variable credits. Students must demonstrate fourth semester proficiency in a single non-English language, or third semester proficiency in a first non-English language and first semester proficiency in a second non-English language. This requirement may be met through coursework or examination by the appropriate language department.
BGS Degree Specific Requirements for Graduation
A Bachelor of General Studies is a broad-based liberal arts and science degree that offers elements of both breadth and depth, while preserving educational rigor. This degree prepares students for the workforce with intellectual flexibility and expertise in a variety of areas. The Bachelor of General Studies degree has two distinct options for completion and requires either:
- Option A. Completion of the requirements of a single B.G.S. major AND a secondary field of academic study (a second degree offered by CLAS or other school, a second CLAS major or co-major, a minor offered by CLAS or another school, or two certificates offered by CLAS or another school/unit);
- Completion of an approved career preparation course, or a combination of approved courses (minimum 3 credit hours total). Eligible courses can include both department specific experiential courses or traditional classroom instruction. In both cases, a career preparation class will emphasize and develop students’ ability to select and secure a career, succeed in the workplace, and pursue professional development. A list of currently approved courses can be found here.
OR
- Option B. Completion of the B.G.S. in Liberal Arts and Sciences. This degree program requires:
- Liberal Arts and Sciences Breadth Requirement.
Satisfied by the completion of a course (with a minimum of 2 credit hours) in 15 unique departments/programs within the College or School of the Arts (as determined by course prefix). Courses fulfilling this requirement may also contribute to the KU Core and other requirements. - World Language and Culture.
- Liberal Arts and Sciences Breadth Requirement.
2 courses (each with 3 credit hours or more) in a single world language, or proof of two-semester proficiency in a language other than English,
OR
Completion of 3 courses beyond the KU Core requirements (each with 3 credit hours or more) in world, non-Western culture (W or NW designated courses), or language areas. This may include a variety of areas, languages, and cultures.
- Additional Natural Sciences and Mathematics. Satisfied by the completion of two additional courses from the natural sciences (requirement code N) and/or mathematics (MATH prefix courses) beyond the KU Core.
The Bachelor of Science degree:
- All Bachelor of Science degree requirements are listed on their respective academic department pages within this catalog.
Each degree allows a certain number of elective hours. In addition to general education degree and major requirements, students may choose elective courses to bring the total credit hours to 120. In choosing electives, students should be aware of limits in certain areas listed under Hours Required for Graduation.
Junior/Senior Hours Required for Graduation
KU requires all students pursuing bachelor’s degrees to complete a minimum of 45 credit hours at the junior/senior level (courses numbered 300 and above at KU).
Majors and Minors
Major Requirements
Students must complete a major to graduate with a degree in the College. Students pursuing the B.G.S. in Liberal Arts and Sciences, Option B may not choose a secondary field of study.
A major requires the student to study at least one discipline in depth. The average number of required credit hours in the major for the B.A. degree is 30 hours. The Board of Regents requires a major to be at least 24 credit hours. See the individual major listings for specific minimum requirements. View a current list of all CLAS majors and minors.
Degree requirements and course descriptions are subject to change. Check with department offices or College Undergraduate Academic Services for current information.
Declaration of Major
The College expects that every student declare a major or be admitted to a professional school no later than the semester of completion of 60 credit hours. Students should contact College Undergraduate Academic Services to indicate major choice(s).
Departments may reserve enrollment in courses in the department for declared majors.
Changing majors late in the academic career may delay graduation. Consult an academic advisor in Jayhawk Academic Advising further information regarding a change in major and the possible impact on degree completion timeline.
Students are encouraged to explore different disciplines before choosing their majors. Help with choosing a major can be obtained through the Jayhawk Academic Advising office, and the University Career Center.
Hours in the Major: Maximums and Minimums
There is no limit on hours taken in the major for the B.A., B.G.S., or B.S. degree. Departments may not require more than 40 hours in the major for the B.A. or more than 50 hours in the major for the B.S. Some skills courses and supporting science courses are not included in this maximum limit. A minimum of 12 hours in the major must be in courses numbered 300 or above. At least 15 hours in the major must be taken in residence at KU.
Major Grade-Point Average Graduation Requirement
A student must earn a grade-point average of at least 2.0 in KU junior/senior courses (numbered 300 and above) completed in the major. All junior/senior level major-eligible courses attempted at KU will be included in the GPA calculation.
The Credit/No Credit option is not available for any course that may satisfy major requirements. If a student has mistakenly requested the Credit/No Credit option for a course in the major, 1.7 grade points for any CR grade recorded and 0.0 points for any NC grade recorded are calculated into the major grade-point average for certification purposes. A department may determine that any major course taken with the CR/NC option must be repeated. Students seeking admission to a professional school, but who are currently in the College of Liberal Arts and Sciences should consult with the desired school to determine how the election of the Credit/No Credit option might impact future admission and degree completion in that school.
Double Major
A student may earn a double major if he or she satisfies the requirements of both majors in consultation with advisors in each department, as awarding departments and programs may place restrictions on the allowable course overlap.
Minors
The College offers more than 40 approved minors. These are open to all students in the College regardless of the degree they are pursuing. The schools of Architecture and Design; Business; Education and Human Sciences; Engineering; Journalism and Mass Communications; Music; Nursing; and Social Welfare permit their students to earn College minors.
Requirements for the minor vary, but all must be at least 18 hours including 12 hours at the junior/senior level (numbered 300 and above). Nine of the junior/senior-level hours must be taken in residence at KU. Students may not earn a major and a minor in the same field (ex. a major and a minor in English). Students may not earn a minor unless they have completed a major and have completed at least one course for the minor after the date the minor was approved by College Assembly. Successful completion of a minor requires a minimum KU grade-point average of 2.0 in all courses taken that are eligible to count for the minor. For requirements for each minor, see the programs listed on the Departments & Programs page.
The Credit/No Credit option is not available for any course that may satisfy minor requirements. If a student has mistakenly requested the CR/NC option for a course in the minor, 1.7 grade points for any CR grade recorded and 0.0 points for any NC grade recorded are calculated into the major grade-point average for certification purposes. A department may determine that any minor course taken with the CR/NC option must be repeated.
View a current list of all College majors and minors.
CERTIFICATES
Undergraduate certificates in the College provide students with the opportunity to organize their elective courses in concentrated areas of expertise to develop depth and breadth in professional or interdisciplinary knowledge. Students may use the certificate program to add new skill sets, add depth and application to existing knowledge, explore minor options in various departments, and/or learn about various areas of interests from diverse disciplinary standpoints.
Students majoring within departments and those seeking experiences in areas outside of their departments have the opportunity to explore interdisciplinary approaches to scholarship and to increase the value of their degrees in the global marketplace by focusing on application
of their skills.
Certificate proposals should meet the following criteria. Variations from these criteria will be considered by CUSA with appropriate justification.
Criteria:
• Certificates must contain a thematic goal and clarification as to how that goal is completed through the curriculum. Certificates must also demonstrate how the coursework addresses a common theme through multiple disciplines or that it develops specialized expertise that will benefit students in graduate or professional studies or careers.
• Minimum of 12 hours with no more than 14 required hours. (Courses in the certificate program may have prerequisites that are not part of the certificate)
• 6 hours must be at the JR/SR level
• All certificate coursework must be completed at KU. Students who complete certificate requirements at other institutions may substitute one course only in the instance that the course is a direct transfer articulation equivalent to KU. Exceptions to this are reviewed by CUSA on a case by case basis and must contain department endorsement.
• Minimum 2.00 KU GPA in coursework which may apply to the certificate (departments may propose a higher GPA).
• One course may be taken from a Professional School.
KU Core
The KU Core curriculum, coupled with degree and major requirements in the College, ensure a balance of breadth and depth of knowledge critical in today’s world. Requirements for the KU Core can be found here.
See the General Education Degree Requirements section above for details regarding College-specific requirements.
Bachelor of Science Degree Requirements
All general education degree, major, and supporting requirements for each B.S. program are specified by department faculty, with approval of the College Assembly. They are listed under the department or program on the Departments & Programs page. B.S. candidates are held to a more prescribed program with fewer electives than B.A. candidates. Students pursuing the B.S. may complete an approved minor.
Overlap Between Requirements
A course may be used to fulfill a KU Core or College degree-specific requirement and a minor or major requirement, except where expressly stated.
A student may earn more than one major/minor if they satisfy the requirements of all majors/minors. Course overlap is generally allowed between two majors, a major and a minor, or between two minors, but is subject to restrictions set by awarding departments or programs with reference to specific combinations of majors and minors. Any restrictions set by departments or programs are communicated as a part of the approved major and minor requirements.
Graduate Programs
The College of Liberal Arts and Sciences (called the College) is KU’s largest academic unit with more than 50 departments and programs. Graduate programs in the liberal arts and sciences include disciplines in the arts, humanities, social and behavioral sciences, and natural and mathematical sciences, as well as many interdisciplinary degree programs where disciplines come together to offer students a unique graduate experience. Each graduate program’s page contains program-specific information about admission, course curriculum, and advising.
The College’s participation in graduate education reflects a long and distinguished commitment to higher learning and research across the liberal arts and sciences. The College takes full advantage of KU’s role as an international research institution to ensure that the knowledge imparted to students is current and that they learn the skills of inquiry and critical evaluation. Graduate students are central to the research and teaching missions of the College. They are also the next generation of scholars, artists, and skilled professionals who will make contributions to our communities and the production of knowledge for many years to come.
Graduate Degrees in the College
The College offers Doctor of Philosophy (Ph.D.) degrees in 36 fields, including 2 fields within the School of the Arts and 1 within the School of Public Affairs and Administration. Master of Arts (M.A.) or Master of Science (M.S.) degrees can be earned in more than 40 disciplines and the Master of Fine Arts (M.F.A.) degree is offered in creative writing, visual art, and theatre design with a concentration in scenography. Professional degrees are offered at the master’s level in the Master of Public Administration (M.P.A.) program, the Master of Urban Planning (MUP), and the Professional Science Master's (PSM) program.
The College also offers Accelerated Master's degree options in the following fields:
- Classics
- Economics
- English
- Environmental Studies/Environmental Assessment
- Environmental Studies/Urban Planning
- History of Art
- Latin American & Caribbean Studies
- Philosophy
- Speech Language Pathology
- Urban Planning
For students whose academic and professional goals can best be achieved through investigations at the interface of 2 or more disciplines, the College offers master’s and doctoral degree programs in Interdisciplinary Studies. Please see the policy governing graduate degrees in Interdisciplinary Studies section of the online catalog.
The College offers more than 30 Graduate Certificates, with additional certificate programs in development.
View the College's Departments & Programs section of the online catalog for more information on specific fields of study.
KU Edwards Campus Graduate Programs
Students who would like to complete a graduate degree in the Kansas City area may choose from a variety of master's degrees and graduate certificates that are offered on the KU Edwards Campus in Overland Park. Information about program requirements, facilities, tuition, and fees is available on the Edwards Campus website. Residents of Kansas City metro area counties admitted as degree-seeking students to one of these programs may qualify for the MetroKC tuition rate for Edwards Campus courses. For more information, contact the College's Graduate Advisor at the Edwards Campus at (913) 897-8400.
Ceremonies
At the end of each Spring semester, the College holds a master’s hooding ceremony for graduates in the College and the Office of Graduate Studies organizes the annual campus-wide doctoral hooding ceremony. The School of the Arts also hosts a ceremony for SOTA graduates. University Commencement information is available in the KU Commencement section of the KU website.
Attendance at these ceremonies is optional. Please consult the Graduate Studies and COGA website for more information.
Undergraduate Advising
Academic advising helps undergraduate students develop educational plans, clarify career and life goals, and appreciate the values of a liberal arts education. Undergraduate students in the College are advised through Jayhawk Academic Advising. Faculty and staff in the College work closely with JAA to help undergraduate students achieve their educational and personal goals, and to maintaining the academic integrity of our degree programs. Together we welcome students, encourage them to be active participants in their educational experience, and celebrate their milestones.
The College encourages students to consult frequently with advisors, and to declare their majors as soon as possible in order to get connected with all resources in their chosen area of study. Academic advisors serve as guides, helping students explore options and make decisions. They work closely in partnership with faculty to connect students and provide a comprehensive advising experience during their academic journey.
Degree Progress Report
The Degree Progress Report (DPR) is a computerized advising and degree-audit system, used to assist students and advisors in tracking progress toward completion of general education degree and major requirements. Students should review their DPR each semester and be prepared to review and discuss information contained in the DPR at all advising appointments. The DPR can be accessed through the student's account in the MyKU Portal. Although the DPR provides a list of courses taken and grades earned, it is not an official transcript and can be used only for internal advising. Students must obtain all official transcripts from the Office of the University Registrar, KU Visitor Center.
4-Year Graduation Plans
With careful planning and commitment to a full-time course load, students can graduate in 4 years. Degree Plans for all degrees are available through the catalog "degree plan" tab. Individually tailored degree completion plans should be made by students in consultation with their academic advisor.
Graduate Advising & Mentoring
Overview
Advising of graduate students is primarily conducted within the graduate programs by program staff members and the individual faculty members who act as mentors and advisors.
A faculty member in the academic unit, typically with the title of Director of Graduate Studies (DGS), has primary responsibility for the regular assessment of students’ progress towards degree, as well as for the development and oversight of broad scale graduate initiatives. In many units, the DGS has primary oversight of department graduate committees and processes related to recruitment, admissions, new program development or program changes, graduate student annual evaluations, and graduate student petitions. Students are encouraged to work with the DGS regarding course selections and individual program requirements to ensure that all program milestones are reached as expected by the academic unit.
The majority of academic units in the College also receive advising support from a professional staff member called their graduate program coordinator. CLAS graduate program coordinators are team members of the College Office of Graduate Affairs (COGA) that are assigned to a specific CLAS unit(s) to advise graduate students and faculty on policies and processes related to graduate education at KU. Students are encouraged to work closely with their graduate program coordinator to ensure that all University and College requirements are met as expected. Graduate program coordinators also work closely with faculty in their assigned academic units(s), the COGA office, and other campus partners to collaborate on key initiatives related to graduate education and to connect students to services and opportunities to facilitate successful progression throughout their graduate career. Students in units without an assigned graduate program coordinator from COGA should contact the DGS regarding University and College policies and procedures.
Mentoring Best Practices
Graduate mentors, including a student’s graduate advisor(s), others at the university, and external professionals, provide professional and general insights, advice, and assistance to graduate students. Good graduate mentoring makes a vital contribution to the academic and professional success of individual students, advances the disciplines represented in the College, and contributes to the mission of the College as a whole. A positive mentoring relationship depends on the cooperation of both mentor and mentee; both should therefore work together in creating appropriate expectations for their mentoring relationship and in implementing those expectations in practice. (See here and here for help with this.) With this in mind, here are best practices for graduate mentors and mentees in the College:
Mentors:
- Graduate mentors should conscientiously supervise, encourage, and support students in their academic endeavors and assist them in securing research support.
- Graduate mentors should respond effectively, respectfully, and in a timely manner to requests for guidance and support from mentees.
- Graduate mentors should advise students concerning professional ethics, encourage the practice of research and publication consistent with ethical standards, and help students avoid ethically questionable situations.
- Graduate mentors should strive to enhance the educational value of teaching and research assistantships of the students under their supervision. To do so they should provide discipline-specific guidance for new and experienced GTA sand GRAs.
- Graduate mentors should be objective in the evaluation of research and academic performance and communicate that evaluation fully and honestly to their students. Graduate mentors should report accurately on the competence of students to other professionals who require such evaluations.
- When engaged in teaching, research, or supervision, graduate mentors should recognize the power they hold and should avoid engaging in conduct that exploits or demeans students or that could be construed as an abuse of that power.
- Graduate mentors should not permit personal animosities or intellectual differences with colleagues to impede student access to those colleagues or interfere with students' research or progress toward a degree.
- Graduate mentors should aid and advise graduate students in seeking professional employment inside and outside of academia, taking into account the current state of the job market and the particular situation of the student. This includes directing students towards appropriate resources (see for example here) and advising students about career opportunities and implications associated with their participation in particular research projects or degree programs.
- Graduate mentors should be sensitive to the specific challenges faced by international students and students who identify as members of one or more underrepresented group. This may include directing students toward appropriate resources, including the following: Office of Multicultural Affairs, International Support Services, Office of Diversity, Equity, Inclusion & Belonging, Emily Taylor Center, Center for Sexuality & Gender Diversity, Support Services for Undocumented Students, as well as DEI resources in the College.
Mentees:
- Graduate students should be open and willing to discuss their professional goals, aspirations, and areas where they need guidance with their mentor.
- Graduate students should be open to guidance and criticism from their mentors.
- Graduate students should respond effectively, respectfully, and in a timely manner to communication and guidance from mentors.
- Graduate students should come to scheduled meetings prepared and on time. Templates are available here for students to prepare for meetings.
- Graduate students are strongly encouraged to establish and maintain multiple mentoring relationships or develop a network of mentors that can provide support and guidance throughout their graduate career and beyond. Graduate students are encouraged to include, as part of this network, colleagues, faculty beyond their department, university staff, alumni, and external professionals.
- Graduate students are strongly encouraged to take advantage of resources across campus to develop short-term and long-term academic, research, and other professional goals and be willing to discuss these with their mentor.
Change of Advisor
Graduate mentoring relationships can break down. If so, the formation of new mentoring relationships should be encouraged without prejudice. (For more information about what to do when a mentoring relationship breaks down, see Chapter 6 of the University of Michigan’s How to Get the Mentoring You Want: A Guide for Graduate Students.)
All departments in the College are required to have a policy in place to govern the process of switching advisors. Please see your department's graduate student handbook or consult with the Director of Graduate Studies for more information.
Students seeking information on specific policy or procedures should review the relevant content in the KU Policy Library as well as the College and Graduate Studies sections and the relevant Department or Program section of the online catalog. The College Office of Graduate Affairs, 102 Strong Hall, coga@ku.edu, is also available for assistance.
Students who have completed all degree requirements and are preparing to graduate should refer to the graduation checklists available on the COGA website. Graduating students are also welcome to schedule a Graduation Appointment with the College Office of Graduate Affairs.
Undergraduate University Regulations
For information about university regulations, see Regulations or visit the University of Kansas Policy Library.
Academic Integrity
The College of Liberal Arts and Sciences strictly enforces KU and College policies on academic misconduct. Academic integrity requires honest performance of academic responsibilities by students. These include preparation of assignments, reports and research papers, taking examinations, completing administrative requirements, and a sincere and conscientious effort by students to abide by the policies set forth by instructors.
Academic Standing
Good Standing
Students with a KU cumulative GPA of a 2.00 or higher are in good academic standing.
Notice
Students who fall below a 2.00 KU cumulative GPA for the first time will be placed on notice. During the notice semester students are required to participate in all programming. Students failing to return to good academic standing at the end of the notice semester will be placed on probation. Students will only receive one notice semester. Students who have previously returned to good academic standing will be placed on probation should their KU cumulative GPA fall below a 2.00.
Probation
Students on probation must meet their required KU Term GPA (see chart below) every semester until their KU cumulative GPA reaches or exceeds a 2.00. Students are allowed to continue on probation provided they meet their KU term GPA every fall and spring semester until their KU cumulative GPA reaches or exceeds a 2.00. While on probation students are required to participate in all programming. The required KU term GPA increases to a 2.50 after attempting 45 or more hours at KU to help students on probation return to good academic standing before they are at risk of being unable to raise their KU cumulative GPA in time for graduation. Failure to meet the required KU Term GPA during a fall or spring semester will result in academic dismissal.
Academic Dismissal
Students on probation who fail to meet their probation requirements during a fall or spring semester will be academically dismissed and are not allowed to continue in the College of Liberal & Sciences until they meet their readmission after dismissal requirements. Students are not dismissed at the end of summer.
Readmission after Dismissal
Students can be readmitted back to KU after a first and a second dismissal but they must complete their readmission requirement. If all requirements for the KU Core 1 – 5 goals are completed, no coursework is required. Students returning after an academic dismissal will be readmitted on probation and must meet their required term GPA requirements to avoid another dismissal.
Terms for Readmission after Dismissal
First Dismissal - Sit out one fall or spring semester; complete at least one 3 credit hour course that transfers to KU to meet KU Core 1-5 Goals; earn a 2.50 in all courses taken since dismissal.
Second Dismissal - Sit out one academic year; complete at least one 3 credit hour course that transfers to KU to meet KU Core 1-5 Goals; earn a 2.50 in all courses taken since dismissal.
Third Dismissal - a third dismissal is final.
Change of School
Students with a KU cumulative GPA of 2.00 or higher (or in their first semester) can fill out a Change of School Form requesting to be admitted to the College of Liberal Arts and Sciences and/or School of the Arts, from a KU professional school, through the 20th of class for the current semester. Requests made after that will be for admission in the upcoming semester. This process is for active KU students. Students not admitted to KU follow the University’s admission policy.
Students with a KU cumulative GPA of less than a 2.00 will be evaluated according to the College’s academic standing policy and may not be admissible based on past academic performance at KU. Students who have been dismissed from another KU School will need to submit a change of school request by the 20th day of the current semester; after that date requests will be considered for the next semester.
- After the 20th day of the semester, Change of school requests will not be reviewed until current semester grades are posted.
- Students admitted to the College on probation will need to meet the College’s academic probation requirements during the semester they are admitted or face an academic dismissal.
- Students dismissed from another school at KU and are found to be inadmissible to the College can follow our readmission after dismissal policy to return to KU for a future semester.
- Students admitted to the College via a Change of School request will go by the requirement term of their original matriculation to the University of Kansas. A student may petition the College of Liberal Arts & Sciences to request to change to the term requirements based on the term they requested entry into the College. This should be considered in consultation with their academic advisor, and a petition should be submitted to College Undergraduate Academic Services.
To change from one school to another, a student must submit a Change of School form in the dean’s office of the school they plan to enter or in College Undergraduate Academic Services if they plan to enter the College. Deadlines are included on the form. See the school’s requirements for admission.
Students applying for admission to the College from other schools in the university must meet the same minimum grade-point average requirements in KU attempted course work as continuing College students. Consult College Undergraduate Academic Services, Strong Hall, 1450 Jayhawk Blvd., Room 109, Lawrence, KS 66045-7518, 785-864-3500.
Credit/No Credit
A Credit/No Credit option is available to all degree-seeking undergraduates. A student may enroll in 1 course a semester under the option, if the course is not in their major or minor. To exercise the option, the student must fill out the online form via the Registrar's website during the fifth and sixth weeks of the semester (or the third week of summer session and 8-week courses). See the Academic Calendar for current dates for electing this option. After the close of the option period, the choice cannot be changed. Under the option, a grade of Credit is recorded for grades of A, B, or C; No Credit is recorded for grades of D or F. Courses graded Credit or No Credit do not count in computing the grade-point average. Courses graded Credit are included in the total hours counted toward graduation. Courses graded No Credit do not count toward graduation. For more information, visit the KU Policy Library.
Warning: Certain undesirable consequences may result from exercising the option. Some schools, scholarship committees, and honorary societies do not accept this grading system and convert grades of No Credit to F when computing grade-point averages. Students in the College with pre-professional school codes are subject to the College's CR/NC policy. To determine the impact a CR/NC selection may have on future admission or degree completion in another school, students should consult directly with that school.
The university-established timeline for exercising this option is strictly enforced.
Enrollment
See the Enrollment Guide for complete enrollment information.
New and Readmitted Student Enrollment
Immediately before the beginning of classes each term, an enrollment session is scheduled for new students. New students admitted for a summer or fall term have an additional option of enrolling in fall courses during one of several summer orientation sessions. Invitations to orientation are sent automatically to newly admitted and readmitted students who applied for the spring, summer, or fall terms (except non degree-seeking students). Readmitted students may attend a special abbreviated orientation session, may enroll during continuing enrollment, or may attend the enrollment sessions immediately before the start of the semester. Readmitted students whose readmission applications are completed by a designated date also may enroll during continuing enrollment, after meeting with an advisor. All students must preregister for orientation and enrollment sessions.
International students must complete the required check-in processes before enrollment and are encouraged to attend International Student Orientation, which includes advising and enrollment sessions.
Continuing Enrollment
This enrollment allows students who are currently enrolled during one term to enroll for the next term. Spring-enrolled students enroll in April for the following summer session or fall semester or both. Fall-enrolled students enroll in October or November for the following spring semester.
Late Enrollment
Each semester, the Academic Calendar announces dates for late enrollment and the last day to submit a Petition to Late Enroll. Petitions are evaluated based on past academic performance. A student may enroll in a course or change class sections after the semester has been in session for 4 weeks only if the course has met fewer than 25 percent of the class sessions. For most classes, the faculty have established earlier dates for beginning class attendance and participation. A fee is assessed for late enrollment.
Grading
The letters A, B, C, D, S (satisfactory), and Credit indicate passing work. The letters F and U (unsatisfactory) and No Credit indicate that the quality of work was such that, to obtain credit, the student must repeat regular course work. P represents satisfactory progress (an interim grade pending completion of a subsequent term’s course work). See the KU Policy Library for more information.
Graduation with Honors
Undergraduates may earn honors upon graduation in 3 ways. The student may graduate with distinction or highest distinction, earn departmental honors in the major, or complete the University Honors Program. It is possible to earn honors in 1 of these areas, any combination of them, or all 3. The award of honors is noted on the student’s transcript and in the Commencement program. Distinction and highest distinction are noted on the diploma.
Graduation with Distinction or Highest Distinction
The top 10 percent of each year’s graduating class is designated as graduating with distinction. Of these, the top one-third is designated as graduating with highest distinction.
Students must have completed at least 60 hours graded A through F in residence at KU (including the hours in which they are enrolled during the semester of graduation). Awards of distinction and highest distinction are based solely on the grade-point average determined by KU residence credit hours unless the overall grade-point average (including transfer hours) is lower than the residence grade-point average. In this case, the award is determined by the overall grade-point average. Students who rank in the upper 10 percent of their graduating class graduate with distinction. The upper third of those students graduate with highest distinction.
Potential candidates are determined in mid-April and invited to a recognition ceremony during Commencement weekend in May. Final designation is determined in mid-July.
Graduation with Departmental Honors
Most departments and programs allow qualified majors to work toward graduation with departmental honors. Graduation with departmental honors is awarded in recognition of exceptional performance in the major, completion of a program of independent research or an alternative project, and a strong overall academic record.
In addition to the requirements of individual departments and programs (which must be approved by the College Committee on Undergraduate Studies and Advising), the College requires the following for graduation with departmental honors:
- Candidates must declare the intention to work for departmental honors with the appropriate departmental honors coordinator(s) no later than the time of enrollment for the final undergraduate semester, but sooner if required by the department(s). Copies of the intent form should be returned to College Undergraduate Academic Services.
- At the end of the final undergraduate semester, the candidate must have achieved a grade-point average of at least 3.5 in the major, and some departments may also require an additional overall minimum GPA. This includes work completed at other institutions, as well as at KU. No minimum grade-point average is required to declare candidacy for graduation with departmental honors unless specified by the department.
- Each candidate’s departmental honors work must include independent research or an acceptable alternative project. The results of research are presented in a form appropriate to the requirements of the major department. Equivalents to the independent research component are established by approved departmental honors programs. In courses meeting the independent research requirement, the candidate must earn a grade of B or higher. Successful completion of all departmental honors requirements must be certified to the departmental honors coordinator(s) by a panel composed of at least three members of the College faculty who have read the report of the independent research and heard the oral presentation, where required.
Petitions
A department or program may petition to award graduation with departmental honors to deserving students who, for good reason, do not meet every College and departmental requirement. Send petitions to the Committee on Undergraduate Studies and Advising, via College Undergraduate Academic Services.
Late Completion of Honors Requirement
Requirements for graduation with honors may be completed after the date on which certifications are requested from departments, and in some cases, requirements, if not needed for graduation, may be completed after a student has graduated. However, the Incomplete policy does apply and grades would lapse at the time of graduation. When a candidate finishes all requirements, departments must notify College Undergraduate Academic Services in writing.
Honor Roll
Undergraduates with a minimum semester grade-point average of 3.5 who have completed at least 12 hours with letter grades (A, A-,B+, B, B-, C+, C, C-, D+, D, D-, F) are recognized on the honor roll or dean’s list in fall and spring. An Honor Roll notation appears on the transcript. See University Senate Rules and Regulations 2.4 for further details about GPA calculation.
Honors Program
The University Honors Program provides opportunities for outstanding and creative undergraduates in all schools at KU to develop their full potential during their undergraduate years. See Honors in this section of the online catalog for further information.
Incompletes
The letter I indicates incomplete work, such as may be completed without re-enrollment in the course. The letter I should not be used when a definite grade can be assigned for the work done. It is not given for the work of a student in any course except to indicate that some part of the work has, for reasons beyond the student’s control, not been done, while the rest has been satisfactorily completed. At the time an I is reported on the electronic roster, the character and amount of work needed, as well as the date required for completion and lapse grade if further work is not completed by this date, should be indicated.
A student who has an I posted for a course must make up the work by the date determined by the instructor, in consultation with the student, which may not exceed 1 calendar year, or the last day of the term of graduation, whichever comes first. An I not removed according to this rule automatically converts to a grade of F or U, or the lapse grade assigned by the course instructor, and appears on the student’s record.
Extensions to the time limit may be granted by the dean’s representative upon submission of a petition from the student containing the endorsement of the course instructor who assigned the I grade, or the department chairperson if the instructor is unavailable, prior to the expiration of the Incomplete. After the I grade is converted to a grade of F or U, the grade may only be changed in accordance with USRR Article II, Section 3.
Maximum and Minimum Undergraduate Semester Enrollment
No undergraduate may enroll for more than 20 hours a semester except by permission of the Assistant Dean for College Undergraduate Academic Services. Summer enrollment is limited to 10 hours. Permission is not considered unless the student has demonstrated high levels of academic ability in previous semesters.
Prerequisites and Co-requisites
Students are advised to enroll according to prerequisites and co-requisites noted in individual course descriptions. These prerequisites are enforced in a variety of ways including blocking enrollment, administrative drops without notice, etc.
Required Undergraduate Work in Residence
Junior/Senior Hours Required for Graduation
KU requires all students pursuing bachelor’s degrees to complete a minimum of 45 credit hours at the junior/senior level (courses numbered 300 and above). The College of Liberal Arts and Sciences requires that 30 of these 45 credit hours be completed in residence.
Hours in the Major: Maximums and Minimums
There is no limit on hours taken in the major for the B.A., B.G.S., or B.S. degree. Departments are not allowed to require more than 40 hours in the major for the B.A. or more than 50 hours in the major for the B.S. Some skills courses and supporting science courses are not included in this maximum limit. A minimum of 12 hours in the major must be in courses numbered 300 or above. At least 15 hours in each major(s) must be taken in residence at KU.
Time Limits
Undergraduates are strongly encouraged to complete the bachelor’s degree within 4 academic years. Students should complete a minimum of 30 credit hours each year. If a student is unable to complete 30 hours in the fall and spring terms, summer enrollment and/or winter session enrollment should be strongly considered.
Students have a maximum of ten years to complete their undergraduate work in the College of Liberal Arts and Sciences under degree requirements in effect at the initial term of matriculation. Students experiencing a break in enrollment during these ten years will follow their curricular requirements at the point of matriculation provided that the break in enrollment does not exceed two calendar years. Students readmitted after two years are held to the curricular requirements in place at the term of readmission.
Students readmitted after a break in attendance of less than two years may petition the College of Liberal Arts & Sciences to request to change to the term requirements based on their readmission term. This should be considered in consultation with their academic advisor, and a petition should be submitted to College Undergraduate Academic Services.
Students maintaining continuous enrollment but who do not complete their degree requirements within ten years, may petition the College to complete their degree requirements under the curricular requirements in effect during the term of admission.
Transfer of Credit
CredTran is a transfer course equivalency system that lists more than 2,200 colleges and universities from which KU has accepted transfer courses in the past. If your school or course is not listed, your evaluation will be completed when you are admitted to KU.
Only transfer grades of C or higher contribute to total hours earned for students entering KU in spring 1990 or after, and for courses taken in spring 1990 or after by all students. For questions about transfer work fulfilling College requirements, contact College Undergraduate Academic Services, 109 Strong Hall.
Graduate Regulations
It is the students’ responsibility to comply with all requirements for the degree programs in which they plan to participate. These include the university requirements for graduate study at KU outlined in the College and Graduate Studies sections of the KU Policy Library, the University Senate Rules and Regulations, the Graduate Studies sections of the online catalog, as well as the requirements of the College outlined in this catalog section. Additionally, students are responsible for understanding the requirements that are unique to individual graduate programs outlined in the graduate handbooks of individual academic units and the Departments & Programs sections of the online catalog.
In general, the student is subject to the regulations in place at the time of matriculation as a degree-seeking student. If degree requirements change, the student may opt to follow the new requirements or to continue under the regulations in place at the time of admission. Any student readmitted 10 years or more after his or her initial term as a degree-seeking student must fulfill the requirements in effect on the date of readmission to the graduate program.
Information presented on this page is limited to the most frequently consulted policies and key milestones in the graduate career. Students should also consult the academic unit’s handbook, Graduate Studies and College sections of the KU Policy Library, and the Graduate Studies and University of Kansas Regulations sections of the online catalog.
Degree Requirements
Requirements for the completion of master’s and doctoral degrees in the College are governed by department- or program-specific policy, College policies and procedures, Graduate Studies policies, and the University Senate Rules and Regulations.
Master's Degree Requirements
Coursework
At least 50% of required coursework for a master’s program must be numbered 700 or above. Specific coursework requirements for the Master’s degree are established and tracked by the department or program. The College then verifies that completed coursework meets all College and University requirements for master's students. Please consult with your advisor, the academic unit’s graduate handbook, and the relevant Departments & Programs section of the online catalog for further information on specific courses or course sequences required for the degree.
Thesis
Master’s students complete either a thesis or an equivalent enrollment in research, capstone/portfolio, independent investigation, or seminar. Students earning a master's thesis degree must have completed at least 1 hour of thesis enrollment. General rules for the preparation of a thesis are available on the Graduate Studies website.
Final Examination
A final general examination or thesis defense in the major subject is required for MA and MS degrees. The examination, which may be oral, written, or both, is held during the semester of the student’s final enrollment in coursework and, in the case of thesis students, when the thesis has been substantially completed. All master's exams must be preapproved by the College in advance of the scheduled exam date. See also Master’s Degree Requirements and M.A. and M.S. Degrees in the Graduate Studies section of the online catalog.
Doctor of Philosophy Degree Requirements
Coursework
Coursework requirements for the doctoral degree are established and tracked by the department or program. The College then verifies that completed coursework meets all University and College requirements for doctoral students. Please consult with your advisor, the academic unit’s graduate handbook, and the relevant Departments & Programs section of the online catalog for further information on specific courses or course sequences required for the degree.
Research Skills and Responsible Scholarship
Graduate Studies requires that all doctoral students meet the Research Skills and Responsible Scholarship requirement before proceeding to the Comprehensive Exam. Specific requirements are determined by each department or program in consultation with Graduate Studies. Information on these requirements is contained in the department or program’s approved research skills requirement plan. Consult with your advisor and the Departments & Programs section of the online catalog for further information.
Enrollment Requirement
Prior to the comprehensive oral exam, all doctoral students must complete a minimum program engagement equivalent to two full-time semesters. This may be accomplished through either of the following:
- Two semesters (fall and/or spring) of full-time enrollment in KU coursework, as defined by the Full-Time Enrollment for Graduate Students policy in the Graduate Studies section of the KU Policy Library.
- At least 18 hours of enrollment in KU coursework spread out over several part-time semesters
Please see the Engagement and Enrollment in Doctoral Programs policy in the Graduate Studies section of the online catalog and the KU Policy Library for more information about this requirement.
Comprehensive Oral Examination
The comprehensive oral examination covers the major field and any additional content for which the academic unit wishes to hold the student responsible. The examination is expected to be broader than a mere defense of the dissertation proposal. Exam dates must be approved by the College in advance of the scheduled exam date.
The student must be enrolled the semester or summer session in which he or she completes the comprehensive oral examination. This enrollment may count toward the post-comprehensive enrollment requirements as described in Graduate Studies’ Doctoral Candidacy policy. If more than 5 years elapses between the completion of the comprehensive exam and degree completion, the student may be required to retake the exam.
More information about comprehensive exam requirements may be found in the Graduate Studies section of the online catalog.
Dissertation and Final Exam
Completion of the dissertation is the culminating phase of a doctoral program, marked by the final oral examination and defense of the dissertation. In all but the rarest cases, tentative approval of the dissertation is followed promptly by the final oral examination. The exam must be approved by the College in advance of the scheduled exam date. Refer to the Graduate Studies section of the online catalog for further information on the regulations governing the final oral examination, including committee composition and attendance regulations.
Guidelines for preparing and submitting the final copies of the dissertation are available on the KU Libraries' ETD website.
Enrollment
Full-time, Half-Time and Part-Time Enrollment
There are multiple definitions for what constitutes full-time enrollment for graduate students at KU, including variations for doctoral candidates enrolled in dissertation hours, students with GTA/GRA/GA appointments, and active duty military. Please see the Full-time Enrollment policy in the Graduate Studies section of the online catalog and the KU Policy Library for the definitions of full-time, half-time, and part-time enrollment.
Maximum enrollment for graduate students in the College of Liberal Arts & Sciences, except in rare instances, is 16 hours in Fall or Spring semester and 9 hours in the summer session.
At a minimum, all graduate students must be continuously enrolled in the Fall and Spring semesters while completing the requirements for fulfillment of their degree. Please consult the Graduate Studies section of the online catalog and the KU Policy Library for other enrollment regulations
Continuous Enrollment for Master’s Students
The College requires that all master’s students who have completed the required coursework for their degrees must be continuously enrolled in the Fall and Spring semesters until all remaining requirements for the degree, including the thesis when applicable, are completed. No enrollment is required during the summer session unless it is the semester during which the student will graduate, in which case enrollment is required. Certain academic units have additional rules governing summer enrollment.
Post-Comprehensive Enrollment for Doctoral Students
After passing the Comprehensive Oral Exam, doctoral candidates must be continuously enrolled. During this time, until all requirements for the degree are completed (including the filing of the dissertation) or until 18 post-comprehensive hours have been completed (whichever comes first), the candidate must enroll for a minimum of 6 hours a semester (Fall and Spring). At least one of these hours each semester must be in dissertation or approved dissertation-equivalent coursework.
Upon completion of the 18-hour requirement, a student’s level of enrollment should reflect, as accurately as possible, the faculty time he or she utilizes. This may be as little as one dissertation (or approved equivalent) hour per semester.
In addition, Graduate Studies requires a period of at least 1 month to elapse between the comprehensive oral exam and the final exam. Students that have completed all degree requirements before completing 18 hours are still required to continue enrollment until this 1-month requirement has been met.
Special enrollment requirements apply to those with GTA/GRA/GA appointments. Please consult the Graduate Studies section of the online catalog and the KU Policy Library.
Lapses in Enrollment
Generally, no student is allowed to enroll in full term courses with an established meeting time after the first 4 weeks of a semester or the first 2 weeks of a summer session. Non-standard dated courses, or "short courses," as well as research or independent study courses with a "by appointment only" meeting time have different deadlines. Students should consult the academic calendar and the short courses listing for deadlines.
If a student does not intend to enroll, he or she must determine the appropriate course of action in consultation with the department or program. The student may elect to Voluntarily Discontinue from the program, and must inform the department or program in writing of this decision. The department will submit the necessary forms to the College. This option requires the student to seek re-admission to the program if they choose to return at a future date. They also remain eligible to seek admission to another department or program in the College.
The student may also petition for a Leave of Absence of up to one calendar year. If granted, the Leave of Absence maintains the student’s place in the program. Leave of Absence petitions must be submitted by the department or program and provide evidence of the department or program’s endorsement of the student’s petition. Students interested in this option should begin by consulting with their advisor.
The time spent on Leave of Absence does not count against the student’s time to degree, and therefore does not shorten the time available to complete their degree requirements. Similarly, if a student that has elected to Voluntarily Discontinue subsequently returns to the program, the time that has elapsed since his or her discontinuance does not count against the time to degree.
Students who fail to enroll without completing the Voluntary Discontinuance process or without being granted a Leave of Absence are reviewed by the College Office of Graduate Affairs and the students’ academic units for possible dismissal. Time that accrues during these lapses of enrollment in which the student does not occupy any approved enrollment category (i.e., Enrolled, Voluntarily Discontinued, or Leave of Absence) is counted against the time to degree.
International students seeking a Leave of Absence must consult with the International Support Services office prior to any change in enrollment status to determine how the change may affect their legal status.
Please see Graduate Studies policies governing Leave of Absence and Voluntary Discontinuance in the Graduate Studies section of the online catalog and in the KU Policy Library.
Dual Enrollments
Students enrolled in two schools or working on two degrees at the same time must complete the work for both degrees. Courses may not be counted toward both degrees, except in the joint degree programs that have been established (e.g., M.P.A./J.D., M.A. in Economics/J.D., M.B.A./M.A. in Area Studies, etc.). Please refer to the Combined Degrees information in the Graduate Studies section of the online catalog for a complete list of approved joint degree programs.
University Regulations on Grading
Article II of the University Senate Rules and Regulations provides detailed information on regulations governing the grading of graduate coursework. Students should also consult the Graduate Studies section of the online catalog and the KU Policy Library for more information on the Grading Policy.
The following are of particular relevance for graduate students in the College:
Passing Grades for Graduate Coursework
Only courses graded C or above are considered passing and may be counted for graduate credit. Courses graded C-, D or F may not be used to fulfill degree requirements.
Incomplete (I) and Waiting Grades (WG)
Incomplete (I) grades are used to note, temporarily, that a student's work has been satisfactory to date, but that they have been unable to complete a portion of the required course work during that semester due to circumstances beyond their control. Incomplete work must be completed within the time period prescribed by the course instructor, at which point a permanent grade will be assigned. After one calendar year from the original grade due date, an Incomplete (I) grade will automatically convert to a grade of F or U, or the lapse-to grade assigned by the course instructor.
The I grade is not appropriate for enrollments in thesis, dissertation, or research hours or the first semester of a two-semester sequence.
Waiting Grades (WG) are placeholders and should only be used in rare instances when, for reasons beyond his or her control, an instructor is not able to assign a course grade by the deadline. WG should not be used to delay evaluation of thesis or dissertation hour enrollments. This practice often leads to difficulties with timely graduation processing. WG is also not appropriate for students who are unable to submit their completed work by the grade deadline. In these cases an Incomplete may be more appropriate. Instructors should follow their unit's internal guidelines for use of Incomplete.
In accordance with USRR 2.2.3.4, any incomplete (I) or waiting grade (WG) on the student’s transcript must be resolved before the College will preapprove the doctoral oral comprehensive exam. Additionally, the College will not approve an application for graduation if a waiting grade (WG) or an incomplete (I) grade remains on the student’s transcript.
Credit/No Credit (CR/NC)
The University establishes a time period each term during which students may elect a Credit/No Credit grading option for an individual course. Graduate students may elect the CR/NC option only for those courses that do not fulfill a degree requirement. Degree requirements include those courses used to fulfill the Research Skills and Responsible Scholarship requirement. CR/NC is elected via the Registrar's electronic form. Students should consult with their advisor prior to electing the CR/NC option.
College-Specific Grading Policy
A-F Plus/Minus (+/-) Grades
Plus/minus (+/–) grades may be used in the College. The plus or minus sign describes intermediate levels of performance between a maximum of A and a minimum of F. Intermediate grades are calculated as 0.3 units above or below the corresponding letter grade.
Participation (P) Grades
Use of the Participation (P) grade is restricted in the College. It is only approved for a limited number of courses for which special permission has been sought. When permission is granted, P is only used to indicate participation in thesis, dissertation, or research enrollments (related to thesis or dissertation), or in the first semester enrollment of a two-semester sequence course. In any semester when evidence about performance is available, the instructor may elect to assign a letter grade of A, B, C, D, or F. A letter grade (A, B, C, D, or F) must be assigned in the last semester of enrollment to characterize the quality of the final product.
If a department or program has a course for which the P grading system may be more appropriate than the A-F or S/U grading system, it must seek special approval from the College.
Grading of Thesis and Dissertation Hours (and Approved Equivalents)
The SP/LP/NP grading scale is restricted to thesis and dissertation hours, as well as those research courses approved by Graduate Studies as equivalents. It is the preferred scale for the grading of these courses in the College and is applied in the following manner:
SP - Satisfactory Progress. Progress is consistent with the goals for the semester as agreed upon with the advisor; supports timely completion of the degree.
LP - Limited Progress. Progress is less than what was agreed upon with the advisor; may cause delays in timely degree completion. Academic probation may be warranted.
NP - No Progress. The student has provided no evidence of progress on the thesis or dissertation work, or work completed was insufficient to move the thesis or dissertation project forward. Probation is strongly encouraged and dismissal may be warranted.
To be eligible for graduation, the final semester of dissertation/thesis enrollment must be graded SP.
The College strongly encourages the use of the SP/LP/NP grading scale for thesis and dissertation courses. However, programs may elect to use any A-F scale. In no case is the S/U scale to be used for thesis or dissertation hours or their equivalents. Per Graduate Studies policy, no more than 6 credit hours graded S/U may count toward a graduate degree.
College-specific Admission Policy
Program Admission Deadlines
For all graduate programs in the College of Liberal Arts & Sciences, no deadlines for the submission of applications for graduate study may fall on a weekend or a University-observed holiday.
During calendar years when an established admission deadline falls during one of these times, CLAS graduate programs must either:
- Allow the online application to remain open and applications to be accepted through the end of the first business day following the established deadline; or,
- Adjust the department’s established deadline for those years.
Probation and Dismissal Guidelines in the College
To be in good standing, a student must maintain a 3.0 cumulative grade-point average and be making satisfactory progress toward the degree, as determined by Graduate Studies' Good Academic Standing policy and the department or program's internal guidelines. The Good Academic Standing policy may be found in the Graduate Studies section of the online catalog and the KU Policy Library.
Probation Due to GPA
In any semester, a student whose cumulative GPA has fallen below a 3.0 is automatically placed on academic probation for the following semester (Fall or Spring). Students are notified by the College of their probationary status. The student has one semester (not including the summer term) in which to raise the cumulative GPA to a 3.0 or the College will dismiss the student. Refer to the Graduate Studies’ Academic Probation policy for more details. Departments may petition the College for the student to be granted a one- semester extension of the probation.
If a student’s cumulative GPA falls below a 2.5 as a result of the second or a subsequent semester of enrollment, the College will dismiss the student without eligibility for probation. Students whose GPA falls below 2.5 in the first semester of enrollment are eligible for probation with department recommendation. In the absence of this recommendation, the College will dismiss the student.
Probation Due to Unsatisfactory Progress
Upon recommendation of the department or program, a student may be placed on probation for failing to make satisfactory progress toward the degree. This may include, but is not limited to, failed exams or failure to make adequate and timely progress on the dissertation or thesis. See the Good Academic Standing policy in the Graduate Studies section of the online catalog and the KU Policy Library for more information on what constitutes satisfactory progress.
Dismissal
It is the academic unit’s responsibility to ensure that students who are not demonstrating academic achievement sufficient to meet the requirements of a College graduate degree or who are failing to make timely progress to the degree are dismissed from their programs. This typically occurs when a student fails to meet the terms of the probationary period. Academic dismissal should occur immediately following a student’s failure to meet the terms of the probationary period. If dismissal occurs during the semester, the dismissal is effective immediately and the student is administratively withdrawn from coursework. The department or program will notify the student in writing of the reasons for their dismissal. This will be followed by a letter from the College confirming the student’s dismissal from graduate study at KU.
A student who has been dismissed from a graduate program at KU is not eligible for readmission to graduate study in any department or program at the University of Kansas. A student may petition for an exception. The petition must be approved by the department to which the student intends to apply, the graduate division of the College, and the Dean of Graduate Studies. Such petitions are rarely approved.
Time Limits
The University and the College have established time limits governing various stages of the graduate student career.
Maximum Time to Count Required Course Work
Courses completed at the University of Kansas, or transfer credits from another university, are valid for a period of 10 years. Courses that were completed more than 10 years before the scheduling of the final defense may not be used to fulfill graduate degree requirements in the College of Liberal Arts and Sciences.
With the endorsement of their graduate programs, students may petition the College to accept out-of-date course work to fulfill the requirements for their graduate degrees, provided they are able to justify why this course work meets the current standards of scholarship in the discipline.
Maximum Time to Submit Thesis or Dissertation
The College requires that students make all final revisions and complete electronic submission of the final version of the thesis or dissertation manuscript to UMI within 6 months of the date of final presentation and/or defense of the thesis or dissertation work. Until the final manuscript of a thesis or dissertation is submitted, the student must be enrolled in accordance with enrollment policy. Graduate students in the College who do not file the final manuscript within the 6-month time limit must enroll in 3 hours a semester until the thesis or dissertation is completed and submitted.
Maximum Time to Complete the Degree
Graduate Studies has established time limits on master’s and doctoral degree completion. Please see Graduate Studies policies on Engagement and Enrollment in Doctoral Programs and Master's Program Time Constraints in the Graduate Studies sections of the online catalog and in the KU Policy Library for full details.
Master's degree students have a total of seven calendar years, excluding any periods of absence due to an approved leave of absence or voluntary discontinuation from a program, in which to complete the work for a master’s degree.
Doctoral degree students have a total of 8 calendar years, excluding any periods of absence due to an approved leave of absence or voluntary discontinuation from a program, to complete the Ph.D. This includes students who enter with a master’s degree from an institution other than KU and bachelor’s degree holders who bypass the master’s and are admitted directly to a Ph.D. program.
Students who complete a master’s and doctoral degree within the same academic unit at KU have 10 years to complete both degrees.
A time limit extension may be granted by the College. All extension petitions require the student and department to prepare and submit a Graduate Degree Completion Agreement, which must then be approved by a designated subcommittee of the Committee on Graduate Studies. Per Graduate Studies policy, extensions may be granted for up to 1 year. However, additional time may be requested in the Completion Agreement. If a Completion Agreement with a timeline greater than one year is approved, the department must submit a renewal petition annually after the first year until the Completion Agreement has ended. Renewal petitions must indicate the student's progress on the Completion Agreement and will receive expedited review.
Academic units may set their own, more rigorous time limits. Consult with your advisor and review your academic unit’s handbook and the relevant Departments and Programs section of the online catalog for program-specific information, requirements, and restrictions.
Academic and Research Integrity
The College of Liberal Arts and Sciences strictly enforces KU and College policies on academic and scholarly misconduct. Academic integrity requires honest performance of academic and research responsibilities by students. These include, but are not limited to, ethical preparation of assignments, reports, and research papers; completion of examinations; ethical treatment of human and animal subjects; execution of administrative requirements; and a sincere and conscientious effort by students to abide by the policies set forth by instructors and research advisors.
Graduation
All graduate students must be enrolled the semester they complete all degree requirements.
Graduate Studies establishes an early deadline for degree completion for each semester and summer session, usually occurring at the end of the first 2 weeks of a semester or the end of the first week of summer session. If the student was enrolled the previous semester and meets all degree requirements including the submission of all required documentation by this early deadline, they are not required to enroll for that semester.
The final Graduate Application for Graduation Deadline is set by the Registrar for each semester. Please consult the official Academic Calendar for specific dates. To be eligible for graduation, an application for degree must be submitted and all degree requirements met by this deadline. This includes the submission of all required documentation to the College Office of Graduate Affairs. See the Graduation section of the COGA website for more information.
Undergraduate Awards
Graduation with Honors
Undergraduates may earn honors upon graduation in 3 ways, in addition to making the honor roll each semester. Students may graduate with distinction or highest distinction, earn departmental honors in the major, or complete the University Honors Program. It is possible to earn honors in 1 of these areas, any combination of them, or all 3. The award of honors is noted on the student’s transcript and in the Commencement program. Distinction and highest distinction are noted on the diploma.
Graduation with Distinction or Highest Distinction
The top 10 percent of each year’s graduating class is designated as graduating with distinction. Of these, the top one-third is designated as graduating with highest distinction. To be eligible, students must have completed at least 60 credit hours, graded A through F, in residence at KU (including the hours in which they are enrolled during the semester of graduation). Awards of distinction and highest distinction are based solely on the grade-point average determined by KU residence credit hours unless the overall grade-point average (including transfer hours) is lower than the residence grade-point average. In this case, the award is determined by the overall grade-point average.
Graduation with Departmental Honors
Most departments and programs allow qualified majors to work toward graduation with departmental honors. Graduation with departmental honors is awarded in recognition of exceptional performance in the major and completion of a program of independent research or an alternative project.
In addition to the requirements of individual departments and programs (which must be approved by the College committee on Undergraduate Studies and Advising - CUSA), the College requires the following for graduation with departmental honors:
- Candidates must declare the intention to work for departmental honors with the appropriate departmental honors coordinator(s) no later than the time of enrollment for the final undergraduate semester, but sooner if required by the department(s). The intent form should be submitted to College Undergraduate Academic Services.
- At the end of the final undergraduate semester, the candidate must have achieved a grade-point average of at least 3.5 in the major, including lower-level and upper-level work, work completed at KU, as well as other institutions. No minimum grade-point average is required to declare candidacy for graduation with departmental honors unless specified by the department. If the candidate uses KU’s Grade Replacement Policy, the grade that replaced the original KU grade will automatically apply toward the departmental honors GPA calculation.
- Each candidate’s departmental honors work must include independent research or an acceptable alternative project. The results of the research are presented in a form appropriate to the requirements of the major department. Equivalents to the independent research component are established by approved departmental honors programs. In courses meeting the independent research requirement, the candidate must earn a grade of B or higher. Successful completion of all departmental honors requirements must be certified to the departmental honors coordinator(s) by a panel composed of at least three members of the College faculty who have read the report of the independent research and heard the oral presentation, where required.
Petitions
A department or program may petition to award graduation with departmental honors to deserving students who, for good reason, do not meet every College requirement. Petitions for exceptions should be submitted to the Committee on Undergraduate Studies and Advising (CUSA), via College Undergraduate Academic Services.
Late Completion of Honors Requirement
Requirements for graduation with honors may be completed after the date on which certifications are requested from departments, and in some cases, requirements, if not needed for graduation, may be completed after a student has graduated. However, the Incomplete policy does apply and grades would lapse at the time of graduation. When a candidate finishes all requirements, departments must notify College Undergraduate Academic Services in writing.
Honor Roll
Undergraduates with a minimum semester grade-point average of 3.5 who have completed at least 12 hours with letter grades (A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F) are recognized on the honor roll or dean’s list in fall and spring. An Honor Roll notation appears on the transcript. See University Senate Rules and Regulations 2.4 for further details about GPA calculation.
Honors Program
The University Honors Program provides opportunities for outstanding and creative undergraduates in all schools at KU to develop their full potential during their undergraduate years. See Honors in this section of the online catalog for further information.
Graduate Awards
The College of Liberal Arts and Sciences offers several awards to recruit, support, and recognize outstanding graduate students, and to recognize faculty service, teaching excellence, and exemplary advising. Below, you will find a brief description of each award. More specific information about eligibility and the call for nominations each year can be found on the College's website under Awards & Opportunities.
Graduate Student Awards
Chancellor's Doctoral Fellowship
Each year selected doctoral programs in the College award a Chancellor’s Doctoral Fellowship to an incoming doctoral student of exceptional promise. Fellows receive five years of fellowship support for their doctoral work, including a $25,000 stipend plus resident rate tuition and required fees.
Dean's Doctoral Fellowship
Each year selected doctoral programs in the College award a Dean’s Doctoral Fellowship to an incoming doctoral student of exceptional promise. Fellows receive up to five years of fellowship support for their doctoral work, including a stipend ranging from $20,000-22,000 plus resident rate tuition and required fees. Fellows must submit an application for external funding to be eligible for a fifth year of support.
Allen S. Wilber Scholarship
Selected departments may nominate one student each year for this award, which provides one-time funding of up to $10,000 for the study of social sciences or modern languages and literatures at the graduate level. The award is limited to those who completed an undergraduate degree at KU.
Outstanding Thesis/Research Project Award
The Committee on Graduate Studies in the College has established this award for students receiving a master's degree. The bi-annual award carries a $500 stipend, and either a thesis or research project awardee is selected in each cycle. Students are nominated for the award by their advisors.
Graduate Faculty Awards
Byron A. Alexander/John C. Wright Graduate Mentor Awards
Graduate students may nominate any tenured or tenure-track faculty member in the College of Liberal Arts and Sciences who has served as an outstanding mentor. The award amounts are up to $1,000.
Career Achievement Teaching Award
This annual award recognizes a retired faculty member in the College of Liberal Arts and Sciences who has made a significant contribution to the teaching of College students at either the undergraduate or graduate level and who has distinguished him/herself through excellence in teaching. The award amount is $1,000.
African & African-American St Courses
An introduction to the study of Islam and the Arabic language in relation to Islamic cultures in Africa, the Mediterranean region, and beyond. Topics covered include the historical origins of Islam in relation to the Arabic language and its cultures of origin. This course is interdisciplinary, including attention to the topic from the perspectives of historical unfolding of both the language and religion, geographic and cultural perspectives, political and economic concerns, and aesthetic perspectives, including literature and the arts.
An introduction to the interdisciplinary study of African cultures and societies focusing on contemporary life on the continent. Topics to be covered include the geography, history, politics, and economics of the continent, as well as the religion, languages and literatures, music, and the arts. The interdisciplinary perspective will provide students with a sound basis for understanding contemporary African societies.
Interdisciplinary introduction to the basic concepts and literature in the disciplines covered in African American Studies. Includes the social sciences, and humanities (including history, religion, and literature) as well as conceptual framework for investigation and analysis of Black history and culture and society.
An introduction to important historical developments in Africa. Topics include empires, kingdoms, the slave trade, European colonialism, liberation movements, national identities, and a return to independence. (Same as HIST 104.)
An interdisciplinary study of the history of the African peoples of the New World, relating their cultures and institutions to the African background and to their peculiar New World experiences up to and including the nineteenth century. While the main emphasis is on the U.S.A., attention is also paid to the Caribbean and Latin America. Approaches include demography, economics, social and political developments, literature, and music. (Same as HIST 109.)
An intensive version of AAAS 105/HIST 104. An introduction to important historical developments in Africa, mainly south of the Sahara. Topics include early history, empires, kingdoms and city-states, the slave trade, southern Africa, partition and colonialism, the independence era, military and civilian governments, and liberation movements. Approaches include literature, the visual arts, politics, economics, and geography. Open only to students in the University Honors Program or by consent of instructor.
An intensive version of AAAS 106. Open only to students on Dean's Honor Roll or enrolled in Honors Program, or consent of instructor.
This course treats West African history through the first part of the twentieth century. The student is provided with a perspective on the major historical patterns that gave rise to West Africa's development as an integral part of world history. Special attention is paid to anthropological, geographical, and technological developments that influenced West African political and socioeconomic changes. (Same as HIST 160.)
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in African & African-American Studies. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
This course is designed for the study of special topics related to Africana at the freshman/sophomore level. It prepares students for continued practice in cultural reading and writing and for the academic rigor that awaits them at the upper levels. Prerequisite: Consent of department.
This course offers a holistic, interdisciplinary approach to understandings of health, well-being, and disease within and across cultures. It draws upon the subfields of anthropology, as well as the humanities, natural sciences, and social sciences. This course should be of special interest to premedical students and majors in the allied health professions. (Same as GEOG 201 and GIST 210.)
Honors version of AAAS 203, GEOG 201 and GIST 210. This course offers a holistic, interdisciplinary approach to understandings of health, well-being, and disease within and across cultures. It draws upon the subfields of anthropology, as well as the humanities, natural sciences, and social sciences. This course should be of special interest to premedical students and majors in the allied health professions. (Same as GEOG 202 and GIST 211.)
This course provides an introduction to the concepts of applied translation as well as an overview of translation theory. Translation is a severely misunderstood activity and profession, and mechanical translation has been justifiably downgraded in communicative foreign language teaching. This course is intended for students of any foreign language (classical or modern) who are interested in the field and profession of literary and non-literary translation. The course focuses on written translation and does not treat (oral) interpretation in detail. (Same as GERM 240, LING 250, SLAV 250 and SPAN 202.) Prerequisite: Study of a foreign language, minimum two semesters of the same language.
A study of African traditional religious beliefs, systems and practices and how these have conditioned spiritual, moral and social values, attitudes, social relationships and institutions, art, literature and music. Topics covered include the African world-view, concepts of birth, life, marriage, death and reincarnation; the concurrent practice or monotheism, polytheism and the cult of the ancestors; and the extent of relevance to Black societies in the New World. Prerequisite: AAAS 103 or AAAS 105 or AAAS 106 or consent of instructor.
This course examines Haiti's identity and culture through historical, social, political, economic, linguistic and religious lenses. Through the study of texts, films and articles, it analyzes Haiti's place and influence in history as the first Black Republic and the second independent nation in the Western hemisphere. It also highlights Haiti's connections to the United States as well as other Latin American countries. No knowledge of Haitian or French required. Students may not receive credit for both HAIT 200 and AAAS 301.
This course familiarizes students with the peoples and cultures of North Africa and the Middle East. It examines the cultural, demographic, and religious diversity of the region, as well as the development of the early Islamic community and the formation of Islamic institutions. Issues such as religion and politics, inter-religious relations, nation-building, Islamic response to colonialism, Palestinian-Israeli conflict, Islamic resurgence, secularism, democratization, and gender, are also explored. (Same as ANTH 303.)
A survey of social, political, and economic developments during the colonial era and independence struggles. Themes may include resistance, liberation, nationalism, gender issues, agriculture, genocide, and human rights. (Same as HIST 300.)
An interdisciplinary study of the history and culture of Black people in America from Reconstruction to the present. Topics covered include an analysis of Reconstruction, Black leaders, organizations and movements, the Harlem Renaissance, migration, and race relations. Demographic variables covered include socio-economic class, education, political persuasion, and influence by avant-garde cultural changes. (Same as AMS 306 and HIST 359.)
An intensive version of HIST 300. A survey of social, political, and economic developments during the colonial era and independence struggles. Themes may include resistance, liberation, nationalism, gender issues, agriculture, genocide, and human rights. (Same as HIST 307.) Prerequisite: Open only to students admitted to the University Honors Program, or by consent of the instructor.
This course examines the educational experiences of African American children from Emancipation through more contemporary periods today. The class explores topics including intersectionality, schools and inequality, hip-hop education, post-Reconstruction, and race. The course centers education studies, children and youth studies, gender, history, social sciences, Black studies, policy, and law. The class is interdisciplinary and supports different fields of study across multiple degree programs.
This course covers the “visible” church, the “invisible” church, and the Black church as an “invisible institution,” and shows how agency is ascribed through the Black church. The course covers the history, heritage, roles, social and spiritual theology and dynamics of the Black church and situates the Black church within the Abrahamic religions of Judaism, Christianity, and Islam, with Africa as the beginning site for understanding the Black church and its transmigration from its African roots to the present. The class shows how the Black church developed through spiritual/sacred and hegemonic encounters, prompting the rhetorical question posed by a prominent Black church scholar: “What is African American religion?” Because of the dominant American hegemony encountered by the Black church, it must be understood as part of a larger freedom-seeking agendum that allowed its members to assert power over competing images to shape the meaning of theological allegiance, as well as the treatment of black bodies, through theology, rituals, rites, ceremonies and other religious practices. Topics covered in the course include identity through the Black church, the black conversion experience, worship styles, Black preaching, Black music, gender roles, sexuality, liberation theology, health practices, and the impact of COVID-19 on the Black church. (Same as REL 314.)
This course examines the history and diversity of African American religious expression from slavery until the present, emphasizing both mainstream and alternative faiths. It covers the religious world views of enslaved Africans, and examines faiths inside and outside of Christianity. Topics may include: independent black churches, magical practices, the Holiness and Pentecostal movements, black Islam, religious freemasonry, and esoteric faiths. The class emphasizes the influence of gender, class, race, migration, and urbanization on black religion. (Same as AMS 316 and HIST 316.)
Lecture and discussion course in African area of current interest. May be repeated for credit toward the major.
Lecture and discussion course in African area of current interest. May be repeated for credit toward the major. Only open to students admitted to the University Honors Program or with permission of the instructor.
This course examines civil issues in African-American communities and populations, and their legal ramifications. Topics such as the penal system, court sentencing, death penalty, cultural norms, law enforcement and civil liberties are critically examined within social and humanistic theories.
Lecture and discussion course in African-American area of current interest. May be repeated for credit toward the major.
This is a comparative study of popular music produced in Africa, and the African Diaspora. The praxis, theories, histories, forms, artists and audiences are discussed.
This course deals with popular creative forms and critical commentaries (re)produced or/and circulated by ordinary people - as opposed to the social and political elites - in the context of social media in Africa. Social media in Africa stages an unprecedented explosion of new popular forms, and digital genres circulate the perspectives of everyday people. With the understanding that popular culture is an arena in which non-elite subjects in different African countries create aesthetic forms, we will examine in this course the implications of literary and cultural expressions from different regions of Africa that are born-digital and remediated modes of subverting power and the normative culture. Students will explore how forms of popular culture-including Nollywood films, and other expressive forms on YouTube and other social media-serve as a running commentary both on contemporary Africa as well as on historical processes and changes in the continent.
This course defines African American culture and seeks to identify ways in which it is distinct, both in terms of its roots and ongoing evolution.
The course focuses on the concept of leadership and on Black leadership in the United States. An in-depth analysis of selected case studies of Black leaders both historical and contemporary. Some attention will be given to the dispersion of Africans into the Americas and the leadership that emerged, conditioned both by environmental factors and the psychology engendered by the system of slavery. Selected successful Black leaders will be invited to visit the class from time to time. (Same as AMS 340.)
Reading, analysis, and discussion of contemporary fiction, poetry, and drama from sub-Saharan Africa. Brief attention is paid to historical development and to traditional literature. (Same as ENGL 326.) Prerequisite: Prior completion of the KU Core Written Communication requirement. Recommended: Prior completion of one 200-level English course.
Reading, analysis, and discussion of fiction, poetry, and drama from the Caribbean, including a small selection of Spanish, French, and Dutch Antillean works in translation. (Same as ENGL 339.) Prerequisite: Prior completion of the KU Core Written Communication requirement. Recommended: Prior completion of one 200-level English course.
Reading, analysis and discussion of contemporary fiction, poetry, and drama from Africa. Brief attention is paid to historical development and to traditional literature. Prerequisite: Open only to students admitted to the University Honors Program or with consent of instructor. Not open to students who have taken AAAS 332.
A critical study of issues and questions raised about women in contemporary African literature and implications for the larger society through the analysis of theme, language, characterization, roles and functions of women in selected works. (Same as WGSS 330.)
This course will study the critical discourse produced by black female intellectuals, writers, and activists about their race, gender, sexual, and class identities. Students will explore black women's distinct positionality through an examination of their theory as well as their praxis from the nineteenth century to the contemporary moment. By tracing the evolution of black feminist thought, the class will explore black women's initiation of and engagement with political, social, and artistic conversations in various fields of scholarly inquiry including-but not limited to-literature, history, sociology, political science, and the law. (Same as ENGL 344 and WGSS 344.) Prerequisite: WGSS 101, AAAS 104, or prior completion of one 200-level English course.
Islam's Origins, the prophet Muhammed, the Holy Koran, religious symbols and moral mandates, and historical developments. (Same as REL 350.)
An introduction to historical, cultural, social, political, and economic issues in Africa from a geographic perspective. The course begins with the historical geography of humanity in Africa, from ancient times through to the present. Other topics include cultural dynamics, demography, health, rural development, urbanization, gender issues, and political geography. Case studies from Eastern and Southern Africa will be used to illustrate major themes. (Same as GEOG 351.)
In this course, we examine the development of artistic modernisms in Africa in historical context. We also study the content, production, patronage, and display of modern and contemporary African art. In doing so, we consider African artists' engagement with modernity, globalization, and contemporary issues, as well as interrogate influential myths and assumptions regarding African artists and the work they produce. Course themes include the workshop as a critical site, independence movements and the creation of national art forms, art as global commodity, and art in resistance, remembrance, and revolution. Not open to students with credit in AAAS 569/HA 569. (Same as HA 353.)
A study of the origin and development of continental African theatre and its affinity to the Levant. Traditional, colonial and contemporary dramatic theories and experiments will be examined in play selections. (Same as THR 326.)
A historical study of Black theatre in the U.S.A. from its African genesis to its contemporary Americanness. Epochs in African-American dramaturgy will be critically examined. (Same as THR 327)
A survey of politics in Africa, focused on the countries of sub-Saharan or Black Africa. The course includes a historical discussion of precolonial Africa, colonization and the creation of contemporary states, and the politics of independence, before examining contemporary political systems and the forces influencing patterns of politics on the continent. Formerly known as POLS 665. Not open to students with credit in AAAS 600 or POLS 665. (Same as POLS 365.) Prerequisite: POLS 150 or AAAS 105 or AAAS 305 or consent of instructor.
A survey of the indigenous languages of Africa from a linguistic perspective, covering the main language families and their geographic distribution, and focusing on the features and structure of the more widely spoken and representative languages in each family (e.g., Fula, Hausa, Maninka, Swahili, Yoruba). (Same as LING 370.)
This course examines theories of religion, discourse, power, gender and sexuality in their application to Arab societies. The course introduces different aspects of Arab cultures. Through canonical works, we study political domination, tribal social organization, honor, tribe, shame, social loyalty, ritual initiations and discuss how these issues speak generally to anthropological inquiry. Regionally specific works are then framed by an additional set of readings drawn from anthropological, linguistics, and social theories. (Same as ANTH 372.)
This course examines the conceptualization of the "decorative" arts in Africa, including textiles, metals, ceramics, wall decoration, and jewelry, and investigates the relation of this art historical category to modernism. How did such a wide range of artistic practices come to be grouped together? Are terms such as "decorative art" and "craft" still operative, and how do they reflect ideas about race and gender? How have African artists approached "traditional" design? What social factors influenced artistic processes and what is the historical symbolism of medium? To address these questions, we will consider artists' writings, art schools and apprenticeships, gender dynamics, transnational artistic exchanges, the concept of the artist-artisan, and the meaning of material and process. Our discussions will span historical and contemporary contexts, and also will examine colonial systems of classification, gender norms and laws, practices of appropriation, and tourism. Not open to students with credit in AAAS 677/HA 677. (Same as HA 377.) Prerequisite: An Art History course 100 level or above, or consent of instructor.
How does the rich relationship between art and gender provide an organizing metaphor for African artists across space and time? How do artists shape understandings of gender? In this course, we will examine gender in artistic practice alongside cultural binaries and consider how gender historically operated to define distinct roles for artists. We will study how formulations of gender and race intersected to impact artistic production and classification during the colonial and postcolonial periods. We will analyze materiality and the metaphor of childbirth, gender and Islamic textiles, and the concept of "craft." This course is offered at the 300 and 700 level with additional assignments at the 700 level. Not open to students with credit in AAAS 780/HA 780. (Same as HA 360 and WGSS 380.)
An interdisciplinary study of the role of Black women in our society, from the African background through the plantation experience to the present. Prerequisite: One course in the social sciences and/or humanities or consent of instructor.
Investigation of a subject selected by a student in consultation with a departmental adviser and conducted under supervision. Individual reports and conferences. Open only to students who have completed at least six credit hours in African and African-American studies. Cannot be repeated for credit. Prerequisite: Consent of instructor.
Addresses the widely-held stereotype of Muslim women as pawns in a patriarchal socio-religious context. Investigating the Muslim cultures of certain regions, the course will examine the manner in which indigenous culture was influenced by the introduction of Islam and the historical impact of Islam on women's social roles. Focusing principally on social change in the 20th century, the course will consider how socio-political change affects religious roles where religion is integrally involved in daily life. To what extent is individualism valued, and how are the pressures of late 20th century life mediated? The course will draw on texts from history, sociology, and literature. Prerequisite: REL 107 or AAAS 349/REL 350 or consent of instructor.
The course develops an understanding of the postcolonial concept and its different manifestations in theatre and drama across nations and cultures. It approaches postcolonialism as a way of reading theatre, and as a genre within theatre by exploring how the "colonial project" has reconfigured the concept, content, and context of theatre in both colonized and colonizing cultures. In addition to the study of postcolonial playwrights and their works, the course is also an introduction to postcolonial theory and its critics. (Same as THR 429.)
This course is an introduction to 20th century African literature written in French, covering selected works by major authors from both sub-Saharan Africa and the Maghreb. Attention will be given primarily to the novel, although some poetry will also be read. Topics and themes include negritude, African identity in the wake of colonialism, Islam, and women's writing. Classes will be conducted in English. Students may read the texts in French or in translation. (Same as FREN 432.) Prerequisite: ENGL 102 and a 200-level English course.
This course focuses on literature that reflects Islamic culture from its inception to contemporary times. Beginning with attention to the importance of the spoken word in the establishment of Islam, course readings and lectures follow the place of literary works in confirming Islamic perspectives. Readings include selections from the Qur'an, classical works of poetry and narrative, and contemporary autobiography. Authors are from Africa and the region of the Golden Age of Islam, including the best known: al-Ghazali (d.1111 C.E.), Attar (d. circa 1193-1235), Ibn Arabi (d. 1240 C.E,), Rumi (d. 1273), Saadi (d.1291), Hafiz (d. 1389 C.E.), and Shah (contemporary), as well as readings by and about less well known Muslim women scholars and Sufis in all historical periods. Readings are all in English translations.
This course focuses on four decades of African women's writing from all regions of the continent. Works included deal with a wide variety of issues relevant to African women, as well as universal issues of conceptions of gender roles, and the struggle to attain personal rights and freedom within traditional cultural frameworks.
This course examines the realities of Muslim women's experiences as conveyed in their own voices. Works are drawn from all over the world, from Africa and the Middle East to Europe and the U.S. and cover the nineteenth and twentieth centuries.
This course uses written and visual materials to examine race, ethnicity, and nationalism around the world. Emphasis is on ways in which social forces, gender roles, sexual practices, cultural patterns, and political organization work together to construct and reinforce ethnic, racial, and national identities, boundaries, movements, and conflicts. Historical and contemporary comparisons are made between the U.S. and countries in Africa, Asia, the Americas, the Caribbean, Europe, the Pacific Islands, and the Middle East. (Same as AMS 437 and SOC 437.)
In this course, students will examine, in detail, four historical eras in which the American people struggled over anti-Black racial injustice in the United States. While the role and efficacy of social change movements and grass-roots activism in that struggle will be analyzed, the course will emphasize political, policy, and institutional responses and remedies to the problem of American racism. In particular, discussions, readings, and assignments will evaluate the successes and failures of specific legislative, judicial, administrative, and organizational interventions. How and why these responses developed and fared as they did-as well as the debates over their efficacy-will be the focal point of this course. (Same as HIST 442.)
A study of pop songs, television, comics, and other idioms of popular culture from different parts of the Muslim world, with attention to Muslims' sense of humor, tragedy, aesthetics, and pertinent issues of the day. (Same as REL 450.)
Individual investigation of special topics in African and African-American studies. May not be repeated for credit toward the major. Prerequisite: Six hours in African and African-American studies or consent of instructor.
Examines issues and problems associated with language use in sub-Saharan Africa from a sociological perspective. Topics covered include an overview of the types of languages spoken on the continent: indigenous languages, colonial languages, pidgins and creoles, and Arabic as a religious language; problems associated with the politics of literacy and language planning; writing and standardization of indigenous languages; and the cultural and ideological dilemmas of language choice. (Same as LING 470.) Prerequisite: AAAS 103, AAAS 305, or LING 106; or consent of instructor.
A supervised placement in practical situations where students actively participate in organized work within the community, to be completed with an acceptable paper. The course may be taken in the United States, Caribbean, or Africa to meet the B.A. degree requirement in African and African-American Studies. Open only to junior and senior majors or by consent of the department.
A survey of the major political, social, economic and intellectual trends in a region of Africa or the Americas. Prerequisite: Five hours of distribution courses in history.
Study of an African language at Elementary I and Elementary II levels under individual supervision and with the aid of self-instructional material. Open to juniors and seniors in good standing and graduate students only and with permission of the department. May be repeated for up to 10 credit hours. Cannot be used to fulfill BA foreign language requirement.
Study of an African language at Intermediate I and Intermediate II levels under individual supervision and with the aid of self-instructional material. Open to juniors and seniors in good standing and graduate students only and with permission of the department. May be repeated for up to 6 credit hours. Cannot be used to fulfill BA foreign language requirement.
Study of an African language at Advanced I and Advanced II levels under individual supervision and with the aid of self-instructional material. Open only to juniors and seniors in good standing, graduate students and with permission of the department. May be repeated for up to 6 credit hours. Cannot be used to fulfill BA language requirement.
Designed for native and near native speakers, this course involves reading of materials published in an African language intended for conversation, oral presentation, and writing by native speakers. May be repeated for up to 6 credit hours. Prerequisite: Native or near native speaker proficiency or consent of instructor.
An examination of the Civil Rights Movement in American History. Emphasis is placed on the activities of major Civil Rights organizations, Civil Rights legislation and its impact on American life, and conflicts between integrationist and separatist forces in politics, economics, education, culture and race relations in the United States. (Same as HIST 514.)
This is an upper level course designed to analyze the experiences that define the African American relationship to the American economy. The course begins with the slave trade and ends in the present. It explores and explains how African American economic development intimately intertwined with the movement for freedom. Students will learn how African Americans addressed issues around slavery, housing, banking, capitalism/socialism, underground economy, and gentrification. This course is chronological in nature with thematic elements. Lectures will provide brief histories and conceptual framework for readings. This background will help students understand and explore how black identity, culture, and politics interact with economy. However, the bulk of the course will operate as a seminar. By the end of the course, students will be able to summarize African American past experiences with capitalism and its relevance to contemporary economic issues affecting African American people today. (Same as AMS 518 and HIST 518.) Prerequisite: Any American Studies or History courses on American History.
Upper level lecture and discussion courses in African area of current interest and/or taking advantage of faculty resources in topics relevant to the major. May be repeated for credit toward the major. Prerequisite: Junior/Senior in good standing.
Upper level lecture and discussion courses in African area of current interest and/or taking advantage of faculty resources in topics relevant to the major. May be repeated for credit toward the major. Only open to students admitted to the University Honors Program or with permission of the instructor. Prerequisite: Junior/senior in good standing
Upper level lecture and discussion courses in African-American area of current interest and/or taking advantage of faculty resources in topics relevant to the major. May be repeated for credit toward the major. Prerequisite: Junior/Senior in good standing.
Upper level lecture and discussion courses in African-American area of current interest and/or taking advantage of faculty resources in topics relevant to the major. May be repeated for credit toward the major. Only open to students admitted to the University Honors Program or with permission of the instructor. Prerequisite: Junior/senior in good standing.
Study of religious thought, practice, and institutions of Islam with an emphasis on the examination of primary documents.
Study of Islamic art and architecture in various cultural and geographical settings, from the first mosques of North African and the Swahili coast to contemporary Islamized masquerades in West Africa. We consider art objects and architectural sites in terms of religious practice, trade and commerce, ritual and political power, and contemporary expression. (Same as HA 536.) Prerequisite: AAAS 102, AAAS 103, HA 100, or HA 150; or permission of instructor.
The course examines the links between language structure, patterns of use, language choice, and language attitudes in the diglossic and bi-lingual Arabic-speaking communities. It also explores language as a reflector and creator of Arab culture (e.g. linguistic encoding of politeness, the Quranic text as the spoken and written word, the role of tropes in Arabic rhetoric). The topics for discussion range from the micro-level language choice to the macro-level issues of national language policies and planning within the domain of government and education across the Arab world. (Same as LING 543.)
This course seeks to unveil a complex cultural practice that has been misconstructed by many scholars. It explores the versatility of the meaning of the veil. It examines the ways in which the veil has become a symbol of privacy, cultural identity, religious assertion, resistance and liberation, besides being a symbol of constraint, oppression, backwardness, and sexual mystery.
Small discussion groups, each designed to consider a specific, clearly defined topic, using an interdisciplinary approach and requiring the demonstration of a comprehensive knowledge of the fundamentals in the field as appropriate to the topic. Class discussion based on student presentations. Prerequisite: Senior majors; special departmental permission for other seniors.
Acquaints students with the complexities of debates on environmental problems in Sub-Saharan Africa. Topics addressed may include deforestation, desert expansion, wildlife conservation, soil erosion, climate change, coral reef destruction, water resources development, mangrove preservation, and the environmental effects of war, industrialization, and urbanization. Class presentations and projects synthesize the perspectives of both human and physical geography. (Same as GEOG 550.) Prerequisite: GEOG 104 or permission of instructor.
Acquaints students with the values and social parameters of African agricultural and pastoral practice. Topics include customary land rights, African perspectives on the natural world, gender issues in African agriculture, and the urbanization of African cultures. The course also contrasts African views with those of Western development practitioners and donor agencies. Case studies from different countries are used to highlight the continent's regional differences. (Same as GEOG 553.)
The course examines health and nutrition in African communities, using the methods of biological and medical anthropology. Fundamental to the approach taken in the course is the understanding that the health of human groups depends on interactions between biological and cultural phenomena in a particular ecological context. One topic will be selected per semester to examine in detail the full array of epidemiological factors contributing to patterns of specific diseases. AIDS, childhood diseases, and reproductive health of African women are among possible topics. Course material will be selected from scholarly and medical publications, as well as coverage in the popular media. The use of a variety of sources will enhance understanding of the biological and cultural issues involved, and will help students identify possible bias and misinformation in popular coverage of events such as famine or epidemic in African settings. (Same as ANTH 545.) Prerequisite: An introductory course in either Anthropology or African Studies.
A critical study of Africa and its peoples as depicted in films. The aesthetic, cultural, economic, political, historical, and ideological aspects of African films are examined. (Same as FMS 544.)
This course considers how colonialism has shaped race and gender, historically and today. It explores how Europeans justified colonial rule through sexist beliefs about Native peoples and how sexual exploitation was built into colonial occupation. Film, literature, and political essays help us examine the lasting legacies of these ideas and resistance against them - a field known as postcolonial studies. We use this lens to trace historical attitudes about the white man's burden into contemporary issues in international politics, asking how human rights programs and military intervention maintain global inequality and produce new kinds of empires. (Same as WGSS 560.) Prerequisite: Any WGSS or AAAS course, or permission of the instructor.
This course examines struggles for freedom in southern Africa and the consequences of political, economic, and social changes in the region. The end of colonial rule, the demise of white-settler domination, and the fall of the apartheid regime is discussed. As a major political event of the twentieth century, the liberation of southern Africa had both local and global consequences. The course analyzes transnational issues of liberation and resistance to consider broader regional and international perspectives. Course themes pay particular attention to gender and ethnicity and include a focus on democratization and contemporary meanings of liberation. Prior coursework in African Studies is strongly recommended, but not required. (Same as HIST 561 and POLS 561.)
In this course, we examine the development of artistic modernisms in Africa in historical context. We also study the content, production, patronage, and display of modern and contemporary African art. In doing so, we consider African artists' engagement with modernity, globalization, and contemporary issues, as well as interrogate influential myths and assumptions regarding African artists and the work they produce. Course themes include the workshop as a critical site, independence movements and the creation of national art forms, art as global commodity, and art in resistance, remembrance, and revolution. Not open to students with credit in AAAS 353/HA 353. (Same as HA 569.) Prerequisite: Junior/Senior standing and at least one course at the 100-level or above in AAAS or HA.
Slavery, slave culture, and the slave trade in the U.S., Latin America, and the Caribbean will be examined comparatively. Attention will also be given to African cultures, the effects of the slave trade on Africa, and the effects of African cultures on institutions in the New World. (Same as HIST 574.)
This course introduces students to key concepts in global migration and its implications on development in migrant sending states particularly those on the African continent. It will explore the various migration patterns from Africa (e.g. migration between North Africa and Europe in the aftermath of the Arab Spring), South-South migration, the 'brain drain' of skilled professionals and its implications for development, and the role of diasporas in development. The course will also assess the integration of migrants in major migrant destination regions. Finally, the course will provide students with an opportunity to critically examine the relationship between migration and development in a particular national context of their choice. (Same as GEOG 583.) Prerequisite: GEOG 102 or consent of instructor.
A study of the literature written by Black Americans from the pre-Civil War period to the present. Emphasis upon specific historical periods in the development of Black literature as well as on a critical analysis of major autobiographical, poetic, and fictional works.
An examination of the history of sexuality and gender in Africa with a focus on the 19th and 20th centuries. Major issues and methods in the historical scholarship on gender and sexuality will be covered. Topics of historical analysis include life histories, rites of passage, courtship, marriage, reproduction, education, masculinities, homosexuality, colonial control, and changing gender relations. Prior course work in African history is suggested. Graduate students will complete an additional project in consultation with the instructor. (Same as HIST 598 and WGSS 598.)
A survey of politics in Africa, focused on the countries of sub-Saharan or Black Africa. The course includes a historical discussion of precolonial Africa, colonization and the creation of contemporary states, and the politics of independence, before examining contemporary political systems and the forces influencing patterns of politics on the continent. This course is offered at the 300 and 600 level with additional assignments at the 600 level. Not open to students with credit in AAAS 365/POLS 365. Prerequisite: POLS 150 or AAAS 105 or AAAS 305 or consent of instructor.
Examines the Black Power Movement in its many manifestations, beginning with a discussion of its political and cultural background: the transition from Civil Rights to Black Power in the African American Freedom Movement of the 1960s; the impact on African Americans of African decolonization and the spread of anti-colonial and anti-imperialist movements throughout other parts of the globe. The course also examines the Black Arts Movement and its influence on the Black Power Movement and vise versa. Therefore, some attention will also be paid to the music, literature, theater, and the graphic arts of the period, and the aesthetic and political critiques of these artistic forms. Prerequisite: AAAS 511 not required but recommended.
A critical examination of W. E. B. Du Bois, paramount black scholar and activist whose massive body of scholarly work spans the period from late 19th through the mid-20th centuries. Course covers the major works of Du Bois. Topics include Du Bois as sociologist, historian, propagandist, and creative writer. Moreover, the course deals with Du Bois as an intellectual in conversation with other black thinkers, including individuals such as, Booker T. Washington, Alexander Crummell, Anna Julia Copper, Ida B. Wells-Barnett, Marcus Garvey, E. Franklin Frazier, Walter White and Thurgood Marshall.
Focusing on issues of gender, this course follows major religious developments in the Islamic tradition. Also examines how Muslim women have impacted those developments. (Not open to students who have taken REL 357.) (Same as REL 657.) Prerequisite: AAAS 349/REL 350, graduate standing, or permission of instructor.
This course is designed to explore the field of gender and African politics. We begin by paying particular attention to African women's political roles during the pre-colonial and colonial society. Next, we examine the impetus, methods, and path of liberation struggles and how gender roles were shaped, shifted, and changed during these struggles. The majority of the class focuses on current issues in African politics, including gender and development, HIV/AIDS and women's health, gender and militarism. We also explore women's roles in political institutions, civil society organizations, trade and labor unions, and transnational movements. We also examine contemporary constructions of masculinity and femininity in African states and explore how these constructions affect social policy and national political agendas. (Same as POLS 662 and WGSS 662.) Prerequisite: Sophomore level or consent of instructor.
This course examines the conceptualization of the "decorative" arts in Africa, including textiles, metals, ceramics, wall decoration, and jewelry, and investigates the relation of this art historical category to modernism. How did such a wide range of artistic practices come to be grouped together? Are terms such as "decorative art" and "craft" still operative, and how do they reflect ideas about race and gender? How have African artists approached "traditional" design? What social factors influenced artistic processes and what is the historical symbolism of medium? To address these questions, we will consider artists' writings, art schools and apprenticeships, gender dynamics, transnational artistic exchanges, the concept of the artist-artisan, and the meaning of material and process. Our discussions will span historical and contemporary contexts, and also will examine colonial systems of classification, gender norms and laws, practices of appropriation, and tourism. Not open to students with credit in AAAS 377/HA 377. (Same as HA 677.) Prerequisite: An Art History course 100 level or above, or consent of instructor.
Individual and supervised readings in selected areas of African and African-American studies which will be an investigation of a subject selected by the student with the advice and direction of an instructor. Individual reports and conferences. Prerequisite: Seniors and consent of department.
An individual research project in African-American or African studies under the direction of a specialist in the area of the student's interest, the results of the project to be presented in written form and to be defended before a committee of three faculty members as provided for under the requirements for Honors. Majors only and permission of instructor.
A 20th-century and 21st-century study of the combined internal and external forces that precipitated the rise of Africa, the major African issues in international relations, and Africa's impact on the modern world. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A survey of politics in Africa, focused on the countries of sub-Saharan or Black Africa. The course includes a historical discussion of precolonial Africa, colonization and the creation of contemporary states, and the politics of independence, before examining contemporary political systems and the forces influencing patterns of politics on the continent. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A concentrated study of a special topic relating to African Art studies. Different topics are offered in different semesters. Prerequisite: Nine hours of Art History and/or consent of instructor.
Addresses the widely-held stereotype of Muslim women as pawns in a patriarchal socio-religious context. Investigating the Muslim cultures of certain regions, the course will examine the manner in which indigenous culture was influenced by the introduction of Islam and the historical impact of Islam on women's social roles. Focusing principally on contemporary social change, the course will consider how socio-political change affects religious roles where religion is integrally involved in daily life. To what extent is individualism valued, and how are the pressures of late 20th-century and early 21st-century life mediated? The course will draw on texts from history, sociology, and literature. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
An examination of the barriers to effective communication between Black Americans and non-Black Americans. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Seminar in an area of current interest in African and African-American Studies. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
This course defines African American culture and identifies ways in which it is distinct. The course identifies the roots of African American culture, as well as the transformations occurring over time. The course covers identity issues and considers the possibility of complex, multi-identity structures. The course addresses the issues of whether there is a common narrative or a common root metaphor for African American culture, how this is known epistemologically, internally and externally, and how epistemological "knowledge" is appropriated. Course pedagogy includes text readings, case studies, performance events, and media events.
The course focuses on the concept of leadership and on Black leadership in the United States. An in-depth analysis of selected case studies of Black leaders both historical and contemporary. Some attention will be given to the dispersion of Africans into the Americas and the leadership that emerged, conditioned both by environmental factors and the psychology engendered by the system of slavery. Selected successful Black leaders will be invited to visit the class from time to time. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Introduction to African Literature. Reading, analysis, and discussion of contemporary fiction, poetry, and drama from sub-Sahara Africa. Brief attention will be paid to historical development and to traditional literature. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
This course is an introduction to 20th-century and modern Francophone African literature covering selected works by major authors from both sub-Saharan Africa and the Maghreb. Attention will be given primarily to the novel, although some poetry will also be read. Topics and themes include negritude, African identity in the wake of colonialism, Islam, and women's writing. Classes will be conducted in English. Students may read the texts in French or in translation. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Contemporary literature that is set in the context of Muslim cultures provides for an examination of Muslim identity on its own terms. This course focuses on the literary examination of works by Muslim authors from Egypt, Sudan, Senegal, Guinea, Mali, Morocco, Nigeria, and Niger. From the perspective of both male and female authors, the issue of what it means to be a Muslim is considered through fictional accounts set in contemporary contexts. Some works will be read in translation from Arabic or French; others are written originally in English. Cultures considered in this course vary widely in their origins and customs, which allows for a focus on the one pervasive element they share in common: Islam as it shapes people's lives. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
This course focuses on African women's writing from all regions of the continent. Works included deal with a wide variety of issues relevant to African women, as well as universal issues of conceptions of gender roles, and the struggle to attain personal rights and freedom within traditional cultural frameworks. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Islam's origins, the prophet Muhammed, the Holy Koran, religious symbols and moral mandates, and historical developments. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A study of pop songs, television, comics, and other idioms of popular culture from different parts of the Muslim world, with attention to Muslims' sense of humor, tragedy, aesthetics, and pertinent issues of the day.
Individual investigation of special topics in African and African-American studies. May not be repeated for credit. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Examines issues and problems associated with language use in sub-Saharan Africa from a sociological perspective. Topics covered include an overview of the types of languages spoken on the continent: indigenous languages, colonial languages, pidgins and creoles, and Arabic as a religious language; problems associated with the politics of literacy and language planning, writing and standardization of indigenous languages; and the cultural and ideological dilemmas of language choice. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
An intensive study of the literatures of Africa and/or African diaspora (people of African descent dispersed around the world). This study will focus on the major characteristics of a particular period, genre, mode, and/or theme in literatures such as African, Caribbean, Afro-Brazilian, African American, African Canadian, Black British. Critical theories pertinent to writers and their work will be covered. Topics may include studies in drama, poetry, or the novel; migration narratives; literature of a particular era, such as the Harlem Renaissance, Negritude, or the Black Arts Movement; representations of gender, etc. As topics vary by semester, the course may be repeated for credit. (Same as ENGL 774.)
How does the rich relationship between art and gender provide an organizing metaphor for African artists across space and time? How do artists shape understandings of gender? In this course, we will examine gender in artistic practice alongside cultural binaries and consider how gender historically operated to define distinct roles for artists. We will study how formulations of gender and race intersected to impact artistic production and classification during the colonial and postcolonial periods. We will analyze materiality and the metaphor of childbirth, gender and Islamic textiles, and the concept of "craft.". This course is offered at the 300 and 700 level with additional assignments at the 700 level. Not open to students with credit in AAAS 380/HA 360/WGSS 380. (Same as HA 780.) Prerequisite: Any previous AAAS course.
An interdisciplinary study of the role of Black women in our society, from the African background through the plantation experience to the present. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
An introduction to, and overview of, the historical, intellectual, and professional foundations of African-American Studies; a multidisciplinary examination of the key texts and issues in the field. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
An introduction to, and overview of, the historical, intellectual, and professional foundations of African Studies; a multidisciplinary examination of the key texts and issues in the field. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A multidisciplinary introduction to the range of research methods employed to examine African and African-American history, cultures, and societies. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
An interdisciplinary, comparative exploration of the histories, cultures, and societies of Africans and peoples of African descent. Students will be required to utilize the skills gained in AAAS 801 and AAAS 802 to design and implement a project that will be critically assessed in the seminar. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description. Prerequisite: AAAS 801 and AAAS 802 or consent of instructor.
An examination of the Civil Rights Movement in American History. Emphasis is placed on the activities of major Civil Rights organizations, Civil Rights legislation and its impact on American life, and conflicts between integrationist and separatist forces in politics, economics, education, culture and race relations in the United States. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
This course will examine the Black Power Movement in its many manifestations, beginning with a discussion of its political and cultural background: the transition from Civil Rights to Black Power in the Afro-American freedom movement of 1960's; the impact on African Americans of African decolonization and the spread of anti-colonial and anti-imperialist movements throughout other parts of the globe. There will also be some examination of the Black Arts Movement and its influence on the Black Power Movement and vice versa. Therefore, some attention will also be paid to the music, literature, theater, and the graphic arts of the period, and the aesthetic and political critiques of these artistic forms. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
This course examines multiple expressions of popular culture in contemporary Africa, focusing on the aesthetics of forms such as music, theatre, dress, street art, and popular literary genres, as well as the social themes they deal with and the societies that produce them. The approach will be based on a critical reconsideration of notions such as traditional versus modern culture, elite versus folk art, westernization, and cultural hybridity, in order to find better ways of discussing the cultural vibrancy of everyday life in contemporary Africa. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A critical examination of the life and thought of W. E. B. Du Bois, paramount black scholar and activist whose massive body of scholarly work spans the period from late 19th through the mid-20th centuries. Course covers the major works of Du Bois. Topics include Du Bois as sociologist, historian, propagandist, and creative writer, taking into account his often shifting views on art and culture, politics, leadership, civil rights and the color line, trade unionism, Pan-Africanism, socialism, internationalism, and, of course, double consciousness, among other issues. Moreover, the course will deal with Du Bois as an intellectual in conversation with other black thinkers, including individuals such as Booker T. Washington, Alexander Crummell, Anna Julia Copper, Ida B. Wells-Barnett, Marcus Garvey, E. Franklin Frazier, Walter White and Thurgood Marshall. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Reading, analysis, and discussion of contemporary fiction, poetry, and drama from Africa, the Caribbean, and the United States. Brief attention will be paid to historical development and to traditional literature. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A study of the rhetoric of Black Americans, from their earliest protest efforts to the contemporary scene, with the focus on the methods and themes employed to alter their status in American society. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
The course examines the links between language structure, patterns of use, language choice, and language attitudes in the diglossic and bi-lingual Arabic-speaking communities. It also explores language as a reflector and creator of Arab culture (e.g. linguistic encoding of politeness, the Quranic text as the spoken and written word, the role of tropes in Arabic rhetoric). The topics for discussion range from the micro-level language choice to the macro-level issues of national language policies and planning within the domain of government and education across the Arab world. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Acquaints students with the complexities of debates on environmental problems in Sub-Saharan Africa. Topics addressed may include deforestation, desert expansion, wildlife conservation, soil erosion, climate change, coral reef destruction, water resources development, mangrove preservation, and the environmental effects of war, industrialization, and urbanization. Class presentations and projects synthesize the perspectives of both human and physical geography. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Acquaints students with the values and social parameters of African agricultural and pastoral practice. Topics include customary land rights, African perspectives on the natural world, gender issues in African agriculture, and the urbanization of African cultures. The course also contrasts African views with those of Western development practitioners and donor agencies. Case studies from different countries are used to highlight the continent's regional differences. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A critical study of Africa and its peoples as depicted in films and videos. The aesthetic, cultural, economic, political, historical, and ideological aspects of African films and videos will be examined. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Slavery, slave culture, and the slave trade in the U.S., Latin America, and the Caribbean will be examined comparatively. Attention will also be given to African cultures, the effects of the slave trade on Africa, and the effects of African cultures on institutions in the New World. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
A study of the literature written by Black Americans from the pre-Civil War period to the present. Emphasis upon specific historical periods in the development of Black literature as well as on a critical analysis of major autobiographical, poetic, and fictional works. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
The representation(s) of race in significant texts and performance styles in American theatre analyzed according to political ideologies, dramatic movements and the impact of these factors on the representation of the "other" in the theatre.
This course will deal with the fifty years of South African history during which apartheid came to be formulated, supported, and perpetuated, and the forces that were responsible for its disintegration by 1990. Reference will also be made to the transformation process since April 1994. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
An examination of the history of sexuality and gender in Africa focused on the 19th-century to the present. Major issues and methods in the historical scholarship on gender and sexuality will be covered. Topics of historical analysis include life histories, rites of passage, courtship, marriage, reproduction, education, masculinities, homosexuality, colonial control, and changing gender relations. Prior course work in African history is suggested. Additional advanced-level coursework is required for students in this course beyond lower-level courses of the same name and/or description.
Investigation and research of a topic for a master's thesis. A maximum of 6 thesis hours may be counted toward the 33 hours required for the degree.
African & African-American St Courses
Basic level of oral fluency and aural comprehension. Vocabulary acquisition, pronunciation, grammar, and writing. Reading of simple texts. Not open to native speakers of Amharic.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Amharic. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
Intermediate oral proficiency and aural comprehension. Systematic review of grammar. Writing skills beyond the basic level. Introduction to modern Amharic texts and discussion in Amharic. Prerequisite: AMHR 120.
African & African-American St Courses
The goal of this course is to begin developing reading, speaking, listening, writing, and the essentials of Modern Standard Arabic grammar. This course will also provide an introduction to the culture of the Arabic speaking world. Three hours of class per week delivered face-to face plus outside use of recorded text materials. This course does not satisfy any KU language requirement. Prerequisite: Instructor permission required
Continuation of ARAB 101. Further development of basic familiarity with the Modern Standard Arabic language, focusing on speaking, listening, reading, writing, and the essentials of Arabic grammar. Continued exploration of the culture of the Arab-speaking world. Three hours of class per week delivered face-to face plus outside use of recorded text materials. This course does not satisfy any KU language requirement. Prerequisite: ARAB 101.
Five hours of class per week. Basic level of oral fluency and aural comprehension. Vocabulary acquisition, pronunciation, grammar, and writing. Reading of simple texts. Not open to native speakers of Arabic.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Arabic. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
Three hours of class conducted in Arabic. Intermediate oral proficiency and aural comprehension. Systematic review of grammar. Writing skills beyond the basic level. Introduction to modern Arabic texts and discussion in Arabic. Prerequisite: ARAB 120.
A practical Arabic language course involving advanced study of the grammar, reading of texts on a variety of subjects, conversation, and composition. Taught in Arabic. Designed for students who have had two or more years of Arabic study. Open to native speakers. Prerequisite: ARAB 220 or consent of instructor.
Designed for native and near-native speakers, this course involves reading newspapers and other publications in the language intended for native speakers, conversation, oral presentations, and advanced grammar. Prerequisite: Native or near-native speaker proficiency or consent of instructor.
Continuation of ARAB 401.
African & African-American St Courses
Beginning course in the vernacular language of Haiti, Martinique, Guadeloupe and other areas of the Caribbean and the Indian Ocean. Conversational approach, with essentials of grammar. Reading of basic texts. Special attention to folk culture as expressed by language. No previous knowledge of another foreign language is required.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Haitian. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
Continued practice in conversation and composition; intensive and extensive readings from contemporary press, short story, poetry, and folk tales. Prerequisite: HAIT 120 or consent of instructor.
Course objective is a sophisticated command of understanding, speaking, reading, and writing Haitian. Texts include newspapers and other Haitian publications as well as spoken material produced essentially for native speakers. Conversation and oral presentations. Keeping of personal journal in Haitian.
Continuation of HAIT 350, plus advanced readings from Haitian authors such as Carrie Paultre, Frank Etienne, Lyonel Desmarattes, and Michel-Rolph Trouillot.
May be taken more than once, total credit not to exceed fifteen hours. Material not covered by course work, and/or in field of student's special interest. Conferences. Course taken for one hour of credit may not be used to fulfill College's humanities distribution requirement. Prerequisite: Six hours of Haitian Creole and consent of instructor.
Advanced work in either language or literature or both. May be taken more than once, total credit not to exceed fifteen hours. Conferences. As a three-credit-hour course, it may count toward a major in African and African-American studies. Prerequisite: Four semesters of Haitian Creole or equivalent and consent of instructor.
Advanced work in Haitian culture. May be taken more than once, total credit not to exceed fifteen hours. Conferences. As a three-credit-hour course, it may count toward a major in African and African-American studies. No knowledge of Haitian or French is required. Prerequisite: AAAS 301 or HAIT 200, or consent of instructor.
Supervised individual readings in selected areas of Haitian language, literature, and culture. Individual reports and conferences. Prerequisite: Consent of instructor.
African & African-American St Courses
Five hours of class per week. Basic level or oral fluency and aural comprehension. Vocabulary acquisition, pronunciation, grammar, and writing. Reading of simple texts. Not open to native speakers of KiSwahili.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in KiSwahili. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
Three hours of class conducted in KiSwahili. Intermediate oral proficiency and aural comprehension. Systematic review of grammar. Writing skills beyond the basic level. Introduction to modern KiSwahili texts and discussion in KiSwahili. Prerequisite: KISW 120.
A practical KiSwahili language course involving advanced study of the grammar, reading of texts on a variety of subjects, conversation, and composition. Taught in KiSwahili. Designed for students who have had two or more years of KiSwahili study. Open to native speakers. Prerequisite: KISW 220 or consent of instructor.
Designed for native and near-native speakers, this course involves reading newspapers and other publications in the language intended for native speakers, conversation, oral presentations, and advanced grammar. Prerequisite: Native or near-native speaker proficiency or consent of instructor.
Continuation of KISW 401.
African & African-American St Courses
Five hours of class per week. Basic level of oral fluency and aural comprehension. Vocabulary acquisition, pronunciation, grammar, and writing. Reading of simple texts. Not open to native speakers of Somali.
Three hours of class conducted in Somali. Intermediate oral proficiency and aural comprehension. Systematic review of grammar. Writing skills beyond the basic level. Introduction to modern Somali texts and discussion in Somali. Prerequisite: SOMI 120.
African & African-American St Courses
Five hours of class per week. Basic level of oral fluency and aural comprehension. Vocabulary acquisition, pronunciation, grammar, and writing. Reading of simple texts. Not open to native speakers of Wolof.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Wolof. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
Three hours of class conducted in Wolof. Intermediate oral proficiency and aural comprehension. Systematic review of grammar. Writing skills beyond the basic level. Introduction to modern Wolof texts and discussion in Wolof. Prerequisite: WOLO 120.
A practical Wolof language course involving advanced study of the grammar, reading of texts on a variety of subjects, conversation, and composition. Taught in Wolof. Designed for students who have had two or more years of Wolof study. Open to native speakers. Prerequisite: WOLO 220 or consent of instructor.
Designed for native and near-native speakers, this course involves reading newspapers and other publications in the language intended for native speakers, conversation, oral presentations, and advanced grammar. Prerequisite: Native or near-native speaker proficiency or consent of instructor.
Continuation of WOLO 401.
American Studies Courses
An introduction to the history and key concepts of American Studies. Students explore major changes in American culture through the critical reading and analysis of primary and secondary source material. Not open to students who have taken AMS 101.
An introduction to the history and key concepts of American Studies. Students explore major changes in American culture through the critical reading and analysis of primary and secondary source material. Not open to students who have taken AMS 100. Prerequisite: Membership in the University Honors Program or approval by the American Studies Program.
An interdisciplinary introduction to individual and group identities over time. Students explore theories and methods relating to identity from various perspectives, such as race, class, gender, sexuality, age, religion, and region. Not open to students who have taken AMS 112.
An interdisciplinary introduction to individual and group identities over time. Students explore theories and methods relating to identity from various perspectives, such as race, class, gender, sexuality, age, religion, and region. Not open to students who have taken AMS 110. Prerequisite: Membership in the University Honors Program or instructor permission.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Americna Studies. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
An introduction to the Latino/a population (Mexican-Americans, Puerto Ricans, Cuban-Americans, Dominican-Americans, and Central and South Americans) in the US. Students discuss how US and Latin American societies have shaped Latino incorporation into the United States. We also discuss contemporary political, cultural and social issues that pertain to Latinos/as in the US.
A broad introduction to religion in American culture. This class emphasizes the well-established religions with large followings (viz. Judaism, Catholicism, Eastern Orthodoxy, and Protestantism). Some attention is also given to other religions active in America. Other topics covered include the relationship of church and state, religion in ethnic and racial minority groups, and women and religion. (Same as REL 171.)
An interdisciplinary study of the history and culture of Black people in America from Reconstruction to the present. Topics covered include an analysis of Reconstruction, Black leaders, organizations and movements, the Harlem Renaissance, migration, and race relations. Demographic variables covered include socio-economic class, education, political persuasion, and influence by avant-garde cultural changes. (Same as AAAS 306 and HIST 359.)
An examination of the major historical shifts, trends, and conflicts that have shaped the multicultural nature of life in the United States from 1877 to the present. In addition to tracing developments in literature, architecture, drama, music, and the visual arts, this course will investigate patterns and changes in the popular, domestic, and material culture of everyday life in America. (Same as HIST 312.)
This course examines the history and diversity of African American religious expression from slavery until the present, emphasizing both mainstream and alternative faiths. It covers the religious world views of enslaved Africans, and examines faiths inside and outside of Christianity. Topics may include: independent black churches, magical practices, the Holiness and Pentecostal movements, black Islam, religious freemasonry, and esoteric faiths. The class emphasizes the influence of gender, class, race, migration, and urbanization on black religion. (Same as AAAS 316 and HIST 316.)
Examines the politics of immigrant, citizenship and space through official, intellectual and popular responses to the growth of Latino/a populations in the U.S. and to international migration to and from Mexico and Central America. Topics include consideration of how responses to immigration articulate racialized and culturally specific (including linguistic and religious) concepts of the nation, and how questions of citizenship and residency dovetail with issues of community "voice", public space, and diverse notions of "security".
This course explores the complicated role guns play in the US from sociological and cultural perspectives, using a scholarly approach. In doing so, this course will investigate the prevalence and distribution of guns, lawful possession and use of firearms, gun crime and injuries, and take a special look at women's place in gun culture. Through discussion, oral presentations, and writing assignments, we will consider the social impact of widespread gun ownership. We will also learn more about the average law-abiding gun owner and American culture.
This course offers a survey of the history of human sexuality in the Western world; the second half of the semester emphasizes the American experience. Topics for consideration may include: masturbation, pornography, sex work, homosexuality, bisexuality, "perversions" (paraphilias), sex and marriage, racialized sexualities, sexual violence, trans* identities and experiences, sexuality and national identities, and colonialized sexualities. The course demonstrates the various ways in which sex, specifically the social and political meanings attributed to physical acts, changes over time and shapes human experiences and interactions far beyond the bedroom. (Same as HUM 332, HIST 332 and WGSS 311.)
In this course students will study traits, conditions, actions, and behaviors that violate social norms and elicit negative societal reactions. This includes the social, cultural, and individual factors that explain deviance; motivations behind deviant behavior; and efforts by society to control deviants. In short, you will undertake a sociological examination of those on the margins of society and societal efforts to "deal with" them. (Same as SOC 324.)
A comprehensive review of the Spanish language for students whose personal or cultural ties to the language do not include extensive formal academic study, with an emphasis on the development of skills tied to cultural analysis and communication (written and oral) necessary for success in more advanced courses in Spanish. (Same as SPAN 325.) Prerequisite: SPAN 216, or SPAN 217, or SPAN 220, or appropriate placement test score as defined by the Department of Spanish & Portuguese, or consent of the Department of Spanish & Portuguese, or consent of instructor.
The social structure and organization of American society with special reference to recent social changes. (Same as SOC 330.) Prerequisite: An introductory course in sociology or American studies.
Examines the influence abroad of US culture, policies and practices and the impact of other countries on US culture, society, and politics. Among the topics that may be examined are race, ethnicity, colonialism, imperialism, migration, technology, communications and media, popular culture, language, health, domestic and transnational organizations, as well as economic, political, religious, military and educational institutions. (Same as SOC 332).
The course focuses on the concept of leadership and on black leadership in the United States; an in-depth analysis of selected case studies on black leaders, both historical and contemporary. Some attention will be given to the dispersion of Africans into the Americas and the leadership that emerged, conditioned both by environmental factors and the psychology engendered by the system of slavery. Selected successful black leaders will be invited to visit the class from time to time. (Same as AAAS 330.)
This course examines in depth a specific American studies or theme.
Students gain awareness of major scholars and "schools" that have pursued critical, interdisciplinary research or cultural processes and products in the field of American Studies. Topics may include cultural materialism, semiotics, nationalism, ethnic/racial identity, gender and sexuality, cultural politics, mass media, public spheres, social space and place, commodity consumption, music, and popular culture.
This course charts the rise of the "angry white male" in America and Britain since the 1950s, exploring the deeper sources of this emotional state while evaluating recent manifestations of male anger. Employing interdisciplinary perspectives this course examines how both dominant and subordinate masculinities are represented and experienced in cultures undergoing periods of rapid change connected to modernity as well as to rights-based movements of women, people of color, homosexuals and trans individuals. (Same as HIST 364, HUM 365 and WGSS 365.)
A study of the different physical, economic, and cultural settings in the United States and Canada which form the basis for the various forms of livelihood. Emphasis on the United States. (Same as GEOG 390.) Prerequisite: An introductory geography course, or background in United States or Canadian history, social science, or culture, or consent of instructor.
An examination of the history, sociology, and culture of U.S. ethnic categories (e.g., American Indians, Latinos, Asian Americans, Jewish Americans, Irish Americans). The specific group studied varies from semester to semester. Course may be repeated for credit with different topics. (Same as SOC 436.)
This course uses written and visual materials to examine race, ethnicity, and nationalism around the world. Emphasis is on ways in which social forces, gender roles, sexual practices, cultural patterns, and political organization work together to construct and reinforce ethnic, racial, and national identities, boundaries, movements, and conflicts. Historical and contemporary comparisons are made between the U.S. and countries in Africa, Asia, the Americas, the Caribbean, Europe, the Pacific Islands, and the Middle East. (Same as AAAS 437 and SOC 437.)
Interdisciplinary study of selected aspects of American society or culture or of the American experience.
An experiential learning course in which students select and participate in public/civic engagement activities in a selected area undertaken in consultation with and under the direction of a faculty member. Students meet regularly to discuss and evaluate their field experiences and to collectively problem solve identified challenges to the justice work with which they are engaged. Students produce a final project on the experience that integrates the engagement experience and academic materials. Prerequisite: AMS 100 and AMS 110.
This is an upper level course designed to analyze the experiences that define the African American relationship to the American economy. The course begins with the slave trade and ends in the present. It explores and explains how African American economic development intimately intertwined with the movement for freedom. Students will learn how African Americans addressed issues around slavery, housing, banking, capitalism/socialism, underground economy, and gentrification. This course is chronological in nature with thematic elements. Lectures will provide brief histories and conceptual framework for readings. This background will help students understand and explore how black identity, culture, and politics interact with economy. However, the bulk of the course will operate as a seminar. By the end of the course, students will be able to summarize African American past experiences with capitalism and its relevance to contemporary economic issues affecting African American people today. (Same as AAAS 518 and HIST 518.) Prerequisite: Any American Studies or History courses on American History.
Independent research on a selected topic under the direction of a faculty member. Students write an original research paper or complete an equivalent project in another medium, grounded in primary as well as secondary sources. Prerequisite: AMS 550 or consent of instructor.
Independent public service in a selected area undertaken in consultation with and under the direction of a faculty member. Students produce a final written project on the experience that integrates the public service experience and academic materials, or complete an equivalent project in another medium. Prerequisite: AMS 550 or consent of instructor.
This course considers cultural and social histories of jazz, from the 1920s through the present day, as sites for exploring ideological struggles over such fields as race, class, gender, sexuality, democracy, capitalism, freedom, community, Americanness, and globalization in the U.S. The course will explore such questions as the following: What music was called jazz at what times and places? What did it mean to whom? Who played it? Who wrote about it? Who listened to it? Who danced to it? Who policed it? Who produced it? Who used it to rebel? Who used it to survive? What did all of these practices mean to participants? The course will examine struggles over social meanings in the U.S. through a study of jazz performance, labor, representation, marketing, consumption, censorship, and historiography. Prerequisite: A course in American studies, American history, or consent of instructor. (Same as WGSS 652.)
Consent of instructor is required.
Interdisciplinary study of different aspects of the American experience in different semesters.
This course will consider the role of exhibits as an integrated part of museum collection management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. (Same as BIOL 787, GEOL 781, HIST 723, and MUSE 703.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
This course will acquaint the future museum professional with problems in conserving all types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. (Same as BIOL 700, GEOL 780, HIST 722 and MUSE 706.). Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
This course examines the roles collections play in fulfilling a museum's mission; the obligations ownership/preservation of collections materials create for a museum; and the policies, practices, and professional standards that museums are required to put in place. The course will cover utilization of collections for research, education, and public engagement; address how that utilization informs the need for and structure of collections policies, and introduce the basic practices of professional collections management. (Same as ANTH 798, BIOL 798, GEOL 785, HIST 725, and MUSE 704.) Prerequisite: Museum Studies student, Indigenous Studies student, or consent of instructor.
Lecture, discussion, and laboratory exercises on the nature of museums as organizations; accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. (Same as BIOL 785, GEOL 783, HIST 728, and MUSE 701.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
A survey of historical developments from the Pilgrims to the present. (Same as MUSC 759.) Prerequisite: One course in the field of music history and literature or consent of instructor.
A seminar coordinated by the Gerontology Program. The seminar explores essential areas of gerontology for researchers and practitioners, providing a multidisciplinary (biology, health services, behavioral and social sciences,human services) perspective on aging. The seminar surveys contemporary basic and applied research, service programs, and policy and management issues in gerontology. (Same as ABSC 787, COMS 787, PSYC 787, and SOC 767.)
Consideration of the goals of an institution's public education services, developing programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. (Same as BIOL 784, GEOL 784, HIST 721, and MUSE 705.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
An introduction to the field of American Studies through an examination of some of the classic and innovative works, issues, debates, and controversies in the history and the literature of American Studies.
Drawing from a broad range of perspectives (e.g., cultural theory, social theory, literary theory, etc.), this course will introduce students to current theoretical debates in American studies and the concepts that inform them.
An introduction to the range of interdisciplinary research methods in American studies. Emphasis will be placed on an examination of the assumptions, logics, and procedures involved in various approaches to understanding American society and culture.
An intensive application of theoretical and methodological issues to the development of specific substantive research problems. Students will be expected to design and implement a study that will be critically assessed in the seminar.
Analysis of the dynamics of intercultural and intergroup relations in America with special emphasis on the examination of major conceptual perspectives that have characterized the study of race, ethnicity, and religion in American life.
Interdisciplinary study of different aspects of the American experiences in different semesters.
Directed and independent study in preparation for the M.A. examination. May be repeated.
Investigation of a topic for master's thesis. Total enrollment in this course may not exceed six hours of credit. Graded on a satisfactory progress/limited progress/no progress basis.
This seminar is designed to assist students in the preparation, presentation, and evaluation of teaching in American Studies. Graded on a satisfactory/unsatisfactory basis.
Directed and independent study in preparation for the doctoral comprehensive examinations. May be repeated.
Directed reading in an area of American culture in which there is no appropriate course in the offerings of the American Studies program or of the cooperating departments, but in which there is a member of the graduate faculty competent and willing to direct a program of study.
Topics vary from semester to semester. Graduate students are consulted in selecting topics.
Dissertation Credit. Graded on a satisfactory progress/limited progress/no progress basis.
Anthropology Courses
This course is an introduction to the discipline of Anthropology. Our goal is to understand human diversity in the past, present, and future through the lenses of the four primary fields of Anthropology: Archaeology, Biological Anthropology, Linguistic Anthropology, and Sociocultural Anthropology. Students will be introduced to major concepts, research approaches, important findings, and critical controversies within the discipline as a whole. We will investigate such questions as: How did humans evolve? How have human cultures and languages developed? What tools, technologies, and new kinds of knowledge and expertise emerge in the face of global environmental, social, political, and economic change?
This course is designed to enhance students' chances for success in anthropology major and life after college. Students will learn how to maximize their possibilities for gaining academic assistance, grants, and career building, as well as design strategies for winning jobs, entry into graduate programs, and paid internships at home and abroad. Graded on a satisfactory/unsatifactory basis.
This course provides an introduction to the scientific study of human language, surveying a number of areas that are central to linguistic theory (sound, structure, and meaning). The course builds fundamental skills in analyzing linguistic data, drawing on examples from languages spoken all over the world. A key goal of the course is to present the argument that all language varieties have systematic rules. Students will be asked to critically examine this argument, drawing on empirical research in linguistics. (Same as LING 106.)
This course provides an introduction to the scientific study of human language, surveying a number of areas that are central to linguistic theory (sound, structure, and meaning). The course builds fundamental skills in analyzing linguistic data, drawing on examples from languages spoken all over the world. A core goal of the course is to present the argument that all language varieties have systematic rules. Students will be asked to critically examine this argument, drawing on empirical research in linguistics. (Same as LING 107.)
An introduction to the nature of culture, language, society, and personality. Included in this survey are some of the major principles, concerns, and themes of cultural anthropology. The variety of ways in which people structure their social, economic, political, and personal lives. Emphasized are the implications of overpopulation, procreative strategies, progress and growth of cultural complexity, developments in the Third World, and cultural dynamics in Western as well as in non-Western societies.
An honors section of ANTH 108 for students with superior academic records.
A general introduction to the history methods, theories, and principles of the study of archaeology. Lectures, and discussions sections cover the essential archaeological approaches, methods and practice: what is the material evidence that archaeologists collect, and how they collect and analyze it in order to understand humans of the past, their social organization, economy, subsistence, diet, technology, trade, exchange, symbol systems; how geological, palaeoenvironmental, paleontological, and genetic evidence contribute to archaeology and what was the effect of environmental and climate change on human evolution and global dispersal; what is the role of knowing the past, public archaeology, culture heritage preservation, and archaeological ethics in the modern world. Discussion sections will be used to examine material covered in lectures and in readings related to specific topics, and to explore relevant visual materials - archaeological artifacts, collections, and media sources.
An honors section of ANTH 110 for students with superior academic records.
A general introduction to the evolution of human culture around the world from the Lower Paleolithic to the emergence of complex societies. This course covers what archaeology has revealed about the experience of humankind from the origins of stone tool use to the earliest urban settlements in the Middle East, Africa, Asia, Europe, and the Americas.
This course examines the biological evolution and archaeological record of humanity from the earliest human origins to the origins of civilization, and asks: Where did we come from? What makes us human? Where are we going? By unraveling the fundamental connections between biological evolution and culture, our goal is to help students appreciate how knowledge of the human past is relevant to our modern lives, whether as a KU student today, or as a future parent, medical patient, consumer, or citizen. Not open to students that have taken ANTH 309.
An introduction to basic concepts and themes in cultural anthropology by means of the comparative study of selected cultures from around the world, for the purpose of appreciating cultural diversity. Emphasis is on systems of belief and meaning. Not open to students who have taken ANTH 360.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Anthropology. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
This course is a broad survey of the most spectacular archaeological discoveries of our time. It tells the story of pioneers and scientist-adventurers in their quest for knowledge of human prehistory. These discoveries became historically significant because they embodied major theoretical advances and evolutionary leaps in our understanding of the past. While reviewing archaeology's greatest discoveries, this course will investigate many of the major events, such as the critical evaluation of evidence or the development of appropriate scientific techniques, that eventually established archaeology as a scientific endeavor.
Archaeology is concerned with explaining mysteries of the human past ranging from the origins of human beings to the rise and fall of civilizations. This course is designed to guide students in investigations of mysteries that capture the popular imagination, but which many scientists do not wish to discuss. What is the scientific evidence for the Biblical account of Creation, the Great Flood, or the Tower of Babel? Was the Great Pyramid encoded with lost knowledge or predictions of the future? Did Chinese, Africans, Celts, or Vikings visit the Americas before Columbus? Is Stonehenge an astronomical observatory? Who built the giant statues on Easter Island? Where are the lost continents of Atlantis and Lemuria? The methods and theories of archaeology and anthropology will be used to address these and other questions. We will develop methods of evaluating information available from various published and online sources to judge when a claim represents a revolutionary new idea or a strategy for extracting money from the uninformed? Students will learn to be critical consumers of scientific and non-scientific information, and our goal will be to identify ways to be skeptical while maintaining an open mind when confronted with conflicting claims.
A course designed to enhance international experience in topic areas related to anthropology at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if the content differs. Prerequisite: Department permission.
A survey of the commonly held ideas about the beginning of the world, the role of gods and spirits in daily life, and the celebrations and rituals proper to each season of the year. The purpose of the course is to present the traditional world view of the peoples of East Asia. (Same as EALC 130, REL 130.)
An exploration of the human ways through films. Cross-cultural interpretations by filmed records of varieties of interpersonal relations seen through such aspects of culture as hunting, war, marriage, religion, sex, kinship, and death. Patterns of interactions are analyzed by examples from cultures around the world, primarily the non-Western world.
This course familiarizes students with the peoples and cultures of North Africa and the Middle East. It examines the cultural, demographic, and religious diversity of the region, as well as the development of the early Islamic community and the formation of Islamic institutions. Issues such as religion and politics, inter-religious relations, nation-building, Islamic response to colonialism, Palestinian-Israeli conflict, Islamic resurgence, secularism, democratization, and gender, are also explored. (Same as AAAS 303.)
Biological anthropology is an exciting discipline concerned with humans as biological beings living in cultural and natural settings. We are interested in questions pertinent and important to the scientific, social, and political agendas of the world. Material covered in this class will encourage you to pursue questions about the relationship of humans to the rest of the animal kingdom, the origin, maintenance, patterning, and significance of human biological variation, the nature of heredity, and human evolution. We will discuss the human and primate fossil records, human variation, race, and genetics. Students can expect a strong emphasis on scientific literacy, that is, how the process of scientific inquiry works. When you finish this course, you will have the tools to distinguish between reliable and unreliable sources of scientific information and a solid grounding in the fundamentals of biological anthropology.
This course covers the fundamental concepts, theories, and practices of cultural anthropology. It teaches students how to think anthropologically through a survey of classic and contemporary ethnographic texts, spanning a range of geographic and cultural areas. Applying a holistic lens, students will critically analyze inequality, globalization, and human cultural differences across time and space. Topics will include: fieldwork and ethnography; racism; ethnicity and nationalism; gender, sexuality, and kinship; socioeconomic class; the global economy; politics and power; religion; health and development; and art and media. This course logically follows ANTH 160/ANTH 162/ANTH 360. Not open to students who have taken ANTH 108 or ANTH 109.
A more intensive treatment of ANTH 150. This course examines the biological evolution and archaeological record of humanity from the earliest human origins to the origins of civilization, and asks: Where did we come from? What makes us human? Where are we going? By unraveling the fundamental connections between biological evolution and culture, our goal is to help students appreciate how knowledge of the human past is relevant to our modern lives, whether as a KU student today, or as a future parent, medical patient, consumer, or citizen. Not open to students that have taken ANTH 150.
An introduction to the history, methods, theories, and principles of archaeology. This course covers essential archaeological approaches, methods and practices to answer such questions as: What is the material evidence that archaeologists collect and how do they analyze it in order to understand humans of the past, their social organization, economy, subsistence, diet, technology, trade, exchange, and symbol systems? How do geological, palaeoenvironmental, paleontological, and genetic evidence contribute to archaeological understandings of human biological and social evolution? What was the effect of environmental and climate change on human evolution and global dispersal? How are knowledge of the past, public archaeology, culture heritage preservation, and archaeological ethics used in the modern world? Prerequisite: ANTH 150 or permission of instructor.
This is a 15-day, interdisciplinary field-trip course in the archaeology and paleoecology of a specific region. It provides students with high-impact learning experiences in a field setting, centered on visits to national parks, archaeological sites, and ecological and paleoecological field locations. More specifically, students have daily field-lab assignments related to different components of archaeology and ecology, for example vegetation identification and analysis, geomorphological mapping and description, archaeological-site stratigraphic mapping and description, archaeological-site survey and recording, field-artifact analysis, and bison ecology and behavior “ethogram.” Students complete learning modules as they tour important archaeological and paleontological sites with course instructor and local specialists. Course may be repeated once for credit if region varies. Prerequisite: Permission of instructor.
A survey of prehistoric art focusing on the material record and interpretations of rock art (paintings, engravings on rock surfaces in rock-shelters, caves and in open air sites) and portable art created by prehistoric people. The emphasis is on the small-scale societies (hunter-gatherer and early food producers) around the world before the appearance of written records in respective geographic areas. Environmental, social and cultural contexts in which these art forms were created are discussed along with a review of past scholarship and current interpretive approaches to this old and enduring expression of human creativity. Course may be offered in lecture or online format. (Same as HA 315.)
A survey of 1.7 million years of prehistory from the peopling of the Eurasian supercontinent through the Bronze Age. The course focuses on the growth of culture, considering economy and technology, art and architecture. Topics include Neanderthals and Denisovans, emergence of modern humans during the Ice Age, transition to agriculture, and evolution of cultural complexity, comparing East and West. Prerequisite: A course in anthropology, history, geography, or permission of the instructor.
A survey of the diverse and changing lifeways of Native Americans in the Great Plains region from the time of the earliest inhabitants more than 13,000 years ago to the modern era. Collections of prehistoric and historic Native American material culture will be used to illustrate the diversity of technologies and artistry of indigenous Great Plains peoples.
Language is an integral part of culture and an essential means by which people carry out their social interactions with the members of their society. The course explores the role of language in everyday life of peoples in various parts of the world and the nature of the relationship between language and culture. Topics include world-view as reflected in language, formal vs. informal language, word taboo, and ethnography of speaking. (Same as LING 320.)
This course introduces students to the relationships the people of India have had with their landscape from ancient times to the present. Students will learn about diverse ecosystems and the indigenous peoples they have harbored from the high Himalayas altitudes to the coastal regions, from the desolate arid deserts to the rain forests of India. The class will discuss how the very nature of the relationship of the people with their land has changed over the long course history of South Asia with specific case studies of environmental challenges, failures and successes. Examples of possible cases include: the Chipko movement led by the women of the Himalayas to save their forests from loggers; the traditions of creating lakes and water conservation lifestyles in the arid region of Rajasthan; and nature worship and cases of leopards and tigers receiving protection by the very villages they terrorize. (Same as GIST 323.)
How do people express gender in diverse languages around the world? In a globalized world in which English is increasingly prominent, how are other languages changing to account for both global and local shifts in gender norms and expectations? This course will examine gender, multilingualism and globalization using approaches of sociolinguistics, linguistic anthropology, and communication studies. We will explore such topics as gender, sexuality, and multilingualism; gendered language variants; gender norms, politeness, and globalization; nonbinary and trans identities encoded in languages around the world, including but not limited to gender pronouns; identity, body, and linguistic practices; and considerations of power, hegemony, and imperialism. (Same as GIST 303, JWSH 305, SLAV 305 and WGSS 325.)
This course focuses on the study of forensic anthropology as related to medico-legal death investigation. It includes overview of the Coroner's System, death scene investigation techniques, DNA and Geoscience applications, statutes and laws, review of injuries and interpretations, child death investigation and its uniqueness, identification of the body, coordination with law enforcement and the legal world, how to obtain the necessary information in order to complete a case, cause vs. manner of death, types of death and how to identify, how to deal with families and the public, and social responsibilities associated with forensic science.
An examination of biochemical and physical variability in contemporary human populations. Topics include: genetic basis of human diversity, evolutionary theory, population genetics, blood groups, biochemical variations, body size and shape, pigmentation, and other morphological characteristics. Prerequisite: An introductory course in biological anthropology, biology, or permission of instructor.
The evolutionary processes and events leading to the development of humans and the humanlike forms from primate ancestors; fossil hominids and the origin of modern Homo Sapiens. Prerequisite: An introductory course in biological anthropology, biology, or permission of instructor.
The course is a cross-cultural survey of human dietary practices (foodways). Students are introduced to the concepts of nutrition, diet and cuisine. Evolutionary and adaptive aspects of human diets and cuisines are considered. Nutritional, environmental/ technological, social and ideological aspects of regional and ethnic foodways are examined. Invited lecturers from different cultural traditions offer indigenous perspectives on their foodways.
This course takes students on the evolutionary journey of the human species: from the origin of the primate order to modern human population diversity. It examines human adaptations to extreme environments, nutrition and the role of the microbiome in human health, and human evolutionary genomics in the foundations of immunity and their intersection with public health. It evaluates our Neandertal ancestry, and tracks major human migrations and dispersals in the peopling of the world. All topics are examined through the lens of molecular evolutionary approaches to the study of human diversity. An introduction to biology or biological anthropology course is recommended.
A critical analysis of conflicting perspectives on scientific and anthropological research, past and present. Topics considered include the nature of science, colonialism in anthropology and biology, origin stories and human evolution, the ethics of research in ancient and contemporary populations, eugenics, biological race, and the relationship between humans and our extinct hominin relatives. Prerequisite: An introductory course in biological anthropology, biology, or permission of instructor.
An evolutionary perspective on the behavior and biology of males and females in human society. Topics will include the evolution of sexual dimorphism, social and biological issues in human reproduction, primate social patterns, human sexual behavior and taboos, sex and social structure, and the sociobiology of sex.
A more intensive treatment of ANTH 160. An introduction to basic concepts and themes in cultural anthropology by means of the comparative study of selected cultures from around the world, for the purpose of appreciating cultural diversity. Emphasis is on systems of belief and meaning. Not open to students who have taken ANTH 160.
This course uses ethnographic case materials to explore the ways humans provision themselves under different social and environmental conditions. It introduces the basic theories, concepts, and debates of economic anthropology and provides a foundation for more advanced courses in this subdiscipline. Prerequisite: ANTH 108 or ANTH 160/ANTH 162 or ANTH 308 or ANTH 360 or permission of instructor.
An analysis of the cultural origin, diversity, and unity of the peoples of China. Emphasis on historical development, social structure, cultural continuity and change, and ethics. (Same as EALC 368.)
This course examines theories of religion, discourse, power, gender and sexuality in their application to Arab societies. The course introduces different aspects of Arab cultures. Through canonical works, we study political domination, tribal social organization, honor, tribe, shame, social loyalty, ritual initiations and discuss how these issues speak generally to anthropological inquiry. Regionally specific works are then framed by an additional set of readings drawn from anthropological, linguistics, and social theories. (Same as AAAS 372.)
A survey of the major indigenous traditions of Mesoamerica, the Andes, and lowland tropical Latin America. Coverage emphasizes how indigenous cultural traditions and societies have both continued and changed since the European Invasion and addresses such current issues as language rights, territorial rights, sovereignty, and state violence. Students enrolled in the 600-level section will be required to complete additional research and class leadership tasks. Not open to students who have taken LAC 634. (Same as LAC 334.)
A survey of native peoples and cultures of South America from the time of initial Western contacts to the present day.
An analysis of the cultural origin, diversity, and unity of the peoples of the neotropics. Emphasizing the peoples of Amazonia, the course introduces students to topics associated with the economic, political, and cultural dimensions of social life in rain forest communities.
This course will introduce students to cultural constructions and performances of masculinity, femininity, and alternative genders across time and space. Topics and cases will be drawn from primarily non-Western cultures, ranging from Japanese markets to Pacific Rim gardens, and from Haitian voudou to Maya royal politics. This course uses research by archeologists, linguists, biological anthropologists, and sociocultural anthropologists. (Same as WGSS 389.)
This course offers students an opportunity to study classical and emerging topics in the four primary fields of Anthropology: Biological Anthropology, Linguistics, Sociocultural Anthropology, and Archaeology. Concepts and approaches to each field will used to investigate past and present examples from around the world. Topics will be examined with an emphasis on the unity of the anthropological approach.
An introduction to the historical background, practice, and ethical issues involved in the creation, presentation, and dissemination of anthropological information in a museum setting. Students participate in the study of a collection of material culture (artifacts) from the Museum of Anthropology, culminating in development of a script for an exhibit.
Selected issues and theories in contemporary anthropology (cultural, linguistic, biological, archaeological) for honors students. Topic for semester to be announced. May be repeated for credit if content varies. Prerequisite: Admission to University Honors Program or permission of instructor.
Capstone course that integrates the primary fields of anthropology. Students apply concepts and approaches from each field to a particular topic in preparation for and presentation of a cross-disciplinary and integrative final project. Prerequisite: Completion of ANTH 150/ANTH 151 or ANTH 160/ANTH 162/ANTH 360 and any two other anthropology courses.
A survey of basic field methods and laboratory procedures associated with specimen acquisition, preparation, analysis, classification, and measurement of archaeological materials. In this course students will apply archaeological methods to the study of stone tools, ceramics, and animal bone, learn which field and lab methods to use in a range of research scenarios, interpret human behavior on the basis of artifacts and features recovered from archaeological sites, use introductory flintknapping techniques to produce a stone tool, study the major dating and chronological methods used in archaeology, and complete labs and projects that require analysis and interpretation of archaeological materials. Prerequisite: ANTH 110/ANTH 111 or ANTH 150/ANTH 151 or ANTH 310 or permission of instructor.
A study of evolutionary processes leading to the birth of the early great urban civilizations of the Old World and the New World. Patterns of growth and similarities and differences in the rise of urban complexes and states in Mesopotamia, Egypt, the Indus Valley, and in Mexico/Guatemala and Peru. (Same as HIST 415.)
Under the direction of a professional archaeologist, undergraduate and graduate students are taught proper procedures for the excavation and laboratory analysis of data from a prehistoric or historic archaeological site. Data gathered may be used for additional graduate research. Enrollment by application; limited to twenty students. A fee for subsistence costs will be charged.
Undergraduate and graduate students are taught techniques of archaeological field work, including survey and excavation, as well as laboratory procedures, including artifact classification and curation.
This advanced undergraduate seminar reviews the history of scientific archaeological thought, major theoretical paradigms, and current trends in archaeology. Topics include the major theoretical “movements” in the development of anthropological archaeology and how other disciplines have influenced explanation in archaeology, particularly cultural anthropology, geology, history, and evolutionary biology. Prerequisite: Completion of an introductory course in ANTH or permission of instructor.
The study of language as a symbolic system. Exploration into the interrelatedness of linguistic systems, of nonlinguistic communicative systems, and of other cultural systems. (Same as LING 430.)
Constructed languages are devised by individuals to facilitate international communication (Esperanto) or to enhance fictional or fantasy worlds (Lapine, Newspeak, Klingon, Elvish, Navi'i, the Common Tongue, Valyrian). Invented or constructed languages provide a means to study both the universals of linguistic expression (grammar) and the cultural contexts from which they emerge. Students will construct languages and evaluate the cultural motivations of existing ConLangs. Prerequisite: ANTH 106 or ANTH 107 recommended.
Principles of human genetics involved in biological anthropology. The genetics of non-Western populations considered within an evolutionary framework. Prerequisite: An introductory course in biological anthropology, biology, or permission of instructor.
Seminar concentrating on selected problems and issues in contemporary biological anthropology. Topic for semester to be announced. Prerequisite: An introductory course in biological anthropology, biology, or permission of instructor.
This biological anthropology lab course builds upon concepts introduced in ANTH 150 and ANTH 304. It provides students with practical, hands-on experience in biological anthropology laboratory methods and theory. Topics include: genetics, osteology, forensic anthropology, modern human biological variation, primatology, paleoanthropology, and human evolution. Students integrate their knowledge of human variation, genetics, and critical approaches to the concept of social and biological race. For the final project, students analyze genetic markers using a commercial ancestry test. They will either be given anonymous data to work with, or, if they pay an optional laboratory fee, they can investigate their own genome for the final project. This fee for self-study is not required for full participation in the final project. (Same as BIOL 449, SPLH 449, and PSYC 449.) Prerequisite: Either ANTH 304, ANTH 340, Human Biology major, or permission of instructor.
The course is an introduction to the evolutionary study of human sexual behavior. Using an explicitly Darwinian framework, it examines the biological basis for human mate selection, male and female mating strategies, child-birth and child-care practices, parental care, marriage, and family structure. The power of Darwinian theory to predict human sexual behavior is tested in anthropological field studies, designed and carried out by students in the class. Class time is allocated for discussion of students' research as it progresses through each stage, and results are presented in the last weeks of the semester. Prerequisite: An introductory course in biology or biological anthropology. Admission to the University Honors Program or permission of instructor.
This course provides students with a conceptual and historical synopsis of genocide and ethnocide from an anthropological perspective. Taking its lead from a human rights orientation, the course assesses why such atrocities must be confronted. This includes grappling with ethical, legal and definitional ambiguities surrounding the concepts of genocide and ethnocide. We will explore a range of cases in the 20th and 21st centuries, while focusing on diverse conditions leading to genocide, ethnocide, population displacements, human trafficking and the modern phenomena of refugee camps. The course will analyze the role of the modern state, colonialism, political ideologies, ethnicity and nationalism as major forces underpinning ethnocide and genocidal campaigns. Based primarily on a select review of cases of ethnocide and genocide, the class examines how to spread global awareness and communal engagement by actively protecting human rights. (Same as GIST 465.)
Applications of anthropological theory, methods, and findings in programs of community and national development, public health, international aid, and military assistance. Examination of the role of the anthropologist, of ethics and values in intervention schemes, and of the organization of planned change in applied programs. Intensive analysis of selected case studies.
A comparative study of religion and systems of value and belief in non-Western cultures.
A course designed to enhance international experience in topic areas related to topics in anthropology at the junior/senior level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if the content differs. Prerequisite: Department permission.
Individual investigation of special problems in anthropology. Maximum of three credit hours in any one semester. Prerequisite: Permission of instructor.
A supervised field or laboratory-based experience in the United States or abroad. Students may receive this credit for an independent or collaborative research project or in conjunction with field school participation. Students may also acquire credit for supervised placements in organizations, agencies, museums or other settings in which they apply anthropological knowledge to real-life situations and actively participate in organized work within a community. The field experience should not duplicate any other regularly available course. A contract between mentor and student is required at the beginning of the experience, and a reflection paper is required at the end of the experience. Students are strongly recommended to have completed at least one anthropology methods course prior to enrolling in Field Experience. Prerequisite: Permission and supervision by anthropology instructor required.
Individual research under the direction of one or more instructors in the department. Minimum of three credit (maximum of six credit) hours in any one semester. Prerequisite: A grade-point average of 3.50 in anthropology and 3.25 in all courses, and permission of instructor.
Seminar concentrating on selected problems and issues in contemporary archaeology. Topic for semester to be announced. Course may be repeated for a maximum of nine hours of credit. Prerequisite: Successful completion of a course in archaeology at any level, or by permission of instructor.
Course concentrating on selected problems, theories, and issues in contemporary sociocultural anthropology. Topic for semester to be announced.
Course concentrating on selected problems, theories, and issues in contemporary anthropological linguistics. Topic for semester to be announced.
Course concentrating on selected problems, theories, and issues in contemporary biological anthropology. Topic for semester to be announced.
A general survey of the archaeology of North America. Detailed coverage of selected problems.
A survey of the archaeological record of eastern North America from the late Pleistocene to the time of European contact. The diverse environments of eastern North America are considered in conjunction with the dynamic climatic and ecological changes which have occurred during the past 20,000 years to provide a background for study of the prehistoric groups who occupied the region. Topics will include the change in economies, technologies, and organization from the earliest hunter-gatherers through the development of pre-Colombian complex societies. Prerequisite: ANTH 110 or ANTH 150 or ANTH 151 or ANTH 310 or permission of instructor.
A survey of indigenous, Pre-Hispanic cultures of Mexico and Central America, including Olmecs, Teotihuacan, Mayas, Zapotecs, Toltecs, and Aztecs. This course teaches how to interpret art, architecture, artifacts, and culture change in the context of iconography and symbols, metaphysical beliefs and ritual practices, crafts and technologies, trade and exchange, social inequality and conflict resolution, and the relationships among these cultures and their environments. (Same as HIST 571 and LAC 556.) Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, Indigenous Studies, History, or permission of instructor.
An intensive examination of current scholarship on the ancient Maya civilization of Mexico and Central America. The course will consider Maya culture from its roots in early villages of the Preclassic period to the warring city-states of the Postclassic period. Topics will include settlement and subsistence systems, sociopolitical evolution, art and architecture, myth and symbolism, and Maya hieroglyphic writing. An important theme of the course will be the relevance of the Precolumbian Maya for understanding complex societies and contemporary Latin American Culture. Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, or Indigenous Studies, or permission of instructor.
An archaeological survey of the ancient peoples of Peru and neighboring countries in South America. The origins of complex societies on the coast and in the Andean highlands will be reviewed with special consideration of the role of "vertical" environments in the development of Andean social and economic systems. Cultures such as Chavin, Moche, Nazca, Huari, Tiahuanaco, Chimu, and the rise of the imperial Inca state will be examined through artifacts, architectural remains, and ethnohistoric documents. (Same as HIST 572 and LAC 558.) Prerequisite: A course in Anthropology, Latin American Studies, Art History, Museum Studies, History, or Indigenous Studies, or permission of instructor.
This course will examine the Precolumbian cultures of the region situated between Mesoamerica to the north and the Central Andes to the south, focusing principally on the countries of Honduras, Nicaragua, Costa Rica, Panama, and Colombia. Once regarded as an "Intermediate Area" on the peripheries of the ancient civilizations to the north and south, the area of southern Central America and northern South America is now recognized as a center of innovation from very remote times up until the Spanish Conquest. The archaeological remains of stone tools, pottery, jade carvings, gold and copper ornaments, and a wide variety of structures will be interpreted within the context of information on subsistence, settlement patterns, social organization and religious ideology. Issues of the relationships with populations of regions in major culture areas to the north and south will also be considered in detail. (Same as LAC 559.) Prerequisite: ANTH 110 or ANTH 115.
An interdisciplinary exploration of the paleoecological context in which past humans interacted with the natural environment encompassing plants, animals, and landscape; including advanced method, theory, and macro, micro, and molecular applications in paleoenvironmental reconstruction. Prerequisite: ANTH 110, ANTH 310, or permission of instructor.
Archaeological record of funerary rites, architecture, ceremonial objects and nutritional indicators is often the sole evidence of inequality in the past, especially in the absence of written sources or unbiased historical observations. Case studies describing past small-scale and emergent complex societies worldwide are chosen to help understand the interplay between individual status and rank (achieved or ascribed), group inequality and subordination (class, caste, gender, age, race), wealth (material, embodied, relational), and the role of power and resistance in shaping these societies. Egalitarianism as a leveling mechanism in many of the past societies is also explored. Prerequisite: Junior or Senior or Graduate status, or permission of the instructor.
The diversity of hunter-gatherer cultures documented in the ethnographic and archaeological records is considered on a global scale, with particular attention given to the relationships between environment, technology, and organization. The evolution of hunter-gatherers from the earliest hominids until their interaction with more complex societies is considered, with emphasis given to the variation and nature of change in these societies. Prerequisite: ANTH 108 or ANTH 150/151 or ANTH 160 or ANTH 162 or ANTH 308 or ANTH 310 or permission of instructor.
Application of the concepts and methods of the geosciences to interpretation of the archeological record. The course will focus primarily on the field aspects of geoarchaeology (e.g., stratigraphy, site formational processes, and landscape reconstruction), and to a lesser extent on the array of laboratory approaches available. (Same as GEOG 532.) Prerequisite: GEOG 104, ANTH 110, or ANTH 310.
An introduction to the analysis and interpretation of prehistoric stone industries. Topics discussed include origins and development of lithic technology, principles of description and typology, use and function of stone tools; interpretation of flint knapping. Prerequisite: An introductory course in archaeology.
Practicum in the method and theory of pottery analysis in archaeology. Topics include manufacturing techniques, classification, and compositional analysis of pottery artifacts, as well as strategies for interpreting the role of ceramic vessels in food production, storage, and consumption; social and ritual activities; trade and exchange; and the communication of ideas. Prerequisite: ANTH 110 or ANTH 150 or ANTH 151 or ANTH 310 or permission of instructor.
This course is intended to complement faunal identification with practical involvement in analyses and interpretation of archaeological faunal assemblages using a variety of modern methods. Students will participate in the study of specific archaeological faunal remains, development of comparative zooarchaeological collections, and in middle-range research to document the variety of agents that affect faunal remains. Prerequisite: ANTH 110 or ANTH 150 or ANTH 151 or ANTH 310 or permission of instructor.
A survey is provided of the archaeological record and its interpretations for the Great Plains area of North America. The records from earliest human occupation, variation in hunter and gatherer societies, to horticultural and farming societies, and the historic period are reviewed. The history of archaeological research in the region, explanatory frameworks and models, and discussion of changes in economy, technology, mobility, social organization, and population movements are among the topics of concern. Prerequisite: ANTH 110, ANTH 310, or permission of instructor.
A survey of the genetic, linguistic, historic, archaeological, and morphological evidence for the origins of indigenous populations of the Americas. Prerequisite: An introductory course in physical anthropology, biology, or permission of instructor.
The course examines health and nutrition in African communities, using the methods of biological and medical anthropology. Fundamental to the approach taken in the course is the understanding that the health of human groups depends on interactions between biological and cultural phenomena in a particular ecological context. One topic will be selected per semester, to examine in detail the full array of epidemiological factors contributing to patterns of specific diseases. AIDS, childhood diseases, and reproductive health of African women are among possible topics. Course material will be selected from scholarly and medical publications, as well as coverage in the popular media. The use of a variety of sources will enhance understanding of the biological and cultural issues involved and will help students identify possible bias and misinformation in popular coverage of events such as famine or epidemic in African settings. (Same as AAAS 554.) Prerequisite: An introductory course in either anthropology or African studies.
Surveys the history of the development enterprise since WWII, examines the marginalization and impoverishment of Latin America's indigenous peoples, and provides training to carry out projects for and with them to enhance their quality of life. Development is understood as not merely technological or economic, but also social, emotional, and educational. Students work in teams to design their own mock development project. A 3-credit non-obligatory companion course, Applied Anthropological Field School among the Ch'orti' Maya, will follow in the intersession after each version of this course. (Same as LAC 561.) Prerequisite: ANTH 100, ANTH 108, ANTH 160 or LAC 100; or consent of instructor.
This class surveys the relations between Mexico and the U.S. as nation-states, and among Mexicans, Mexican Americans, and Anglo Americans (to a lesser extent other U.S. citizens) in historical perspective. Issues of sovereignty, national and ethnic identity, immigration, migration, labor relations, popular culture, media, and transnational economics are covered. (Same as LAC 562.) Prerequisite: ANTH 108 or ANTH 308 or ANTH 160 or ANTH 360 or LAC 100.
"Peoples of Africa" examines the anthropology of Sub-Saharan Africa through selected case studies of particular societies and issues that have wider comparative relevance. Normally two to four societies are selected for the semester and studied through ethnographic, historical, and literary monographs. These case studies are examined in their pre-colonial, colonial, and postcolonial histories. Lectures, readings, and exercises emphasize three kinds of reasoning -- geographical, historical, and cultural context -- required to grasp events and issues in unfamiliar societies. The course also features major anthropological ideas that emerged in the study of African society, and tracks how anthropology has been adapted by African scholars, policy makers, and activists.
Mexico and Central America have formed a cultural interaction zone for thousands of years, and today share common challenges, particularly political, economic, and social ones related to the Spanish colonial legacy, U.S. involvement, and their place in the global economy. Some of the issues addressed include racism, civil war, migration, youth gangs, narco-trafficking, resource extraction, homeless children, the transition from local subsistence economies to low-income work, and struggles for indigenous rights. Prerequisite: ANTH 108 or ANTH 160 or ANTH 162 or ANTH 308 or ANTH 360 or LAC 100 or permission of instructor.
Introduces students to the comparative and cross-cultural study of violence. The course begins by surveying different anthropological approaches to the study of violence, with special attention paid to classical social theorists as well as ethnographic works. Topics may include (post) coloniality and identity politics, nationalism, race, religion, and political culture; geographic areas to be covered may include Africa, Europe, Latin America, the Middle East, and South Asia. (Same as GIST 570.) Prerequisite: Junior standing or above or permission of instructor.
How shall we feed ourselves? In the face of unprecedented world population growth, humanity must meet the challenge of providing minimum caloric needs while preserving the health of ecosystems for future generations. In this course, students will explore different food cultures and production strategies developed by people in societies around the world. These include foraging, horticulture, pastoralism, intensified horticulture, and industrial agriculture. We will compare the social, economic, and environmental sustainability of various food systems and technologies and their impact on larger social and ecological systems. Prerequisite: ANTH 150 or ANTH 160.
Course will involve lectures and discussion of Ethnobotany - the mutual relationship between plants and traditional people. Research from both the field of anthropology and botany will be incorporated in this course to study the cultural significance of plant materials. The course has 7 main areas of focus: 1) Methods in Ethnobotanical Study; 2) Traditional Botanical Knowledge - knowledge systems, ethnolinguistics; 3) Edible and Medicinal Plants of North America (focus on North American Indians); 4) Traditional Phytochemistry - how traditional people made use of chemical substances; 5) Understanding Traditional Plant Use and Management; 6) Applied Ethnobotany; 7) Ethnobotany in Sustainable Development (focus on medicinal plant exploration by pharmaceutical companies in Latin America). (Same as EVRN 542 and ISP 542.) Prerequisite: EVRN 142, EVRN 145, EVRN 148, ANTH 150/151, ANTH 160/162/360 or permission of instructor.
Escalating transnational flows of information, commodities, and people have created innumerable kinds of "intimate" contacts on a global scale, such as mail order brides, child adoption, sex tourism, commodified romance, and emotional labor. Exploring the ways that cultural artifacts of intimacy are rendered, fetishized, and reified in a free market economy, this course examines how discourses on love and sex encounter, confront, and negotiate the logics of the capitalist market, the discrepant narratives of (colonial) modernity, and the ethics of pleasure. In so doing, this course navigates the treacherous interplay among emotions-specifically love, sex, and money, seeking the potential and limits of cultural politics of emotions. (Same as WGSS 583.) Prerequisite: Any previous course in ANTH or WGSS.
This course takes a hands-on approach to the study of theory, ethics, and methods in visual ethnographic representation. Students also read and consider historical dimensions in this subdiscipline and complete individual and team projects in photographic and videographic media. Prerequisite: An introductory course in cultural anthropology or permission of the instructor.
Teams of interdisciplinary students partner with the Chorti Maya of Guatemala and Honduras to share information and experiences. One third of the course consists of readings and 4-5 orientation sessions on campus, and two thirds entails two weeks in Central America. Examples of activities might include historical research, water testing and improvement, photography, art, music, tourism consultation, marketing of crafts, human rights advocacy, web design, computer training, and museum work, among others. There are no prerequisites, but students with a working knowledge of Spanish will receive preference for admission. (Same as LAC 587.)
An anthropological and historical examination of the processes and dynamics of the colonial experience. Cross-cultural psychosocial phenomena that have profoundly affected the values and social organizations of both colonizers and colonized will be emphasized. Specific examples will be chosen from the former American, Japanese, and European colonial empires with emphasis on Asia.
This course explores shamanism, broadly defined as the practice of gaining insight through the use of ecstatic techniques (dance, drumming, trance, vision quests, and the use of psychotropic substances) for the purpose of interpreting existence and healing illnesses, through a consideration of theories and evidence for its practice from Upper Paleolithic times to the present day. Examples from the ancient cultures of Asia, Europe, Africa, Australia, and the Americas are used to explore current theoretical approaches in order to identify shamans and shamanism in the past. Issues of identifying shamans and shamanism in art and archaeological contexts are discussed. The course also explores the role that shamanism plays in a wide variety of cultures. The principal goal of the course is to provide a reasoned, critical interpretation of shamanism in the context of contemporary debates about its definition and active practice. Prerequisite: ANTH 108 or ANTH 110 or ANTH 150 or ANTH 151 or ANTH 160 or ANTH 162 or ANTH 308 or ANTH 310 or ANTH 360 or permission of instructor.
This class will review the ongoing scientific debate concerning the routes and chronologies of the earliest human migrations into the Americas. It surveys the history of the dispute over the antiquity of archaeological sites in North and South America, and investigates the paleontological, genetic, geological, and archaeological records for clues to the various peopling models and processes. As a counterpoint to the scientific approach, it also explores public arguments over the issue, to assess the socio-cultural and political repercussions of archaeological discoveries. Prerequisite: ANTH 150, ANTH 310, or permission of the instructor.
Students study theories and methods of burial practices in the archaeological record. They learn about past communities; attitudes toward death and burial and how social organization, complexity, ideology, power, gender and age roles contribute to mortuary practices. The course examines a variety of Old and New World examples from different chronological periods through class presentations, debates and written assignments. The course focuses on comparisons and evaluation of traditional and current methods and approaches. Prerequisite: ANTH 110 or ANTH 150 or ANTH 151 or ANTH 310 or permission of instructor.
A field course taught during the three week summer session. Involves all-day excursions to different regions in order to introduce students to a variety of archaeological landscapes and environments. Focuses on the application of geoscientific concepts and methods in archaeological field investigations, emphasizing natural processes such as erosion, deposition, weathering, and biological and human activity that create and modify the archaeological record, and on soil-stratigraphic and geophysical approaches to landscape and site investigations.
This course examines the structure and function of the human skeleton from an evolutionary and biomedical perspective. Students will learn to identify bones comprising the human skeleton and how osteological information aids in reconstructing sex, age, race, stature, and health status. Major transformations of the human skeleton from hominoid precursors, and some of the biomedical consequences of these transformations, will be addressed. (Same as BIOL 548.) Prerequisite: An introductory course in physical anthropology, biology, or permission of instructor.
Examination of possible interrelationships between the demographic structure of a population and the forces of evolution. Students are exposed to field methods and techniques of population studies. Prerequisite: An introductory course in anthropology, biology, or permission of instructor.
Examines the ideologies of capitalism and consumerism as they influence social institutions and daily life. Topics for consideration grow out of instructors' interests and may include areas such as class, religion, advertising, politics, gender, medicine, environment, childhood, and education. Prerequisite: ANTH 560 or permission of instructor.
The course reviews the history of archeological, ethnographic, physical anthropological and other types of collections. It also considers current issues facing anthropologists, such as: contested rights to collections and the stories that accompany them; representation and interpretation of cultures; art and artifact; conceptualization, design and building of exhibitions; and anthropological research and education in the museum. (Same as MUSE 699.) Prerequisite: ANTH 150 or ANTH 108 or consent of instructor.
Development of the field of anthropology and its relations with intellectual history. Emphasis on method and theory in historical context. Prerequisite: Consent of instructor or graduate standing.
An introduction to fundamental theoretical orientations and methodological approaches in world archaeology. Case studies illustrate data acquisition, dating methods, culture history, paleoenvironmental models, and culture processes. Prerequisite: Consent of instructor or graduate standing.
The fundamental issues, methods, and theories in contemporary biological anthropology. Prerequisite: Consent of instructor or graduate standing.
The fundamental issues, methods, and theories in contemporary cultural anthropology and anthropological linguistics. Prerequisite: Consent of instructor or graduate standing.
The fundamental issues, methods, and theories in contemporary linguistic anthropology. (Same as LING 706.) Prerequisite: Graduate standing or consent of instructor.
This course examines a range of issues critical to responsible research, scholarship, and practice in anthropology. Required for all doctoral students in Anthropology. Prerequisite: Graduate standing in anthropology or consent of instructor.
The study of language as it concerns anthropology. Language systems in relation to culture, language taxonomy, semantics, and linguistic analysis as an ethnographic tool. Prerequisite: Graduate standing.
This course focuses on linguistic frameworks for the analysis of discourse. Discourse is a linguistic system larger than the sentence (utterance), which connects and contextualizes speech and written text. This course focuses on current issues and theoretical frameworks in the analysis of discourse. Using oral and written data, students will examine how contexts influence and shape linguistic form. Topics covered include transcription systems, the structure and organization of different genres of language, and the performance of social actions, including stance-taking, framing, and the construction of identity. Students will also have an opportunity to perform discourse analytic research on the data of their choice. (Same as LING 732.) Prerequisite: ANTH 706 or consent of instructor.
Practice in applying the techniques of phonological, grammatical, and syntactic analysis learned in introductory linguistics to data taken from a variety of languages of different structural types. (Same as LING 708.) Prerequisite: An introductory course in linguistics. Not open to students who have taken LING 308.
The tools and techniques necessary to analyze linguistic fieldwork data, including research design, recording and elicitation techniques, computational data processing and analysis, and field ethics. Techniques of research, field recording, and data analysis technology. Methods of phonetic transcription, grammatical annotation, and analysis of language context. Practice of techniques via short studies of at least one language. (Same as LING 740.) Prerequisite: LING 700 or consent of instructor.
The elicitation and analysis of phonological, grammatical, and discourse data from a language consultant. In-depth research on one language. Techniques of research design, methods of phonetic transcription, grammatical annotation, and analysis of language context. (Same as LING 741.) Prerequisite: LING 705 or consent of instructor.
Theories and case studies of languages in contact. Areal and genetic linguistics, genesis of pidgins and creoles, multilingualism. Social, political, economic, and geographic factors in language change. (Same as LING 748.) Prerequisite: A course in linguistics.
Topic for semester to be announced. Students may repeat the course for different topics. Prerequisite: Consent of instructor.
A practical course in the use of special laboratory techniques of biological anthropological research and methods of data presentation. Prerequisite: Consent of instructor.
Intensive consideration of special problems in cultural anthropology. Topic for semester to be announced.
Ethnography is both process and product. The product, a representation of a culture (or selected aspects of a culture), is based on fieldwork, the common term for the ethnographic process. This course explores how ethnographers prepare for the field, do their fieldwork, then report it.
This course examines the roles collections play in fulfilling a museum's mission; the obligations ownership/preservation of collections materials create for a museum; and the policies, practices, and professional standards that museums are required to put in place. The course will cover utilization of collections for research, education, and public engagement; address how that utilization informs the need for and structure of collections policies, and introduce the basic practices of professional collections management. (Same as AMS 730, BIOL 798, GEOL 785, HIST 725, and MUSE 704.) Prerequisite: Museum Studies student, Indigenous Studies student, or consent of instructor.
This course is an introduction to graduate study in Anthropology at the University of Kansas. Students will be introduced to the history, theory, and current research in two subfields of Anthropology: archaeology and biological anthropology. Students will read foundational papers in these two fields in order to develop a framework for contextualizing more cutting-edge research by KU Anthropology faculty and other scholars. In addition, this course will provide professional development resources for graduate students with an overview of the resources available at KU to support their graduate studies, including internal and external funding sources, information about the design, ethics, and approval procedures for future research, peer review and advisor feedback on research proposals, integration into mentoring networks, and other activities focused on career and professional development. Graduate students will learn how to critically read academic papers, and begin to develop a proposal for their graduate research project.
This course continues graduate students' survey of the history and theory of each anthropological subfield with a focus on foundational readings in sociocultural and linguistic anthropology as well as current research by KU Anthropology faculty and scholars outside of the department. Students will continue to develop their professional skills by finishing their proposals for external funding, and presenting and critiquing each others' work. Students' finished proposals can form the foundation of their dissertation proposals, and all are encouraged to submit them for external funding.
Subject matter of seminar to be announced for semester.
A two-semester course designed to provide graduate students with basic principles in the analysis of archaeological data. Course content will include an introduction to archaeological systematics, analytical procedures, application of multivariate statistics, and computer applications. Topic for semester to be announced.
Consideration of scientific methodology, basic assumptions of anthropological archaeology, relationship of archaeology and anthropology, and current theoretical and methodological trends in archaeology.
This course provides advanced training in selected aspects of medical anthropology; the topic for a particular semester will reflect the current interests of the instructor. It is expected that the course content will alternate between theoretical and applied emphases. May be repeated for a total of six hours credit. Prerequisite: Consent of instructor.
Under the direction of a professional archaeologist, undergraduate and graduate students are taught proper procedures for the excavation and laboratory analysis of data from a prehistoric or historic archaeological site. Data gathered may be used for additional graduate research. Enrollment by application; limited to twenty students. A fee for subsistence costs will be charged.
A course covering matters relating to pedagogy in anthropology. Topics covered will include current best practices for teaching, techniques to engage learners in inclusive communities of anthropological study, and specific matters arising from graduate students’ experiences in teaching every week. Does not count toward coursework requirements for a graduate degree in anthropology. Required of all graduate teaching assistants assigned to courses in anthropology. Graded on a satisfactory/unsatisfactory basis. Prerequisite: A current GTA appointment in Anthropology.
Individual investigation of special problems in anthropology. Limit of six hours credit for the M.A. degree.
Experiential learning in the application of anthropology through placement in business, government, community, research, or social service organization or agency. Students design and implement an anthropological project under faculty supervision. Prerequisite: Graduate standing in Anthropology.
Experiential learning in the application of anthropology through placement in business, government, community, research, or social service organization or agency. This course is a sequel to ANTH 897. Students finish up any remaining research and deliver their findings to the client. They also prepare a written report and a verbal presentation for the Department of Anthropology. Prerequisite: ANTH 897 and Graduate standing in Anthropology.
Limit of six hours credit for the M.A. degree. Graded on a satisfactory progress/limited progress/no progress basis.
Individual investigation of special problems in anthropology.
Dissertation hours. Graded on a satisfactory progress/limited progress/no progress basis.
Applied Behavioral Science Courses
An introduction to the principles of behavioral science and their application to problems facing contemporary societies (e.g., autism, public health, education, juvenile delinquency, substance abuse). Students will learn how behavioral scientists analyze human behavior and how these analyses are used to inform interventions. Students will also learn about careers in the behavioral sciences and how to pursue them. Course may be offered in lecture or online format.
This course introduces students to the principles of scientific inquiry in applied behavioral science: objectivity, definitions, observation, reliability, validity, correlation and its limitations, causation, experimental design and analysis, and the interpretation of data. These principles are presented in the context of solving individual and societal problems across the lifespan, for example, in early childhood education, public health, developmental disabilities (e.g., autism), delinquency, independent living for people with disabilities, educational systems, and gerontology. Open only to students in the University Honors Program.
Behavior analysis is the study of human and non-human behavior from a natural science perspective. More specifically, behavior analysis takes an observation-based approach to understanding behavior. This approach has yielded several technologies of behavior that offer hope for a variety of populations including individuals with disabilities, families, organizations, and communities. The services of qualified, nationally board-certified behavior analysts are in great demand. This course is based on the Registered Behavior Technician Task List, but is offered independent of the Behavior Analyst Certification Board (BACB). This course is designed to meet the 40-hour training requirement for the RBT credential and also includes additional material.
An introduction to analysis, intervention, evaluation, and leadership in contemporary problems facing local communities. Readings, lectures, and service-learning activities enable students to understand community problems and how citizens and professionals can address them.
An introduction to analysis, intervention, evaluation, and leadership in contemporary problems facing local communities. Readings, lectures, and service-learning activities enable students to understand community problems and how citizens and professionals can address them. Open only to students in the University Honors Program.
An introduction to child behavior and development with an emphasis on the normal developmental range of growth, intelligence, cognition, emotion, language, and social skills from birth to adolescence.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Applied Behavioral Science. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
This course examines the psychological, social, and physical development of humans across the lifespan from conception through infancy, childhood, adolescence, adulthood and death. The course will explore the broad array of factors that contribute to development including cognitive, emotional, social, neurological, physical, genetic, and environmental influences. (Same as PSYC 250.) Prerequisite: PSYC 104 or PSYC 105.
A course designed to enhance international experience in topic areas related to applied behavioral science at the freshman/sophomore level. Coursework must be arranged through the Office of KU Study Abroad. May be repeated for credit if the content differs. Prerequisite: Department permission.
The strategies, methods, and ethics of conducting behavioral assessment are presented to support the identification and selection of socially significant behavior change goals. The types of behavioral assessment including indirect, descriptive, and functional assessment approaches are reviewed to determine the appropriate conditions and context for assessment-based interventions. The selection and use of other assessment methods common in Applied Behavior Analysis including preference assessments is introduced. The collection, review and interpretation of assessment data are discussed within the context of identifying behavior change goals and behavior-analytic services. Prerequisite: ABSC 100 or ABSC 101 with a grade of C or better.
An examination of the application of the principles and procedures of behavior analysis in interventions used to address problems in adolescent and family life, adult behavioral issues including addictions, childhood autism, community health, early childhood education, intellectual and developmental disabilities, language development, organizational behavior management, and physical disabilities. The course focuses on fundamental elements of behavior change and specific behavior-change procedures to increase and maintain appropriate behaviors and reduce inappropriate behaviors. Issues in design, implementation, measurement, and evaluation of the effects of behavioral interventions and the ethical implications of the use of these interventions are examined. Prerequisite: ABSC 100 or ABSC 101 with a grade of C or better.
Examines research methods used to identify, describe, understand, and intervene on socially important problems occurring across the life span (e.g., early childhood, adolescence, elders) and in varied settings (homes, classrooms, group-care facilities, and communities). Discusses research methods and concepts (e.g., prediction, experimental control, reliability, validity) within scientific, psychological, and behavior- analytic frameworks. Presents strategies and tactics regarding descriptive and experimental methods, direct and indirect measurement, graphical and statistical analysis, and single-subject and group experimental designs. Examines ethics and social responsibility in research. Provides opportunities to read primary and secondary sources, develop research questions, write and present research proposals, and assist in the conduct of research projects. Prerequisite: ABSC 100 or ABSC 101 and ABSC 304 with a grade of C or better in each course.
Overview of theory and practice issues related to the Child Life Specialty, including history of the profession and its development, foundations of family centered care, scope of practice of a child life specialist, regulatory issues within the profession (e.g., ethical code, competencies, standards of practice), and historic and current perspectives on preparation of children for healthcare encounters and life-changing events.
This course teaches knowledge and skills for addressing issues in community health and development (e.g., substance abuse, adolescent pregnancy, child and youth development, prevention of violence). Students learn core competencies such as analyzing community problems and goals, strategic planning, intervention, and evaluation. In a service-learning component, students apply these skills to issues that matter to them and to the communities they serve.
This course teaches knowledge and skills for addressing issues in community health and development (e.g., substance abuse, adolescent pregnancy, child and youth development, prevention of violence). Students learn core competencies such as analyzing community problems and goals, strategic planning, intervention, and evaluation. In a service-learning component, students apply these skills to issues that matter to them and to the communities they serve. Prerequisite: Open only to students in the University Honors Program.
Overview of therapeutic play activities for children and adolescents with a range of health issues and needs, with particular attention to classical and contemporary theories on play, play as an essential element for children's growth, development, and learning, and the influence of the environment on children's play. Special emphasis will be placed on the design and implementation of therapeutic play activities in the healthcare setting. Prerequisite: ABSC 160 or PSYC 333.
Students learn about methods of teaching children with autism and about evaluating those methods. Topics include: basic methods of teaching as applied to imitation, productive and receptive language, self-help skills, and engagement in community activities, as well as observation and measurement of behavior in community settings and evaluating consumer satisfaction. The course consists of classroom lectures, discussions, demonstrations, examinations, and completion of laboratory and observation assignments. Enrollment priority is given to majors who intend to do practicum work with children with autism. Prerequisite: ABSC 304 or instructor permission.
This class is designed to provide students with an overview of the theoretical, behavioral, and psychological perspectives of family systems and family dynamics. Specific topics include the historical and contemporary theories related to family structure and functions, family relationships and the dynamics of family life, adaptations in family structure and interaction patterns during times of transition, adult-child interactions and family roles, broader societal perspectives of diversity and cultural variance, and exploration of current research and theory as it applies to family systems. Prerequisite: ABSC 160 or PSYC 333.
This course offers an overview of the basic and applied research in behavioral pharmacology and addictions, as well as interventions. Among the topics it covers are a history of drugs, addiction, and behavior; basic principles of drug action (e.g., pharmacodynamics); behavioral pharmacology testing paradigms (e.g., self-administration); drug action and effects (e.g., alcohol, nicotine, designer drugs, anti-depressants); behavioral deficits associated with addictions (e.g., memory); addiction treatment and recovery (e.g., maturing out, contingency management); and drugs and society. Prerequisite: ABSC 100. PSYC 104 is also recommended.
Addresses some of the basic behavioral techniques used with juveniles who have problems in school, at home, or in the community: readings and role-playing sessions covering assessment of problems, relationship development, observing and defining behavior, teaching and contracting techniques, and counseling. Prerequisite: ABSC 304 highly recommended.
A multi-disciplinary seminar exploring theory, method, research, and practice in independent living. The course reviews personal and environmental factors as they relate to everyday problems affecting people with varying disabilities. It also contains service-learning activities in which students apply skills and knowledge gained in the classroom. Prerequisite: An introductory course in social sciences or consent of the instructor.
The course covers ethical and legal issues in the responsible conduct of basic, applied, intervention and prevention research (e.g., informed consent and assent with typical and atypical populations); inclusion of underrepresented groups, participatory action research; bias, fraud, and plagiarism, conflict of interest; reporting misconduct; authorship conflict). It also covers professional issues in behavioral consultation and training, review of the Behavior Analysis Certification Board task list on basic behavior-analytic skills, client-centered responsibilities, and foundational knowledge. This course satisfies the Behavior Analysis Certification Board requirement for 15 classroom contact hours of coursework related to Ethical Considerations in Behavior Analysis needed to take the BACB examination. This course is taught at the 400 and 800 levels, with additional assignments at the 800-level. Prerequisite ABSC 308.
A survey of educational materials and activities appropriate for young children. Students explore several components of effective curriculum development (e.g., objectives, methods of activity presentation, teaching strategies) and learn to integrate them to construct curricula for a range of content and skill areas. By focusing on functional components of a curriculum, students learn to construct, critically evaluate, and modify curricula for typically and atypically developing children. Prerequisite: ABSC 304 or instructor permission.
A course designed for the study of special topics in applied behavioral science. Course content addresses major topics and specialized issues in the field. May be repeated for credit if the content differs. Prerequisite: Instructor permission.
This course offers detailed discussion of the organizational behavior management (OBM) literature including performance management, behavioral systems analysis, and behavior-based safety. This course also addresses empirically supported staff training procedures and research in implementation science. Prerequisite: ABSC 100.
Theoretical approaches to the study of parenting and parent-child relationships, techniques for analyzing common parenting problems, designing appropriate interventions, fostering effective communication skills, understanding issues of diversity, and promoting parent education programs. Professional collaboration and support of families and children are emphasized throughout. Students develop analytical skills through reading, discussion, and application of theoretical and empirical concepts. Prerequisite: ABSC 160 or equivalent knowledge of child development or child psychology.
A course designed for directed readings in applied behavioral science. Readings address major topics and specialized issues in the field. May be repeated for credit if the content differs. Prerequisite: Instructor permission.
Basic and applied research experience. The course provides training in research methods, measures, and designs, and the conduct of research, in the behavioral sciences. May be repeated for credit if the content differs. Prerequisite: Instructor permission.
This course provides a survey of modern behavioral science and its applications. It reviews the field's history; integrates its sub-disciplines; situates it within the natural sciences, social sciences, and humanities; and compares and contrasts it with other perspectives. It covers recent advances in research, their implications for understanding human behavior, and their application to solving societal problems. And, it addresses the ethical implications of applied behavioral science. Prerequisite: ABSC 100 or ABSC 101 and ABSC 304 with a grade of C or better in each course.
Students will be exposed to the historical and current cultural, psychological, spiritual/religious, and practical/legal perspectives of death and dying, with particular attention to how mental health professionals interface with systems of care to address loss across multiple developmental levels. Additional topics include ambiguous loss, suicide, transitions, palliative care, self-awareness, and professional self-care. Prerequisite: Junior or Senior standing.
An undergraduate seminar on the application of psychological theory and practice to pediatric illness and health promotion. Students will be exposed to key issues related to the health and health care of children and adolescents (and their families), with particular attention to how applied psychology interfaces with medicine and allied health to promote children's health and health care. Prerequisite: Junior or Senior standing.
A review of contemporary psychological and developmental disorders of children and youth. Course presents current models of psychopathology, classification systems, assessment methods, and treatment approaches designed for the individual, the family, and the community. Specific attention is given to age, gender, and cultural differences and similarities. Topics include: anxiety disorders, oppositional behavior disorders, physical/sexual abuse, learning disabilities, depression, chronic physical illness, and autism. (Same as PSYC 535.) Prerequisite: ABSC 160 or PSYC 333, or instructor permission.
An overview of the juvenile justice system, including the history, development, and current controversy over children's rights in the legal system examined in light of relevant principles of behavioral science and behavioral systems of rehabilitation. Topics include delinquency, miscreancy, status offenses, dependent-neglected children, child abuse, and juvenile court procedures and personnel (e.g., probation officers), and rehabilitative programs. Prerequisite: ABSC 100.
A seminar that provides an overview of the history and origin of behavioral community approaches to address social issues through the integration of applied behavior analysis with other disciplines including community psychology, prevention science, and public health. A multidisciplinary perspective is presented that provides a review of empirically-based behavioral interventions applied in community settings. The course is offered at the 500 and 800 levels with additional assignments required at the 800-level. Not open to students with credit in ABSC 862. Prerequisite: ABSC 100, or ABSC 150, or ABSC 310, or instructor permission.
A two-semester course combining small group discussions of selected, advanced topics in applied behavioral science with honors thesis supervision on a project of the student's own design. Students normally enroll for one or two hours in fall semester and three to five hours in spring semester. Prerequisite: ABSC 304, ABSC 308, and instructor permission.
Structured opportunities to develop and apply knowledge and skills (e.g., analyzing problems, strategic planning, intervention, evaluation) in a project that addresses a community problem or goal. Prerequisite: Instructor permission.
An advanced course in child development that includes a survey of the field's principles and theoretical approaches, and current issues in research and practice. Topics will include: prenatal development, cognition and language, social-emotional development, socialization influences in childhood, developmental psychopathology, and social policies. (Same as PSYC 632.) Prerequisite: ABSC 160, PSYC 333, or instructor permission, and senior or graduate status.
Experience in a classroom-based early intervention and child-care program serving children younger than 3 years. Students gain practical experience with care-giving and teaching practices appropriate for typically and atypically developing children. Students learn to develop and implement individualized curricula based on assessments of children's skills. Prerequisite: ABSC 444 (or concurrent enrollment) and instructor permission.
An advanced practicum providing experience in classroom-based early-intervention and child-care program serving children younger than 3 years. Students gain practical experience with care-giving and teaching practices appropriate for typically and atypically developing children. Students learn to develop and implement individualized curricula based on assessments of children's skills. Prerequisite: ABSC 444, ABSC 675, and instructor permission.
A one-semester practicum providing opportunities for students to assume responsibility for the education and guidance of young children in an early childhood program. Regularly scheduled individual and staff conferences enable students to evaluate personal growth and progress as teachers of young children. Prerequisite: ABSC 444 (or concurrent enrollment) and instructor permission. Must also meet special state requirements for child care employees and volunteers.
A one-semester advanced practicum providing opportunities for students to assume responsibility for the education and guidance of young children in an early childhood program. Regularly scheduled individual and staff conferences enable students to evaluate personal growth and progress as teachers of young children. Prerequisite: ABSC 444, ABSC 677, and instructor permission. Must also meet special state requirements for child care employees and volunteers.
A two-semester practicum providing opportunities for supervised training in one of several ongoing research projects in the field of behavior analysis, either basic or applied. Students assist in conducting research and participate in individual and group meetings to discuss and evaluate research and related methodological issues. Prerequisite: ABSC 308 and instructor permission.
Students participate in an intensive behavioral treatment program teaching language, social skills, self-help skills, and academic skills to young children with autism. Students learn: to develop and implement treatment programs; design and use of a system of data collection and analysis; and apply the principles and philosophy of community and school mainstreaming. Prerequisite: ABSC 350 and instructor permission.
This practicum course is designed to provide training and support practice in addressing socially significant problems and goals of community-based organizations using behavior analysis to guide assessment and intervention. Additionally, this course promotes community-university partnerships to support change and improvement in organizations through service learning. All practicum students are required to have previously completed ABSC 100 and selected applied behavioral science as a major or minor.
This practicum is designed to provide training and support in the practice of Child Life Specialty (CLS) in a hospital/health care environment. Students will receive supervised experience under the supervision of certified Child Life Specialists, didactic instruction in professional issues related to CLS, and individual advising. Students will create a clinical portfolio to document their development of specific clinical/professional competencies over the course of the semester. Individual advising focuses on development of the students’ resume/cover letter and individualized study plans for preparing for the CLS certification exam. This course may be repeated once for credit. Prerequisite: ABSC 309 and instructor permission. Must also meet special state and/or hospital requirements for child care employees and volunteers (e.g., criminal background check).
A one or two-semester practicum in which students are provided with the opportunity to work directly with developmentally disabled adults in either community-based residential or day treatment programs. Students are required to read relevant literature, carry out treatment programs, and participate in weekly meetings to discuss treatment goals and progress. Prerequisite: ABSC 304, ABSC 410, and instructor permission.
A two-semester practicum in which students engage in structured opportunities to practice core competencies related to the work of promoting community health and development (e.g., strategic planning, intervention, evaluation). In weekly group meetings, students prepare for their individual working field settings (e.g., health and human service agencies, research and advocacy organizations, community organizations). Prerequisite: ABSC 150, ABSC 310, and instructor permission.
A two-semester practicum in which students engage in structured opportunities to practice core competencies related to the work of promoting community health and development (e.g., strategic planning, intervention, evaluation). In weekly group meetings, students prepare for their individual working field settings (e.g., health and human service agencies, research and advocacy organizations, community organizations). Prerequisite: Open only to students in the University Honors Program; ABSC 151, ABSC 311 and instructor permission.
Practical supervised training in the laboratory study of human and/or animal behavior. Students assist in conducting basic research, read and discuss research articles, attend lab meetings, and acquire data analysis and presentation skills. Prerequisite: ABSC 308 (or concurrent enrollment) and permission of the instructor.
Practical supervised training in the historical and conceptual foundations of applied behavioral science (e.g., behavior analysis). Students research and read primary source literatures and write papers that advances our understanding of the field's foundations (e.g., empirical, theoretical). Prerequisite: ABSC 100/101, ABSC 304, ABSC 308, and ABSC 509 (or concurrent enrollment), and permission of instructor.
A one-semester practicum providing opportunities for students to aid professionals in the development and implementation of behavioral treatment plans with adolescents. Regularly scheduled individual and group meetings enable the evaluation of the practicum students' progress while working in the rehabilitative process for juveniles who have problems that can bring them into contact with the juvenile justice system. Prerequisite: ABSC 410, and instructor permission.
A one or two-semester practicum providing opportunities for supervised, hands-on training outside the existing specialty areas or their options. This practicum must be arranged with the prior approval of a faculty advisor and the department's Undergraduate Curriculum Committee. Students should see an advisor about this practicum early in their junior year. Prerequisite: Instructor permission.
A one or two-semester practicum providing opportunities for supervised, hands-on training outside the existing specialty areas or their options. This practicum must be arranged with the prior approval of a faculty advisor and the department's Undergraduate Curriculum Committee. Students should see an advisor about this practicum early in their junior year. Prerequisite: Open only to students in the University Honors Program and instructor permission.
A one or two-semester research practicum providing opportunities for supervised, hands-on research training outside the existing specialty areas or their options. This practicum must be arranged with the prior approval of a faculty advisor and the department's Undergraduate Curriculum Committee. Students should see an advisor about this practicum early in their junior year. Prerequisite: Instructor permission.
A one or two-semester research practicum providing opportunities for supervised, hands-on research training outside of the existing specialty areas or their options. This practicum must be arranged with the prior approval of a faculty advisor and the department's Undergraduate Curriculum Committee. Students should see an advisor early in their junior year about the practicum and its prerequisites and requirements. Prerequisite: Open only to students in the University Honors Program and instructor permission.
A survey of educational materials and activities that are appropriate for young children (birth to age 8). Students explore several components of effective curriculum (e.g., objectives, effective methods of activity presentation, teaching strategies) and learn to combine them to construct curriculums for a range of content and skill areas. By focusing on the functional components of curriculums, students learn to construct, critically evaluate, and modify them for both typically developing children and children with special needs.
This course provides students in the Clinical Child Psychology Program with the opportunity to enhance and consolidate their research activities by fulfilling one of the elective cluster course requirements. This practicum involves a contract with a research advisor and the program director. The contract includes definable products and dates for completion to prepare research for submission for publication, develop a grant proposal, or conduct additional research project independent of other requirements in the program. The course is not to be taken as an overload, but is to be part of a full-time course schedule. May be repeated. (Same as PSYC 704.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Discussion of behavior problems commonly encountered in the pediatric population, including reviews of data-based methodologies for remediation. Topics include general child rearing skills, bedtime problems, enuresis, encopresis, toilet training, self-injurious behavior, temper tantrums, behavior in community settings, child abuse, psychotropic drugs for children, adolescent behavior problems and selection of children's play materials. Prerequisite: ABSC 160 or ABSC 632.
A course offering detailed discussion of the literature and research methods of a special topic within clinical child and pediatric psychology. Topic and instructor may change by semester and will be announced in the Schedule of Classes. May be repeated. (Same as PSYC 706.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
This course extends knowledge and skills for addressing issues in community health and development (e.g., substance abuse, adolescent pregnancy, child and youth development, prevention of violence). Students learn core competencies such as analyzing community problems and goals, strategic planning, intervention, and evaluation, and then apply these skills to issues that matter to them and to the communities they serve. (Same as ISP 871.)
Research in the experimental design and analysis of community settings. No more than 10 hours total. Prerequisite: Instructor permission.
Instruction in the methods and techniques of the experimental design and analysis of community settings through supervised participation in established research programs. Emphasizes the techniques of gathering original experimental data. No more than 10 hours total. Prerequisite: Instructor permission.
Surveys research methods used to identify, describe, understand, and intervene on socially important problems occurring across the life span (e.g., early childhood, adolescence, elders) and in varied settings (homes, classrooms, group-care facilities, and communities). Discusses research methods and concepts (e.g., prediction, control, reliability, validity) within scientific, psychological, and behavior-analytic frameworks. Presents strategies and tactics regarding descriptive and experimental methods, direct and indirect measurement, graphic and statistical analysis, and single-subject and group experimental designs. Examines ethics and social responsibility in research. Provides opportunities to read secondary and primary sources, develop research questions, write and present research proposals. Prerequisite: Instructor permission.
A graduate level introduction to the logic of experimentation, direct observation strategies, and research conducted using individual (e.g., single subject) and time series experimental designs. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
This introductory course promotes knowledge and skill in analyzing behavioral problems across a range of societal issues. Special consideration is given to designing interventions, implementing, managing, and supervising applied projects. Topics include the identification and selection of problems and target populations, analysis of problems and goals, designing measurement systems, developing interventions, and disseminating products from applied behavioral research.
Intensive training in the evaluation and production of scientific critiques and reviews of current issues in the analysis of behavior, as disseminated through the media. May be repeated. Prerequisite: Instructor permission.
A graduate level introduction to the logic of experimentation, direct observation strategies, and research conducted using individual (e.g., single subject) and time series experimental designs. Prerequisite: This course is reserved for students in our online program. If there are questions, please contact thecollegeonline@ku.edu.
This introductory course promotes knowledge and skill in analyzing behavioral problems across a range of societal issues. Special consideration is given to designing interventions, implementing, managing, and supervising applied projects. Topics include the identification and selection of problems and target populations, analysis of problems and goals, designing measurement systems, developing interventions, and disseminating products from applied behavioral research. Prerequisite: This course is reserved for students in our online program. If there are questions, please contact thecollegeonline@ku.edu.
An advanced Master's seminar on the theoretical, philosophical, and conceptual foundations of behavior analysis. It covers the field's history and purview (e.g., natural science, historical science, applied science); its philosophy of science (e.g., empiricism, pragmatism); the nature of its science (e.g., inductive, experimental, field-theoretic); the products of its science (e.g., principles, concepts, theories); its ethical systems (e.g., humanism, naturalized ethics, personal responsibility); its relations with other fields (e.g., biology, psychology, anthropology); its contrasts with folk philosophy and folk psychology (e.g., mentalism, free will); and its comparisons with like-minded philosophies, psychologies, and cultural practices (e.g., embodied cognition, secular humanism, communitarianism.) Prerequisite: ABSC 854 or instructor permission.
An examination of the theory, principles, and methods of behavior analysis and their applications to problems of human behavior in complex organizations such as businesses, industries, human service organizations, and governments. Prerequisite: Graduate standing or instructor permission.
A seminar coordinated by the Gerontology Program. The seminar explores essential areas of gerontology for researchers and practitioners, providing a multidisciplinary (biology, health services, behavioral and social sciences,human services) perspective on aging. The seminar surveys contemporary basic and applied research, service programs, and policy and management issues in gerontology. (Same as AMS 767, COMS 787, PSYC 787, and SOC 767.)
This course reviews empirically-supported strategies for designing effective and socially valid care and education environments for young children with and without disabilities. Topics will include: early educational theory, individualized curricula and goal selection strategies, various instructional typologies (e.g., direct instruction, embedded teaching), specific teaching tactics (e.g., prompting, time delay, differential reinforcement), preventive and assessment-based behavioral management strategies, current best practice recommendations for design of the social and physical environment, and methods for assessing children's, caregivers', and teachers' programmatic preferences. Prerequisite: ABSC 796.
This course provides an in-depth description of the basic principles of operant and respondent conditioning in the context of basic non-human and human subjects research. Students will learn various theoretical approaches to understanding effects of reinforcement and punishment. Special attention will be provided to the role of verbal processes in the learning of verbally competent individuals. Students will gain substantive experience with identifying laboratory derived principles present in the literature that are relevant to application through assigned projects.
A master's-level graduate seminar on the field's conceptual foundations, with special emphasis on behavior analysis and its application - applied behavior analysis. The course addresses the field's history, philosophy of science, and disciplinary purview; its advanced behavioral principles and processes; its analyses of various content domains in the behavioral, social, and cognitive sciences (e.g., emotion, language, cognition, culture); and its relation to other disciplines (e.g., biology, psychology, anthropology). It also considers professional issues in, for example, the ethical conduct of research and practice. Prerequisite: ABSC 799.
An examination of principles and practices of community development and evaluation of methods used to promote community improvement. May be repeated if the content differs. Prerequisite: Instructor permission.
A graduate seminar that includes an overview of the behavioral characteristics of various developmental disabilities and examination of empirically-supported behavioral approaches to the study and treatment of developmental disabilities. Topics will include classification and etiology, motivation, methods for developing appropriate skills, assessment and treatment of behavior disorders, staff training, and legal and ethical issues related to treatment. Prerequisite: Instructor permission.
Lecture and supervised experience covering the theoretical and empirical literature on assessment and intervention methods for children, adolescents, and families. Students will learn and demonstrate evidence-based clinical interviewing skills, behavioral observation techniques, risk assessment techniques, therapeutic communication approaches, strategies for providing assessment feedback to families, and ethical principles related to the provision of assessment and psychotherapy (including client file and resource management.) The course requires interaction with clinical populations and communication with referral sources. (Same as PSYC 803.) Prerequisite: Graduate student in clinical child psychology program.
Supervised, original investigations of problems relevant to community health, such as the prevention of substance abuse or promotion of child outcomes. As appropriate, the course is focused on any combination of: literature research, research planning, and preparation conducting research, analyzing data, writing research reports, or preparing oral reports of completed research. Prerequisite: Instructor permission.
The strategies, tactics, and ethics of functional assessment are presented in the larger context of behavioral assessment (e.g., nomothetic and idiographic approaches). Research articles relevant to indirect, descriptive, and experimental functional assessment approaches and assessment-based interventions are carefully reviewed to determine the appropriate conditions for each type of assessment and intervention. Prerequisite: Instructor permission.
This course provides supervised experience in the use of functional behavioral assessment in home, clinic, or educational environments with young children presenting problem behaviors. Prerequisite: ABSC 805 and instructor permission.
An examination of the methods used to develop and evaluate community health promotion programs. The course addresses topics of interest to participants, such as substance abuse, adolescent pregnancy, or child outcomes. May be repeated for credit if the content differs. Prerequisite: Instructor permission.
Consideration of special problems confronting the child and family oriented scientist-practitioner, and in the development of a professional identity. Topics include critical issues, including ethical, legal, cultural, empirical, and clinical aspects of research and practice. May be repeated. (Same as PSYC 809.) Prerequisite: Graduate standing in clinical child psychology.
A course covering the general principles of developmental assessment from birth through adulthood, with special emphasis on the history and nature of assessment instruments and the criteria for acceptance, reliability, and stability of results. Selected assessment techniques for infants, preschool children, elementary school children, adolescents, and adults are reviewed and evaluated for their utility, limitations, and applications. A critical analysis of assessment in general and particular assessment tools is made.
Course covers the basic theory, research, administration, and reporting of psychological assessment of development, intelligence, and achievement for children, adolescents, and adults within cultural and developmental contexts. The range of psychological instruments examined includes, for example, WIAT, K-ABC, W-J, S-B, WISC, WAIS, and WPPSI. (Same as PSYC 811.) Prerequisite: Graduate student in clinical child psychology.
Lecture, laboratory, field work, and supervision. Theory and applications in the psychological evaluation of children with standardized assessment techniques. The administration, scoring, interpretation, and reporting of behavioral and personality functioning in children. (Same as PSYC 812.) Prerequisite: Graduate standing in clinical child psychology.
A master's level professional seminar in which faculty and students present research proposals; offer formal presentations of completed empirical research, reviews of the literature, and other areas of scholarship; and engage discussion about contemporary empirical, conceptual, and professional issues in applied behavioral science. May be repeated for a total of six credits. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
A lecture and discussion course in social development. It includes such topics as theoretical approaches to the study of social development, as well as the literature on family processes, peer relations, aggression and prosocial behavior, child abuse and neglect, family violence, child care, and the media. (Same as PSYC 825.) Prerequisite: A course in child psychology or development.
A seminar on current issues in assessment and intervention for young children who are at risk for or who have special needs. Provides foundation for evaluating and understanding research in early intervention. Includes historical, conceptual and legislative underpinnings of early intervention, risk factors affecting development, methodological issues in early intervention research, best practice standards, and applications to social, language, and pre-academic domains.
Supervised readings in topical areas of community health promotion, such as the prevention of substance abuse and promotion of child outcomes. A program of study, conferences, and reports is developed by the instructor and student.
Basic introduction to treatment concepts and procedures related to child development and child-care programs. The major goal is to provide a theoretical framework that is effective in dealing with various types of child deviancy. Prerequisite: Graduate standing or instructor permission.
The course covers ethical and legal issues in (a) the responsible conduct of basic, applied, and intervention research (e.g., informed consent and assent with typical and atypical populations; inclusion of underrepresented groups; bias, fraud, and plagiarism in data collection and reporting; conflict of interest; reporting misconduct; authorship) and (b) professional issues in teaching, research, and service (e.g., written and presented scientific communication; grant preparation; the journal review process; cultural competence; teaching; vita preparation). The course will also include instruction in the preparation of editorial reviews for manuscripts submitted for publication to in peer-reviewed journals, in partial fulfillment of the department's doctoral requirement for preparing editorial reviews. Prerequisite: Graduate standing in applied behavioral science.
Introductory practicum experience for the Clinical Child Psychology Program. Orientation to psychological evaluation and treatment of children, adolescents, and their families and initial development of professional self-assessment skills. Students acquire specific clinical competencies through shadowing cases, assisting with interpretation of test of intelligence and academic achievement, conducting behavioral observations in field settings, and performing co-therapy of cases presenting to the KU Child and Family Services Clinic. May be taken in more than one semester. (Same as PYSC 846.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Intermediate practicum experience for the Clinical Child Psychology Program. Development of specific competencies in assessment and intervention with children, adolescents, and their families through didactics, field experience, and supervision. Students acquire specific clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic. Students develop ability to identify specific treatment goals and select therapeutic interventions that are conceptually congruent with clients' presenting problems and are based on sound empirical evidence. Students also develop the ability to integrate and synthesize test results, interview material, and behavioral observations into coherent case conceptualizations. May be taken in more than one semester. (Same as PSYC 847.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
An advanced graduate course on the basic principles of behavior, and related procedures for producing behavioral change, with both human and nonhuman subjects. The principles and procedures are presented as fundamental elements of behavior change. Prerequisite: This course is reserved for students in our online program. If there are questions, please contact thecollegeonline@ku.edu.
The course covers ethical and legal issues in (a) the responsible conduct of basic, applied, and intervention research (e.g., informed consent and assent with typical and atypical populations; inclusion of underrepresented groups; bias, fraud, and plagiarism in data collection and reporting; conflict of interest; reporting misconduct; authorship) and (b) professional issues in teaching, research, and service (e.g., written and presented scientific communication; grant preparation; the journal review process; cultural competence; teaching; vita preparation). The course will also include instruction in the preparation of editorial reviews for manuscripts submitted for publication to in peer-reviewed journals, in partial fulfillment of the department's doctoral requirement for preparing editorial reviews. Prerequisite: This course is reserved for students in our online program. If there are questions, please contact thecollegeonline@ku.edu.
A graduate seminar that includes an overview of the behavioral characteristics of various developmental disabilities and examination of empirically-supported behavioral approaches to the study and treatment of developmental disabilities. Topics will include classification and etiology, motivation, methods for developing appropriate skills, assessment and treatment of behavior disorders, staff training, and legal and ethical issues related to treatment. Prerequisite: This course is reserved for students in our online program. If there are questions, please contact thecollegeonline@ku.edu.
The strategies, tactics, and ethics of functional assessment are presented in the larger context of behavioral assessment (e.g., nomothetic and idiographic approaches). Research articles relevant to indirect, descriptive, and experimental functional assessment approaches and assessment-based interventions are carefully reviewed to determine the appropriate conditions for each type of assessment and intervention. Prerequisite: This course is reserved for students in our online program. If there are questions, please contact thecollegeonline@ku.edu.
This course provides an in-depth description of the basic principles of operant and respondent conditioning in the context of basic non-human and human subjects research. Students will learn various theoretical approaches to understanding effects of reinforcement and punishment. Special attention will be provided to the role of verbal processes in the learning of verbally competent individuals. Students will gain substantive experience with identifying laboratory derived principles present in the literature that are relevant to application through assigned projects.
This course surveys knowledge from various disciplines that address developmental disabilities across the life span. Its focus is on designing strategies for individual intervention and treatment programs by an interdisciplinary team. Designed for students in social work, speech pathology, psychology, nutrition, audiology, special education, physical therapy, nursing, child development, behavior analysis, and related fields. Prerequisite: A basic course in child development or instructor permission.
This course will examine research and theory on the biological bases of normal and abnormal behavior, including central and peripheral nervous system mechanisms of behavioral and psychological functions, and the roles of genetic and epigenetic processes in regulating behavior. The course covers biological systems that support sensory processing, motor behavior, emotion, cognition and social behavior through analysis of animal model, healthy development and patient studies. The diverse methods used to assess these biological systems also will be surveyed, including behavioral testing of animal models, neuropsychological assessment, biosample analyses, and in vivo imaging approaches. Research on altered behavioral and psychological processes will be integrated with the aim of better understanding the potential of linking knowledge of the biological mechanisms of psychiatric disorders to current clinical practice, as well as critical limitations of current methods and knowledge. Prerequisite: Instructor permission.
An advanced graduate course on the basic principles of behavior, and related procedures for producing behavioral change, with both human and nonhuman subjects. The principles and procedures are presented as fundamental elements of behavior change.
A seminar that provides an overview of the history and origin of behavioral community approaches to address social issues through the integration of applied behavior analysis with other disciplines including community psychology, prevention science, and public health. A multidisciplinary perspective is presented that provides a review of empirically-based behavioral interventions applied in community settings.The course is offered at the 500 and 800 levels with additional assignments required at the 800-level. Not open to students with credit in ABSC 562. Prerequisite: Graduate standing or instructor permission.
An examination of the theory, principles, and methods of behavior analysis and their applications to problems of human behavior in complex organizations such as businesses, industries, human service organizations, and governments. Prerequisite: Graduate standing or instructor permission.
Instruction and supervised laboratory or field work for master's students. Practica are offered by different instructors on different topics; may be repeated for credit if the content differs. Topics and instructors are announced in the Schedule of Classes. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
Instruction and supervised laboratory or field work for master's students. Practica are offered by different faculty members on different topics; may be repeated for credit if the content differs. Topics and instructors are announced in the Schedule of Classes. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
Instruction and supervised laboratory or field work for master's students. Practica are offered by different faculty members on different topics; may be repeated for credit if the content is different. Topics and instructors are announced in the Schedule of Classes. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
This course is for students who wish to complete practicum experiences in services related to persons with retardation, autism, or physical disabilities in programs in various settings, such as the Ann Sullivan Center in Lima, Peru and the Algeria School in Paraguay. The course is designed to give interested students opportunities to work with professionals in these programs on a semester or summer basis. The course consists of participation in professional activities associated with the practicum program and a report of these activities to the instructor. Prerequisite: Instructor permission.
A practicum course designed to provide students with knowledge, background, and practical experience in the implementation of community health promotion projects and their evaluation. May be repeated for credit if the content differs. Prerequisite: Instructor permission.
A practicum course designed to provide students with knowledge, background, and practical experience in the implementation of community improvement projects and their evaluation. May be repeated for credit if the content differs. Prerequisite: Instructor permission.
Professionals in fields such as journalism, social welfare, and psychology may have career interests that include work with or on behalf of young children. This practicum provides students with individualized opportunities to work with young children in a group setting in order to extend their professional skills. Prerequisite: Instructor permission.
A course covering the specification of learning goals and the implementation and evaluation of curriculum design management of groups of young children. May be repeated for no more than a total of six credit hours. Prerequisite: Instructor permission.
A course to assess and teach skills in diagnosis and evaluation of particular problems in the developmental process of young children (1-5 years of age), and to design and implement interventions. May be repeated for no more than a total of six credit hours. Prerequisite: ABSC 791 and instructor permission.
Experiences in understanding and developing parent satisfaction with care arrangements for their child(ren), providing services to personnel responsible for care and development of young children, and/or maximizing use of available services for young children on their behalf. May be repeated for no more than a total of six credit hours. Prerequisite: ABSC 791 and instructor permission.
Laboratory teaching in an early childhood classroom that includes children who are developmentally delayed, demonstrate behavioral or learning difficulties, or have other developmental disabilities. Experience includes individualized programming for children with special needs, as well as group management and group curriculum planning. May be repeated for no more than a total of six credit hours. Prerequisite: ABSC 791 and instructor permission.
Experience in supervising staff who work in programs for young children. Supervision includes orienting, monitoring, and evaluating staff performance; opportunities for interaction with other professionals; experience in facilitating staff communication; and consulting on research projects. Prerequisite: ABSC 791 and instructor permission.
This course provides direct experience in the developmental assessment of a selected age group, such as infants, preschool and elementary children, adolescents, or adults. It may be repeated providing the age group specification is not repeated. Prerequisite: ABSC 810 or an equivalent course.
Supervised experience with pediatric patients referred for behavior problems, including, for example, temper tantrums, enuresis, encopresis, and hyperactivity. Also includes evaluation and treatment of children with commonly encountered behavior problems. In addition, students observe pediatric staff performing appropriate physical exams and observe the interaction between the medical staff and the pediatric psychologist. Prerequisite: ABSC 705 and instructor permission.
Review of individual differences pertaining to culture, ethnicity, race, gender, sexual orientation, age, etc., as these have an impact upon theory, research, assessment, and treatment issues in clinical psychology. (Same as PSYC 888.) Prerequisite: Graduate status in clinical psychology, or consent of instructor.
A seminar for master's level students. It examines basic and applied research literatures in specialized fields of applied behavioral science. May be repeated for credit if the content differs. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
Supervised research investigations in basic or applied behavioral science for master's students. The course introduces observational measurement, research methods and designs, and the conduct of research in the behavioral sciences. May be repeated for credit if the content is different. Prerequisite: Graduate standing or instructor permission.
An individual, supervised study of recent research and scholarship for master's students. The course emphasizes current scholarship in selected areas of basic and applied behavioral science and its conceptual foundations. Designed for students whose needs cannot be met in other courses. May be repeated for credit if the content differs. Prerequisite: Graduate standing or instructor permission.
A research and readings course for master's students. It allows them to concentrate their studies on selected basic and applied problems in behavioral science and carry out independent research. May be repeated for credit if the content differs. Prerequisite: Graduate standing or instructor permission.
A course designed to enhance international experience in topic areas related to behavioral science for master's students. May be repeated for credit if the content differs. Prerequisite: Graduate standing or instructor permission.
Supervised research experience completing thesis leading to master's degree. (Same as PSYC 897.)
Supervised research experience for the thesis leading to a master's degree in applied behavioral science. May be repeated. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
An advanced graduate seminar on the analysis of everyday human behavior, grounded in behavior-analytic principles, concepts, and theory. It covers the process and products of, for example, biological and behavioral development; sensation and perception; motivation and emotion; personality and social behavior; language, cognition, and creativity; attitudes and beliefs, consciousness and unconsciousness, and purpose, will, and values. Prerequisite: ABSC 800 or instructor permission.
Diagnosis and treatment of psychological problems in childhood and adolescence. Preference given to graduate students in child clinical psychology, school psychology, and counseling psychology. (Same as PSYC 905.) Prerequisite: Fifteen hours of graduate credit in psychology or consent of instructor.
A doctoral level professional seminar in which faculty and students present research proposals; offer formal presentations of completed empirical research, reviews of the literature, and other areas of scholarship; and engage discussion about contemporary empirical, conceptual, and professional issues in applied behavioral science. May be repeated for a total of eight credits. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
An advanced graduate seminar on verbal behavior, grounded in behavior-analytic principles, concepts, and theory. Although focused on the verbal behavior of the proficient speaker, it also covers verbal behavior's evolutionary and biological bases, the development and structure of verbal behavior, the training and remediation of verbal behavior, and critiques and rebuttals to the analysis (e.g., Chomsky's.) Prerequisite: ABSC 800, advanced coursework in psycholinguistics or linguistics, or instructor permission.
Designed to meet the needs of advanced students whose study in clinical child psychology cannot be met with present courses or for whom advanced work is desired in a specialized area of study. Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Advanced experimental course (doctoral-level) that demonstrates the operations of principles of behavior, and the quantitative models that describe them, in the context of basic research. Specific review of the methods to obtain the data necessary to permit a quantitative analysis of behavior, along with the quantitative analyses themselves, will be discussed. Students will learn the advantages and disadvantages of quantitative analyses in the behavioral sciences, along with a behavioral perspective on quantitative models of behavior. Students will obtain hands-on experience selecting data for a quantitative analysis, reviewing whether the data and proposed model meet the requisite assumptions of EAB research on quantitative models, and analyzing behavioral data using quantitative models. Prerequisite: ABSC 799.
This course is used by graduate students fulfilling the doctoral program teaching requirement. Students assist in class preparation and organization, teaching, grading, and office hours or serve as discussion section leaders or laboratory course supervisors. They meet regularly with the faculty members they are assisting. Students enroll for 3 hours for the equivalent of a 25% assistantship and 6 hours for a 50% equivalent. Prerequisite: Instructor permission.
Development of advanced competencies in assessment and intervention with children, adolescents, and their families through didactics, field experience, and supervision. Students acquire advanced clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic and/or approved external practicum sites, leadership of didactic components of practicum (i.e., formal case presentation), and modeling of clinical competencies for junior students. Students will demonstrate the ability to implement empirically derived therapeutic interventions in consideration of individual differences, cultural values, and individual preferences. Students in external practicum sites will demonstrate an understanding of evidence-based models of consultation and provision of consultation to care providers in professional contexts. May be taken in more than one semester. (Same as PSYC 943.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Demonstration of advanced competencies in assessment, intervention, and consultation with children, adolescents, and their families through didactics, field experience, and supervision in the semester(s) prior to required clinical internship. Students demonstrate advanced clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic and/or approved external practicum sites, leadership of didactic components of practicum (i.e., integrated case presentation), and modeling of clinical competencies for junior students. Course requirements include the development of portfolios for demonstration of clinical competencies and application to clinical internships. May be taken in more than one semester. (Same as PSYC 944.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
Specialized practicum experience for the Clinical Child Psychology Program. Demonstration of advanced competencies related to supervision and consultation in clinical psychology. With faculty supervision, students will develop and demonstrate the ability to provide effective supervision to less advanced students in the program in selected cases appropriate to the service setting. Further development of advanced clinical competencies through supervised provision of assessment and interventions for cases presenting to the KU Child and Family Services Clinic and/or approved external practicum sites, leadership of didactic components of practicum, and modeling of clinical competencies for junior students. May be taken in more than one semester. (Same as PSYC 947.) Prerequisite: Graduate standing in clinical child psychology and instructor permission.
An advanced seminar examining the literature and research methods in specialized areas of applied behavior analysis (e.g., developmental disabilities, community health, organizational development). May be repeated for credit if the content differs.
Three consecutive enrollments, covering a minimum of eleven months of experience in an approved clinical psychology field setting; supervision by qualified clinical child psychology faculty and field staff clinicians. Required of all clinical child psychology program students. An intensive guided experience in application of clinical child psychology theory, methods, and practices. Integrates scientific and clinical aspects of field. (Same as PSYC 963.) Prerequisite: Completion of Ph.D. comprehensive examinations, graduate standing in clinical child psychology, and permission of clinical child psychology faculty.
Intensive training in the evaluation and production of scientific critiques and reviews on current issues in the analysis of behavior, as disseminated through the media. May be repeated. Prerequisite: Instructor permission.
Advanced instruction and supervised laboratory or field work for doctoral students beyond ABSC 870. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
Advanced instruction and supervised laboratory or field work for doctoral students beyond ABSC 871. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
Advanced instruction and supervised laboratory or field work for doctoral students beyond ABSC 872. May be repeated for credit if the content differs. Topic and instructor are announced in the Schedule of Classes. Prerequisite: Graduate standing in applied behavioral science or instructor permission.
Clinical approaches to the therapeutic treatment of children with special emphasis on research findings and laboratory (practicum) experience. A survey of relationship therapies, operant strategies, system approaches, parent education and play therapy by the right therapist for a specific child with a particular problem. (Same as PSYC 976.) Prerequisite: Instructor permission.
An advanced graduate seminar on the history of behavior analysis from Greek naturalism to the 21st century. It covers the history and philosophy of science and psychology (e.g., evolution vs. revolutions, ontology, epistemology); the long past, short history, and recent origins of behavior analysis in cultural context (e.g., Social Progressivism); historical and conceptual relations between behavior analysis and other systems (e.g., behaviorism, psychoanalysis, phenomenalism, cognitivism); and historiographic issues and methods (e.g., great person vs. Zeitgeist history, presentism vs. historicism.) Prerequisite: ABSC 800 or instructor permission.
The objective of this course is to demystify this process and prepare participants to submit their first independent research grant application. Participants learn about the characteristics of different funding mechanisms and agencies, the characteristics of successful and unsuccessful application strategies, how to turn an initial research idea into a competitive application, ethical issues that influence each stage of the development and submission process, and the nuts and bolts of grant development and management. Specific activities include critiquing an actual NIH grant application, participating in a mock review panel, and developing an actual grant application.
An advanced seminar for doctoral students. It examines basic and applied research literatures in specialized fields of applied behavioral science. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
Advanced, supervised research in basic or applied behavioral science for doctoral students. The course may focus on any combination of a literature review, research planning and preparation, conducting research, analyzing data, writing research reports, and preparing oral reports of completed research. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
An advanced individual, supervised study of recent research and scholarship for doctoral students. The course emphasizes current scholarship in selected areas of basic and applied behavioral science and its conceptual foundations. Designed for students whose needs cannot be met in other courses. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
An advanced research and readings course for doctoral students. It allows them to concentrate their studies on selected basic and applied problems in behavioral science and carry out independent research. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
An advanced course designed to enhance international experience in topic areas related to behavioral science for doctoral level students. May be repeated for credit if the content differs. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
Research experience making original contribution to literature in clinical child psychology. (Same as PSYC 998.)
Advanced supervised research that makes an original, empirical contribution to the literature in applied behavioral science leading to a doctoral degree in behavioral psychology. May be repeated. Graded on a satisfactory progress/limited progress/no progress basis. Prerequisite: Graduate standing in behavioral psychology or instructor permission.
Biology Courses
Intended for non-science majors. The basic concepts of biology at the cellular, organismal, and population levels of organization and their applications to humans and modern society. An honors section, BIOL 101, is offered for students with superior academic records. BIOL 100 and BIOL 102 (or BIOL 101, honors) satisfy the College natural science with laboratory requirement. Concurrent enrollment in BIOL 102 is recommended.
Intended for non-science majors with superior academic records. The basic concepts of biology at the cellular, organismal, and population levels of organization and their applications to humans and modern society. Concurrent enrollment in BIOL 102 is recommended. BIOL 101 and BIOL 102 satisfy the College natural science with laboratory requirement. Prerequisite: Membership in the College Honors Program or consent of instructor.
Introduces interested students to information about majoring in the biological sciences at the University of Kansas. Students learn about degree requirements, academic advising, research opportunities, and career options, as well as how to align academic and professional goals. Graded on a satisfactory/unsatisfactory basis.
An account of evolutionary thinking from classical to contemporary time. The emphasis is on mainstream developments (Darwinism, Mendelism, the Modern Synthesis, Cultural Ecology), but certain social issues will be examined (social Darwinism, creationism).
Students will learn about the global impact of insects on human concerns, both positive (pollination and decomposition) and negative (competition with humans for food, fiber, and shelter, and disease transmission) while developing an appreciation for the ways in which scientists work with real problems involving insects. The course will cover the overwhelming abundance and diversity of insects, and their life history, ecology, behavior, and physiology. This course is intended for both nonbiology and biology majors. Format: two lectures and one discussion section per week.
A course for biology majors and students planning to take additional courses in biology. This course covers basic biochemistry, cell structure and function, molecular biology, genetics, physiology, and development of plants and animals. Three hours of lecture per week. An honors section (BIOL 151) is offered for students with superior academic records. Prerequisite: Concurrent or prior enrollment in CHEM 130; CHEM 190 and CHEM 191; CHEM 150; or CHEM 170; or consent of instructor.
A course for students with superior academic records who are biology majors or who plan to take additional courses in biology. This course covers basic biochemistry, cell structure and function, molecular biology, genetics, physiology, and development of plants and animals. Three hours of lecture per week. Prerequisite: Membership in the University Honors Program and concurrent or prior enrollment in CHEM 130, CHEM 190 and CHEM 191, CHEM 150, or CHEM 170; or consent of instructor.
A course for biology majors and students who plan to take additional courses in biology. This course covers basic elements of plant and animal morphology and physiology, principles of evolution, organismal diversity and phylogeny, population biology, population genetics, ecology, and behavior. Three hours of lecture per week. An honors section (BIOL 153) is offered for students with superior academic records. Prerequisite: Concurrent or prior enrollment in CHEM 130; CHEM 190 and CHEM 191; CHEM 150; or CHEM 170; or consent of instructor.
A course for students with superior academic records who are biology majors or planning to take additional courses in biology. This course covers basic elements of plant and animal morphology and physiology, principles of evolution, organismal diversity and phylogeny, population biology, population genetics, ecology, and behavior. Three hours of lecture per week. Prerequisite: Concurrent or prior enrollment in CHEM 130; CHEM 190 and CHEM 191; CHEM 150; or CHEM 170 and membership in the University Honors Program; or consent of instructor.
A hybrid laboratory course for majors in science, technology, engineering and math fields. This course will use online modules (~ 3 hours per week) to introduce students to key core competencies (e.g., critical thinking, quantitative reasoning, scientific communication, collaboration, etc.) that are applicable to all STEM fields. Three hours of face-to-face instruction will provide students hands-on opportunities to apply these core competencies and skills to research questions in the biological sciences. Students will apply research skills and engage in an authentic research activity during the second half of the course and will present the results to their peers in an oral format.
This introductory laboratory exposes the students to basic principles in biology and modern experimental techniques through an open-ended authentic research experience directed by a faculty member. Prerequisite: Consent of instructor.
A limited-enrollment, seminar course for first-time freshmen, organized around current issues in biology. Does not contribute to major requirements in biology. First year seminar topics are coordinated and approved through the Office of First Year Experiences. Prerequisite: First-time freshman status.
Introduction to bacteria and viruses. Topics include historical development of microbiology, bacterial structure and growth, enzymes and energy production, disinfection, antibacterial drugs, gene transfer, viral replication, infection and immunity, with emphasis on infectious diseases. Can be substituted for BIOL 201 as a prerequisite for other microbiology courses by consent of department. Not open to those with credit in BIOL 400, or BIOL 401. Prerequisite: A course in high school biology and a course in high school chemistry. This course is not recommended for first semester freshmen.
An introductory overview of the professions of Clinical Laboratory Sciences including types of analyses performed, specialties, interrelationships in the health care system and a visit to a clinical laboratory. This course will enable those considering a major in the Clinical Laboratory Sciences to have a clear definition of the professions. (Same as CLS 210.)
This introductory course for non-majors focuses on the significance of the history of life and the fossil record for our understanding of evolution. Key events in the history of life are considered, including the origins of life, the eukaryotic cell, and humans, and also various mass extinctions. The focus is on general scientific and evolutionary principles and mechanisms that can be extracted from the study of the fossil record. It also uses the lessons of the fossil record to consider the prospects for our own species.
Introduction to the gross anatomy of the human body. Covers the spatial arrangement and appearance of structures throughout the body, including visual identification of these structures. Musculoskeletal relationships, and the anatomy of major organ systems, are emphasized. Not intended for biology majors. Prerequisite: BIOL 100, or equivalent.
One of the two laboratories in gross anatomy designed to complement BIOL 240. Emphasizes the three-dimensional appearance and spatial relationships of anatomical structures through supervised observations of pre-dissected human cadavers. Limited to students enrolled in, or seeking admission to, programs that require a human anatomy observation laboratory. Prerequisite: Concurrent or prior enrollment in BIOL 240 is required.
An introduction to the physiological and biochemical processes and general physiological principles necessary to sustain life. Organ and organ system processes are emphasized. Intended for students majoring in allied health or sports related curricula who require a course in human physiology. Not intended for biology majors. Prerequisite: BIOL 100 or equivalent.
Why are related individuals more similar than unrelated individuals and what is the basis for heritable traits? From Mendel's discoveries of the patterns of genetic inheritance, to the study of transmissible hereditary factors, genetics is central to understanding the biological sciences. Topics include molecular genetics and genetic engineering; Mendelian genetics and mapping; control of gene expression; cytogenetics; epigenetics and non-Mendelian genetics; and population and quantitative genetics. Examples are taken from a wide variety of organisms, including viruses, bacteria, plants, fungi, insects, and humans. Not open to students with credit in BSCI 350. Prerequisite: BIOL 150 or 151 with a grade of C- or higher and concurrent enrollment or prior completion of CHEM 135 or CHEM 175 or CHEM 195 and CHEM 196, and concurrent enrollment or prior completion of BIOL 152 or BIOL 153; or consent of instructor.
The science of genetics aims to explain why individuals differ from one another and how these differences are inherited. Honors Genetics covers all core topics in fundamental genetics: Mendelian inheritance, meiosis and recombination, mutation, molecular genetics, population genetics, quantitative genetics and genomics. Special attention given to the practice of genetics and the complex relationship between genotype, phenotype and environment. A broader goal of Honors Genetics is to provide students a framework for understanding recent advances in medical genetics and the modern era of personal genomics. Not open to students with credit in BSCI 350. Prerequisite: CHEM 135 or CHEM 175 or CHEM 195 and CHEM 196, with a grade of C- or higher and BIOL 150 or BIOL 151 with a grade of C- or higher and BIOL 152 or BIOL 153 with a grade of C- or higher and membership in the University Honors Program; or consent of the instructor.
This course introduces key statistical concepts and how they are used to solve biological problems. Topics include the scientific method, data representation, descriptive statistics, elementary probability distributions, estimation and hypothesis testing, and analysis of variance. Formerly known as BIOL 570. Not open to students with credit in BIOL 570. Prerequisite: MATH 101 or MATH 104 and BIOL 150 or BIOL 151 or BIOL 152 or BIOL 153.
Fundamental principles of microbiology with emphasis on physical and chemical properties of the bacterial cell; microbial metabolism, cultivation, growth and death of bacteria; microbial genetics, pathogenesis and immunity, industrially important microorganisms. Not open to students with credit in BSCI 400. Prerequisite: BIOL 150 or BIOL 151 with a grade of C- or higher and two semesters of college chemistry with a grade of C- or higher, or consent of the instructor.
A laboratory course that provides hands-on experience with classical genetics and modern molecular genetics. Experiments involve Mendelian genetics (dominance/recessivity, complementation, segregation, independent assortment) in eukaryotic organisms; recombinant DNA; basic bacterial genetics; polymerase chain reaction; DNA sequencing; computational genetics; and genome editing. Not open to students with credit in BSCI 351. Prerequisite: Concurrent or prior enrollment in BIOL 350.
Introduction to the patterns and processes of organic evolution. Considered are the history of evolutionary thought, molecular evolution, genetics and microevolution, selection and adaptation, and speciation and macroevolution. Emphasis will be placed on how scientists study and document change over time in natural populations, methods for testing hypotheses about events in evolutionary history, and how discovering evolutionary mechanisms at one level of organization can help to explicate general processes in the natural world. Prerequisite: BIOL 152 and BIOL 350, or consent of the instructor.
A tour of the tree of life that introduces the major groups of organisms on Earth, their important traits, phylogenetic relationships, life histories, roles in global ecosystems, and interactions with humanity. Our primary guide to this tour is the “Tree of Life,” a branching diagram (phylogenetic tree) that illustrates how life evolved over the few billion years. Learning to read and interpret phylogenetic trees is central to the course, with lessons addressing general tree literacy, as well as advanced topics like mapping traits onto trees and reconstructing their evolution, interpreting fossils and timetrees, and biogeography. Weekly in-person and virtual labs offer opportunities for students to interact directly with physical specimens while also gaining practical experience with simple algorithms and software applications that can be used to reconstruct and interpret how major groups of organisms evolved over time. Two of the four credit hours from this course will apply towards BIOL lab elective requirements numbered 400 or higher for biology majors. Prerequisite: BIOL 152 or BIOL 153, or consent of the instructor.
This course complements BIOL 414 with field trips and laboratory exercises that illustrate the basic concepts of ecology. Topics covered include methodologies for quantitative sampling of terrestrial and aquatic systems, design of field studies, computer simulation and digital data analysis techniques, and scientific writing. Prerequisite: Concurrent or prior enrollment in BIOL 414. A statistics course is recommended.
Lecture survey of molecular cell biology with emphasis on experimental approaches to understanding cell function; topics include biological membranes and transmembrane transport, vesicular trafficking (secretion and endocytosis), cell signaling, cell motility and the cytoskeleton, and the regulation of the cell division cycle. Not open to students with credit in BSCI 416. Prerequisite: BIOL 150 or BIOL 151; BIOL 350 or BIOL 360; CHEM 130, or CHEM 170, or CHEM 190 and CHEM 191; and CHEM 135, or CHEM 175, or CHEM 195 and CHEM 196; or consent of the instructor.
A general course designed to introduce students to the developmental biology of animals. Emphasis is placed on understanding how a single-celled fertilized egg develops into a complex multicellular organism by the processes of cell division, differentiation, growth, and morphogenesis. Lectures stress experimental approaches to investigating development, including classic embryology and modern molecular genetics. Not open to students with credit in BSCI 417. Prerequisite: BIOL 350 or BIOL 360 and BIOL 416 or consent of the instructor.
A varied program of laboratory and fieldwork designed to introduce students to investigative approaches in the study of the basic concepts of biological science. Students may enroll in more than one section. Prerequisite: BIOL 100, BIOL 101, BIOL 150, BIOL 151, or exemption. Each section may have additional prerequisites to be determined by instructor.
Courses on special topics in biology, given as need arises. May be lectures, discussions, readings, laboratory, or fieldwork. Students may select sections according to their special needs.
The preparation and presentation of oral reports on selected topics from the recent research literature. Students may choose one interest group each semester, but may enroll in a given interest group only once. Enrollment in each interest group limited to twenty students. Prerequisite: Course work varying with the topic of the seminar, or consent of instructor.
Original study in discussion or preparation of review papers on selected topics of current interest. May be undertaken only with the consent of the major advisor and of the faculty member who will guide the research. Prerequisite: Consent of instructor.
Original study in laboratory or field in selected topics of current research interest. May be undertaken only with the consent of the major advisor and of the faculty member who will guide the research. Prerequisite: Consent of instructor.
Involvement as teaching assistant for a course in Biology. Credit hours shall not exceed the credits offered for the course being taught. May be undertaken only with the consent of the Director of Undergraduate Biology and of the faculty member who will teach the course. Prerequisite: Consent of instructor and Director of Undergraduate Biology.
Laboratory exercises will examine the function, organization, and composition of eukaryotic cells. Prerequisite: BIOL 150 or BIOL 151; CHEM 130, or CHEM 170, or CHEM 190 and CHEM 191; concurrent or prior enrollment in BIOL 416 or BIOL 536; or consent of the instructor. BIOL 350 or BIOL 360 is highly recommended.
Basic elements of systematic theory and practice; phylogenetic reconstruction using morphological and molecular data; interpretation of phylogenetic hypotheses; principles of nomenclature and classification; evolutionary processes and patterns of species diversity; discussion of the aims and needs of taxonomy; species and speciation; construction of keys; significance of biological collections. Prerequisite: BIOL 152 or BIOL 153. Not intended for students with advanced systematics background.
Practical experience in recombinant DNA technology and molecular cloning. Prerequisite: BIOL 416 or a course in biochemistry or microbiology.
Basic principles of neurobiology. The focus will be on the nature of communication among nerve cells and their targets. Topics will include the development, structure and function of nerve cells, chemistry of neurotransmission, processing and integration including the cellular and molecular basis of higher functions and neurological disorders. Not open to students with credit in BSCI 435. Prerequisite: BIOL 350 or BIOL 360 and BIOL 416 or consent of the instructor.
Laboratory in gross anatomy designed to build on content from BIOL 240 and BIOL 241. Provides an opportunity to develop a comprehensive three-dimensional understanding of anatomical structures and spatial relationships while gaining substantial dissecting experience. Students perform supervised dissection of human cadavers. Limited to students enrolled in, or seeking admission to, programs that require a human anatomy laboratory. Prerequisite: BIOL 240 and BIOL 241, and consent of the instructor.
The course integrates the impact of sleep across all of biology including physiology, endocrinology, health, neurobiology, learning and memory, evolution, and behavior. Students are expected to apply concepts from previous courses to understanding the role of sleep in well-being. Prerequisite: BIOL 150 or BIOL 151, or BIOL 152 or BIOL 153, and one BIOL course 300-level or above.
This biological anthropology lab course builds upon concepts introduced in ANTH 150 and ANTH 304. It provides students with practical, hands-on experience in biological anthropology laboratory methods and theory. Topics include: genetics, osteology, forensic anthropology, modern human biological variation, primatology, paleoanthropology, and human evolution. Students integrate their knowledge of human variation, genetics, and critical approaches to the concept of social and biological race. For the final project, students analyze genetic markers using a commercial ancestry test. They will either be given anonymous data to work with, or, if they pay an optional laboratory fee, they can investigate their own genome for the final project. This fee for self-study is not required for full participation in the final project. (Same as ANTH 449, PSYC 449, and SPLH 449.) Prerequisite: Either ANTH 304, ANTH 340, Human Biology major, or permission of instructor.
This course sits at the crossroads between the discipline of ecology and the practice of stewardship, specifically the Indigenous Knowledge that is born from these landscapes over millennia in a place. Students will interact with research that establishes scientific foundations as a method to engage environmental problems in the anthropocene. The concept of stewardship is a core tenet of this course, students will engage with many approaches of stewardship, centering primarily on humans as a part of, not apart from, the environment. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 451 or EVRN 751, GEOG 451 or GEOG 759, BIOL 451 or BIOL 759. (Same as EVRN 451 and GEOG 451.)
Major brain diseases and neurological disorders such as stroke, Alzheimer's Disease, Parkinson's Disease, Huntington's Disease, Multiple Sclerosis, Epilepsy, Schizophrenia, etc., are discussed in terms of the etiology, molecular, and cellular basis of potential therapeutic interventions. Prerequisite: BIOL 416 or BIOL 435 or BIOL 546, or consent of instructor.
Humans influence both natural and managed ecosystems. This course studies the effects of climate change, land-use change, and reductions in biodiversity on ecosystems. Emphasis is placed on how biological and physical processes may be perturbed by human influences. Topics include the greenhouse effect, species extinctions, human disease expansion, and the effects of global change on agricultural productivity. A combination of lectures and discussion address issues from a scientific basis and link these ecological issues to our everyday lives and society as a whole. Prerequisite: BIOL 152, BIOL 153, or equivalent, or permission of instructor.
Introductory lecture course focused on parasites (protozoans and metazoans) causing disease in humans, including zoonotic diseases (diseases or infections that are naturally transmissible to humans from non-human vertebrates). Provides basic knowledge about the morphology, epidemiology, evolution, and ecology of parasites infecting humans globally (e.g., malaria, amoebas, hookworms, tapeworms). Emphasis is placed on life-cycles, course of infection, modes of reproduction, diagnosis, and pathology of human parasites; relevant parasites of veterinary importance are also discussed. Prerequisite: BIOL 152 or BIOL 153, or permission of instructor.
Laboratory course in the study of parasites causing disease in humans, including zoonotic diseases (diseases or infections that are naturally transmissible to humans from non-human vertebrates), emphasizing their morphology and identification. One three-hour laboratory each week. Prerequisite: Concurrent or prior enrollment in BIOL 480.
This course provides credit for supervised practical experiences in an occupational area of interest. In addition to the work-related activity, students will be expected to complete reading and writing assignments, participate in on-line discussions, and create a final summary of internship accomplishments. Hours of credit earned (1-6) are based on number of hours at internship site and agreement of instructor. Repeatable for up to 6 credit hours, provided the internship experiences are different. Prerequisite: Consent of Instructor.
Intended for sophomores planning to enroll in the Biology Honors Program. Students interested in pursing Biology Honors discuss with Biology faculty members the rationale, methods, and interpretations of research being carried out in individual faculty labs to learn how scientific research is conducted. Prerequisite: At least 17 credit hours of college level natural sciences coursework or consent of instructor.
Exploration of physiological adaptations of plants to bright sunlight & deep shade, drought & flooding, excess heat & subfreezing, excess elements and too few elements. Examples of adaptations include: red leaves, blue leaves, succulence, root "knees", moving leaves, frozen leaves, heavy metal plants, carnivorous plants, parasitic plants, epiphytes. Prerequisite: BIOL 150 or BIOL 152 or consent of instructor.
Lectures on the nature and mechanisms of natural and acquired resistance including humoral and cellular immunity. Characteristics of antigens and antibodies and of their interaction; ontogeny and cellular basis of immune responsiveness, hypersensitivity; specific immunologic tolerance. Not open to students with credit in BSCI 503. Prerequisite: BIOL 400 or BIOL 401, or consent of instructor. BIOL 416 is recommended but not required.
Explores bacterial infectious diseases from the perspective of how disease is established and the mechanisms that underlie disease, as well as how to treat and prevent infectious disease. Not open to freshmen or sophomores. Not open to students with credit in BSCI 506. Prerequisite: BIOL 400 or BIOL 401 with a grade of C- or higher, or consent of instructor.
An introduction to the evolution, anatomy, physiology, behavior, and ecology of spiders and other arachnids. Special topics include the action of spider venoms; the composition and uses of silk; courtship and mating; predation; social behavior; and the role of spiders in natural and agricultural ecosystems. Concurrent enrollment in BIOL 511 is encouraged. Prerequisite: BIOL 152 , BIOL 153 or permission of instructor.
Topics will include comparative biology of arachnid orders (spiders, scorpions, harvestmen, mites, and others), external and internal anatomy of spiders, identification of common spider families and genera, and spider behavior. Students will be required to make a small collection (collect, preserve, and identify specimens). Prerequisite: BIOL 509; concurrent enrollment is preferred.
Lectures and discussions covering the basic nature and characteristics of viruses from a general biological point of view: viruses of bacteria, animals and plants, physical-chemical properties; host cell-viral interactions; mode of replication of DNA and RNA viruses, tumor viruses. Not open to students with credit in BSCI 512. Prerequisite: BIOL 400 or BIOL 401 with a grade of C- or higher, or consent of instructor. BIOL 416 is recommended but not required.
Experiments involving cultivation, quantitation, and identification of animal viruses, continuous cell culture and primary chicken embryo culture techniques. Molecular biology techniques are used to demonstrate the steps in virus replication. The value of viruses as tools to understand normal cellular processes is emphasized in experiments which demonstrate the relative simplicity of viruses and the relative complexity of eukaryotic cells. Demonstrations include transformation of cells by tumor viruses and electron microscopy of virus particles. Prerequisite: BIOL 402 and BIOL 512, or consent of instructor.
This introductory course covers biological, physical, and chemical ocean sciences, with an emphasis on ecological aspects. In addition to this Lawrence campus course, students may enroll for a supplementary 1 credit field trip class to a Caribbean coral reef island offered in December or January. Prerequisite: BIOL 414 or permission of the instructor.
This course exposes students to fundamental concepts of paleontology and evolutionary biology using the mammalian order Primates as a high-profile case study. Primates are interesting partly because humans are primates. Hence, scientific understanding of human origins and human evolution must be grounded in knowledge of our nearest relatives. This course places human origins within the broader framework of how primates have evolved over the course of the Cenozoic Era, often in response to radical changes in the Earth's physical environment. Prerequisite: BIOL 412 or BIOL 413, or consent of the instructor.
An integrated lecture and laboratory course designed to provide an overview of modern methods in biodiversity exploration and discovery. Lectures cover the theory and practice of planning fieldwork in remote locations, documenting species and their natural history, how museum collections are made, calculating and comparing species richness estimates, and the process of describing and naming new species. The laboratory component provides students experience in documenting species and their natural history, processing and curating samples of natural history specimens, and the statistical analysis of biodiversity data. (Same as EVRN 530.) Prerequisite: BIOL 152, 153, or equivalent, or permission of instructor.
An introduction to modern field methods of assessing biodiversity. Fieldwork employs insects and various field methods to estimate and compare species diversity between different habitats and field sites. Taught at different sites in tropical South America over Spring Break. Contact Undergraduate Biology, or the Office of Study Abroad. (Same as EVRN 531.) Prerequisite: BIOL 152, 153, or equivalent, or permission of instructor. Concurrent or prior enrollment of BIOL 530 is strongly encouraged.
A study of the major groups of fungi from slime molds to mushrooms. Emphasis on their activities in natural substrates, isolation techniques, parasitic and mutualistic relationships with other organisms, uses in research, industrial applications, production of mycotoxins and poisons, and physiological, genetic and reproductive behavior. Lectures, laboratory, and field trips. Prerequisite: BIOL 100, BIOL 101, BIOL 150, or BIOL 151 and BIOL 152 or BIOL 153.
This course will cover the diversity and evolution of freshwater and marine invertebrate animals. The class includes an overview of phylogenetic relationships, focusing on understanding patterns of key evolutionary innovations in the history of life. Throughout this course, students will have the opportunity to examine living and preserved specimens and identify unique and convergent features across non-terrestrial invertebrates. Students will gain an appreciation of the remarkable diversity of invertebrate morphologies, function and life cycles. Two of the four credit hours from this course will apply towards BIOL lab elective requirements numbered 400 or higher for biology majors. Prerequisite: BIOL 152 or BIOL 153.
A lecture and laboratory course examining the classification, biological characteristics, and ecology of invertebrates in rivers, lakes, and wetlands. Major groups of benthic and planktonic invertebrates will be studied, including aquatic insects, crustaceans, molluscs, and others. Prerequisite: BIOL 152 or BIOL 153; recommended BIOL 414 and/or BIOL 540.
An intermediate physiology course with lectures and discussions of the structures, functions, mechanisms, and interactions of vertebrate and invertebrate organ systems with a focus on the different ways in which animals adapt to their environments. Topics include digestion and nutrition, metabolism, gas exchange, circulation, excretion, neurophysiology, endocrinology, and muscle physiology. Prerequisite: BIOL 152 or BIOL 153, concurrent or prior enrollment in CHEM 330 or CHEM 380, or consent of instructor. A college physics course is recommended but not required.
An advanced course designed to expose students to evolutionary change in the developmental patterning of plant and animal form. This course includes a lecture component and a laboratory component to integrate multiple biological disciplines including comparative morphology, molecular evolution, developmental genetics and experimental development, to explore biodiversity at a mechanistic level. Lectures are designed to give students background on topics ranging from homology assessment to empirical examples of how changes in gene expression or function may have shaped morphological diversity. The laboratory complements these topics through observations of normal development in a diversity of plant and animal model organisms, and through conducting independent research experiments. Prerequisite: BIOL 350 or equivalent.
An intermediate course in the structures, functions, mechanisms, and interactions of mammalian organ systems. Discussions span topics from molecular to whole animal functions. Not open to students with credit in BSCI 546. Prerequisite: BIOL 150; BIOL 152 or BIOL 240; and concurrent or prior enrollment in CHEM 330 or CHEM 380, or consent of instructor.
This course examines the structure and function of the human skeleton from an evolutionary and biomedical perspective. Students will learn to identify bones comprising the human skeleton and how osteological information aids in reconstructing sex, age, race, stature, and health status. Major transformations of the human skeleton from hominoid precursors, and some of the biomedical consequences of these transformations, will be addressed. (Same as ANTH 648.) Prerequisite: An introductory course in physical anthropology, biology, or permission of instructor.
The principal physiological processes of higher plants including photosynthesis, respiration, water relations, mineral nutrition, and factors associated with morphogenesis. Prerequisite: Consent of instructor.
An introduction to the study of the distribution of life on earth. Covers geographical patterns of species diversity and the processes that give rise to those patterns: speciation, extinction, dispersal, vicariance, continental drift, ecological interactions, and phylogeny. Topics are presented within the framework of evolutionary history and include discussion of the biology of species on islands, terrestrial biomes, altitudinal zonation of species, latitudinal species gradients, historical factors governing species distributions, macroevolutionary trends in the fossil record, and application of modern molecular techniques for testing biogeographical hypotheses. Prerequisite: BIOL 152 or 153 and past or concurrent enrollment in BIOL 412, 413, 414, or 550; or permission of Instructor.
Herpetology introduces students to the global diversity of amphibians and reptiles. Students will learn about the major groups of frogs, salamanders, snakes, lizards, crocodiles and turtles through classroom lectures and hands-on laboratories built around the world-class specimen collections housed in the KU Biodiversity Institute. We will also cover a broad range of other important topics through a herpetological lens, including systematics, evolution, ecology, conservation, life histories, biogeography, communication, locomotion, physiology, diet, behavior, and reproduction. One of the four credit hours from this course will apply towards BIOL lab elective requirements numbered 400 or higher for biology majors.
A study of fishes. Lecture topics include the structure and adaptations of fishes to the aquatic environment and a survey of major fish groups with emphasis on their evolution and biogeography. Laboratory topics include a survey of fish diversity using specimens and the use of keys to identify fishes, with emphasis on the Kansas fish fauna. The course is offered at the 500 and 700 levels, with additional assignments at the 700 level. Prerequisite: BIOL 152 and/or BIOL 413.
A lecture and laboratory course on the biology, evolution, and diversity of birds. One of the three credit hours from this course will apply towards BIOL lab elective requirements numbered 400 or higher for biology majors. Prerequisite: BIOL 152 or BIOL 153 and BIOL 154, or permission of instructor.
Students learn basic concepts of forest productivity, forest water relations, forest hydrology, nutrient cycling, through soils and vegetation, nutrient uptake, carbon cycling, decomposition, linkages to aquatic ecosystems, and agents of disturbance to these cycles. The class spends a significant part of the semester exploring forest soil profiles and the challenges they present to different forest ecosystems. We discuss the function of forested ecosystems in a global context and identify and understand smaller-scale processes that drive forest function. Prerequisite: CHEM 135, or CHEM 175, or CHEM 195 and CHEM 196; and BIOL 414.
An introduction to the foundational concepts that underpin scientific inquiry and problem solving. Coursework is built around three student-designed inquiries, and topics considered within that context include experimental variables, basic principles of statistics, safety and ethics of investigation, professional communication techniques, and appropriate literature review. Enrollment priority will be given to students currently admitted to the UKanTeach program.
A synthesis and discussion of current trends in a discipline or disciplines related to one of the degrees offered in the biological sciences. Emphasis is placed on providing seniors with an appreciation of the discipline's state-of-the-art and on developing skills for success in the next stage of a career in the biological sciences. Topics depend on the associated degree program. Prerequisite: Must be taken in the final year of a degree and students must have completed most of the course work required for one of the degrees in the biological sciences.
Designed to offer the essentials of the chemistry of the constituents of living organisms and the changes these constituents undergo (during life processes) in the human body and other living forms. Not open to students with credit in BSCI 600. Prerequisite: BIOL 150 or BIOL 151 and one semester of organic chemistry.
Theory and methods in the development of protein separation and purification, enzyme structure/function, and enzyme kinetics derived from primary literature searches and readings. Prerequisite: Corequisite: BIOL 600; or consent of instructor.
Introduction to basic concepts, focused at community and species level. Architectural ecomorphology of plants and their physiological responses to physical factors: solar radiation, climate, and soils. Plant succession as an interaction among species differing in ecomorphology and life style. Classification and ordination of plant communities: practice and theory. Other topics include: species diversity and lognormal distribution as to abundance classes; species/area relations and theory of island biogeography; allelochemic defenses; genecology; paleoecology. Prerequisite: BIOL 414 or consent of instructor.
A lecture/laboratory course providing hands-on experience with plant identification, a history of plant classification, the principles of nomenclature and character analysis, the basics of systematics theory, and a phylogenically-oriented introduction to vascular plant diversity. Prerequisite: BIOL 413 or equivalent.
Physiological responses of higher plants to environmental factors are discussed. Major topics are: water relations, heat transfer, resistance to water and temperature stress, dormancy, photoperiodism, photosynthesis and respiration under natural conditions, and effects of environmental pollution. Prerequisite: Consent of instructor.
Lectures. Fundamental principles of microbiology with emphasis in physical and chemical properties of the bacterial cell; microbial metabolism, cultivation, growth and death of bacteria; microbial genetics; pathogenesis and immunity, industrially important microorganisms. Meets with BIOL 400, but students will be given additional and more advanced assignments, and will carry higher expectations. Not open to students with credit in BSCI 612. Prerequisite: BIOL 150 or BIOL 151 and two semesters of college chemistry, or consent of instructor.
A study of the major human diseases transmitted by arthropods with emphasis on the biology and ecology of vectors, vector feeding mechanisms as related to disease transmission, epidemiology of arthropod-borne diseases, and the impact of arthropod-borne diseases on humans. Prerequisite: BIOL 152 or BIOL 153 and a course in microbiology or consent of instructor.
A study of the structure and evolution of ancient life; the nature and diversity of life through time; the interactions of ancient organisms with their environments and the information that the study of fossils provides about ancient environments; the use of fossils to determine the ages of rocks and the timing of past events in earth history; and the patterns of extinction through time. (Same as GEOL 521.) Prerequisite: BIOL 100, BIOL 101, BIOL 152, BIOL 153, GEOL 105, or GEOL 304.
Laboratory course in the study of fossils with emphasis on the practice of paleontology and the morphology of ancient organisms. (Same as GEOL 523.)
The role of natural selection in animal behavior, and the influence of behavior on population biology and social dynamics of animal species. Topics include: game theory and optimization as applied to animal behavior; altruism, cooperation and competition; kin recognition and interactions; group formation and dynamics, dominance, aggression, and territoriality; feeding strategies; reproductive behavior including mate choice, parental care, and mating systems. Prerequisite: BIOL 152; either BIOL 350, BIOL 412 or BIOL 414 recommended; or consent of instructor.
Examination of the concepts and processes involved in conservation of plant and animal populations and communities. Topics to be covered include conservation of endangered species, problems with invasions of exotic species and habitat fragmentation, wildlife management, and design of nature reserves. Prerequisite: BIOL 414, BIOL 412 strongly recommended.
First semester of a two-semester lecture course in introductory biochemistry. Emphasis upon the physical structure of macromolecules and membranes, enzyme structure/function, and enzyme kinetics. Prerequisite: CHEM 335 or consent of instructor.
The laboratory portion of BIOL 638. One four-hour laboratory and a one-hour lecture each week. Experiments have been selected to familiarize students with experimental biochemical techniques using state-of-the-art methodology. Prerequisite: BIOL 637 and BIOL 638 (BIOL 638 may be taken concurrently).
A lecture course in which fossil plants, protists and fungi are examined throughout geologic time. Emphasis will be directed at paleoecology, biogeography and the stratigraphic distribution and composition of ancient floras. Prerequisite: BIOL 413, or permission of instructor.
This one-semester lecture course for biochemistry majors is designed to complement the topics covered in BIOL 636 and BIOL 638. Emphasis will be placed on the various molecular machines involved in the transmission and utilization of genetic information, providing a biochemical perspective of replication, transcription, and translation. Prerequisite: BIOL 636 and BIOL 638 with a grade of C or higher.
An introduction to the theory of macroevolution and the fundamental principles of systematics. Intended for students planning to pursue advanced studies in organismal biology, evolution, and/or systematics. Topics in macroevolution will include hierarchy theory, species concepts, speciation and species selection. Methods of phylogenetic estimation will be discussed and include parsimony, Maximum likelihood and Baysian inference. Evolutionary studies utilizing phylogenies including tests of homology, studies of character evolution, and biogeography will be discussed. An overview of classification and nomenclature will also be provided. Prerequisite: BIOL 412 or equivalent.
The course builds an in depth knowledge about basic mechanisms of synaptic communication among nerve cells and their targets, and the structure and function of nervous systems. Topics include nervous system development and synapse formation, structure and function of neurons, physiological and molecular basis of synaptic communication between neurons, mechanisms of synaptic plasticity involved in learning and memory, sensory systems (vision, auditory, vestibular, motor reflexes and pain), processing of neural information at cellular and system levels, synapse regeneration and diseases of the nervous system. Prerequisite: BIOL 435 (Introduction to Neurobiology), or consent of instructor.
A survey of behavioral genetics in animals and humans. Emphasis is on how the methods and theories of quantitative, population and molecular genetics can be applied to individual and group differences in animals. Behaviors covered may include circadian rhythms, foraging, courtship, learning and memory, anxiety, social structures and human behaviors. Prerequisite: BIOL 350 or consent of instructor.
An introduction to research methods for environmental science. Similar to EVRN 460, formatted for summer term. The course includes fieldwork in diverse ecosystems (lakes, streams, forests, prairies). Assignments and group work emphasize analysis and interpretation of field data. (Same as EVRN 660.) Prerequisite: Junior, Senior, or graduate standing, completion of the natural sciences requirement of the KU Core (GE3N).
Study of the ecology and structure of creeks, rivers, ponds, lakes, and wetlands as well as some of the major human impacts. Prerequisite: One year of biology or permission of the instructor. BIOL 414 recommended.
The course focuses on the role of chemical information molecules in the interrelationships among organisms, with particular attention to interactions (a) within and between animal species, (b) within and between plant species, (c) between animals and plants, (d) between predators and prey, and (e) between parasites and hosts. Prerequisite: BIOL 100 or BIOL 101 or BIOL 152 or BIOL 153 or consent of instructor.
Emphasis will be on the themes that interface ecology and evolutionary studies. Topics will include selection theory; reproductive, foraging, and sex allocation problems; coevolution; patterns or morphological and behavioral adaptations; competition, predation, and population regulation. Special attention will be given to the philosophy and practice of resolving unanswered questions in evolutionary ecology. Prerequisite: BIOL 412 or permission of instructor.
The molecular biology of gene expression in eukaryotes: A study of the structure of genes and the molecular mechanisms used by cells to control and regulate gene expression. Emphasis on enzymatic mechanisms related to transcription, translation, post-transcriptional and post-translational modifications, and epigenetics. This course is offered at the 600 and 700 level with additional assignments at the 700 level. Not open to students with credit in BIOL 772. Prerequisite: BIOL 350 or BIOL 360, or consent of instructor. A course in biochemistry is recommended.
Genomics is the study of the structure, function and evolution of the genome. High-throughput technologies have given us the ability to easily and quickly sequence genomes, and measure genomewide patterns of gene expression. These tools, and the vast amounts of genome-scale data they provide, have transformed biology and medicine. This course will cover the key technological and computational methods by which genomic DNA is sequenced, genomes are assembled, and how RNA and epigenetic patterns are measured. Subsequently, we will emphasize how these genomics tools and techniques have deepened our understanding of biology, covering questions from diverse fields to illustrate the impact of genomics on evolutionary biology, molecular and developmental genetics, human medical genetics and personalized, precision medicine. Prerequisite: BIOL 350 or BIOL 360, or consent of instructor.
The basic concepts of molecular biology are examined and used to probe the process by which a normal cell becomes a cancer cell. The course investigates DNA damage and repair, chemical carcinogenesis, gene cloning and manipulation, the control of gene expression in eukaryotes, tumor viruses, the roles of oncogenes and tumor suppressor genes in carcinogenesis, and cancer therapy. Prerequisite: BIOL 350 and BIOL 416; or BIOL 536; or consent of instructor.
Students pursuing Honors in Biology will meet weekly to discuss, both formally and informally, their honors research. Background information and experimental approaches of the research will be examined and critiqued. Prerequisite: Enrollment in Biology Honors program and consent of instructor.
This course will acquaint the future museum professional with problems in conserving all types of collections. Philosophical and ethical approaches will be discussed, as well as the changing practices regarding conservation techniques. Emphasis will be placed on detection and identification of causes of deterioration in objects made of organic and inorganic materials, and how these problems can be remedied. Storage and care of objects will also be considered. (Same as AMS 714, GEOL 780, HIST 722 and MUSE 706.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
Advanced courses on special topics in biology, given as need arises. Lectures, discussions, readings, laboratory, or field work. Students may select sections according to their special interests.
An introduction to the basic properties of radioisotopes, and the fundamental safety practices needed for the safe use of low levels of radioactive materials. Risks associated with radiation exposures and applicable state and federal regulations are discussed. (Normally the content of the first ten hours of BIOL 703.) Prerequisite: Senior standing in one of the sciences.
An introduction to the properties of radioactive materials, radiations, and their interaction with matter, methods of radiation detection and measurement, protective measures, applicable state and federal regulations, design and implementation of safety management systems in the research laboratory, design of tracer experiments, and the risks associated with radiation exposure. Prerequisite: BIOL 702 or concurrent enrollment in BIOL 702, algebra and two semesters of either physics or chemistry.
This course explores collections in the KU Museum of Natural History through the eyes of their curators and collection managers. It addresses aspects of collecting, cataloguing, preserving, storing, managing, and digitally archiving different types of natural science collections. The course format consists of lectures, readings, workshops, and guided tours of the museum's paleontological, biological (flora and fauna) and archaeological division collections, as well as the Spencer Museum of Art's ethnographic collections. Student projects will involve one of the museum's collections with the opportunity for hands-on experience. (Same as MUSE 710.)
A thorough survey of evolutionary biology. Topics include: the history of evolutionary thought, genetics and the nature of variation, adaptation, speciation, coevolution, macroevolution, the comparative method, and the history of life. Prerequisite: BIOL 350 or equivalent or consent of instructor.
A thorough survey of the discipline of ecology. Topics include elements in physiological, population, community and ecosystem ecology. Overarching themes are 1) pattern and process, 2) ecology and evolution, 3) hierarchical nature of ecology, 4) variation in space and time, and 5) human dimensions of ecology. Prerequisite: Graduate standing or consent of instructor.
Lectures, demonstrations, and studio participation. Instruction in the preparation of illustrations for scientific publications, theses, and oral and poster presentations. Emphasis on basic drafting and layout skills, and pen and ink and tone renderings intended for publication. Attention given to preparation of photographs for publication and oral presentations. Instruction provided in use of specialized optical equipment for drawing. Prerequisite: Upper division or graduate standing and permission of instructor.
Principles of English communication skills for the professional scientist. The course begins by exploring the role of narrative in all forms of scientific communication; it then applies the use of narrative tools to scientific writing, message honing and speaking. The course covers written and verbal communication of primary research. Students must have an independent research project on which to focus their communication assignments. (Same as EVRN 735.)
A lecture and laboratory course examining the classification, biological characteristics, and ecology of invertebrates in rivers, lakes, and wetlands. Major groups of benthic and planktonic invertebrates will be studied, including aquatic insects, crustaceans, molluscs, and others. Graduate students will be expected to submit either an original collection of freshwater invertebrates or write a research essay on a topic mutually agreed upon with the professor. Not open to students who have taken BIOL 541. Prerequisite: Graduate standing; recommended: undergraduate invertebrate biology class.
Description and discussion of genetic variation in natural populations. The effects and interaction of selection, migration, mutation, mating systems, and finite population size on the maintenance of genetic variation. Discussion of the interface with evolution and population ecology. Prerequisite: BIOL 350 and BIOL 412 or equivalent.
The structures and dynamics of proteins and nucleic acids will be developed in terms of well-understood examples which will also be used to discuss the function of major classes of proteins. The application of structural and dynamical principles to biological membranes and their function will also be discussed. Prerequisite: BIOL 807 and BIOL 808, a general biochemistry course, or permission of instructor.
Major brain diseases and neurological disorders such as stroke, Alzheimer's Disease, Parkinson's Disease, Huntington's Disease, Multiple Sclerosis, Epilepsy, Schizophrenia, etc., will be discussed in terms of the etiology, molecular, and cellular basis of potential therapeutic interventions. Graduate students are required to present original research paper assigned by the instructor to the class in addition to the other assignments for all the students enrolled. Prerequisite: BIOL 150, or consent of instructor.
This course surveys the field of cancer research. The major goal is to introduce the breadth of cancer research while, at the same time, providing sufficient depth to allow the student to recognize problems in cancer and to design experiments which study cancer biology. Toward that end, the student should (at the conclusion of the course) be able to: define cancer, identify and discuss its causes; identify and discuss the genetic basis for cancer development and progression; discuss the theoretical basis for cancer therapy design and efficacy testing; discuss the biochemical, molecular and cellular events involved in the natural history of major human neoplasms. Prerequisite: Permission of instructor.
This course sits at the crossroads between the discipline of ecology and the practice of stewardship, specifically the Indigenous Knowledge that is born from these landscapes over millennia in a place. Students will interact with research that establishes scientific foundations as a method to engage environmental problems in the anthropocene. The concept of stewardship is a core tenet of this course, students will engage with many approaches of stewardship, centering primarily on humans as a part of, not apart from, the environment. This course is offered at the 400 and 700 level with additional assignments at the 700 level. Not open to students with credit in EVRN 451 or EVRN 751, GEOG 451 or GEOG 759, BIOL 451 or BIOL 759. (Same as EVRN 751 and GEOG 759.)
The molecular biology of gene expression in eukaryotes: A study of the structure of genes and the molecular mechanisms used by cells to control and regulate gene expression. Emphasis on enzymatic mechanisms related to transcription, translation, post-transcriptional and post-translational modifications, and epigenetics. This course is offered at the 600 and 700 level with additional assignments at the 700 level. Not open to students with credit in BIOL 672. Prerequisite: BIOL 350 or BIOL 360, or consent of instructor. A course in biochemistry is recommended.
A synthesis of historical and ecological biogeography of plants and animals, treating vicariance, dispersal, and community patterns; lectures, readings, discussions. A course in systematics and a course in ecology are recommended.
Consideration of the goals of an institution's public education services, developing programs, identifying potential audiences, developing audiences, and funding. Workshops and demonstrations are designed for students to gain practical experience working with various programs and developing model programs. (Same as AMS 797, GEOL 784, HIST 721, and MUSE 705.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
Lecture, discussion, and laboratory exercises on the nature of museums as organizations; accounting, budget cycles, personnel management, and related topics will be presented using, as appropriate, case studies and a simulated museum organization model. (Same as AMS 731, GEOL 783, HIST 728, and MUSE 701.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
The tropical environment and biota; ecologic relations, communities and evolution in the tropics. Primarily a field course, taught in Costa Rica; two sessions per year, February-March, July-August.
This course will consider the role of exhibits as an integrated part of museum collection management, research, and public service. Lecture and discussion will focus on issues involved in planning and producing museum exhibits. Laboratory exercises will provide first hand experience with basic preparation techniques. Emphasis will be placed on the management of an exhibit program in both large and small museums in the major disciplines. (Same as AMS 700, GEOL 781, HIST 723, and MUSE 703.) Prerequisite: Museum Studies student, Indigenous Nations Studies student, or consent of instructor.
This course examines the roles collections play in fulfilling a museum's mission; the obligations ownership/preservation of collections materials create for a museum; and the policies, practices, and professional standards that museums are required to put in place. The course will cover utilization of collections for research, education, and public engagement; address how that utilization informs the need for and structure of collections policies, and introduce the basic practices of professional collections management. (Same as ANTH 798, AMS 730, GEOL 785, HIST 725, and MUSE 704.) Prerequisite: Museum Studies student, Indigenous Studies student, or consent of instructor.
Advanced courses on special topics in biology, given as need arises. Lectures, discussing readings, laboratory or field work. Students may select sections according to their special interests.
This course covers the responsible conduct of research to help students initiate research projects ethically. Topics covered include expectations of federal granting agencies and the university, best practices for data management and publishing, and professional development as a graduate student. Prerequisite: Admission to the graduate program in Ecology and Evolutionary Biology, or consent of instructor.
An introduction to the advanced study of biochemistry, microbiology, genetics, cell and developmental biology, and neurobiology for all Molecular Biosciences graduate students. Topics can include macromolecular structure, metabolism, kinetics and thermodynamics, bioinformatics, prokaryotic and eukaryotic genetic mechanisms, cell structure and function, signal transduction, basic and pathogenic bacteriology, immunology, virology, membrane potentials, synaptic transmission, and sensory neurophysiology. Prerequisite: Admission to the graduate program in Molecular Biosciences, or consent of instructor.
An introduction to the advanced study of biochemistry, microbiology, and neurobiology for graduate students in Medicinal Chemistry. Prerequisite: Admission to the graduate program in Medicinal Chemistry and consent of instructor.
Covers recent advances in immunochemistry and immunobiology. Topics include structure and function of antibodies, hybridoma systems, idiotypes, induction and regulation of the immune response through cell interactions and cytokine action, and the role of immune activity in disease states such as hypersensitivity, autoreactivity, and cancer. Prerequisite: BIOL 807 and BIOL 808, or an introductory course in immunology, or consent of instructor.
Emphasis is on virulence factors of microorganisms and the host response to infection. Topics will include pathogenesis of intracellular and extracellular parasites, bacterial adhesins, and toxins, and the role of innate and acquired immunity in host resistance and the response to infection. Prerequisite: BIOL 807 and BIOL 808, or a course in biochemistry, or consent of instructor.
The course concentrates on evaluation of current literature concerning all aspects of molecular biology, biochemical characterization, and pathogenic mechanisms involved in host-virus interactions. Students will be expected to present articles and participate in discussions. Prerequisite: BIOL 807 and BIOL 808, or a course in microbial genetics and a course in virology, or consent of instructor.
A literature-based course that covers recent advances in microbial molecular genetics. Topics include transcription, translation, mutagenesis and repair, genetic exchange mechanisms, and regulation of gene expression. Prerequisite: BIOL 807 and BIOL 808, or a course in microbial genetics, or consent of instructor.
Advanced course examining career options open to PhD scientists in the biomedical sciences, and providing preparation for the different career paths. Extensive student/faculty interaction is emphasized utilizing lectures, class discussion of assigned readings, and oral presentations. Graded on a satisfactory/unsatisfactory basis. (Same as CHEM 816, MDCM 816 and PHCH 816.) Prerequisite: Permission of instructor.
This class addresses the recognized problems in rigor, reproducibility, and transparency that are plaguing modern science. Students will learn the fundamentals of hypothesis design, avoiding bias, randomization, sampling, and appropriate statistical analyses, reagent validation, among other key topics. This course also introduces principles for being an ethical, responsible, and professional research scientist. Topics include: plagiarism, fabrication and falsification of data, record keeping and data sharing, mentor/mentee and collaborative relationships, among others. The class will include a mixture of lecture, case studies and discussion. (Same as CHEM 817/MDCM 817/PHCH 817.) Prerequisite: Graduate student.
The application of statistical methods to data from various fields of biological research. Special emphasis is placed on practical computational procedures. Prerequisite: College algebra.
A survey of methods for inferring phylogenetic trees from character data and using phylogenies to address evolutionary questions. Lectures will present the relevant theory and algorithmic description of methods. Computer lab will familiarize students with software that implements the analyses discussed in lecture. Intended for graduate students specializing in systematics. Prerequisite: BIOL 845 and BIOL 841 or consent of instructor.
A survey of topics investigated by chemical biology methods including: transcription and translation, cell signaling, genetic and genomics, biochemical pathways, macromolecular structure, and the biosynthesis of peptides, carbohydrates, natural products, and nucleic acids. Concepts of thermodynamics and kinetics, bioconjugations and bioorthogonal chemistry will also be presented. (Same as CHEM 860, MDCM 860 and PHCH 860.) Prerequisite: Permission of instructor.
A lecture course providing balanced coverage of Mendelian and molecular genetics of humans; includes discussions and presentations on current issues in human and medical genetics. Prerequisite: A course in genetics.
Research which is to be incorporated into an M.A. thesis. Not more than ten hours may be earned. Graded on a satisfactory progress/limited progress/no progress basis.
Advanced course examining current research topics in biochemistry and biophysics. Extensive student/faculty interaction is emphasized utilizing lectures, class discussion of assigned readings of research reports, and oral presentations. Prerequisite: Enrollment in graduate school, and departmental admission.
Seminar presentation and discussion opportunity for advanced Molecular, Cellular, and Developmental Biology graduate students. Graded on a satisfactory/unsatisfactory basis.
A review of current literature in molecular genetics.
This course emphasizes the use of techniques for solving problems of structure and function of biological macromolecules. Students will complete several modules that consist of lectures relating to theory and practical aspects of each methodological approach, and apply these techniques to solving a specific problem. Students will submit a paper describing the resulting data and conclusions. Prerequisite: BIOL 807, BIOL 817, or permission of instructor.
This course introduces the basics of preparing a successful scientific grant application. Topics to be covered include how to develop a novel, fundable project, scientific writing and grantsmanship, and what criteria reviewers consider in evaluating grants. The course will be a mix of instruction and class discussion. Prerequisite: Admission to the graduate program in Molecular Biosciences, or consent of instructor.
Matrix formulation of multivariate models and data. Specific methods covered include Principal Components Analysis, Factor Analysis, Multiple Group Discriminant Analysis and Canonical Analysis, and Canonical Correlation Analysis. Prerequisite: Knowledge of elementary matrix algebra.
Introduction to theory and practice of contemporary molecular modeling, including molecular mechanics, molecular dynamics, computer graphics, data analysis, use of structure and sequence databases, docking, and homology modeling. Weekly computer laboratory section aimed at allowing participants to pursue independent research projects that incorporate modeling aspects. Lectures, laboratory manuals, program descriptions, and technical notes are presented on course web page. Prerequisite: Graduate standing or consent of instructor.
Individual investigations; laboratory, field or museum; or reading assignments in specialized topics not ordinarily treated in other courses. Graded on a satisfactory/unsatisfactory basis.
Original research that is to be incorporated into a Ph.D. dissertation. Graded on a satisfactory progress/limited progress/no progress basis.
Chemistry Courses
This integrated lecture and laboratory course provides an introduction to basic concepts related to general, organic, and biological chemistry. Suitable for students seeking an introductory course and for students who are majoring in health and allied health fields. Students whose majors require more than one semester of chemistry should enroll in CHEM 130, CHEM 170, or CHEM 190. CHEM 110 and CHEM 150 cannot both be taken for credit.
This course seeks to develop a working knowledge of the conceptual foundation and the quantitative chemical relationships on which subsequent chemistry courses are built. Atomic structure, chemical bonding, reaction stoichiometry, thermochemistry, and periodic trends are emphasized in this integrated lecture and laboratory course. Students pursuing or considering a major in one of the chemical sciences should strongly consider taking CHEM 170 or CHEM 190. Students with credit in CHEM 110 will have two hours added on to their total number of hours required for graduation. Prerequisite: Must be eligible for MATH 115.
This course, which is a continuation of CHEM 130, focuses on chemical kinetics, chemical equilibrium, acid-base chemistry, and thermodynamics. Additional topics, such as environmental chemistry, electrochemistry, coordination chemistry, nuclear chemistry, organic chemistry, and/or polymers, may also be introduced in this integrated lecture and laboratory course. Students pursuing or considering a major in one of the chemical sciences should strongly consider taking CHEM 175 or CHEM 195. Prerequisite: CHEM 130, CHEM 170, or CHEM 190 with a grade of C- or higher.
This course is intended for students in the School of Engineering who have credit for CHEM 130 but still need selected elements of second-semester general chemistry. Students will learn to describe phases of matter and quantify changes among them, and to analyze chemical equations and equilibria in the context of acid-base and redox chemistry. Prerequisite: Student in the School of Engineering and CHEM 130 or equivalent (or have Departmental consent). Credit in CHEM 135, CHEM 150, CHEM 175, or CHEM 195 precludes enrollment in and credit for CHEM 149.
This one semester course is designed for students in the School of Engineering who are not required to take additional chemistry courses at the college level. In this integrated lecture and laboratory course, students will learn to predict properties of substances based on their molecular structure, to describe phases of matter and quantify changes among them, and to analyze chemical equations and equilibria in the context of acid-base and redox chemistry. Technical communication and experimental design are also emphasized. Prerequisite: Must have completed a course in high school chemistry and be eligible for MATH 115 (or have Departmental consent). Students not admitted to the School of Engineering must receive permission from instructor. CHEM 110 and CHEM 150 cannot both be taken for credit.
The first course in a two-course sequence focused on the principles and applications of modern chemistry. This integrated lecture and laboratory course is designed for students pursuing or considering a major in one of the chemical sciences (such as chemistry, biochemistry, chemical engineering or petroleum engineering). The CHEM 170/CHEM 175 course sequence covers the same general topics as CHEM 130/CHEM 135, but with an increased emphasis on modern applications of chemistry. Students with credit in CHEM 110 will have two hours added on to their total number of hours required for graduation. Prerequisite: Eligibility for MATH 115.
A limited-enrollment, seminar course for first-time freshmen, addressing current issues in Chemistry. Course is designed to meet the critical thinking learning outcome of the KU Core. First-Year Seminar topics are coordinated and approved by the Office of First-Year Experience. Prerequisite: First-time freshman status.
Special topics for chemistry majors such as using the chemical literature, educational and professional perspectives, scientific ethics, and undergraduate research opportunities. It is recommended that students take this half-semester course in their freshman or sophomore year. Prerequisite: A declared major in chemistry or consent of instructor.
CHEM 190, together with corequisite laboratory course CHEM 191, provides an integrated treatment of theoretical and experimental aspects of chemistry for qualified and highly motivated students. It is anticipated that students in CHEM 190 and CHEM 191 plan to take more than one year of chemistry at the college level. Students with credit in CHEM 110 will have two hours added on to their total number of hours required for graduation. Prerequisite: High school chemistry and calculus; at least one of the following: (a) acceptance into the KU Honors Program, (b) an AP exam score in chemistry of 3 or higher, (c) a mathematics ACT score of 30 or higher; or permission of instructor. Corequisite: CHEM 191.
CHEM 195 and corequisite laboratory course CHEM 196 continue the integrated theoretical and experimental exploration of chemistry topics for qualified and highly motivated students. Prerequisite: CHEM 130, CHEM 170, or CHEM 190 and CHEM 191 with a grade of C- or better, and permission of the instructor. Corequisite: CHEM 196.
A course for undergraduate students focusing on chemical safety in modern laboratories. The course will feature practical instruction in lab safety, an introduction to safety resources, and group discussions centered around case studies. Required for all B.S. majors, and for all B.A. majors participating in undergraduate research. Students with credit in CHEM 201 may not take CHEM 701 for credit. Prerequisite: CHEM 135, CHEM 175, or CHEM 195.
A one-semester course covering advanced mathematical methods necessary for upper-level physical and analytical chemistry courses. Topics include complex numbers and functions, ordinary and partial differential equations, linear algebra and probability and statistics with special emphasis on applications to problems in the chemical sciences. Prerequisite: Corequisite: MATH 127.
Emphasis on basic techniques for the preparation, separation, and purification of organic compounds. Required for a major in chemistry and by those departments and programs specifying a complete undergraduate organic chemistry course. Prerequisite: CHEM 330 or CHEM 380 with a grade or C- or higher or concurrent enrollment in CHEM 330 or CHEM 380.
This is the first half of a two-semester sequence in organic chemistry for students with strong records in previous chemistry courses. Recommended for members of the University Honors Program and students majoring in chemistry or related fields. Prerequisite: CHEM 135, CHEM 175, or CHEM 195 with a grade of C- or higher and permission of the instructor.
This is the second course in a two-semester sequence in organic chemistry for students with strong records in previous chemistry courses. Recommended for members of the University Honors Program and students majoring in chemistry or related fields. Prerequisite: CHEM 330 or CHEM 380 with a grade of C- or higher, and permission of the instructor.
A course on special topics in chemistry, given as the need arises. Course content applies and expands upon general chemistry concepts, such as chemical thermodynamics, kinetics, and bonding. In this course, students gain knowledge in a topic of contemporary interest in chemistry, are challenged to examine the experimental and theoretical basis of this knowledge, and consider the broader impacts of this knowledge outside the discipline. Course may be repeated for different topics. Prerequisite: CHEM 135, CHEM 175 or CHEM 195 and membership in the University Honors Program; or permission of instructor. Each section may have additional prerequisites to be determined by the instructor.
Principles of analytical chemistry with emphasis on the fundamental methods used for chemical analysis. Topics include experimental error, statistical analysis, method development, sampling, calibration methods, spectrophotometry, chromatography, mass spectrometry, and electrochemistry. Prerequisite: One semester of organic chemistry and one semester of organic chemistry laboratory, or permission of instructor. Corequisite: CHEM 401.
Experiments illustrate fundamental principles of chemical analysis methods. The course serves as an introduction to advanced instrumental methods of analysis. Prerequisite: One semester of organic chemistry and one semester of organic chemistry lab, or permission of instructor. Corequisite: CHEM 400.
Individual and supervised study or laboratory work on special topics or problems in chemistry. Prerequisite: Ten hours of chemistry and a minimum overall grade-point average of 2.0 or consent of department.
A research course for Chemistry majors, consisting of experimental or theoretical work in chemistry or a closely related field. A final report must be submitted to the instructor at the end of the semester. Prerequisite: CHEM 201, or CHEM 201 concurrently, or documentation of appropriate laboratory safety training.
A one-semester course that explores the fundamentals of physical chemistry with specific application to biological systems. The basic principles of thermodynamics, chemical kinetics, quantum mechanics and spectroscopy will be introduced, and their application to aqueous solutions and biochemical systems will be emphasized. This class consists of lecture only. Students requiring laboratory experience should enroll in CHEM 520. Prerequisite: One semester of organic chemistry, two semesters of calculus, and two semesters of physics.
A one-semester integrated lecture and laboratory course that explores the fundamentals of physical chemistry with specific application to biological systems. The basic principles of thermodynamics, chemical kinetics, quantum mechanics and spectroscopy will be introduced, and their applications to aqueous solutions and biochemical systems will be emphasized. Students who do not wish to take the laboratory component should enroll in CHEM 510. Prerequisite: One semester of organic chemistry, two semesters of calculus and two semesters of physics.
An introduction to the basic principles of quantum mechanics, atomic and molecular structure, molecular rotations and vibrations, statistical mechanics, statistical thermodynamics and reaction dynamics. Prerequisite: Two semesters of general chemistry; PHSX 212; MATH 127, MATH 220 or MATH 320 and MATH 290 or consent of instructor.
An introduction to the basic principles of quantum mechanics, atomic and molecular structure, molecular rotations and vibrations, group theory, spectroscopy, and statistical mechanics. Prerequisite: Two semesters of general chemistry; PHSX 212; MATH 127; and CHEM 250 (or MATH 220 or MATH 320 and completion of, or concurrent enrollment in MATH 290) or consent of instructor.
Emphasizes the thermodynamics of molecular systems with application to the structure and properties of gases, liquids, solids, materials, statistical thermodynamics, chemical kinetics, and reaction dynamics. Prerequisite: CHEM 530 or consent of instructor.
A course for students with an interest in the application of chemical principals and methods to address problems in biology at the molecular level. The fundamentals of biomolecules (nucleic acids, proteins, lipids, and carbohydrates) and techniques of chemical biology research will be discussed. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in CHEM 760. Prerequisite: CHEM 335 and CHEM 336 with grades of C- or higher and completion of, or concurrent enrollment in BIOL 600 or BIOL 636, or consent of instructor.
An introduction for pre-service teachers to the tools used by scientists to solve scientific problems. Topics include design of experiments and interpretation of their results, use of statistics, mathematical modeling, laboratory safety, ethical treatment of human subjects, writing scientific papers, giving oral presentations, and obtaining data from the scientific literature. Open only to students in the UKanTeach program. (Same as PHSX 598.) Prerequisite: At least one course at the 100 level or above in CHEM, MATH, or PHSX.
Theory and application of instrumental methods to modern analytical problems. Topics covered include atomic and molecular spectroscopy, electrochemistry, mass spectrometry, and separations. Prerequisite: CHEM 400 and CHEM 401 and one semester of physical chemistry laboratory, or permission of instructor.
Theory and application of instrumental methods to modern analysis problems. Experiments covered in this capstone laboratory course include atomic and molecular spectroscopy, electrochemistry, and separation methods. Prerequisite: CHEM 400 and CHEM 401, and one semester of physical chemistry laboratory; or permission of instructor. Prerequisite or Corequisite: CHEM 635.
Courses on special topics in chemistry, given as the need arises. Course may be repeated for different topics. Prerequisite: 20 hours of Chemistry. Each section may have additional prerequisites to be determined by the instructor.
Special topics and presentations by students and faculty in areas of current interest such as recent advancements in chemistry, professional development, societal issues facing chemists, and reports of ongoing research. This half-semester course is recommended for seniors. Prerequisite: CHEM 180.
An undergraduate capstone research experience in chemistry or a closely related field, consisting of experimental or theoretical work on a topic developed in consultation with the faculty research advisor. A total of 3 credit hours must be accumulated for the course to count toward KU Core Goal 6. Students will submit a final report to the Chemistry Department during the semester in which the third credit hour is completed, and also present their results in a public forum. Prerequisite: CHEM 201, or CHEM 201 concurrently (or documentation of appropriate laboratory safety training), CHEM 335 (or CHEM 385) and CHEM 336 with grades of C or higher, and permission of the Chemistry Department.
An undergraduate research experience in chemistry or a closely related field for students in the Chemistry Department Honors Program, consisting of experimental or theoretical work on a topic developed in consultation with the faculty research advisor. A minimum of 4 credit hours must be accumulated to satisfy Chemistry Department Honors requirements, and 3 of those credit hours will satisfy KU Core Goal 6. At the completion of the research, a written thesis, and an oral defense of the thesis, will be required. Prerequisite: Acceptance to the Chemistry Department Honors Program; CHEM 201, or CHEM 201 concurrently, or documentation of appropriate laboratory safety training.
A course for beginning graduate students with particular emphasis on scholarship issues relevant to the chemical sciences. Topics will include scientific ethics, codes of conduct, record keeping, authorship, and the responsibilities of a scientist. Group discussions, particularly centered around case studies, will be a significant component of the course.
A course for beginning graduate students focusing on chemical safety in modern laboratories. The course will feature practical instruction in lab safety, an introduction to safety resources, and group discussions centered around case studies.
Review of all complex variable theory; introduction to the partial differential equations of physics; Fourier analysis; and special functions of mathematical physics. (Same as PHSX 718.) Prerequisite: Two semesters of junior-senior mathematics.
An introductory graduate level course in analytical chemistry, in which the principles of electrochemistry, spectroscopy, and separation science are utilized to solve analytical problems in inorganic, organic and biochemistry. Prerequisite: An undergraduate course in analytical chemistry, a year of organic chemistry, and a year of physical chemistry.
An examination of the basic foundations of coordination chemistry and organometallic chemistry including symmetry methods, bonding, magnetism, and reaction mechanisms. Prerequisite: Two semesters of organic chemistry and one semester of physical chemistry in which quantum chemistry is introduced. The latter course may be taken concurrently with CHEM 730.
A consideration of the structural features and driving forces that control the course of chemical reactions. Topics will include acid and base properties of functional groups; qualitative aspects of strain, steric, inductive, resonance, and solvent effects on reactivity; stereo-chemistry and conformations; an introduction to orbital symmetry control; basic thermodynamic and kinetic concepts; and an overview of some important classes of mechanisms. Prerequisite: Two semesters of undergraduate organic and one semester of physical chemistry or concurrent enrollment.
The use of techniques such as infrared, nuclear magnetic resonance, and ultraviolet spectroscopy, and mass spectrometry for elucidating the structure of organic molecules. A lecture and workshop course. Prerequisite: CHEM 626 and CHEM 627.
An introduction to the basic principles of quantum theory relevant to atomic and molecular systems. Topics include operators and operator algebra, matrix theory, eigenvalue problems, postulates of quantum mechanics, the Schrodinger equation, angular momentum, electronic structure, molecular vibrations, approximation methods, group theory, and the foundations of spectroscopy. Prerequisite: Two semesters of physical chemistry.
A comprehensive introduction to the application of chemistry to address problems in biology at the molecular level. The fundamentals of biomolecules (nucleic acids, proteins, lipids and carbohydrates) and techniques of chemical biology research will be discussed. This course is offered at the 500 and 700 level with additional assignments at the 700 level. Not open to students with credit in CHEM 560.
Original investigation on the graduate level.
Colloquia on various topics of current interest are presented by students, faculty, and visiting scientists.
Advanced course examining career options open to PhD scientists in the biomedical sciences, and providing preparation for the different career paths. Extensive student/faculty interaction is emphasized utilizing lectures, class discussion of assigned readings, and oral presentations. Graded on a satisfactory/unsatisfactory basis. (Same as BIOL 816, MDCM 816 and PHCH 816.) Prerequisite: Permission of instructor.
This class addresses the recognized problems in rigor, reproducibility, and transparency that are plaguing modern science. Students will learn the fundamentals of hypothesis design, avoiding bias, randomization, sampling, and appropriate statistical analyses, reagent validation, among other key topics. This course also introduces principles for being an ethical, responsible, and professional research scientist. Topics include: plagiarism, fabrication and falsification of data, record keeping and data sharing, mentor/mentee and collaborative relationships, among others. The class will include a mixture of lecture, case studies and discussion. (Same as BIOL 817/MDCM 817/PHCH 817.) Prerequisite: Graduate student.
An advanced treatment of analytical separations techniques. The theory of separation science will be augmented with discussion of practical aspects of instrumentation and experiment design. Prerequisite: CHEM 720.
An advanced treatment of selected electroanalytical techniques and methodology. Prerequisite: CHEM 720.
General concepts of encoding chemical information as electromagnetic radiation; major instrumental systems for decoding, interpretation, and presentation of the radiation signals; atomic emission, absorption, and fluorescence; ultraviolet, visible, infrared, and microwave absorption; molecular luminescence; scattering methods; mass spectrometry; magnetic resonance; automated spectrometric systems. Prerequisite: CHEM 720.
An introduction to mass spectrometry. The various ionization techniques and mass analyzers will be discussed, and many examples of different mass spectrometric applications will be introduced. Prerequisite: CHEM 720.
A course covering important aspects in modern chemical measurement with particular emphasis placed on bioanalysis. This course will survey the modern analytical challenges associated with the ongoing efforts in genomics and proteomics and discuss future trends in methods in instrumentation. Prerequisite: CHEM 720.
An introduction of quantum and group theories in relation to bonding and physicochemical properties of inorganic substances. Topics include vibrational and electronic spectroscopies, magnetism, and inorganic photochemistry. Prerequisite: CHEM 730.
Mechanistic aspects of transition metal chemistry including substitution reactions, electron transfer reactions, rearrangement reactions, ligand reactions and inorganic photochemistry. Principles and applications of heterogeneous and homogeneous catalytic processes emphasizing catalysis at transition metal centers. Prerequisite: CHEM 730.
An examination of the methods used to probe the mechanisms of organic reactions and of the chemistry of some important reactive intermediates. Topics will include isotope effects, kinetics, linear free energy relationships, solvent effects, a continuing discussion of orbital symmetry, rearrangements, carbocations, carbanions, carbenes, radicals, excited states, and strained molecules. Prerequisite: CHEM 740.